ANALYSIS OF THE CAUSES OF DISPARITY BETWEEN HND AND BACHELOR’S DEGREE GRADUATES IN THE LABOUR MARKET – BAUCHI EMPLOYERS’ VIEW
BY
SUNDAY HABILA
FPTB/SBS/OTM/08/74779
AND
BASHIR ADAMU MOHAMMED
AND
BASHIR ADAMU MOHAMMED
FPTB/SBS/OTM/07/61128
A PROJECT SUBMITTED IN PARTIAL FULFILLMENT FOR THE
AWARD OF NATIONAL DIPLOMA IN OFFICE TECHNOLOGY AND MANAGEMENT IN THE DEPARTMENT
OF OFFICE TECHNOLOGY AND MANAGEMENT, SCHOOL
OF BUSINESS STUDIES,
FEDERAL POLYTECHNIC BAUCHI
NOVEMBER, 2010
CERTIFICATION
This is to certify that this project work was written by us and all
the references made were acknowledged to the best of our knowledge.
----------------------------------------------- -----------------------
SUNDAY HABILA Date
FPTB/SBS/OTM/08/74779
------------------------------------------- ------------------------
BASHIR ADAMU MOHAMMED Date
FPTB/SBS/OTM/07/61128
DEDICATION
We dedicate this project work to the Almighty God, who saw us
through the academic pursuit, from the beginning to the end of this programme.
APPROVAL PAGE
This is to
certify that the undersigned have read and approved this project work titled “Analysis
of the causes of disparity between HND and Bachelor’s degree graduates in the
labour market” on behalf of the Department of Office Technology and
Management.
-------------------------------------------- ------------------
Mrs. Helen T. Irorakpor Date
(Project Supervisor)
--------------------------------------------- ------------------
Mrs Helen T. Irorakpor Date
Head of Department
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Mrs Lois Gotip Date
External Examiner
Tables of content removed.........................................................
ACKNOWLEDGEMENT
We are most grateful to
God Almighty for his great protection and favour while running the programme.
Our thanks also
go to our Supervisor, Mrs Helen T. Irorakpor for her patience, understanding
and readiness to assist by sparing her time despite her tight schedules to
guide us through to the success of this research work.
Our profound
gratitude also goes to our parents Mr and Mrs Habila Karemu and Mr and Mrs Adamu
Mohammed for their indelible parental advice and financial support while
running this programme may God bless them in return.
We are also indebted
to appreciate the instructional advice received from the entire staff of the Department
of Office Technology and Management: Mr
C.N Leka, Mrs Arikwandu Sympathy, Ms Cecilia Ifesi, Mr Dajur C.I.K., Mr
Sulaiman Mohammed, Mr Asogwa Sylvester, Elder Okoro Frank, Mrs Khadijat, Mrs
Nwanneka and once more our Supervisor Mrs Helen T. Irorakpor, may God reward
them all in abundance and to our classmates who might have helped in one way or
the other may they be rewarded in return.
ABSTRACT
The topic of the
research project is the “analysis of the causes of disparity between HND and
Bachelor’s degree graduates in the labour market.” The methods used for the study and sources of
information obtained were questionnaires, journals, textbooks and internet
materials. The data was presented and analyzed
using simple percentage and some findings also were discussed. The research was concluded and summary of the
findings were discussed. It was recommended among others that the academic
staff of the polytechnics should include more of Ph. D. and professors. Also,
research-based courses such as medicine, pharmacy, etc should be introduced
into the polytechnic academic environment. In addition it was recommended that
seminars, workshops and refreshers courses should be arranged for the
polytechnic academic staff so as to improve their professional knowledge and
pedagogical techniques.
CHAPTER ONE
1.0 Introduction
1.1 Background of
the Study
Disparity
may happen when people are treated unfairly because they are seen as being
different from others (Deitch and Farooq, 2003). Disparity can also be seen as a variable of
discrimination in which case one is treated with superiority over the other.
Polytechnics
and Universities are producers of HND and Bachelor’s degree graduates
respectively. In the Nigerian context,
Polytechnics are post-secondary institutions designed to produce career-ready
graduates who combine practical competence with theoretical understanding. The broad definition of polytechnic according
to Farooq (2010) “is an institution that teaches both academic and vocational
subjects, with focus on applied education for work and root concentrated on
engineering and applied science.
Polytechnic education is a system of education introduced by the
government that emphasizes the need to acquire practical training and
technological know-how. Universities on
the other hand, are said to be institutions designed to produce graduates or
products of theoretical understanding and competence. Universities are theoretically-based.
The
products or graduates (students who have finished studies at the University or
Polytechnic in a particular academic field) from these two educational system
are all vital to the wider process of societal change that underpin economic
reform and which is needed in its own right.
Polytechnics
are designed to produce middle-level manpower, which is National Diploma and
high-level technical manpower (HND); and the high-level technical manpower is
equivalent to the high-level managerial manpower (Bachelor’s Degree) produced
by the Universities.
Nigerian
HND (Higher National Diploma) is a five years academic study with practical, 2
years of ND with project report submitted – one year practical (placement) then
two years HND with thesis.
Bachelor’s
Degree is usually an academic degree awarded for an undergraduate course that
generally lasts for four/five years.
Bachelor’s
Degree is usually academic degree segregation between HND/Bachelor’s degree
graduates in terms of employment and job prospects in the labour market such
that HND holders are not given equal opportunities with their University
counterparts.
Labour
market functions through the interaction of suppliers of labour services
(workers) and demanders of labour services (employers). Labour in economics, refers to all human
efforts, physical and/or mental, skilled or unskilled used in the production of
goods and services. The reward of labour
is called wages or salaries.
According
to Aderinto, et al (2006), “A labour market is any institution or arrangement
which brings job seekers and employers of labour together within a particular
geographical region”. In other words,
labour market is a market for the supply of and demand for labour. The supply of labour is based on the
assumption that workers are willing to offer more units of labour at higher
wages vice versa. Demand for labour can
be defined as the number of units of labour that employers would require at a
varying wage rates.
Lawan
(2006), identified that so many HND holders have contributed very meaningfully
to the development of Nigeria but the discrimination that is put on them places
some kind of disadvantage not only on the holders but on the country as well.
Vocational
and Technical Education, say analysts, has been identified as the bedrock of
the nation’s technological and industrial take off which the nation badly
craves for and any policy that discriminates against the products of such
technical education is simply a misdirected one.
2.2 Statement of the Problem
There
has been a bitter dichotomy that has pitched HND graduates against their more
favoured graduates from Universities and made the HND graduates subjects of
discrimination in promotion and job prospects.
It
is also disheartening to state that HND holders in Nigeria are still being
statutorily and financially indignified in that HND holders are not at par with
B.Sc. or B.A. holders in most ministries and parastatals, especially at job
progression where HND holders are placed on the ceiling of Salary Grade Level
13 while their University counterpart can go as high as to the peak. In the same vein, HND holders cannot rise to
the level of Permanent Secretary unless he/she has acquired Post Graduate
Diploma, if not he/she can only mount to the level of a Director and cannot go
beyond that till retirement.
It
is also a national shame to echo that Nigeria Universities don’t accept HND as
one of the entry qualification into Master’s Degree, unless it is backed up by
Post Graduate Diploma while First Degree is accepted for direct entry to study
Master’s Degree Programmes.
2.3 Significance of the Study
This
research work would help the government of Nigeria to appreciate the role of
Vocational and Technological Education (VTE) to the technological advancement
and development of its country. This
will further help the government to work out strategies in removal of the
existing undue dichotomy in the conditions of appointment/service of the
holders of HND and First Degree rather than passing obnoxious policy in
discrimination of the HND holders.
Similarly,
it would be of immense importance by bringing to the understanding of employers
of labour, NUC, NDE, NBTE, FME and State Ministries of Education that they have
a role to play in this issue by revisiting the issue to bring to its grave the
disparity between the products of the two sub-sectors of education (Polytechnic
and University) as they both have vital roles to play in uplifting Nigeria.
Finally,
this research work would serve as an archive for reference to future
researchers of a similar problem.
2.4 Purpose of the Study
The
main purpose of this study is to examine the causes of disparity between
HND/bachelor’s degree graduates in the labour market – Bauchi employers’ view.
Specifically,
this study is designed to:
(a)
Find out employers’
evaluation of the performance of HND holders and Bachelor’s degree graduates at
work.
(b)
Ascertain employers’
view of the causes of disparity between HND and Bachelor’s degree graduates.
(c)
Verify employers’ view
of the possible lasting solutions to this undue dichotomy between
HND/Bachelor’s degree graduates.
2.5 Research Questions
The
following research questions would guide the study:
(a)
What are the employers’
evaluations of the HND holders’ and Bachelor’s degree graduates’ performances
at work?
(b)
What are the causes of
disparity between HND/Bachelor’s degree graduates?
(c)
What are the possible
lasting solutions to this undue dichotomy between HND/Bachelor’s degree
graduates?
2.6 Delimitation of the Study
This
study is limited to employers within Bauchi.
2.7 Limitations
It
is said, “Every coin has two sides – the bad side and the good side.” This
project work is no exception. Some
problems were encountered among which was insufficient source materials for
comparative purpose and elaboration.
It
is also certain that money answers everything.
Lack of finance was no doubt a limited resource to this research work
especially during visitation to the internet to check for up-to-date
information on the problem.
2.8 Definition of Terms
Graduates – students
who have finished studies at the University or Polytechnic in a particular
academic field.
Labour –
is a measure of the work done by human beings (in economics)
Labour Market – market
for the supply of and demand for human resources in relation to a particular
industry, area; or economy.
Bachelor’s Degree – is
an academic award granted after successful completion of usually a four-year
programme of study.
Master’s Degree – is
generally a three year degree programme that can be earned following a
Bachelor’s degree or Post-Graduate Diploma, which can then be followed by
Doctorate Degree.
