Beneath the surface of Nigeria’s education system lies a quiet but deep-seated hierarchy, one that places universities on a pedestal while relegating polytechnics to second-tier status.
This institutional bias has shaped public perception, influenced employment opportunities, and reinforced structural inequalities for decades.
For decades, Nigeria’s tertiary education system has operated on a two-tier track, universities on one side, and polytechnics on the other side.
The debate
The debate surrounding the university-polytechnic dichotomy in Nigeria highlights concerns about parity and recognition. While some argue that graduates from both institutions should be treated equally, others point to differences in admission standards, curriculum, and academic rigor.
Nubi Achebo, director academic planning at the Nigerian University of Technology and Management (NUTM), stressed that though both university and polytechnic graduates contribute to Nigeria’s workforce and economy, the polytechnics focus on practical skills, which are valuable in certain industries.
He said that the apostles of parity believe that equal recognition could promote inclusivity and diversity in the job market.
However, he maintains that the decision to place graduates from both institutions on the same level depends on various factors, such as industry needs, academic standards, and societal values.
“A nuanced approach, considering both perspectives, might be necessary to address this complex issue,” Achebo said.
Busayo Aderounmu, a senior lecturer at Covenant University, Ota expressing her views on the subject, said, “Well practically speaking, I think they should be placed on the same level because those in polytechnic will spend four years to get HND, aside the IT years, which is equivalent to a four year course in the university.”
Besides, she said that graduates from polytechnics, have wealth of experience gained from industrial trainings, which makes them at times stand out than majority of their colleagues with university degrees.
Rabiu Ahmed, a public affairs analyst, emphasised that the certificates from both institutions can never be equated because of the philosophy of both institutions differs, the admission requirements, mode of knowledge impartation, and curriculum goals, among others.
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“University requires five credit including Mathematics and English Language, while polytechnic requires four credit including Mathematics and English Language. Universities operate more on theories while polytechnic is more practical in nature.
“University has more of more detailed curriculum than polytechnic, hence, it’s not everyone that has the intellectual capability to pursue the rigorous university works,” he said.
However, he emphasised that developing countries such as Nigeria need more of polytechnic graduates because of their technically knowledge which aids developments.
“The technical knowledge of polytechnics graduates enhances rapid developments in all ramifications,” he said.
The paradox of admission process
Both the universities and polytechnics aim to produce skilled graduates, however, one continues to be viewed as superior.
Despite policies aimed at bridging the gap, the admission process still widens the gap, reinforcing societal bias and limiting opportunities for thousands of qualified candidates.
The heads of the various tertiary institutions, the vice-chancellors, provosts, and rectors are the ones fixing the cut-off marks.
For the 2025/2026 academic session, the Joint Admissions and Matriculation Board (JAMB) set the minimum cut-off mark for university admissions at 150.
While for the polytechnics and colleges of education, the minimum cut-off is 100. This divide not only undermines the value of technical education but also deepens class and career inequalities in a country that desperately needs skilled manpower.
As a matter of fact, the paradox is that, the same authorities that are asking for equal treatments to graduates from universities and polytechnics are the ones pegging admission benchmarks for polytechnics at 100, while universities are at 150.
Achebo toeing the path of those against the parity, said, different admission standards, 150 for universities verses 100 for polytechnics, may imply varying levels of academic preparedness.
In addition, he pointed out that curriculum and academic rigor differ between universities and polytechnics, potentially impacting graduates’ skills and knowledge.
Victor Usifor, a legal practitioner said that the battle for equal privileges between polytechnics and university graduates can be resolved by adopting uniform entry requirements; besides, by standardising their curricula.
“Polytechnics can’t take advantage of lower entry requirements and then claim equivalence with institutions that have higher standards and higher entry requirements. I strongly disagree on that,” he said.
Aderounmu, reiterated that the benchmark score portrays that the excellent students were given admission into university while the average student get admission into polytechnic.
“This already brings about the discrimination from the onset. So the benchmark score should be looked into to avoid discrimination in place of work.
“Also, employers can measure productivity of their staff by their impact or contribution to the growth of the organisation instead of by degrees,” she noted.
Potential solutions
To address this issue, Achebo urged policymakers to establish clear guidelines for equivalency and recognition of polytechnic qualifications; implement bridging programmes or certifications to enhance polytechnic graduates’ skills.
Moreover, he said there is a need to foster collaboration between universities and polytechnics to promote mutual understanding and respect.
