Federal civil service chief calls for scrapping of HND certificates – Nigeria – The Guardian Nigeria News – Nigeria and World News

The Chairman of the Federal Civil Service Commission, Prof. Tunji Olaopa, has called for the scrapping of the Higher National Diploma (HND) awarded by polytechnics.

He said that if the persistent professional war between B.Sc./B.Tech. and HND degree holders must be resolved without rendering their original mandates and purposes totally dysfunctional, the recommendation of the Heads of Polytechnics and Colleges of Technology (COHEADS) to the Presidential Technical Committee for the Consolidation of Tertiary Institutions in 2007 must be reviewed.

Olaopa made the call at the day-long national dialogue on ‘The Future of HND in the Nigerian Education Landscape’ organized by the National Board of Technical Education (NBTE) in Abuja on Tuesday.

According to him, COHEADS recommended the conversion and modernization of polytechnics into campuses of their nearby universities, while the larger polytechnics in each of the geopolitical zones should be converted into full-fledged technological universities.

He said: “In doing so, and this for me is a turning point, the HND should be scrapped, while the National Diploma (ND) should be retained as a qualifying certificate for entry to new and old universities of technology and colleges of technology. sciences. technological subsidiaries of existing universities,” said Olaopa.

But he was quick to add that “the design should create two streams of B.Sc. (Technology) and B.Tech., with B.Tech. designed to focus on inculcating technical skills and competencies at the middle and very high levels of jobs and careers, a model that the First Technical University of Ibadan (in whose Governing Council I was one of the pioneer members) is trying to pioneer.

“Consequently, the curricula cum pedagogical remodeling of the OND-B.Tech. Certification will involve training for demand-driven end-user skills, while faculty will draw significantly on academic-practitioners/professors of the practice body, practice-oriented lecturers, those with great strength in theory and research.”

Olaopa explained that within this agreement, the National Diploma would be expanded to fill the space for technical and vocational training programs, but added that this requires aggressive staff development and improvement of facilities and an increase in funding for it to make sense. .

According to Olaopa, the new ND-B.Tech. The certification stream will greatly benefit from the German dual vocational training model “when compared to the adaptation of action research to suit the peculiarities of Nigeria.

“The German dual-modality system integrates theory and practice, thought and action, systematic and work/factory-based practical classes. Here the costs (when fully institutionalized and functional) of dual vocational training can be borne proportionally by the government and the business community.”

Olaopa said he was happy to contribute to the conversation on education sector reform as former Head of the Policy Division and Coordinator of the Education Sector Strategy Team at the Federal Ministry of Education in 1999-2002.

He revealed that in 2018, the FGN announced the abolition of the B.Sc./HND dichotomy, while a 2021 NASS bill attempted to legislate political pronouncement.

According to him, the political pronouncement and a series of other political measures taken to realize the measure are not very useful for all practical purposes, nor are the assumptions behind them rigorous enough to be in a position to achieve their objective now and in the future. the future.

“If they were, significant progress would have been made in resolving the old and persistent professional war that does not seem to abate. While I find it easy to defend a two-step NCE-B.Ed. certification model to solve the same crisis in which the faculties of education are immersed, promoting a similar remodeling in favor of polytechnics such as the dual-mode HND-B.Tech. certification, will surely create more problems and complexities than solutions,” said Olaopa.

He argued that the orientation of polytechnics and universities is different, although they could be made to reinforce each other if they were creatively remodeled.

“While polytechnics are, by design, aimed at training students to acquire specific work skills, practical knowledge and industry-relevant competencies as practical education necessary to operate in real contexts of the world of work, education and learning of The universities’ “emphasis is to develop deep, cutting-edge, research-based knowledge, designed to enable students to develop critical thinking and analytical skills,” Olaopa said.

“Therefore, university students are enabled to acquire expanded intellectual horizons so that they can contribute to the advancement of knowledge in their fields, through the application of scientific theories and principles that allow innovative solutions to complex social problems.”