There is a renewed investment for technical and vocational education in Nigeria. The present administration is not just mouthing it, it has made both financial and policy decision to promote technical education. However, stakeholders in educational sector have argued that the expected impact may be hampered if the Bachelor of Science (B.Sc) and Higher National Diploma (HND) dichotomy is not removed, GBENGA SALAU writes.

Omolola Oluwasola completed her National Diploma in Mass Communication at The Polytechnic Ibadan, Oyo State. While her classmates during the National Diploma programme were returning for their Higher National Diploma (HND) 1, she was starting a new academic session at the University of Ibadan though as a second-year student.

As a result, she spent additional three years to bag a B.Sc at the university while her ND classmates spent just the required two years for their HND a reason they went for the compulsory National Youth Service Corps programme ahead of her.

There are many Nigerians who went through the same process as Oluwasola, who only recently enrolled for her Ph.D programme. Some are, however, not as lucky as Oluwasola, who started her B.Sc progamme at second year in the university.

Some HND holders enrolled for B.Sc, starting from year one despite completing their HND education, and it is not because they performed poorly at the HND programme, but because there are usually limited opportunities for direct entries, which gives room to start from second year in the universities.

The other option many with HND often pursue now is the conversion programme championed mainly by private universities. While it is more flexible, it is usually more expensive when compared with what obtained in government owned institutions, state or federal.

Oluwasola, who is an academic staff of Mass Communication Department of the Federal University, Oye -Ekiti, however, thanked God that she went to polytechnic. She added: “This is because the experience and the technical knowhow that I got from there helped me greatly when I went for internship.

“I actually did not feel bad that my counterparts from the polytechnic went for youth service before me because I was determined to have university education so as to compete favourably in the labour market.

“So, for me, that determination was a driving force. If I want to advise the government, I will say that the dichotomy should be settled because polytechnic provides more technical knowledge.

“After my one-year internship, I proceeded to the university to further my education. Again, the experience and the technical know-how that I got from the polytechnic helped me to stabilise and to forge ahead during my university days,” Oluwasola stated.

Worthy to mention is that polytechnics are designed to build the bridge between classroom theory and industrial application, offering hands-on training in engineering, agriculture, business, healthcare, and beyond.

They are meant to equip graduates to contribute meaningfully from day one, fostering innovation, supporting Micro, Small and medium Enterprises (MSMEs), and driving economic growth.

But over the years, as illustrated by steeply declining enrollment and the alarming rise in polytechnic-to-university conversions, these institutions suffer from systemic neglect and societal bias.

This deterioration not only weakens technical and vocational education and training’s potential but also signals a costly void in Nigeria’s long-term industrial and technological development.

Wanting to correct the void, the present administration, led by President Bola Ahmed Tinubu, has made bold commitment to vocational and technical education.

Some of the efforts of the present administration include the rollout of 24 Skills & Innovation Hubs in polytechnics, Entrepreneurship Centres in universities, and the revival of 970 Tsangaya learning centres to support Almajiri education.

Additionally, 91 new vocational secondary schools are being established nationwide. Also, in a landmark move, the government approved a ₦120 billion allocation toward enhancing Technical and Vocational Education and Training (TVET) and a dual-mode training model of three days in classroom instruction, one day of intensive practical training, and one workshop day.

The initiative also features six-month free skills training programmes tailored to fill an estimated two million job vacancies. To bolster TVET’s attractiveness and accessibility, students will receive free tuition, monthly stipends of ₦45,000, coverage for certification costs, and starter packs, none of which require repayment.

Many of the students from the various new investments in technical and vocational education are supposed to take the polytechnic routes if they take the appropriate channel to further horn their technical skills, but many of them may not.

This is mainly because of a deeply embedded educational bias has persisted in the country: the BSc–HND dichotomy. A public policy and advocacy specialist, Adewale Adeduntan, stated that the entrenched B.Sc-HND dichotomy in the country discourages students from enrolling in polytechnics.

He noted that societal perceptions that favour university degrees (B.Sc) over Higher National Diplomas (HND) create a stigma, portraying polytechnic graduates as inferior.

“This bias, coupled with employment disparities, where B.Sc holders often secure higher pay and better positions, leads many students to prioritise universities, fearing limited career prospects with an HND.

