Many believe that Nigerian schools are indeed laying the foundation for real-world readiness through a structured academic curriculum that emphasizes core subjects such as Mathematics, English, and Science. These subjects help develop critical thinking, literacy, and numerical ability—skills that are essential in everyday life and many career paths.

Furthermore, recent policy efforts by the Ministry of Education have begun to incorporate entrepreneurial and vocational education in the curriculum. Programs such as “Trade/Entrepreneurship Studies” in secondary schools expose students to practical skills like catering, farming, ICT, and carpentry, which are directly relevant to the job market.

Many private and even public schools are gradually integrating technology into classrooms, teaching students how to use computers, navigate digital tools, and even participate in online classes. This shift became especially notable during the COVID-19 pandemic, where virtual learning emerged as a necessary adaptation.

Co-curricular activities such as debates, clubs, and competitions also contribute to real-world preparedness by enhancing soft skills such as communication, teamwork, leadership, and confidence.

Despite these efforts, critics argue that Nigerian schools are still far from preparing students for the complexities of the real world. The curriculum remains largely theoretical and examination-focused. Students are often encouraged to memorize and regurgitate information rather than apply knowledge in real-life contexts. This creates a system where students graduate without the ability to think critically, solve problems, or innovate.

The lack of emphasis on life skills such as financial literacy, digital proficiency, emotional intelligence, and effective communication leaves many students unprepared for adult responsibilities. Many secondary school leavers and even university graduates struggle to write resumes, attend interviews, or manage personal budgets.

Additionally, the disparity in quality between urban and rural schools further deepens this issue. Many schools lack basic infrastructure, learning materials, internet access, and trained teachers, meaning students in underserved areas are especially disconnected from the realities of today’s global and digital economy.

There's also the problem of outdated content. Subjects are often taught using decades-old textbooks and methods that no longer reflect current global trends or market demands. As a result, students find themselves graduating into a workforce that requires skills they were never taught.

While Nigerian schools have made modest progress toward integrating real-world skills into their education system, there is still a significant gap to bridge. A combination of outdated teaching practices, exam-centered learning, and infrastructure limitations hinder students' ability to develop practical competencies. For schools to truly prepare students for life beyond the classroom, a more holistic, skill-driven, and inclusive approach must be adopted. This includes reforming the curriculum, investing in teacher training, and fostering partnerships with industries to ensure that education aligns with the demands of the modern world.