Doctorates – are
the highest degrees conferred by Universities after completion of an
undergraduate degree programme and usually of a Master’s degree programme.
Higher Education – is
a study beyond the level of secondary education
Higher National Diploma – is
an academic diploma awarded after five years of study (2 years of Ordinary
National Diploma, 1 year of Post Internship and 2 years of HND), equivalent to
First Degree.
Training – is
defined as instruction and practice skills, together with the required level of
education and responsible experience.
Study – is
reading, understanding and retaining for future recall.
Profession –
is an occupation coupled with high education, with a body regulating the
standards of those persons and incorporating them into the profession with a
designatory title or letter after or before their names.
CHAPTER TWO
2.0 Literature Review
2.1 Introduction
This
chapter as the literature review will discuss the following related topics
under study:
1.
Education defined
2.
Brief history of
vocational/technical education
3.
Meaning of technical and
vocational education
4.
Role of technical education
5.
Skill defined
6.
Categories of Skilled Technical
Manpower
7.
The Aims of Technical Education
8.
Higher National Diploma
9.
HND Grading system/level of
performance
10. Conditions
for the award of HND
11. Advantage
of Higher National Diploma
12. Some
common Academic Diplomas and their Abbreviations
13. Importance of Science and Technology in
National Development
14. Brief History of Bachelor’s Degree
15. Bachelor’s Degree
16. Classification of Bachelor’s Degree
17. Vocational Bachelor’s Degree
18. Non-vocational Bachelor’s Degree
19. Reasons for Taking Bachelor’s Degree
20. Role of Universities in Modern Society
21. Bachelor’s Degree Grading System
22. Conditions for the award of Bachelor’s
Degree
23. Post Graduate Diploma
24. Master’ Degree
25. Reasons for Taking Master’s Degree
26. Requirements for Master’s Degree
27. Effects of Discrimination on workers.
2.2 Education Defined
Education
is a discipline that is concerned with methods of teaching and living in
schools or school-like environments as opposed to various non formal and
informal means of socialization (e.g. rural development projects and education
through parent-child relationship.
Education
can be thought of as the values and accumulated knowledge of a society. In this sense, it is equivalent to what
social scientists termed socialization or enculturation (Abubakar, 2010).
Education
embraces all actions and influences directed to developing and cultivating a person’s mental
abilities, knowledge, skills, attitudes
and behaviours in such a way that the individual’s personality is developed to
fullest possible extent, so as to be of positive value to the society in which
he lives (UNESCO in Inwang, 2000).
Education is a life long process.
Therefore, there is no age limit for education. No one can at any stage say that he had
acquired all the education needed for life.
Everyone continues to learn from cradle to the grave (Inwang, 2000).
UNESCO
(1985) defines education as the know-how and creative processes that may assist
people to utilise tools, resources and systems to solve problems and to enhance
control over the natural and made environment in an endeavour to improve the
human condition.
Enoch
(2010) says education is to install the dignity of a person.
2.3 History of Vocational/Technical Education
Vocational
education is an instruction intended to equip persons for industrial or
commercial occupations. It may be
obtained either formally in trade schools, technical secondary schools, or in
on-the-job training programmes or, more informally, by picking up the necessary
skills on the job.
Vocational
education in schools is a relatively, modern development. Until the 19th century such
education, except for the profession, was provided only by apprenticeship. This situation was partly due to the low
social status associated with such instruction as opposed to a classical
curriculum, which was considered “necessary for a gentleman.” With the growth of industrialization during
the 19th century, however, several European countries, notably Germany, began
introducing vocational education in elementary and secondary schools. In Great Britain, however, opposition
to vocational education persisted into the 20th century, although a
few trade and junior technical schools were established by local authorities
before World War II.
By
the late 19th century, public (Common) School vocational education
in the United States
consisted of manual training and practical arts. These programmes were gradually expanded
until 1917 when Federal Aid was provided to public schools for trade and
industrial, agricultural, and homemaking courses.
After
World War II the demand for trained paraprofessionals in the relatively new
fields of computer science, electronics, and medical services let to an
increased interest in short-term post secondary specialized training programmes
in these areas as an alternative to a traditional college education
(Encyclopaedia Britannica, 2007).
2.4 The Meaning of Technical and Vocational Education
According
to Inwang (2000) Technical and
vocational education can not be properly dealt with without first considering
general education because the former is rightly a part and component of the
latter. Some people regard education as
the ability to read, write and calculate.
But it is certainly much more than that; it is more than the preparation
and training given to enable a person to acquire a skill and competency in any
given field or trade. Education involves
the training of the whole individual so that he will be able not only to read,
write, calculate and be competent in a given job, but also to be prepared and
filled for living in society and to contribute to its general development.
Technical
and vocational education refers to the educational process involving the study
of technologies and related sciences and the acquisition of practical skills
and knowledge relating occupations in the various sectors of economic and
social life. The term technical
education is sometimes used to embrace vocational education, but in its
restricted sense technical education deals with the preparation of technicians
and middle management personnel and higher technicians or technologists. In Nigeria, technicians and
technologies are trained in polytechnics and similar institutions. Vocational education on the other hand is
designed to prepare skilled persons, that is, craftsmen and equivalent
grades. Vocational education is usually
provided in the upper secondary levels or in special institutions of equivalent
status. Here in Nigeria,
vocational institutions where craftsmen are trained are called technical
colleges.
2.5 Role of Technical Education
According
to Abubakar (2010) Technical
education is that aspect of education that gives its recipients an opportunity
to acquire practical skills as well as some basic scientific knowledge. It also involves the acquisition of skills
and competence that can help individuals to function productively in industries
and commercial occupations. According to
the National Policy on Education (2004), technology education aims to train and
impart the necessary skills leading to the production of skilled craftsmen and
personnel who will be enterprising, self-reliant and intelligent to understand
the increasing complexity of technology.
Similarly,
vocational and technical education programme is concerned with skills
acquisition. These skills are learnt
through teaching theory and practical of the subject in the workshop. Practical lessons are given very high
attention. Practical projects given to
students in providing definite article or projects using simple hand tools or
machine tools (Yalams, 2001).
Ordinarily,
the acquisition of skills involves imitation, repetition and occupational
participation. Hammed (2001) stated the
importance of skills acquisition to society as:
(a)
Young persons acquire skills
that provide them with financial and psychological security. Since they can thereafter work as trained
craftsmen.
(b)
Society receives continuous
supplies of skilled labour and quality goods.
Similarly,
Idi (1998) observed that to have appropriate skills is to get a job, to keep a
job, to improve on the job, to get better and to believe in the job. He added that acquisition of skills cut
across the three domains of educational objectives namely: effective,
cognitive, and psychomotor domains.
Thus, skill acquisition is cumbersome, tedious and time consuming.
Obsorne
(1998) observed that skills acquisition is through participation in carrying
out practical work and that practical work provides feedback about students
learning experience which is referred to as evaluation. Okpala, Onacha and Oyedeji (1993), stated
that without evaluation there cannot be feedback, without feedback, there cannot
be good knowledge of result, without knowledge of results, there cannot be
systematic improvement in learning. One
of the conditions for effective teaching and learning of vocational/technical
skills is feedback on knowledge of result (Enemali, 2006)
National
Lecturers’ Institute Manual (2006) defines evaluation as a systematic process
of collecting, analysing and interpreting information to determine the extent
to which students are achieving instructional objectives. It also refers to the value judgement about a
learner’s level of performance, using different assessment instruments.
Okoro
(1993) stated that the ultimate test of a good vocational education programme
is not how much factual information students can remember but what technical
skills they possess. Similarly,
Thornlike law of exercise cited in Garba (1996) stated that: the more practice one has the more one
learns. This law is particularly evident
in psychomotor learning. Enemali (2006)
stated that instruction has not practical value unless the learner can practise
the learnt skills. The integration of
theory and practice sets vocational training apart from general education
without applying the theory, one has not learnt to practise, and one cannot
truly acquire skills.
2.6 The Aims of Technical Education
The
National Policy on Education states the aims of technical education as follows:
(a)
To provide trained manpower in
applied sciences, technology, and commerce, particularly at sub-professional
level.
(b)
To provide the technical
knowledge and vocational skills necessary for agricultural, industrial,
commercial and economic development.
(c)
To provide people who can apply
scientific knowledge to the improvement and solution of environmental problems
for the use and convenience of man.
(d)
To give an introduction to
professional studies in engineering and other technologies.
(e)
To give training and impart the
necessary skills leading to the production of craftsmen, technicians and other
skilled personnel who will be enterprising and self-reliant.
(f)
To enable our young men and
women to have an intelligent understanding of the increasing complexity of
technology.
2.7 Skill Defined
A
skill is not a reflex action. A skill is
a complex movement that requires practice to acquire psychomotor skills which
are retained longer than learnt text material, because we tend to overlearn
these skills. The term skill also refers
to the level of proficiency at which someone can perform a certain task. There are three major factors that affect the
acquisition of psychomotor skills which are feedback; motivation and the amount
of practice undertaken. The more
specific the feedback is received, the faster the skills acquired. Motivation serves to encourage skill
acquisition often speeding up the process.
Practice may be the most powerful factor, but the effect of the amount
and intensity of practice is unique to each person. The complexity and distribution of the skills
may also contribute to its acquisition.
The more complex a skill the more difficult it is to learn (Abubakar,
2010).
2.8 Categories of Skilled Technical Manpower
In
the engineering industry, four categories of skilled technical manpower can be
identified. These are: craftsmen, technicians, technologists and
engineers. It has already been stated
that vocational education institutions train craftsmen while technical
education institutions train technicians and technologists. Engineers are usually trained in Universities
or University level institutions.
The
craftsman is that category of skilled manpower with a higher level of manual
dexterity and lesser level of theoretical knowledge in a given trade or
occupation. All trades or crafts do not,
however, require the same ratio of background knowledge to the manual skills.
