Emerging Technology Advancement, National Development, and Growth in the 21st Century: Repositioning Nigerian Polytechnics
39th Convoction Lecture Of
The Polytechnic Ibadan
Delivered by
PROFESSOR OLUWATOYIN TEMITAYO OGUNDIPE, FNSB, FLS, FAAS, FAS
IMMEDIATE PAST VICE CHANCELLOR UNIVERSITY OF LAGOS
AKOKA
I wish to congratulate the graduating set for the years of painstaking training, personal sacrifices and delayed gratification that result in the joy and success of today. It is out of several periods of frustrations that has now paid off with this beautiful day’s celebration and jubilation. I pray for you (all) that this is just the beginning of your journey to the land of possibilities as you put into practise the practical knowledge that you have acquired from the great and resilient Ibadan Poly.
It is good to appreciate the culture of the polytechnics as a citadel for entrepreneurial propensity that pave way for self- reliance and financial independence. At this time in the history of Nigeria, whereby job creation is becoming a very hard task. Thus, the entrepreneurial orientation that was primarily well entrenched in the polytechnic education system needs to be revisited as a solution to the employment challenges of the nation. It is on this note that the technology advancement of the generation of graduates would be a veritable tool for the national development and source of strengthening the small and medium scale enterprises (SMSEs).
This short lecture is very much necessary to ramp up the opportunities that the Poly education can provide in line with the aspiration for economic growth in the nation. Although, on the global scale, the 21st century has witnessed unprecedented technological advancements that have reshaped economies, industries, and societies. As nations strive to position themselves in the rapidly evolving global landscape, education and technological development have emerged as key drivers of national progress. In Nigeria, one crucial pillar of this transformation is the polytechnic system, which serves as a vital avenue for skills development, innovation, and workforce training. In light of this, repositioning Nigerian polytechnics to align with emerging technologies and global trends is essential for national development and growth.
Emerging Technologies and National Development
Emerging technologies refer to cutting-edge innovations that are at the forefront of transforming industries, economies, and societies. These include advancements in fields such as artificial intelligence (AI), blockchain, the Internet of Things (IoT), robotics, renewable energy technologies, 3D printing, big data analytics, and biotechnology. These technologies have the potential to drive economic diversification, enhance productivity, and improve the quality of life in both developed and developing countries.
For Nigeria, embracing these technologies is imperative for sustainable national development. The country is grappling with challenges such as youth unemployment, underdeveloped infrastructure, and a largely oil-dependent economy. By adopting and integrating emerging technologies, Nigeria can create new industries, generate employment, and reduce its reliance on oil revenues.
It is believed that the polytechnic education system is developed to give the students the opportunity to practise at intervals the training that they acquire in the short-term so as to help them to become versatile in their areas of chosen field of practice. This is well supported by the one-year industrial training exercise that expose every student to a 12-month period of field knowledge acquisition through the engagement of such students in activities that would promote the use of their hands to carry out tasks that would uplift their career development while still studying for certificates.
The Role of Nigerian Polytechnics
On the account of the foregoing; the Polytechnics education in Nigeria plays a pivotal role in training of the mid-level manpower and fostering innovation through its structured mode of training which gives room for students to learn with their hands beyond what they have been taught in the classroom. This nature of training is needed in Nigeria at such a time as this when there is scarcity of employment at all levels and the unemployment rate is growing daily. In this case, the polytechnic graduates have very high potential of entrepreneurship through their training to create jobs. Unlike universities, which are more focused on theoretical knowledge and research, polytechnics specialize in practical skills that are directly relevant to the job market. This makes them essential to the country’s efforts to bridge the skills gap and foster the development of a tech-savvy workforce that can drive the nation’s economy forward.
