HND/B.Sc. DICHOTOMY, CAREER PROGRESSION AND THE ABSENCE OF PRINTING TECHNOLOGY DEGREE PROGRAMMES IN NIGERIAN UNIVERSITIES

By: Zakariyau M. K

The dichotomy between the Higher National Diploma (HND) and the Bachelor of Science (B.Sc.) has remained one of the longstanding challenges confronting technical and vocational education in Nigeria. Although the HND and university degree systems are designed to prepare graduates for professional and productive roles, differences in institutional recognition, recruitment practices, career progression and opportunities for further education have historically placed many HND holders at a disadvantage. The problem becomes particularly serious in specialised fields such as Printing Technology, where the educational pathway is largely concentrated within the polytechnic system. The National Board for Technical Education (NBTE) recognises Printing Technology as an approved technical programme and provides for both National Diploma (ND) and Higher National Diploma (HND) pathways. However, the absence of a corresponding and clearly established university degree pathway in Printing Technology creates a structural limitation for graduates who wish to advance academically beyond the HND level.

The HND/B.Sc. dichotomy has historically manifested in different ways within the Nigerian labour market and public service. In many cases, possession of a university degree has been treated as a more advantageous qualification than an HND, even when the HND graduate possesses substantial practical and technical competence. This situation has affected recruitment, promotion, career mobility and access to certain positions. The Federal Ministry of Education has previously acknowledged the HND/B.Sc. dichotomy as an issue within the polytechnic sector, while NBTE has also described the discrimination against HND holders as an important problem requiring policy intervention. The issue has been sufficiently significant that the Federal Government has, in recent policy pronouncements, moved toward abolishing the prevailing HND dichotomy and placing greater emphasis on Technical and Vocational Education and Training (TVET). The January 2026 JAMB Bulletin reported a Federal Government policy directive abolishing the prevailing HND dichotomy and prioritising technical and vocational education. This development is significant because it recognises the importance of practical and technical skills to Nigeria’s industrial and economic development.

However, abolishing the general HND/B.Sc. dichotomy alone may not completely resolve the problems confronting graduates of Printing Technology. A major difficulty lies in the educational progression structure available to them. Printing Technology is a highly specialised technical discipline involving pre-press production, printing processes, colour management, digital production, press operation, finishing, packaging, publishing production and emerging technologies. NBTE’s curriculum for HND Printing Technology is designed to provide students with technical knowledge and practical skills for employment in the printing industry and for progression to higher levels of study. The curriculum includes professional competencies relating to the print workflow, pre-press, printing, finishing, colour management and equipment operation. Thus, the HND in Printing Technology is not simply a general diploma; it represents specialised professional and technological training.

The difficulty arises because graduates who desire to continue their academic journey beyond HND often encounter limited opportunities to obtain a directly corresponding bachelor’s degree in Printing Technology. Recent discussions within the Nigerian printing sector have highlighted the absence of dedicated university-level Printing Technology programmes and argued that this situation restricts research, innovation and professional development. A recent publication specifically called for Printing Technology to be institutionalised as a university discipline in Nigeria, noting that university-level training would strengthen research capacity, technological innovation and professional development within the printing and communication industries. At present, universities may offer individual courses relating to printing, graphic design, book production or printmaking, but these should not automatically be equated with a full university degree in Printing Technology. For example, the Federal University of Technology Akure offers courses involving printing technology and book design within its Industrial Design programme, demonstrating that printing-related knowledge exists in universities without necessarily constituting a dedicated B.Sc. or B.Tech. Printing Technology programme.

Consequently, an HND graduate of Printing Technology who wishes to become a university graduate may be compelled to pursue an indirect academic route. In some circumstances, the graduate may need to obtain additional qualifications, change to a related discipline, undertake a top-up programme where available, or spend additional years acquiring qualifications that do not necessarily correspond directly with the specialised training already obtained. NBTE has recognised this progression problem and established pathways intended to improve opportunities for HND holders. Its HND admission and progression initiatives were partly developed to address the disadvantages experienced by polytechnic graduates, while the Board has also advocated for the removal of discriminatory practices against HND holders. Nevertheless, the availability of a general progression pathway does not eliminate the need for discipline-specific progression in Printing Technology. A printing technologist should not be required to abandon his or her professional identity merely because the university system has not sufficiently developed a corresponding degree programme.

