Author(s): Omotosho Ademola, Bongani Gamede, Ayandibu AO
The global stress created by the corona virus pandemic has compelled universities to serve as centres of innovation. Based on narratives of emerging issues, the necessity for educational institutions to produce high-quality graduates is becoming increasingly paramount in national and international policy. The desire to increase the level of enrolment in tertiary education sector often dislodges the quest for the production of well-equipped graduates. Although there are accomplishments with regards to students’ access to higher education in many Sub-Saharan African nations, the same cannot be said of the quality of graduates produced. How can the distortion in the tertiary education system be addressed? This study intends to furnish regulatory authorities with convincing grounds on how graduates learn the fundamental abilities required to secure sustainable employment. As a contribution in filling this gap, this study explored the dynamics of skills acquisition among undergraduate students in two selected rural universities in South Africa and Nigeria. Using a quantitative approach, empirical analysis showed that quality of the graduates is mostly determined by quality of input. Based on the findings, a model of innovation and skills development centre for tertiary institutions in SubSaharan Africa has been designed and recommended.