As Industry 4.0 continues to drive global advancements, Nigeria faces significant challenges in adapting to the demands of this new industrial revolution. Esan Oluwadamilola, a researcher with a background in Industry 4.0 technologies and the Water-Energy-Food (WEF) Nexus, highlights the urgent need for Nigerian higher education institutions (HEIs) to bridge the skills gap that threatens to leave the country behind.
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Having earned a first and second degree from the prestigious Federal University of Technology, Akure (FUTA) and a doctoral Scholar at the University of Johannesburg, Esan is well-acquainted with Nigeria’s education state. In the course of her academic and professional career, she has observed that while other nations have made significant strides by embracing Industry 4.0 technologies, Nigeria remains far from ready to harness the full potential of these innovations. According to her, this lack of readiness is detrimental to the nation’s economic development and threatens to widen the technological gap between Nigeria and other economies.

When asked about Nigeria’s preparedness for Industry 4.0, Esan expressed concern over the country’s slow pace in adopting advanced technologies. “I have studied the progress in other countries, and it’s disheartening to see that despite the wealth of opportunities available, Nigeria seems unprepared for the shift to Industry 4.0. Without a deliberate intervention, we risk being left behind. Several countries’ industry 4.0 readiness indexes have been accessed, with varying figures. For instance, some studies have quantified South Africa’s readiness at 45%, but Nigeria is not even on the radar to be accessed because we are busy chasing other things that we should have overcome a long time ago. The political landscape complicates matters, but our educational institutions must play a key role in equipping the next generation with the skills they need to thrive in this new era.”

According to her, one of the significant contributors to this lag is the gap between the skills being taught in Nigeria’s higher education institutions and the demands of the modern workforce. “We live in a time when Industry 4.0 is at the heart of advancements in countries like Germany, the US, China, and some African nations. But here in Nigeria, our educational system is still entrenched in outdated teaching methods and curricula that don’t reflect the needs of today’s job market.” She stated there’s a disconnection between what’s happening globally and what’s being taught here.

“I participated in a research that accessed the skills gap of students in 3 southwestern universities in Nigeria, and the study revealed that there is a significant skill gap in our education system”. While other countries are fast-tracking their development by investing in skills for Industry 4.0, we seem to be stuck.” For Nigeria to bridge the Industry 4.0 skills gap, Esan insisted that higher education institutions must play a pivotal role.

Nigerian universities need to step up. They should not only be institutions of learning but centres of innovation that prepare students for the future. “We cannot continue to equip students with outdated knowledge that doesn’t match the realities of the modern world.”

She highlighted that one of the key challenges is the lack of practical, hands-on experience in Nigerian universities. Many students are learning in environments that don’t encourage creativity or problem-solving. Instead, they are memorizing outdated theories and formulars. This method worked in the past, but it’s no longer sufficient.” Esan believes that introducing a curriculum centred around Industry 4.0 concepts, such as automation, artificial intelligence, blockchain and big data analytics, is the way forward. “We need to move from abstract learning to real-world applications,” she stressed. She also emphasized the need for Nigeria to look into the new courses being introduced into the higher institutions and, if possible, phase out some courses.

Nigerian university students should focus more on the innovative STEM fields, where Industry 4.0 skills are most relevant. Many students are rendered irrelevant or limited after graduation because their acclaimed knowledge is obsolete in the global labour market, and many students have to upskill and reskill after spending years in universities. Nigeria has the third-highest number of learners on Coursera enrolled in STEM courses, with the rate increasing to 98% in 2023. This is a pointer that something is wrong with our education system.

“In the skill gap research, we recommended redesigning the curriculum, developing technological skills through targeted courses, establishing industry-academic partnerships, and engaging in cross-boundary collaborations to learn from other countries”. She stated that there should be an overhaul of existing educational curricula to focus on modern technological trends. She discussed that Industry 4.0 is about automation, robotics, and data-driven decision-making. Nigerian students must be taught how to use these tools, not just from a theoretical perspective but in practical, real-world settings. In addition to updating the curriculum, Esan calls for a robust collaboration between the education sector and industry, stating that universities and industries work hand-in-hand in many developed countries. This ensures students gain the relevant skills needed to succeed in the workforce.

In Nigeria, we need to build a culture of industry-academia partnerships where industries actively contribute to the educational system, not just providing students with internships, mentorships, and job placements. Industries should be allowed access to suggest policies and course modules that benefit the economy. Esan believes that this collaboration will bridge the gap between what is taught in classrooms and the skills required by employers.

“For instance, in the Water-Energy-Food Nexus, which is an area I am particularly passionate about, there are opportunities for universities to partner with industries to solve real-world problems related to resource management. These collaborations will give students a sense of purpose and direction, knowing their learning will be applied to improve society.”

She, however, reiterated that educational reform cannot happen in isolation and stressed the importance of government intervention in driving these changes. “The government must prioritize education. There needs to be a national strategy focused on preparing the next generation of Nigerians for Industry 4.0. This requires not just policy reform but also investment in infrastructure, training of educators, and ensuring that students have access to the tools and resources they need to thrive.” According to Esan, government policies should support universities and industries in their collaborative efforts.

Incentives should be provided for industries that collaborate with educational institutions. Furthermore, the government must ensure adequate funding for research and innovation, as this is the backbone of Industry 4.0. She stated that the country’s 8.21% of the renewed hope budget allocation to education is significantly lower than UNESCO’s recommended 15-20%, and it is a significant setback that will hinder higher institutions from necessary technological advancements.

In concluding the interview, Esan emphasized that time is of the essence. “If Nigeria is to remain competitive in the global economy, we must take the necessary steps to prepare our students for the future. She noted that Nigeria is standing at the brink of an industrial revolution, and it is up to us to decide whether we want to be part of it or remain spectators.”
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