THE NIGERIAN ECONOMY (MPA 813)
ASSIGNMENT ON THE CHRONOLOGICAL ANALYSIS OF THE EXPANSION OF TERTIARY INSTITUTIONS IN NIGERIA
SUBMITTED TO
DR. DICKSON ORIAKHI DEPARTMENT OF POLITICAL SCIENCE AND PUBLIC ADMINISTRATION FACULTY ACULTY OF SOCIAL SCIENCES SC IENCES UNIVERSITY OF BENIN BENIN CITY
BY
GROUP A MPA 1 2007 / 2008 SESSION
2
INTRODUCTION
Nigeria is a federation of 36 States and a Federal Capital Territory (FCT). Each State is made up of a number of Local Government Areas (LGAs), decided by its popula populatio tion n and other other conside considerat ration ions. s. The consti constitut tution ion of the Federal Federal Republic of Nigeria defines for each of the three tiers of government, Federal, State and Local Government, a set of functions and services; it is expected to perform with respect to governance. But the constitution also identified a number of services it describes as concurrent as opposed to exclusive list for federal and state state governm governments ents respect respectivel ively y. Educat Education ion is one of those those service services s on the concurrent concurrent list. Education Education is central to development. development. It empowers people people and strengt strengthen hens s nation nations. s. It is a powerf powerful ul “equalize “equalizer”, r”, opening opening doors doors to all to lift themselves out of poverty. poverty. It is critical to the the world’s attainment of the Millennium Development Goals (MDGs). (MDGs). Two of the eight MDGs pertain to education—namely, universal primary completion completion and gender parity in primary and secondary schooling. schooling. Moreover, Moreover, education—especially girls’ education—has a direct and proven impact on the goals related to child and reproductive health and environmental sustainability. Education also promotes economic growth, national productivity and innovation, and values of democracy and social cohesion. Investment in education benefits the individual, society, and the world as a whole. whole. Broad-b Broad-based ased education education of good good qualit quality y is among among the most most powerfu powerfull instruments known to reduce poverty and inequality. With proven benefits for personal personal health health,, it also also strengt strengthen hens s nation nations’ s’ econom economic ic health health by laying laying the foundation for sustained economic growth. gro wth. For individuals and nations, it is key to
3
creating, applying, and spreading knowledge—and thus to the development of dynam dynamic ic,, glob global ally ly compe competi titi tive ve econ econom omie ies. s. It is also also fund fundam ament ental al for for the the construction of democratic societies. Knowledge and advanced skills are critical determinants of a country's economic growth and standard of living as learning outcomes are transformed into goods and services, greater institutional capacity, a more effective public sector, a stronger civil society, and a better investment climate. Good quality, merit-based, merit-based, equitable, efficient efficient tertiary tertiary education education and research are essential essential parts of this transformation. Both developing and industrial countries benefit from the dynamic of the knowledge economy. The capacity for countries to adopt, dissemi disseminat nate, e, and maximi maximize ze rapid rapid techno technolog logica icall advances advances is depende dependent nt on adequ adequat ate e syste systems ms of tert tertia iary ry educa educati tion on.. Impr Improve oved d and and acce access ssib ible le tert tertia iary ry educati education on and effect effective ive nation national al innovat innovation ions s system systems s can help help a develo developin ping g coun countr try y
prog progre ress ss
towa toward rd
sust sustai aina nabl ble e
achi achiev evem emen ents ts
in
the the
Mill Millen enni nium um
Devel Develop opme ment nt Goal Goals, s, part partic icul ularl arly y those those goal goals s whic which h relat relates es to all all level levels s of education, health, and gender equity. Tertiary ertiary education, education, is referre referred d to as third third stage, stage, third third level, level, and postpostsecondary education, is the educational level following the completion of a school providing a secondary secondary education, education, such as a high school, school, secondary secondary school, school, or gymnasium. gymnasium. Colleges, Colleges, universities, universities, institutes of technology and polytechnics are the the main main inst instit itut utio ions ns that that prov provid ide e tert tertia iary ry educ educat atio ion n (som (somet etim imes es know known n collectively as tertiary institutions). Tertiary education generally culminates in the
4
receipt of certificates, certificates, diplomas, diplomas, or academic academic degrees degrees emanating from rigorous training and impact of knowledge in the respective discipline. Tertiary Education encompasses all organized learning activities at the tertiary level. The National Policy on Education (1998) defines Tertiary Education to include include the universities, universities, polytechnic, polytechnic, monotechnics monotechnics and colleges colleges of education education in Nigeria Higher Education. OBJECTIVE OF TERTIARY EDUCATION EDUCATION
The goals of tertiary education, as specified in the National Policy (2004 edition) are: i)
To contribute to national deve evelopment through highgh-level evel releva evant manpower training;
ii) ii)
To deve develo lop p and and incu inculc lcat ate e prop proper er values values for for the the survi surviva vall of of soc socie iety ty..
iii)
To develop the intellectual capability for individuals to understand and appreciate their local and external environments,
iv)
To acqu acquir ire e both both physi physica call and and inte intellllect ectual ual skil skills ls whic which h will will enab enable le individuals to be self-reliant and useful members of the society;
v)
To promote and encourage scholarship scho larship and community services;
vi)
To forge and cement national unity; and
vii)
To promote national and international understanding and institutions.
These are in consonance with those envisioned envisioned by the World Declaration Declaration on Higher Education at the World Conference on Higher Education held in Paris, 5-9 October 1998. The Conference re-affirmed that education is a fundamental pillar of human human rights rights,, democra democracy cy,, sustain sustainabl able e develo developme pment nt and peace. peace. It should should therefore be accessible to all throughout life and that measures are required to
5
ensure ensure co-o co-oper perat atio ion n acros across s and and betw between een the the vari various ous secto sectors rs,, part partic icul ularl arly y between between general general,, techni technical cal and profes professio sional nal,, seconda secondary ry and post-se post-secon condary dary educa educati tion on as well well as betwe between en univ univers ersit itie ies s and and other other inst instit itut utio ions ns of high higher er education. TYPES OF TERTIARY INSTITUTIONS IN NIGERIA
In Nigeria, higher education is available in four main types of institutions •
The universities (Federal, State and Private) , of which there were 95 as at the year 2008;
•
Polytechnics,
originally
intended
for
middle
and
high
level
technical/professional education. •
Colleg Colleges es of Educat Education ion,, intende intended d for high-le high-level vel non-gra non-gradua duate te teacher teacher educ educat atio ion, n, but but some some of whic which h have have since since becom become e ‘deg ‘degre ree-g e-gran ranti ting ng institutions’, with emphasis on bachelors’ degrees in Education;
•
Monotechnics: higher institutions that offer courses in specific professional areas: Nursing, Agriculture, Veterinary Studies, etc.
EVOLUTION OF INSTITUTION FOR HIGHER LEARNING IN NIGERIA
The first institution for higher education in Nigeria was Yaba College of Technology, established in 1934. This became the nucleus of the first University College, established in Ibadan in 1948. The attainment of political independence in 1960 was accompanied by expansion in the education sector in general, and in higher education in particular. There was an improved improved geographical spread of universitie universities: s: University University of Nigeria, Nsukka (1960), Ahamdu Bello University, Zaria, University of Lagos, and the University of Ife (all in 1962), and much later, the University of Benin (1970).
6
Thes These e inst instit itut utio ions ns are are now now coll collec ecti tive vely ly know known n as FIRS FIRST T GENE GENERA RATI TION ON UNIVERSITIES. The The year year 1975 1975 (sev (seven en univ univer ersi siti ties es were were crea creatted) ed) witne itness ssed ed the emergence of Nigeria’s second-generation universities. Most of these Institutions had begun as satellite campuses of existing universities: Kano, Jos, Maiduguri, Calabar, Port Harcourt, and Ilorin. More universities were to follow in subsequent years, with ‘boom period’ in the 1980s. The The 1990 1990-d -dec ecad ade e witn witnes esse sed d the the birt birth h of priv privat ate e univ univer ersi siti ties es.. This This phenomenon has helped to broaden the scope of ownership of universities into Federal, State, and Private. The post-1970 institutions are now collectively called the third generation universities. One notable feature of the development of universities in Nigeria is the emergen emergence ce of specia specializ lized ed univers universiti ities. es. Most Most of these these focus focus on Science Science and Technology echnology,, while there are three (Makurdi, Abeokuta, Abeokuta, and Umudike) Umudike) that focus on Agriculture. List of Approved Federal Universities in Nigeria
S/N
1 2
3
4 5 6 7
FEDERAL UNIVERSITIES Abubakar Tafawa Balewa University, Bauchi Ahmadu Bello University, Zaria
VICE CHANCELLOR
Prof. G. A. Babaji Prof. Shehu U. Abdullahi
WEBSITE ADDRESS
http://www.atbunet.org
http://www.abu.edu.ng http://www.buk.edu.ng, www.buk.edu.org, Prof. Att Atta ahiru M. M. Je Jega www.buk.edu.net
Bayero University,Kano Fed. Univ. of Petroleum Prof. Babatunde Resources, Effurun Alabi Federal University of Prof. Abdullahi Y. Technology Yola. Ribadu Federal University of Prof. Adebisi M. Technolo Technology, gy, Akure Balogun Federa ederall Unive Univers rsity ity of Prof Prof.. Muham Muhammed med S.
