Curriculum Design as an Employability Predictor: A Competency Assessment of Nigerian Students

Abstract

The persistent disconnect between higher education curricula and labour market demands has intensified concerns over graduate employability in Nigeria. This review paper systematically examines existing literature to assess how curriculum design predicts employability competencies among Nigerian students. Synthesizing findings from peer-reviewed studies published between 2015 and 2024, the review focuses on four core curriculum components: content, pedagogy, assessment methods, and industry integration. The analysis reveals that while theoretical knowledge remains adequately covered, Nigerian curricula consistently underemphasize practical competency development, particularly in critical thinking, problem-solving, and teamwork. Industry integration emerges as the most significant predictor of employability, yet it remains the most underutilized curriculum element across Nigerian universities. The review also identifies a predominant reliance on traditional lecture-based pedagogies and rote assessment methods, which weakly predict employability outcomes. It concludes that curriculum design can serve as a robust employability predictor only when intentionally restructured around competency-based frameworks, experiential learning, and sustained industry collaboration. Recommendations for policy and future research are discussed.