Nigerian Polytechnics must take its place

The Polytechnic is an institution of higher learning offering a range of professional vocational and technical courses. In essence, it proves a breeding ground for people who create and champion country’s vocational and technological development. Polytechnic institution is not just peculiar to Nigeria. There are polytechnics in many countries of the world. The difference, however, lies in the status and mandate it represents. The British higher education, for instance, started off as polytechnics. However, after the passage of the Further Higher Education Act in 1992, some of the polytechnics assumed the ‘university’ title, which means “they were made full-fledged universities and awarded degrees.” The designation ‘polytechnics’ was therefore less used. The result, however, was the dichotomy between the two educational institutions (university and polytechnics), just as it is here. The British called it the “Binary Divide.” Like in many countries, the major aim of polytechnic is to teach purely academic and professional vocational courses. This way a country diversifies the education sector; while the universities concentrate on research intensive courses, the polytechnic ensures the country thrive in professional vocational programmes.

However, the British people could not pretend to ignore the importance and impact of the Polytechnic institutions and sought to revert the ‘new universities’ and have them return to their original mandate and status. As a result, the Telegraph, by February 2009 carried a news story, “New Universities to revert to polytechnic format.” And that was it. The British government had discovered that the earlier reform was just a step backward, and ever since have sought to ensure that the polytechnic regain its place.

And this is where I think Nigeria should learn something; that the question is not and should never be what designation or status attached to an institution, rather the impact of such institution on the nation’s economy. Of truth, the social cleavage between the polytechnic and university institutions is apparently glaring: one is considered superior and the other inferior. Sadly, the unfortunate contrast is unjustifiably encouraged by government through its action and inactions.

In 2013, The Telegraph also published a study which suggested that “restoring the old polytechnic name in a major revamp of higher education would help raise the prestige of vocational qualifications. And I ask, is there any form of prestige accorded to our polytechnics or graduate and undergraduates from it? No. Conversely, ours is practically different and the difference is clear: the British considered it a ‘major revamp’ restoring the polytechnic name and the name certainly goes with practicable mandate and funding. Here, what we have is the name, just name.  See? The effect, regrettably, is that polytechnic is often seen as ranking below universities in the provision of higher education because it lack degree-awarding powers, concentrate on applied education for work and has less research programmes than the universities, and because the qualifications necessary to gain a place in it is lower than that for a university. And so a HND holder cannot grow beyond level 14 in the civil service. This is stigma, and I think government has a lot of work to do, and fast too, in the interest of the nation.  

For Britain, bringing back the name jettisoned in 1992 “would be a mark of vocational excellence, sending out wider signals about the importance of vocational learning,” says report by a think tank. “It would declare that the university title and the university route are not the only form of high status in our system.” This is a country that understands and values the role of polytechnics; that appreciates the effect of vocational and technical education. This is not the same with us: the signal here says vocational learning is worthless; that university education is the gateway to heaven.  But I think we can learn. I mean we should learn. The dichotomy, the social stigma, the divide between Nigerian polytechnics and universities is something more than binary. If we raise the standard and reputation of polytechnics in Nigeria and show that, truly “the university title and the university route are not the only form of high status” in our system too, then we could dream of correcting the wide disparity between the two sister institutions.

John Denham, the British Secretary of Universities in 2009 was quoted in The Telegraph to have said, "There is going to be a greater flexibility in the way we deliver higher education." Flexibility means diversification, that polytechnics must first concentrate on attracting students who wish to learn practical courses. But in our case here, it is unthinkable that one could be attracted to a polytechnic in Nigeria today. You only go there when you have hard time scaling through the Jamb huddle into a university, and so it is that the polytechnic continues to play second fiddle.

In most countries, polytechnics are nation’s institutions of vocational and technological boast. But our own world is different. Sadly, here, the polytechnic is reduced both by government and the people to a dismal and derogatory state. No more institutions that boast of vocational and technical buoyancy but a ‘dumping ground’ for students who have hard time making Jamb or could not afford university’s financial demands.

The polytechnic institution and its students are both disparagingly and unjustifiably neglected and disregarded; and this is what the staff union is fighting; this is why students in Nigerian polytechnics have lost one whole academic session and still losing; and nobody seem to care, not even the government. All we hear is negotiation, negotiation… If our government is intelligent and responsible enough, it should know that the fight against Boko Haram, even if successful, will not guarantee enduring peace in Nigeria. Industrialization is critical. Employment is essential. But all these will result from quality education. Education is the key! Do we not observe the words of Victor Hugo, that “he who opens a school door closes a prison?” Government must pay adequate attention and accord full priority to education in the country; and more particularly, the polytechnic must be repositioned through adequate funding and monitoring to assume its rightful position and status.

The principal aim of any education system must be to endeavour to train people so that they make a living and improve their lives and nation. Yet, it is a misconception or rather a mistake often made to imagine that only the graduate - the university graduate - with his assumed high IQ who can perform duties involving mental ability or high creativity. And this is where we have derailed, to refuse to believe or neglect the fact that polytechnic student and graduates are just as intelligent and creative or perhaps more. And the school leavers? You can’t afford to ignore or neglect people. Civilised nations have places for all levels of people and that makes a great difference.

Nigerians are gifted, graduate or non-graduate. But then, they would have to depend on the government for enabling environment. There has to be a robust platform. This is the only reason you will not buy shoes made in Aba. You would rather buy Italian. But we must understand that the difference is not the brains but technology, and that is made possible by government that recognise and appreciate vocational and technical education. If the Aba Boys had the same technology as Italy and Spain, then the world would come to us.