YEAR FOUNDED
1988 1962
1975
2007
http://www.futy.edu.ng
1988
http://www.futa.edu.ng http://www.futminna.edu.ng
1981 1982
7
8
9
10 11 12 13 14
15 16 17 18 19 20 21 22
23 24 25 26 27
Techn echnol olog ogy, y, Minn Minna. a. Au Audu du Federal University of Technology, echnology, Owerri Owerri Prof Prof.. C. O.E. O.E. Onwul Onwuliri iri Micheal Okpara University of Agriculture, Umudike Prof. Ikenna Onyido National Open University of Prof. Prof. Olugbemiro Olugb emiro Nigeria, Lagos. Jegede Nigerian Defence Acade cademy my,K ,Kad adun una a Prof. of. Al Aliy iyu u Ab Abdu dull llah ahii Nnamdi Azikiwe Prof. Ilochi Austin University, Awka Okafor Obafemi Awolowo Prof. M. Oladimeji University,Ile-Ife Faborode University of Abuja, Gwagwalada Prof. Nuhu O. Yaqub University of Agriculture, Prof. Prof. Oluwafemi Oluwafe mi O. Abeokuta. Balogun University of Agriculture, Agriculture, Makurdi. Prof. Prof. D.V. D.V. Uza Prof. E. A. C. Univ Univer ersi sity ty of Beni Benin n Nwanze. University of Prof. Prof. Bassey O. Calabar Asuquo
http://www.futo.edu.ng, http://www.futoeduportal.com
1980
http://www.mouaportal.com, http://mouau.edu.ng
1992
http://www.nou.edu.ng
2002
www.nigeriandefenceacademy.edu.ng
1985
http://www.unizik.edu.ng
1992
http://www.oauife.edu.ng
1962
http://www.uniabuja.edu.ng
1988
http://www.unaab.edu.ng
1988
http://uam.mycportal.com
1988
http://www.uniben.edu.ng
1970
http://www.unical.edu.ng Univ Univer ersi sity ty of of Ibad Ibadan an Prof Prof.. O O.. A. Bam Bamir iro o http://www.ui.edu.ng Univ Univer ersi sity ty of Ilor Ilorin in Prof. of. Is'h Is'haq aq Oloye loyede de http://www.unilorin.edu.ng University of Jos Prof. S. G. Tyoden http://www.unijos.edu.ng Univ Univer ersi sity ty of Lago Lagos s Prof Prof.. Tolu olu Odug Odugbe bemi mi http://www.unilag.edu.ng http://www.unimaidportal.net, University of http://www.unimaid.edu.ng, Maiduguri Prof. M. M. Daura http://www.unimaid.org University of Nigeria, Nsukka Prof. C. O. Nebo http://www.unn.edu.ng University of PortHarcourt Prof. Don M. Baridam http://www.uniport.edu.ng University of Uyo Prof. A. I. Essien http://www.uniuyo.edu.ng Usuman Danfodiyo University Prof. T. M. Bande http://www.udusok.edu.ng
1975 1948 1975 1975 1962
1975 1960 1975 1991 1975
List of Approved State Universities in Nigeria S/N STATE UNIVERSITIES 1
Abia State University, Uturu.
2
Adam Ad amaw awa a Stat State e Univ Univer ersi sity ty Mub Mubii
3 4
VICE CHANCELLOR Prof. Mkpa O. Mkpa Prof. Abdurrahman Ghaji
WEBSITE ADDRESS http://www.absuportal.com
http://www.adamawastateuni.com Adekun Adekunle le Ajasi Ajasin n Univers University, ity, Akungba. Akungba. Prof Prof.. Philip Philip O. O. Abiodun Abiodun www.ajasin.edu.ng Akwa Ibom State University of Prof. Prof. Sunday W. http://www.akutech http://www.akutech.net, .net,
YEAR FOUNDED 1980 2002 1999 2004
8
Technology, Uyo 5 6 7
Petters
Ambr mbrose ose Al Alli Uni Univer versity sity,, Ek Ekpoma poma,, Prof. of. D. D. O. O. A Aiighom ghomiian Anambra State University of Science & Technology, Uli Prof. I. P. Orajaka
8
Benue State University, Makurdi. Bukar Abba Ibrahim University, Damaturu.
9
Cross River State University of Science &Technology ogy, Calabar
2000 1992
www.baiuniv.net
2006
Prof. E. I. Braide
http://www.crutech.net, http://www.crutechedu.net
2004
11 Ebon Ebonyi yi Sta State te Uni Unive vers rsit ity, y, Aba Abak kalik alikii
Prof. of. Fid Fidel elis is Oga Ogah h
15 Imo State University, Owerri
1980
Prof. M. N. Alkali
Prof. John Enaowho
13 Gombe ombe Sta State Univ Unive eris risty, ty, Gom Gomb be Ibrahim Badamasi Babangida 14 University, Lapai
http://www.aauekpoma.edu.ng
Prof. Akase P. Sorkaa
10 Delta State University Abraka
Enugu State University of Science 12 and Technology, Enugu
http://www.akutech.edu.ng
www.delsunigeria.net http://www.ebsuportal.com, http://www.ebsu.edu.ng
www.esut.edu.ng Prof. of. Abd Abdul ulla lah hi Ma Mahadi hadi www.gomsu.org Prof. M. A. Chado (DVC) Prof. I. C. Okonkwo http://www.imsu.edu.ng Prof. E. M. http://www.kasuportal.net, Abdulrahman http://www.kasu.edu.ng Prof. I. J. Chidobem
16 Kadun Kaduna a State State Univer Universit sity, y, Kadun Kaduna a Kano State University of Technology 17 Wudil Prof. I. S. Diso Prof. Abdullahi 18 Katsina Katsina State Universi University, ty, Katsina Katsina Mustapha
1992 2000 1981 2005 2005 1992 2004
www.kust.edu.ng
2000 2006
19 Kebbi State University, Kebbi
Prof. M. K. Abubakar
http://www.katsu.edu.ng http://www.ksusta.com, http://www.ksusta.edu.ng
20 Kogi State University Anyigba Ladoke Akintola University of 21 Technology, Ogbomoso
Prof. Hassan S. Isah
http://myksuportal.com
1999
Prof. B. B. Adeleke
1990
22 Lago Lagos s Stat State e Univ Univer ersi sity ty Ojo, Ojo, Lago Lagos. s.
Prof Prof.. L. A. Huss Hussai ain n
23 Nasar sarawa Sta State Uni Univer versity sity,, Keffi effi
Prof. of. Adamu damu Baik Baike e
http://www.lautech.edu.ng http://www.lasunigeria.org http://www.nsukonline.com, http://www.nsukonline.net http://www.ndu.edu.ng, http://www.ndu.edu.ng.tripod. com http://www.oou-ng.com www.osunstateuniversity.edu.ng www.plasu.edu.ng http://www.rsust.edu.ng, http://www.rsustonline.com
1982
http://www.tasuedu.org www.unadportal.com http://www.tunedikedu.org
2005
24 Niger Niger Delta Delta Unversity Unversity,, Yenagoa enagoa Olabisi Onabanjo University Ago25 Iwoye 26 Osun Sta State Univ niversi rsity, ty, Oshogb hogbo o
Prof. Chris Ikporukpo (Ag.) Prof. Odutola Osilesi Prof. of. Sola ola Akinr kinrin ina ade
27 Plat Platea eau u Stat State e Univ Univer ersi sity ty,, Bokk Bokkos os Prof. of. J. W. Wade, ade, mni mni Rivers State University of Science & 28 Technology Prof. B B Fakae (Ag) Tai Solarin Univ. of Education, Ijebu- Prof. Prof. Kayode Kayod e O. 29 Ode Oyesiku 30 University of Ado-Ekiti 31 Universit University y of Education, Education, Ikere Ikere Ekiti Ondo State University of Science and 32 Technology, Okiti-Pupa
Prof. I. O. Orubuloye
2006
1983 2002
2000
2006 2005 1979
1988 2008 2008
33 Taraba State University, Jalingo
2008
34 Kwara State University, Ilorin
2009
9
List of Approved Private Universities in Nigeria S/N S TA TATE UN UNIVERSITIES Abti-American University, 1 Yola
VICE CH CHANCELLOR Dr. C. Michael Smith (Prsdt)
2 Achie Achiever vers s Unive Universi rsity, ty, Owo African University of Science & Technology, 3 Abuja Ajayi Crowther University, 4 Ibadan
Prof Prof.. J.A J.A Odebi Odebiyi yi
5 Al-Hikmah University, Ilorin Babcock University,IlishanUniversity,Ilishan6 Remo Bells University of 7Technology, Otta Benson Idahosa 8 University,Benin Ci City Bingham University, New 9 Karu
Prof. 'Deremi Abubakre
Prof. Olajire Olaniran
WEBSITE ADDRESS
YEAR FOUNDED
http://www.abti-american.edu.ng http://www.achievers.edu.ng
2003
http://www.aust.edu.ng
2007
www.acu.edu.ng
2005
2007
2005
Prof. Kayode J. Makinde
http://www.babcockuni.edu.ng
1999
Prof. A. I. Adeyemi
http://www.bellsuniversity.org
2005
Prof. Gi Gideon E. E. D. D. Om Omuta
http://www.idahosauniversity.com
2002
Prof. F. I. Anjorin (Ag.)