The
technician constitutes a very diverse group and is sometimes split into junior
technician and higher technician. In
some countries, junior technician is referred to simply as the technician while
the higher technician is called technician-engineer or technologist. The term technician-engineer is widely used
in the United Kingdom but
technologist is adopted mostly in USA,
Canada and some other
countries including Nigeria.
The
technician is therefore, one who requires knowledge and skill of a more
practical character than those required by the engineer on the one hand, and of
a more theoretical character than those required by the skilled worker or
craftsman on the other. The
technologist has more theoretical knowledge and less practical skills than an
ordinary technician, but with technical knowledge and training of a more
practical nature the university trained engineer (French in Inwang, 2000). Inwang further reiterates in his book that
the contribution and input of the various manpower categories constitute a very
vital link in the engineering industry and no category can claim to be more
important than the other. The different
categories of technical manpower, therefore, perform complementary functions
and each must be duly accorded full recognition of its own right.
2.9 Higher National Diploma
Oxford
Advance Learners’ Dictionary in the 5th edition defines HND as an
academic qualification which is equivalent to BSc or B.A. This means HND is
equal to Bachelor of Science or Bachelor of Arts. HND in Nigeria is a five years academic
study with practical, two years of National Diploma with project report
submitted – one year practical (placement) then two years HND with thesis.
Higher
National Diploma is best described as a two-year full-time or three-year
part-time course which once completed can lead to entry to study Post Graduate
Diploma. HND courses are vocational in
nature as they prepare you for careers in specific areas of industry.
A
part time Higher National Diploma as the name suggests is the same HND course
but spread out in a way that is more beneficial to those that can only devote
part of their time to study. Taking the
HND part-time is usually best suited for those students who have social
commitments, work long hours.
2.10.1 The Entry Requirement for HND
A
student who has successfully completed the ND and wishes to proceed to the HND
is required to have had minimum of one year of relevant working experience
(Inwang, 2000)
2.10.2 HND Grading System/Levels of Performance
According
to the Grading System approved by Federal Polytechnic Bauchi in its Student’s
handbook (2008); an HND candidate is determined as having in a course level of
achievement graded as follows:
A = 70
% - 100% - Pass
AB = 65% - 69% - Pass
B = 60% - 64% - Pass
BC = 55% - 59% - Pass
C = 50% - 54% - Pass
CD = 45% - 49% - Pass
D = 40% - 44% - Pass
F = 0%-39% - Fail
AB = 65% - 69% - Pass
B = 60% - 64% - Pass
BC = 55% - 59% - Pass
C = 50% - 54% - Pass
CD = 45% - 49% - Pass
D = 40% - 44% - Pass
F = 0%-39% - Fail
The
performance of an HND student in a course is reckoned by awarding credit point
in respect of the grade obtained in that course such that:
A = 4.00 Credit Points
AB = 3.50 Credit Points
B = 3.00 Credit Points
BC = 2.50 Credit Points
C = 2.00 Credit Points
CD = 1.50 Credit Points
D = 1.00 Credit Points
F = 0.00 Credit Points
AB = 3.50 Credit Points
B = 3.00 Credit Points
BC = 2.50 Credit Points
C = 2.00 Credit Points
CD = 1.50 Credit Points
D = 1.00 Credit Points
F = 0.00 Credit Points
The
Weighted Grade Point (WGP) attained by an HND student in a particular course is
the credit point attained in that course multiplied by the number of credit
units attached to the course.
The
overall performance of an HND student during an entire semester is determined
by means of a Weighted Grade Point Average (GPA) obtained as a sum of the
Weighted Grade Points of the students (from the set of courses) divided by the
total number of units contained in the set of courses concerned.
2.10.3 Conditions for the Award of HND
To
earn HND the following conditions must be satisfied:
a.
All prescribed subjects (except
those condoned as a result of transfer) must be taken and passed.
b.
The student must have
accumulated the required minimum number of credit units as specified by the
polytechnic.
c.
The student must be found
worthy in character and learning.
d.
The student shall satisfy any
other conditions prescribed by the polytechnic.
Where
an HND candidate fulfils all the requirements above, his result shall be
determined using the Cumulative Grade Point Average (CGPA), covering all
courses taken during the entire academic program. The approved classification scheme could be
as follows depending on the Grading System of the Polytechnic:
CGPA
|
CLASS OF DIPLOMA
|
3.51 – 4.00
3.00 – 3.50 2.00 – 2.99 1.00 – 1.99 0.00 –1.00 |
DISTINCTION
Upper Credit Lower Credit Pass Fail (No Certificate) |
2.10.4 Advantages of Higher National Diploma
Polytechnic
education is a system of education introduced that emphasised the need to
acquire practical training and technological know-how. The following advantages are said to be
associated with HND:
Ã
HND courses are vocational in
nature as they prepare one for careers in specific areas of industry thus
injecting entrepreneurial skills into individuals, hence reducing dependency
ratio (level of unemployment) among youths in our nation.
Ã
Through IT opportunities, HND
provides students with hands-on experience working in a national, non-profit
organisation. Additionally, interns gain
experience working with other local and national organisations and leaders on
issues that impact the nation.
Ã
HND is a source of
technological drive of any nation.
Ã
It encourages HND students to
acquire technical skills in sundry technical lines. In this way, such a graduate will not become
unemployable.
Ã
This system goes a long way to
reduce unemployment in our country. The
rate of unemployment among University graduates is very alarming. If the young graduates had learnt a trade or
acquired a technical skill such a skill would have been able to keep them going
even when they are unable to get white collar jobs.
Ã
The system will in this way
make youths who are engineers, accountants, lecturers and other professionals
to be more useful in the society if they can also acquire the technical
knowledge and skills in bricklaying, welding, etc.
Ã
The system will make our youths
to be good in all aspects of which we are going to have those who are
interested in acquiring technical skills; some other youths will be privileged
to blend their academic credentials with useful technical skills. This development will really reduce our
dependence on foreign expatriates. You
could remember, a few years ago, some Indians and Pakistanis technicians
flooded the country and they were highly paid at the expense of our people.
2.10.5 Some Common Academic Diplomas and their Abbreviations
Advanced
Diploma in Education – Ad DipEd
Post
Graduate Diploma in Education –
PGDE
National
Diploma – (ND)
Higher
National Diploma – (HND)
2.11 Importance of Science and Technology in
National Development
The importance of science and technology in
National development cannot be over-emphasized.
It is a known fact that no nation can develop without science and
technology. What is Science and
Technology? Science is the study of
knowledge which can be made into a system and which depends on seeing and
testing facts while technology is the practical application of scientific
knowledge. Developed nations of the
world like the Soviet Union, Germany, France, U.S.A., etc boast of several
scientific inventions which make them to be rated as the world powers.
Science and technology is the pivot of any
nation’s development. A nation without
science and technology is definitely a backward nation. Such nation will be considered
undeveloped. Science and technology is
associated with modernity and it is an essential tool for rapid
development. Modern gadgets in all
aspects of human comfort are inventions of science and technology. Electricity, aircraft, telephone, cell phone,
television, computers, and other forms of machinery could not have been
invented without science and technology.
Science and technology is also very
essential in the production of medicine and treatment of diseases. A nation which lacks the necessary science
and technology in the area will have to depend on other developed nations for
the existence of its people. Such
nation cannot be said to be independent because it has to depend on the whim
and caprices of other nations with the necessary science and technology. The
development of a nation depends solely on the amount of science and technology
at the disposal of such nation. A strong
and virile nation is a nation with adequate technology to make its people
comfortable. A nation without science
and technology cannot feed its people because agriculture requires the
application of science and technology.
Furthermore, science and technology helps
in the area of employment. The rate of
unemployment is high in Nigeria
simply because many graduates of science either under-utilized or
unemployed. This is so because there is
no scientific and technological development to match the number of graduates
churned out of our universities every year.
Nigeria
too can join other giant nations of the world if our government could spend
more money on science and technology.
This is the only way the country can launch itself into limelight and
world recognition as a developed nation (Tonad, 2009).
Inwang (2000) says technology involves the
purposeful application of knowledge, experience and resources to create
processes and products that meet human needs.
The needs and wants of people in particular communities determine the
technology that is developed and how it is applied. People judge the desirability of
technological applications by their impact on health, personal well-being and
lifestyle, economies and economic systems.
2.12 Technology in the School Curriculum
According to Webster (2010) Effective
technology programmes encourage students to be productive, innovative and
enterprising. This involves generating
ideas and taking action, as well as developing techniques and products that
satisfy human needs.
Students learn about materials, information
and systems and the processes by which they are employed. They consider the resources, equipment and
techniques that are relevant to the context in which they are working. Students examine the context of a task or
activity to determine needs and opportunities and to relate what is known to
what might be done. They make, organise
and modify techniques and product and communicate their plans to others. They appraise technologies with which they have
had no direct or first-hand experience and reflect on what has been done and
how it can be improved.
The process to designing making and
appraising is control to technology. It
is a dynamic process where the elements of designing, making and appraising
overlap or lock step sequence.
2.13 Brief History of Bachelor’s Degree
The
Bachelor’s Degree is also known as “Baccalaureate” in many countries. The word baccalaureate is a distorted version
of German word “Bakkalaureus.” The
Bachelor’s degree was first awarded in Germany, but was later
abolished. The degree resurfaced in
1820, however, as part of a change in the higher education system. A Bachelor’s degree is an undergraduate
academic degree. The name “Bachelor” was
given to the degree because of the English word “Bachelor”, meaning “Young
apprentice” (Encyclopaedia Britannica, 2007).
2.13.1 Bachelor’s Degree
Bachelor’s
degree is usually conferred at the completion of a four/five year programme of
study. Bachelor’s Degrees usually
represent the completion of course requirements in a major field of study and
frequently in minor field as well.
