The Federal Government of Nigeria has taken a decisive step toward eliminating the longstanding dichotomy between Higher National Diploma (HND) holders and university Bachelor’s degree graduates by empowering polytechnics to award degrees, a reform aimed at repositioning technical and vocational education as a cornerstone of national industrial and economic growth.
Minister of Education, Dr. Tunji Alausa, announced this transformative policy during a high-level retreat in Abuja on Wednesday, January 21, 2026. The retreat brought together council chairmen, commissioners of education, rectors, registrars, bursars, and other key stakeholders from Nigeria's polytechnic system. Dr. Alausa described the initiative as a "landmark policy shift" designed to end decades of perceived discrimination against polytechnic graduates, who have often faced barriers in employment, career progression, and societal recognition despite their practical, industry-oriented training.
Under the new framework, polytechnics will transition into degree-awarding institutions, enabling them to confer bachelor's degrees—potentially in formats such as Bachelor of Technology (B.Tech)—in relevant fields. This move addresses a persistent issue that has plagued Nigeria's tertiary education landscape for years: the HND has been viewed as inferior to university degrees, leading to disparities in salary structures, promotion ceilings (often capped at lower grade levels in public service), and professional opportunities. HND holders, particularly in public sector roles, have historically been restricted from advancing beyond certain levels, unlike their BSc counterparts who reach higher echelons.
Dr. Alausa emphasized that the reform goes beyond mere certification changes. "This is not just about changing certificates but about repositioning technical education to lead Nigeria’s industrial growth," he stated. He highlighted the polytechnic system's core strength in producing graduates equipped to "create, build, and solve real-world problems"—skills vital for a developing economy seeking self-reliance in manufacturing, engineering, renewable energy, digital technologies, and other applied sciences. By granting degree-awarding status, polytechnics are expected to evolve into "centres of excellence," attracting enhanced funding, stronger industry collaborations, improved enrollment, and greater public confidence in technical vocational education and training (TVET).
The policy aligns closely with President Bola Ahmed Tinubu's Renewed Hope Agenda, which prioritizes human capital development, skills acquisition, and economic diversification. The minister assured that the transition would be rigorously regulated to maintain high standards. Quality assurance mechanisms, accreditation processes involving bodies like the National Board for Technical Education (NBTE) and the National Universities Commission (NUC) where necessary, and adherence to global benchmarks will ensure the new degrees remain competitive internationally.
To facilitate the shift, Dr. Alausa announced a dedicated Tertiary Education Trust Fund (TETFund) intervention focused on upgrading engineering and technical facilities in polytechnics with state-of-the-art equipment, laboratories, and infrastructure. This funding boost aims to bridge existing gaps in outdated workshops and resources that have long hindered polytechnic performance.
Governance reforms were also a key focus of the minister's address. He issued a stern warning to polytechnic administrators, stressing that the new era demands "transparency, accountability, and zero tolerance for corruption." Leaders must prioritize ethical management, prudent resource use, and institutional integrity to build trust and sustain the reforms' momentum.
Dr. Alausa acknowledged ongoing challenges, including societal bias favoring university education, funding constraints, and infrastructural deficits. However, he expressed optimism, urging retreat participants to return to their institutions as "agents of change." He encouraged focus on innovative, high-impact areas such as renewable energy solutions, digital manufacturing, agrotech, and sustainable engineering—fields where polytechnics can drive Nigeria's progress toward industrialization.
This announcement builds on years of advocacy by stakeholders, including the Academic Staff Union of Polytechnics (ASUP), rectors, and student bodies like the National Association of Polytechnic Students (NAPS). Previous efforts, such as the Higher National Diploma Discrimination (Prohibition) Bill, have passed through various stages in the National Assembly, seeking to penalize employers—public and private—for treating HND holders as inferior in remuneration and advancement. While legislative pushes have faced delays, the executive's move to empower degree awards represents a practical, structural solution that could render such bills less urgent by addressing the root cause: perceived certificate inferiority.
Historically, Nigeria's polytechnic system—modeled after global TVET models in countries like Germany, the UK (where HND has largely been phased out in favor of B.Tech equivalents), and China—has emphasized hands-on training through National Diploma (ND) and HND programs, including mandatory industrial attachments. Yet, the dichotomy has deterred youth from pursuing polytechnic paths, contributing to skills shortages in critical sectors despite high unemployment among graduates.
The reform also follows related developments. In 2022, the government had directed polytechnics to cease awarding degrees (with a phase-out until 2026 for existing programs), but evolving priorities under the current administration have reversed course to strengthen rather than limit TVET institutions. Earlier statements from Dr. Alausa in 2025 affirmed that parity efforts would preserve polytechnics' identity while harmonizing qualifications.
Stakeholders have welcomed the announcement. Rectors and council members at the retreat expressed readiness to implement the changes, viewing it as a long-overdue elevation of technical education. Critics, however, caution that success depends on sustained funding, curriculum alignment with industry needs, and cultural mindset shifts to value practical skills equally with theoretical knowledge.
As implementation unfolds, the government plans further consultations with NBTE, NUC, professional bodies, and employers to define pathways, accreditation criteria, and timelines. For millions of current and prospective polytechnic students, this policy signals a brighter future where technical expertise carries the prestige and opportunities it deserves, contributing more effectively to Nigeria's quest for sustainable development and economic transformation.