www.binghamuniv.net http://www.bowenuniversity-edu.org http://www.calebuniversity.edu.ng
2005
10 Bowen Un University, Iw Iwo
Prof. T. T. Ol Olagbemiro
11 Cale Caleb b Uni Unive vers rsit ity, y, Lago Lagos s
Prof. of. Tim Timot othy hy O. Tayo ayo
12 Caritas University, Enugu CETEP City University, 13 Ibadan
Prof. Romanus O. Unegbu
http://www.cetepuniversity.com 14 Cove Covena nant nt Univ Univer ersi sity ty Ota Ota Prof rof.Aiz .Aize e O. Obay Obayan an www.covenantuniversity.com 15 Crawford Crawford Universit University y Igbesa Igbesa Prof Prof.. M. I. Ige Ige www.crawforduniversity.edu.ng 16 Crescent Un University, Prof. B. B. A. A. Ol Ola-Adams (A (Ag.) http://www.crescentuniversityng.com Fountain 17 Unveristy,Oshogbo Prof. H. H.O. B. Ol Oloyede http://portal.fountainuniversity http://portal.f ountainuniversity.org .org Igbinedion University 18 Okada Prof. A. U. Osaghae http://www.iuokada.edu.ng Joseph Ayo Babalola 19 Univ Univer ers sity ity, Ik Ikeji-A i-Arakeji Prof. of. C. C. O. O. Os Oshun hun http://www.jabung.org 20 Katsina University, Katsina Prof. Danjuma A. Maiwada Lead City University, 21 Ibadan Prof. J. B. Aladekomo http://www.lcu.edu.ng 22 Madonn Madonna a Unive Universi rsity, ty, Okija Okija Prof Prof.. L. C. C. Unukw Unukwube ube www.madonnauniversityportal.com 23 Novena University, Ogume Prof. E. O. Adedeji 24 Ob Obong University Prof. Enefiok S. Udo www.obonguniversity.net Pan African University, 25 Lagos Prof. Albert Alos http://www.pau.edu.ng Redeemer's University, 26 Mowe Prof. Oyewale Tomori http://www.run.edu.ng Renaissance 27 University,Enugu Prof. Ogwo E. Ogwo www.rnu.edu.ng 28 Sale Salem m Uni Unive vers rsit ity, y,Lo Lok koja oja Prof. of. Paul aul Omaj Omajii www.salemuniversity.org Prof. Prof. Angulu Angu lu 29 Tansian University,Umunya Onwuejeogwu http://www.tansian-edu.com 30 Univ Univer ersi sity ty of Mkar Mkar,, Mka Mkarr Prof. of. Nan Nancy cy Ag Agbe be www.unimkar.edu.ng Prof. Akin Aju
2001 2007 2005 2005 2002 2005 2005 2007 1999 2006 2005 2005 1999 2005 2007 2002 2005 2005 2007 2007 2005
10
31 Ve Veritas University Wesley Univ. of Science & 32Tech.,Ondo Western Delta University, 33 Oghara 34 Wuka Wukari ri Jubile Jubilee e Univer Universit sity, y,
Prof. (Fr.) Justin S. Ukpong www.veritas.edu.ng www.wusto.com, Prof. Olukayode O. Amund www.wesleyuniversity.org Prof. P.G Hugbo Prof Prof.. Godwin Godwin Akpa Akpa
www.wduniversity.org www.wukarijubileeuniversity.org
Polytechnics and Monotechnics
Polytechnics Polytechnics and Monotechnics Monotechnics were established established during the colonial era, long before the emergence of universities for high level technical manpower in a variety of technical and professional disciplines: Yaba College of Technology (already cited), Schools of survey, Veterinary Medicine, Forestry, and Agriculture in various parts of the country. The early 1950s saw the establishment of the Nigerian College of Arts, Science and Technology, which were later absorbed by three of the first generation universities in Ife, Zaria, and Nsukka. The The earl early y year years s of inde indepe pend nden ence ce witn witnes esse sed d the the crea creati tion on of coll colleg eges es of technology in Lagos, and in the three regions that existed at that time; Ibadan (Western region), Enugu (Eastern region), and Kaduna (Northern region). As more more regi region ons s and and Stat States es were were crea create ted, d, new poly polyte techn chnic ics s (owned (owned by stat state e governments also emerged. The federal government, in its effort to ensure a judicious geographical distribution of facilities for technological education) also establ establish ished ed Federa Federall Polytec Polytechni hnics cs in various various parts parts of the Federat Federation ion.. These These institutions contributed to meeting social demands for higher education up till the middle of the 1990s. Today, ay, questi stions are are being rais aised as to their appropri appropriate atenes ness s in the contem contempor porary ary scheme scheme of things, things, as there there has been been disenchantment among young people with the ‘cull de sac’ nature of polytechnic education.
2007 2007 2007 2005
11
Colleges of Education
The first first advance advanced d Teachers eachers’’ Colleg Colleges es (for produci producing ng ‘highly ‘highly qualif qualified ied nongraduate graduate teachers’, teachers’, mainly for secondary secondary schools) were established established in the wake of independence in the early 1960s – Zaria (Northern region), Owerri (Eastern region), Ibadan (Western region), and Abraka (Mid West region). The creation of more states in the Federation, and the increasing demand for teachers, due to educ educat atio iona nall expa expans nsio ion n in the the coun countr try y led led to the the esta establ blis ishm hmen entt of more more institutions, now re-named colleges of education, in every part of the country. Most of the institutions are either federally owned or state government-owned, but there has been a rapid increase in private colleges of education in recent years. years. Like Like polytec polytechni hnics, cs, the popula popularity rity of colleg colleges es of educati education on is steadi steadily ly waning. They are no longer anybody’s first choice. For this reason, the nation just has to take a close look at their original ‘raison d’être’ and work out a reorientation process for them.
Approved Polytechnics in Nigeria S/NO
INSTITUTIONS
YEAR
OWNERSHIP
ESTABLISHED
1.
Abdu Gusau Polytechnic, P.M.B. 1021,
1992
State
2.
Talata Mafara, Zamfara Za mfara State. Abia State Polytechnic P.M.B. 7166, Aba,
1992
State
3.
Abia State. 082 225952, 225678. Abubakar Tatari Ali Polytechnic, Jos Rd,
1988
State
4.
Bauchi, Bauchi State. 077 542196, 542651. Adamawa State Polytechnic, Polytechnic, P.M.B. 2146,
1991
State
12
5.
Yola. Adamawa State. Akanu Ibiam Federal Polytechnic, P.M.B.
1981
Federal
6.
1007, Unwana Afikpo, Ebonyi State. Akwa Ibom State Polytechnic, Ikot Osurua,
1991
State
7.
Ikot Ekpene. Allover Central Polytechnic, Plot 3A&B
1998/2003*
Private
8.
Abiodun Popoola Str. Sango Otta. Auchi Polytechnic, P.M.B. 13, Auchi, Edo
1973
Federal
9.
State. Benue State Polytechnic, Polytechnic, P.M.B.0 P.M.B.01 1
1976
State
10.
Ugbokolo Benue State. Delta State Polytechnic, P.M.B. 1030,
2002
State
11.
Ogwashi-Uku, Delta State. Delta State Polytechnic, Polytechnic, P.M.B.03, Otefe-
2002
State
12.
Oghara, Delta State Delta State Polytechnic, Polytechnic, P.M.B.05, Ozoro,
2003
State
13.
Delta State. Federal Polytechnic, P.M.B.5351, Ado –
1977
Federal
14.
Ekiti. Federal Polytechnic, Polytechnic, P.M.B.0231, Bauchi,
1979
Federal
15.
Bauchi State. Federal Polytechnic P.M.B.55, Bida, Niger
1977
Federal
16.
State. Federal Polytechnic, P.M.B.1006,
1993
Federal
17.
Damaturu Damatu ru Yobe State. Federal Polytechnic, P.M.B.231, Ede, Osun
1992
Federal
18.
State. Federal Polytechnic, P.M.B. 1037 Idah, Kogi
1977
Federal
19.
State. Federal Polytechnic, Polytechnic, P.M.B.50, Ilaro, Ogun
1979
Federal
20.
State. Federal Polytechnic, Polytechnic, P.M.B.1012,
1983
Federal
21.
K/Namoda, Zamfara State. Federal Polytechnic, Polytechnic, P.M.B.35 Mubi
1979
Federal
22.
Adamawa State. Federal Polytechnic, Polytechnic, P.M.B. 001 Nasarawa,
1993
Federal
1977
Federal
Nasarawa State. 23. Federal Polytechnic P.M.B.1036, Nekede
13
24.
Owerri, Imo State. Federal Polytechnic, Polytechnic, P.M.B. 420 Offa,
25.
Kwara State. Federal Polytechnic P.M.B. 21 Aguata, Oko, 1982
26.
Anambra State. Grace Polytechnic, Polytechnic, Surulere, P. P. O. Box 9067,
1962/1999*
Private
27.
Lagos. Hassan Hassan Usman Usman Kats Katsina ina Polyt Polytechn echnic, ic, P.M.B. .M.B.
1983
State
28.
2052, Katsina. Hussaini Adamu Federal Polytechnic, Polytechnic,
1991
State
29.
Kazaure Jigawa State. Institute of Management and Technology, echnology,
1965
State
30.
Enugu P.M.B P.M.B 01079, Enugu. Kaduna Polytechnic, P.M.B. 2021, Kaduna,
1956
Federal
31.
Kaduna State. Kano State Polytechnic, Polytechnic, P.M.B.3401, Kano,
1976
State
32.
Kano State. Kogi State Polytechnic, Polytechnic, P.M.B.1101 Lokoja
1993
State
33.
Kogi State. Kwara State Polytechnic, Polytechnic, Ilorin P.M.B.1375,
1973
State
34.
Ilorin. Lagos City Polytechnic, Polytechnic, P.M.B.21200, Ikeja,
1990/1995*
Private
35.
Lagos State. Lagos State Polytechnic, Ikorodu, P.M.B.
1977
State
36.
21606, Ikeja, Lagos, Lagos State. Moshood Abiola Polytechnic, P.M.B.2210,
1979
State
Abeokuta, Ogun State. 37. Niger State Polytechnic, P.M.B. 1 Zungeru,
1991
State
Niger State. 38. Nuhu Bamali Polytechnic, P.M.B.1061 Zaria
1989
State
39.
Kaduna State. Osun State College of Technology,
1991
State
40.
P.M.B.1011, Esa – Oke, Osun State. Osun State Polytechnic, P.M.B. 301, Iree,
1992
State
41.
Osun State. Our Saviour Institute of Science, Science, Agriculture
1989/1991*
Private
42.
& Technology, P.M.B. 01161, Enugu. Plateau State Polytechnic, P.M.B. 02023,
1978
State
1992
Federal Federal
14
43.
Jos, Plateau State. Ramat Polytechnic, P.M.B.1070, Maiduguri,
1976
State
44.
Borno State. Rivers State College of Art and Science, Science,
1991
State
45.
P.M.B. 5936, Port Harcourt, River State. Rivers Rivers Stat Statee Polyt Polytechn echnic, ic, P.M. P.M.B. B. 20, 20, Bori, Bori,
1988
State
46.
River State. Ronik Polytechnic, P.M.B.21764, Ikeja
2001/2003*
Private
47.
Lagos, Lagos State. Rufus Rufus Giwa Giwa Polyt Polytech echnic, nic, P.M.B. .M.B. 1019 1019 Owo
1979
State
48.
Ondo State. Sokoto State Polytechnic, Polytechnic, P.M.B. 2356
2000
State
49.
Sokoto. The Polytechnic, Polytechnic, P.M.B. 22, Ibadan, Oyo
1970
State
50.
State. Universal College Of Technology Ile Ife
1994/1999*
51.
P.M.B. 009, O.A.U. Ile – Ife. Waziri Umaru Federal Polytechnic, Polytechnic,
52. 53.
