₦airaland Forum

Government said the man with HND is middle level. He should have obtain a Bsc, since HND was his best because due to one reason or the other he found himself in the polytechnic. I am sure he want to go to university too.
What made he to go to polytechnics made him to earn little.

The Bible is a collection of scriptures made by the early believers which were stories told from nation to nation. Verbal first before written in scrolls, the scroll kept in a house called Biblie, in 14th century they were combine and published as a book after 66 books canonisation, this is when printing press came to existence.

Religion is away of life having DOGMA, which man made after the bringer of truth must have gone.

moses, Jesus Mohamed , bud-ah, and laose etc are great bringer of the truth which was turned to religion.

You must understand your own religion well, know your bible or Koran very well before you can understand the message.

You will do yourself more good if you proceed to MBA and try to have ICAN.

Once he has a distinction in a relevant field

Pilgrim 1 You are great , jokes apart. we love you show other women to live a right.

please i don't know what d grail is all about

Grail meassage can be found in a book written by Abdurashin called IN THE LIGHT OF TRUTH.


i have frnds that are members

No membership because its a source of knowledge adressed to individual a lone

they don't even want me to talk about it.[/color]

They would want you to find out by your self on televisions ,radio or public lecture

[color=#990000]IS IT A CHURCH,A MOSQUE OR A CULT [/color][color=#990000][/color]

it it not a religion but cut aross all truth

[color=#990000] heard they sleep travel. This is not true


THEY GO IN POOR AND COMES OUT RICH.

the word of the lord said, seek first the kingdom of the most high and all other things will be added unto you

he that is rich in spirit is the wealthiest man on earth.

okay sir

Bblak:
_{peeps in}

?

Endure now enitan, pilgrim 1 is taken her time. but to say the truth she is looking as an ideal woman.

HND@hotmail.com

enitan2002:
i also dey receive your hailings for here ooooooo


i love you girlfriend

Enitan Bewareo

pilgrim.1:
I dey hail una O! E don tay!

@pilgrim.1
Long time, is everything all right?

I love you all

What do we do the Polytechnics not wanted so
EVERYBODY go to University

Thanks, the day is bright.

You must be refering to grail land

GRAIL LAND a gift from most high to Africa.

Good day enitan2000 How are you?

I can see we have a new friend in the house call henrijin

@henrijin
Please we will like to meet you.

Those that work by the alter must feed by the alter that is what we know today.

We must refuse all this cheating called middle level, What is the value of ND if HND is still middle level? I beg go to University even if it means starting from year One

Some extracts from my presentations.

In 1977 and 80, there was an attempt by the Federal Government of Nigeria to scrap HND. The intention then was to create a pool of technicians and separate the technicians from the engineers. The mistake government made then was to implement it hurriedly, and then to replace HND with a lower certificate called the National Technical Certificate (NTC) and NND The students resisted it because they applied for HND programme and not NTC, which was believed to be of lower status. The government idea then was good but the approach was wrong. Nigerians need are clear court technicians that could read manuals, building plans, engineering layouts, among others and use them in building and effecting repairs as the case may be.
The idea of scrapping HND will lead to the production of more technicians at the OND. In Nigeria today, the HND system has collapsed because we have a lot of engineers who are job seekers rather than being job creators. This lead to the idea of MAFIA called the University convokes other professions have had similar things but were never marginalized so we took a step to make our members happy.

Some extracts from my presentations.

Other areas, specifically health care, have already solved the problem of technologists. For example, in a medical laboratory, the distinction between the technician, the technologist and the pathologist is well defined. This is due to two factors. First is a well-defined scope of practice. The responsibilities and authorities are set forth for each level. In case of the Nurses and pharmacist the certification and registration with authority gave them the ace. Each person working within a scope of practice must be certified or registered by an outside body (not like that of COREN with just one regulatory body) to have been trained to that level.
Another example is the relationship between the physician, the registered nurse, the practical nurse and the orderly. Here, for example, the scope of practice mandates that only a physician or nurse can start intravenous fluids or that only a physician can order medications. Areas other than health care use this system.
Educational community, administrators, teachers and paraprofessionals work within defacto scopes of practice that are enforced by certification bodies.

. University education is met to provide the nation with skill managerial position and decision making while the polytechnic education met to provide highly skill technological man power for the nation, As at today, BTEC HND, which is obtained in Britain could be liken to Nigeria ND, is not an equivalent of BSc. Why then the problem of discrimination between Theoretical Professionals (Bsc) and Technological Professionals (HND)?
This act frustrated parents who do not have the ability to send their Children to University as well as the HND holder. Not Every one can pass through University at the same time. HND was just then an alternative. The Authority then does not have option but to change and upgrade HND to B.Tech, and the Polytechnics to University. Former president Obasanjo’s regime already made pronouncements that the HND certificate will remain a legal tender in Nigeria and holders of such certificate will continue to be recognized as the equivalent of first-degree holders without discriminatory remunerations and limit to progression in the work place. Why should we now register as Technologists that bring no changes to our life when we can perform better than the degree holder in technological trades? We can as well be call a Degree holder? We will no longer need polytechnics again; let everybody go to university and get any degree he/she wants. Why should polytechnics exist in Nigeria when they are of no significance?

