Tech, green skills pivotal in preparing Nigeria’s youth for future work – Smith

Rod Smith, the group managing director of International Education at Cambridge, in this interview with CHARLES OGWO on the global job market shifts, talks about bespoke skills Nigeria should focus on preparing its youth for the future workplace. Excerpts;

You were appointed group managing director in 2022. Can you tell us about the journey so far?

It’s been a remarkable journey, and an exciting time to lead an organisation focused on international education. We’re seeing increasing demand around the world for education that equips young people for global opportunities.

I was fortunate to come on board right at the inception of the International Education group in 2022. The idea was to bring together Cambridge’s international curricula, qualifications, publishing, and partnerships into one cohesive organisation.

From the start, my focus has been on listening closely to our global education community, understanding their needs, and using our expertise to help tackle the challenges they face.

How is your organisation supporting Nigeria to enhance learning and skills acquisition?

Presently, there are around 444 schools in Nigeria offering Cambridge programmes. These schools are part of our global network and benefit from Cambridge’s expertise in teaching and learning.

They have access to a wide range of resources, teacher development opportunities, and a strong international community of best practice. One of the goals of education today is to ensure students develop the skills they need to navigate a fast-changing world.

That means going beyond subject knowledge to include things like critical thinking, problem-solving, communication, and collaboration. At Cambridge, we intentionally embed these skills into the design of our programmes.

For example, our Global Perspectives curriculum gets students thinking deeply about global issues, like climate change, poverty, and trade, while building their skills in research, analysis, and project work.

Beyond schools, we’re working with Nigerian policy-makers through the HP Cambridge Partnership for Education EdTech Fellowship. This programme brings together education leaders to explore how digital technology can be used effectively in schools.

The Nigerian government recently announced plans to integrate skills education and entrepreneurship into the curriculum. What’s your view on this?

It’s a very forward-thinking move. The world of work is changing quickly, and students today need more than just academic knowledge to succeed.

This mirrors the Cambridge approach. We believe that education should combine both knowledge and skills. There are many ways to weave skills development into academic subjects, whether it’s debate in English, analysis in history, or practical investigations in science; these experiences help students build real-world capabilities.

Besides, we run an international science competition that asks students to research sustainability projects. It’s a powerful way for them to apply their learning to real issues.

Even if they don’t go into science careers, it gives them a sense of achievement and shows them how classroom learning can lead to positive change in the world.

Cambridge is the largest school-aged exam board in the world. We design our exams to reward not just what students know, but how they apply it, and that influences the way subjects are taught in the classroom.

In Q1 2024, Nigeria’s youth unemployment for those aged 15–24 was 8.4 percent. How can skills education help address this?

From the universities and employers that we liaise with, we know they are looking increasingly for students who can think critically, work well in teams, communicate effectively, and solve problems creatively.

These are the skills that help young people adapt as careers evolve. One of the ways to better prepare students for the job market is to ensure there are vocational elements in the curriculum.

We offer subjects like Agriculture, Travel & Tourism, Food & Nutrition, Design & Technology, and Media Studies, as well as professionally focused areas like Business, IT, and Accounting.

These subjects help students apply their learning in practical, real-life ways, giving them a clearer sense of how school connects to the workplace.

We also believe that resilience is vital. Students need to understand that setbacks are part of the journey, particularly in business or entrepreneurship, and that mental well-being is just as important as academic performance.

That’s why many schools are now including wellbeing in the curriculum, so students have the tools to handle challenges and thrive in uncertain environments.

Given Nigeria’s unreliable power supply, can the country realistically implement a curriculum that blends academics with practical skills?

It’s certainly a challenge, and not one unique to Nigeria, but infrastructure limitations shouldn’t hold back ambitions for education. There are many practical, adaptable ways to teach skills that don’t rely heavily on electricity or advanced technology.

For example, Cambridge programmes encourage group projects, problem-solving, and enterprise activities that can be carried out in low-tech settings.

Our IGCSE Enterprise subject is a good example; students develop and run small business ideas, which builds entrepreneurial thinking without needing high-end resources.

While we are moving towards digital exams, with our first series planned for 2026, we’re doing it in a phased way.

As the global job market undergoes major shifts, which skills or sectors should Nigeria focus on to prepare its youth?

From my understanding, two key areas might provide a direction: digital technology and the green economy. With over 60 percent of the population under 25, Nigeria has a real opportunity to prepare young people for global jobs, especially in tech, where skills are in high demand and remote work is increasingly viable.

AI, in particular, will continue to transform how we work. Students need to understand how to use these tools effectively, but also to think critically about them. That kind of human insight and creativity will always be valuable.

At the same time, climate change is a pressing issue, and Nigeria’s young people need to be ready for future careers in renewable energy, sustainable agriculture, and environmental engineering. Green skills will be crucial.

And I’d also say this: if we’re talking about investment, the greatest returns come from investing in teachers. Technology is a powerful tool, but it’s great teachers who inspire and guide students.

That’s why we run the Cambridge Teacher Training programme, tailored for African educators. It helps Nigerian teachers strengthen their skills and prepare students not just for exams, but for life beyond school.

From your experience in Nigeria’s education landscape, how can the country best prepare its youth for the future workplace?

It’s really about ensuring everything works together: the curriculum, the way subjects are taught, how students are tested, and how teachers are trained.

At Cambridge, we align all of those elements carefully. What we teach, how we assess it, and how we support teachers are all part of a connected system. That alignment is one of the reasons our programmes are so effective.

By building an education system that combines knowledge with practical skills, supports great teaching, and prepares students to adapt and lead in a changing world, Nigeria will give its youth every opportunity to thrive.