“HND holders face restrictions in public sector promotions and are often required to pursue additional qualifications, like Postgraduate Diplomas or B.Sc top-up programmes, to compete with university graduates. This ‘academic cul-de-sac’ discourages students who seek seamless progression to higher degrees. Although, the unimplemented legislation to equalise B.Sc and HND qualifications leaves the dichotomy intact, undermining the appeal of polytechnic education.

“Despite TVET investments enhancing polytechnic infrastructure and curricula, these efforts are insufficient without addressing systemic biases.

“Polytechnics offer practical, industry-relevant skills critical for Nigeria’s technical workforce, yet employer preferences and outdated policies prioritise certificates over competencies.

“To boost enrollment, Nigeria must enforce laws to eliminate the B.Sc-HND divide, promote the global relevance of HNDs, and launch campaigns to elevate the value of technical education.

“Without these reforms, polytechnics risk continued enrollment declines, hindering the nation’s technological advancement.” However, an educationist, Dr Peter Ogudoro, maintained that the two were never intended to be the same.

“We seem to like controversy in Nigeria. Polytechnic education was meant to produce technologists who translate ideas into reality. University products are supposed to be designers who create the ideas polytechnic graduates implement. We need both types of training.

“They are supposed to be complementary, with the university graduates leading the team since the ideas being implemented are generally speaking, theirs. Polytechnic graduates who desire to become designers proceed to universities to do top-up programmes that equip them with the knowledge and skills they need to operate at that level.”

But over the years, there have been declining enrolment in technical schools including polytechnics. A former Executive Secretary of the National Board for Technical Education (NBTE), Dr Nuru Yakubu, described enrolment figures at the polytechnics and technical colleges as abysmally low.

According to him, in 2018/2019 session only 342, 986 students were admitted into polytechnics and other technical colleges, compared to over 1.8 million students admitted into universities.

A staff of Lagos State government, who pleaded anonymity, disclosed that she joined the Lagos State Civil Service with HND and knowing that she has what it takes to get to the highest position available within the service: Her limitation being her HND certificate. As a result, she decided to enroll for a Post Graduate Diploma.

She added that when she applied to the appropriate government office, Ministry of Establishment, Training and Pensions that she was ready for her master’s, as its approval is critical to the certificate being recognised when she presents it for promotion, she went through harrowing experience before it was accepted.

She said that at a point, the ministry claimed it did not recognise her master’s degree certificate from a state-owned university until the issue was taken to the ministry of education, before it was finally accepted.

“It was not easy getting approval even to do my master’s programme, which is the most important criteria to get my conversion accepted to move to the officers’ cadre in the Lagos State Civil Service.” She further said that after the battle of getting the approval to do the master’s and getting the certificate accepted, she has not been fully recognised.

“I have had my conversion interview since last quarter of 2023, I have not received a letter of approval almost 14 months after. There has not been any particular reason given for this delay.

“Another policy that is disturbing and still ahead is that, even if I get the approval letter tomorrow, after having spent five years as Chief Executive Officer, I will still have to wait for another three years before sitting for promotion exam to Grade Level 15.

“It is just an experience I don’t wish my children, and so, will never allow them go through the civil service let alone go to the polytechnic for their education.”

She maintained that it is not because she is a female or that someone wanted to take advantage of her as a female because the denial is not limited to her or females alone, as many HND holders are going through the same experience.

Another HND holder revealed that when he came in, he was admitted to level 7 while his friend was admitted to level 8. He added that while his friend is on level 16 at the moment, he disclosed that he is still on level 14 hoping that he would soon be promoted to level 15 having gone ahead to get a university degree.

It was even gathered that many HND holders within the system out of frustration and unnecessary delay and denial usually would go ahead to do a bachelor’s degree or master’s programme without approval from the ministry often had difficulty getting the certificate approved for their conversion to the officers’ cadre.

On how systemic discrimination against HND holders, such as limited public service progression, could undermine the effectiveness of vocational education reforms, Adeduntan stated that discrimination against Higher National Diploma (HND) holders, particularly in limited public service progression, significantly undermines the effectiveness of vocational education reforms in Nigeria by perpetuating a preference for university degrees (B.Sc) and discouraging polytechnic enrollment.

