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 OF SOCIAL SCIENCES
UNIVERSITY OF BENIN
BENIN CITY

BY

GROUP A
MPA 1
2007 / 2008 SESSION
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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 population and other considerations. The constitution of the 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 governments respectively. Education is one of those services on the

concurrent list. Education is central to development. It empowers people and

strengthens nations. It is a powerful “equalizer”, opening doors to all to lift

themselves out of poverty. It is critical to the world’s attainment of the Millennium

Development Goals (MDGs).

Two of the eight MDGs pertain to education—namely, universal primary

completion and gender parity in primary and secondary schooling. 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. Broad-based education of good quality is among the most powerful

instruments known to reduce poverty and inequality. With proven benefits for

personal health, it also strengthens nations’ economic health by laying the

foundation for sustained economic growth. For individuals and nations, it is key to
 3

creating, applying, and spreading knowledge—and thus to the development of

dynamic, globally competitive economies. It is also fundamental for 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, equitable, efficient tertiary education and research are essential

parts of this transformation. Both developing and industrial countries benefit from

the dynamic of the knowledge economy. The capacity for countries to adopt,

disseminate, and maximize rapid technological advances is dependent on

adequate systems of tertiary education. Improved and accessible tertiary

education and effective national innovations systems can help a developing

country progress toward sustainable achievements in the Millennium

Development Goals, particularly those goals which relates to all levels of

education, health, and gender equity.

Tertiary education, is referred to as third stage, third level, and post-

secondary education, is the educational level following the completion of a school

providing a secondary education, such as a high school, secondary school, or

gymnasium. Colleges, universities, institutes of technology and polytechnics are

the main institutions that provide tertiary education (sometimes known

collectively as tertiary institutions). Tertiary education generally culminates in the

 4

receipt of certificates, diplomas, or academic 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 the universities, polytechnic, monotechnics and colleges of education

in Nigeria Higher Education.

OBJECTIVE OF TERTIARY EDUCATION

The goals of tertiary education, as specified in the National Policy (2004

edition) are:

i) To contribute to national development through high-level relevant

manpower training;

ii) To develop and inculcate proper values for the survival of society.

iii) To develop the intellectual capability for individuals to understand and

appreciate their local and external environments,

iv) To acquire both physical and intellectual skills which will enable

individuals to be self-reliant and useful members of the society;

v) To promote and encourage scholarship 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 by the World 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 rights, democracy, sustainable development and peace. It should

therefore be accessible to all throughout life and that measures are required to
 5

ensure co-operation across and between the various sectors, particularly

between general, technical and professional, secondary and post-secondary

education as well as between universities and other institutions of higher

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.

• Colleges of Education, intended for high-level non-graduate teacher

education, but some of which have since become ‘degree-granting

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 geographical spread of universities: 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

These institutions are now collectively known as FIRST GENERATION

UNIVERSITIES.

The year 1975 (seven universities were created) witnessed 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 1990-decade witnessed the birth of private universities. 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

emergence of specialized universities. Most of these focus on Science and

Technology, while there are three (Makurdi, Abeokuta, and Umudike) that focus

on Agriculture.

List of Approved Federal Universities in Nigeria

FEDERAL YEAR
S/N UNIVERSITIES VICE CHANCELLOR WEBSITE ADDRESS FOUNDED
Abubakar Tafawa
Balewa University,
1 Bauchi Prof. G. A. Babaji http://www.atbunet.org 1988
Ahmadu Bello Prof. Shehu U.
2 University, Zaria Abdullahi http://www.abu.edu.ng 1962
http://www.buk.edu.ng,
Bayero www.buk.edu.org,
3 University,Kano Prof. Attahiru M. Jega www.buk.edu.net 1975
Fed. Univ. of
Petroleum Prof. Babatunde
4 Resources, Effurun Alabi 2007
Federal University of Prof. Abdullahi Y.
5 Technology Yola. Ribadu http://www.futy.edu.ng 1988
Federal University of Prof. Adebisi M.
6 Technology, Akure Balogun http://www.futa.edu.ng 1981
7 Federal University of Prof. Muhammed S. http://www.futminna.edu.ng 1982
 7

