THE need to grant polytechnics in Nigeria equal status of awarding degrees like universities has been an unending debate. Surprisingly, the issue is coming up again, two years after the Federal Government directed polytechnics, monotechnics and other similar institutions to stop awarding degrees.
Just weeks ago, the idea of polytechnics and monotechnics replacing its award of Higher National Diploma (HND) with Bachelor of Technology degree was an issue of discuss among rectors and provosts.
Ironically, the National Board of Technical Education (NBTE) through which the Federal Government, in 2022, rolled out the order that polytechnics should stop awarding degrees is the one spearheading the call to have polytechnics, monotechnics and related institutions award bachelor’s degree.
The discussion followed a directive by the Director, Human Resources of the National Board of Technical Education (NBTE), Lawal Hafiz, calling for a meeting among rectors and provosts in Nigeria and the need for the Federal Government to assent the bill to make polytechnics and monotechnics award bachelor degree one of the issues to discuss.
The call by NBTE might be as a result of the pending bill waiting to the signed by the president.
The bill was sponsored by Senator Ayo Akinyelure during the last assembly and it aims to end the discrimination between HND and Bachelor degree graduates, which is more pronounced within the civil service.
Commenting, a public policy and advocacy specialist, AdewaleAdeduntan, said the debate about the effectiveness of polytechnic education in Nigeria centres on whether the issue is a need for certification upgrade or better manpower and tools to adequately train students for the job market.
He noted that certification upgrades can ensure that qualifications are recognised locally and globally, boosting employability and aligning education with international standards, which includes updating the curriculum to match industry needs and providing ongoing training for faculty.
“On the other hand, having highly skilled instructors and modern equipment is crucial for practical training. Investing in qualified educators and the latest technology allows polytechnics to offer hands-on experience that reflects current industry standards. Strong industry partnerships can also provide students with internships and real-world exposure, bridging the gap between theory and practice.”
He, nonetheless, said that to effectively address the skill gap and improve employability, a multifaceted approach is necessary, saying that certification upgrades should ensure global relevance and recognition, while investment in manpower and tools is essential for high-quality training. “This combination will enhance the overall quality and impact of polytechnic education.”
Adeduntan maintained that Nigerian polytechnics need to pursue comprehensive improvements that encompass curriculum updates, certification enhancements, skilled educators, and state-of-the-art facilities. “This holistic approach will equip graduates with the right skills, training, and certification to compete for jobs both locally and globally.”
Of note is that government, in the past, has made efforts to remove the dichotomies between polytechnics and universities graduates.
The government did this through some panels, committees and policy documents in that direction and they include, the Ademokun 1982, Gray Longe 1990, Justice Kanu Anya 1992, Justice Kayode 1993, EtsuNupe 1996 and AdamuYabani 1999, the AhmaduRufai Mohammed and Nwaobiala, 2014. Yet, the dichotomies have not been removed as the efforts did not yield fruit.
However, if the proposal and push scale through this time around, the 184 polytechnics and 240 monotechnics in Nigeria, according to available statistics on the website of the National Board for Technical Education (NBTE), would become degree awarding.
Noteworthy is that the over 424 polytechnics and monotechnics were set up to drive Nigeria’s goal of having graduates to function as technicians, higher technicians/technologists or professionals, depending on the level of training in their fields of specialisation.
Speaking on whether the move is not a misplaced priority considering the many challenges polytechnic education is facing in delivering its core mandate, a Professor of Industrial Technology Education, Faculty of Vocational and Technical Education, University of Nigeria, Nsukka (UNN), Edmond Anaele, noted that some universities in Nigeria award Bachelor of Technology degree and their curriculum is not the same as that of the polytechnic.
“I do not see anything wrong with the award of Ordinary National Diploma (OND) and Higher National Diploma (HND) because they provide high skilled manpower in terms of technologists and they are supposed to bridge the gap between industry and institutions in terms of providing high level manpower. So, it is right for them to continue on their mandate by awarding such certificates.”
Ironically, despite the huge number of polytechnics and monotechnics in Nigeria, with long years of history, many technical jobs across many sectors, especially oil and gas as well as maritime sectors; are not filled by Nigerians as a result of skill gap from graduates of polytechnic and monotechnics.
This is why some Nigerians argued that the heads of these institutions should be more bothered about polytechnics and monotechnics delivering on their mandate of providing highly skilled technicians and technologists rather than the institutions awarding bachelor’s degrees.
Mr. AyodejiEdidi, an engineer, who has both polytechnic and university education, maintained that misplaced priorities in the country’s educational policy and programming is the reason the country does not have the middle level manpower again.
“We don’t have the technical people again in the system. The bachelor degree holders are supposed to go into research majorly; the HND holders should be hands on technical person. It does not mean that you cannot migrate, but you don’t have to migrate if everything works well. What caused this problem is the dichotomy in the system.