“Despite increased investments in technical and vocational education and training (TVET) to enhance polytechnic infrastructure and curricula, the entrenched B.Sc-HND hierarchy creates barriers such as lower entry-level placements, for instance Grade Level 6 or 7 for HND holders versus Grade Level 8 for B.Sc holders, and restricted promotion opportunities in the public sector, which devalue HND qualifications.

“This discrimination reinforces societal biases that view polytechnic education as inferior, deterring students who fear long-term career limitations despite the practical, industry-relevant skills offered by polytechnics. Without policy enforcement to equalise opportunities, such as implementing past bills to abolish the dichotomy, these reforms fail to translate into increased enrollment or societal recognition, limiting the impact of TVET investments and hindering Nigeria’s ability to build a robust technical workforce needed for industrial and technological advancement.”

On how the Bsc-HND divide discourage students from enrolling in polytechnic programmes, Ogudoro accepted that university education is certainly preferred by most high school graduates.

“That is not a bad thing. We can fuse the two types of training and make universities deliver everything. Britain has done this successfully. They have colleges that produce artisans. We can learn from them and move in a similar direction.”

Yet over the years, federal and state governments have been converting polytechnics into universities with no commensurate numbers of polytechnic recreated.

One of the arguments is the reduced enrolment figures in polytechnics. While some were upgraded to conventional universities, others were converted to technology universities. Despite this, the country still grapples with highly skilled technician gap.

Some of the polytechnics that have been converted to universities include: Delta State Polytechnic, Ozoro converted to Delta State University of Science and Technology, Ozoro; Abia State Polytechnic, Aba was turned to Abia State University of Science and Technology, Aba, Abia State; Yaba College of Technology to Federal University of Technology, Yaba; Kaduna State Polytechnic was turned to Federal University of Technology, Kaduna; Lagos State Polytechnic to Lagos State University of Science and Technology, Ikorodu; Federal Polytechnic, Ilaro, to Federal University of Technology, Ilaro, Ogun State; Federal Polytechnic, Offa to Federal University of Technology, Offa, Kwara State.

Also, many of the polytechnics have been failing to attractive the right students for their core mandate of technical education as majority of its students are management students.

A study by the Federal Ministry of Education and NBTE around 2000 revealed teacher-to-student ratios in polytechnics, which indirectly shed light on enrollment patterns.

The report revealed that under management-related courses: Accountancy/Financial Studies: actual ratio of 1:119, instead of the recommended 1:16; while Business Administration/Management ratio was 1:81.

Under Technical/Engineering fields: Chemical Engineering unit, the lecturer to students ratio was 1:33; Electrical/Electronic Engineering, it was 1:31; these are notably lower ratios, pointing to comparatively smaller class sizes compared to financial and management courses.

Adeduntan stated that converting polytechnics into universities in Nigeria could inadvertently weaken the strength of technical and vocational training, contradicting the core goals of the investment drive aimed at bolstering TVET.

He maintained that polytechnics are designed to provide hands-on, industry-relevant skills critical for middle-level manpower in fields like engineering and technology, aligning with Nigeria’s need for practical expertise.

“Transforming the polytechnics into universities risks shifting their focus towards theoretical academic programmes to compete with existing universities, potentially diluting their specialised vocational training.

“This could erode the unique value of polytechnics, reduce the supply of skilled technicians, and undermine the TVET investment drive’s goal of fostering a robust technical workforce, as students may prioritize degree-focused institutions over practical training, exacerbating the existing B.Sc-HND hierarchy and misaligning educational outputs with industry needs,” he stated.

If skills and competence begin to matter more than degrees—as projected by NBTE—could the lingering dichotomy still stifle integration of polytechnic graduates into the workforce, Adeduntan said even if skills and competence become more valued than degrees, as projected by the National Board for Technical Education (NBTE), the lingering B.Sc-HND dichotomy could still stifle the integration of polytechnic graduates into the Nigerian workforce due to deeply entrenched societal and institutional biases.

“Employers, particularly in the public sector, often prioritise B.Sc qualifications over HNDs for entry-level positions and promotions, with HND holders facing lower salary grades and restricted career progression despite equivalent or superior practical skills.

“This systemic discrimination, reinforced by unimplemented policies to equalise qualifications and a societal perception that views HNDs as inferior may continue to marginalise polytechnic graduates, limiting their opportunities in both public and private sectors. Without robust enforcement of anti-discrimination policies and public campaigns to elevate the value of vocational skills, the dichotomy could persist, undermining the NBTE’s vision and hindering the effective integration of skilled polytechnic graduates into the workforce, even in a skills-focused economy.”

