Cynthia Ebi Farka cherishes her days as the face of Coventry. She attended Coventry University in the United Kingdom as one of the beneficiaries of the post-graduate scholarship scheme of the Niger Delta Development Commission, NDDC.

For many months, Cynthia’s face welcomed prospective students at the Coventry train station as part of a “Guide to Campus ” project at Coventry University. She recalled with pride: “My face was used to showcase the good features of the university, and I did this as an NDDC scholar.”

Cynthia, who hails from Bayelsa State, studied oil and gas engineering and described her experience in UK as life-changing. She said out there, “everything is computerised, and if you don’t work hard, you will not get anything. There is this software called ‘turn-it-in’ which is used whenever an assignment or coursework is given to check plagiarism,” she said.

“With a background in petroleum engineering, I had the opportunity to deepen my knowledge in oil and gas engineering. I also had the opportunity to go on an excursion in Glasgow, Scotland. The flow measurement course exposed me to practical experiences outside the academic sphere. Altogether, I can say that I am well equipped for the future.”

Looking back, Cynthia said the Master’s degree programme in Coventry was challenging. “But you know, challenges come with their good part,” she added: “When I got to the United Kingdom, it took me some time to adjust to a new learning system. It’s different from what we are used to here in Nigeria. In a nutshell, I will say it was a wonderful experience.”

However, the NDDC scholar said she would be fulfilled when her studies translate to benefits for the people of the Niger Delta. For this to happen, she said she was looking forward to getting a platform to demonstrate her skills. “I need an opportunity to transfer my knowledge to others. Apart from oil and gas engineering, I also got involved in a media presentation project where I learnt presentation and communication skills,” Cynthia said.

Given her exposure to a more modern society, Cynthia wants to see a Niger Delta that is comparable in terms of development to the United Kingdom. She acknowledges that it may take a while and a lot of work.

Cynthia cautioned that blaming all our woes on the Government was unhelpful because, in her view, we all must play different roles. She explains: “You need to see Nigerians in the United Kingdom. They behave themselves; you don’t see someone eat and throw the waste on the roads, but they do that in Nigeria. So, is it the government doing that? Every individual has a part to play. You have the zebra crossing in the UK, and when there are people on it, cars stop, but here in Nigeria, they will run you over.

“I see a Nigeria that will be like the United Kingdom, where you pay for electricity and you get light in a system that works generally. I want the Niger Delta to be a peaceful environment where the youths can realise their potentials. Our boys and girls have prospects, but the environment limits them. I wish people who have a passion for certain things were encouraged. They should go for it and not give up.”

While thanking the NDDC for allowing her to improve herself, Cynthia advised the Commission to help the scholars surmount the initial funding challenges they face in a foreign land. According to her, the major obstacle is the late release of funds. ”I got to Coventry in September, and the money came in December. So, you have to be able to struggle and foot your bills at the initial stage. I wish the Commission could give the scholars something to support themselves before getting there.”

On the positive side, Cynthia commended the NDDC for keeping track of the performance and well-being of its scholars. She enthused: “I was glad that the Deputy Director from the directorate running the scholarship programme came to my graduation. That is good because they check on their students. Even before I got details of my result, it was already sent to NDDC, which is also good.”

Like Cynthia, Mr Ubong Peters, a Ph.D. student in Australia, was another worthy NDDC foreign post-graduate scholarship ambassador. He was celebrated for winning a three-minute thesis competition at his university.

Peters’s excellent performance was among the success stories the NDDC top officials shared at every opportunity.

A proud Chief Executive extolled some of the scholarship programme’s shining lights. He said that apart from Peters, “Mr Augustine Osarogiagbon, of Memorial University, is so brilliant he completed his Ph.D. in less than the stipulated time and has been offered a dual Ph.D. programme with two graduate assistants to work with him and a post-doctoral fellowship lined up.”

