Shodh Sari-An International Multidisciplinary Journal

Abstract

This paper explores the transformative perspectives surrounding the evaluation of foreign graduates’ qualifications in Nigeria, questioning whether current systems act as placebos or panaceas. Examining the authenticity and effectiveness of existing evaluation mechanisms, it delves into concerns about superficial criteria, the emphasis on academic credentials, and potential biases. Advocates for change call for holistic, transparent, and nuanced approaches that genuinely reflect the diverse talents of foreign-educated individuals. The author contemplates reforms to shift from symbolic gestures to meaningful instruments for workforce development. This nuanced discussion navigates the complexities of foreign qualification evaluation, stimulating a critical reevaluation of Nigeria’s current practices.

Keywords: Evaluation Systems, Foreign Graduates, Qualifications, Workforce Development.

Impact Statement

Transformative Perspectives: Rethinking the Evaluation of Foreign Graduates’ Qualifications in Nigeria—Placebo or Panacea? critically examines the current evaluation process of foreign graduates’ qualifications in Nigeria. By questioning whether it serves as a mere placebo or a genuine panacea, the paper delves into the complexities and implications of the existing system. It offers transformative perspectives that challenge traditional approaches, advocating for a paradigm shift towards a more comprehensive and equitable evaluation framework. This shift has the potential to significantly impact various stakeholders, including educational institutions, employers, policymakers, and most importantly, foreign graduates themselves. By fostering a deeper understanding of the value and relevance of foreign qualifications, the proposed changes could enhance opportunities for employment, educational advancement, and overall socio-economic development in Nigeria. Through this analysis, the paper aims to provoke meaningful discourse, inspire actionable insights, and ultimately contribute to the advancement of Nigeria’s education and employment landscape.

About Author/s

Aliyu Abubakar Mirnga, Ph.D.

Aliyu Abubakar Mirnga, Ph.D., obtained his Masters and Doctorate Degrees from Maryam Abacha American University of Niger, Maradi Republic of Niger. He is a member of Board of Trustees Maryam Abacha American University of Nigeria, Kano and a Director at the Federal Ministry of Education (Headquarters), Abuja, Nigeria. His Area of specification is in Higher Education Administration and Management.

Abubakar Sadiq Haruna, Ph.D.

A faculty member of the Department of Educational Foundations, Federal University Gusau and a visiting professor of counselling psychology with Maryam Abacha American University of Nigeria (MAAUN).  He is presently the Editor-In-Chief of MAAUN International Multidisciplinary Journal of Research and Innovations (MIMJRI); Publication Editor of Zamfara International Journal of Education (ZIJE); Managing Editor of Kano Journal of Educational Psychology and Chairman, Nigerian Society for Educational Psychologists (NISEP), Kano/Jigawa Branch. A member of Editorial Board of World Academy of Science, Engineering and Technology (WASET); Member American Psychological Association (APA). Abubakar Sadiq Haruna is also the Director, Institute of African Higher Education Research and Innovations (IAHERI), an affiliate of Maryam Abacha American University of Nigeria (MAAUN); current Secretary General of the Association of African Private Universities (AAPU).

Cite this Article

APA 7th Style: Mirnga, A. A., & Sadiq, H. A. (2024). Transformative perspectives: Rethinking the evaluation of foreign graduates’ qualifications in Nigeria—Placebo or panacea? Shodh Sari-An International Multidisciplinary Journal, 3(02), 260–275. https://doi.org/10.59231/SARI7702

Chicago 17th Style: Mirnga, Aliyu Abubakar, and Haruna Abubakar Sadiq. “Transformative Perspectives: Rethinking the Evaluation of Foreign Graduates’ Qualifications in Nigeria—Placebo or Panacea?” Shodh Sari-An International Multidisciplinary Journal 3, no. 2 (2024): 260–275. https://doi.org/10.59231/SARI7702.

MLA 9th Style: Mirnga, Aliyu Abubakar, and Haruna Abubakar Sadiq. “Transformative Perspectives: Rethinking the Evaluation of Foreign Graduates’ Qualifications in Nigeria—Placebo or Panacea?” Shodh Sari-An International Multidisciplinary Journal, vol. 3, no. 2, 2024, pp. 260-275, https://doi.org/10.59231/SARI7702.

Statements & Declarations

Review Method: This article underwent a double-blind peer-review process by independent experts in Educational Policy and International Relations to evaluate the critical discourse on degree evaluation standards and the systemic challenges within the Nigerian educational landscape.

Competing Interests: The authors Aliyu Abubakar Mirnga and Haruna Abubakar Sadiq declare that they have no financial, personal, or professional conflicts of interest that could have inappropriately influenced the research findings, analysis, or conclusions presented in this manuscript.

Funding: This research was conducted through the academic support of Maryam Abacha American University of Nigeria and Federal University Gusau. No specific external grants or commercial funding were received for this study.

Data Availability: The analysis is based on a critical review of current institutional frameworks, Nigerian Federal Ministry of Education guidelines, and global best practices for credential evaluation. All primary documents and theoretical sources are cited within the manuscript.

License: Transformative Perspectives: Rethinking the Evaluation of Foreign Graduates’ Qualifications in Nigeria—Placebo or Panacea? © 2024 by Mirnga, A.A., & Sadiq, H.A. is licensed under CC BY-NC-ND 4.0. This work is published by the International Council for Education Research and Training (ICERT).

Ethics Approval: As this study focuses on policy analysis and the theoretical rethinking of administrative procedures and does not involve direct experimentation on human subjects, it was deemed exempt from formal ethical review while adhering to the highest standards of professional academic integrity.

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