Pg 6 section 4.0 VIEWS & COMMENTS OF FG ON THE COMMISSION FOR THE REVIEW OF HIGHER EDUCATION IN NIGERIA 1992.
Says, "Polytechnic should concentrate on the training of middle level manpower for direct employment in industry as a support for university high level manpower. The fact that some other countries provide the facility for the award of degrees not reason for Nigeria to review the polytechnic program "

A committee was set up by coren/HQ/ET/Vol.1/15 on 25th of september 2007 on the New policy on polytechnic. No new pronouncement the old was not changed either

Do you know when stake holders will come? Them say they are waiting for stake holders to discuss it. So suspended till then.
Who is this stake holder?

What are they up to on this HND slavery?

You see he is happy just because his polytechnic will named inferior city university.

They should just give value to HND that is all we ask for.

Polytechnic is polytechnic
university to university.

Sir Eric Richardson Championing the cause of polytechnic education

Terence Burlin
Tuesday August 15, 2006
The Guardian <http://www.guardian.co.uk>
Sir Eric Richardson, who has died aged 101, was an exponent of polytechnic education who headed three institutions that have developed into universities - Salford, City and Westminster - and was a leader of 20th-century evangelical Christianity.
In 1957, he became head of the Regent Street Polytechnic, which since 1881 had brought education plus sport, social and spiritual activity to the less privileged of London, and now sought to cater for every need, whatever the level. It was the only UK institution embracing a school and a vast range of further education courses, as well as undergraduate, postgraduate and research work, but this was to count against it.
Although the volume of advanced work was greater than in many other similar places, the polytechnic was not designated as a college of advanced technology because of the non-advanced work, and so was not eligible for transfer to the university sector when that possibility arose in 1964. But Richardson grasped the nettle. Within three months he went to the Ministry of Education with a plan for expansion, only to be told to reduce his student intake, as provision was to be moved away from central London. He completely ignored this dictate.
By 1964, 70% of the polytechnic's work was advanced, and a few years later virtually all of it was. Subsequently, the Inner London Education Authority accepted Richardson's proposals, and a massive building programme commenced in 1966 to provide two new colleges - one to serve the professions of the construction industry, the other for engineering and science - plus a school of management studies and a tower block for student residences.
The polytechnic was ready for the next phase in the expansion of higher education, namely the polytechnics. Ironically, the government had chosen for its policy the very name of the institution which had brought the word "polytechnic" into English, but in 1969 the governors of the day were compelled to rename it the Polytechnic of Central London, with Richardson as its first director. His tenure did not see it become a university, but he had focused its work on higher education while retaining its commitment to less privileged Londoners. When, in 1992, the next policy shift permitted, the Polytechnic of Central London was easily launched as the University of Westminster.
Born in Woodchurch, Birkenhead, Richardson, barely breathing and feeding badly, looked set to follow a brother who had died at seven months. In desperation, his mother took him to Rhyl, north Wales, where within weeks he was transformed and equipped with a constitution that was to last for a century. He attended Birkenhead higher elementary school and became a Methodist Sunday schoolteacher; he remained a devout Christian all his life.
While working as an apprentice in Liverpool, he attended evening classes at Birkenhead Technical College and Liverpool Technical College, obtaining his ONC, HNC and matriculation. With a Birkenhead scholarship and support from local Methodists, he was able both to enter Liverpool University and continue to support his family: he took a first-class BEng degree in 1931 and a PhD in 1933. His academic career began at Hull Municipal College, as chief lecturer (1933-37) and head of electrical engineering (1937-41). He moved to be principal of Oldham Municipal Tech-nical College (1942-44) and of the Royal Technical College Salford, now Salford University (1944-47).
Richardson was then invited to became principal of what was then Northampton Polytechnic, so named from its location in Northampton Square, London EC1, and is now City University. He had married his wife May in 1941, and part of the motivation for moving to the capital was access to Great Ormond Street children's hospital for their daughter Sheila, who sadly died while under treatment. A decade later he took up the challenge of Regent Street.
Richardson held many professional offices, becoming president of the Association of Principals of Technical Institutions in 1962, the year he was made a CBE. He was particularly amused by his appointment as chairman of the General Optical Council; they wanted to avoid anyone with specialist knowledge. He served for 21 years on the advisory committee on colonial colleges of arts, science and technology - he was particularly associated with the development of higher education in Nigeria, Ghana and Kenya - and was knighted in 1967.
His Christian commitment mirrored his professional life, in Africa as chairman of the African Evangelical Fellowship (1950-70), and in visiting hospitals and homes of the Leprosy Mission, of which he was a council member from 1970 and subsequently chairman (1974-84). His involvement with youth was reflected in posts with the National Young Life Campaign, the Crusaders Union and the University and Colleges Christian Fellowship. He was a trustee from 1966 of the Evangelical Trust and its chairman from 1989 to 1999. For the London School of Theology, he acted as chairman (1970-77) and president (1978-90). He leaves May and his three surviving children, David, Rosalyn and Anne.
· John Eric Richardson, electrical engineer, academic and administrator, born June 30 1905; died July 20 2006