The NDDC boss also highlighted the exceptional contributions of Mr Charles Igwe, a Ph.D. scholar in Construction Engineering at Concordia University, Canada. He said that his unique design saved the Montreal Area Municipality over $1 billion, noting that he achieved the feat by redesigning the TURCOT interchange road construction project, costing $3.67 billion.

The NDDC education programmes were the kind of good stories that the NDDC officials loved to share. He said: “A total of 1,411 students have received scholarships since 2010, of which 1,066 were supported in M.Sc and 345 in Ph.D programmes. Five (5) of the M.Sc students graduated with distinction from Coventry University, England and one (1) from Aberdeen University.”

According to the NDDC “these positive results show the depth of talent within the Niger Delta and what can happen if we encourage the younger ones to stay focused on their education. We must also create an enabling environment for them to return to and be productive citizens.”

The NDDC Director for Education, Health and Social Services, EHSS, Dr George Uzonwanne, explained that the Foreign Post-Graduate Scholarship Scheme was meant to equip Niger Delta youths with relevant training and skills for effective participation in the local content programme of the Federal Government. He added: “It aims to empower the indigenes of the Niger Delta by building their capacity, especially in the oil and gas sector because this area is oil and gas driven. The objective is to equip our people to compete favourably with others in terms of employment in the oil industry and entrepreneurship in the region.”

He noted that emphasis was placed on science disciplines because of a noticeable deficiency in the oil industry, which made it challenging to employ young graduates from the region in that critical sector.

According to him, there was a a need to position young graduates from the region to compete globally in various professional fields, noting that before now, the oil and gas industry had discriminated against the fresh graduates they dismissed as not possessing requisite qualifications. “We also need to encourage our youths to show interest in engineering for the sake of our projects. We need qualified engineers who can manage our projects just as in agriculture, environmental science and other science-related courses,” the director said.

Dr Ozonwanne stressed that the foreign scholarship scheme was designed to expose the graduates to other developed environments outside the country. “We believe that the skills they acquire will add value to the development of the Niger Delta. So far, we have been proved right as those who benefited from the programme in the previous years have justified the need for the advanced training programme,” he said.

He expressed delight that the oil and gas sector has employed some of the NDDC scholars who had returned to the country, adding that some were employed abroad. “I am aware of three scholars who were employed in the UK after their Master’s programme. Moreover, A couple of them have gone into entrepreneurship,” he said.

The Director recalled the outstanding performance of one of the beneficiaries who studied in the United Kingdom. He said that Miss Francisca Chiedu, the star NDDC scholar of that year, was elected President of the United Kingdom University Student Union.

That feat, he said, demonstrated that Nigerian youths could lead innovative changes within and outside the country. “Her success was indeed a victory for the NDDC. It is a testimony of the capability of the new generation of Nigerians to be the change they seek and champion worthy causes”.

Dr Uzonwanne said he was optimistic that the transparent process adopted in selecting beneficiaries of the foreign scholarship scheme would continue to produce first-class performers. “It will guarantee the Niger Delta region and Nigeria at large the likes of Francisca Chiedu, the Information Engineering and Network Management student at Robert Gordon University, Aberdeen, who brought glory to NDDC, the region and nation.”

Miss Chiedu, a University of Benin Computer Science graduate, appreciated what the NDDC did for her. She wrote back to the Commission to say that “truly, life presents us with different opportunities. For me, every moment in our lives offered a door. All I had to do was choose. I chose to dream, I chose to think, I chose to move, I chose to act, and I chose to win.”

The EHSS director said that NDDC was considering broadening the scope of the scholarship to include Nigerian universities.The plans to broaden the scope of the scholarship programme would answer the prayers of some past beneficiaries who had been urging the NDDC to do more for the numerous graduates of the Niger Delta.

Mr. Lenin Francis, who benefited from the 2014 scholarship programme and earned a Master’s degree in petroleum engineering, suggested that NDDC should also extend the scholarship to other undergraduate students and increase the number of beneficiaries.