P.M.B.1034, Birnin Kebbi, Kebbi State. Wolex Polytechnic, Polytechnic, Iyana Ipaja, Lagos. Yaba College of Technology, Technology, P.M.B.2011,
Private
1976
State
1996/1999* 1947
Private Federal
Yaba, Lagos.
Approved Monotechnics in Nigeria COLLEGES OF AGRICULTURE AND RELATED DISCIPLINES S/N
INSTITUTION NAME
YEAR
OWNERSHIP
1.
Adam Adamaw awaa Stat Statee Coll Colleg egee of Agri Agricu cult ltur ure, e,
ESTABLISHED 1992
2.
P. M. B. 1010, Mubi Adamawa State. Akpe Akpera ran n Orsh Orshii Coll Colleg egee of Agri Agricu cult ltur ure, e,
1926
State
3.
P. M. B. 181,Yandev 181,Yandev Gboko, Gboko , Benue State Audu Audu Bako Bako Coll Colleg egee of of Agri Agricu cult ltur ure, e,
2002
State
4.
P. M. B. 3159, Danbata kano, Kano State Moha Mohamm mmet et Law Lawan an Col Colle lege ge of Agri Agricu cult ltur ure, e,
1977
State
5.
P. M .B. 1427 Maiduguri Borno State Coll Colleg egee of of Agri Agricu cult ltur uree DAC DAC – ABU, ABU,
1964
Federal
P. M. B. 205, Kabba, Kogi State.
State
15 6.
Coll Colleg egee of Agr Agric icult ultur uree and Anim Animal al Scie Scienc ncee P.M P.M.B .B..
1959
Federal
7.
2134, Mando road. Kaduna State. Coll Colleg egee of Agri Agricul cultu ture re P.M P.M.B .B.. 1018 1018 Zuru, Zuru, Kebb Kebbii
1976
State
8.
State Colleg Collegee of Agricu Agricultu lture re Jali Jalingo ngo P.M.B. .M.B. 1025 1025 Jali Jalingo ngo –
1979
State
9.
Taraba State Coll Colleg egee of Agri Agricul cultu ture re P.M P.M.B .B.. 033 Laf Lafia ia Nasa Nasara rawa wa
1996
State
10.
State. Edo State State Coll College ege of of Agricul Agricultur ture, e, P.M. P.M.B. B. 1471, 1471,
1992
State
11. 11.
Iguoriakhi, Edo State. Federa Federall Colle College ge of Fishe Fisherie riess & Mari Marine ne Tech Technol nology ogy
1969
Federal
12.
P.M.B. 80063 V/I Lagos. Federa Federall Coll College ege of Animal Animal Health Health & Prod Product uction ion
1941
Federal
13.
Technology, P.M.B 1. Vom Federa Federall College College of Fres Freshwat hwater er Fishe Fisherie riess Techn Technolo ology gy,,
1978
Federal
14.
P.M.B. 1500, New Bussa, Niger State. Federa Federall Colleg Collegee of Agricu Agricultu lture re P.M. P.M.B. B. 7008, 7008, Ishia Ishiagu, gu,
1955
Federal
15.
Ebonyi State. Federa Federall Colle College ge of Agricu Agricultu lture re Akure, Akure, Ondo Ondo State State..
1957
Federal
16.
Federa Federall Colle College ge of Agricu Agricultu lture re P.M. P.M.B. B. 5029 5029 Moor Moor
1921
Federal
17.
Plantation, Ibadan Oyo state. Federa Federall Coll College ege of Animal Animal Health Health & Prod Product uction ion
1964
Federal
18.
Technology P.M.B. 5029, Ibadan Oyo. Federa Federall Colleg Collegee of Fore Forestr stry y P.M. P.M.B B 2019 2019 Jos, Jos, Platea Plateau u
1958
Federal
19. 19.
State. Fede Federa rall Colle College ge of Fores Forestr try y Mech Mechan anis isat atio ion, n, P.M P.M.B .B..
1976
Federal
20. 20.
2273 Afaka, Kaduna. Fede Federa rall Coll Colleg egee of Fore Forest stry ry P.M.B .M.B.. 5054 5054 Jeri Jerich cho o
1939
Federal
21. 21.
Hill, Ibadan Feder ederal al Col College lege of Land Land Reso Resour urce cess Techn echnol olog ogy y,
1987
Federal
22. 22.
P.M.B. 2035, Kuru, Jos Plateau State. Feder ederal al Col College lege of Land Land Res Resour ources ces Techn echnol olog ogy y
1981
Federal
23. 23.
P.M.B. 1518, Owerri, Imo State. Fede Federa rall Colle College ge of Wil Wildl dlif ifee manage manageme ment nt.. P.M.B .M.B..
1978
Federal
24.
268, New Bussa Niger State. Michael Okpara College of Agriculture P.M.B. 1472,
1978
State
16
25. 25.
Umuagwo-Ohaji Owerri, Imo State. Niger iger State ate Col College lege of Agr Agricul icultu turre P.M.B .M.B.. 109, 109,
1979
State
26. 26.
Mokwa, Niger State. Sama Samaru ru Colle College ge of Agric Agricul ultu ture re DAC ABU, ABU, Zaria Zaria,,
1921
Federal
Kaduna State. COLLEGES OF HEALTH SCIENCE
S/N
INSTITUTION NAME
YEAR ESTABLISHED 1982
OWNERSHIP
1.
Fede ederal Sch School of Dental Techn chnology &
2.
Therapy P.M.B. P.M.B. 01473 Enugu, En ugu, Enugu State. Inst Instit itut utee of of Publ Public ic Heal Health th Colle College ge of Heal Health th
3.
Sciences (OAU) Ife. Nige Nigerria Arm Army y Medi Medica call Corp Corpss & Schoo chools ls,,
1974
Federal
4.
Ojo NKST College of Health Technology, gy,
1960
Private
5.
Mkar, Gboko, Benue State. Scho School ol of of Heal Health th Inf Infor orma mati tion on Man Manag agem emen entt
2002
Federal
1998
State
1980
Federal Federal
(AKTH) Aminu Kano University Teaching Teaching 6.
Hospital, Kano. Sheh Shehu u Idris Idris Coll Colleg egee of Healt Health h Tec Techn hnol olog ogy y, Makarfi, Kaduna State.
17
MONOTECHNICS: S/N
INSTITUTION NAME
YEAR
OWNERSHIP
ESTABLISHED
1.
320 320 Techn echnic ical al Trai Traini ning ng Group Group Nige Nigeri rian an Airf Airfor orce ce..
1977
Federal
2.
P.M.B. 2104, Kaduna. Abuj Abujaa Scho School ol of of Acc Acctt and and Comp Comput uter er Stu Studi dies es
1995/1999♦
Private
3.
P. O. Box 6322 Garki, Bwari, Abuja. Fede Federa rall Col Colle lege ge of Chem Chemic ical al and and Lea Leath ther er
1964
Federal
4.
State Fede Federa rall Coop Cooper erat ativ ivee Coll Colleg egee Abuja Abuja Road Road.P .P.M .M.B .B..
1976
Federal
5. 6.
2425, Kaduna Federal Cooperative College, Ibadan. Oyo State. Feder ederal al Coop Cooper erat ativ ivee Coll Colleg egee Oji – Rive Riverr, Enug Enugu u
1943 1976
Federal Federal
7.
State. Feder ederal al Scho School ol of Surve urvey ying, ing, Ogbom Ogbomos osho ho Road, Road,
1908
Federal
8
P.M.B. 1024, Oyo State. Mari Mariti time me Acad Academ emy y of Nige Nigeri ria, a, Oron Oron,, P.M P.M.B .B.. 1089, 1089,
1988
Federal
9.
Oron – Akwa Ibom State Nigerian Army School
Technology, P.M.B. 1034, Samaru Zaria, Kaduna
of
Finance
and
1978
Federal
Admini Administr strati ation, on, Apapa Apapa PMB10 PMB1066, 66, Lagos, Lagos, Lagos Lagos 10. 10.
State Niger Nigeria ian n Arm Army y Sch. Sch. of Mil Milit itar ary y Engi Enginee neeri ring ng
1960
Federal
11. 12. 13. 13.
Makurdi, P.M.B. P.M.B. 102272, Benue State Nigeria Army Sch. of Signals, Apapa Lagos Nigerian Inst. of Journalism, Ikeja, Lagos. Niger Nigeria ian n Navy Navy Coll College ege of Engi Engine neer erin ing g
1948 1971/2003♦ 1982
Federal Private Federal
14. 14.
Ogborode, Delta State. Petr Petrol oleu eum m Train rainin ing g Inst Instit itut utee P.M.B .M.B.. 20, 20, Efur Efurum um
1972
Federal
15. 15.
Delta State. Wavec avecre resst Coll Colleg egee of Cat Cateri ering and and Hos Hospita pitali lity ty
1973/1999♦
Private
Sapel Sapele, e, Nava Navall Base Base,, New New Port Port,, P.M.B .M.B.. 4002, 4002,
Management, Lagos.