However, just like other sector of the nation’s educational system; the nigerian polytechnics currently face several challenges, ranging from outdated curricula, inadequate infrastructure, poor funding, to a lack of modern equipment and technology. With these serving as setbacks to the sector, there is urgent need to review the agenda, scheme and programms of the polytechnics in Nigeria to reflect the new and emerging demand of the national employment ecosystems that would make the polytechnic system very crucial and essential source of national wealth creation through entrepreneurship. Because the above listed constraints and hinderances have set a huge wedge across the smooth transistion of the students prepared under the current dispensation to be able to develiver on the new expectations and mandates of the 21st century polytechnic system as an effective laboratory and incubator for the budding entrepreneurs with the rapidly changing demands of the 21st- century workforce.
Repositioning Nigerian Polytechnics for Growth and Development
It is on the demand of the last section that we shall be provoking the thoughts of the stakeholders in the polytechnic sector of the educational systems in the next few minutes. To this end, the lecture would evaluate and enumerate some ideas that could provoke the reposition of the Nigerian polytechnics in alignment with emerging technology and national growth objectives. This will lead the discourse to consider such aspects of rejigging the sector using such active drivers as the curriculum reform, infrastructural upgrades, industry partnerships, faculty development, and a focus on research and innovation motivated by the industry experience of the students.
1. Curriculum Reform and Integration of Emerging Technologies
In the Nigeria’s educational system, there is a major area of struggle between the players in the sector and the government’s educational authority. In this case, one of the most pressing issues facing Nigerian polytechnics is the outdated nature of their curricula. The pressure force (especially the workforce unions) has been very active in promoting the agenda of reflecting the industry’s needs in every aspect of the training of tertiary students. One of the major areas of these is the evolution of the courses offered which is expected to influence the industry’s needs. Thus, many polytechnics still focus on traditional fields such as civil engineering, electrical engineering, and business studies, with limited incorporation of cutting-edge technologies. To address this, polytechnics must modernize the current curricula to include emerging technology disciplines such as AI, machine learning, data science, blockchain, cybersecurity, renewable energy, and robotics.
This curriculum overhaul should not only cover the basics of these technologies but also include hands-on training and real- world applications. By providing students with exposure to the latest technological advancements, polytechnics can equip them with the skills required to thrive in the modern workforce.
2. Infrastructure Development and Technological Upgrades
The situation of the educational sector in Nigeria calls for urgent attention. This is mainly due to lack of basic tools for some of the hand-on knowledge that the students need to acquire to make their ability to operate on the field more effective and highly proficient. There are many benefits for the nation and its government if the investment required for the sector could be provided. It is clear that the nigeria’s demography is heavily tilted towards the youth. These are those who are students in both secondary and tertiary levels of education. And this class of Nigerians is very restless in that they are result-oriented in their mindset. Thus, any investment by the government in their training can be exported to other nations of the world as a product of ‘japa’ syndrome. And Nigeria can formulate a policy that would make the nation to make huge foreign exchange from the exportation of these youth to other countries for them to make use of both heads and hands for wealth creation for the nations of their sojourn.
Beyond making Nigeria’s youth expatriate ready by their training, anyone who chooses to stay behind in the country would also find it satisfying and fulfilling by the reason of the renumeration and rewards obtained for services render to the nation. So, the current state of the infrastructure must be urgently and timely improved to give the nation Nigeria this kind of privilege that would not only make them a sought-after talent but also fetch enough funds for the home country to be much appreciate that its current status in the comity of nations. Thus, modern educational facilities and infrastructure is a win-win for Nigeria.
From the inspiration of the founding fathers of the polytechnics, Ibadan Polytechnics inclusive, the purpose is to provide manpower that would bridge the gap that is well identified in the training acquired from the universities which wasn’t developed to prepare the skilful graduates for practical hand-on venture that is needed for industrial implementation. Thus, many of the graduates of the polytechnics are expected to be market-ready after training. This becomes much more important due to the current economic downturn which has made availability of jobs scarce. This means that the polytechnics stands a very bright chance of producing entrepreneurially oriented graduates. The recent technological development is a pointer to the possibilities and potentials that are prevalently available to the polytechnic in achieving its cardinal mandate, under the current prevailing national dispensation.
