Can the Stigma Attached to Polytechnics Ever Be Erased?
Author: Precious Oladimeji | preciousoladimeji7@gmail.com
Polytechnics were created with a clear mission: to promote technical education and provide students with the hands-on skills needed to thrive in practical fields. In an ideal world, they would serve as vital institutions for building a skilled workforce.
However, the reality in Nigeria paints a different picture. Not only have polytechnics struggled to meet the goals for which they were established, but they are also stigmatized as “second-rate” institutions. Many people view them as fallback options for students who couldn’t secure university admissions, implying that those who attend polytechnics are somehow less capable or intelligent.
This stigma is so deeply ingrained that many students would rather remain at home and continue reapplying to universities than enroll in a polytechnic. But should this really be the case? Why has this stigma persisted for so long? And more importantly, can we ever reach a point where polytechnic education is no longer viewed through a negative lens?
The Preference for Universities
In Nigeria, university education is held in significantly higher regard than polytechnic education. The prestige attached to a Bachelor’s degree (BSc) far outweighs that of a Higher National Diploma (HND), even when polytechnic graduates often possess more practical skills than their university counterparts. The assumption for many Nigerians is, “If you went to a polytechnic, it’s because you couldn’t get into a university.”
But does attending a polytechnic really reflect a student’s intellectual capability? And can we ever achieve a society where polytechnic and university graduates are treated with equal respect and opportunities?
The Discrimination Against Polytechnic Graduates
Polytechnics were intended to provide practical, hands-on education that is critical to national development. They are supposed to produce highly skilled professionals in various technical fields, equipping students with the knowledge and experience necessary to thrive in specialized industries.
On paper, polytechnics and universities should complement each other, both playing essential roles in the education system. In fact, polytechnic education often provides students with a more practical edge, giving them real-world experience before they even enter the job market. Yet, in reality, polytechnic graduates are frequently looked down upon, while university graduates are celebrated.
Countless polytechnic graduates face discrimination in the job market, where an HND qualification is often seen as inferior to a BSc. This is why so many students choose to keep rewriting the JAMB exam or abandon their HND programs halfway through, opting instead to transfer to universities via Direct Entry (DE) in pursuit of a more “prestigious” BSc degree, despite the additional time and effort required.
Can we really blame these students for steering clear of polytechnics when they know their career opportunities may be limited by their choice of institution?
The discrimination begins even before admission. The cutoff mark for universities in the JAMB exam is 140, while polytechnics require only 100. This disparity sends a message that polytechnics are somehow less “serious” academic institutions. After graduation, polytechnic students find themselves competing against university graduates in a job market that clearly favors the latter. Additionally, polytechnic graduates must complete an extra year of postgraduate studies before they can even apply for a master’s program, whereas university graduates can apply directly.
These are just a few of the many challenges facing polytechnics, challenges that reinforce their undesirability and deepen the stigma attached to them.
Proposed Solutions to Challenges Facing Polytechnics in Nigeria
To eliminate the stigma surrounding polytechnics, significant reforms are necessary to address the challenges they currently face. Improving the quality of education is essential, starting with updating teaching materials and methods to reflect modern industry standards. Polytechnics should emphasize practical training to better prepare students for real-world careers. This shift in focus can help produce highly skilled professionals and enhance the overall value of polytechnic education.
A major issue hampering the growth of polytechnics is inadequate funding. Governments need to allocate more resources to upgrade infrastructure, such as labs and classrooms, which are crucial for technical training. Proper funding would also enable polytechnics to offer world-class education and attract more students interested in hands-on learning. Better facilities and resources will ultimately improve the quality of technical education and allow students to acquire the skills needed to succeed in their careers.
Furthermore, polytechnics must continuously evolve by updating their curriculum to keep pace with technological advancements. Collaborating with industries can help ensure graduates are equipped to meet the demands of the modern workforce. Recruiting skilled lecturers and investing in their professional development is equally important. Promoting applied research and raising public awareness about the benefits of polytechnic education through campaigns can also help shift societal attitudes and combat the negative perceptions that persist today.