"Faculty of Engineering, But No One Could Fix a Generator?" – Nigerian Man’s Viral Rant Sparks Outrage and Reflection

A viral video making the rounds on social media has sparked widespread conversation across Nigeria, as a young man questioned the relevance of engineering education after witnessing professors in a university’s Faculty of Engineering unable to fix a faulty generator. The short but sharply delivered rant has struck a nerve with students, professionals, and everyday Nigerians alike, raising deeper questions about the practical value of education in the country.

In the now-viral clip, the visibly baffled man narrated how he had visited the engineering faculty of a Nigerian university only to discover that the building’s generator had broken down—and to his utter shock, none of the engineering professors present could repair it. “I was in this faculty some time ago, when the faculty generator had issues. None of the professors of engineering could fix it,” he said. “They had to look for—my question is, why is it a faculty of engineering if the diesel power plant had problems and it could not be fixed?”Though the man did not name the institution, the story resonated across the country, where many have long criticized the disconnect between academic learning and real-world application, especially in the sciences and engineering. His video, uploaded to TikTok and Instagram, quickly spread across multiple platforms, drawing tens of thousands of views and a flood of reactions in the comments.

While some supported his frustration, others rushed to defend the professors, pointing out that fixing generators is the job of technicians, not necessarily university lecturers or researchers. “Is it the work of professors to fix generator… Technicians no dey?” one user asked sarcastically. Another person, @mozypellyXP, offered a darker perspective on the state of education, writing, “I’m lecturing more than 15 400-level cybersecurity students in a very notable university in this country, and trust me, they don’t know anything. I was forced to take them from scratch again.”

Another user took a jab at the outdated nature of some university curricula, stating, “They’re teaching our children A is for Apple from year to year. They are also teaching our kids 36 States of capital every day. Lol.”But behind the laughter and sarcasm lies a deeper frustration with Nigeria’s education system, which many feel has become too theoretical and divorced from the kind of practical skills that can solve real-world problems. Critics argue that it is not enough to graduate with top marks if one cannot apply those skills meaningfully, especially in a country grappling with infrastructure failure and technological gaps.

The video has also reignited an old debate: Should professors be able to apply their knowledge to physical, real-life problems, or is their role strictly academic? In countries with more developed education systems, engineering faculties are often deeply involved in innovation and on-campus problem-solving, including designing alternative energy systems, optimizing infrastructure, and even collaborating with industries on product development.

In Nigeria, however, many faculties operate with limited resources, little funding for research, and little incentive to apply knowledge practically outside the lecture hall. What results is an education system that values rote learning and theoretical excellence over innovation and utility.That said, the counterargument cannot be ignored. The inability or unwillingness of professors to fix the generator does not necessarily mean they are incompetent. In most structured institutions, technical maintenance is not the duty of academic staff but of designated facility and maintenance teams. Professors, especially at the university level, are often researchers and theorists, not field engineers or mechanics.

Still, the symbolism of the moment—the inability of a building filled with engineering experts to restore power—was too strong for the average viewer to ignore. The video taps into a larger societal frustration where everyday citizens are questioning the purpose and effectiveness of education when it seems to have little impact on solving basic problems.

The conversation has extended beyond social media into blog posts, radio shows, and WhatsApp group chats, where many are sharing similar stories of disappointment in academic institutions. Several people recalled times when students in supposedly advanced programs struggled with basic computer tasks or when laboratories existed in name only, with no real equipment or functioning experiments.Some commentators also used the opportunity to highlight the lack of investment in technical education in Nigeria. Despite having tens of thousands of graduates annually, the country continues to import basic technology and machinery, and small-scale technical issues—from faulty water pumps to power outages—often go unresolved due to a lack of practical knowledge or interest in local innovation.

For students of engineering and young Nigerians in general, the video has become both a moment of laughter and a sobering reality check. It has exposed how education without practical infrastructure, tools, or hands-on mentorship risks becoming a hollow promise. While the professors in question may have no obligation to fix a generator, their perceived inaction in the face of such a basic technical issue has fueled a conversation long overdue in the country.

The man who posted the video may not have anticipated the firestorm it would create, but his message has touched a raw nerve. Whether his observation was naive, exaggerated, or entirely accurate, it has created space for Nigerians to ask tougher questions about what kind of education they are getting, and at what cost.As more institutions and thought leaders weigh in, the hope is that this viral moment will lead to serious reflection, and perhaps even reform. In the end, the issue isn’t just about a generator. It’s about the credibility of education in a country that desperately needs practical solutions—and the willingness to connect the classroom with the real world outside its doors.