Bridging the Gap Between Theory and Practice in Engineering Education In Nigeria -By Chris Ebia

No doubt, engineering education in Nigeria has benefited from sustained efforts by the National Universities Commission (NUC), university managements, professional bodies, and regulatory institutions to improve curriculum quality, accreditation standards, and graduate competence.
Periodic curriculum reviews, strengthened accreditation processes, and the inclusion of industrial training reflect a shared commitment to aligning university education with national development needs.

However, as these reforms continue to evolve, there is an opportunity to further strengthen engineering education by deepening structured collaboration between universities and industry practitioners. Engineering is inherently applied, and while strong theoretical foundations remain indispensable, students benefit significantly when academic instruction is reinforced with real-life engineering practice.

For an example, in line with the advocacy of the Council for the Regulation of Engineering in Nigeria (COREN) for blending theory with practice, I recently engaged final-year students of the Department of Electrical Engineering at the University of Nigeria, Nsukka, at the invitation of their lecturer, Prof. Mrs. Uche Ogbuefi (FNSE). The session focused on the course EEE 531: Power System Analysis, Planning and Protection and was intentionally delivered from an industry perspective. Practical system behaviour, planning decisions, protection challenges, regulatory considerations, and field realities were discussed alongside familiar academic concepts.
The outcome was instructive. Students responded positively as theoretical principles became clearer when connected to real operational scenarios. The feedback from the course lecturer, including a request for a follow-up engagement, further affirmed the value of such interactions. This experience highlights how existing academic frameworks can be enriched through intentional, practitioner-led contributions without disrupting established teaching structures.

Across engineering disciplines, the benefits of this approach are evident. In electrical and electronic engineering for example, courses such as power system analysis, protection systems, electrical machines, and transmission and distribution are better understood when students are exposed to real installations, fault scenarios, and system planning exercises. Mechanical engineering students on their hand will gain similar advantages when courses like thermodynamics, machine design, heat transfer, and manufacturing processes are reinforced with insights from industrial operations. In biomedical engineering, exposure to the practical realities of medical imaging systems, biomedical instrumentation, and clinical engineering is particularly important, given the safety-critical nature of healthcare technology.
What that would achieve is simple. As the university lecturers provide the intellectual foundation upon which engineering competence is built, industry practitioners, on the other hand, offer current insights into evolving technologies, operational constraints, standards, and professional judgment. When both perspectives are deliberately integrated, students gain a more rounded and practical understanding of their discipline.

Building on existing reforms, universities (under the guidance of the NUC) may consider formally incorporating periodic industry-led practical sessions, co-teaching arrangements, and structured case-study engagements into selected engineering courses. Such initiatives can be scheduled within the academic calendar, aligned with accreditation requirements, and coordinated through departments to ensure consistency and quality.
My engagement with final-year students at the University of Nigeria, Nsukka represents a modest example of how industry–academia collaboration can enhance learning outcomes. If scaled thoughtfully across institutions, this approach would complement ongoing regulatory and academic efforts, further strengthening the preparedness of engineering graduates.

As Nigeria continues to pursue technological growth and infrastructure development, sustained dialogue between regulators, university managements, and industry stakeholders remains essential. Deepening this collaboration will ensure that engineering education continues to evolve in step with practice, producing graduates who are not only theoretically sound but also practically equipped to contribute meaningfully to national development.

Engr C.O Ebia
MD/CEO, MyDream Engineering Solutions ltd
Nsukka, Enugu State
Email: info@mydream.com.ng
+2347067115709