University degrees will become obsolete in 15 years – NBTE

DDM News

The National Board for Technical Education (NBTE) Executive Secretary, Idris Bugaje, has predicted the decline of university degrees in Nigeria.

According to Diaspora digital media (DDM), Bugaje asserted that university degrees would lose their relevance within the next 10 to 15 years due to changing job market demands.

He made this statement while addressing concerns about the higher number of university admissions compared to polytechnics in Nigeria.

Bugaje emphasized that Nigeria’s educational system places more value on degrees than diplomas or Higher National Diplomas (HND).

He described this mindset as unfortunate and stressed the need to educate Nigerians to shift their perception of technical education.

According to him, polytechnic graduates often possess superior hands-on skills compared to university graduates in practical work environments.

He noted that universities account for 70 percent of total admissions, while polytechnics receive only about 18 to 20 percent.

Colleges of education make up approximately 10 to 12 percent of admissions across the country, further widening the gap.

Bugaje identified a significant problem in public service, where HND holders face career progression limitations compared to university graduates.

He explained that individuals with HND qualifications cannot advance beyond grade level 14 in public service, unlike degree holders.

Degree holders can rise to the position of director, while HND holders remain restricted to lower ranks.

Bugaje criticized this restriction, stating that there is no practical justification for limiting the career growth of HND holders.

He emphasized that HND graduates are often better skilled in technical and practical applications than degree holders.

The industry, he claimed, prefers HND graduates because of their technical proficiency and hands-on experience in various fields.

To address this issue, NBTE has proposed scrapping HND qualifications and replacing them with a Bachelor of Technology (B.Tech) Honours degree.

Bugaje explained that this degree would be different from conventional university degrees in structure and evaluation.

Unlike university degrees, which are based on learning and character, the B.Tech Honours will also include a strong skill component.

He believes this approach will bridge the gap between technical and academic education while promoting skill-based learning.

Countries like Ghana and South Africa have already implemented similar models, ensuring equal opportunities for technical graduates.

Bugaje revealed that South African polytechnics offer both HND and B.Tech degrees concurrently, giving students a choice.

Nigeria must adopt a similar system to improve technical education and eliminate the outdated degree-versus-HND dichotomy.

He stated that this transition would help increase polytechnic admissions and provide a clear progression path for technical graduates.

Technical education, he added, should still begin with a National Diploma (ND) qualification for those pursuing specialized skills.

Graduates who wish to advance can proceed to obtain a Bachelor of Technology Honours degree for further education.

Bugaje stressed that the Polytechnic Act must be amended to allow polytechnics to offer B.Tech Honours degrees.

He pointed out that colleges of education have already introduced Bachelor of Education (B.Ed) Honours degrees.

With proper amendments, polytechnics will be able to grant ND and B.Tech Honours degrees to students.

Bugaje also discussed how technical qualifications are becoming more valuable than traditional university degrees in global industries.

He highlighted that employers increasingly prioritize skill acquisition over formal academic degrees in hiring decisions.

This shift makes it crucial for Nigeria to focus on technical and vocational education rather than relying solely on university degrees.

He noted that developed nations prioritize practical skills, which has contributed to their economic growth and technological advancements.

Bugaje described the degree-HND divide as a sign of underdevelopment, emphasizing that developed countries do not place such restrictions.

He insisted that Nigerian civil service policies must be reformed to ensure equal opportunities for technical graduates.

In most polytechnics, HND holders are often placed in lower-ranking positions despite their practical knowledge.

Bugaje proposed that HND holders should be employed as assistant lecturers in polytechnics instead of being limited to technologist roles.

He argued that polytechnic graduates understand their system better and should be allowed to advance academically and professionally.

By allowing HND holders to obtain postgraduate degrees, they can progress to senior lecturer and chief lecturer positions.

Eventually, they should also be eligible to become rectors of polytechnics without unnecessary restrictions.

Bugaje criticized the dominance of university graduates in the polytechnic sector, which he believes stifles technical education.

He stressed the need for policies that allow technical professionals to lead polytechnics rather than relying on university-trained personnel.

He called on policymakers to recognize the value of hands-on experience and skills in shaping the workforce.

According to Bugaje, the current civil service system is designed to suppress the growth of technical education.

He believes that reforming this system will allow polytechnic graduates to reach leadership positions within their field.

The NBTE has already submitted proposals for these reforms to the Minister of Education for consideration.

Bugaje expressed optimism that the current minister, who is passionate about skills development, will support the proposed changes.

He emphasized that the government’s new skills-based initiatives should extend to higher education policies.

Programs like the National Education Loan Fund (NELFUND) are being introduced to support technical and vocational training.

These initiatives aim to provide financial assistance to students pursuing skills-based qualifications in polytechnics and training institutes.

Bugaje hopes that these reforms will bring an end to the discrimination against HND holders in Nigeria.

He reaffirmed that skills, not degrees, will determine employability and career success in the coming years.

Employers worldwide are shifting towards competency-based hiring, focusing on candidates with hands-on expertise.

This trend makes it imperative for Nigeria to prioritize skill acquisition over conventional degree-based education.

Bugaje concluded by stating that the proposed B.Tech Honours degree would revolutionize polytechnic education in Nigeria.

He urged lawmakers to act swiftly in amending the Polytechnic Act to facilitate this transition.

With proper implementation, Nigeria can align its educational system with global standards and improve workforce competitiveness.

Bugaje also called on industries to collaborate with educational institutions to ensure skill-based training meets job market demands.

He encouraged students to pursue technical education, as it offers better career prospects in the evolving job market.

Technical graduates, he noted, will have higher employment opportunities compared to university graduates in the near future.

The NBTE under his leadership remains committed to bridging the skills gap and reforming polytechnic education.

Bugaje’s tenure has introduced policies aimed at enhancing the practical expertise of Nigerian graduates.

He believes that replacing HND qualifications with B.Tech Honours degrees will eliminate the longstanding dichotomy in public service.

This approach will enable polytechnic graduates to attain leadership roles without unnecessary bureaucratic limitations.

Bugaje emphasized that technical education must be recognized as equally valuable as traditional university education.

In the next decade, Nigeria’s workforce will require specialized skills to compete in the global economy.

The future of employment will depend on continuous skill development rather than mere academic qualifications.

Bugaje concluded by urging stakeholders to embrace these changes for the benefit of Nigeria’s education system.

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