Francis, from Bayelsa State, agreed that the programme was a good capacity builder that would equip the youth to join in developing the Niger Delta. “I pray that the NDDC will continue with this laudable programme, which has helped many youths in the region,” he said.

He said that the foreign scholarship was a boost not just for the beneficiaries but for the entire Niger Delta because it would allow the youths to develop themselves and acquire technical expertise, which would benefit the people of the region.

According to him, the NDDC made the right decision to build the capacity of the youths, rather than focusing only on infrastructure. “After all, human resources are more important than physical infrastructure.”

He further said that the scholarship scheme needed to be expanded. “It is insufficient for the teeming youths of the region. Currently, the scholarship scheme is enjoyed by less than 15 per cent of qualified applicants, with some states getting only 10 slots. Surely, the NDDC can improve on this number,” he said.

Giving her perspective, Miss Amaka Uchendu, who studied at the University of Essex in the UK, said that youths often found it challenging to start their lives after their first degrees. She said, “With this scholarship programme, it will be easier for us to pursue opportunities we may not otherwise have been able to because of not having money.

So, the NDDC has helped us kick-start our lives, and we thank the commission for allowing us to move forward and improve our lives.”

By Ifeatu Agbu

Agbu sent this from Port Harcourt

The importance of vocational training to the development of any nation cannot be over emphasised. Technical education experts define vocational education as any form of educational program or course that focuses on teaching the specific skills and knowledge required for a particular job or trade. Unlike traditional academic education, which is often broader and theoretical, vocational training is practical, hands-on, and tailored to prepare individuals for specific careers or industries. They also argue that the dearth of trained vocational and middle-level technical manpower represents a very serious gap in the development of third-world countries, including Nigeria. This argument, perhaps, underscores the Federal Government’s bold move towards educational reforms in Nigeria which includes the inculcation of vocational education into the schools curriculum as a way of equipping students with practical skills and enhancing their employability.
A recent statement released by the National Orientation Agency (NOA), indicated that the government has added 15 vocational subjects to the Basic Education curriculum. These additions which take effect from January, 2025, they said, are designed to promote hands-on learning and better prepare students for the job market. The new subjects include: Plumbing, tiling and floor works, POP installation, Event decoration and management, Bakery and Confectionery, Hairstyling, Makeup, Interior Design, GSM Repairs, Satellite/TV Antenna Installation. Others are: CCTV and intercom installation and maintenance, solar installation and maintenance, garment making, agriculture and processing, which covers crop production, beekeeping, horticulture, and livestock farming (e.g., poultry and rabbit rearing) and Basic Digital Literacy, incorporating IT and robotics.
The former Minister of Education, Prof Tahir Mamman, who earlier hinted on the new curriculum for basic schools during a meeting with stakeholders in Abuja, last October, said under the new curriculum, pupils in basic schools will be required to acquire at least two skills. According to the former minister, “The idea is that by the time children finish school, they should have at least two skills. Students should be able to finish school with a minimum of two skills so that they can have a very productive life. “The basis for the curriculum is the National Skills Framework, and it has been approved. It’s a very big project; it affects all schools in Nigeria, public and private.“Whether in the public sector or private sector, all schools are going to implement it. So, this is already determined. It doesn’t require anybody’s consent or any institution can depart from it.
Speaking on implementation, the Mamman said, “We do not expect comprehensive, full implementation from January because, when you roll out something new, there’s a lot of preparation that has to take place by the schools, acquiring new things, equipment, and small things that they will need,” adding that plans were underway to ensure teachers were well-equipped for the new curriculum. He also spoke on the benefits of the curriculum, noting that it would rekindle the desire of parents and students to acquire formal education. Hear him, “Some parents do not want to send their children to school. Right now, part of the problem why schooling has become unattractive is because people finish and there’s no change in their lives. “They cannot be employed. They can’t do anything on their own. So, parents question the value of spending money to send their children to school. “Now it’s going to change that game altogether.
And we have seen how these things resonate with parents. When they are successfully implemented, you will see students will want to run to school every morning. Parents want to take their children to school because they are learning practical things while in school.”The Acting Executive Secretary of the Nigerian Educational Research and Development Council, Dr Margret Lawani, had also disclosed during the same event that the newly introduced subjects fell under the vocational and entrepreneurship studies framework, which has been designed to expose pupils to various trades across multiple sectors. In the views of some vocational training experts, the decision to include vocational education into the basic school curriculum is plausible as it comes at a time when the nation’s education system is facing mounting criticism for its inability to adequately prepare students for real-world challenges.
