Introduction
In the viral video where Habeeb Hamzat, popularly known as Peller, a TikTok star with no formal education, interviews graduates with Master’s and even PhDs for a videography role, many Nigerians were entertained. But beneath the satire was a bitter reality: in today’s Nigeria, the once-assured pathway to success through education is rapidly losing its power. The symbolism was damning—a teenage influencer assessing the suitability of credentialed individuals for low-tier jobs in the content economy. That is not simply comedy; it is cultural commentary.
This article is a rejoinder in support of Dr. Akin Olaniyan’s insightful piece, “TikTok, PhDs, And The Shifting Measurement Of Success And Social Value,” which dissected the Peller video as a lens into a society grappling with the erosion of traditional educational legitimacy in favor of digital visibility.
The deeper question here is: why has this become possible? Why are Nigerian graduates, even at the highest levels of academic achievement, increasingly unprepared for the realities of a digitized, fast-paced, attention-driven economy?
This article argues for an urgent overhaul of Nigeria’s higher education curriculum, integrating practical skills, digital fluency, and Technical and Vocational Education and Training (TVET). The time to create a new era, and a new value system in our educational ecosystem is now, as delay may be fatal for the nation.
It also draws lessons from other countries that have successfully aligned their educational systems with evolving labor market needs. Ultimately, it advocates for a future-focused education model where university degrees and practical skills co-exist to foster prosperity and relevance in the 21st-century economy.
A. Where Nigerian Higher Education Misses the Mark
Nigeria’s university system has traditionally focused on theoretical knowledge and abstract academic disciplines, often divorced from the practical realities of employment. In most institutions, the curriculum still mirrors colonial-era education templates, with minimal innovation in content delivery or industry integration. Fields such as Mass Communication, Computer Science, and Business Administration are still taught largely through outdated syllabi. Students graduate with degrees but without digital skills, entrepreneurial capability, or market adaptability.
This detachment from real-world demands is at the root of Nigeria’s graduate underemployment crisis. According to data from the National Bureau of Statistics (NBS), Nigeria’s youth unemployment rate hovers around 42.5%, with underemployment even higher.
Ironically, while industries, especially in the digital, creative, and technical sectors, struggle to find skilled workers, Nigerian universities continue to produce graduates ill-prepared for these roles.
Hence, it becomes possible for a content creator like Peller, fluent in algorithmic manipulation and digital monetization, to ‘interview’ those with academic superiority but lacking marketable skills. This is not a dismissal of academic pursuit but an indictment of its failure to evolve with the times.
B. Global Models: How Other Countries Bridge the Skills Gap
Globally, several countries have recognized the importance of skills in complementing academic credentials.
Germany is the gold standard for Technical and Vocational Education and Training (TVET). The country’s dual education system combines classroom learning with practical apprenticeship in industries. Young people graduate not just with certificates but with employable skills aligned with national industrial strategies.
Singapore, another remarkable model, prioritizes “SkillsFuture,” a national initiative to promote lifelong learning. Its universities collaborate directly with industries to design curricula that are future-proof. From coding bootcamps to entrepreneurship modules, students in Singapore acquire both academic rigor and practical dexterity.
Finland places significant emphasis on project-based learning and personal growth. Education there is not about memorization but solving real-world problems. This promotes creativity, innovation, and emotional intelligence—traits equally vital in today’s economy.
The United States, while facing its own higher education challenges, offers liberal arts education combined with electives that allow students to explore technical, digital, and entrepreneurial skills. Top-tier institutions like MIT and Stanford actively blend research with commercialization and innovation.
C. The Nigerian Paradox: Degrees Without Skills
Peller’s video went viral because it laid bare a disturbing truth: degrees, even advanced ones, no longer guarantee employment. Graduates cannot simply cite their qualifications anymore; they must demonstrate relevant, market-ready skills. In contrast, many Nigerian universities do not even provide students with basic training in digital storytelling, video editing, brand communication, or digital platform strategy—essential tools in today’s economy.
