Perceived Relevance of Secondary School Curriculum to Labour Market Needs Among Graduates in Anambra State

This study examines the perceived relevance of the secondary school curriculum to labour market needs among recent school graduates in Anambra State, South East Nigeria. A recurring critique of Nigeria's secondary education system is that its curriculum is academically oriented and insufficiently aligned with the skills demanded by employers and the realities of self-employment in a rapidly evolving economy. In Anambra State, where youth unemployment and underemployment are significant social concerns, this curriculum-market alignment gap has particular urgency. A descriptive survey design was adopted, with data collected from 300 secondary school graduates who left school within the past three years, 50 employers across five key sectors, and 40 secondary school teachers in Awka, Onitsha, and Nnewi. Curriculum relevance was assessed using perception scales measuring skills transferability, vocational preparation, entrepreneurial orientation, and digital competency development. Chi-square and regression analyses were applied. Results reveal that both graduates and employers perceive the current curriculum as inadequately aligned with labour market needs, with the lowest ratings given to digital skills preparation and practical vocational training. Teachers acknowledged that curriculum rigidity and lack of practical resources constrain their ability to deliver applied learning. The study concludes that the secondary school curriculum in Anambra State requires significant realignment with contemporary economic demands. It recommends that the Federal Ministry of Education review the secondary curriculum to embed entrepreneurship, digital skills, and vocational modules as core rather than elective components.

Keywords: curriculum relevance, labour market, secondary school graduates, Anambra State, vocational education.