Bachelor’s degrees are awarded in the liberal arts and sciences,
education, business, and other disciplines.
The Bachelor’s degree may be a Bachelor of Arts (BA) or Bachelor of
Science (BSc) degree, depending on the major course of study completed by the
student. For example, Chemistry major
would receive a B.Sc. degree, whereas a History major would receive a B.A.
degree.
A Bachelor’s degree is a benchmark of academic
attainment. Courses with the award of
B.A., BSc. B.Eng., LLB, etc are all first degrees, and many are offered on a
full time or part time basis. A full
time degree normally requires study for a period of between four and five years
depending on the university in question (Encyclopaedia Britannica, 2007).
2.13.2 Classification of Bachelor’s Degree
According
to Encarta (2009) There are two kinds of Bachelor’s degree, viz: Vocational and
non-vocation Bachelor’s degrees
2.13.2.1 Vocation Bachelor’s
Degree
A
vocational degree, for example, BSc. Nursing, B.A. Primary Education, gives
eligibility for a particular career area, also giving a choice of
specialization within that field, depending on the components of the
course. A vocational course does not
mean you only have one career choice.
It can still be used exactly as a non-vocational degree.
2.13.2.2 Non-Vocational Bachelor’s Degree
A
non-vocational degree, for example, BA History; BSc. Geography, gives access to
graduate only occupations, or graduate level entry to occupations where your
degree subject is not of particular relevance.
The range of options in this category can seem overwhelming and you may
want help from your careers service in narrowing it down and working out your
job-hunting strategies.
2.13.3 Reasons for Taking Bachelor’s Degree
A
degree may be a pre-requisite for job, for instance, practising as a doctor or
being a chartered accountant. For most
people the Bachelor’s degree means access to an extended career path that will
more readily include management responsibilities. It is also recognised financially in that
graduates expect, and usually attract more money (Encyclopaedia, Britannica,
2007).
2.13.4 Entrance Requirement for Bachelor’s Degree
To
gain entry into first degree course students will need to have the following
qualifications, although it should be noted that this is simply a guide to
entry and any specific questions should be directed to the university in question. All intending applicants should have passed
five subjects at “O” Level (Credit level or above) including English Language
and Mathematics. In addition, candidate
must have at least pass at Vocational Advanced Level (Pass in National Diploma
or its equivalent – NCE), that is in the case of Direct Entry into 200
level. Direct entry could be at remedial
level or 200 level (those who applied after successful completion of a
vocational ‘A’ Level); whereas entry into the first year (100 level) of Bachelor’s
degree programme is only through JAMB-UME (Currently, UTME). A candidate who sat for JAMB and
successfully got the required point of the University in question in addition
to the aforementioned ‘O’ Level qualification would be offered admission, (Webster,
2010).
2.13.5 The Role of Universities in Modern Society
The
traditional functions of universities are teaching and research. In their teaching, universities provide the
professional training for high-level jobs, as well as the education necessary
for the development of the personality.
University research increases the body of theoretical knowledge as well
as its application to practical problems.
The
traditional University restricted itself mainly to a close circle of processors
and students from the upper strata of society and lived in relative isolation,
the proverbial “ivory tower”. It
produces the elite of the nation, and society – so to speak – had to adapt to
the elite. Research was the privilege
of the professors, determined to a large extent by personal interests and their
contacts among each other.
We
all know of the brilliant performance of this traditional university which laid
down the basis for the progress of mankind.
But too much concerned with itself, this university lost contact with
society until it was completely isolated and did not understand the issues of
its surroundings. This, however, meant a
reduction in performance: the ultimate
yardstick for measuring the success of a university is the improvement in the
lives of the people it serves. The full
benefit from a university can be obtained only if the university and society
are organically linked together. Raised
in another way, the needs of society have to be at the centre of a university’s
activities, and a flexible adjustment to changing needs is necessary but
lacking – more or less – all over the world (Webster, 2010).
2.13.6 Bachelor’s Degree Grading System
ATBU
(2006) in its Student’s handbook approves that a candidate shall be recorded as
having in a course a level of achievement graded as follows:
A = Excellent 70% - 100%
B = Very
Good 60% - 69%
C = Good 50% - 59%
D = Fair 45% - 49%
E = Pass 40% - 49%
F = Fail 0% -39%
The
overall performance of each candidate during an entire semester is determined
by means of a Weighted Grade Point Average (WGPA) obtained by awarding credit
points in respect of each course multiplied by the numerical value of the grade
obtained such that:
A = 5 Credit Points per Unit
B = 4 Credit Points per Unit
C = 3
Credit Points per Unit
D = 2 Credit Points per Unit
E = 1 Credit Points per Unit
F = 0 Credit Points per Unit
The
Weighted Grade Point (or course point) obtained by a student in a particular
course is the student’s grade point multiplied by the units attached to the
course.
The
overall performance of student during an entire semester shall be determined by
means of Weighted Grade Average obtained as a sum of the Weighted Grade Points
of the student (from the set of courses) divided by the total number of units
contained in the set of courses.
2.13.7 Conditions for the Award of a Bachelor’s Degree
To
earn a degree the following conditions must be satisfied:
i.
All courses (except those
condoned as a result of transfer) must be taken and passed.
ii.
Industrial Training shall carry
8 credits towards assessment of the student’s final degree awards.
iii.
The student must have
accumulated the required minimum number of credit units as specified by the
programme and as determined by the Board of Studies and approved by Senate.
iv.
Students shall satisfy any
other conditions prescribed by the University.
When
a candidate fulfils all the requirements stated above, his degree
classification shall be determined using the Cumulative Grade Point Average
(CGPA), covering all courses taken during the entire academic programme. The approved classification scheme is as
follows:
CGPA
|
CLASS OF DEGREE
|
4.50 – 5.00
3.50 – 4.49 2.40 – 3.49 1.50 – 2.39 1.00 – 1.49 0.00 – 0.99 |
First
Class
Second Class Upper Second Class Lower Third Class Pass Fail |
2.13.8 Common Academic Bachelor’s Degree and their
Abbreviations
B.A.
or A.B. Bachelors
of Arts
B.B.S. Bachelor of
Business Science
B.C.L. Bachelor of
Civil Law
B.D. Bachelor
of Divinity
B.
Lit., B. Litt., or Lit Bachelor
of Letters or Literature
C.E. Civil
Engineer
E.E. Electrical
Engineer
M.E. Mechanical
Engineer
Mus.
B. Bachelor
of Music
Ph.
G. Graduate
in Pharmacy
ST.B. Bachelor
of Sacred Theology
V.S. Veterinary
Surgeon
B.S,
BSc. or Sc. B. Bachelor of
Science
B.L.L.,
or L.L.B. Bachelor of
Laws
B.Eng. Bachelor of
Engineering
2.14 Post Graduate Diploma
This
is a 12/15 Calendar Months compulsory course for HND holders and those who
graduated in the University with Pass (BSc. Or BA Pass) who are willing to
study a Master’s Degree Programme in the University. One may also take it as a prerequisite for
job promotion. It is also necessary for
those Bachelor’s Degree holders at pass level to enable them go for a Master’s
Degree programme (Webster, 2010).
2.15 Master’s Degree
Generally,
it is a three-year second degree programme that can be earned following a
Bachelors Degree or Post Graduate Diploma, which can then be followed by
Doctorate Degree. A student may pursue a
Master’s Degree after a successful completion of a Bachelor’s Degree or Post
Graduate Diploma. Master’s degree
programmes typically require at least one year of study to complete a specified
number of graduate –level courses in a specialized field of study. Students pursuing a Master’s Degree must
usually also pass some sort of comprehensive examinations or complete a
project. Master’s degree exams may be
written or oral, or a combination of both.
Many Master’s degree programmes require satisfactory completion of a
written thesis. Master’s degrees are
usually Master of Arts (MA) or Master of Science (MSc.) degrees, depending on
the field of specialization. The period
of full-time study required is one year and two years on a part-time basis
(Encyclopaedia Britannica, 2007).
2.15.1 Reasons for Taking a Master’s Degree
Students
often choose to do a Master’s Degree for several reasons. The most common reasons for taking an M.A. or
M.Sc. are to broaden their academic achievements, get on the career ladder of
their chosen career, to fulfil their interest, or simply to avoid joining the
workforce. It is worth noting that
students that do take a Master’s can broaden experiences in a subject, develop
skills and broaden knowledge widen future job prospects or enable a career
change. People may also choose to do
Master’s degree for any of the following reasons:
Ã
To make a good investment in
their career
Ã
To take personal responsibility
for career development.
Ã
To obtain a global focus
Ã
To prepare you self for “During
Career” specialist changes which are becoming more and more frequent.
2.15.2 Entry Requirement for Master’s Degree Programme
All
applicants for a Master’s degree must have a First Degree (at a minimum of
third class level) and/or Post Graduate Diploma (as in the case of HND holders
and those Bachelor’s degree holders with Pass) in any discipline. Although some MBA, for example will require a
First Degree and a number of years’ working experience. Specific requirements will differ on the
chosen course and institution.
2.15.3 Things to Consider
Each
student will be allocated a supervisor who will provide frequent personal
supervision and monitor the progress of your research. Some Universities will offer in addition, two
members of the faculty who are responsible for providing you with specialised
techniques many students are noted as saying having a good supervisor can make
all the difference.
The
successful completion of a course of study is dependent on a positive
commitment from both the teaching and supervisory staff and the students
themselves.
2.15.4 Common Academic Master’s Degree
A.M.
or M.A. Master of Arts
MBA Master of Business
Administration
M.C.E. Master of
Civil Engineering
M.S.
or M.Sc. Master of Science
M.