There is also the controversy surrounding the ranking of university and polytechnic lecturers. Do you think that, for instance, the polytechnic chief lecturer is equal in academic standing to the associate professor in the university?
That's a question and you will expect that as a staff of the polytechnic, I will take sides. Let me tell you, promotion in the universities is very rigorous, much more rigorous than what is obtainable in the polytechnics. They don't cut corners and it is not something that started today. Before you become a senior lecturer, for instance, you would have published, you would have taught, you would have attained a certain level of academic advancement.
Until recently, polytechnics were just satisfied with promoting you if you had taught for a given number of years. Actually, the first generation of polytechnic chief lecturers were not people who attained that rank based on their intellectual productivity. In those days of Biafra, most of the people that fabricated the bombs and other lethal weapons of warfare were those in the polytechnic system, who were either lecturers or instructors.
Today there has been an attempt to marry practicality with research and the polytechnics are beginning to respond to this new mandate. I am not one of people that will say let there be a comparison, it's like comparing a man and a woman. It's like asking us, the permanent secretary and the professor, who is superior? It is not a question of superiority. It's like asking me whether a barber is as important as a tailor.
What we should be interested in is if the man who has been assigned to the polytechnic environment to produce is producing, if he is producing, there is no reason on earth why his promotion should be stopped at any point. To get into the polytechnic system, sometimes you need a Ph.D, some of the people who are permanent secretaries are there with only first degree, some with second class lower, third class and even pass. We are supposed to give quality service within the confines of our mandate and I think we are doing just that.

A lot has been said about the issue of abolishing the HND programme and merging of polytechnics with universities in recent times. What is the true situation of things?

I have told you that our government, particularly at the federal level, is always engaging in policy sommersault. Somebody read accountancy and she was in the presidency and was doing very well especially in the implementation of the policy of "due process." Because she did very well, she was redeployed to the Ministry of Solid Minerals to go and sanitize solid materials but she found that the minerals were not like balancing books of account. She spent all the time there fumbling and wobbling, producing little results. Government had to remove her from solid minerals. Not because she lacked the will, but because she was like a round peg in a square hole. Also she had just one year in the Ministry of Education, and she thought that she could undo in that one year what had been going on in the past 100 years in that sector.
She thought that she could change the entire education system from primary to tertiary when she had no training in educational administration or curriculum development. She was not what you could call an expert in education discipline. Even if she was one, if you were going do a very prominent and enduring revolution, it had to be borne out of a well thought out and well-carried out research and it had to be spread over a period of time. Within the little time she spent in the ministry, she thought that she could turn the education sector around like she turned around "due process". She failed to realize that in attempting what she did, she had slighted people who are experts in education administration, who have lived through it, have practised it and have attained the rank of professor.
She was, therefore, working in a terrain that was not familiar to her and was, therefore, grossly incompetent. What was the problem with polytechnic education? What was her reason for wanting to merge polytechnics with universities? Simple that there was discrimination between polytechnic graduates and university graduates, and you think that by merging you have solved the problem. Why was there discrimination in the first place? Was the discrimination justified? Go to the oil companies today and you will find out that many of the people doing underwater welding and excavation and all that kind of thing are graduates of the polytechnic system. The problem of discrimination of polytechnic graduates is a problem that government itself encouraged.Nigeria: 'Govt is Killing Technological Education in Nigeria'

Take the banks that should employ a good number of the polytechnic graduates, they don't want to employ. Instead they do contract service and exploit the staff, and the government is quiet about it. The economy has been allowed to rot, and the production of manpower from every field is far more than the economy can carry.
So you see a situation where a graduate of chemistry cannot be employed to teach chemistry in the secondary school, for instance, and I am not talking about HND, but M.Sc, B.Sc, graduates roaming the streets, not because there are no jobs but because government doesn't want to employ. If you merge universities with polytechnics, you will still produce the same quantity of manpower that will still not be engaged. That's one.