They opined that by introducing vocational training at an early age, Nigeria has an opportunity to bridge the gap between formal education and practical skill acquisition. They however noted that the success of this initiative hinges on thoughtful implementation and sustained support. “The problem of Nigeria has never been a dearth of ideas or policies on how to move the country forward. In the past some educationists came up with the idea of 6-3-3-4 system of education whereby Students would be taught introductory technology and other forms of vocational skills at the junior secondary school level to better equip them for the real world in future. What happened to that brilliant idea? How many schools have well-equipped laboratories and well-trained teachers to handle these technical and vocational subjects? “The idea of setting up technical schools and polytechnics across the country is for them to serve as a grooming ground for young Nigerians in the area of technology.
How has the government, both federal and states, supported these schools to succeed? So, our problem is lack of implementation, fragmented policies and lack of sustenance not lack of ideas”, posited one expert. He advised that for the new curriculum to bear positive fruits, the government must take time to sensitize heads and owners of schools, teachers, parents and pupils of both public and private schools on the importance of the subjects and assist the schools in acquiring the necessary equipment and tools for the smooth running of the curriculum. “These subjects being introduced cannot be taught only theoretically as we are used to in this country. They require regular practical classes which will cost some money. Government, via the ministries of education, must vote out money for these practical classes and be ready to supervise schools to ensure that they are doing the right thing,” he added
Noting the importance of vocational training in today’s Nigeria where the rate of unemployment is high, Mr. Abel Ikiriko, a basic technology teacher in a Private School at Trans Amadi, Port Harcourt, regretted that vocational training is often seen as a last resort for those who fail academically, leading to low enrolment. He said, “I say this because I am a teacher and I know what we see in school every day. When these vocational subjects are introduced, you will see parents who will go to their children’s schools to make trouble because the children are compelled to learn maybe Hairstyling or something like that. Every parent wants their children to be doctors, lawyers, engineers and other professions and never skilled persons because for our society, skilled jobs are for the dullards.” “One of the most pressing issues in our labor market is the skills gap. Employers often struggle to find workers with the right skills, despite high unemployment rates. Yet many youths are not willing to be trained in a vocation. They prefer to search for the unavailable white-collar jobs. So unfortunate,” he continued.
Ikiriko said that the inclusion of vocational training in primary schools has benefits that extend beyond future job prospects. “Hands-on activities help children develop critical thinking, problem-solving, and creativity—skills that are essential in any field. Vocational subjects can also provide an alternative pathway for students who may not excel in traditional academic subjects, ensuring that no child is left behind in the education system. Moreover, these subjects can instill a sense of dignity in manual labor and shift societal perceptions about the value of skilled trades.”He advocated for public awareness campaigns so as to change perceptions about vocational education, and showcase its potential to lead to successful careers. Mrs. Meg Amadi, a mother of three pupils is concerned about the curriculum of the primary schools being overloaded, stressing that that is a potential risk.
According to her, primary school students are at a formative stage of their development, and overloading them with too many subjects could lead to cognitive fatigue. She maintained that careful planning is required to ensure that the new vocational subjects complement rather than compete with core academic learning; that they are seamlessly integrated into the broader curriculum without overwhelming students. To maximize the impact of this initiative, she offered the following suggestions: the government must invest in training and retraining teachers to deliver vocational subjects effectively, collaborating with vocational training institutes and NGOs for better result; government should begin with pilot programs in select schools to identify best practices and address challenges before scaling up nationwide; the private sector should be engaged to provide funding, equipment, and expertise for vocational training in schools.
Nonetheless, some analysts are of the view that the addition of 15 vocational subjects to the basic school curriculum is a visionary step toward transforming the nation’s education system and improving the nation’s economy. they hold that if implemented effectively, the initiative will equip young Nigerians with the skills needed to thrive in a rapidly changing world while fostering a culture of innovation and self-reliance. They said that with collaborative effort, strategic planning, and unwavering commitment from all stakeholders and the right execution, this bold move could serve as a model for other nations seeking to align education with the demands of the 21st century.

