Curriculum Responsiveness and Graduate Employability in Nigeria: An Economic Assessment of the Alignment Between Higher-Education Skills and Labour-Market Requirements

Abstract

Background: In Nigeria, graduate employability challenges raise concerns about the alignment between higher education curricula and labour-market demands. This study systematically assesses the relationship between curriculum responsiveness and graduate employability, examining how curricular alignment, work-integrated learning, and university-industry partnerships influence labour-market transitions.

Methods: A systematic review was conducted adhering to PRISMA 2020 guidelines. The search identified 12 eligible studies published between 2019 and 2026, comprising four Nigeria-specific and eight contextually relevant African and international comparative studies. Data synthesis relied on a qualitative narrative thematic approach due to the cross-sectional and perception-based nature of the included literature.

Results: Findings indicate that curriculum responsiveness requires multifaceted integration of current technical content, transversal competencies, authentic assessment, and sustained industry involvement. Significant gaps exist between Nigerian university curricula and employer requirements, leading to private costs like long-term job searches and skills depreciation, alongside social costs like under-utilized human capital.

Conclusion: Mitigating these economic consequences necessitates broad intellectual formation over narrow instrumentalism. Policy recommendations emphasize labour-market intelligence, co-designed curricula, evaluated work-integrated learning, and outcome-based funding.