FROM COLONIAL CLASSROOMS TO ENTREPRENEURIAL CURRICULA: A HISTORICAL APPRAISAL OF GRADUATE SELF-RELIANCE EDUCATION IN NIGERIA

Abstract

The paper examines the transformation of Nigeria’s tertiary education system from its colonial foundations designed to produce clerks and civil servants toward a model that promotes entrepreneurship and self-reliance. It highlighted how the colonial legacy of white-collar oriented curricula has contributed to persistent graduate unemployment and poverty, revealing a disconnect between educational outcomes and the country’s economic needs. Drawing on a qualitative approach, including document analysis and literature review, the study explores the causes of graduate poverty, the limitations of conventional academic programs, and the growing relevance of entrepreneurship education as a strategic response. It argues that functional, skill-based learning is critical to equipping graduates with the competencies needed for self-employment and economic resilience in today’s competitive labour market. The paper further draws attention to the importance of collaboration between tertiary institutions, government agencies, and the private sector in ensuring the effective delivery of entrepreneurial education. By rethinking the purpose and structure of tertiary curricula, the study contends that Nigeria can better prepare its graduates to face socio-economic challenges. It concluded that a shift from colonial-era education models to entrepreneurial-focused curricula is essential for fostering graduate self-reliance and achieving long-term poverty reduction.

DOI: https://doie.org/10.10318/SER.2026594993