Calista Ezeaku

The importance of vocational training to the development of any nation cannot be over emphasised. Technical education experts define vocational education as any form of educational program or course that focuses on teaching the specific skills and knowledge required for a particular job or trade. Unlike traditional academic education, which is often broader and theoretical, vocational training is practical, hands-on, and tailored to prepare individuals for specific careers or industries. They also argue that the dearth of trained vocational and middle-level technical manpower represents a very serious gap in the development of third-world countries, including Nigeria. This argument, perhaps, underscores the Federal Government’s bold move towards educational reforms in Nigeria which includes the inculcation of vocational education into the schools curriculum as a way of equipping students with practical skills and enhancing their employability.
A recent statement released by the National Orientation Agency (NOA), indicated that the government has added 15 vocational subjects to the Basic Education curriculum. These additions which take effect from January, 2025, they said, are designed to promote hands-on learning and better prepare students for the job market. The new subjects include: Plumbing, tiling and floor works, POP installation, Event decoration and management, Bakery and Confectionery, Hairstyling, Makeup, Interior Design, GSM Repairs, Satellite/TV Antenna Installation. Others are: CCTV and intercom installation and maintenance, solar installation and maintenance, garment making, agriculture and processing, which covers crop production, beekeeping, horticulture, and livestock farming (e.g., poultry and rabbit rearing) and Basic Digital Literacy, incorporating IT and robotics.
The former Minister of Education, Prof Tahir Mamman, who earlier hinted on the new curriculum for basic schools during a meeting with stakeholders in Abuja, last October, said under the new curriculum, pupils in basic schools will be required to acquire at least two skills. According to the former minister, “The idea is that by the time children finish school, they should have at least two skills. Students should be able to finish school with a minimum of two skills so that they can have a very productive life. “The basis for the curriculum is the National Skills Framework, and it has been approved. It’s a very big project; it affects all schools in Nigeria, public and private.“Whether in the public sector or private sector, all schools are going to implement it. So, this is already determined. It doesn’t require anybody’s consent or any institution can depart from it.
Speaking on implementation, the Mamman said, “We do not expect comprehensive, full implementation from January because, when you roll out something new, there’s a lot of preparation that has to take place by the schools, acquiring new things, equipment, and small things that they will need,” adding that plans were underway to ensure teachers were well-equipped for the new curriculum. He also spoke on the benefits of the curriculum, noting that it would rekindle the desire of parents and students to acquire formal education. Hear him, “Some parents do not want to send their children to school. Right now, part of the problem why schooling has become unattractive is because people finish and there’s no change in their lives. “They cannot be employed. They can’t do anything on their own. So, parents question the value of spending money to send their children to school. “Now it’s going to change that game altogether.
And we have seen how these things resonate with parents. When they are successfully implemented, you will see students will want to run to school every morning. Parents want to take their children to school because they are learning practical things while in school.”The Acting Executive Secretary of the Nigerian Educational Research and Development Council, Dr Margret Lawani, had also disclosed during the same event that the newly introduced subjects fell under the vocational and entrepreneurship studies framework, which has been designed to expose pupils to various trades across multiple sectors. In the views of some vocational training experts, the decision to include vocational education into the basic school curriculum is plausible as it comes at a time when the nation’s education system is facing mounting criticism for its inability to adequately prepare students for real-world challenges.
They opined that by introducing vocational training at an early age, Nigeria has an opportunity to bridge the gap between formal education and practical skill acquisition. They however noted that the success of this initiative hinges on thoughtful implementation and sustained support. “The problem of Nigeria has never been a dearth of ideas or policies on how to move the country forward. In the past some educationists came up with the idea of 6-3-3-4 system of education whereby Students would be taught introductory technology and other forms of vocational skills at the junior secondary school level to better equip them for the real world in future. What happened to that brilliant idea? How many schools have well-equipped laboratories and well-trained teachers to handle these technical and vocational subjects? “The idea of setting up technical schools and polytechnics across the country is for them to serve as a grooming ground for young Nigerians in the area of technology.
