By Prince Osuagwu

As Nigeria continues to confront rising youth unemployment and a rapidly evolving labour market, attention is increasingly shifting toward technology-driven skills as a pathway to economic participation. In Akwa Ibom State, this shift is evident in the growing number of young people seeking to learn tech skills in Uyo, motivated by the expanding role of digital competence in employment, entrepreneurship, and innovation.

Labour-market analysts note that employers across sectors are placing greater emphasis on practical skills, adaptability, and problem-solving ability, often alongside or even above formal academic qualifications. This trend has intensified conversations around how young people are trained and supported, particularly in regions where access to industry exposure and professional networks remains limited.

Within this context, the work of Lawson Godwin Hezekiah has drawn attention for its focus on linking tech skills training with mentorship and labour-market readiness. Hezekiah, a technology entrepreneur and education advocate based in Akwa Ibom State, has been involved in initiatives aimed at helping young people acquire digital skills while also understanding how to navigate employment pathways after training.

Hezekiah is the founder of Mita School, a technology education and skills development platform operating in Uyo. While Mita School provides hands-on training in areas such as software development, cybersecurity, data analysis, and emerging technologies, education stakeholders say the institution’s distinguishing feature lies in its strong emphasis on mentorship and post-training engagement.

As more young people look to learn tech skills in Uyo, concerns have been raised about the gap between training completion and workforce integration. Many learners complete skills programs but struggle to translate their knowledge into meaningful employment, freelance work, or entrepreneurial ventures. Analysts argue that this gap contributes to underemployment and discouragement among new entrants into the digital economy.

According to observers familiar with Mita School’s operations, mentorship has been deliberately integrated into the learning process to address this challenge. Rather than ending engagement at certification, students continue to receive guidance on career positioning, decision-making, and navigating early-stage opportunities within the tech ecosystem.

Participants describe mentorship sessions that focus on understanding labour-market expectations, identifying realistic career pathways, and avoiding common mistakes that often derail beginners. Some former trainees have noted that this continued support helped them remain focused and confident during the transition from training to application.

The growing interest to learn tech skills in Uyo has also highlighted broader issues around student welfare and sustainability. Education analysts point out that many young people require reassurance, direction, and practical guidance long after classroom sessions end. In response, mentorship-led models are increasingly being viewed as essential complements to skills acquisition.

Beyond individual outcomes, the model adopted under Hezekiah’s leadership reflects a broader contribution to the education industry—one that treats education as a long-term responsibility rather than a transactional service. Observers note that integrity and accountability appear central to this approach, with mentorship framed as a duty to learners rather than an optional feature.

Policy and Government Perspective

Policy analysts argue that the rising demand to learn tech skills in Uyo presents an opportunity for government and education stakeholders to rethink youth development strategies. As digital skills become more critical to economic growth, there are growing calls for stronger collaboration between government agencies, educational institutions, and private training platforms.

Experts suggest that policies supporting structured mentorship, industry partnerships, and post-training support could significantly improve the outcomes of skills-development initiatives. Rather than focusing solely on enrollment numbers, analysts recommend that government-backed programs place greater emphasis on labour-market integration, student welfare after training, and long-term employability metrics.

In regions such as Akwa Ibom State, where interest in tech skills training is rising, education models that combine instruction with mentorship are increasingly viewed as aligned with broader workforce development goals. Observers note that platforms like Mita School offer insights into how local initiatives can complement public education efforts by providing practical exposure and sustained guidance.

As Nigeria continues to adapt to changing economic conditions, policymakers are being encouraged to recognize the role of mentorship-driven skills development in preparing young people for the realities of modern work. Analysts argue that such approaches could help reduce skills mismatch, improve youth employment outcomes, and strengthen participation in the digital economy.

As the number of young people seeking to learn tech skills in Uyo continues to grow, attention is likely to remain focused on how training translates into real-world outcomes. Education and labour experts increasingly agree that sustainable impact will depend not only on what students learn, but on how effectively they are supported as they transition into the workforce.