Skill Sets in the 21st Century: Nigerian Experience and Global Benchmark of India

Paper presented During Youth Anti-Corruption Society  (YAS)  Conference (in Collaboration with Niger Delta Youth Movement) at the Science Auditorium, Ignatius Ajuru University of Education, Rumuolumeni, Rivers State

By Nweke, Emmanuel Onyekachi PhD

Captain Elechi Amadi Polytechnic, Rumuola, Port Harcourt

Email: emy1242000@yahoo.com 

Phone: 08038783758

ABSTRACT

The paper examined Skill Sets in the 21st Century: Nigerian Experience and Global Benchmark of Nigeria of India.  It adopted the content analysis approach in which materials were sought from internet, journals.  The paper extrapolated the principles of Katz’ Skill Theory viz; conceptual, technical and administrative skills to pursue a central philosophy of acquiring skill set.  It compared India’s skill set applications in line with global expectations. The paper concluded that Nigerian skill set is not moving at the same pace as other countries of the world including India.  That global index on skill development shows Nigeria moving on slower pace than required.  The paper opined that even in Nigeria’s pace of skill set, does not show sufficient presence in bridging skill mismatch.  The present world scope of contemporary skills such as block chain technology, green energy and renewal, big data analysis, artificial intelligence is not prominent in Nigerian scope of skill set. Nigeria rather focuses on existing information technologies and not at the global measure. The paper proffers among others that government should liaise more with the international business community in order to attract more investments or businesses in Nigeria.

Keywords:  Nigeria, Skill-Set, 21st Century, Benchmark, India, Global

 

Nweke, Emmanuel Onyekachi PhD

INTRODUCTION

The contemporary era has been confronted with so many skill demands.  Skills now require renewal almost on monthly basis or if not less. Skill sets are range of skills that an individual possesses. It has to do with a person’s ability to carry out given task or profession with ease as a result of learned expertise. Skills sets may occur in combination within one’s professional area or even in multi-task manner. This paper has exercised uniqueness by extrapolating skill sets in line with the theoretical foundation of the study and benchmarked Nigerian skill set experience and that other country, India.  The entire expected outcome of the paper will be tied to employability and commerciality. 

One of the skill philosophies of the Skills Theory is technical skill, Nweke, (2018) asserts that technical skill does not necessarily imply mechanical or informational technology oriented, it is about expertise in certain professional area.  Technical skills in today’s world are immediately linked to employability. Technical skills if properly acquired generates value.  Value is achieved when money or its equivalent is derived. You hold the key to value creation. To make the cents, one must create what makes sense. Make it make sense, and if there is enough sense in the sense one is trying to make, then there will be no limit to the cents one is going to make (Ancient Egyptian Proverb). Disney (2001) declared that when values are clear to you, making decisions becomes easier. Differently put, when an individual, a youth is able to have a clear cut technical skill, value is created and we may say such a person understands, his or direction. Let us introspect by examining, what is your technical your technical skills?

THEORETICAL FOUNDATION

The paper anchors its thought on Skills Theory by Katz (1955: 34) which defined skills as what leaders can accomplish, while traits are what leaders are. He argued that effective leadership or management depends on three basic personal skills: technical, human and conceptual.  The paper extracted the technical, conceptual and administrative concepts to the theory to convey the skills sets required of youth of Nigeria in the 21st century.  Thus the diagram below delineates the connections of the expected skill set.

Fig. 1: Researcher’s Guide, 2026

• Technical Skills

Technical skills are the specialized knowledge and expertise required to perform specific tasks and use specific tools and programs in real-world situations. Diverse technical skills are required in just about every field and industry, from IT and business administration to health care and education. In fact, many entry-level positions across industries require basic technical skills such as cloud computing in Google Drive and navigating social media platforms (Brown & Hesketh, 2004). 

Examples of more advanced technical skills that a job might require include programming languages, building, writing, technical writing, or data analysis. Technical skills refer to the specialized knowledge and expertise needed to accomplish complex actions, tasks, and processes relating to computational and physical technology as well as a diverse group of other enterprises. 