Technology, Minna. Audu

Federal University of http://www.futo.edu.ng,
8 Technology, Owerri Prof. C. O.E. Onwuliri http://www.futoeduportal.com 1980
Micheal Okpara
University of
Agriculture, http://www.mouaportal.com,
9 Umudike Prof. Ikenna Onyido http://mouau.edu.ng 1992
National Open
University of Prof. Olugbemiro
10 Nigeria, Lagos. Jegede http://www.nou.edu.ng 2002
Nigerian Defence
11 Academy,Kaduna Prof. Aliyu Abdullahi www.nigeriandefenceacademy.edu.ng 1985
Nnamdi Azikiwe Prof. Ilochi Austin
12 University, Awka Okafor http://www.unizik.edu.ng 1992
Obafemi Awolowo Prof. M. Oladimeji
13 University,Ile-Ife Faborode http://www.oauife.edu.ng 1962
University of Abuja,
14 Gwagwalada Prof. Nuhu O. Yaqub http://www.uniabuja.edu.ng 1988
University of
Agriculture, Prof. Oluwafemi O.
15 Abeokuta. Balogun http://www.unaab.edu.ng 1988
University of
16 Agriculture, Makurdi. Prof. D.V. Uza http://uam.mycportal.com 1988
Prof. E. A. C.
17 University of Benin Nwanze. http://www.uniben.edu.ng 1970
University of Prof. Bassey O.
18 Calabar Asuquo http://www.unical.edu.ng 1975
19 University of Ibadan Prof. O. A. Bamiro http://www.ui.edu.ng 1948
20 University of Ilorin Prof. Is'haq Oloyede http://www.unilorin.edu.ng 1975
21 University of Jos Prof. S. G. Tyoden http://www.unijos.edu.ng 1975
22 University of Lagos Prof. Tolu Odugbemi http://www.unilag.edu.ng 1962
http://www.unimaidportal.net,
University of http://www.unimaid.edu.ng,
23 Maiduguri Prof. M. M. Daura http://www.unimaid.org 1975
University of
24 Nigeria, Nsukka Prof. C. O. Nebo http://www.unn.edu.ng 1960
University of Port-
25 Harcourt Prof. Don M. Baridam http://www.uniport.edu.ng 1975
26 University of Uyo Prof. A. I. Essien http://www.uniuyo.edu.ng 1991
Usuman Danfodiyo
27 University Prof. T. M. Bande http://www.udusok.edu.ng 1975

List of Approved State Universities in Nigeria

YEAR
S/N STATE UNIVERSITIES VICE CHANCELLOR WEBSITE ADDRESS FOUNDED
1 Abia State University, Uturu. Prof. Mkpa O. Mkpa http://www.absuportal.com 1980
Prof. Abdurrahman
2 Adamawa State University Mubi Ghaji http://www.adamawastateuni.com 2002
3 Adekunle Ajasin University, Akungba. Prof. Philip O. Abiodun www.ajasin.edu.ng 1999
4 Akwa Ibom State University of Prof. Sunday W. http://www.akutech.net, 2004
 8

Technology, Uyo Petters http://www.akutech.edu.ng

5 Ambrose Alli University, Ekpoma, Prof. D. O. Aighomian http://www.aauekpoma.edu.ng 1980
Anambra State University of Science
6 & Technology, Uli Prof. I. P. Orajaka 2000
7 Benue State University, Makurdi. Prof. Akase P. Sorkaa 1992
Bukar Abba Ibrahim University,
8 Damaturu. Prof. M. N. Alkali www.baiuniv.net 2006
Cross River State University of http://www.crutech.net,
9 Science &Technology, Calabar Prof. E. I. Braide http://www.crutechedu.net 2004
10 Delta State University Abraka Prof. John Enaowho www.delsunigeria.net 1992
http://www.ebsuportal.com,
11 Ebonyi State University, Abakaliki Prof. Fidelis Ogah http://www.ebsu.edu.ng 2000
Enugu State University of Science
12 and Technology, Enugu Prof. I. J. Chidobem www.esut.edu.ng 1981
13 Gombe State Univeristy, Gombe Prof. Abdullahi Mahadi www.gomsu.org 2005
Ibrahim Badamasi Babangida Prof. M. A. Chado
14 University, Lapai (DVC) 2005
15 Imo State University, Owerri Prof. I. C. Okonkwo http://www.imsu.edu.ng 1992
Prof. E. M. http://www.kasuportal.net,
16 Kaduna State University, Kaduna Abdulrahman http://www.kasu.edu.ng 2004
Kano State University of Technology
17 Wudil Prof. I. S. Diso www.kust.edu.ng 2000
Prof. Abdullahi
18 Katsina State University, Katsina Mustapha http://www.katsu.edu.ng 2006
http://www.ksusta.com,
19 Kebbi State University, Kebbi Prof. M. K. Abubakar http://www.ksusta.edu.ng 2006
20 Kogi State University Anyigba Prof. Hassan S. Isah http://myksuportal.com 1999
Ladoke Akintola University of
21 Technology, Ogbomoso Prof. B. B. Adeleke http://www.lautech.edu.ng 1990
22 Lagos State University Ojo, Lagos. Prof. L. A. Hussain http://www.lasunigeria.org 1983
http://www.nsukonline.com,
23 Nasarawa State University, Keffi Prof. Adamu Baike http://www.nsukonline.net 2002
http://www.ndu.edu.ng,
Prof. Chris Ikporukpo http://www.ndu.edu.ng.tripod.
24 Niger Delta Unversity, Yenagoa (Ag.) com 2000
Olabisi Onabanjo University Ago-
25 Iwoye Prof. Odutola Osilesi http://www.oou-ng.com 1982
26 Osun State University, Oshogbo Prof. Sola Akinrinade www.osunstateuniversity.edu.ng 2006
27 Plateau State University, Bokkos Prof. J. W. Wade, mni www.plasu.edu.ng 2005
Rivers State University of Science & http://www.rsust.edu.ng,
28 Technology Prof. B B Fakae (Ag) http://www.rsustonline.com 1979
Tai Solarin Univ. of Education, Ijebu- Prof. Kayode O.
29 Ode Oyesiku http://www.tasuedu.org 2005
30 University of Ado-Ekiti Prof. I. O. Orubuloye www.unadportal.com 1988
31 University of Education, Ikere Ekiti http://www.tunedikedu.org 2008
Ondo State University of Science and
32 Technology, Okiti-Pupa 2008
33 Taraba State University, Jalingo 2008
34 Kwara State University, Ilorin 2009
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List of Approved Private Universities in Nigeria

