PUBLIC HEARING ON THE DAKKADA SKILLS ACQUISITION CENTRE BILL: BUILDING A FUTURE READY INSTITUTION THROUGH TECHNOLOGY DRIVEN TECHNICAL EDUCATION
By | Destiny Young
The public hearing on the Bill for the Establishment of the Dakkada Skills Acquisition Centre presents Akwa Ibom State with an important opportunity to create a strong legal, institutional and operational foundation for one of its most promising human capital development initiatives.
The proposed law should go beyond formally establishing the Centre. It should define a clear mandate that positions the Dakkada Skills Acquisition Centre as a modern technical and vocational education institution capable of preparing young people for employment, entrepreneurship and participation in the digital economy.
The Centre already provides training across agriculture, hospitality and lifestyle management, metal and steel fabrication, wood technology, information and communication technology, as well as entrepreneurship. This foundation should now be strengthened through legislation that makes technology driven training a central part of the institution’s identity.
The administration of Governor Umo Eno deserves commendation for sustaining the vision behind the Centre and transforming it into an active platform for skills development. The commencement of academic activities, sponsorship of trainees, provision of practical instruction and support for graduates demonstrate the administration’s commitment to human capital development.
The graduation of the pioneer trainees showed that the Centre has moved beyond physical infrastructure into productive use. The decision to sponsor trainees and provide financial support also reflects an understanding that access to technical education requires both institutional and social support.
The proposed law should protect these gains and provide a framework for continuous improvement.
A major recommendation is the establishment of a fully developed School of Digital Technology and Innovation within the Centre. The school should offer structured programmes in software development, cloud computing, computer networking, cybersecurity, data analytics, artificial intelligence, digital media, computer hardware engineering, Internet of Things, geographic information systems and digital entrepreneurship.
Training should reflect current workplace requirements. Basic computer appreciation alone cannot prepare young people for today’s technology market. Students should learn how to build applications, manage networks, secure digital systems, analyse data, use cloud platforms and deliver technology based services.
The curriculum should adopt a competency based model. Each programme should define the practical skills a trainee must demonstrate before graduation. Assessment should focus on projects, simulations, laboratory exercises and real industry problems instead of relying mainly on written examinations.
A software development trainee should graduate with functional applications in a project portfolio. A cybersecurity trainee should demonstrate the ability to configure security controls, conduct authorised vulnerability assessments and respond to simulated security incidents. A networking trainee should be able to design, install, configure and troubleshoot a secure enterprise network.
The Centre should establish modern laboratories that reflect professional work environments. These should include a software development laboratory, cybersecurity operations laboratory, networking and cloud laboratory, hardware maintenance workshop, digital media studio, electronics and Internet of Things laboratory, as well as an innovation and fabrication laboratory.
The cybersecurity laboratory should provide a controlled environment where trainees can study network defence, digital forensics, identity management, incident response and information security governance. The laboratory should operate under clear ethical, legal and safety standards.
Reliable digital infrastructure should support every aspect of the Centre. This should include high speed internet connectivity, campus wide wireless access, secure servers, backup power, cloud services and properly licensed software.
The Centre should deploy a learning management system through which trainees can access lessons, submit assignments, complete assessments, communicate with instructors and monitor their progress. The platform should support both physical and remote learning. This will allow the Centre to reach people who cannot participate in full time residential programmes.
The law should mandate regular curriculum review because technology changes rapidly. A curriculum developed today may lose relevance within a few years. An Industry and Curriculum Advisory Council should therefore review ICT programmes at least once every two years.
The advisory body should include representatives from technology companies, telecommunications firms, financial institutions, universities, professional associations, government agencies, employers and successful entrepreneurs. Its responsibility should be to identify emerging skills, revise training content and ensure that graduates remain relevant to the labour market.
Professional certification should form part of the training model. The Centre should establish partnerships with recognised technology vendors, certification organisations and professional bodies. Trainees should have opportunities to earn industry recognised credentials alongside the Centre’s certificates.
The Centre should also develop partnerships with local technology companies, banks, telecommunications operators, public institutions and international organisations. Such partnerships can provide equipment, instructors, internship placements, curriculum support, mentorship and employment opportunities.
Every ICT trainee should complete an internship, apprenticeship or supervised industry project before graduation. Practical exposure will help trainees understand workplace culture, project delivery, customer service, professional ethics and business processes.