Those who possess technical skills are often referred to as "technicians," with the expression referring to audio technicians, electronics technicians, market technicians, computer technicians, engineering technicians, and a variety of other designations (Imeokparia & Ediagbonya, 2012). Technical skills are measurable. To succeed and secure a leadership role, you should fully understand your industry and what each member of the team does to further the goals of the organization (Okereke & Okorafor, 2011). However, it will also help to develop technical skills in other areas, including the ability to market and come up with different ways to sell the organization’s products or services. Most technical skills require experience and training to master, which sets them apart from softer 

• Conceptual Skills

Conceptual skills like every other level of skills have become emerging.  It is required to adapt to everyday business life, social and entrepreneurship.  There is a connection between technical and conceptual skills.  Concept lends finesse, credence, selability to any technical skill (Nweke, 2023). It involves identifying a problem area(s). Examples of conceptual skills may include idea to create online voting system for SUG Elections in tertiary institutions in Rivers State, automated metering system as against importation, teaching writing skills, improving on solar energy in Nigeria, fishery in natural habit, waste recycling, among others. 

Conceptual skills are highly valued from a management perspective. People with a certain degree of responsibility within an organization or at individual level (for self-employed) are frequently exposed to highly complex dilemmas that are not easy to tackle. Having conceptual skills to deal with these situations is particularly useful since it expands the range of possible solutions by adding a creative mindset that might see the problem from different angles that are not easily visible by other parties involved. Okereke & Okorafor, (2011) stated that the ability to conceptualize ideas is crucial, since everyone might have an opinion but not all individuals are capable to implement those ideas successfully.  

In other words, the ability to generate idea and apply the implementation path appears as part of conceptuality. These skills are considered more strategic since their range of impact is wider from an organizational perspective. Decisions based on conceptual skills are normally productive and they focus on solving more than in explaining or describing. These abilities allow individuals to deconstruct and approach certain situations with an abstract thinking that is highly effective at top management levels.  Adebayo, Oluseyi, Godwin, & Adekunbi (2020) think that acquiring conceptual skills entail experience, learning, training exposure, innate skills, self-efficacy, imaginative abilities, family background, environment. 

• Administrative Skills

Holmes, (2013) considers that administrative skills may include holding on the established idea or skill.  It is the what happens after implementation. How is the business retained and grown.  The changing and expertise skills like technical skills represented essential skills for the efficient and effective performance in operations. The administrators had to be experts in relevant fields, the administrative capability needed the leadership and administrative skills for achievement in the same way. The achievement of administrators could be considered by the success of an administration in the classroom. One element of successful administration represented the administrative skill that came from the effective knowledge and expertise (Robert L.Katz,1995).

The advancement of information technology had the crucial roles to life and human society. The information technology made changes and opportunities to organizations such as the changing the efficient in manufacturing and servicing on the relative structural and competition in industries and contributed to develop and diffuse the wisdom that needed the staff who had the knowledge, understanding and information technology implementation for maximize utilization. At the present technology usage was the one of all operations but the information technological performing faced the problems and obstacles of administrators and procedures especially the information technology administration. Most problems of information technology in the academy were the failure of data gathering, the error and delay of data processing, lack of expertise, overloading, a little administrative implementation and decision making, the scare of morale, equipment, supporting on budget, uncovered requirement problems and the overlap application problems (The office of the Basic Education Commission, 2011). 

In addition the information system represented the crucial system to contribute the academies in policies implementation, planning, decision making in operations, learning activities development and other administration for standardization and efficiency (Opas Aimsiriwong, 2008). The information technological implementation in the academic in the past was found that a few information usages in academic administration, supporting operations and making decision, non-personal development, non-updated information technology, inadequate of personal development budget, lack of central information system and quality, non-standard of data processing and workload adding to staffs (Office of Vocational Education Commission, 2010).

Skill Activities of Youth between Nigeria and India

There are globally sought after skills.  This paper attempts to compare the useabiity or adaptability of such skills in Nigeria compared with that of India.

Highly Sought after Skills in India

• Artificial Intelligence (AI) and Machine Learning (ML) 

• Data Science and Analytics.

• Cloud Computing

• Cybersecurity and Ethical Hacking

• Blockchain Technology

• Digital Marketing and SEO (search Engine Optimization)

• Internet of Things (IoT)

• Renewable Energy and Green Technology.

Highly Sought after Skills in Nigeria

High-demand skills in Nigeria in 2026 are dominated by technology and digital expertise, driven by fintech growth, business digitization, and the need for remote, high-income work. Top skills include software development, data analytics, digital marketing, cybersecurity, and UI/UX design, alongside essential soft skills like project management, leadership, and sales.