This can be promoted by the modern education which requires state-of-the-art infrastructure and access to cutting-edge technologies. This means that the Nigerian polytechnics subsector of the educational system must invest in upgrading their facilities, including laboratories, workshops, and computer labs, to accommodate the growing demand for technology- driven education. Additionally, polytechnics should establish partnerships with technology companies and research institutions to gain access to the latest tools and software.
More importantly, the polytechnics has a lot to gain and achieve through the deployment of modern technology in the training and acquisition of knowledge by the students. This includes those tools that are available in large number for ease of learning and practice. The development of digital infrastructure, including robust internet connectivity, online learning platforms, and cloud computing services, is also essential for equipping students with the necessary skills to succeed in a digitally driven world.
3. Collaboration with Industry and Private Sector
Distinguished audience, there is national quest for the tertiary educational sector to produce and supply market-ready graduates for the various needs in the nation. It has reached a level at which there is a huge knowledge gap between the academia and the labour market which make many employers of labour to augment the training offered by our tertiary institutions with market-relevant training. This has made a number of employment outlets to engage in graduate trainee programs for the fresh graduates as prospective employees in many cases.
For polytechnics to effectively contribute to national development, there must be a stronger alignment between education and industry needs. Collaboration with the private sector, especially technology companies, is key to ensuring that polytechnic graduates possess relevant skills. These partnerships can take the form of internships, industry- sponsored projects, joint research initiatives, and mentorship programs. This will grant access to the students to gain necessary hand-on experience and cutting-edge skills that will make them more employable on graduation. And on this note, prepare them for both employment and entrepreneurship responsibility that would reduce the employment rate in the society.
There are several nations of the world that enjoy huge benefits from a functional polytechnic education. In this regards, Nigeria’s polytechnic system, just like it is practised in Germany, can establish a stronger relationship with industries and private sector. However, ther has been serious setback for this to gain implementation. But it would be advisable that for the private sector to participate in training these students, the companies may be granted tax-incentives or tax-reliefs for those companies that participate in the training programme. The structure public-praivate partnership could also create a link between polytechnics and industries.
So also, there are sectors of the national economy that need urgent attention. This includes agriculture, energy, construction, healthcare and environments. The government can provide funds for students to be trained in these critical areas of the economy. Whereby creating a very strong link between the national needs and effective response to the needs through hand-on training of students to facilitate providing manpower for such industries.
Furthermore, polytechnics should establish innovation hubs and incubators that foster entrepreneurship among students and facilitate the commercialization of new ideas. In this vein, the industry-centred training hubs in the polytechnics could provide technological and innovative laboratories for the incubation of students’ ideas. This has the potential to drive solutions for the national industrial and economic challenges currently facing the critical sectors of the economy. These hubs could be well sustained by scouting for immediate needs of the nation’s private sectors for the students to play the role of developing methods of resolving such national problems with the guidance from both the industry players and the academics. These initiatives would not only help students develop entrepreneurial skills but also encourage the creation of homegrown tech startups, which can contribute to job creation and economic diversification.
Another approach that has very good prospect for bailing Nigeria out of the current state of the economy could also consider the floating of modular training programmes. This would be operated based on the immediate needs of the nation. And it can be achieved through short-term training that would be cost effective in its operation. In which case, the short courses could include short and practical training on emerging aspects of national and global development such as the digital marketing, renewable energy, basic coding and small-scale manufacturing of daily need products. Another means of achieving the same goal is by online or blended training programme that would not last for more than three months but with measurable landmarks that can make it possible to assess the productivity of such training. This can work for information technology training and other such training.