The Bill should create a clear framework for instructor recruitment and development. ICT instructors must possess relevant technical competence, industry experience and teaching ability. They should receive regular professional development and exposure to current tools, platforms and practices.
The Centre can also introduce a visiting instructor programme that allows experienced professionals from Nigeria and other countries to deliver specialised courses. This approach will give trainees direct access to current industry knowledge.
Entrepreneurship should remain central to the Centre’s mandate. However, entrepreneurship training should move beyond general business lectures. Trainees need practical guidance on business registration, financial management, taxation, pricing, marketing, intellectual property, proposal writing, customer acquisition and access to finance.
The Centre should establish a technology incubation hub where promising graduates can develop products and businesses. The hub should provide shared workspaces, internet access, technical support, business mentorship and connections to investors and government funding programmes.
A structured graduate support scheme should provide access to tools, equipment, grants or low interest financing. The scheme should use transparent selection criteria and measurable performance targets.
Technology should also improve the administration of the Centre. Admissions, attendance, assessment, certification, inventory management, hostel administration and graduate tracking should operate through an integrated digital management system.
Biometric or secure digital attendance systems can help confirm participation. Digital certificates with verification codes can reduce certificate fraud. An online graduate database can help employers verify qualifications and identify skilled workers.
The Centre should establish a labour market intelligence unit. This unit should collect data on employment trends, industry demands, graduate outcomes and emerging occupations. The evidence should guide admissions, programme expansion and resource allocation.
The proposed law should require the Centre to publish an annual performance report. The report should disclose the number of applicants, admitted trainees, graduates, certified participants, businesses created, internship placements and employment outcomes. It should also report programme completion rates and the participation of women, persons with disabilities and residents from different local government areas.
Access and inclusion must receive legal protection. The Centre should provide fair opportunities for women, rural residents, persons with disabilities and applicants from low income households. Digital skills training should not reproduce existing social and economic inequalities.
Training facilities and digital platforms should meet accessibility standards. Scholarship and sponsorship arrangements should follow transparent guidelines. Outreach programmes should identify talented young people who may lack the financial resources or awareness required to apply.
The law should also establish clear data protection and cybersecurity obligations. The Centre will process personal data relating to applicants, trainees, employees and partners. It must implement proper access controls, data retention rules, privacy policies, backup procedures and incident response mechanisms.
Governance will determine whether the Centre achieves its full potential. The Bill should provide for a competent Governing Council with representation from education, technology, industry, entrepreneurship and the public sector. Appointments should prioritise knowledge, professional experience and integrity.
The responsibilities of the Governing Council, management and supervising ministry should be clearly defined. The Centre should enjoy sufficient operational flexibility to respond to industry changes while remaining accountable for public funds and outcomes.
The Bill should also establish sustainable funding sources. Government subventions can provide the foundation, but the Centre should be permitted to generate revenue through specialised corporate training, consultancy, production services, certification programmes, research partnerships and facility use.
Revenue generation should not prevent qualified but financially disadvantaged residents from accessing training. Public sponsorship and scholarship programmes should remain central to the Centre’s social mandate.
The Dakkada Skills Acquisition Centre has the infrastructure and institutional potential to become a leading technical and vocational education hub in Nigeria. The proposed law should therefore provide more than legal recognition. It should create a future ready institution built around practical competence, digital innovation, industry collaboration, inclusion and measurable outcomes.
Governor Umo Eno’s continued support for the Centre reflects the human capital development priorities of his administration. By sustaining the initiative, sponsoring trainees and supporting academic activities, the Governor has helped move the Centre from conception to productive use.
The Akwa Ibom State House of Assembly now has an opportunity to strengthen that progress. A carefully drafted law can ensure that the Dakkada Skills Acquisition Centre remains relevant, properly funded, professionally managed and responsive to technological change.
With the right legal framework, modern laboratories, qualified instructors, industry partnerships and accountable governance, the Centre can produce software developers, network engineers, cybersecurity technicians, digital entrepreneurs and other skilled professionals capable of serving Akwa Ibom State, Nigeria and the global economy.
Citp’ Destiny Young, FIIM, MCPN, a Political and Digital Communication Expert, serves as the Special Assistant (New Media & Digital Communication) to the Executive Governor of Akwa Ibom State, H.E. Gov Umo Umo, PhD
