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Skill Mismatch and Employability in Tertiary Institutions in Lagos State, Nigeria: A Student Perception Study Using the Sen–Bourdieu Analytical Framework

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DOI: 10.18535/raj.v9i05.606· Pages: 51-57· Vol. 9, No. 05, (2026)· Published: May 11, 2026
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Abstract

This study investigates students' perceptions of skill acquisition in tertiary institutions in Lagos State, Nigeria, in the context of persistent graduate unemployment and a widening skills gap between higher education outcomes and labor market demands. Drawing on the Sen–Bourdieu Analytical Framework, the study explores how tertiary-level students understand and pursue employability skills, the extent to which their institutions meet those needs, and the factors motivating enrolment in higher education despite limited labor outcomes. Using qualitative research design, six semi-structured interviews were conducted across a university, a polytechnic, and a college of education (technical) in Lagos State. Data was analyzed through Critical Discourse Analysis. Findings reveal that students recognize skills as essential for 21st-century employment and actively pursue digital and entrepreneurial training outside formal curricula. However, university students express lower satisfaction with institutional skill-development opportunities compared to their peers in polytechnics and colleges of education. The persistence of credentialism, limited industrial collaboration, and obsolete curricula continue to undermine employability. The paper concludes by recommending stronger university–industry partnerships, curriculum co-design, and the elevation of technology-based institutions to parity with universities to address Nigeria's employability crisis.

Keywords

graduate employabilityhigher educationskill developmentSen–Bourdieu frameworkcredentialismLagos StateNigeria

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Author details
Emmanuel Joshua
University of Sussex, United Kingdom
✉ Corresponding Author
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Olalekan Adeyinka
University of Lagos, Nigeria
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