Ogudoro argued that the case for inequality or devaluation does not arise, maintaining that there is a place for each type of training in the economy, but the country must acknowledge that if universities do their jobs well, their graduates will have an edge when it comes to system management.

“Professors teach in universities, not polytechnics and generally do more research than the average polytechnic lecturer. They are into theories, which are indispensable for building resilient systems. Honest polytechnic graduates who did top-up programmes to get university degrees will confirm that such programmes added value.

“From the start, degree programmes demand more. The cut-off mark for you to secure admission into the university has always been higher than the minimum score you need to get into the polytechnics. We can upgrade polytechnics to universities like Britain did if we want to end what we perceive as inequality. We should not forget that we need professors to make that happen and that professors are not minted overnight.”

On his part, another educationist, Michael Omisore, however, maintained that funding is so important in the scheme of things where education is concerned.

Over the years also, polytechnics have had to battle bias funding compared to universities. This is reflected in the 2025 funding for tertiary institutions by the Tertiary Education Trust Fund (TETFund).

Under TETFUND arrangement, while universities are slated to receive N2.86 billion each, under a combined “normal allocation” of approximately N2.56 billion plus N300 million for zonal distribution, polytechnics will receive around N1.99 billion each, composed of N1.79 billion (normal) plus N200 million zonal.

Similarly, in 2023, each university got N1.155 billion, includes direct and zonal funds, while each polytechnic received N699 million, including zonal intervention.

The funds by TETFUND for tertiary institutions are disbursed for the general improvement of education in federal and state tertiary educations specifically for the provision or maintenance of essential physical infrastructure for teaching and learning as well as instructional material and equipment.

This is why Omisore insisted that the renewed effort of the government to better fund technical and vocational education may not be sustainable in the long run, particularly with the dwindling economy.

“The N120 billion that the Federal Government has earmarked for the project can only start it. A more effective and sustainable model will be public-private partnership and collaboration. Now funding is one thing, the judicious spending of such funds is another thing, so that this will not be another abandoned initiative at the end.”

Omisore further said that anything short of optimum infrastructure and equipment will affect the intended goals set by the government on technical and vocational education. “Of course, also, shortage of qualified trainers will also have an adverse effect.”

He stated that government must do well to see these for effective delivery and result. Omisore also said: “Security is most essential. Without adequate security, safety and peaceful coexistence, Interactions and dealings are not guaranteed. Macroeconomic pressures such as high energy tariffs and inflation may also affect the stability of the TVET programme, but staying on course TVET may mean higher purchasing power to young Nigerians who will through the programme become meaningfully and productively engaged.”

He also noted that the real-world relevance of TVET will largely be hinged on how practical it is run and kept. “It is technical school and technical training, and so nothing obsolete should be focused on. The curriculum must be a working document to ensure practicality and relevance are maintained.”

On how the persistence of inadequate infrastructure, weak industry linkages, and outdated curricula in polytechnics limit the impact of new investments, even if the B.Sc–HND gap is narrowed, Adeduntan said the persistence of inadequate infrastructure, weak industry linkages, and outdated curricula in Nigerian polytechnics could significantly limit the impact of new investments in technical and vocational education and training, even if the B.Sc-HND gap is narrowed.

“Despite efforts to equalise qualifications, polytechnics often lack modern equipment, well-equipped laboratories, and updated curricula that align with current industry demands, reducing their ability to produce graduates with relevant, cutting-edge skills.

“Weak partnerships with industries and the closures of many of them as a result of economic downturn further hinder practical training and internship opportunities, leaving graduates underprepared for real-world challenges and less competitive in the job market.”

Adeduntan added “These deficiencies undermine the appeal of polytechnic education, as students and employers may still perceive university programs as more robust and relevant, thus diminishing the effectiveness of TVET investments in fostering a skilled technical workforce essential for Nigeria’s industrial and technological advancement.

Attempts to get the Director, Public Affairs of the Federal Ministry of Education, Folashade Boriowo, to comment on the issues stakeholders raised were not successful. She did not response to calls neither did she reply message sent to her via WhatsApp.