The shadow of our educational system hunts foreign professional graduates. I take this space to thank all my teachers for making sure I acquired some knowledge, helping me today to share my perspective regarding the above subject for the benefit of my intending readers.
Thank you for being a huge positive influence on my future. Only God’s blessing will make up for all your labors of love.
In the academic landscape, I met many good men and women saddled with uncommon responsibilities to raise future generations, yet there are few others with vested interest, pride, and
a deep sense of entitlement, probably orchestrated by the poor leadership posture of the nation on the one hand and, on the other, unmitigated slides in physical and structural requirements in various places of learning, especially the public-owned institutions.
Our education system is characteristic of theoretical knowledge prioritized over go-to-market skills and technical know-how. These gaps are not yet well recognized by the managers of our public
institutions; hence, they devised a strategy to drag fast-paced graduates from overseas higher institutions with make-up exams to find faults with their professed degrees.
According to the rules of various regulators of medical practice and other professional affiliations, it is a requirement to assess the competence of foreign graduates through various exams after they
have completed their overseas training. Regrettably, the reports have it that the failure rates are high, which is why I tagged this “foreign professional graduates hunted by the shadow of our
educational system.” There is no way they could escape the norms, the customs, and the nuances in our academic space.
While acknowledging the inadequacy of some foreign universities in providing students with proficient training, it is important to identify and eliminate the triggers that must have pushed our
children into desperate academic pursuits in unworthy places. Also, as we already know, some of these students have continued to struggle academically to prove their loyalty to their guardians
because some of them were selected and mandated by their parents to train in certain courses, particularly those in medical schools—to fulfill their parents’ lifelong dreams rather than the candidates’ specific career choices and wishes.
My inference is that the increased failure rates are mostly due to some of the above shortcomings on the part of the students, but mostly due to the sadistic modes of a few lecturers. Thirdly, there is
an obvious turbulent impact of overseas studies on public academic institutions because they provide clear visibility of the academic future of subscribers and easily accessible options for schooling beyond the borders, a feature that our state-owned universities do not offer.
In my opinion, it looks like those exams serve the objective of ridiculing the parents and their wards for choosing foreign schools over domestic ones and discrediting most of the academic
accomplishments of the candidates imbued with hands-on skill mentorship and adequate academic infrastructure exposure that are devoid of nepotism and an awkward quota system designed to keep mediocrity ahead of bright minds.
Many inventors of great crafts would fail exams set up by the Nigerian academic system addressed to their occupations.
There is no justification for the wise if he is stereotyped and weighed on the scale of mediocrity.