YEAR
S/N STATE UNIVERSITIES VICE CHANCELLOR WEBSITE ADDRESS FOUNDED
Abti-American University, Dr. C. Michael Smith
1 Yola (Prsdt) http://www.abti-american.edu.ng 2003
2 Achievers University, Owo Prof. J.A Odebiyi http://www.achievers.edu.ng 2007
African University of
Science & Technology,
3 Abuja http://www.aust.edu.ng 2007
Ajayi Crowther University,
4 Ibadan Prof. Olajire Olaniran www.acu.edu.ng 2005
5 Al-Hikmah University, Ilorin Prof. 'Deremi Abubakre 2005
Babcock University,Ilishan-
6 Remo Prof. Kayode J. Makinde http://www.babcockuni.edu.ng 1999
Bells University of
7 Technology, Otta Prof. A. I. Adeyemi http://www.bellsuniversity.org 2005
Benson Idahosa
8 University,Benin City Prof. Gideon E. D. Omuta http://www.idahosauniversity.com 2002
Bingham University, New
9 Karu Prof. F. I. Anjorin (Ag.) www.binghamuniv.net 2005
10 Bowen University, Iwo Prof. T. Olagbemiro http://www.bowenuniversity-edu.org 2001
11 Caleb University, Lagos Prof. Timothy O. Tayo http://www.calebuniversity.edu.ng 2007
12 Caritas University, Enugu Prof. Romanus O. Unegbu 2005
CETEP City University,
13 Ibadan Prof. Akin Aju http://www.cetepuniversity.com 2005
14 Covenant University Ota Prof.Aize O. Obayan www.covenantuniversity.com 2002
15 Crawford University Igbesa Prof. M. I. Ige www.crawforduniversity.edu.ng 2005
16 Crescent University, Prof. B. A. Ola-Adams (Ag.) http://www.crescentuniversityng.com 2005
Fountain
17 Unveristy,Oshogbo Prof. H.O. B. Oloyede http://portal.fountainuniversity.org 2007
Igbinedion University
18 Okada Prof. A. U. Osaghae http://www.iuokada.edu.ng 1999
Joseph Ayo Babalola
19 University, Ikeji-Arakeji Prof. C. O. Oshun http://www.jabung.org 2006
20 Katsina University, Katsina Prof. Danjuma A. Maiwada 2005
Lead City University,
21 Ibadan Prof. J. B. Aladekomo http://www.lcu.edu.ng 2005
22 Madonna University, Okija Prof. L. C. Unukwube www.madonnauniversityportal.com 1999
23 Novena University, Ogume Prof. E. O. Adedeji 2005
24 Obong University Prof. Enefiok S. Udo www.obonguniversity.net 2007
Pan African University,
25 Lagos Prof. Albert Alos http://www.pau.edu.ng 2002
Redeemer's University,
26 Mowe Prof. Oyewale Tomori http://www.run.edu.ng 2005
Renaissance
27 University,Enugu Prof. Ogwo E. Ogwo www.rnu.edu.ng 2005
28 Salem University,Lokoja Prof. Paul Omaji www.salemuniversity.org 2007
Prof. Angulu
29 Tansian University,Umunya Onwuejeogwu http://www.tansian-edu.com 2007
30 University of Mkar, Mkar Prof. Nancy Agbe www.unimkar.edu.ng 2005
 10

31 Veritas University Prof. (Fr.) Justin S. Ukpong www.veritas.edu.ng 2007

Wesley Univ. of Science & www.wusto.com,
32 Tech.,Ondo Prof. Olukayode O. Amund www.wesleyuniversity.org 2007
Western Delta University,
33 Oghara Prof. P.G Hugbo www.wduniversity.org 2007
34 Wukari Jubilee University, Prof. Godwin Akpa www.wukarijubileeuniversity.org 2005

Polytechnics and Monotechnics

Polytechnics and Monotechnics were 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 early years of independence witnessed the creation of colleges 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 regions and States were created, new polytechnics (owned by state

governments also emerged. The federal government, in its effort to ensure a

judicious geographical distribution of facilities for technological education) also

established Federal Polytechnics in various parts of the Federation. These

institutions contributed to meeting social demands for higher education up till the

middle of the 1990s. Today, questions are being raised as to their

appropriateness in the contemporary scheme of things, as there has been

disenchantment among young people with the ‘cull de sac’ nature of polytechnic

education.
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Colleges of Education

The first advanced Teachers’ Colleges (for producing ‘highly qualified non-

graduate teachers’, mainly for secondary schools) were 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

educational expansion in the country led to the establishment of 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. Like polytechnics, the popularity of colleges of education is steadily

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 re-

orientation process for them.