A BRIEF DESCRIPTION OF THE NIGERIAN NIGERI AN TERTIARY EDUCATION EDUCATION SYSTEM
18
The tertiary tertiary educat education ion system system in Nigeri Nigeria a is compose composed d of Univers Universiti ities, es, Polytechnics, institutes of technology, colleges of education, that form part of or are affiliated to universities, polytechnic, colleges and professionally specialized inst instit itut utio ion n (IAU (IAU,2 ,200 000). 0).The They y can can be furt furthe herr cate catego gori rize zed d as stat state e or fede federal ral universities and as first, second or third generation universities(Harnett 2000:1) Three levels of university education exist in Nigeria. University first level stage offers a Bachelor’s degree after a minimum of four years and a maximum of six years (e.g in medicine).The university second level stage offers a Master’s degree following one year of post-Bachelor .s study. The university third level stag stage e offe offers rs a doct doctor orat ate e degr degree ee,, two two to thre three e years ears afte afterr the the Mast Master’ er’s s programme. To gain admission into the first level of university education, one has to pass the competitive University Matriculation Examination(UME) (IAU,2000). Higher education education in Nigeria Nigeria can be further divided into the public public or private, private, and the university or non-university non-university sectors. sectors. Public Public universities universities owned by the federal and state Government dominate the education system. In recognition of the need to encoura encourage ge private private partic participa ipatio tion n in the provisi provision on of tertia tertiary ry educat education ion,, the Feder Federal al Gover Governm nmen entt of Niger Nigeria ia issue issued d a decr decree ee in 1993 1993 allow allowin ing g priv privat ate e inves investo tors rs to estab establilish sh unive univers rsit itie ies s foll followi owing ng guid guidel elin ines es estab establilishe shed d by the the Government. The non-uni non-univers versity ity sector sector is compose composed d of polytec polytechni hnics, cs, instit instituti utions ons of technology, colleges of education and professional institutions operating under parent ministries. Three parallel strategies are being pursued in order to expand access to higher education education in Nigeria. First, distance higher education programs programs are being
19
established; established; second, good quality quality private universities universities are being encouraged and thir third, d, plan plans s are are in place place to expan expand d all all univ univers ersity ity camp campus us enrol enrolme ment nts s to a maximum of 30,000 students. The The Nige Nigeri rian an Gove Govern rnme ment nt cont contro rols ls univ univer ersi siti ties es and and othe otherr tert tertia iary ry educati education on instit instituti utions ons through through the followi following ng organs: organs: the Federal Federal Minist Ministry ry of Educa Educati tion; on; Nati Nationa onall Unive Universi rsiti ties es Comm Commis issi sion on,, whic which h among among othe otherr thin things gs allocates allocates funds to federal federal universities universities and also prescribes the spending spending formula, formula, and the Committee of Vice Chancellors of Nigerian Federal, which acts as a coordinating body. Each university is administered by a Council and a Senate, and is headed by appointed Vice Chancellor as CEO’s; the Academic Staff Union of Univer Universit sities ies (ASSU) (ASSU) safegua safeguards rds the interes interestt of the academi academic c staff staff in the Nigerian University System. ACCESS AND ENROLMENT TRENDS
Repor Reports ts by the the Joint Joint Admi Admissi ssions ons and and Matr Matric icul ulat atio ion n Board Board (JAMB (JAMB), ), whic which h conducts the selection examinations to higher institutions in Nigeria, show that the the nati nation on is stil stilll unab unable le to meet meet the the socia sociall deman demands ds for for univ univers ersit itie ies. s. For For example, example, all the universities universities in the country were able to admit a bare 10.75 % of the 467,490 candidates seeking admission in the 2000/2001 academic year.
For the polytechnics, 24.8% of the 130,000 applicants app licants were admitted in 19992000 (the latest year for which figures are available). The Colleges of Education present a completely different picture, as admission rates have been as high as 75% and even higher. Dema Demand nd for for and and supp supply ly of plac places es::
The The Univ Univer ersi siti ties es
20
Academic Year
1996-1997
Applications
M 218881
F 157946
Admissions
T 37682
%T
%M
%F
6.08
M F 33130 22925
T 56055
14.88 8.79
7 1997-1998* 1998–1999 1999–2000 2000-2001
186905 242530 268671
134463
32136
47170 31380
78550
24.44 14.68 9.76
176398
8 41892
47170 31380
78550
18.75 11.26 7.49
198819
8 46749
31271 190006
50277
10.75 6.69
4.06
0 *Data could not be obtained for the academic year 1997 / 98 Education Sector Status Report, May, May, 2003
Source:
Dema Demand nd for for and and supp supply ly of plac places es:: Academic Year
1996-1997 1997-1998
The The Poly Polyte tech chni nics cs
Applications
M 94085 82158
Admissions
%T
%M
%F
F 75545
T 16963
M F 25831 19844
T 45675
26.93 15.23 11.70
68255
0 15041
18065 13664
31729
21.09 12.01 9.08
21513 15492
37005
28.41 16.52 11.89
3 1998-1999* 1999-2000
72100
56236
13025 1
2000-2001* *Data could not be obtained for the academic ac ademic year 1998 / 99 and 2000 / 2001
Dema Demand nd for for and and supp supply ly of plac places es:: Academic Year
1996-1997 1997-1998* 1998-1999
The The Poly Polyte tech chni nics cs
Applications
M 5380 5400 2385
F 8379 7785 4161
Admissions
T 13950 13185 6546
M 3239 5661
F 8784* 6901
T 12023 12562
%T
%M
%F
86.19 23.22 62.97 95.27 42.94 52.33
21
1999-2000 2000-2001 3999 4862 8861 2998 3674 6672 75.30 33.80 41.47 *Data could not be obtained for the academic year 1997 / 98 and 1999/2000 Quality issues
1.
There There have have been been in recen recentt year years s a seri seriou ous s con conce cern rn about about the the qua qualility ty of products from tertiary institutions, especially in the light of the sudden rise in their number as well as of the numbers of students, factors which have impact negatively negatively on the institutional institutional facilities, facilities, which have become dilapidated, and on the grossly overworked academic staff. Chronic under-funding, that made it impossible for the rehabilitation of infrastructure infrastructures s and construction construction of new buildings to accommodate accommodate the ever-in ever-incre creasi asing ng student student popula populatio tion, n, has seriou seriously sly exacerb exacerbate ated d the situation. Funds for recurrent expenditure that are also characterized by short falls, go mostly into the payment of salaries and emolument and for providing providing services such as electricity, electricity, leaving leaving very little for the procurement of consumables and other materials. So, laboratories and workshops are stocked with preponderantly obsolete equipment.
2.
By far far the most ost impor portant of the the fact actors imp implicat cated as causing the decline in the quality of the graduates of the Nigerian higher education inst instit itut utio ions ns,, is the the peren perenni nial al inst instab abililit ity y whic which h has has come come to be the the hallmark of these institutions in recent times. In the university system for instance, instability occasioned by recurrent and often protracted strike actions by staff unions led to the truncation of academic sessions and frequent closures of universities to the extent that between 1993
22
and 2003, the university system witnessed more than 28 months of closure without commensurate make up for lost time. Quality Assurance Mechanisms
Quality assurance in Nigerian higher education consists of internal and external mechanisms. The external mechanism is constituted by accreditation conducted by the statutory regulatory agencies and the professional bodies. The internal institutional mechanisms for the Academic Departments, the Faculties, Schools or Colleges and the Senate or Board of studies as comprises quality assura assuranc nce e appro appropri priat ate. e. The The exte externa rnall exam examin iner er syst system em provi provides des addi additi tion onal al assura assuranc nce e that that the the qual quality ity of acade academi mic c progr program amme mes s of the the inst instit itut utio ions ns is acceptable to academic peers across the system. In the university system for instance, Act No 16 of 1985 empowers the Nati Nationa onall Unive Univers rsit itie ies s Comm Commis issi sion on (NUC) (NUC) to lay down down mini minimum mum acade academi mic c standards for all academic programmes taught in Nigerian universities and to accredit accredit them. Thus, NUC 216 conducts conducts accreditati accreditation on of academic programmes that entail peer assessment of the programmes against pre-determined minimum academi academic c standa standards rds (MAS) (MAS) that that provide provide the benchm benchmarks arks against against which which the quality of the programmes is measured. Minimum Academic Standards (MAS) for all academic programmes taught in tertiary institutions are set up by government through the appropriate statutory supervisory agency. The National Universities Commission (NUC) is responsible for the setting up of MAS and the assurance of the quality of all academic progra programm mmes es offe offered red in the the unive universi rsiti ties; es; the the Nati Nation onal al Board Board for for Techn echnic ical al Educati Education on (NBTE) (NBTE) and the Nation National al Commis Commissio sion n for Colleg Colleges es of Educat Education ion
23
(NCCE (NCCE)) are are respe respect ctiv ively ely charg charged ed with with qual quality ity assura assuranc nce e respo respons nsib ibililit ity y in polytec polytechni hnics cs (inclu (includin ding g monote monotechni chnics) cs) and Colleg Colleges es of Educati Education on across across the nation, respectively. respectively. The objectives of accreditation are to: i)
Ensure that at least the provisions of the minimum academic standards documents are attained, maintained and enhanced in the universities;
ii) ii)
Assu Assure re emp emplo loye yers rs and and oth other er mem membe bers rs of of the the comm commun unit ity y that that Nig Niger eria ian n graduates of all academic programmes have attained an acceptable level of competency in their areas of specialization; and
iii)
Certify to the international community that the academic programmes offered in Nigerian universities are of high standards, and that their graduates are adequate for employment and further studies.