• Technology & Digital Skills:

• Software Engineering/Development: High demand for developers proficient in JavaScript, React Native, and Flutter for cross-platform app development. Data Analytics/Science: Vital for companies using data to drive business decisions, often using SQL, Python, and Excel. Digital Marketing & SEO: Essential for SMEs and brands for online visibility and sales growth. Cybersecurity & Cloud Computing: Critical for protecting financial systems and digital infrastructure. Product Design (UI/UX): Highly sought after, particularly within the fintech industry. Content Creation & Technical Writing: Growing demand for digital content creation, including video editing and graphic design.

• Business & Management Skills:

• Project Management & Agile Methodologies: Required to manage complex projects and improve efficiency. 

• Financial Management & FinTech Expertise: Essential in the growing financial technology sector. 

• Sales & Business Development: High need for professionals who can drive revenue.

• Vocational & Other Skills:

• Virtual Assistance & Customer Support: Booming, especially for remote, international jobs. Technical Services: Including phone/laptop repair, web design, and digital consulting.

Global Benchmark

These new jobs come with a 44% change in a core skill set, per WEF (World Economic Forum), with a greater emphasis on:

• Creative thinking.

• Analytical thinking.

• Technological literacy.

• Curiosity and lifelong learning.

• Resilience, flexibility, and agility.

• AI and big data.

• Systemic thinking.

• Motivation and self-awareness.

Nigeria in Comparison

From the information above it seems that Nigeria has not made in-roads to AI and big data, Self-awareness and intrinsic motivation appears low, renewable energy and green technology.  Nigeria also appear far flung in block chain technology, Data Science and Cyber security and ethical hacking (testing, is the authorized, legal process of probing computer systems, networks, or applications to identify security vulnerabilities before malicious hackers ("black hats") exploit them. Using the same techniques as attackers, ethical hackers ("white hats") strengthen an organization's security posture by finding and patching weaknesses).

India Skill Set Experience

In India, the concept of Skill Development was introduced post-independence in 1956 with the first Industrial Policy which had an initial focus on formal Technical and Vocational Training Education and Training (TVET) sector with dedicated institutions for technical and vocational education. In 1961, the Apprenticeship Act was framed for providing practical training to technically qualified persons in various trades and promoting new skilled manpower. The Indian Education Commission (Kothari Commission) was appointed in 1964 to overhaul the Indian Education Sector by providing policies & guidelines for the development of education in India. The National Labour Policy was framed in 1966. In 1968, the first National Policy on Education was framed. The first Industrial Training Institute (ITI) was set up in 1969 by the Ministry of Labour & Employment (MoLE), Government of India. New National Policy of Education was framed in 1986. The All-India Council of Technical Education (AICTE) was formed in 1987, as the official regulator and funder for polytechnics and technical colleges. The National Policy of Education was modified in 1992. 1990s witnessed the opening up of the economy with substantial growth in IT industry and service sector and relative slowdown in manufacturing and engineering sector. 

It was felt that a considerable amount of employment for skilled and semi-skilled category workers was to explored outside the traditional trades. With this objective, the National Development Corporation (NSDC) was established in 2008. These paradigm shift resulted in framing of the first National Policy on Skill Development in 2009 and effort was made to enhance the private partnership to expand the capacity of skills training sector. The National Skills Development Agency (NSDA) was established in 2013 and a vision was casted for a National Qualification Framework (NQF). In 2014, the Apprenticeship Act was amended to include non-engineering as optional trades and Ministry of Skill Development and Entrepreneurship (MSDE) was established. In 2015, the Skill India Mission was launched, the National Policy on Skill Development and Entrepreneurship was framed and the Training and Apprenticeship Division was moved from MoLE to MSDE.

Skill Development - The need of the hour of India Skill Development is the need of the hour of India, as it has a large un-employed / under employed population and even the Indian students are considered being unemployable by most companies especially MNCs and many are migrating abroad in search of better opportunities. If, their potential is not harnessed they may fall prey to drug addiction and other anti-social activities, which the nation cannot afford. The skilled workforce is crucial for the success of recently launched national missions viz Make in India, Digital India, and Smart Cities etc. To convert this vision into reality, India needs to create a skilled and productive workforce matching international standards of quality and productivity through integration of skills and training along with education. Giving due importance to Skill Development, Ministry for Skill Development and Entrepreneurship have been established in 2014 to coordinate with other Ministries and Departments to achieve the goals of Skill India Mission. 