Approved Polytechnics in Nigeria

S/NO INSTITUTIONS YEAR OWNERSHIP

ESTABLISHED
1. Abdu Gusau Polytechnic, P.M.B. 1021, 1992 State
Talata Mafara, Zamfara State.
2. Abia State Polytechnic P.M.B. 7166, Aba, 1992 State
Abia State. 082 225952, 225678.
3. Abubakar Tatari Ali Polytechnic, Jos Rd, 1988 State
Bauchi, Bauchi State. 077 542196, 542651.
4. Adamawa State Polytechnic, P.M.B. 2146, 1991 State
 12

Yola. Adamawa State.

5. Akanu Ibiam Federal Polytechnic, P.M.B. 1981 Federal
1007, Unwana Afikpo, Ebonyi State.
6. Akwa Ibom State Polytechnic, Ikot Osurua, 1991 State
Ikot Ekpene.
7. Allover Central Polytechnic, Plot 3A&B 1998/2003* Private
Abiodun Popoola Str. Sango Otta.
8. Auchi Polytechnic, P.M.B. 13, Auchi, Edo 1973 Federal
State.
9. Benue State Polytechnic, P.M.B.01 1976 State
Ugbokolo Benue State.
10. Delta State Polytechnic, P.M.B. 1030, 2002 State
Ogwashi-Uku, Delta State.
11. Delta State Polytechnic, P.M.B.03, Otefe- 2002 State
Oghara, Delta State
12. Delta State Polytechnic, P.M.B.05, Ozoro, 2003 State
Delta State.
13. Federal Polytechnic, P.M.B.5351, Ado – 1977 Federal
Ekiti.
14. Federal Polytechnic, P.M.B.0231, Bauchi, 1979 Federal
Bauchi State.
15. Federal Polytechnic P.M.B.55, Bida, Niger 1977 Federal
State.
16. Federal Polytechnic, P.M.B.1006, 1993 Federal
Damaturu Yobe State.
17. Federal Polytechnic, P.M.B.231, Ede, Osun 1992 Federal
State.
18. Federal Polytechnic, P.M.B. 1037 Idah, Kogi 1977 Federal
State.
19. Federal Polytechnic, P.M.B.50, Ilaro, Ogun 1979 Federal
State.
20. Federal Polytechnic, P.M.B.1012, 1983 Federal
K/Namoda, Zamfara State.
21. Federal Polytechnic, P.M.B.35 Mubi 1979 Federal
Adamawa State.
22. Federal Polytechnic, P.M.B. 001 Nasarawa, 1993 Federal
Nasarawa State.
23. Federal Polytechnic P.M.B.1036, Nekede 1977 Federal
 13

Owerri, Imo State.

24. Federal Polytechnic, P.M.B. 420 Offa, 1992 Federal
Kwara State.
25. Federal Polytechnic P.M.B. 21 Aguata, Oko, 1982 Federal
Anambra State.
26. Grace Polytechnic, Surulere, P. O. Box 9067, 1962/1999* Private
Lagos.
27. Hassan Usman Katsina Polytechnic, P.M.B. 1983 State
2052, Katsina.
28. Hussaini Adamu Federal Polytechnic, 1991 State
Kazaure Jigawa State.
29. Institute of Management and Technology, 1965 State
Enugu P.M.B 01079, Enugu.
30. Kaduna Polytechnic, P.M.B. 2021, Kaduna, 1956 Federal
Kaduna State.
31. Kano State Polytechnic, P.M.B.3401, Kano, 1976 State
Kano State.
32. Kogi State Polytechnic, P.M.B.1101 Lokoja 1993 State
Kogi State.
33. Kwara State Polytechnic, Ilorin P.M.B.1375, 1973 State
Ilorin.
34. Lagos City Polytechnic, P.M.B.21200, Ikeja, 1990/1995* Private
Lagos State.
35. Lagos State Polytechnic, Ikorodu, P.M.B. 1977 State
21606, Ikeja, Lagos, Lagos State.
36. 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
Kaduna State.
39. Osun State College of Technology, 1991 State
P.M.B.1011, Esa – Oke, Osun State.
40. Osun State Polytechnic, P.M.B. 301, Iree, 1992 State
Osun State.
41. Our Saviour Institute of Science, Agriculture 1989/1991* Private
& Technology, P.M.B. 01161, Enugu.
42. Plateau State Polytechnic, P.M.B. 02023, 1978 State
 14

Jos, Plateau State.

43. Ramat Polytechnic, P.M.B.1070, Maiduguri, 1976 State
Borno State.
44. Rivers State College of Art and Science, 1991 State
P.M.B. 5936, Port Harcourt, River State.
45. Rivers State Polytechnic, P.M.B. 20, Bori, 1988 State
River State.
46. Ronik Polytechnic, P.M.B.21764, Ikeja 2001/2003* Private
Lagos, Lagos State.
47. Rufus Giwa Polytechnic, P.M.B. 1019 Owo 1979 State
Ondo State.
48. Sokoto State Polytechnic, P.M.B. 2356 2000 State
Sokoto.
49. The Polytechnic, P.M.B. 22, Ibadan, Oyo 1970 State
State.
50. Universal College Of Technology Ile Ife 1994/1999* Private
P.M.B. 009, O.A.U. Ile – Ife.
51. Waziri Umaru Federal Polytechnic, 1976 State
P.M.B.1034, Birnin Kebbi, Kebbi State.
52. Wolex Polytechnic, Iyana Ipaja, Lagos. 1996/1999* Private
53. Yaba College of Technology, P.M.B.2011, 1947 Federal
Yaba, Lagos.

