BRIDGING THE INDUSTRY–ACADEMIA SKILLS GAP THROUGH EXPERIENTIAL LEARNING IN TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING IN NIGERIA

Abstract

The persistent mismatch between the competencies acquired by Technical and Vocational Education and Training (TVET) graduates and the practical requirements of industries continues to raise concerns about graduate employability and occupational preparedness in Nigeria. This opinion paper examines experiential learning as an instructional approach for bridging the industry–academia skills gap in Nigerian TVET institutions. It discusses the relationship between institutional training and workplace requirements, experiential approaches for developing occupational competencies, and strategies for strengthening collaboration between educational institutions and industries. The paper draws on contemporary scholarly literature, relevant contributions to Business Educators, and institutional publications on skills development. Industrial training, structured apprenticeships, project-based learning, workplace simulations, mentorship and competency-based assessment are identified as approaches that connect theoretical knowledge with practical occupational performance. The paper argues that effective experiential learning requires clearly defined competencies, authentic workplace activities, appropriate supervision and active industry participation. Inadequate training facilities, limited industry collaboration, insufficient lecturer exposure to contemporary occupational practices and weak practical assessment constrain implementation. The paper concludes that bridging the industry–academia skills gap requires systematic integration of experiential learning into TVET curricula and sustained cooperation between training institutions and employers. It suggests strengthening industry-responsive practical instruction and establishing functional partnerships for curriculum development, workplace training and competency assessment.