How has the government, both federal and states, supported these schools to succeed? So, our problem is lack of implementation, fragmented policies and lack of sustenance not lack of ideas”, posited one expert. He advised that for the new curriculum to bear positive fruits, the government must take time to sensitize heads and owners of schools, teachers, parents and pupils of both public and private schools on the importance of the subjects and assist the schools in acquiring the necessary equipment and tools for the smooth running of the curriculum. “These subjects being introduced cannot be taught only theoretically as we are used to in this country. They require regular practical classes which will cost some money. Government, via the ministries of education, must vote out money for these practical classes and be ready to supervise schools to ensure that they are doing the right thing,” he added
Noting the importance of vocational training in today’s Nigeria where the rate of unemployment is high, Mr. Abel Ikiriko, a basic technology teacher in a Private School at Trans Amadi, Port Harcourt, regretted that vocational training is often seen as a last resort for those who fail academically, leading to low enrolment. He said, “I say this because I am a teacher and I know what we see in school every day. When these vocational subjects are introduced, you will see parents who will go to their children’s schools to make trouble because the children are compelled to learn maybe Hairstyling or something like that. Every parent wants their children to be doctors, lawyers, engineers and other professions and never skilled persons because for our society, skilled jobs are for the dullards.” “One of the most pressing issues in our labor market is the skills gap. Employers often struggle to find workers with the right skills, despite high unemployment rates. Yet many youths are not willing to be trained in a vocation. They prefer to search for the unavailable white-collar jobs. So unfortunate,” he continued.
Ikiriko said that the inclusion of vocational training in primary schools has benefits that extend beyond future job prospects. “Hands-on activities help children develop critical thinking, problem-solving, and creativity—skills that are essential in any field. Vocational subjects can also provide an alternative pathway for students who may not excel in traditional academic subjects, ensuring that no child is left behind in the education system. Moreover, these subjects can instill a sense of dignity in manual labor and shift societal perceptions about the value of skilled trades.”He advocated for public awareness campaigns so as to change perceptions about vocational education, and showcase its potential to lead to successful careers. Mrs. Meg Amadi, a mother of three pupils is concerned about the curriculum of the primary schools being overloaded, stressing that that is a potential risk.
According to her, primary school students are at a formative stage of their development, and overloading them with too many subjects could lead to cognitive fatigue. She maintained that careful planning is required to ensure that the new vocational subjects complement rather than compete with core academic learning; that they are seamlessly integrated into the broader curriculum without overwhelming students. To maximize the impact of this initiative, she offered the following suggestions: the government must invest in training and retraining teachers to deliver vocational subjects effectively, collaborating with vocational training institutes and NGOs for better result; government should begin with pilot programs in select schools to identify best practices and address challenges before scaling up nationwide; the private sector should be engaged to provide funding, equipment, and expertise for vocational training in schools.
Nonetheless, some analysts are of the view that the addition of 15 vocational subjects to the basic school curriculum is a visionary step toward transforming the nation’s education system and improving the nation’s economy. they hold that if implemented effectively, the initiative will equip young Nigerians with the skills needed to thrive in a rapidly changing world while fostering a culture of innovation and self-reliance. They said that with collaborative effort, strategic planning, and unwavering commitment from all stakeholders and the right execution, this bold move could serve as a model for other nations seeking to align education with the demands of the 21st century.

Calista Ezeaku