Degrees Without Skills: The Harsh Reality of Studying Tech in Nigerian Universities

By LOVETH AZODO,  Lagos

In a world increasingly driven by technology, computing has emerged as one of the most sought-after disciplines globally. From software engineering to cybersecurity and data science, students flock to universities hoping to acquire the skills needed to compete on the international stage.

But within Nigeria’s universities, a troubling gap between theory and practice is leaving many students disillusioned, frustrated, and in some cases, self-taught.

For many students across Nigerian universities, the pursuit of a degree in these computing courses has become less about academic enlightenment and more about survival in a system that appears detached from the realities of the tech world.

While the rest of the world races forward with innovation and practical learning, Nigerian students say they are left grappling with outdated curricula, underqualified lecturers, and a near-total absence of industry-standard exposure.

In the Federal University of Technology Owerri (FUTO), a software engineering student who requested anonymity expressed deep frustration.

“Most of our lecturers don’t even know how to code,” he said. “Yet they give us very heavy assignments. Most of us, in order not to fail, pay huge amounts to tech experts, some of whom are not even university graduates, to guide us and help with assignments. We rely on them because the system offers us no real support.”

It’s a sentiment echoed by many students across the country. In Nnamdi Azikiwe University (UNIZIK), a female cybersecurity student, also anonymous, said her passion for technology has nearly turned to regret. “If not for the online courses I’m currently taking, I would leave this school without understanding anything about the course I left my father’s house to study,” she said. “The only reason I’m still here is because of the certificate. Otherwise, it feels like a waste of years.”

These stories are not isolated. In a digital age where practical experience, hands-on learning, and exposure to real-world tools define success in tech, many Nigerian universities are still stuck in theoretical instruction, producing graduates who are unprepared for the demands of the global digital economy.

The Gap Between Classroom and Industry

The criticism points to a systemic problem: while Nigerian universities continue to expand their computing departments, the quality of education is not keeping pace with global standards. Practical knowledge is sparse, access to modern tools is limited, and the few qualified lecturers are often stretched thin.

What’s more concerning is the growing trend of students outsourcing assignments and projects just to meet academic requirements, an act that raises questions not just about competence but also about academic integrity and the long-term implications for the nation’s tech workforce.

According to experts in the field, this gap can be bridged, but not without deliberate efforts to revamp curricula, retrain faculty, and establish strong ties with industry players.

A Glimmer of Hope: LASU’s Faculty of Computing

Amid the criticism, some universities are taking steps to bridge the divide. The Lagos State University (LASU) is making moves to set a new precedent with its soon-to-be-established Faculty of Computing.

In a recent announcement, the Vice-Chancellor of LASU, Professor Ibiyemi Olatunji-Bello revealed that the school is not only launching a new faculty but also incorporating practical, industry-relevant training into its structure.

Speaking about the institution’s plans, the Vice-Chancellor said: “We bring in experienced industrialists, and those in charge of our entrepreneurship unit will guide our students on how to start businesses and excel in their studies. Our students will have industry experience because this area is highly sought after.

“We are also looking at collaboration with international organizations to support our students, offering internship opportunities and, eventually, employment,” she said.

The decision to establish the faculty, she explained, was driven by competition and demand.

“Faculty of computing has been on the front burner for a long time, and other universities have already started it. If others have started and LASU is one of the best universities in West Africa, don’t you think we should too? So, our motivation is the competition,” she said.

“The standard is going to be high because we are preparing ahead. We’ve invited the National Universities Commission (NUC), and they have responded.

They will assess what we have, advise us, and ensure we get the best. I can assure you that once the assessment is done, we will commence by next year, and we’ll ensure we give the best.”

Raising the Bar: What Needs to Change

While LASU’s efforts signal progress, the path to reforming computing education across the country is long and complex. First, universities must revisit their approach to hiring and training lecturers. A computing course taught by someone with little or no industry experience does little to inspire students or equip them for real-world challenges.

Curriculum reform is also urgent. Many courses still rely on outdated syllabi that fail to reflect the rapid pace of innovation in tech. Universities must work closely with professionals and companies in the industry to redesign programs that integrate practical projects, hackathons, internships, and mentorship.

Equally important is investment in infrastructure. Modern computing labs, access to current software tools, and reliable internet connectivity are no longer optional, they’re essential. Without them, students will continue to rely on paid tutorials and self-learning, further undermining the purpose of institutional education.

Students Are Willing to Learn, But the System Must Support Them

Perhaps what is most heartbreaking about the current situation is that Nigerian students are not lacking in interest or passion.

On the contrary, they are taking extra steps enrolling in online programs, attending boot camps, joining tech communities just to fill in the gaps left by their universities.

But learning in isolation is not enough. Without proper guidance, structure, and evaluation, even the most driven students risk being misinformed or overwhelmed. Moreover, not all students can afford the cost of these extra resources, further widening the digital divide between the privileged and the underserved.

A Call to Action

The call for global-standard teaching in computing courses is not just a cry for help; it is a demand for accountability, modernization, and a recognition of the crucial role that tech education plays in the nation’s future.

The world is moving fast, artificial intelligence, cybersecurity, blockchain, and data science are reshaping industries at lightning speed. Nigeria cannot afford to be left behind.

Universities must rise to the challenge. Regulators like the NUC must enforce quality benchmarks, and policymakers must prioritize education funding. But beyond all of this, the conversation must center on students, their dreams, their struggles, and the future they represent.

Because at the end of the day, if Nigeria hopes to compete in the global tech space, it must start by equipping its students with not just the knowledge to pass exams, but the skills to build, innovate, and lead.