“It is wrong and that is just the problem. It is just a Nigeria-made system. We are copying American, Italian, and German systems and we are mixing everything without having a definite system for ourselves, that’s the major problem we have. The HND graduates if they are truly technologically inclined, will find out that BSc graduates will not compete with them in that area. But they should be provided equal rights. What should matter is what the person can offer.
“Whether you have a BSc, BED, Btech or HND, it is a matter of training. If at a particular school, the lecturers in that system are bad even if it is a university, the product will be very poor, that’s the truth.
“I completed OND and did HND to a certain level before I crossed to the university and I can tell you that there is nothing wrong with both systems. They should be a full parallel system and the end product of each is quite different. One is practical-oriented while the other is theoretical-oriented. Nigeria would be a better place if we remove all these problems, bureaucracy, and all.”
Speaking about the skill gaps in the oil and gas sector in a national newspaper, Executive Director, Business Development and Crude Oil Trading, Levene Energy Holdings, Jonathan Warshawsk, said despite its undeniable importance to the economy, the energy sector faces a myriad of challenges, including infrastructure deficiencies, technological advancements, and, most notably, a critical shortage of skilled professionals.
“This growing skill gap poses a significant threat to the sector’s sustainability and progress. Furthermore, this gap is attributed to factors like brain drain, rapid technological advancements, energy companies’ reluctance to invest in the training and development of their employees, and a shortage of industry-specific skills, particularly in light of the increasing focus on energy efficiency and renewable energy sources.”
Yet, polytechnics products are meant to be highly skilled technicians who after graduation fit into industries or may not need to seek for paid employment or white collar jobs by being self-employed. However, despite the 424 polytechnics and monotechnics in Nigeria, the country is still grappling with high unemployment.
“The unemployment rate jumped by five per cent in the third quarter of 2023, which represents a third consecutive increase since the first quarter of 2023. Also, the underemployment rate rose from 11.8 per cent in 2023Q2 to 12.3 per cent in 2023Q3.”
No wonder Anaele said polytechnics should be allowed to run programmes based on the mandate establishing them, providing high skills technicians and technologists.
He added that polytechnic and university education are not the same thing. “These are different levels of education established to provide different skills. Polytechnics are there to provide highly skilled technologists in engineering and technology while universities are meant to produce engineers that are meant for design. So, it is important to allow the polytechnics to be on their mandate to be awarding ND and HND based on their academic level.”
Commenting on the challenges confronting polytechnic and technical education in Nigeria recently, the Executive Secretaryof the National Board for Technical Education (NBTE), Professor Idris Bugaje, noted that technical and vocational education is very important to the development of the country. He, however, said Nigeria has not achieved its desired results through technical and vocational education owing to several challenges.
Bugaje listed some of the problems to include lack of equipment and facilities for technical and vocational training owing to the paucity of funds.
But rather than the government and critical stakeholders like the rectors tackling the problems facing polytechnic education to make them deliver on its core mandate, more productive and better impact the society, while the government, especially at the state level are converting polytechnics into universities, rectors and other stakeholders are demanding certificate upgrade.
For instance, in the past few years, polytechnics that have been converted to universities include Abia State Polytechnic which was converted to Abia State University of Science and Technology; Lagos State Polytechnics to Lagos State University of Science and Technology; Delta State Polytechnic, now Delta State University of Science and Technology.
In the conversion of these polytechnics to universities, the main argument pushed forward by the government and managers was low enrolment, not about over-delivering on its set goal that requires an upgrade.
While polytechnics are being converted into universities in Nigeria, about a decade ago, China took a drastic step of converting about 600 of its universities to polytechnics.
The argument by China was that it wanted to reduce the huge number of university graduates with similar academic degrees competing with one another for the same jobs.
Just like the conversion of polytechnics to universities, a miss match of its mandate, some stakeholders argued, is the reason that despite NBTE provision for a polytechnic to have an enrolment ratio of 70 to 30 in favour of science and technology, many of these institutions do not adhere to it, admitting a huge number of students for non-science and technology programmes.
This is why some Nigerians are of the view that what the polytechnics need is not certificate upgrades but government and policymakers providing the right environment to deliver on their mandate. They maintained that what is setting the polytechnics backwards is much more than a certificate upgrade.
This is more so that many of the universities of technology set up by the federal and state governments have since transited to the conventional universities.
No wonder, the Chairman, Governing Council, Lagos City Polytechnic, Mr. BabatundeOdufuwa, said the major reason for introducing polytechnics into the country has been abandoned by successive governments and the cause of the socio-economic crisis in the country, particularly unemployment, being experienced in Nigeria.