Through the accreditation process, proprietors of the various institutions are advised advised on ways ways of revital revitalizi izing ng their their instit instituti utions ons and academ academic ic program programmes mes where they fail to meet the prescribed prescribed standards so that remedial action may be take taken n tow towards ards qual qualiity impr improv ovem emen ent, t, whic which h is the the ult ultimat imate e purp purpos ose e of accreditation. The term “accreditation” in the Nigerian context is used to connote “a system for recognizing educational institutions (universities and programmes offered in these institutions) for a level of performance, integrity and quality which entitles them to the confidence of the educational educational community, community, the public public they serve and the employers of labour” (NUC, 1989). In the Nigerian university system, in spite of the fact that university education commenced in 1948, accreditation is a relatively recent practice given that the
24
first first accred accredita itatio tion n exerci exercise se was conduc conducted ted in 1990 1990 followi following ng the settin setting g and publication of Minimum Academic Standards (MAS) documents for the thirteen broad discipline areas taught in Nigerian universities in 1989. Since then, three other accreditation exercises have been conducted with the most comprehensive being that conducted in 1999 with a mop-up exercise in 2000 2000.. In Nove Novemb mber er 2002 2002 accr accred edit itat atio ion n re-v re-vis isit its s were were cond conduc ucte ted d to all all programmes that earned denied accreditation status in the 2000 accreditation exercise. However, the prevalence of well trained and experience academic staff in some premier premier universi universitie ties s tends tends to reduce reduce
the frequen frequency cy of accredi accreditat tation ion
exercises in such universities. Ranking of Institutions
Sequel to the 1999/2000-accreditation exercise, NUC has ranked Nigerian universities based on the Quality (mean score) in each Academic discipline as well as on the Quality of each programme. A league table of the aggregate performance performance of the academic programmes programmes of the universitie universities s was drawn up and used to rank the universities. To achiev achieve e object objectivit ivity y in the exercis exercise, e, several several perfor performanc mance e indica indicator tors s including the following were used to assess the programmes: academic content, curriculum content, 217 admission into the programme, academic regulations, evaluation of students’ work, practical work/degree project, standard of tests and examinat examination ions, s, studen studentt course course evalua evaluatio tion n and externa externall examin examinati ation, on, staff staffing ing,, administration of the department and its staff development programme, physical facili facilitie ties s (classro (classroom om facili facilitie ties, s, laborat laboratorie ories s and staff staff offic offices), es), fundin funding g of the
25
programm programme, e, library library facili facilitie ties, s, and employer employers’ s’ rating rating of the graduat graduates es of the programmes. Scores are awarded based on performance performance of the programme programme in the area of each indicator. Academic content has a maximum of 23, staffing 32, physical facilities 25; library 12, funding 5 and employers’ rating of graduates 3. The aggregate scores are then computed. The accreditation status awarded to a programme depends on the total score. On the basis of aggregate scores, programmes could be accorded full accredi accreditat tation ion,, interi interim m accredi accreditat tation ion,, or Denied Denied Accredi Accreditat tation ion status status.. From From the aggregate scores, and for the purpose of comparing clusters of universities, the institutions were ranked based on generation and ownership as shown in the tables below: Ranking of first generation universities RANK
1 2 3 4 5 5 Sour Source ce::
UNIVERSITY
University of Lagos, Akoka University of Nigeria, Nsukka University of Benin Obafemi Awolowo University, Ile-Ife Ahmadu Bello University, Zaria University of Ibadan
MEAN ACADEMIC QUALITY INDEX 3.63 3.57 3.55 3.40 3.14 3.14
Nati Nation onal al Univ Univer ersi siti ties es Com Commiss missio ion, n, Abuj Abuja a
Ranking of second generation universities RANK
1 2 3 4
UNIVERSITY
University of Port Harcourt University of Jos University of Ilorin Nnamdi Azikiwe University, Akwa
MEAN ACADEMIC QUALITY INDEX 3.75 3.47 3.43 3.36
26
5 6 7 8 9 10 Sour Source ce::
University of Maiduguri University of Calabar Bayero University, Kano Usman Danfodiyo University , Sokoto University of Uyo University of Abuja
3.26 3.24 3.22 3.19 3.00 2.80
Nati Nation onal al Univ Univer ersi siti ties es Com Commiss missio ion, n, Abuj Abuja a
Ranking of state universities RANK
1 2 3 3 5 6 7 7 7 7 11 Sour Source ce::
UNIVERSITY
LAUTECH, Ogbomosho Olabisi Onabanjo University, Ago-Iwoye Imo State University, Owerri Enugu State University of Science and Technology Abia State University, Uturu Rive Riverr Stat State e Univ Univer ersi sity ty of of Scie Scienc nce e and and Tec Techn hnol ology ogy,, Port Port-Harcourt University of Ado-Ekiti, Ado-Ekiti Lagos State University, Ojo Benue State University, Makurdi Ambrose Alli University, Ekpoma Delta State University, Abraka
MEAN ACADEMIC QUALITY INDEX 3.40 3.30 3.20 3.20 3.10 3.06
3.00 3.00 3.00 3.00 2.54
Nati Nation onal al Univ Univer ersi siti ties es Com Commiss missio ion, n, Abuj Abuja a
STRATEGIC STRATEGIC EXPANSION POLICY INTERVENTIONS IN RECENT TIMES
granting g of autono autonomy my to Nigeria Nigerian n universi universitie ties s Institutional Institutional Autonomy: Autonomy: The grantin invol involvi ving ng the the devol devolut utio ion n of more more powe powers rs to the the govern governin ing g counc councilils s of the the universities is certainly one of the measures aimed at stabilizing the university system, since under a milieu of increased institutional autonomy, decisions such as the the appo appoin intm tmen entt of vice vice-c -cha hanc ncel ello lors rs whic which h in some some case cases s had had been been charac characte teri rize zed d by ranc rancoro orous us and and some someti time mes s vici viciou ous s succ succes essi sion on stru struggl ggle e impacting impacting negatively on institutio institutional nal stability stability,, will be taken at the institutio institutional nal level. The probl problem ems s of Private Private Sector Sector Provisi Provision on of Studen Studentt Accommo Accommodat dation: ion: The deterioration of physical facilities and infrastructure and congestion in student
27
hostels are being tackled by government on several fronts, notable among which is the the priv privat ate e sect sector or part partic icip ipat atio ion n in host hostel el deve develo lopm pmen ent. t. Anot Anothe herr is the the presidential intervention to ensure completion of all abandoned projects in the universities. (digital) library project project aims to The National Virtual Library Project: The virtual (digital) provide, in an equitable and cost effective manner, enhanced access to national and inte intern rnat atio iona nall libra library ry and and info informa rmati tion on resou resource rces s and and for for shari sharing ng loca locally lly available resources with libraries all over the world using digital technology. The practical purpose of this is ultimately to solve the perennial problem of lack of current books and journals in university and other higher education libraries. Virtual Institute For Higher Education Pedagogy (VIHEP) : A vigorous policy
and practice of staff development is essential to boost the morale of academic staff and to update and improve their skills and make them more effective in curricu curricular lar implem implement entati ation on and innovat innovation ion.. As part part of NUC’s NUC’s contri contribut bution ion to improving the quality of teaching and learning in Nigerian universities and in preparation for the take-off of the National Higher Education Pedagogic Centre (NHEPC), the commission established the Virtual Institute for Higher Education Pedagogy (VIHEP) where participants are expected to be able to update their knowledge and skills on a subject matter using internet protocols as platform. This expected to hone the pedagogic skills of lecturers in Nigerian universities by exposing them to internet-based training on modern methods of teaching and learning in higher education. Teaching And Research Equipment Fund:
Protracted under-funding has led
to a situat situation ion where where many univers university ity laborat laboratory ory and studio studios s equipm equipment ent are
28
obsolete. To address this situation, NUC has succeeded in getting government to agree to provide specific funds for the procurement of teaching and research equipment through the creation of a teaching and research equipment grant subhead in the funds appropriated to universities in the budget. KEY ISSUES AND CHALLENGES
There e is a gene genera rall feel feelin ing g that that the the Systemat Systematica ically lly Planned Planned Expans Expansion: ion: Ther expansion of higher education in Nigeria has not followed a strict master plan. Whether more institutions are needed, in what forms, in what places, under what conditions, etc are now issues that should become elements of a much-desired national strategy for the development of higher education in the country Managem Management ent Of Studen Studentt Flow : It is also generally believed that the rapid,
unplanned increase in student numbers has been a major crisis area of higher institutions. There is therefore the need for ‘academic planning’ (both at the syste systems ms and and at the the inst instit itut utio iona nall level level)) to beco become me more more clos closely ely invol involved ved in ‘absorption capacity forecasting’, as a means of ensuring that student flow is more intimately linked with the facilities (human, financial, physical, academic) of various institutions. This would also be an instrument for planning the expansion of institutions in a manner that takes due care of changes in social demand. Curriculum Renewal To Meet The Needs Of A Knowledge Econom y: The
entire world is questioning the relevance of higher education curricula, and the major issues have been the need to adapt what students learn, the way teaching and learning is organised, assessment procedures, etc to the demands of the rapidly changing world of work that emphasizes KNOWLEDGE in terms of ‘how you know’ and not ‘what you know’. Nigerian high education should see this as its
29
most important challenge; as its continued relevance would depend on the extent and the speed with which it is able to meet prevailing societal aspirations. relevance ce of Evolving A Development-Orie Development-Oriented nted Operational Operational Culture: Culture: The relevan higher education (especially in a developing country) is also dependent on its capacity to link its programmes and activities activities to the development development imperatives imperatives of the Nation. This involves turning those developmental imperatives into the object and subject of teaching, research, and service within the institutions. It also invol involves ves forg forgin ing g close closerr links links betwe between en town town and and gown gown for for a more more soci social ally ly responsive form of higher education. Bridging The Gender Gap In Access, Opportunity, And Responsibilities:
Gender inequality is a stark reality in higher education, as is the case with the entire system. While the problem requires a ‘systemic attack’, higher education shou should ld give give it more more prom promin inen ence ce,, by turn turnin ing g Gend Gender er into into an inst instit itut utio iona nall development issue. Adequate Attention To Students Social And Psychological Challenge s: The
learner is the major reason for the existence of higher institutions. His/her special needs should be central to any genuine development efforts within that sub sector. Today’s higher education learner is living under more stressful conditions than her/his forebears. Therefore, students’ concerns (bringing them in, and not 221 mere merely ly legi legisl slat atin ing g for for them them)) have have beco become me an impe impera rati tive ve for for the the smoo smooth th development of higher education. This is a major approach to addressing such issues as Cultism and examination malpractices. FACTORS THAT HAVE INFLUENCED EDUCATION OVER THE YEARS
