The Federal Government has announced a major policy shift aimed at abolishing the long standing discrimination between polytechnic and university graduates in Nigeria’s tertiary education system.
The Minister of Education, Tunji Alausa, disclosed that the government plans to empower polytechnics to award Bachelor’s degrees, a move designed to finally bridge the HND–BSc divide that has disadvantaged holders of Higher National Diploma (HND) certificates for decades.
In Nigeria, HND graduates often face systemic discrimination in employment and career progression, particularly in the civil service. Polytechnic graduates are typically employed at Grade Level (GL) 07 and cannot progress beyond GL13 or attain director-level positions unless they acquire additional university qualifications such as postgraduate diplomas or master’s degrees. In contrast, university graduates with Bachelor’s degrees are employed at GL08 and can rise to GL17 without further qualifications.
Despite several attempts to address this imbalance including policy pronouncements and a bill passed by the National Assembly that was never assented to the dichotomy has persisted.
Policy shift anchored on TVET
Speaking at a high-level retreat involving council chairpersons, commissioners of education, rectors, registrars and bursars of polytechnics, Mr Alausa said the new policy is aligned with the government’s commitment to strengthening Technical and Vocational Education and Training (TVET).
He assured stakeholders that the transition would be guided by clear standards, strong regulation and robust quality assurance mechanisms to ensure global competitiveness and adherence to best practices.
According to the minister, granting degree awarding status to polytechnics is expected to attract stronger industry partnerships, improved funding opportunities and increased public confidence. He added that the move would elevate polytechnics into centres of excellence within Nigeria’s tertiary education sub-sector.
Mr Alausa stressed that Nigeria’s future competitiveness depends on a workforce capable of creating, building and solving real-world problems, noting that the reform would reposition polytechnic education in line with its practical mandate.
TVET prioritised for economic growth
The minister said the education ministry has prioritised technical and vocational education to ensure graduates are industry ready, innovative and capable of driving economic growth. He explained that the reforms are intended to bridge the gap between theoretical knowledge and practical application, thereby supporting industrial, agricultural, commercial and overall economic development.
He added that the repositioning of TVET is expected to serve as a catalyst for national development and improved productivity.
Focus on innovation, accountability and sustainability
Mr Alausa urged polytechnic authorities to foster a culture of innovation through the establishment of entrepreneurship centres, research hubs and strong industry collaborations. He identified renewable energy, agri-technology, digital manufacturing and climate resilient solutions as priority areas.
He also called on polytechnic managers to uphold transparency, accountability, fiscal discipline and ethical leadership, emphasising zero tolerance for corruption. According to him, timely audits and prudent resource management must define the new era of polytechnic administration.
On sustainability, the minister encouraged institutions to boost internally generated revenue by producing goods and services, developing eco-friendly campuses and building resilient infrastructure. He urged polytechnics to “produce what they consume” and support national development by reducing dependence on imports.
The minister reaffirmed the federal government’s commitment to supporting polytechnics through policy reforms, infrastructure upgrades and strategic partnerships, describing the planned abolition of the HND–BSc dichotomy as a critical step toward a fairer and more productive education system.