Approved Monotechnics in Nigeria

COLLEGES OF AGRICULTURE AND RELATED DISCIPLINES

S/N INSTITUTION NAME YEAR OWNERSHIP

ESTABLISHED
1. Adamawa State College of Agriculture, 1992 State
P. M. B. 1010, Mubi Adamawa State.
2. Akperan Orshi College of Agriculture, 1926 State
P. M. B. 181,Yandev Gboko, Benue State
3. Audu Bako College of Agriculture, 2002 State
P. M. B. 3159, Danbata kano, Kano State
4. Mohammet Lawan College of Agriculture, 1977 State
P. M .B. 1427 Maiduguri Borno State
5. College of Agriculture DAC – ABU, 1964 Federal
P. M. B. 205, Kabba, Kogi State.
 15

6. College of Agriculture and Animal Science P.M.B. 1959 Federal

2134, Mando road. Kaduna State.
7. College of Agriculture P.M.B. 1018 Zuru, Kebbi 1976 State
State
8. College of Agriculture Jalingo P.M.B. 1025 Jalingo – 1979 State
Taraba State
9. College of Agriculture P.M.B. 033 Lafia Nasarawa 1996 State
State.
10. Edo State College of Agriculture, P.M.B. 1471, 1992 State
Iguoriakhi, Edo State.
11. Federal College of Fisheries & Marine Technology 1969 Federal
P.M.B. 80063 V/I Lagos.
12. Federal College of Animal Health & Production 1941 Federal
Technology, P.M.B 1. Vom
13. Federal College of Freshwater Fisheries Technology, 1978 Federal
P.M.B. 1500, New Bussa, Niger State.
14. Federal College of Agriculture P.M.B. 7008, Ishiagu, 1955 Federal
Ebonyi State.
15. Federal College of Agriculture Akure, Ondo State. 1957 Federal

16. Federal College of Agriculture P.M.B. 5029 Moor 1921 Federal

Plantation, Ibadan Oyo state.
17. Federal College of Animal Health & Production 1964 Federal
Technology P.M.B. 5029, Ibadan Oyo.
18. Federal College of Forestry P.M.B 2019 Jos, Plateau 1958 Federal
State.
19. Federal College of Forestry Mechanisation, P.M.B. 1976 Federal
2273 Afaka, Kaduna.
20. Federal College of Forestry P.M.B. 5054 Jericho 1939 Federal
Hill, Ibadan
21. Federal College of Land Resources Technology, 1987 Federal
P.M.B. 2035, Kuru, Jos Plateau State.
22. Federal College of Land Resources Technology 1981 Federal
P.M.B. 1518, Owerri, Imo State.
23. Federal College of Wildlife management. P.M.B. 1978 Federal
268, New Bussa Niger State.
24. Michael Okpara College of Agriculture P.M.B. 1472, 1978 State
 16

Umuagwo-Ohaji Owerri, Imo State.

25. Niger State College of Agriculture P.M.B. 109, 1979 State
Mokwa, Niger State.
26. Samaru College of Agriculture DAC ABU, Zaria, 1921 Federal
Kaduna State.

COLLEGES OF HEALTH SCIENCE

S/N INSTITUTION NAME YEAR OWNERSHIP

ESTABLISHED
1. Federal School of Dental Technology & 1982 Federal
Therapy P.M.B. 01473 Enugu, Enugu State.
2. Institute of Public Health College of Health 1980 Federal
Sciences (OAU) Ife.
3. Nigeria Army Medical Corps & Schools, 1974 Federal
Ojo
4. NKST College of Health Technology, 1960 Private
Mkar, Gboko, Benue State.
5. School of Health Information Management 2002 Federal
(AKTH) Aminu Kano University Teaching
Hospital, Kano.
6. Shehu Idris College of Health Technology, 1998 State
Makarfi, Kaduna State.
 17

MONOTECHNICS:

S/N INSTITUTION NAME YEAR OWNERSHIP

ESTABLISHED
1. 320 Technical Training Group Nigerian Airforce. 1977 Federal
P.M.B. 2104, Kaduna.
2. Abuja School of Acct and Computer Studies 1995/1999♦ Private
P. O. Box 6322 Garki, Bwari, Abuja.
3. Federal College of Chemical and Leather 1964 Federal
Technology, P.M.B. 1034, Samaru Zaria, Kaduna
State
4. Federal Cooperative College Abuja Road.P.M.B. 1976 Federal
2425, Kaduna
5. Federal Cooperative College, Ibadan. Oyo State. 1943 Federal
6. Federal Cooperative College Oji – River, Enugu 1976 Federal
State.
7. Federal School of Surveying, Ogbomosho Road, 1908 Federal
P.M.B. 1024, Oyo State.
8 Maritime Academy of Nigeria, Oron, P.M.B. 1089, 1988 Federal
Oron – Akwa Ibom State
9. Nigerian Army School of Finance and 1978 Federal
Administration, Apapa PMB1066, Lagos, Lagos
State
10. Nigerian Army Sch. of Military Engineering 1960 Federal
Makurdi, P.M.B. 102272, Benue State
11. Nigeria Army Sch. of Signals, Apapa Lagos 1948 Federal
12. Nigerian Inst. of Journalism, Ikeja, Lagos. 1971/2003♦ Private
13. Nigerian Navy College of Engineering 1982 Federal
Sapele, Naval Base, New Port, P.M.B. 4002,
Ogborode, Delta State.
14. Petroleum Training Institute P.M.B. 20, Efurum 1972 Federal
Delta State.
15. Wavecrest College of Catering and Hospitality 1973/1999♦ Private
Management, Lagos.

