
12/09/2025
RE: CONVERSION OF ACADEMIC STAFF WHO HAVE SPENT FIVE (5) YEARS WITHOUT ACQUIRING A MASTER’S DEGREE TO NON-TEACHING STAFF
By Destiny Young | September 12, 2025
The recent directive from the National Board for Technical Education (NBTE), mandating the conversion of academic staff in TVET institutions to non-teaching staff if they fail to acquire a Master’s degree within five years of employment, marks a significant turning point for polytechnic education in Nigeria.
From my perspective as a cybersecurity and IT operations professional deeply engaged in technology and education, this policy is a positive stride towards raising academic standards and professionalising the teaching workforce in Nigerian polytechnics. By enforcing a moratorium that requires academic staff to advance their qualifications beyond a Bachelor’s or HND level, the NBTE is ensuring that educators are better equipped with advanced knowledge and skills that can directly enhance the quality of technical education.
This directive promises several potentials for polytechnic education. Firstly, it could greatly improve the calibre of teaching and learning, fostering an environment where students gain from instructors with deeper academic and practical expertise. Better-qualified staff are more likely to inspire innovation, critical thinking, and applied competencies critical to technical and vocational education.
Secondly, it might stimulate a culture of continuous professional development and lifelong learning among academic staff, which is essential in fast-evolving fields like cybersecurity, IT, and other technology-driven disciplines. As polytechnics endeavor to keep pace with global educational standards and industry demands, this move aligns academic staff development with contemporary educational and professional benchmarks.
Thirdly, the policy could enhance the reputation and credibility of Nigerian polytechnics nationally and internationally. Graduates from institutions with well-qualified teaching staff are likely to have better opportunities globally, contributing to the country's broader goals of digital transformation and economic development.
However, for this directive to reach its full potential, adequate support mechanisms must be in place. Policymakers and institutional leaders should consider providing accessible postgraduate programmes, funding, and time allocation for staff to pursue advanced degrees without compromising their teaching responsibilities.
In conclusion, the NBTE’s directive is a bold and necessary step towards elevating the standards of polytechnic education in Nigeria. By enforcing higher academic qualifications among teaching staff, it holds the promise of strengthening the technical education sector to meet modern challenges, thus positioning Nigerian polytechnics as pivotal drivers of national development and innovation.