Ed. Master of
Education
LLM Master of Laws
M.S. Master of Surgery
MStat. Master of Statistics
MEcon. Master of Economics
2.16 EFFECTS OF DISCRIMINATION ON WORKERS
·
Loss
of confidence: Individuals
who possess self-confidence feel they can meet the challenges that confront
them. They have a sense of mastery over
the types of problems they might encounter.
Employees are described as having self confidence because they seek out
and complete demanding tasks.
·
Loss
of reputation and ego: Employees
want the esteem of others and they want to be regarded as useful, competent and
important. Employees also desire
self-esteem
·
And need a good
self-image. In the workplace increased
responsibility, high status and reward for contributions satisfy these
needs.
·
Low
rate of turnover/productivity: The
highest motivation level involves employees striving to actualise their full
potential, or become more than what they are capable of being. They seek to attain self-fulfilment. In workplaces employees satisfy this need by
being creative and accepting challenging assignments. On the other hand, if they are placed on
inferiority complex, their capabilities to the productivity of the organisation
are handicapped.
·
Demeaning
of staff morale and productivity: Moral
is the mental, emotional and spiritual state of a person. It is the spirit of the body, the spirit of
an organisation or collective body. It
is the consciousness of the organisation that allows the people within it to
identify with and feel as being part of the organisation. On the contrary, when the spirit or morale of
an employee is not boosted by giving him a sense of belonging, he feels
isolated and can not put in his best towards the achievement of the
organisation’s goal (Fox, 2009).
CHAPTER
THREE
3.0 Research Methology
3.1 Introduction
This
chapter describes the design of the study, population of the study, sample and
sampling technique, description of instruments used, instrument for data
collection, method of data analysis and decision rule.
3.2 Design of the Study
The
research design is survey research. This
design involves the use of questionnaires for employers of labour for the
purpose of obtaining relevant information to analyse the causes of disparity
between Higher National Diploma and Bachelor’s Degree graduates in the labour
market.
3.3 Population of the Study
The
population used for the study consists of about 200 employers of labour in Bauchi
Metropolis.
3.4 Sample and Sampling technique
The
researchers used convenient method of sampling technique and selected 45% (90)
employers of labour for the study.
3.5 Description of Instruments
The
instrument used is questionnaire. The
questionnaire is divided into two sections the first section contained
information on the personal data of the respondents. The personal data include: Entry qualification, years of service,
department, Salary Grade Level and Status or rank.
The
second section consists of 16 item questions used to obtain relevant
information from the respondents.
3.6 Instrument for Data Collection
The
data collected were from two sources: the primary data and the secondary
data. The primary data consisted of the
data collected from respondents through the distribution of questionnaire;
whereas the secondary data were collected from articles, internet, newspapers,
books and journals. The researchers
after constructing it, took it to an expert in the field of education and
employment, made corrections and gave some useful suggestions to the content
and construction before the questionnaire were finally administered.
3.7 Method of Data Analysis
The
request was presented in a simple percentage table. The simple percentage was used to analyse the
data collected. The general formula for
computing the percentage is as follows:
Formula x
Where R
= Number of Respondents, N = Total
number of questionnaire properly filled and returned.
3.8 Decision Rule
Any response from 50% and above shall be
considered accepted while any response below 50% shall be deemed rejected.
CHAPTER FOUR
4.0 Data Analysis
4.1 Introduction
This
chapter presents and analyzed the results of the questionnaires administered
using the simple percentage method of data analysis in analysing each research
questions drawn up in chapter one.
No of
Questionnaires Administered
|
No Returned
|
Percentage
|
90
|
90
|
100%
|
Table 1: Questionnaire Administration
The above table shows that 100% of the
questionnaires administered were returned. Therefore, the analysis will be
based on the above.
Research
Question One:
What
are the employers’ evaluations of HND holders and Bachelor’s degree graduates
performance at work?
Question
1: Are HND
holders more practically able and capable than their University counterpart?
Table
2:
Responses on whether HND holders are more practically able and capable
than their University counterpart.
Options
|
Variables
|
Respondents
|
Percentage
|
a.
|
Yes
|
80
|
89%
|
b.
|
No
|
0
|
0%
|
c.
|
Not certain
|
10
|
11%
|
From the above table, 80 respondents representing 89% agreed
that HND holders are more practically able and capable than their University
counterpart, non of the respondents representing 0% disagreed that HND holders
are more practically able and capable than their University counterpart, while
10 respondents representing 11% are not certain whether HND are more
practically able and capable than their University counterpart. Since Yes has the highest percentage of
respondents with 89% it is accepted that HND holders are more practically able
and capable than their University counterpart.
Question 2: What would you say of the HND holders’ general conduct during and after working hours compared to their counterpart from the University?
Question 2: What would you say of the HND holders’ general conduct during and after working hours compared to their counterpart from the University?
Table 3: Responses on the general conduct of HND during
and after working hours in comparison with their counterpart from the
University.
Options
|
Variables
|
Respondents
|
Percentage
|
a.
|
Ok
|
60
|
67%
|
b.
|
Partially
OK
|
0
|
0%
|
c.
|
Absolutely
OK
|
30
|
33%
|
From
the above table, 60 respondents representing 67% said that the general conduct
of the HND holders during and after working hours compared to their counterpart
from the university is ok, none of respondents representing 0% said it is
partially ok, while 30 representing 33% said it is absolutely ok. Since OK has the highest percentage of
respondents, it can then be deduced that the general conduct of the HND holders
during and after working hours compared to their counterpart from the
University is OK.
Question
3: What
would you say of the smartness, turnout and general bearing of HND holders in
comparison with Bachelor’s degree graduates at work?
Table
4: Responses on the smartness, turnout and general
bearing of HND holders in compared to Bachelor’s degree graduates at work?
Options
|
Variables
|
Respondents
|
Percentage
|
a.
|
Satisfactory
|
77
|
86%
|
b.
|
Not
satisfactory
|
1
|
1%
|
c.
|
Absolutely
satisfactory
|
12
|
13%
|
From the above table, 77 respondents
representing 86% said the smartness, turnout and general bearing of HND holders
in comparison with Bachelor’s degree graduates at work is satisfactory, 1
respondents representing 1% said their smartness, turnout and general bearing
is not satisfactory, while 12 respondents representing 13% said their
smartness, turnout and general bearing is absolutely satisfactory. Since the highest percentage of the respondents
is 86% it can then be accepted that the smartness, turnout and general bearing
of HND holders in comparison with Bachelor’s degree graduates is satisfactory.
Question
4: What is
your consideration of the HND holders’ ability to work successfully with others
(Teamwork spirit)?
Table
5: Responses
on the HND holders’ ability to work successfully with others.
Options
|
Variables
|
Respondents
|
Percentage
|
a.
|
Very high
|
40
|
44%
|
b.
|
High
|
50
|
56%
|
c.
|
Low
|
0
|
0%
|
From the table above, 40 respondents representing
44% considered the HND holders’ ability to work successfully with others Very
High, 50 respondents representing 33% considered their ability to work successfully
with others High, while none of the respondents representing 56% considered
their ability of teamwork, low. Since
the highest percentage of respondents is 56%, it their ability of teamwork is
said to be considered high.
Question
5: What
would you say of the HND holders’ power of expression and general knowledge
when compared to other fellow University graduates?
Table
6:
Responses on the HND holders’ power of expression and general knowledge
when compared their fellow University graduates.
Options
|
Variables
|
Respondents
|
Percentage
|
a.
|
Good
|
10
|
11%
|
b.
|
Very good
|
50
|
56%
|
c.
|
Excellent
|
30
|
33%
|
d.
|
Very poor
|
0
|
0%
|
From the above table, 10 respondents representing 11% said the power of expression and general knowledge of the HND holders compared when compared to their fellow University graduates good, 50 respondents representing 56% said their power of expression and general knowledge is very good, 30 respondents representing 33% said their power of expression is excellent, while none of the respondents representing 0% said their power of expression is very poor. Since the highest percentage of the respondents is 56% it can then be said the power of expression and general knowledge of the HND holders is very good.
Research Question 2
What are the causes of disparity between HND/Bachelor’s
degree graduates?
Question 6: Do you think the failure of the polytechnics’
academic staff to attain high educational qualification contributes to
discrimination between HND/Bachelor’s degree graduates?
Table 7: Responses on whether failure of the
polytechnics’ academic staff to attain higher educational qualification
contributes to the discrimination between HND/Bachelor’s degree graduates?
Options
|
Variables
|
Respondents
|
Percentage
|
a.
|
Yes
|
85
|
94%
|
b.
|
No
|
0
|
0%
|
c.
|
Not certain
|
5
|
6%
|
From
the above table, 85 respondents representing 94% said yes the failure of the
polytechnics’ academic staff to attain high educational qualification
contributes to the discrimination between HND/Bachelor’s degree graduates, no
body said no and none of the respondents representing 0% said they are not
sure. Since 94% is the highest
respondents it can be concluded that the failure of the polytechnics’ staff to
attain higher educational qualification contributes to the discrimination
between the two products of the two sub sectors of education.
Question
7: Are
inadequacies in the facilities for the programmes such as special laboratories
and workshops compared with the ones of the universities a reason for the
dichotomy between the HND/Bachelor’s?
Table
8:
Responses on whether inadequacies in the facilities for the programmes
such as special laboratories and workshops the reason for the dichotomy between
the HND/Bachelor’s.
Options
|
Variables
|
Respondents
|
Percentage
|
a.
|
Yes
|
85
|
94%
|
b.
|
No
|
2
|
2%
|
c.
|
Not certain
|
3
|
4%
|
From the table, 85 respondents representing
94% said yes the inadequacies in the
facilities for the programmes such as special laboratories and workshops
compared with the ones of the universities a reason for the dichotomy between
the HND/Bachelor’s degree graduates, 2 respondents representing 2% said No,
while 3 respondents representing 4% said they are not certain. Finally, it can be said the lack of
inadequacies in the facilities for the programmes is a reason for the dichotomy
between HND/bachelor’s Degree graduates.