Government aims to skill 40 crore population by 2022. Various Sector Skill Councils have been formed to identify the required skills in various sectors, design Skill Development Training Programmes for respective Sectors and monitors such skill development trainings conducted through various agencies and corporates in that sector so that both the industry in that sector as well as population looking for jobs in that sector are both mutually benefited. (source: file:///C:/Users/USER/Downloads/157-GSJ6271-SkillDevelopmentinIndiaALiteratureReview.pdf)

Nigerian Experience

Ogwo, (2010) found that employers deem the employees deficient in conceptual and creative thinking(48%), selfawareness(44%), time management(40%) global and commercial awareness(36%) and emotional intelligence(34%). Another study finds that less than 25% of all employers indicated that they were “Very satisfied” with any skill while dissatisfaction levels appeared to be highest in planning and organisational skills (30%), critical and analytical thinking (28%) and business awareness and entrepreneurial skills (25%).(Phillip Consulting, 2014). 

According to Sodipo (2010), employers believe that the employees do not possess necessary skills for their jobs (33.3%), coupled with poor level of competency (50%), lack of resourcefulness and poor knowledge of English(40%). It is also instructive that while employers consider skills more important than qualifications (Pakistan Strategy Support Programme {PSSP}, 2014) and believe that soft skills are more relevant than professional skills(Bloom & Saeki, 2011),applicants believe that qualifications are more important than skills(Phillips Consulting, 2014). Unfortunately, this trend did not start today and, it is rather, worsening( Deblan, Oni & Adekola, 2000). 

This has been linked to the challenging mismatch between university outputs and industry requirements (Akinyemi, Ofem & Ikuenomore, 2012) and inculcating knowledge without deployable skills (Fajana, 2015). For instance, while students consider qualification more important than skills, employers consider skills more important than qualifications (Phillips Consulting, 2014;Mizra, Jeffri & Hashmi, 2014). This trend is not limited to Nigeria as it is the same in Sirilanka (Herath & Ranasinghe, 2011), India (Bloom & Saeki, 2011), where up to 50% of graduates are deemed not skilled (Mishara, 2014), Pakistan( Farooq, 2011),all over Africa( British Council, 2014), the USA (Handel, 2005) and indeed, all over the globe(Mckinsey, 2013; ILO, 2013). 

However, Bulgaria appears to be an exception (Business Foundation for Education, 2010). The report that the 2009 best graduating student in University of Ilorin, Okpoto, R.I, remained jobless as at September, 2015(George, 2015), exposed the severity of this predicament.

Skill Mismatch

This mismatch has led to burgeoning graduate unemployment and the following developments: difficulty in filling available jobs; an alarming tendency to ‘import’ expertise, even at entry levels, since those who schooled abroad are preferred while graduates of Nigerian universities are frustrated, among others. Furthermore, the nexus between education and careers is breaking down irretrievably (Bersin, 2012; World Economic Forum, 2014) as the former no longer guarantees the later and this is not necessarily because there are no jobs; it is because of the skill crises. It appears that rather than producing graduates who are thinking and doing new things(Fisher, 2002) universities are creating a generation of pen-pushers, without the skills and expertise necessary for meaningful contribution to the world of work(Ogunyemi, 1998),concentrating mainly on passing exams and not on practical skills (Okebukola, 2015), and using outdated curriculum (Bamiro, 2010). It may well be that universities have concentrated on knowledge, without any regard to attitude, skills and other attributes which make up the KASO framework. Farooq (2011) concludes that either educational institutions are producing graduates irrelevant to market demand, or they develop inadequate skills among students compared to market requirements.

CONCLUSION 

The paper examined skill sets in the 21st century: Nigerian experience and global benchmark of Nigeria and India.  It concluded that Nigerian skill set is not moving at the same pace as other countries of the world including India.  That global index on skill development shows Nigeria moving on slower pace than required.  The paper elucidates that even in our pace of skill set, does not show sufficient presence in bridging the skill mismatch.  The present world scope of contemporary skills such as block chain technology, green energy and renewal, big data analysis, artificial intelligence is not prominent in Nigerian scope of skill set. Nigeria rather focuses on existing information technologies and not on global measure. 

WAY FORWARD

Based on the foregoing and the conclusion of  the paper, the following have been proffered to improve skill set among Nigerian youth:

1. Government should liaise more with the  international business community in order to attract more investments or businesses in Nigeria

2. Nigerian youth may evolve new methods of learning such as using social media facilities such as u-tube, Facebook, Whatsap and not just using social media as a mere socialization arena.

3. Nigerian Government should make innovation and entrepreneurship a deliberate policy

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