In a recent interview, Professor Micheal Ndinechi of the Federal University of Technology, Owerri (FUTO) raised serious concerns about Nigeria’s higher education system. He argued that the rigid, one-size-fits-all curriculum imposed by the National Universities Commission (NUC) is stifling innovation, misaligning training with modern realities, and undermining national development.
Prof Ndinechi, a seasoned expert in Electrical and Electronics Engineering and former director at the Electronic Development Institute in Awka, lamented that universities across Nigeria are essentially operating like assembly lines — churning out graduates who lack the skills and adaptability required for the contemporary world.
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A Curriculum That Fails to Evolve
At the heart of Prof Ndinechi’s critique is the Core Curriculum Minimum Academic Standards (CCMAS) mandated by the NUC. Initially introduced before the rise of artificial intelligence, the CCMAS only covers rudimentary concepts in emerging fields like AI. According to Ndinechi, this outdated curriculum is now obsolete, and the overly rigid nature of the system leaves little room for universities to innovate or specialise.
He pointed out that because every university must conform to the same academic minimums, institutions cannot tailor courses around their individual strengths or focus on cutting-edge areas. This, he warns, puts Nigeria at risk of trailing behind in critical fields such as artificial intelligence research.
“If we don’t update the CCMAS now, we will be teaching today what expired yesterday,” Ndinechi told host Rudolf Okonkwo during his appearance on the 90 Minutes Africa programme.
His solution? A prompt and comprehensive revision of the CCMAS to bring it in line with global best practices and current technological trends.
Under-Resourced Universities and Mass-Production Mindset
Ndinechi’s criticism goes beyond curriculum design. He also drew attention to the chronic underfunding of Nigeria’s public universities, describing them as ill-equipped to support their rapidly growing student populations.
Rather than investing in quality infrastructures—adequate labs, learning tools, and research facilities—the government has focused on increasing the number of universities. While this may widen access, Ndinechi warns, it comes at a steep cost: graduates who are ill-prepared for industry demands or innovation-driven sectors.
He said, “Instead of equipping the universities to deliver quality training, the government has chosen to establish universities in every corner of the country.” Without matching investments in resources, this proliferation of institutions is, in his view, producing quantity, not quality.
Africa’s AI Future at Stake
Beyond the national context, Ndinechi expressed concern for Africa’s place in the global technology landscape. He called on African governments to support efforts by local researchers and educators to build AI systems tailored to the continent’s unique challenges — from agriculture and health to infrastructure.
Without purposeful investment and policy reforms, he warned, African nations risk being left behind in a future increasingly shaped by artificial intelligence. The rigid university curriculum, in his assessment, is a major roadblock to fostering that kind of homegrown innovation.
Controversy Over Professor Pantami’s Appointment
During the same interview, Prof Ndinechi offered a clarification on a much-debated issue: the appointment of Dr. Isa Ali Pantami — former Minister of Communication and Digital Economy — as a professor of Cybersecurity at FUTO in 2021.
Critics had claimed that the appointment was politically motivated or irregular. Ndinechi, who served on FUTO’s University Governing Council, explained that the process began before the current Vice Chancellor, Prof. Nnenna Oti, assumed office. According to him, her role was simply to present an already completed dossier for council approval, which was granted.
He defended the appointment, stating that there was nothing inherently wrong with naming a sitting minister to a professorship. However, he also acknowledged a lack of clarity on whether Dr. Pantami resumed his academic duties after his ministerial term ended, citing limited access to personnel files.
Calls for Reform: What’s Next for Nigerian Universities
Prof Ndinechi’s critique highlights two urgent reform needs in Nigeria’s tertiary education landscape:
- Curriculum Reform: Revise and modernise the CCMAS to reflect technological advances and emerging disciplines, giving universities more room to innovate and specialise.
- Resource Reallocation: Redirect focus from mere proliferation of universities to strengthening existing ones — investing in labs, research capacity, and infrastructure to improve the quality of training and research output.
These changes, he argues, are vital if Nigeria truly hopes to develop and compete on the global stage. Without them, the risk is that universities will continue producing graduates who are ill-suited for the demands of a rapidly changing world — and that Africa, as a continent, will lag behind in critical fields like AI.
Broader Implications and Wider Debate
Prof Ndinechi’s perspective echoes concerns echoed by other stakeholders. Education experts have long warned that Nigeria’s academic system remains tethered to outdated models of teaching and evaluation.
Former Education Minister Tunde Adeniran, for instance, lamented that the current university curriculum is producing “parasites and unemployable graduates,” arguing that NUC’s control over curricular content stifles flexibility..
Meanwhile, institutions such as the National Space Research and Development Agency (NASRDA) have also joined in pushing for a curriculum overhaul to align tertiary education with the demands of new technologies.
At the same time, others argue that the woes of Nigeria’s higher education system go beyond curriculum rigidity. Critics point to systemic issues: chronic underfunding, political interference, weak governance, and lack of consistent policy direction.
A Warning and a Call to Action
In sum, Prof Ndinechi’s remarks serve as a sobering diagnosis of Nigeria’s university system. The rigid academic curriculum, he warns, will not only limit institutional growth but also obstruct the country’s capacity to develop homegrown solutions to its most pressing challenges.
If Nigerian universities are to fulfill their potential as engines of national development and innovation, meaningful reform is no longer optional — it is imperative. Reforming the curriculum, improving funding, and giving institutions room to breathe, adapt, and specialise could mark the beginning of a new chapter in higher education — one that empowers graduates, drives research, and supports Nigeria’s future in a rapidly transforming world.
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