Likewise, the polytechnics calendar is well structured that there are spaces in the course of training from Ordinary National Diploma (OND) and Highjer National Diploma (HND) that can guarantee national development through internship and apprenticeship that could be three-month, six-month and one- year periods. This could include part-time placement of students in employment that wouldn’t have heavy financial burden on the companies while the students are gaining hand- on experience. This can also be applicable to the remote internship that would assist the students to gain practical experience while at the same time the companies benefit from affordable labour. While the government should revisit policy of incentivising companies that encourage and facilitate huge annual turn-out of students that undergo these various training programmes.
4. Faculty Development and Research Capacity Building
The polytechnics education system supposes to be a highly sortafter training bed for national development and source of quick financial freedom for the students. In which case, students would have become economically independent long before their graduation from the polytechnic. Thus, the lecturers in this environment needs also to be developed by having regular time at the industry to learn new procedures that would help in the training of these students. This means that the government needs to provide special opportunity for this lecturers to be able to function effectively in this capacity.
In other words, the quality of education in polytechnics is heavily dependent on the expertise of the teaching staff. Therefore, faculty members must be trained in emerging technologies and contemporary teaching methodologies. This can be achieved through professional development programs, international partnerships, and faculty exchange programs with leading institutions.
Polytechnics should also focus on building their research capacity in emerging fields. By promoting research in areas such as AI, renewable energy, and biotechnology, polytechnics can contribute to the development of solutions to local challenges and create a culture of innovation.
Likewise, the development of the curriculum should have joint input from both the industry and the academia. This will make the industry to layout areas of urgent needs in the industry that the students may focus energy while on campus. After which they become the primary persons that are market-ready for the actualization of the solutions that the industry is seeking for.
5. Focus on Lifelong Learning and Skill Development
In the context of rapid technological advancements, the concept of lifelong learning is becoming increasingly important. Nigerian polytechnics should embrace this by offering continuous learning opportunities for both students and professionals. This could include offering short courses, certifications, and online programs in emerging technologies to ensure that the workforce remains competitive and adaptable to new challenges.
Further to skill acquisition, the authority of the polytechnics can partner with specialised social entreprises which are established to offer real-life solutions to social and economic problems facing Nigeria. A number of these organisations have fundings that support this kind of skill acquisition to relieve the national of some specific national burdens through internship placement that could generate needed results. So also, the polytechnics may develop the culture of addressing community needs such as waste management, clean water and such projects that can promote entrepreneurship.
The Specific Challenge for The Polytechnic Ibadan That May Enable It Play its Age-Long Role In Nigeria.
Not many in this audience know my association with The Polytechnic, Ibadan. For example, your records, if properly kept will show that in 1974, the Industrial Liaison and Placement Office of this great institution was founded by Mr Olawale Akinpelu (my cousin) with Engr (Prince) ROA Giwa and people like Engr Dawodu). It was established to place and supervise students on industrial attachement – a fore-runner to what we now know as SIWES). In addition to that, under them a Vocational Skill Improvement Unit was founded both here at the North Campus and at Oranyan to reach out to the indigenous artisans and thus upgrade their skills. Another cousin of mine Mr Olakunle Akinpelu was Head of Department of Chemistry from 1991 to 1993). He often spoke of when graduates of the Polytechnic Ibadan were prime consideration for employment in the industry. He also spoke of when a Professor of Chemistry of the University of Ibadan who came in as external examiner for the first set of HND graduates and openly declared that the graduates of this institution would fit in directly and easily into an M.Sc programme in his university.
Again, not many in this audience know that the South Campus of The Polytechnic Ibadan was the campus of the Ibadan Technical College. It is a fact that many of the early engineers trained in Nigeria were products of the Ibadan Technical College along with the graduates of the College of Arts, Science and Technology, Zaria which metamorposed into the Ahmadu Bello University, Zaria. The North Campus was first the College of Arts, Science and Technology, Ibadan which metamorphosed and was the first campus of the University of Ife (Now Obafemi Awolowo University). If you stood at Sango and hear Taxis calling passengers for Ife, they would bring you to the North Campus. The two campusus were linked together physically under the leadership of the would-have-been the First Rector of the Polytechnic, Ibadan, Dr V.O.S. Olunloyo. Fortunately, and old hand from the Technical College Dr Olugbenro Ajayi (another cousin) with wide experince in higher technical education was appointed as rector in 1971.