A BRIEF DESCRIPTION OF THE NIGERIAN TERTIARY EDUCATION SYSTEM

 18

The tertiary education system in Nigeria is composed of Universities,

Polytechnics, institutes of technology, colleges of education, that form part of or

are affiliated to universities, polytechnic, colleges and professionally specialized

institution (IAU,2000).They can be further categorized as state or federal

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

stage offers a doctorate degree, two to three years after the Master’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 in Nigeria can be further divided into the public or private, and

the university or non-university sectors. Public universities owned by the federal

and state Government dominate the education system. In recognition of the need

to encourage private participation in the provision of tertiary education, the

Federal Government of Nigeria issued a decree in 1993 allowing private

investors to establish universities following guidelines established by the

Government.

The non-university sector is composed of polytechnics, institutions 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 in Nigeria. First, distance higher education programs are being
 19

established; second, good quality private universities are being encouraged and

third, plans are in place to expand all university campus enrolments to a

maximum of 30,000 students.

The Nigerian Government controls universities and other tertiary

education institutions through the following organs: the Federal Ministry of

Education; National Universities Commission, which among other things

allocates funds to federal universities and also prescribes the spending 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 Universities (ASSU) safeguards the interest of the academic staff in the

Nigerian University System.

ACCESS AND ENROLMENT TRENDS

Reports by the Joint Admissions and Matriculation Board (JAMB), which

conducts the selection examinations to higher institutions in Nigeria, show that

the nation is still unable to meet the social demands for universities. For

example, all the 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 were admitted in 1999-

2000 (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.

Demand for and supply of places: The Universities

 20

Academic Applications Admissions %T %M %F

Year
M F T M F T
1996-1997 218881 157946 37682 33130 22925 56055 14.88 8.79 6.08

7
1997-1998*
1998–1999 186905 134463 32136 47170 31380 78550 24.44 14.68 9.76

8
1999–2000 242530 176398 41892 47170 31380 78550 18.75 11.26 7.49

8
2000-2001 268671 198819 46749 31271 190006 50277 10.75 6.69 4.06

0
*Data could not be obtained for the academic year 1997 / 98

Source: Education Sector Status Report, May, 2003

Demand for and supply of places: The Polytechnics

Academic Applications Admissions %T %M %F

Year
M F T M F T
1996-1997 94085 75545 16963 25831 19844 45675 26.93 15.23 11.70

0
1997-1998 82158 68255 15041 18065 13664 31729 21.09 12.01 9.08

3
1998-1999*
1999-2000 72100 56236 13025 21513 15492 37005 28.41 16.52 11.89

1
2000-2001*
*Data could not be obtained for the academic year 1998 / 99 and 2000 / 2001

Demand for and supply of places: The Polytechnics

Academic Applications Admissions %T %M %F

Year
M F T M F T
1996-1997 5380 8379 13950 3239 8784* 12023 86.19 23.22 62.97
1997-1998* 5400 7785 13185 5661 6901 12562 95.27 42.94 52.33
1998-1999 2385 4161 6546
 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 have been in recent years a serious concern about the quality 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 on the institutional facilities, which have

become dilapidated, and on the grossly overworked academic staff.

Chronic under-funding, that made it impossible for the rehabilitation of

infrastructures and construction of new buildings to accommodate the

ever-increasing student population, has seriously exacerbated 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 services such as electricity, leaving very little for the

procurement of consumables and other materials. So, laboratories and

workshops are stocked with preponderantly obsolete equipment.

2. By far the most important of the factors implicated as causing the

decline in the quality of the graduates of the Nigerian higher education

institutions, is the perennial instability which has come to be 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

assurance appropriate. The external examiner system provides additional

assurance that the quality of academic programmes of the institutions is

acceptable to academic peers across the system.

In the university system for instance, Act No 16 of 1985 empowers the

National Universities Commission (NUC) to lay down minimum academic

standards for all academic programmes taught in Nigerian universities and to

accredit them. Thus, NUC 216 conducts accreditation of academic programmes

that entail peer assessment of the programmes against pre-determined minimum

academic standards (MAS) that provide the benchmarks against 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

programmes offered in the universities; the National Board for Technical

Education (NBTE) and the National Commission for Colleges of Education

 23

(NCCE) are respectively charged with quality assurance responsibility in

polytechnics (including monotechnics) and Colleges of Education across the

nation, 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) Assure employers and other members of the community that Nigerian

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 on ways of revitalizing their institutions and academic programmes

where they fail to meet the prescribed standards so that remedial action may be

taken towards quality improvement, which is the ultimate purpose 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 community, the 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 accreditation exercise was conducted in 1990 following the setting 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. In November 2002 accreditation re-visits were conducted to 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 universities tends to reduce the frequency of accreditation

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 of the academic programmes of the universities was drawn up and

used to rank the universities.

