Stakeholders have called on Nigerian youth to embrace digital innovation as a catalyst for entrepreneurship and skill development across the country.
This call was made in Abuja yesterday during the unveiling of educational tools for implementing the 2025 new curriculum for primary and junior secondary schools, organised by BMI Finishing School.
The landmark event brought together education stakeholders, government representatives, parents, and civil society actors to chart a path toward empowering the younger generation through practical learning.
In his address, the Executive Chairman and Founder of BMI Finishing School, Engr. Nnamdi Felix Unachukwu stated that the newly introduced digital skill lab provides visual, practical training and serves as an interim solution while physical infrastructure is still being developed.
Highlighting Nigeria’s current socio-economic challenges, Unachukwu noted that introducing the new curriculum is critical.
“Unemployment is high, poverty levels are rising, and youth restlessness continues to grow. Entrepreneurship education is now an urgent necessity—not merely an option,” he said.
He explained that research shows countries that have achieved sustained economic development did so through innovation and entrepreneurship.
“Studies indicate that the optimal age to introduce entrepreneurship education is between 7 and 14. This makes our basic education system the ideal platform for nurturing future job creators rather than job seekers,” Unachukwu added.
He emphasised that as global education evolves rapidly with artificial intelligence, Nigeria must shift from a purely cognitive, theoretical approach to a more practical, skills-based model—particularly for young women.
“The old curriculum was designed to produce employable graduates. Sadly, our population growth has far outpaced the labour market’s capacity,” he said.
The new curriculum prioritises digital literacy, vocational training, entrepreneurship, and practical skills. It represents a significant shift from the certificate-driven model of the past to a system that prepares students for both self-employment and formal jobs.
Unachukwu revealed that BMI has already launched a strategic pilot phase of the program in Lagos and Niger states.
“In both states, we’ve engaged public schools and distributed educational materials to approximately 20 institutions. The response has been overwhelmingly positive, with several top private schools—especially in Lagos—adopting these tools,” he said.
He added that the BMI skill-lab model, which can be implemented in schools and communities, enables students to acquire hands-on skills. According to the National Council on Education’s directive, every child graduating from primary or secondary school must possess at least two practical skills.
BMI is also in advanced talks with three state governments to implement the program more broadly. “This initiative addresses the critical need for age-appropriate educational materials to support the new curriculum, transforming what some may see as a sudden shift into a well-planned educational revolution,” Unachukwu concluded.
In his remarks, Amb. Dr Hilary Akpua, founder of the Great Achievers Initiative for Youth and Community Development (GAIYD), emphasised that successful implementation requires serious investment in teacher training.
“Educators must be equipped with the necessary skills to deliver digital and entrepreneurship content effectively,” he said.
Akpua also stressed the need for improved school infrastructure, including computer-robotic kits, scalable labs, and reliable internet access.
Speaking on GAIYD’s role, Akpua said the initiative is partnering with BMI to expand the program to local communities, especially schools in the FCT and North Central region.
“We’ve taken this mission personally because we believe young people must learn tangible skills. Many children don’t have the means to support their families, and this curriculum provides a way for them to contribute meaningfully,” he said.
He appealed to parents, NGOs, community leaders, and political figures to adopt the new tools as a viable solution to combat poverty in their regions.
Meanwhile, Dr Okey Ikechukwu, mni, Executive Director of Development Specs Academy, called for strong public-private partnerships to support the initiative.
“We need collaboration with technology companies to provide mentorship and real-world learning experiences for students,” Ikechukwu said.
He concluded, “If we can train our children in hands-on skills, it will shift their mindset. It will open their eyes to the world within and around them—creating a generation ready to drive global progress.”