Question
8: Is it
the misperception by some employers that technical education is for those who
fail to do well in school, the reason for the current dichotomy between
HND/Bachelor’s degree graduates?
Table
9: Responses
on whether misperception by some employers that technical education is for those
who fail to do well in school, the reason for the current dichotomy between
HND/Bachelor’s degree graduates.
Options
|
Variables
|
Respondents
|
Percentage
|
a.
|
Yes
|
60
|
67%
|
b.
|
No
|
20
|
22%
|
c.
|
Not certain
|
10
|
11%
|
From the table above, 60 respondents representing
67% said the misperception by some employers of labour that technical education
is for those who fail to do well in school, the reason for the current
dichotomy between HND/Bachelor’s degree graduates, 20 of the respondents representing 22% said it is not
the misperception of the employers that technical education is form those who
fail to do well in school, the reason for the current dichotomy between
HND/Bachelor’s degree graduates while 10 respondents representing 11% said they
are not sure. Since 67% is the highest
percentage of the respondents, it can finally be deduced that dichotomy between
the HND/Bachelor’s degree graduates is as a result of the misperception by some
employers that technical education is for those who fail to do well in school.
Question
9: Could
you tick that the merging of technical secondary schools with polytechnics
under the same umbrella – NBTE is the reason for the disparity between
HND/Bachelor’s degree graduates in the labour market?
Table
10: Responses
on whether merging of technical secondary schools with polytechnics under the
same umbrella – NBTE the reason for the disparity between HND /Bachelor’s
degree graduates in the labour market.
Options
|
Variables
|
Respondents
|
Percentage
|
a.
|
Yes
|
70
|
78%
|
b.
|
No
|
10
|
11%
|
c.
|
Not certain
|
10
|
11%
|
From the above table, 70 respondents
representing 78% ticked yes, that the merging of technical secondary schools
with polytechnics under the same umbrella – NBTE the reason for the disparity
between HND/Bachelor’s degrees graduates in the labour market, 10 respondents
representing 11% ticked that it is not the merging of the technical secondary
schools under the same umbrella the reason for the disparity between
HND/Bachelor’s, while 10 respondents representing 11% said they are not
certain. Since, 78% is the highest
percentage of the respondents it is accepted that the merging of technical
secondary schools with polytechnics under the same umbrella – NBTE the reason
for the disparity between the HND/bachelor’s degree graduates in the labour
market.
Question
10: Is it
the failure of the Federal Government to implement the white paper regarding
the harmonization of the wages and career advancement of HND and Bachelor’s
degree certificate holders helping to the discrimination of the HND/Bachelor’s
degree graduates?
Table
11:
Responses on the failure of the Federal Government to implement the
white paper regarding the harmonization of the wages and career advancement of
HND and Bachelor’s degree certificate holders helps to the discrimination of
the HND/Bachelor’s degree graduates.
Options
|
Variables
|
Respondents
|
Percentage
|
a.
|
Yes
|
86
|
96%
|
b.
|
No
|
0
|
0%
|
c.
|
Not certain
|
4
|
4%
|
From the above table, 86 respondents
representing 96% said the failure of the Federal Government to implement the
white pager regarding the harmonization of the wages and career advancement of
HND and Bachelor’s degree certificate helps to the discrimination of the
HND/Bachelor’s degree graduates, nobody said no, while 4 respondents
representing 4% said they are not sure.
Since, the highest respondents is 96% it can be finalized that it is the failure of the Federal Government
to implement the white paper regarding the harmonization of the wages and
career advancement of the HND and Bachelor’s degree certificate holders that
helps to the discrimination of the HND/Bachelor’s degree graduates.
Question
11: Could you
say the current situation in which authorities of the polytechnics prefer
employing Bachelor’s degree holders as lecturers to the HND holders a
contributor to the dichotomy between them?
Table
12: Responses
on whether the current situation in which the authorities of the polytechnics
prefer employing Bachelor’s degree holders as lecturers to the HND holders, a
contributor to the dichotomy between them.
Options
|
Variables
|
Respondents
|
Percentage
|
a.
|
Yes
|
89
|
99%
|
b.
|
No
|
1
|
1%
|
c.
|
Not certain
|
0
|
0%
|
From the above table, 89% respondents said
the current situation in which authorities of the polytechnics prefer employing
Bachelor’s degree holders as lecturers to the HND holders is a contributor to
the dichotomy between them, 1 respondent representing 1% said it is not, while
none of the respondents answers uncertainty. Since 99% is the highest
percentage of the respondents, it can be agreed that the current situation
where the polytechnic authorities prefer employing Bachelor’s degree holders as
lecturers to the HND holders is a contributor to the dichotomy.
Question
12: Does the
situation where some National Polytechnics are not given the operational
autonomy to offer degree level programmes a reason for the dichotomy between
the HND and the Bachelor’s degree graduates?
Table
13: Responses
on whether the situation where some National Polytechnics are not given the
operational autonomy to offer degree level programmes a reason for the
dichotomy between the HND and the Bachelor’s degree graduates.
Options
|
Variables
|
Respondents
|
Percentage
|
a.
|
Yes
|
87
|
97%
|
b.
|
No
|
0
|
0%
|
c.
|
Not certain
|
3
|
3%
|
From
the above table, 87 respondents representing 97% said the reason for the
dichotomy is the situation where some National Polytechnics are not given the
operational autonomy to offer degree level programmes, is a reason for the
dichotomy between HND and the Bachelor’s
degree graduates, no respondents chose no and 3 respondents representing 3%
said not certain. It can be ruled that the current situation in where some
National Polytechnics are not given the operational autonomy to offer degree
level programmes is a major contributor to reason for the dichotomy.
Research
Question 3
What
are the possible lasting solutions to this undue dichotomy between
HND/Bachelor’s degree graduates?
Question
12: Which of the following measures will you
advocate for the prevention of discrimination in an organizational setting?
Table
14: Responses
on the measures for the prevention of workplace discrimination in an
organizational setting?
Options
|
Variables
|
Respondents
|
Percentage
|
a.
|
Making of
law against acts of discrimination
|
20
|
22%
|
b.
|
Execution
of penalty on employment discrimination
|
10
|
11%
|
c.
|
All of the above
|
65
|
72%
|
From the above table, 20 respondents
representing 22% advocated making of the law against acts of discrimination as
a measure for the prevention of discrimination in an organizational setting, 10
respondents representing 11% advocated execution of penalty on employment as
the measure for the prevention of discrimination in an organizational setting,
while 65 respondents representing 72% advocated making of law against acts of
discrimination and execution of penalty on employment discrimination as a
measure to prevent workplace discrimination.
From the analysis, since 72% is the highest percentage of respondents,
it can be concluded that making of law against acts of discrimination and
execution of penalty on employment discrimination are said to be the measures
that can prevent workplace discrimination.
Question
13: Which of
the following suggestions could be the way forward to reducing the existing
undue dichotomy between HND/Bachelor’s holders in Nigeria’s labour market?
Table
15: Responses
on the way forward to reducing the existing undue dichotomy between
HND/Bachelor degree graduates in Nigeria’s labour market.
Options
|
Variables
|
Respondents
|
Percentage
|
a.
|
Scrapping
of polytechnic HND and conversion of polytechnics to a Bachelor of Technology
awarding institutions.
|
10
|
11%
|
b.
|
Government
should review its policy in favour of the victims of discrimination so as to
ensure equal treatment between HND/Bachelor’s holders
|
10
|
11%
|
c.
|
Government
in collaboration with concerned regulatory bodies should introduce
research-based courses like medicine, pharmacy, etc into the polytechnic
system of education.
|
7
|
8%
|
d.
|
The
polytechnics’ academic staff should acquire and include more Ph.D. and
professors.
|
10
|
11%
|
e.
|
Educational facilities of the polytechnics
should be upgraded to a university standard.
|
7
|
8%
|
f.
|
All of the above
|
46
|
51%
|
From the above table, 10 respondents
representing 11% suggested that scrapping of polytechnic HND and conversion of
polytechnics to a Bachelor of Technology awarding institutions, 10 respondents representing
11% suggested that government should review its policy in favour of the victims
of discrimination so as to ensure equal treatment between HND/Bachelor’s
holders, 7 respondents representing 8% suggested that government in
collaboration with concerned regulatory bodies should introduce research-based
course like medicine, pharmacy, etc into the polytechnic system of education,
10 respondents representing 11% suggested that the polytechnics’ academic staff
should acquire and include more Ph.D. and professors, 1 respondent suggested
that educational facilities of the polytechnics should be upgraded to a
university standard, while 46 respondents representing 51% suggested all of the
above. Since the highest percentage of
the respondents is 51% it is therefore
accepted that scrapping of the polytechnic HND and conversion of
polytechnics to a Bachelor of Technology awarding institutions, government
should review its policy in favour of the victims of discrimination so as to
ensure equal treatment between HND/Bachelor’s holders, the government in
collaboration with concerned regulatory bodies should introduce research-based
courses like medicine, pharmacy, etc into the polytechnic education, as these
will help reduce the undue dichotomy between HND/Bachelor’s degree graduates.
Question
14: What do you think should be used as a yardstick
for assessing employees’ performance in regards to reducing the industrial
dichotomy?
Table
16:
Responses on the yardstick to be used for assessment of employees’
performance.