To achieve objectivity in the exercise, several performance indicators

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

examinations, student course evaluation and external examination, staffing,

administration of the department and its staff development programme, physical

facilities (classroom facilities, laboratories and staff offices), funding of the

 25

programme, library facilities, and employers’ rating of the graduates of the

programmes.

Scores are awarded based on performance of the 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

accreditation, interim accreditation, or Denied Accreditation status. 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 UNIVERSITY MEAN ACADEMIC

QUALITY INDEX
1 University of Lagos, Akoka 3.63
2 University of Nigeria, Nsukka 3.57
3 University of Benin 3.55
4 Obafemi Awolowo University, Ile-Ife 3.40
5 Ahmadu Bello University, Zaria 3.14
5 University of Ibadan 3.14
Source: National Universities Commission, Abuja

Ranking of second generation universities

RANK UNIVERSITY MEAN ACADEMIC

QUALITY INDEX
1 University of Port Harcourt 3.75
2 University of Jos 3.47
3 University of Ilorin 3.43
4 Nnamdi Azikiwe University, Akwa 3.36
 26

5 University of Maiduguri 3.26

6 University of Calabar 3.24
7 Bayero University, Kano 3.22
8 Usman Danfodiyo University , Sokoto 3.19
9 University of Uyo 3.00
10 University of Abuja 2.80
Source: National Universities Commission, Abuja

Ranking of state universities

RANK UNIVERSITY MEAN

ACADEMIC
QUALITY INDEX
1 LAUTECH, Ogbomosho 3.40
2 Olabisi Onabanjo University, Ago-Iwoye 3.30
3 Imo State University, Owerri 3.20
3 Enugu State University of Science and Technology 3.20
5 Abia State University, Uturu 3.10
6 River State University of Science and Technology, Port- 3.06
Harcourt
7 University of Ado-Ekiti, Ado-Ekiti 3.00
7 Lagos State University, Ojo 3.00
7 Benue State University, Makurdi 3.00
7 Ambrose Alli University, Ekpoma 3.00
11 Delta State University, Abraka 2.54
Source: National Universities Commission, Abuja

STRATEGIC EXPANSION POLICY INTERVENTIONS IN RECENT TIMES

Institutional Autonomy: The granting of autonomy to Nigerian universities

involving the devolution of more powers to the governing councils of 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 appointment of vice-chancellors which in some cases had been

characterized by rancorous and sometimes vicious succession struggle

impacting negatively on institutional stability, will be taken at the institutional

level.

Private Sector Provision of Student Accommodation: The problems of

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 private sector participation in hostel development. Another is the

presidential intervention to ensure completion of all abandoned projects in the

universities.

The National Virtual Library Project: The virtual (digital) library project aims to

provide, in an equitable and cost effective manner, enhanced access to national

and international library and information resources and for sharing locally

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

curricular implementation and innovation. As part of NUC’s contribution 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 situation where many university laboratory and studios equipment 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 sub-

head in the funds appropriated to universities in the budget.

KEY ISSUES AND CHALLENGES

Systematically Planned Expansion: There is a general feeling that the

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

Management Of Student 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

systems and at the institutional level) to become more closely involved 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 Economy: 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.

Evolving A Development-Oriented Operational Culture: The relevance of

higher education (especially in a developing country) is also dependent on its

capacity to link its programmes and activities to the development 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

involves forging closer links between town and gown for a more socially

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

should give it more prominence, by turning Gender into an institutional

development issue.

Adequate Attention To Students Social And Psychological Challenges: 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

merely legislating for them) have become an imperative for the smooth

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

 30

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 of Islam, parts of the country assimilated Islamic education into the

indigenous system. The Islamized sections of the country in fact developed

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

areas with strong Christian influence readily embraced the new form of

Education. This historical incident has had the effect of polarizing the country in

educational terms, giving rise to the well-documented and well-orchestrated

phenomenon of educational imbalance. The phenomenon has remained an

intractable challenge to educational development in the 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 boom (1970 – 1980), centralization was introduced into the country’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. The Structural Adjustment programme (SAP)

which emphasized macro economic stability with little thought for the social

dimensions of adjustment, introduced economic gains that made very 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 extra cash for the family.

Sociological Factors

The factors referred to as sociological deal with the rising social demand for

education leading to more private participation in education delivery. As

government investment in education dwindled and infrastructure became more

dilapidated, greater patronage was recorded among private providers of

education. The situation was the same across all levels of education. An

additional dimension was the unemployment situation that indirectly increased

the demand for higher education. Although empirical sources do not exist to

establish this link, it does appear that graduates quickly enrolled for higher

degrees since the alternative was unemployment and idleness.

The rising demand for higher education in turn led to the establishment 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

Centralization of educational administration in the country began with 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. Technical and Teacher’s Colleges were equally 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 universities by state governments, voluntary agencies or 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

universities were banned and un-banned twice (1977, 1984) (1979, 1999)

respectively by military and civilian governments. These interventions 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). It was also revealed that only 4000 students were enrolled in
 33

secondary school in the north as against 40,000 in the south. This imbalance

called for some political engineering to remedy.

