Education
African Leadership University publishes the 2025 Africa Workforce Readiness Survey, the first pan-African survey providing insights into school leavers’ and employers’ perspectives on higher education, careers, and the economy.
- Two-thirds (66%) of employers in Nigeria agree that higher education institutions are preparing graduates well for the job market.
- The top reasons motivating Nigerian school leavers to pursue higher education are gaining the skills they need to pursue their passion (34%) and contributing to their country’s development (29%).
- 70% of school leavers in Nigeria say it is important that they work for an organization that aims to solve one of the world’s biggest challenges.
According to the new ALU 2025 Africa Workforce Readiness Survey, published by African Leadership University, nearly all (97%) school leavers in Nigeria plan on pursuing higher education. Of those, however, just 55% plan to do so in Africa – the second lowest of any country polled after Ghana (40%). Even more alarming is that only 28% of all school leavers surveyed in Nigeria plan on staying in Africa after completing their education – the third lowest percentage of any country polled after Ghana (27%) and Côte d’Ivoire (19%). This supports employers’ concerns about the ‘brain drain’ (the migration of talent to countries outside Africa), with 65% of those surveyed in Nigeria saying it poses a significant problem for the continent’s future.
These new findings are among those published today by the African Leadership University (ALU), a higher education institution that celebrates its tenth anniversary this year, and is dedicated to equipping graduates with the skills and vision needed to succeed as ethical entrepreneurs. They were gathered through surveys, conducted by the Economic Policy Group, of more nearly 8,000 employers and school leavers across nine countries in Africa, including 384 employers and 452 school leavers in Nigeria. The students surveyed were aged 15-22 and in their final year of study, while the employers were engaged in a range of Small or Medium Enterprises (SMEs), large enterprises, and multinational companies, and held a mixture of entry level, middle management, and senior leadership roles. This first-of-its-kind research covers school leavers and employers’ views across Africa of higher education, skills and careers, the future economy, and the workplace in the age of AI.
Veda Sunassee, CEO of ALU, said: “I am proud to present the ALU 2025 Africa Workforce Readiness Survey, the first of its kind to explore the aspirations of young Africans and the expectations of employers for graduates.
“This is a pivotal moment for Africa. This survey clearly shows that to unlock the immense potential of young Africans, higher education must focus on leadership, problem-solving, and building strong links with the business world. By bridging the gap between education and workforce demands, we can empower Africa’s next generation of leaders to drive meaningful change and shape the continent’s future.”
The survey reveals that two-thirds (66%) of Nigeria’s employers think that higher education institutions are preparing graduates well for the job market. However, less than half (48%) say they feel confident that the next generation of graduates can help their business grow, and only 14% think those who have recently joined their organization have excellent employability skills, indicating room for improvement.
Over three-quarters (79%) of employers in Nigeria say they are more likely to hire a graduate with practical work experience. Communication skills are also important, with 36% stating that this is what they most look for in their business. Analytical thinking (31%) and innovation and creativity (30%) are the next most sought-after skills.
When it comes to how higher education institutions can better prepare graduates for the job market, two-thirds (66%) of employers believe they could focus more on developing their leadership skills, with the next top recommendation that there should be a greater emphasis on teaching technical skills (54%), such as computer science and software development.
When choosing which college or university to apply to, almost two-thirds (65%) of school leavers in Nigeria say the ability to gain work experience is their main priority. Additionally, their primary reasons for pursuing higher education are gaining the skills they need to pursue their passion (34%) and contributing to their country’s development (29%).
A majority (70%) of school leavers in Nigeria also expressed that they must work for an organization that aims to solve one of the world’s biggest challenges (such as climate change, gender equality, food insecurity, and conservation). This is reflected in their choice of which career sector they would most like to work in, with the social affairs and healthcare, engineering, and technology and software sectors being the most popular (all 15%).
Economic outlook
Sixty-eight percent of school leavers and employers surveyed in Nigeria say they feel optimistic about the future of the wider African economy. 77% of the school leavers also feel optimistic about finding employment after completing their education, the second highest of any country polled after Uganda (87%). However, the most prevalent concern about doing so is facing a lack of job opportunities – a fear shared by 38% of them.
Artificial intelligence
With the rapid rise and proliferation of artificial intelligence (AI) in all aspects of life, businesses and universities are grappling with its potential impact on their services. 55% of school leavers in Nigeria, according to the survey, agree that AI is an opportunity for their future career – the third highest percentage of any countries polled after Uganda (68%) and Ethiopia (70%). Similarly, the majority of Nigeria’s employers are optimistic about the impact of AI, with 60% believing that it represents an opportunity for their business.
Nonetheless, Nigerian employers expressed some concerns about how AI might affect the job market. Around half (52%) fear it will lead to fewer job opportunities in the future, and that workers will need to reskill many times during their career (49%).
Key recommendations for higher education institutions
Based on the survey’s findings, ALU has put forward the following core recommendations for higher education institutions:
- Respond to employer needs: Universities should prioritize teaching soft skills and technical abilities.
- Align curriculum with career aspirations: Universities should expand academic offerings and career-focused experiences.
- Enhance work-based learning opportunities: Employers and institutions should partner to offer more opportunities for hands-on work experience.
- Foster public-private collaboration: Universities should work with public and private sectors to fund new programmes and infrastructure.
- Assess progress: Universities must monitor their progress in closing the higher education skills gap.
ALU commissioned consulting firm Economic Policy Group (EPG) to conduct the survey. EPG surveyed 3,927 employers and 3,953 school leavers across nine countries in Africa. These were Côte d’Ivoire, Ethiopia, Ghana, Kenya, Nigeria, Rwanda, South Africa, Uganda, and Zimbabwe. The students were aged 15-22 and in their final year of study. The employers were engaged in a range of Small or Medium Enterprises (SMEs), large enterprises, and multinational companies, and held a mixture of entry level, middle management, and senior leadership roles. A mixed-method approach, combining online, phone, and in-person surveys was utilized across most countries. In-person surveys targeted major economic or population hubs for more reliable and efficient data collection. Both the school leaver and business surveys had a maximum of 13 questions. The surveys were conducted between 15 March and 13 June 2024.
African Leadership University (ALU), located in Kigali, Rwanda, provides higher education for a higher purpose. Its students develop real-world skills to take on the world’s most pressing challenges. And they take ownership of their learning from day one through a peer- and student-led approach – because ALU believes in the power and agency of young people to start shaping the future right now. Together with a world-class faculty and staff, its students are igniting a ripple of positive impact across Africa and the world. https://www.alueducation.com/
African Leadership College of Higher Education (ALCHE) is ALU’s sister campus in Pamplemousses, Mauritius. Previously as the African Leadership College, it conferred degrees in partnership with Glasgow Caledonian University in Scotland. After relaunching as ALCHE in August 2024, it now awards its own fully accredited degrees, recognized by the Mauritian Higher Education Commission. https://alcheducation.com/
A.I
Feb. 7, 2025
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