Options
|
Variables
|
Respondents
|
Percentage
|
a.
|
Qualification
|
5
|
6%
|
b.
|
Practical
capability
|
10
|
11%
|
c.
|
Performance
indices
|
15
|
17%
|
d.
|
Theoretical
capability
|
5
|
6%
|
e.
|
All of the above
|
45
|
50%
|
From the above table, 5 respondents
representing 6% thought that qualification should be used as the yardstick for
assessing employees’ performance in regards to reducing the industrial dichotomy,
10 respondents representing 11% said practical capability should be used, 15
respondents representing 17% thought performance indices as the yardstick for
assessing employees’ performance in regards to reducing the industrial
dichotomy, 5 respondents representing 6% chose theoretical capability to be
used for measuring the performance of an employee while 45 respondents
representing 50% chose all of the above. It can then be deduced that
qualification, practical and theoretical capability and performance indices are
thought to be the best yardsticks for assessing employees’ performance.
Question
15: Do you
think a bachelor’s/HND holders should be treated equally and why?
Options
|
Variables
|
Respondents
|
Percentage
|
a.
|
Yes, because it also takes four/five years to acquire HND
degree
|
10
|
11%
|
b.
|
No, because polytechnics pay little importance to the one-year
IT being received by ND holders.
|
5
|
6%
|
c.
|
Yes, because both HND and Bachelor’s degree holders
discharge similar duties/functions in their respective
institutions/organisations/
Ministries
|
15
|
17%
|
d.
|
No, because the BSc or BA holders are from a more
challenging and research-based academic environment.
|
8
|
7%
|
e.
|
Yes, because HND holders are both practically and
theoretically equipped while Bachelor’s are only theoretically oriented.
|
5
|
6%
|
f.
|
A, c and e
|
47
|
52%
|
Table
17:
Responses on whether Bachelor’s degree holders and HND holders should be
treated equally and why?
From
the table above, 10 respondents representing 11% that Bachelor’s degree holders
and HND holders should be treated equally because it also takes four/five years
to acquire HND degree, 5 respondents representing 6% said that Bachelor’s
degree and HND holders should not be treated equally because polytechnics pay
little importance to the one-year IT being received by ND holders, 15
respondent representing 17% said they should be treated equally because they
both discharge similar duties/functions in their respective institutions/organisation/ministries,
8 respondents representing 7% said they
should not be treated equally because the BSc or BA holders are from a more
challenging and research-based academic environment, 5 respondents representing
6% said they should be treated equally because HND holders are both practically
and theoretically equipped while Bachelor’s are only theoretically oriented,
while 47 respondents representing 52% chose a, c and e options. Since the highest percentage of the respondents
is 52% it is accepted that HND and Bachelor’s degree graduates should be
treated equally because: it also takes
four/five years to acquire HND degree, both HND and Bachelor’s degree holders
discharge similar duties/functions in their respective
institutions/organisations/ministries; HND are both practically and
theoretically equipped while Bachelor’s are only theoretically oriented.
4.3 Discussion of Results
Based
on the analysis of the data, table one explained that 90 questionnaires were
distributed, proper filled and returned, that is, 100% return. Table two showed that HND holders are more
practically inclined than their university counterpart with highest response of
89%. Table three revealed that the
general conduct of HND holders during and after working hours is ok with highest
response of 67%. Table four showed that
the smartness, turnout and general bearing of HND holders at work are
satisfactory with percentage response of 86.
Table five indicated that the ability of the HND holders to work as a
team is high with the 84% highest percentage of respondents. Table six indicated that the power of
expression and general knowledge of the HND holders is very good with a 56%
highest response. Table seven explained
that the failure of the polytechnics staff to attain higher educational
qualification as their university colleagues contributes to the discrimination
between their products and that of their colleagues at the university with 94%
of the respondents in favour of that.
From table eight it can be seen that the lack of inadequacies in the
facilities for the programmes in the polytechnics is another contributor for
the dichotomy between HND/Bachelor’s degree holders with 94% respondents agreeing
to that. In Table nine 67% respondents agreed that the misperception of some
employers that technical education is for those who fail to do well in
school. Table ten revealed that merging
of technical secondary schools with polytechnics under the same umbrella – NBTE
contributes to the dichotomy with 78% respondents in acceptance. In table eleven, the analysis revealed that
the failure of the Federal Government to implement the white paper on the
harmonization of the wages and career advancement of the HND and Bachelor’s
degree certificate holders has a helping hand in the discrimination between
them with 96% of the respondents in agreement.
Table twelve showed that the Polytechnic regulatory body – NBTE is also
a participant in the discrimination of the polytechnic products in the labour
market in situation where they prefer employing Bachelor’s degree graduates to HND
holders as lecturers with 99% respondents agreeing to that. Table thirteen also revealed that the
restriction of some National Polytechnics to offer degree level programmes is a
reason for the discrimination of between the products of the Polytechnic and
that of the University in the labour market with 97% respondents agreeing to
that. Table fourteen, revealed that to
curb the discrimination between the HND and Bachelor’s degree graduates, laws
should be made against the acts of discrimination and execution of penalty on
employment with 72% respondents saying yes to that. In the same vein, table fifteen revealed that
to minimize the dichotomy between them (HND/Bachelor’s degree holders) the HND
should be scrapped and replaced with B.Tech., government should review its
policy in favour of the victims of the discrimination, government should also in
collaboration with concerned regulatory bodies introduce research based courses
like, medicine, pharmacy, education, etc in to the polytechnic system, the
educational facilities of polytechnic should be upgraded to university standard
and the polytechnic academic staff should acquire and include more Ph.D. and professors.
In table sixteen, 50% of the respondents suggested that qualification,
practical capability, theoretical capability and performance indices should be
used as yardsticks in measuring the performance of employees. Table seventeen finally showed that highest
percentage 52 suggested that the HND and Bachelor’s degree holders should be
treated equally because the discharge similar duties in their respective
workplaces as this will help in reducing the dichotomy between them.
CHAPTER FIVE
5.0 Summary, Conclusion and Recommendation
5.1 Introduction
This
research work focuses on the analysis of the disparity between Higher National
Diploma and Bachelor’s degree graduates in the labour market. This chapter deals with the summary of the
entire research work done from chapter one to four. The conclusions and recommendation will be
made here based on the findings of this work.
5.2 Re-statement of the Problem
Despite
the contribution of technology in the meaningful and economic development of
which polytechnic is the basis; yet its products are discriminated in favour of
their University counterpart.
The
ceiling and all forms of dichotomy, discrimination and stagnation in career
progression between Higher National Diploma (HND) and First Degree holders have
eaten deep into the fabrics of Nigeria’s
labour market.
It
is not surprising that HND holders in Nigeria are not at par with
B.Sc. or B.A. holders in most Ministries
and parastatals, especially at job progression where HND holders are placed on
the ceiling of salary grade level 13 while their University counterpart can go
as high as to the peak.
It
is also evident that Nigeria’s
Universities do not accept HND as one of the entry qualifications into Master’s
Degree, unless it is backed up by Post Graduate Diploma (PGD), while First
Degree is accepted for direct entry to study Second Degree programmes. Similarly, an HND holder cannot not rise up
to the level of Permanent Secretary in most Ministries until his/her
qualification is supported by Post Graduate Diploma.
Also,
there has been the misperception by employers of labour that HND is for those
who fail to do well in school as a result they prefer employing First Degree
holders to HND holders. This non
recognition of this skilled labour in this country will bring the nation on its
knees as the importance of polytechnic system of education can not be
overemphasized as such they deserve a place of priority.
Therefore,
the researchers decided to carry out a research to analyse the causes of causes
of disparity between the HND and Bachelor’s degree graduates in the labour
market with the following objectives: to
find out the employers’ evaluation of the performance of HND holders and
Bachelor’s degree graduates at work, to ascertain the employers’ view of the
causes of disparity between HND and Bachelor’s degree holders and to verify the
employers’ view of the possible lasting solutions to this undue dichotomy
between them.
5.3 Summary of Findings
The
result obtained was based on the analysis of the research questions using
simple percentage. It was discovered
based on the research question one, that the HND holders are said to be
evaluated as more practically inclined and capable, with satisfactory general
conduct during and after working hours, with satisfactory smartness and general
bearing with high team spirit and very
good power of expression and general knowledge.
Research
question two, revealed the following reasons/causes of the disparity between
HND/Bachelor’s degree graduates: failure of the polytechnic academic staff to
acquire higher educational qualification, inadequacies of the teaching
facilities for the programmes run in the polytechnic system, the misperception
by some employers that technical education is for those who fail to do well in
school and as such pay more preference to employing First Degree graduates,
NBTE lack of discipline by preferring to employ the University Graduates as
lecturers to HND holders, the delay of the federal government to implement the
white paper regarding the harmonization of wages and career advancement of the
HND/Bachelor’s degree certificate holders, the merging of the polytechnic under
the same regulatory body – National Board For Technical Education and the
situation where some polytechnics are not given the full operational and autonomous power to run degree level programmes.
Research
question three, based on the analysis suggested the following possible
solutions to the undue dichotomy: making
of law against acts of discrimination and execution of penalty on any
employment discrimination, Government should revisit its policy in favour of
the victims of discrimination, scrapping of the HND and converting the suitable
polytechnics into a B.Tech. awarding institutions, Government in collaboration
with concerned agencies should introduce research based courses, like
education, Medicine, Pharmacy, etc, the polytechnic academic staff to borrow a
leaf from the university counterparts by attaining higher education
qualifications such as Ph.D and should include professors; the educational facilities of the polytechnic
should be upgraded to university standard, and the performance of employees
should be measured based of practical, theoretical capabilities, qualification
and performances index.
5.4
Conclusion
The
polytechnic education otherwise known as vocational and technical education is
the medium for technological drive in country like Nigeria. The benefits of polytechnic education cannot
be overemphasized. It provides technical
knowledge, industrial, commercial and economic development. It provides qualified and well-equipped personnel
to apply scientific knowledge to the improvement and solution of environmental
problems for use and convenience of man.
It
is also essential for the provision of training to impart the necessary skills
leading to the production of craftsmen, technician, technologists and engineers
and other skilled personnel who will be enterprising and self-reliant.