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Historical Factors
Every community in Nigeria had its traditional patterns of education that ensured socialization and inter-generational transmission of cultural heritage. With the coming coming of Islam, Islam, parts parts of the country country assimil assimilate ated d Islami Islamic c educat education ion into into the indige indigenous nous system. system. The Islami Islamized zed section sections s of the country country in fact fact develop developed ed highly sophisticated and organized literary civilizations. “Western” education began as an offshoot of Christian missionary efforts, and therefore was slow in penetrating into the areas of strong Islamic influence, while area areas s with with stro strong ng Chri Christ stia ian n infl influe uenc nce e read readilily y embr embrac aced ed the the new new form form of Education. This historical incident has had the effect of polarizing the country in educati educational onal terms, terms, giving giving rise rise to the well-d well-docu ocumen mented ted and well-o well-orch rchest estrat rated ed phenome phenomenon non of educat education ional al imbala imbalance nce.. The phenom phenomenon enon has remain remained ed an intractable challenge to educational development in the country. country. Economic Factors
The fluctuations that the Nigerian economy has suffered over the years have also largely affected the country’s educational development. During the years of the oil oil boom boom (1970 (1970 – 1980) 1980),, cent centra ralilizat zatio ion n was was intr introd oduce uced d into into the the coun country try’s ’s education policies and very ambitious expansion programmes were embarked upon by government with the objective of increasing access to all levels of education. The apparent wealth of the era (an annual GDP of 6.2 %), although mostly (90%) accounted for by oil, impacted positively on the education system with government virtually intervening in all aspects of education delivery and thus visibly increasing inputs into the system With the end of the oil boom in the 1970/80s, government income diminished, at the same time as the incidence of
31
poverty at the household level in both urban and rural areas increased. This in its turn has impacted negatively on access to basic service, and particularly on Education. Increased household poverty in turn, led to low and declining school enrolment. Parents were unable to bear the direct and indirect costs of sending their children and wards to school. school. The Structural Structural Adjustment Adjustment programme programme (SAP) which which emphasi emphasized zed macro macro economi economic c stabil stability ity with with little little thought thought for the social social dimensions dimensions of adjustment, adjustment, introduced introduced economic economic gains that made very little little dent on the population of persons below the absolute poverty line (of less than $1 a day) the number of which increased from 12% to 14% between 1985 and 1992. The pool of out-of-school children and youth increased at this time, and more children were used to fetch needed neede d extra cash for the family. Sociological Factors
The factors referred to as sociological deal with the rising social demand for educa educati tion on lead leadin ing g to more more priva private te part partic icip ipat atio ion n in educ educat atio ion n deli delive very ry.. As government investment in education dwindled and infrastructure became more dila dilapi pida date ted, d, great greater er patr patron onage age was was reco recorde rded d amon among g priv privat ate e provi provide ders rs of educa educati tion. on. The The situ situat atio ion n was was the the same same acros across s all all leve levels ls of educa educati tion. on. An additional dimension was the unemployment situation that indirectly increased the demand for higher education. Although empirical sources do not exist to establ establish ish this this link, link, it does appear appear that that graduat graduates es quickly quickly enrolled enrolled for higher higher degrees since the alternative was unemployment and idleness. The risi rising ng dema demand nd for for high higher er educ educat atio ion n in turn turn led led to the the establ establis ishm hment ent of satellite campuses that were the direct response from the universities to public demand for higher education. Other modernizing trends such as the introduction
32
of various remedial programmes in higher institutions including teacher training colleges, integration of western and Islamiyya schools, and increased private participation in education provision at all levels, depict a trend of increased civil society demand for education. Political Factors
Cent Central raliz izat atio ion n of educ educat atio iona nall admi admini nist stra rati tion on in the the coun country try bega began n with with the the government take over of schools between 1970 and 1985. Although differently applied across states, the 1976 introduction of the Universal Primary Education (UPE) by the federal government ended the differential education programmes in the regions. regions. Technica echnicall and Teacher’s eacher’s Colleg Colleges es were were equally equally taken taken over by government in the 1970s while in 1975 the Federal Military Government decided to take over all the universities in Nigeria. The subsequent ban on establishment of private private universi universitie ties s by state state governm government ents, s, volunt voluntary ary agenci agencies es or private private persons was lifted by the democratic dispensation and the 1979 Constitution of the Federal Republic of Nigeria. As a result of this development, about 12 state universities were opened between 1980 and 1999 mostly in the south. Between 1977 and 1999 however, private unive univers rsit itie ies s were were banne banned d and and un-ba un-banne nned d twic twice e (197 (1977, 7, 1984 1984)) (197 (1979, 9, 1999 1999)) respect respective ively ly by milita military ry and civilia civilian n governm government ents. s. These These interve interventi ntions ons also also exposed the gaps created over the years between the north and the south. The Ashby report diagnosis of the needs of Nigeria in higher education for instance revealed that only 9% of primary school age children in the North were enrolled in school as compared with over 80% of children of similar age in the south (east and west west). ). It was was also also revea reveale led d that that only only 4000 4000 stud student ents s were were enrol enrolle led d in
33
secondary school in the north as against 40,000 in the south. This imbalance called for some political engineering to remedy remed y. Geographical Factors
With a population of over 88 million, a surface area of 923,764 sq km and languages (about 350), Nigeria is indeed a vast country. This reality introduces complexities to the delivery of social services and infrastructure. People still essentially tied to the land think in terms of ethnic groupings and primordial loyalties thus leading to strong demands for evenness of spread in establishment and locations of educational services. This trend of even spread or quota system was applied to the establishment of the first set of Federal secondary schools, higher education institutions, and has continued to inform the establishment of education facilities. International Influences
The case for improved access to education has benefited from international atte attent ntio ion n and and conc concern erns s over over the the years years.. The Jomt Jomtien ien 1990 1990 Decl Declara arati tion on and Framework for Action (1990) and the Dakar EFA Declaration of April 2000 have infl influen uence ced d the the orie orient ntat atio ion n of Niger Nigeria ia’s ’s UBE UBE (Uni (Univer versal sal Basi Basic c Educa Educati tion on)) programme, as well as the on-going EFA EFA planning exercise. Other international conferences held during the 1990 decade: the Ouagadougou pan-African conference on girls’ education (1993), the world conferences on higher education education (1998), and technical/vocatio technical/vocational nal education (1999) have all had their impacts on educational development in the country, and have particularly enabled Nigeria to network with other nations. The same can be said of Nigeria’s
34
involvement in the work of ADEA (Association for the Development of Education in Africa), and its participation in successive MINEDAF conferences of UNESCO. THE PRESENT HIGHER EDUCATION EDUCATION SYSTEM
Nigeria possesses the largest university system in Sub-Saharan Africa. Althoug Although h South South Africa Africa's 's tertia tertiary ry enroll enrollmen ments ts are higher higher,, Nigeri Nigeria a boasts boasts more institutions. With over 48 state and federal universities enrolling over 400,000 students, its university system supports numerous graduate programs (9% of enrollments) and serves as a magnet for students from neighboring countries. The system embraces much of the country's research capacity and produces most of its skille skilled d profes professio sional nals. s. Althoug Although h nomina nominally lly the respons responsibi ibilit lity y of the Federal Federal Minist Ministry ry of Educat Education ion,, it is supervi supervised sed by the Nation National al Univers Universiti ities es Comm Commis issi sion on (NUC (NUC), ), a para parast stat atal al buf buffer fer body body.. A Join Jointt Admi Admiss ssio ions ns and and Matriculation Board administers a national university entrance examination and informs universities of applicant scores. A National Education Bank (formerly the Nigerian Student Loan Board) is charged with providing merit scholarships and student loans. Surveying this system and its institutional arrangements well over a decade ago, the World Bank concluded that “more than any other country in Sub-Sah Sub-Saharan aran Africa Africa,, the structures structures exist in Nigeri Nigeria a that that could could provide provide for a rational rational and effec effectiv tive e develop developmen mentt of univers university ity educati education” on” (WORLD (WORLD BANK BANK 1988:3). In practice, however, the university system developed less rationally than antic anticip ipat ated. ed. Enrol Enrollm lmen ents ts in the the fede federal ral unive universi rsiti ties es (34% (34% fema female le,, 59% 59% in sciences) grew at the rapid rate of 12% annually during the 1990s and totaled 325,299 325,299 studen students ts by 2000 2000 (NUC (NUC 2002b). 2002b). Enrollment Enrollment growth rates were were the
35
highest in the South-South Region, followed by the North-East Region. Overall growth rates far exceeded government policy guidelines. RISING ENROLMENT IN SCHOOLS
Rising student numbers generated an enrollment ratio of 340 per 100,000 pers person ons s (As (Asia aver averag ages es 650 650 and and South outh Afri Africa ca 2,50 2,500) 0) and an aver averag age e staff/student ratio of 1:21 (sciences 1:22; engineering 1:25; law 1:37; education 1:25). In terms of academic disciplines, the highest rates of enrollment growth occurred in the sciences and in engineering. As a result, the share of science and engin enginee eeri ring ng in tota totall enrol enrollm lmen ents ts rose rose from from 54% 54% in 1989 1989 to 59% 59% in 2000, 2000, consist consistent ent with with nation national al policy policy target targets s (NUC (NUC 2002). 2002). Much Much of this this expansi expansion on centered in the South-East Region, where a combined annual growth rate of 26.4% in science and engineering led the nation. Nigeria ranks 116 with 4.3% tertiary enrolment in the world. However, efforts to expand enrollments and improve educational quality are severely severely constrain constrained ed by growing growing shortag shortages es of qualifi qualified ed academi academic c staff staff.. Between 1997 and 1999, the numbers of academic staff declined by 12% even as enrol enrollm lmen ents ts expan expande ded d by 13%. 13%. Long Long term term brai brain n drai drain, n, comb combin ined ed with with insuf insuffic ficien ientt output output from nation national al postgr postgradua aduate te program programs s in the face face of rising rising enrollments, has left the federal university system with only 48% of its estimated staffing needs filled. Staffing scarcity is most acute in engineering, science and business disciplines. Shortfalls are estimated at 73% in engineering, 62% in medicine, 58% in administration, and 53% in sciences. In contrast, no staffing shortages exist in the disciplinary areas of Arts and Education (NUC 2002b).