The consequences of this situation are considerable for graduates, employers and the Nigerian printing industry. A graduate who has spent several years acquiring specialised knowledge and practical experience in Printing Technology may discover that opportunities for advancement in universities, research institutions and other higher-level establishments are restricted because the qualification structure favours university degrees. This can create frustration, underemployment, career stagnation and loss of professional motivation. A recent study on printing education in Nigeria similarly identified the HND as the highest formal qualification traditionally available within the printing technology pathway and argued that the resulting career limitation affects professional progression and workforce motivation. When technically trained professionals cannot easily progress academically or professionally, the country risks losing valuable human capital, particularly at a time when the printing industry is rapidly changing through digital printing, automation, packaging technology, computer-to-plate systems, variable-data printing, 3D printing and integrated digital publishing.

The problem also has implications for employment within higher institutions. Nigerian universities, polytechnics, colleges of education and other tertiary institutions require personnel with practical knowledge in printing, publishing production, graphic communication, digital media, packaging, press management and related areas. Many higher institutions operate printing presses, publishing units, documentation centres, communication departments and media production facilities. Yet graduates specifically trained in Printing Technology may encounter difficulty securing positions that fully recognise their professional qualifications. This is a paradox: institutions may require printing-related technical expertise while graduates possessing that expertise may face barriers because their highest qualification is an HND. The problem becomes more pronounced when recruitment advertisements specify a university degree even for positions where practical printing technology competence is central to the work. Such practices can unintentionally exclude technically competent graduates and weaken the relationship between qualification requirements and actual job functions.

The situation therefore calls for a broader understanding of educational equivalence. Equality does not necessarily mean that polytechnic and university education must become identical. Rather, the two systems should be recognised as complementary components of tertiary education, with appropriate value attached to their different strengths. University education traditionally places greater emphasis on theoretical knowledge, research and academic inquiry, while technical and vocational education is strongly oriented toward applied knowledge, practical competence and industry-based skills. Nigeria needs both dimensions. In fact, the Federal Government’s recent emphasis on TVET recognises the importance of practical and technical skills in addressing unemployment, industrial development and human-capital needs. The solution should therefore not be to diminish the identity of polytechnic education but to establish a coherent framework through which graduates can progress professionally and academically without unnecessary discrimination.

Printing Technology deserves particular attention because printing is not an obsolete profession but an evolving technological and communication industry. Modern printing extends beyond newspapers, books and traditional commercial printing to include packaging, labels, security printing, digital publishing, industrial printing, textile printing, promotional products, flexible packaging, large-format production and emerging additive manufacturing technologies. The Nigerian printing industry therefore requires professionals who understand both conventional production and new digital technologies. Universities can contribute significantly by establishing degree programmes that integrate printing technology with digital media, publishing, communication, information technology, packaging and industrial production. Such programmes would create opportunities for advanced research, innovation, postgraduate education and professional specialisation. The establishment of university-level Printing Technology programmes would also help Nigeria develop a stronger knowledge base for solving problems within the local printing industry rather than depending heavily on foreign expertise and imported technological solutions.

There is therefore an urgent need for the National Universities Commission (NUC), NBTE, relevant professional bodies, universities, polytechnics and industry stakeholders to collaborate on the development of a recognised university-level pathway for Printing Technology. Such a pathway could take the form of B.Sc., B.Tech. or another appropriately structured degree in Printing Technology, Print Production Technology, Printing and Publishing Technology, or a closely related discipline. The programme should be designed around the realities of the modern printing industry and should include areas such as digital pre-press, colour science and management, printing processes, print production management, packaging technology, publishing production, digital printing, security printing, sustainability, automation, computer-to-plate technology, print entrepreneurship and emerging technologies. The curriculum should also contain strong industrial attachment and practical components so that the university degree complements rather than duplicates the practical strengths of polytechnic education.

Polytechnic authorities should also play a more proactive role in protecting and advancing the interests of Printing Technology graduates. Every polytechnic offering Printing Technology should establish a structured graduate progression and career-support policy. Such a policy should include academic advising, career counselling, alumni tracking, industry partnerships, internship opportunities and information on available top-up or degree programmes. Departments should maintain relationships with universities, professional printing organisations, government agencies and private printing companies so that graduating students understand the opportunities available to them before they leave the institution. Polytechnics should also encourage graduates to develop complementary competencies in digital publishing, graphic communication, entrepreneurship, packaging, information technology and business management. This would make graduates more adaptable while efforts continue toward resolving the structural limitations of the present educational system.