Polytechnic
education may seem to be less important in the short run but in the long run it
shall be the necessary tool for technological advancement and development.
Technology
is the backbone of any meaningful and economic growth, and increased standard
of living but the discrimination and stagnation posed on its products limit
their contributions.
5.5 Recommendation
Based
on the analysis of this study the following, recommendations are made:
- There should be appropriate design of the curriculum of the polytechnic and content of B.Tech. programme and uniformity of entry requirements, as well as acceleration of the programmes and qualification by regulatory and professional bodies;
- An appropriate legislative framework should be put in place to enable suitable polytechnics award Bachelor of Technology, and ensure the relevance of the programme to specific needs of industries and economy, as well as national development objectives
- The Office of Head of Service of the Federation should proceed to issue implementation of the delayed Government decision on the parity between HND and First Degree graduates in accordance with the recommendation of the stakeholders meeting held in April, 2008 as in respect of Technological and related cadres, including Health Care sectors.
- A new nomenclature for HND holders in the public service and private organizations structured grade level 08-17 should be created.
- Writers of school textbooks should, wherever possible, include in their materials which would impress upon the young Nigerians the dignity of vocational and technical education and instil a sense of pride in the polytechnic education.
- Those facilities for training of Polytechnics’ students should be expanded and that research-based courses like pharmacy, medicine, etc should also be introduced into the polytechnic academic environment.
- Those Polytechnic lecturers should be no less qualified and should strive to have equal status with their colleagues in the universities. And they should also be given the opportunity to upgrade their skills and increase their competence by attaining high educational qualification.
- That the Syllabi of the Polytechnic Education from National Diploma to Higher National Diploma should be developed in greater details and be upgraded to the university standard.
- That the existing disparity of the standard of entry into the master’s degree between HND and Bachelor’s degree in the Nigerian Universities should be removed and replaced by a uniform minimum standard.
- That the confusion arising from the non-recognition of the HND as being equivalent in terms of employment and career advancement in some institutions should be clarified.
- That seminars and refreshers courses should be arranged for lecturers in polytechnics at regular intervals at the National Lecturers’ Institute Centres nationwide in order to increase their professional knowledge and pedagogical techniques.
- That any efforts on the part of the industry to develop new training approaches by operating pilot projects in their own training schools for vocational and technical lecturers should be encouraged.
- That new and improved condition of service, and remuneration better than at present in practice, should be defined for polytechnics’ academic staff and non-academic staff.
5.6
Suggestion
for Further Research
There
is a need to carry out further research on the following areas:
·
The need for continuous
modernization of technical education for national technological drive,
·
Analysis of the role of
government and its agencies in removing discrepancies in the educational
sectors.
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Abubakar Tafawa Balewa
University Bauchi
(2006). Students’ Handbook.
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Publishers, Lagos..
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Encyclopaedia Britannica (2007). Academic Degrees and their Abbreviatios
Encarta Premium (2009). Classification of Degrees.
Enemali (2006).
Lecture Notes, ATBU.
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Development, Design and
Build Artisans Co. Eltico, Owerri.
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500,000 Spaces by Adelani Adpegba,
published Friday, 24 November, 2006.
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and
University.
Federal Polytechnic Bauchi (2008). Students’
Handbook. Muhammad Wabi
Library, Federal Polytechnic Bauchi,
Reprinted 2008.
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the Federal Republic
of Nigeria, Alhaji Umaru Musa
Yar’adua: University Degree
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Skill Acquisition.
Unpublished.
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from 1900 to
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Daily Trust(2006). The Contribution of
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National Policy on Education (2004).Federal
Government of Nigeria.
NTI (2006), Lecture
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Obsorne (1998). National Lecturers’ Institute Manual.
Okoro (1993).
Vocational and Technical
Education in Nigeria.
University
Press: Akure.
Oyedeji (1993), Educational Evaluation. Internet.
Paper Presented by the then NATE National
President , Sir Leo Okereke at
NATEAGM
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Silberman, H.F (1986). Improving the Status of High Vocational Education,
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Tonad (2009) Importance of Science and Technology in National
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(2001). Lecture Notes. Abubakar Tafawa Balewa
University, Bauchi
APPENDIX
DEPARTMENT OF OFFICE TECHNOLOGY AND
MANAGEMENT
SCHOOL OF BUSINESS STUDIES
FEDERAL POLYTECHNIC BAUCHI
P.M.B. 0231
BAUCHI
Dear Sir/Madam,
Questionnaire
We are final year students of the above
school. We are conducting a research on “Analysis
of the causes of disparity between HND/Bachelor’s degree graduates in the
labour market.”
Your co-operation in answering questions in this
questionnaire – meant purely for academic purpose, will be highly appreciated.
Be assured that any information given shall be
treated with utmost confidentiality.
Please, tick in the box provided and fill in
where applicable and necessary.
Thank you.
Sunday Habila,
Bashir A. Mohammed
(RESEARCHERS)
QUESTIONNAIRE
SECTION ONE
Personal Data
YOUR DEPARTMENT……………………………………………………………
SEX…………………………..
1. How long have you been in service in this
ministry/institution?
(a) 0-15
(b) 16-31
(c) 32-57
(d) 58 and
above
2. What was your entry qualification into the job?
(a) General
Certificate of Education
(b) National
Certificate of Education
(c) National
Diploma
(d) Higher
National Diploma
(e) Bachelor’s
Degree
3. What is your status/rank/position?
(a) Director
(b) Permanent
Secretary
(c) Others
4. Which of the ranges does your Salary Grade Level fall
in?
(a) 04–07
(b) 08-11
(c) 12 and
above
SECTION TWO
Research Question 1
What are the employers’
evaluations of HND holders and Bachelor’s degree graduates performance at work?
1. Are HND holders more practically able and capable than
their University counterpart?
(a) Yes
(b) No
(c) Not
certain
2. What would you say of the HND holders’ general conduct
during and after working hours compared to their counterpart from the
University?
(a) OK
(b) Partially
OK
(c) Absolutely
OK
3. What would you say of the smartness, turnout and
general bearing of HND holders in comparison with Bachelor’s degree graduates
at work?
(a) Satisfactory
(b) Not
satisfactory
(c) Absolutely
satisfactory
4. What is your consideration of the HND holders’ ability
to work successfully with others (team spirit)?
(a) Very
high
(b) High
(c) Low
5. What would you say of the HND holders’ power of
expression and general knowledge?
(a) Good
(b) Very
good
(c) Excellent
(d) Very
poor
Research question 2
What are the causes of
disparity between HND/Bachelor’s degree graduates?
6. Do you think the failure of the polytechnics’ academic
staff to attain high educational qualification contributes to discrimination
between HND/Bachelor’s degree graduates in the labour market?
(a) Yes
(b) No
(c) Not
certain
7. Are inadequacies in the facilities for the programmes
such as special laboratories and workshops compared with the ones of the
universities a reason for the dichotomy between the HND/Bachelor’s?
(a) Yes
(b) No
(c) Not
certain
8. Is it the misperception by some employers that
technical education is for those who fail to do well in school, the reason for
the current dichotomy between HND/Bachelor’s degrees?
(a) Yes
(b) No
(c) Not certain
9. Could you tick
that the merging of technical secondary schools with polytechnics under the
same umbrella – NBTE is the reason for the disparity between HND/Bachelor’s
degree graduates in the labour market?
(a) Yes
(b) No
(c) Not certain
10. Is it the failure of the Federal Government to
implement the white paper regarding the harmonization of wages and career
advancement of HND and bachelor’s Degree certificate holders helping to the
discrimination of the HND/Bachelor’s degree graduates?
(a) Yes
(b) No
(c) Not
certain
11. Could you say the current situation in which authorities
of the polytechnics prefer employing Bachelor’s degree holders as lecturers to
the HND holders a contributor to the dichotomy between them?
(a) Yes
(b) No
(c) Not certain
12. Does the situation where some National Polytechnics are not giving the
operational autonomy to offer degree level programmes a reason for the
dichotomy between the HND and the Bachelor’s degree graduates?
(a) Yes
(b) No
(c) Not certain
Research Question 3
What are the possible lasting
solutions to this undue dichotomy between HND/Bachelor’s degree graduates?
13. Which of the following measures will you advocate for
the prevention of discrimination in an organizational setting?
(a) Making
of law against acts of discrimination
(b) Execution
of penalty on employment discrimination
(c) All of
the above
14. Which of the following suggestions could be the way
forward to reducing the existing undue dichotomy between HND/Bachelor’s holders
in Nigeria’s
labour market?
(a) Scrapping
of polytechnic HND and conversion of polytechnics to a Bachelor of Technology
awarding institutions.
(b) Government
should review its policy in favour of the victims of discrimination so as to
ensure equal treatment between HND/Bachelor’s holders.
(c) Government
in collaboration with concerned regulatory bodies should introduce
research-based courses like medicine, pharmacy, etc into the polytechnic system
of education.
(d) The
polytechnics’ academic staff should acquire and include more Ph.D. and
professors.
(e) Educational
facilities of the polytechnics should be upgraded to a university standard.
(f) All of
the above.
15. What do you think should be used as a yardstick for
assessing employee’s performance in regards to reducing the industrial
dichotomy?
(a) Qualification
(b) Practical
capability
(c) Theoretical
capability
(d) Performance
indices
(e) All of
the above
16. Do you think a bachelor’s/HND holders should be
treated equally and why?
(a) Yes,
because it also takes four/five years to acquire HND degree
(b) No,
because polytechnics pay little importance to the one-year IT being received by
ND holders.
(c) Yes,
because both HND and Bachelor’s degree holders discharge similar
duties/functions in their respective institutions/organisations/ministries.
(d) No,
because the BSc holders are from a more challenging and a research-based
academic environment.
(e) Yes,
because HND are both practically and theoretically equipped while Bachelor’s
are only theoretically oriented.
(f) a, c
and e