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The cost of running the federal university system totaled $210 million in 1999 1999.. Fina Financ ncin ing g for for that that syst system em come comes s almo almost st enti entire rely ly from from the the fede federa rall government. As a result of enrollment growth and currency devaluation, recurrent allocations per university student in the federal system fell from $610 to $360 between between 1990 and 1999 1999 – with with obvious obvious implic implicati ations ons for educat education ional al quality quality.. However, agreements covering university salaries and teaching inputs negotiated with government by the Academic Staff Union of Universities (ASUU) in 2001 have raised this amount close to a much healthier $1,000 per student annually (FEDERAL REPUBLIC OF NIGERIA 2001). Federal university revenues are received mainly from three sources: the federal federal governm government ent (84%); (84%); income income generat generation ion activit activities ies (7%); (7%); and various various student fees (9%) – even though no undergraduate tuition fees are charged. In 1992, 1992, studen studentt fees fees had repres represent ented ed just just 2% of revenues revenues.. Equally Equally attentio attentionngrabbing is the fact that, in real terms, capital budgets for federal universities surged by 40% during the 1990s. This is the combined result of special campus refurbishment and rehabilitation grants of substantial size, awards for university capital projects from the now-defunct Petroleum Trust Fund, and similar grants from the recent recently ly operati operational onal Educat Education ion Tax Fund. Fund. This This trend trend of increa increasin sing g financial support for the system appears likely to remain during the coming years. In August 2002 the NUC announced that the federal universities would receive an additional 7.2 billion naira (USD 60 million) from government in 2003 and 2004 for the completion of capital projects (GUARDIAN 2002b). Patterns in the structure of university expenditures have improved steadily during the last decade. Whereas in 1991 academic expenses accounted for 49%
37
and administration absorbed 46% of total expenditures, by 1999 these shares were 62% and 35% respectively. In the process, the portions devoted to teaching support and to library development showed positive gains across the system. Direct teaching expenditure per student, however, differed considerably among institutions. In 1997/98 funds spent on direct teaching ranged from a low of 137 naira ($2) per student at Sokoto to a high of 1,683 naira ($21) at Maiduguri. Maiduguri. The systemsystem-wid wide e weight weighted ed average average was 331 naira naira ($4) ($4) per student student (HARTNET (HARTNETT T 2000). Overall, the NUC expenditure guidelines appear to have had a salutary effect, although adherence to them seems to have varied considerably among institutions. Nevertheless, Nevertheless, when the financing financing of higher education education is placed within the cont contex extt of over overal alll educ educat atio ion n sect sector or fina financ ncin ing, g, the the pict pictur ure e beco become mes s less less heartening. Although tertiary education presently receives a larger share of the education budget, the latter’s portion of the federal budget has diminished. Over the past four decades, various Nigerian governments have increased university subventions subventions at the expense of investments investments in primary and secondary education, as they struggled to maintain financial support in the face of burgeoning higher educati education on enroll enrollment ments. s. Using Using data data from from 1962, 1962, Callawa Callaway y and Musone Musone (1965) (1965) concluded that Nigeria’s education expenditure represented 3.5% of GDP and 15.2% of total government expenditure. Of this amount, 50% was allocated to primary education, 31% to secondary education, and 19% to tertiary education. Today, Hinchliffe (2002) estimates that education expenditure is equal to only 2.4% of GDP and 14.3% of government expenditure. The share of these funds going to primary education has dropped to 35% and secondary education’s
38
portion has remained relatively unchanged at 29%, but tertiary education’s share has nearly doubled to 35%. Nigeri Nigeria’s a’s recent recent alloca allocatio tion n shares shares for educat education ion diverg diverge e sharply sharply from from regional and international norms. This divergence begs justification. For example, UNESCO’s World Education Report 2000 indicates that for 19 other countries of Sub-Saharan Sub-Saharan Africa, Africa, education education expenditures expenditures averaged 5.1% of GDP and 19.6% of total government expenditures. On average, these countries allocated 21% of their education budgets to tertiary education. In comparison with other African nation nations, s, Nigeri Nigeria’s a’s funding funding effort effort on behalf behalf of educat education ion is less less than than half half as vigorous and its budgetary priority for the education sector is lower, but tertiary education receives a much higher share of these comparatively smaller amounts of national resources. SUMMARY, CONCLUSION AND RECOMMENDATION
We have considered evolution of higher education in Nigeria a brief description of the Nigerian Tertiary Education Systems, Access and enrolment trends, strategic expansion policy interventions in recent times, key issues and challenges, factors that have influenced education over the years, the present higher education system in Nigeria and the rising enrolment enr olment trends in tertiary education. At this point, the principal task is to accelerate the pace of expansion of tertiary institution and operationalize them effectively. In order for this to occur, greater flexibility and responsiveness are needed, particularly in the following four areas, in order to create an enabling environment for the emergence of progressive self-steering, self-regulating, and self-reliant universities in Nigeria.
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Appropr pria iate te step steps s are bein being g take taken n to incr increas ease e acce access ss to high higher er Access. Acces s. Appro educ educat atio ion n thro throug ugh h the the deve develo lopm pmen entt of a priv privat ate e univ univer ersi sity ty sect sector or and and establishmen establishmentt of nationwide nationwide tertiary distance distance education education programs. programs. As continued continued enrollment growth generates a more diverse student population with different capabilities and different needs, the system will have to become more flexible and responsive if these students are to attain academic success. Continuing education options for working professionals, quality assurance programs, student support support service services, s, and mechani mechanisms sms that that enable enable studen students ts to transf transfer er among among institutions are among the changes likely to be required. Teaching/learning. Teaching/learnin g. Much of university teaching in Nigeria is based on traditional
pedagogy and conventional curricula, and does not even meet the government’s own standards in these areas. In today’s world, the content and method of Nigeri Nigerian an universi university ty teachi teaching ng is often often outdat outdated, ed, not respon responsive sive to employ employers ers’’ requirements, and disconnected from the labor market. Likewise, its research output output is extrem extremely ely low and unable unable to prompt prompt innovat innovation ion-bas -based ed product productivi ivity ty gains. To increase the relevance and effectiveness of teaching and research, classroom dynamics may need to focus more on student learning performance, acad academ emic ic prog progra rams ms coul could d seek seek stro strong nger er link linkag ages es with with empl employ oyer ers, s, and and unive univers rsit itie ies s migh mightt pursu pursue e know knowle ledg dge e coal coalit itio ions ns with with othe otherr inst instit itut utio ions ns that that possess a comparative advantage in aspects of teaching and research. Contin inued ued expan expansi sion on of the the high higher er educa educati tion on syst system em has has now Financing. Financin g. Cont exceeded government’s capacity to serve as the principal financier of this growth. To respond to the expansion,
40
i)
The
Nigerian
Government
should
adopt
a
funding
system
charact characteriz erized ed by transpa transparency rency,, resourc resource e alloca allocatio tion n equity equity and one which embraces explicit indication relating to students real cost, quality teaching assessment, and qualification of academic staff. ii) ii)
The The Niger igeria ian n Gover overnm nmen entt shou should ld ensu ensure re that that allo alloca cattion ion of fina financ ncia iall resources in Tertiary Educational Institutions is based on quality of research and number of students.
iii)
Ensure that policy makers consider the full implementation of autonomy of Tertiary Educational Institutions.
iv) iv)
Ensur Ensure e dire direct ct bas basic ic fund fundin ing g to pub publilic c inst instit itut utio ion n for for teac teachi hing ng thr throug ough h an effective funding formula.
v)
Ensu Ensure re cont contra ract ctua uall fundi funding ng to publ public ic inst instit itut utio ions ns thro throug ugh h contr contrac acts ts for for specific issues.
vi) vi)
Auth Authori oriti ties es of Indi Indivi vidu dual al Ter Terti tiary ary Educ Educat atio ional nal Inst Instit itut utio ions ns shoul should d create create more internally controllable ways of funding such as: overheads from faculty services to community, or from post-graduation courses fees.
vii) vii)
Tertiary ertiary Educat Education ional al Inst Institu ituti tions ons shoul should d be compell compelled ed and and moni monitor tored, ed, to ensu ensure re that that they they maxi maximi mize ze the the inco income me so gene genera rate ted d on viab viable le investments.
viii viii))
Non-G Non-Gove overn rnme ment ntal al Organ Organiz izat atio ions ns are not left left out in fund fundin ing g educat educatio ion n institutions, they can give direct funding to students by means of social support of individual grants.
41
ix) ix)
NonNon-G Gover overnm nmen enttal Orga Organi niza zattions ions can can also also give give indi ndirect rect fund fundin ing g to student students s such as schola scholarshi rships ps to includ include e meals, meals, accomm accommoda odatio tion, n, sports, healthcare etc.
Governance/management. Increasingly large and complex institutions of higher
learn learnin ing g dema demand nd the the appl applic icat atio ion n of profe profess ssio iona nall mana manage geme ment nt tech techni niqu ques es,, strateg strategic ic vision vision,, more more proacti proactive ve corpora corporate te managem management ent styles styles that that address address prob proble lems ms thro throug ugh h
inno innova vati tion on,,
and and
gove govern rnan ance ce stru struct ctur ures es that that faci facililita tate te
institutiona institutionall responsiveness responsiveness to the wide range of university university stakeholders. stakeholders. These shifts have been slow to materialize within Nigerian universities. The transition towards more flexible management and governance would be assisted by a national training capacity in university management, a budget allocation process that that reco recogni gnizes zes inst instit itut utio iona nall perf perfor orma mance nce,, and and finan financi cial al mana manage geme ment nt that that empowers strategic planning and decentralized governance.
ACKNOWLEDGEMENTS
We wish to express our appreciation to Dr. D.E. Oriakhi for giving Group A the opportunity to express themselves academically academ ically..
42
However, Group A has taken reasonable care in organization / putting down the information contained in the write-up but does not guarantee that the info inform rmat atio ion n is comp comple lete te,, accu accurat rate e or curre current nt.. In part partic icul ular ar,, Group Group A is not not responsible for the accuracy of information that has been provided by other parties and as such it is subject to further clarification.
REFERENCES
1.
Federal ral Ministry of Educa ucation (May 2005) 05): Nigeria ria Educa ucation Sector Diagnosis –A framework for re-engineering the education sector;
43
2.
Wil William iam Sain Saintt, Teres eresa a A. Hart Hartne nettt and and Eric Erich h Stra Strass ssne nerr (2003 2003): ): High Higher er Education In Nigeria – A Status Report
3.
NationMaster.Com NationMaster.Com – Tertiary Tertiary enrollment (most recent) by country 3/5/2009 2:24pm
4.
Ishol Ishola a Rufus Rufus Akin Akintoy toye e (2008 (2008): ): Opti Optimi mizi zing ng outp output ut from from Tert Tertia iary ry Educ Educat atio iona nall Instit Instituti utions ons via adequa adequate te fundin funding: g: A Lesson Lesson from from Nigeri Nigeria a (Inter (Internat nation ional al Research Research Journal of Finance Finance and Economics Economics – ISSN 1450-2887 1450-2887 Issue 14 (2008).
5.
www.worldbank.org/education/tertiary
6.
www.answers.com
7.
www.metasearch.com
8.
The Nation (Monday, February 16, 2009) – National Universities Commission List if approved Universities in Nigeria.
9.
Nati Nation onal al
Univ Univer ersi siti ties es
(10/3/2009)
Comm Commis issi sion on
webs websit ite: e:
http://www.nuc.edu.ng