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

attention and concerns over the years. The Jomtien 1990 Declaration and

Framework for Action (1990) and the Dakar EFA Declaration of April 2000 have

influenced the orientation of Nigeria’s UBE (Universal Basic Education)

programme, as well as the on-going 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 (1998), and technical/vocational 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 SYSTEM

Nigeria possesses the largest university system in Sub-Saharan Africa.

Although South Africa's tertiary enrollments are higher, Nigeria 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 skilled professionals. Although nominally the responsibility of the

Federal Ministry of Education, it is supervised by the National Universities

Commission (NUC), a parastatal buffer body. A Joint Admissions 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-Saharan Africa, the structures exist in Nigeria that could provide for a

rational and effective development of university education” (WORLD BANK

1988:3).

In practice, however, the university system developed less rationally than

anticipated. Enrollments in the federal universities (34% female, 59% in

sciences) grew at the rapid rate of 12% annually during the 1990s and totaled

325,299 students by 2000 (NUC 2002b). Enrollment growth rates 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

persons (Asia averages 650 and South Africa 2,500) and an average

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

engineering in total enrollments rose from 54% in 1989 to 59% in 2000,

consistent with national policy targets (NUC 2002). Much of this expansion

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 constrained by growing shortages of qualified academic staff.

Between 1997 and 1999, the numbers of academic staff declined by 12% even

as enrollments expanded by 13%. Long term brain drain, combined with

insufficient output from national postgraduate programs in the face of 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).
 36

The cost of running the federal university system totaled $210 million in

1999. Financing for that system comes almost entirely from the federal

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 1990 and 1999 – with obvious implications for educational 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 government (84%); income generation activities (7%); and various

student fees (9%) – even though no undergraduate tuition fees are charged. In

1992, student fees had represented just 2% of revenues. Equally attention-

grabbing 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 recently operational Education Tax Fund. This trend of increasing

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. The

system-wide weighted average was 331 naira ($4) per student (HARTNETT

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, when the financing of higher education is placed within the

context of overall education sector financing, the picture becomes 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 at the expense of investments in primary and secondary education,

as they struggled to maintain financial support in the face of burgeoning higher

education enrollments. Using data from 1962, Callaway and Musone (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

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portion has remained relatively unchanged at 29%, but tertiary education’s share

has nearly doubled to 35%.

Nigeria’s recent allocation shares for education diverge sharply 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 Africa, education 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

nations, Nigeria’s funding effort on behalf of education is less than 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 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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Access. Appropriate steps are being taken to increase access to higher

education through the development of a private university sector and

establishment of nationwide tertiary distance education programs. As 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 services, and mechanisms that enable students to transfer among

institutions are among the changes likely to be required.

Teaching/learning. 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

Nigerian university teaching is often outdated, not responsive to employers’

requirements, and disconnected from the labor market. Likewise, its research

output is extremely low and unable to prompt innovation-based productivity

gains. To increase the relevance and effectiveness of teaching and research,

classroom dynamics may need to focus more on student learning performance,

academic programs could seek stronger linkages with employers, and

universities might pursue knowledge coalitions with other institutions that

possess a comparative advantage in aspects of teaching and research.

Financing. Continued expansion of the higher education system has now

exceeded government’s capacity to serve as the principal financier of this growth.

To respond to the expansion,

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i) The Nigerian Government should adopt a funding system

characterized by transparency, resource allocation equity and one

which embraces explicit indication relating to students real cost, quality

teaching assessment, and qualification of academic staff.

ii) The Nigerian Government should ensure that allocation of financial

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) Ensure direct basic funding to public institution for teaching through an

effective funding formula.

v) Ensure contractual funding to public institutions through contracts for

specific issues.

vi) Authorities of Individual Tertiary Educational Institutions should create

more internally controllable ways of funding such as: overheads from

faculty services to community, or from post-graduation courses fees.

vii) Tertiary Educational Institutions should be compelled and monitored, to

ensure that they maximize the income so generated on viable

investments.

viii) Non-Governmental Organizations are not left out in funding education

institutions, they can give direct funding to students by means of social

support of individual grants.

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ix) Non-Governmental Organizations can also give indirect funding to

students such as scholarships to include meals, accommodation,

sports, healthcare etc.

Governance/management. Increasingly large and complex institutions of higher

learning demand the application of professional management techniques,

strategic vision, more proactive corporate management styles that address

problems through innovation, and governance structures that facilitate

institutional responsiveness to the wide range of university 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 recognizes institutional performance, and financial management 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.

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However, Group A has taken reasonable care in organization / putting

down the information contained in the write-up but does not guarantee that the

information is complete, accurate or current. In particular, Group A is 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 Ministry of Education (May 2005): Nigeria Education Sector

Diagnosis –A framework for re-engineering the education sector;

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2. William Saint, Teresa A. Hartnett and Erich Strassner (2003): Higher

Education In Nigeria – A Status Report

3. NationMaster.Com – Tertiary enrollment (most recent) by country 3/5/2009

2:24pm

4. Ishola Rufus Akintoye (2008): Optimizing output from Tertiary Educational

Institutions via adequate funding: A Lesson from Nigeria (International

Research Journal of Finance and Economics – ISSN 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. National Universities Commission website: http://www.nuc.edu.ng

(10/3/2009)