Furthermore, polytechnics should consider establishing formal institutional advocacy mechanisms for their Printing Technology graduates. Rather than leaving individual graduates to struggle with the complexities of further education and employment, institutions should collectively engage policymakers, employers and regulatory agencies on the recognition of Printing Technology qualifications. Departments offering the programme should document the achievements of their graduates and demonstrate their contributions to the printing, publishing, packaging, advertising, communication and manufacturing sectors. Such evidence can strengthen the argument for improved employment opportunities and appropriate career placement. Professional organisations, including the Chartered Institute of Professional Printers of Nigeria (CIPPON), should also be encouraged to collaborate with educational institutions in advocating for professional recognition, continuing education, competency development and appropriate employment structures for printing professionals.

Another important policy intervention is the development of a clear career-equivalence framework for technical graduates working in higher institutions. Where a position is primarily technical or professional in nature, employers should assess candidates according to the actual competencies required for the job rather than automatically preferring a university degree. An HND graduate in Printing Technology with years of relevant industrial experience, professional certification and demonstrable competence should be considered fairly for technical, production, laboratory, workshop, press, publishing and related positions. The recent 2024 Polytechnic Scheme of Service is an important development in this direction because NBTE stated that HND holders were recognised for the first time as Graduate Assistants within the Polytechnic system, while also acknowledging that other areas of disparity still required amendment. This demonstrates that the qualification and career structures within technical education are capable of reform.

The responsibility for change should not rest solely with government. Heads of institutions, Rectors, Vice-Chancellors, Registrars, governing councils, academic boards, professional bodies and industry leaders all have roles to play. Polytechnic management should ensure that Printing Technology graduates are properly prepared for employment and further education. Universities should open their programmes and admission structures to appropriate technical graduates. Employers should recognise competence and experience alongside academic qualifications. Regulatory bodies should develop transparent pathways for progression. The printing industry should provide opportunities for internships, industrial training, mentorship and professional development. Most importantly, policymakers should recognise that a country cannot claim to promote technical and vocational education while simultaneously allowing graduates of technical disciplines to face structural barriers in career progression.

The encouragement of students and graduands is equally important. Printing Technology should not be presented to students as a dead-end course simply because of the current limitations in the educational system. Rather, students should be informed that their technical competence has value and that the industry is evolving. Departments should encourage students to combine their formal training with digital skills, entrepreneurship, communication skills, software proficiency, equipment maintenance, packaging knowledge, publishing and business development. Graduates should also be encouraged to pursue professional certification and lifelong learning. The objective should be to produce printing professionals who can work not only as employees but also as entrepreneurs, consultants, production managers, publishers, packaging specialists, digital printing experts and technology-driven business owners.

In conclusion, the HND/B.Sc. dichotomy represents more than a disagreement about certificates; it reflects a broader challenge concerning the recognition of different forms of knowledge, skills and professional competence in Nigeria. Although the Federal Government’s recent policy direction toward abolishing the HND dichotomy is encouraging, the specific challenge facing Printing Technology requires additional attention because the discipline lacks a clearly established and widely available university degree progression route. The solution should therefore involve simultaneous action: implementation of HND/B.Sc. parity, establishment of university-level Printing Technology programmes, development of discipline-specific top-up pathways, fair employment policies and stronger institutional support for graduates.

Polytechnics offering Printing Technology should consequently take the lead in advocating for their graduates. They should establish clear progression policies, create partnerships with universities and the printing industry, provide career counselling, facilitate professional certification, organise alumni networks and actively engage government and regulatory bodies. Such measures would ensure that students who choose Printing Technology are not trapped by the limitations of the existing educational structure. The objective should be to create a system in which a student who enters Printing Technology at the ND level can progress confidently through HND, degree, postgraduate and professional levels without having to abandon the discipline. Nigeria needs skilled printing technologists, researchers, educators, entrepreneurs and industry leaders. Removing unnecessary barriers to their development will not only benefit the graduates themselves but will strengthen the country’s publishing, packaging, advertising, communication, manufacturing and creative industries. The time has therefore come for all stakeholders to move from merely discussing the HND/B.Sc. dichotomy to establishing practical, sustainable and discipline-specific solutions for Printing Technology graduates.