A major crisis that attempted to disorientate the institution was when the Western State Government stopped the Higher School Certificate courses in many secondary schools and sent the students here for A’Level. The implication of that was that an institution of applied sciences, not only had to open its doors to students of pure arts and science but had to employ lecturers with Basic Science leanings. A few years later saw this institution deplete its resources for the starting of four (4) satellite campuses at Iree, Esa Oke, Eruwa and Saki.
Prior to these crises, this institution was like a light on top of a hill. I dare say, that apart form engineers, any accountant, Town Planner, Scientist, Architect, Mass Communicator, Surveyor etc worth his salt in this country would have cut his professional teeth in this great institution.
Why am I taking this historical trip? Can we say that this same institution is in the same leadership position in the country? The Vocational Skills Improvement Unit at Oranyan is now a State- owned Technical College. Is the one at home on the North Campus still in existence and functioning as a link between town and gown? Is the appointment of lecturers still competitive across parochial lines – all going through application- shortlisting-interviews-selection? What is the career line for the lecturers like. Does every dilligent lecturer II or Assistant Lecturer have the chance of becoming the Rector? If what we are saying here about this institution updating skills levels to meet with the challenges of digital skills and AI are to materialise, a lot depends on curricullum development and the readiness and capabilities of the academic staff to adapt to these demands
Conclusion: The Path Forward for Nigerian Polytechnics
In closing this short speech, it must be emphasized that (initially) the Nigeria’s polytechnics is modelled to provide middle-level technical manpower. This doesn’t make the graduates of this category of tertiary institutions any way inferior nor less important to the national economy and development. So the purpose of the polytechnics training programmes is mainly to provide hand-on technical resources for the small and medium scale entreprises (SMSEs). It must be stated that the God of all creation has been very kind to nature by ensuring that a creation which knows its purpose will never lead an unfulfilling life and it will continue to be relevant in the scheme of things. It is on this note that I will like to emphasise the importance of the polytechnics programmes as the best fit for the improvement of the nation’s economy which has been out of sync for a long time due to lack of giving important attention to the crucial roles of polytechnic educational programme to support the small and medium scale industries. And without the prosperity of the SMSEs in Nigeria’s economy ecosystem, the nation may find it very difficult to enjoy economic prosperity built on non-oil trades.
Thus it invariably means that the polytechnic training is expected to serve as the backbone of the Nigerian economy. Nigeria has a lot to gain from encouraging the polytechnics because it has very high potential to reduce unemployment through acquisition of hand-on training by the students in various national areas of urgent needs. This means the students can earn a living for themselves while still in school. Thus, the polytechnic training guarantees not only access to certificates but also make the students financially independent through the cultivation of the culture of learning and practising the theories in the market place.
Ultimately, repositioning the Nigerian polytechnic system to be at the forefront of technological innovation is crucial for national development and economic growth in the 21st century. By modernizing curricula, improving infrastructure, fostering industry partnerships, and investing in faculty development, Nigerian polytechnics can become key drivers of technological advancement and economic diversification. This would not only enhance the employability of graduates but also contribute to Nigeria’s broader goals of reducing unemployment, improving productivity, and building a knowledge-driven economy.
Lastly, the successful repositioning of polytechnics will require a concerted effort from the government, industry, and educational institutions. With the right policies, investment, and commitment, Nigerian polytechnics can play a central role in equipping the country’s youth with the skills needed to thrive in the digital economy, thus contributing significantly to Nigeria’s development in the 21st century.
Thank you for your audience.