The implication is grave. The knowledge economy is expanding, and with it comes an explosion of opportunities in data analytics, e-commerce, digital content creation, cloud computing, and blockchain technology. Yet, Nigeria’s higher education system is failing to prepare students for these opportunities. The gap between what is taught in classrooms and what is required in boardrooms or freelance marketplaces has become a chasm.
Even TVET remains stigmatized in Nigeria. Many perceive it as a fallback for academic failures. This is contrary to practices in Germany, China, and South Korea, where technical skills are honored, invested in, and deliberately linked to industrial policies.
D. Reimagining the Nigerian University Curriculum
A modernized curriculum for Nigerian universities must be anchored on four pillars:
1.Digital Literacy and ICT Proficiency: From basic coding and social media analytics to advanced AI and machine learning modules, every undergraduate must have access to digital training regardless of their major.
2.Entrepreneurship and Financial Skills: With limited public sector employment, students must learn how to create businesses, manage personal and corporate finance, and market ideas effectively.
3.Vocational Integration and Modular TVET: Engineering students should learn electrical installations; media students should be proficient in video editing; science students should understand lab equipment. Universities must integrate hands-on training.
4.Critical Thinking and Soft Skills: Communication, collaboration, creativity, and emotional intelligence must be cultivated alongside academic excellence.
Such reforms must also extend to pedagogy. Lecturers should be upskilled continuously. Industry experts should teach specialized modules. Online learning platforms and simulation labs must be adopted.
E. Public Policy Imperatives: What Government Must Do
1.National Skills Qualification Framework (NSQF): Nigeria must adopt a unified framework that recognizes formal, informal, and non-formal learning across all levels.
2.Funding Incentives: Tertiary institutions that demonstrate tangible partnerships with industries or produce start-ups should receive grants and tax incentives.
3.Mandatory Skills Certification: Every graduate should earn at least one globally recognized digital or vocational certification before graduation.
4.Repositioning TVET: The federal and state governments must destigmatize and fund technical colleges, polytechnics, and skills academies.
5.Youth Entrepreneurship Funds: Create a national platform where graduates can pitch business ideas and receive mentorship, seed capital, and incubation support.
F. Beyond the Viral: What Peller’s Video Truly Signifies
Peller may not have set out to critique the education system, but he inadvertently did. His success—driven by content, virality, and strategic branding—shows that in the digital age, attention is currency. However, this should not be a zero-sum game where clout kills credentials. Rather, Nigeria must aspire to harmonize both.
Content creators must also reflect on their role in shaping public perception of education. It is one thing to thrive in the digital space; it is another to glorify ignorance or mock intellectual effort. There should be a societal contract that values both wisdom and innovation, heritage and hustle.
Conclusion:
The episode involving Peller and graduate job seekers is more than just digital theater. It reflects a shifting societal reality in Nigeria and many parts of the world: the collapse of old merit systems and the rise of new, unconventional economies. In this transition, Nigeria must not throw the baby out with the bathwater. Education remains a crucial tool for social mobility, national development, and global competitiveness. We must start the building of a hybrid future where degrees meet skills.
However, for education to remain relevant, it must evolve. Nigerian universities must embrace a hybrid model that merges theoretical rigor with practical relevance. TVET must be mainstreamed and destigmatized. And above all, government policies must reflect the urgent need for reform, innovation, and inclusion.
If this is done, we can move from a place where PhDs queue for videography roles under influencers, to a country where knowledge, skill, and innovation converge to build a prosperous and equitable society. Nigeria deserves no less.
*****Prof. Sarumi is the Chief Strategic Officer, LMS DT Consulting, Faculty, Prowess University, US, and ICLED Business School, and writes from Lagos, Nigeria. He is also a consultant in TVET and indigenous education systems, affiliated with the Global Adaptive Apprenticeship Model (GAAM) research consortium. Tel. 234 803 304 1421, Email:leadershipmgtservice@gmail.com.