Secondly, you are forcing the universities to absorb students that they themselves are not prepared for. They will not even produce better graduates now. Look at the other blunder - Alvan Ikoku College of Education Owerri merged with FederalUniversity of Technology, Owerri.
What kind of marriage is that? You know Alvan Ikoku College of Education is one of the greatest colleges of education in the country. When you merge them, how will the engineers of FUTO cope with the educationists of Alvan? You don't solve a problem by multiplying the problem. We have started admitting HND students for a new session and that is by the approval of the Federal Government. Thank God Obiageli has left.
I believe that Yar'dua will be cautious in doing a thorough job. I don't imagine merging universities with polytechnics will solve the problem. I think the solution will be the reinforcement of polytechnic education with the right mix of equipment and funding; and the same thing for the universities. Also I think that the economic policies of government should be positive. When the economy picks up and the industries have higher capacity utilization, manpower will be drawn to where it is needed and everybody will play the role that he or she is supposed to play. The mission statement for polytechnics is different from that of universities.

Are there no other problems apart from those you mentioned?

You see, it's a question of policy and its implementation and every other thing will fall into place. In the seventies, university, polytechnic, secondary, primary education was sound. The inspectorate divisions, the ministries of education at the state level were very sound and well equipped. Many of these schools were owned by the missions, and they knew that they were competing with other missions. If their products were inferior, people would gravitate towards other areas; if their students were poor, the ministry of education through the inspectorate of education would close them.

Today, all the schools are owned by government and the government runs the ministry of education, and the government knows that they have not done what they are supposed to do; they can not even empower the inspectorate of education to go and close schools that are weak because of the government's inability to fund and support education. It is a terrible thing. And when I talk of government, I mean at all levels - local, state and federal.

If they do what they are supposed to do, if quality control is put in place and functional, as is the case with NAFDAC and Standards Organization, everything about education will fall into place; government will know that if this school must continue to exist, it must meet this minimum standard, it must be given this level of funding, and if it needs this level of fund, the needs of the institution will be met. Government is the greatest enemy of educational development in Nigeria.

'Govt is Killing Technological Education in Nigeria'
Elder Onukaogu, rector of Abia Polytechnic, Aba, in this interview, speaks on technical education, parity between polytechnic teachers and their university counterparts as well as the proposal to scrap higher national diploma. Excerpts:

WHAT do you think are the problems militating against technical education in Nigeria?


The basic problem is that government is giving feeble support to technological and technical education. Government is not really serious. They say so much about the need for technological advancement and do so very little to support it. Let me give you an example:
Universities are supported with N50 million ETF money, polytechnics are given half of that, and colleges of education are even given half of what polytechnics are given. That will show you the prejudice of government. To set up a workshop costs much more than it would cost to set up a lecture room for say accountancy department.
Government does not match its words with action. Government is not serious. Once the government becomes serious about technological education, there will be significant improvement. A further evidence of government's unseriousness is its attitude towards the products of polytechnics. Until this attitude of government changes, we may not have a very different situation for a long time to come.

ASUP vows to resist merger of Ibadan Poly with LAUTECH
By Tope Abiola and Qudirat Hakeem-Apampa - 04.10.2007
http://www.tribune.com.ng/04102007/news/news13.html

THE Polytechnic, Ibadan, branch of the Academic Staff Union of Polytechnics (ASUP) has vowed to resist moves by the Oyo State government to merge the school with the Ladoke Akintola University Technology (LAUTECH).


Addressing journalists after a congress of the union at the North Campus of the institution on Wednesday, the lecturers described the move by the government to consolidate the two institutions as uncivilised and an attempt to kill education in the state.


According to the chairman of the association, Mr. Segun Akindele, “contemplating to merge the polytechnic which had been in existence since 1978 with LAUTECH of about 10 years old would deprive indigenes of the state their rights to technical education.”


They said the merger of the two institutions would also hamper development, adding that “the basis for the merger was anti-logic, unethical and unbecoming of the status of a state as Oyo, which prides itself as pace-setter.”


According to the union, “anything short of availing The Polytechnic, Ibadan, its autonomy would be resisted by the entire industrial unions in the institution, its students and the campus community in general.”


The union described the state government’s efforts to consolidate its tertiary institutions as needless going by the suspension of the policy to consolidate the existing polytechnics with universities across the nation by President Umaru Yar’adua.


Reacting to the condemnation of the proposed merger, Governor Adebayo Alao-Akala, through his Special Adviser on Public Communication, Prince Dotun Oyelade, urged the polytechnic community not to panic over the proposal, assuring that “when government is ready to take a final decision on the issue, it will be in the interest of all stakeholders in the educational system.”

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