The Future of Learning Will be Shaped By a Growing Focus On Agile, Job-Ready Skills, Says Prof Akanazu
Human capital development emerged as a major focus at the 2025 Nigerian Investment Forum, organised Hullbridge Solicitors of which Docenti Global Business School is one of the major sponsors, as stakeholders examined how education reform can strengthen Nigeria’s long-term economic competitiveness.
The forum brought together key policymakers, investors, private sector leaders, and development experts to explore priority sectors driving sustainable growth, with education and workforce readiness identified as critical investment-enablers.
The Nigerian Investment Forum which serves as a strategic platform for mobilising local and foreign investment into Nigeria’s growth sectors, underscored the importance of aligning education systems with labour market realities.
Discussions at the forum reflected a shared understanding that the future of work, innovation, and productivity is inseparable from how effectively a nation equips its people with relevant, adaptable skills.
Contributing to this dialogue as a panellist, the Executive Principal of Docenti Global Business School and former country director and co-founder of Rome Business School Nigeria, Prof. Humphrey Akanazu, spoke extensively on how the future of learning is being profoundly shaped by a growing focus on agile, job-ready skills, with micro-credentials emerging as a key driver of this global transformation.
He explained that education is increasingly moving away from broad, time-based qualifications toward more precise, competency-focused learning that reflects what individuals can actually do.
According to Akanazu, micro-credentials are redefining how skills are acquired and validated. These short, focused certifications verify mastery of specific, in-demand competencies such as data analysis, project management, digital marketing, artificial intelligence, and digital transformation.
Unlike traditional degrees that often provide general knowledge, micro-credentials clearly signal job-relevant abilities to employers, making candidates’ profiles more transparent and attractive in competitive labour markets.
He further noted that flexibility is a defining advantage of micro-credentials. Professionals are now able to upskill or reskill through just-in-time learning, acquiring new competencies as industry needs evolve without committing to lengthy, multi-year academic programmes.
The ability to stack multiple micro-credentials into customised learning pathways was also highlighted as a major benefit, allowing learners to build towards broader qualifications while maintaining control over their career progression.
Globally, he observed, employers increasingly value these credentials, often viewing them as strengthening job applications and, in some cases, contributing to improved compensation outcomes.
Beyond micro-credentials, the discussion also focused on the broader shift toward skill-based training and competency-based education.
Akanazu explained that this model places emphasis on outcomes rather than duration of study, ensuring that education delivers measurable, workplace-ready capabilities.
He added that by co-developing curricula with industry experts, competency-based education directly addresses the persistent mismatch between academic training and labour market needs.
This approach not only improves employability but also supports lifelong learning, which has become essential in a digitally driven economy where skills rapidly evolve.
Digital transformation was identified as a major enabler of these changes. The adoption of online and hybrid learning models has expanded access to education globally, particularly for working professionals and non-traditional learners balancing career and family responsibilities.
He noted a strong global push toward programmes in artificial intelligence, data science, cyber security and digital transformation—fields increasingly recognised as foundational to future economic growth and innovation.
Within this broader context, reference was made to Docenti Global Business School’s positioning within the Nigerian and global education landscape. The institution was highlighted for embracing practicality, flexibility, and in-demand skills as core principles of its academic offerings. Its focus on bridging the gap between theory and real-world application aligns closely with the principles of skill-based education, with programmes designed to enable immediate workplace impact.
The school’s emphasis on industry-relevant curricula delivered by faculty who combine academic expertise with real business experience was also noted as a key differentiator.
In addition, its specialised and future-ready programmes—such as the MSc in Data Science and Artificial Intelligence for managers and professionals, as well as targeted Employability Skills Development Programmes—reflect the growing demand for focused, outcome-driven learning that mirrors the function of micro-credentials.
Global collaboration and flexible delivery models were further highlighted as essential to the credibility and value of modern qualifications.
Through structured online formats and partnerships with international institutions such as the European Global Institute of Innovation and Technology, Docenti Global Business School was cited as an example of how education providers can ensure global recognition, quality assurance, and increased mobility for learners.
The conversations at the Nigerian Investment Forum reinforced a central message: education reform is a strategic investment priority.
By embracing flexible, competency-driven learning models and supporting the growth of micro-credentials, Nigeria can strengthen its human capital base, close critical skills gaps, and position itself more competitively in the global economy.
The insights shared during the forum underscored the need for sustained collaboration among policymakers, investors, educators, and industry leaders to ensure that learning systems evolve in line with Nigeria’s development ambitions.
