The Nigeria Education News visited the Civil Engineering Department of Moshood Abiola Polytechnic (MAPOLY), Abeokuta, Ogun State, to investigate claims by students that their learning is dominated by theory with little or no attention given to practicals. What we found was a growing concern that future engineers are being left underprepared for the real-world demands of their profession.
Civil engineering, unlike other academic fields, cannot thrive on theoretical knowledge alone. It is a discipline that requires extensive practical engagement with equipment, building materials, and design processes. Unfortunately, at MAPOLY, many students explained that their training is confined to classroom lectures without meaningful practical exposure.
Students who spoke with The Nigeria Education News described a routine where their coursework is dominated by lectures and written notes. “We spend hours learning the formulas, designs, and principles, but we rarely step into the lab or workshop to see how these things actually work,” one student remarked with frustration.
This situation has left students worried that they may graduate without the hands-on competence expected of professional engineers. They argue that the overemphasis on theory deprives them of the chance to connect classroom lessons with practical realities.
During our visit, we observed laboratories that were far from vibrant centres of experimentation. Equipment was either inadequate, locked away, or simply unused. Facilities that should have been buzzing with students conducting tests and exercises remained largely dormant.
A final-year student told our correspondent, “We hear about soil testing, concrete mixing, and load analysis in class, but we hardly ever get to touch the tools. It is more like storytelling than engineering.” The statement captures the widespread sentiment among the department’s students.
Another student added, “Engineering is about problem-solving in real life, but how do you solve problems if you have never practiced? Most of us are worried about how we will perform when we face real construction sites or professional projects.”
The Nigeria Education News gathered that even when practicals are scheduled, they are often rushed or treated superficially. Instead of being active participants in experiments, students are reduced to passive observers, watching demonstrations that fail to give them the depth of experience they need.
This lack of practical focus undermines the very essence of technical education. Stakeholders in engineering education have long emphasized that practicals are the backbone of engineering training, and without them, graduates risk being ill-prepared for the challenges of professional practice.
Some students have resorted to paying for external workshops and industry-based training outside of MAPOLY in order to fill the gap left by the school’s weak practical system. These extra efforts often come at high personal costs, but they believe it is necessary to be competitive after graduation.
Industry experts interviewed by The Nigeria Education News explained that graduates from institutions with little practical exposure often struggle in the workplace. They may have theoretical understanding but lack the confidence and skills required to handle real-world engineering challenges.
This situation raises broader questions about accountability within the system. Students pay departmental fees every semester, yet little seems to be directed toward improving the laboratories or organizing field projects that would enhance their learning experience.
Education observers argue that the absence of robust practical training at MAPOLY’s Civil Engineering Department is a failure not only on the part of the institution but also of regulators tasked with maintaining standards. They insist that urgent intervention is needed from the Ogun State Government and the National Board for Technical Education (NBTE).
Students themselves are now calling for immediate reform. They want the Polytechnic management to invest in functional laboratories, organize real site visits, and provide opportunities for hands-on training. Without these measures, they fear their years of study may amount to little in the competitive engineering field.
The Nigeria Education News concludes from its visit that MAPOLY Civil Engineering students are stuck in a cycle of theory-heavy learning with minimal practical application. Unless concrete steps are taken to overhaul the system, the institution risks producing graduates who are academically sound but practically helpless an outcome that could have dire consequences for Nigeria’s infrastructural development.
