A former Vice-Chancellor of the National Open University of Nigeria (NOUN), Prof. Abdalla Uba Adamu, has warned that universities across the country risk becoming increasingly irrelevant if they continue to prioritise the award of certificates over the development of practical and future-ready skills. He made the remarks during a valedictory presentation to NOUN’s Governing Council at the exit ceremony of the outgoing Vice-Chancellor, Prof. Olufemi Peters.
Speaking on the theme “How Should the University of Tomorrow Look Like?”, Adamu argued that higher education in Nigeria—and across much of the Global South—remains trapped in what he described as an intensified form of “diploma disease,” where the pursuit of academic credentials outweighs the acquisition of meaningful competencies.
According to him, the nature of diploma disease has evolved. Certificates, he noted, are no longer primarily viewed as pathways to employment but as safeguards against social and economic exclusion in a labour market characterised by declining job security. Drawing on the work of British scholar Ron Dore, Adamu explained that academic credentials have effectively become a form of social insurance rather than a reliable indicator of productivity or employability.
He cited Kano State as a case in point, observing that despite hosting 14 universities, none is dedicated specifically to computer science or information and communication technology (ICT). Instead, he said, most institutions offer largely similar courses, reflecting a system more focused on certification than relevance to contemporary economic needs.
Adamu further noted that rapid advances in technology and artificial intelligence have fundamentally altered how value is created in the modern economy, often outside the traditional university framework. He warned that institutions that fail to adapt to these changes may struggle to justify their relevance in the years ahead.
To remain viable, he urged universities to reinvent themselves as open knowledge ecosystems rather than closed credentialing factories. Such institutions, he said, should prioritise future-oriented skills including critical thinking, digital and AI literacy, creativity, ethical reasoning, and adaptability.
He concluded that universities unwilling or unable to evolve in response to these realities risk being sidelined, as learners and employers increasingly seek alternative pathways for acquiring skills that align with the demands of a rapidly changing world.