Why Converting Nigerian Polytechnics to Universities Could Be a Risky Move

As Nigeria seeks to expand access to higher education, a growing trend has emerged: the widespread conversion of polytechnics and colleges of education into conventional universities. While this might seem like a step forward on the surface, experts are sounding the alarm over the long-term implications of this shift, warning that it could weaken technical education, deepen the skills gap, and hinder national development.

A Worrying Trend in Education Policy

In recent years, federal and state governments have converted no fewer than 24 polytechnics and colleges of education into full-fledged universities. Institutions like Yaba College of Technology, Federal Polytechnic Ilaro, Kaduna State Polytechnic, Delta State Polytechnic Ozoro, and several others have undergone such transitions.

Polytechnics were originally designed to deliver practical and technical education—producing middle-level manpower essential for industrial growth, infrastructure development, and innovation. The concern now is that converting these institutions into universities may dilute this core mandate.

Experts Raise Red Flags

Isaac Agenyi, CEO of Moto Business Services Nigeria, described the trend as “potentially dangerous” to Nigeria’s economic growth, particularly if not managed with strategic foresight.

“Polytechnics exist to provide hands-on training in areas like engineering, ICT, agriculture, and other vocational fields,” Agenyi explained. “They produce technicians, technologists, and skilled artisans—people who keep industries running. By turning these institutions into universities, we risk losing a pipeline of practical professionals in favor of more theory-driven graduates.”

He further stressed that this shift may result in an increase in unemployed degree holders, as the conversion could eliminate alternative, job-ready pathways for young people. “This change doesn’t promote respect for Higher National Diploma (HND) holders. Instead, it reinforces the idea that university education is superior, which devalues vocational careers,” he added.

A Global Perspective on Technical Education

According to Agenyi, countries with strong industrial economies—such as Germany and South Korea—heavily rely on robust technical and vocational education systems. These systems not only support local manufacturing but also empower youth with skills that are directly aligned with industry needs.

“In contrast, if Nigeria continues sidelining its polytechnics, we may weaken our capacity in vital areas like construction, engineering, fabrication, and maintenance,” he warned.

He also noted that many polytechnics lack the infrastructure and academic personnel required for research-focused university education. Converting them without substantial investment in facilities, faculty development, and curriculum reform could result in poor-quality universities that fall short of expectations, while also losing the practical training for which polytechnics are known.

The Real Problem: Neglect, Not Existence

Agenyi argued that the core problem isn’t the existence of polytechnics, but rather the neglect they suffer. “These institutions are grossly underfunded, under-recognized, and offer limited opportunities for graduates,” he said. “What Nigeria needs is a complete reform—not a name change.”

He recommended strengthening polytechnic education to meet modern industry standards, ensuring HND holders have equal recognition and opportunities, and fostering partnerships between technical institutions and the private sector for internships and innovation. Furthermore, he called for the creation of clear academic progression paths for technical graduates—without forcing them to pursue university degrees to advance in their careers.

“Converting polytechnics may offer political appeal, but it risks damaging the technical workforce that Nigeria desperately needs to diversify the economy, reduce unemployment, and drive infrastructure development,” he emphasized. “We need a dual-track education system where universities and polytechnics function in complementary, not competing, roles.”

A Cultural Bias Against Technical Education?

Kelvin Bob-Manuel, a marketing communications expert with West Africa Vocational Education, echoed similar concerns. He pointed out that the conversions reflect a societal belief that university education is more prestigious.

“This mindset is dangerous,” Bob-Manuel said. “Polytechnics were created to train hands-on professionals—those who build, fix, and innovate. Universities, on the other hand, focus more on theory, research, and academics. Nigeria needs both. By eliminating the polytechnic track, we’re widening the skills gap and missing the opportunity to build a balanced economy.”

He urged the government to invest in technical education instead of replacing it. “Upgrade polytechnic facilities, modernize the curriculum, and elevate the status of vocational training. The country needs a workforce that includes both thinkers and doers.”

A Different Perspective

Not everyone agrees that the trend is dangerous. Ashley Abiodun-Dejo, a former lecturer at Yaba College of Technology, believes that the conversion of polytechnics may not pose the risks critics are worried about.

“I don’t see the danger,” he said. “We still have more polytechnics than universities in the country. Many of the converted institutions are awarding Bachelor of Technology (BTech) degrees, which are practically the same as BSc.”

Abiodun-Dejo also noted that polytechnics and universities often offer different courses and use different admission criteria. He believes that even if an institution is upgraded, it can still retain some of its former structure, such as awarding OND and HND qualifications.

“With time, once the issue of qualification parity is resolved, Nigerians may not even notice much difference,” he concluded.