He added that: “Polytechnic education was essentially introduced into the country to produce technical manpower, provide technical knowledge and skills to give training and impart necessary skills for the production of technicians, technologists, and other skilled personnel. They, in turn, shall be enterprising and self-reliant to train people, who can apply scientific knowledge to solve environmental problems for the convenience of man and to give exposure to professional development in the technologies.”
He, therefore, maintained that there has been an “obvious shift in focus,” lamenting that leaders still concentrated attention on raising men and women, who would only be fitted for white-collar jobs.
Also commenting, Adeduntan said if the Federal Government approves that Nigerian polytechnics should award Bachelor of Technology (B.Tech) degrees instead of Higher National Diplomas (HNDs), several implications could arise despite the lack of proper training and skills for students.
“Firstly, the rebranding to B.Tech degrees could initially enhance the perception of polytechnic graduates, potentially reducing the stigma and discrimination associated with HND qualifications. Employers might view B.Tech holders more favourably, assuming the degree signifies a higher level of education and expertise. However, this change in perception could be short-lived if the underlying issues of inadequate training and skill development are not addressed.
“Graduates might face significant challenges in the job market. If polytechnics continue to lack the necessary infrastructure, modern equipment, and qualified instructors, students will still be ill-prepared for the demands of the workforce. This mismatch between qualifications and actual competencies could lead to heightened unemployment rates among B.Tech graduates and dissatisfaction among employers who find that graduates do not meet their expectations.
“Also, the credibility and value of the B.Tech degree could suffer in the long term. As employers realise that the degree does not necessarily equate to better skills or more effective training, they might start to devalue the qualification, just as they did with the HND. This devaluation could undermine the intended benefits of the degree change, leaving graduates in a similar position as before.
“Skills are the key to unlocking opportunities, driving innovation, and creating a brighter future for all regardless of whether you hold a diploma or degree. In the modern workplace, success depends not on what degree you have but your capability and skills.
“Significantly, the reputation of Nigerian polytechnics could be at risk. Without substantial improvements in the quality of education and training, the institutions may struggle to gain the trust and respect of both students and employers. Prospective students might opt for universities or foreign institutions instead, seeking qualifications that better prepare them for their careers. This could lead to a decline in enrollment and further weaken the polytechnic system. We need a paradigm shift from a degree-focused education system to one that focuses on developing practical skills and competencies.”
Adeduntan noted that while changing the degree awarded by Nigerian polytechnics from HND to B.Tech might offer short-term benefits in terms of perception, the long-term implications could be detrimental if the core issues of inadequate training and skills development are not addressed.
“For the change to be truly effective, comprehensive improvements in educational quality, infrastructure, and faculty expertise are essential. In today’s rapidly changing world, academic qualifications alone are no longer enough to secure successful careers for graduates. Skills are the new currency of the job market, and those who possess them are the ones most likely to succeed.
“In conclusion, we must invest in vocational education and training, to ensure that our workforce has the skills needed to compete in a global economy. The future belongs to those who can adapt, innovate and learn new skills quickly and efficiently. A skills-based education system will not only benefit individuals, but also businesses, industries, and the economy as a whole. It’s time to rethink our approach to technical education, and prioritise the development of practical skills that can be applied in the real world.”
On his part, Anaele observed that technical education is not being appreciated because of ego. “And we do not appreciate division of labour. There are many armchair engineers claiming to be engineers that cannot do anything. Technologists are looked down upon. It is our own myopic consideration of that aspect of education. I do not think polytechnic is an inferior type of education. If an HND holder goes to university to do a degree, he or she starts from the third year which makes him or she looks inferior. Yet a polytechnic education is not university education.
“If that discrepancy is removed and both graduates are treated equally, it will help so that a polytechnic graduate will not be looked down upon as someone who went to an inferior institution or who has inferior education and certificate. They should be treated as equal.”
For Professor of Industrial and Technology Education, School of Science and Technology Education, Federal University of Technology, Minna, Yakubu Umar, quality technical education is expected to produce highly skilled individuals that will be self-employed or employed by multi-national industries.
Umar argued that having highly skilled technical graduates will reduce unemployment rate in the country aside from alleviation of poverty because youths that are trained via such a skilled programme will be self-employed and contribute meaningfully to the economic development of Nigeria.
“In Nigeria, too much emphasis is laid on ‘certificates’ which is why institutions concentrated on producing half-baked graduates. Most of these institutions are faced with multifaceted challenges such as lack of requisite training facilities, inadequate qualified human resources, obsolete laboratories and workshops for practical activities, outdated curriculum that is devoid of 21st century skills requirements among others.”
Umar insisted that if some of these numerous challenges facing polytechnic education are tackled, it will give room for the production of highly skilled manpower that is required for rapid economic development.
