Raising students’ employment profiles with practical classes

As employers continue to raise questions about the employability of graduates from the country’s tertiary institutions, stakeholders have raised the need for more practicals so that students can gain job experience.

They noted that practical education accelerates learning and adaptation, as well as fostering a better understanding of courses.

In the last few years, experts have on many occasions, expressed concern over the high rate of unemployment in the country, juxtaposing it against the increasing number of graduates being churned out from the nation’s tertiary institutions.

Based on feedback from employers, most Nigerian graduates could not practice what they studied in school, as the courses require practical application of knowledge and skills. But due to factors such as inadequate facilities, dearth of experienced technicians, funding and equipment, many students leave these institutions without acquiring the requisite practical knowledge needed to make their learning complete.

An educationist and learning difficulty consultant, Mrs. Empress Thelma Igwe, said one of the vital roles of practical classes is the reduction of examination malpractice and certificate forgery.

According to her, practical classes increase the love for learning and school activities, eradicate low reasoning, poor understanding, and build independence, encourage teamwork and social interactions.

“The world is evolving, this generation believes in facts and simple ways to get an answer or state a thought. Students don’t want to read long notes and most theories are too elongated that the needed points are not highlighted. Students tend to remember more if they participate in activities that will show them facts,” she said.

While noting that practicals increase the love for learning, she advised private school owners to add practical fees to their tuition.

Expressing concern, a student of Ambrose Alli University (AAU), Ekpoma, Edet Enogabasi, said inadequate practical classes also lead to poor academic performance. “I am a student of electrical engineering, and I hardly understand practical work, not to talk of being an engineer,” he said.

Enogabasi advised tertiary institutions and governments to provide quality workshops, equipment and capable technicians for proper practical learning.

A student of Mass Communication, Delta State University, Abraka, Mercy Omorodion, said the adequate practice would help broaden her knowledge, adapt quickly and boost her confidence level, thereby, positively impacting her course of study.

Omorodion added that she had not done any practical work in school using any equipment except during her internship, which was just for a few months.

A parent, Ebele Nwachukwu, stressed the need for practical classes in schools, especially for secondary and higher institutions.

She said: “When my ward was in secondary school, he had difficulties in making a career choice. I changed him to a private school and made him repeat the same class. He was able to decide what he wanted in two terms because of practical classes.”

Nwachukwu advised the government to build standard workshops for technical and practical teachings, and make provisions for materials to enhance such activities in schools. She advised that this should be made compulsory in private and state-owned schools.

Another parent, Ahmed Abraham, said practical classes are essential to retaining the knowledge acquired for the long term.

“nIt’s only during practice that students can see what they are learning and do things better. Reading is like an idea or dream in the mind of a person, while practical is when the dream is brought into existence. Every perfect presentation and performance was first practised before the world saw it,” he said.

Ahmed called on the government and private owners to build practical laboratories or rooms, equip them and set aside maintenance funds to facilitate the smooth running of these facilities.