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A HISTORICAL REVIEW OF THE DEVELOPMENT OF

FEDERAL UNIVERSITIES OF TECHNOLOGY

IN NIGERIA

DISSERTATION

Presented to the Graduate Council of the

University of North Texas in Partial

Fulfillment of the Requirements

For the Degree of

DOCTOR OF PHILOSOPHY

By

Joseph Obukowho Asagba, B.S., M.Ed,

Denton, Texas

August, 1993

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A HISTORICAL REVIEW OF THE DEVELOPMENT OF

FEDERAL UNIVERSITIES OF TECHNOLOGY

IN NIGERIA

DISSERTATION

Presented to the Graduate Council of the

University of North Texas in Partial

Fulfillment of the Requirements

For the Degree of

DOCTOR OF PHILOSOPHY

By

Joseph Obukowho Asagba, B.S., M.Ed,

Denton, Texas

August, 1993

Asagba, Joseph Obukowho, A Historical Review of the

Development of Federal Universities of Technology in

Nigeria. Doctor of Philosophy (Higher Education

Administration), August, 1993, 267 pp., 9 tables, reference

list, 314 titles.

The overall purpose of this study was to identify the

major factors and events that led to the establishment of

the Federal Universities of Technology in Nigeria. The

study examined and analyzed the growth and development of

the three Nigerian Federal Universities of Technology at

Owerri, Akure, and Minna.

The academic programs in the three Nigerian Federal

Universities of Technology have a significant importance to

the national development of Nigeria. The first conclusion

of this study is that the federal government of Nigeria has

played a significant, role in establishing the Federal

Universities of Technology in order to provide the modern

scientific and technological education for the economic need

of the country, and that the most compelling factors that

led to the establishment of those institutions are

(a) philosophical, (b) economic, (c) sociological, and

(d) geographical factors. The second conclusion is that

the program of study at each of the Federal Universities of

Technology was designed to train students in science and

technical fields, and that both the number of students

enrolled and the number of graduated students has increased

significantly. The third conclusion is that the Federal

Ministry of Education and the National Universities

Commission have played an important role in the

administration, planning, and financing of the Federal

Universities of Technology. The final conclusion is

that the method used in selecting a vice-chancellor for the

Federal Universities of Technology is based on the facts

that the professors in the university vote on nominees and

then the list is submitted to the University Council for

appointment of the vice-chancellor through the Federal

Ministry of Education. Several implications and

recommendations for this study are listed. In addition,

further studies are recommended in the next five years to

identify possible changes or development of the Federal

Universities of Technology in Nigeria.

Copyright by

Joseph Obukowho Asagba

1993

i n

ACKNOWLEDGMENTS

I wish to express my appreciation to my Major

Professor, Dr. Todd Davis, and Minor Professor, Dr. Pat N.

McLeod, and to Drs. John Baier and Constance Hilliard, my

committee members, for their patience, guidance, assistance,

and advice to me in completing my dissertation.

A special thanks to my parents, Mr. and Mrs. Vann E.

Asagba for their substantial encouragement and financial

support through my years in the United States.

My greatest debt is to my wife Lorinda and children for

their patience, dedication, and persuasion. Their

encouragement and undiluted spirit were a major source of

inspiration and perseverance which sustained me through the

proj ect.

Finally, I would like to give special thanks to God for

all the love, blessings, strength, and guidance he has

provided me during the period of my studies and for the

years I have spent in the United States; for without his

blessings, love, and guidance, all of this would not be

possible.

IV

TABLE OF CONTENTS

Page

LIST OF TABLES viii

Chapter

1. INTRODUCTION 1

The Establishment of Federal Universities of Technology at Owerri, Akure, and Minna, Nigeria 6

Statement of the Problem 12 Purposes of the Study 12 Research Questions 13 Background and Significance of the Study . . . 14 Definition of Terms 16 Delimitations of the Study 17 Methodology 17 Procedures for Collection of Data 19 Chapter Reference List 31

2. HISTORY AND RELATED LITERATURE 36

Introduction 36 Traditional Education in Nigeria 37 The History of Education in Nigeria 42 The Development of Higher Education

in Nigeria 46 Chapter Reference List 59

3. PROCEDURES FOR THE COLLECTION OF DATA 64

Presentation and Description of the Data Collected 66

The Role of the Joint Admission and Matriculation Board (JAMB) on Higher Education in Nigeria 86

Summary 88 Chapter Reference List 89

4. THE FEDERAL GOVERNMENT OF NIGERIA'S NATIONAL POLICY ON HIGHER EDUCATION FROM 1962-1987 . . . . 90

The Need to Understand Educational Policies and Policy Processes 90

Chapter " Page

Definition of Development 91 Definition of Policy 92 The First National Development Plan of

1962-1968 93 The Second National Development Plan of

1970-1974 95 The 1976 Universal Primary Educational

Policy 96 The 1977 National Policy on Education . . . . 104 The Third National Development Plan of

1975-1980 109 The Fourth National Development Plan of

1981-1985 115 The 1987 6-3-3-4 Nigeria Educational

System 124 The Efforts to Improve Education by the

Federal Government of Nigeria by the Year 2000 129


5. THE PROCESS FOR SELECTING VICE-CHANCELLORS INTO THE FEDERAL UNIVERSITIES OF TECHNOLOGY IN NIGERIA 141

Introduction 141 Past and Present Vice-Chancellors of Federal

Universities of Technology in Nigeria . . . 142 The Method of Selecting and Evaluating

Vice-Chancellors and Administrators in Nigerian University 146

Definition of Administrative Organization and Leadership 148

Administrative Organization and Functions of the Federal Universities of Technology in Nigeria 152

The Role of the Federal Government of Nigeria in Administration, Planning, and Financing of Federal Universities of Technology through the Federal Ministry of Education and the National Universities Commission 165

The Role of the National Universities Commission (NUC) in Higher Education . . . 168

The Function of the Administration Division of the National Universities Commission . . 175


vx

Chapter • Page

6. SUMMARY, CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS 189

Introduction 189 Summary of Major Findings 189 Conclusions 201 Implications 202 Recommendations 203 Chapter Reference List 206

APPENDICES

A. Map of Africa Showing the African Countries . . 208 Map of Nigeria Showing the Thirty States and

Capitals 209

B. Organization Chart of the Ministry of Education . 211 Organization Chart for Top Administrators for

University Policy Making in Nigeria 212 Organization Chart of the National Universities

Commission Secretariat 213 Organization Chart of the Subadministrative

Division of the National Universities Commission 213

The Federal Arena Chart of the Administrative Relationship between the Federal Government and the Federal Universities of Technology . . 215

The 6-3-3-4 Educational System Chart on the National Policy on Education of 1987 216

C. Letters 217

D. Topics Addressed in Interviews by Author

(Interview Questions) 227

E. Interview Questions and Responses 232

REFERENCE LIST 245

vx 1

LIST OF TABLES

Table Page

1. Links between U. S. Universities and Federal Universities of Technology in Nigeria . . . . 66

2. University Income and Source for 1980-1991 Academic Years for the Federal Universities of Technology in Nigeria 67

3. Student Enrollment for Federal Universities of Technology in Nigeria for the Academic Years of 1980-1991 70

4. Student Enrollment Distribution for 1980-1991 Academic Years and Fields of Study for Federal Universities of Technology in Nigeria . . . . 72

5. Number of Students and Degrees Awarded from 1985-1991 at Federal Universities of Technology in Nigeria 80

6. Subdegree Programs and Their Entry Requirement into the Federal Universities of Technology in Nigeria 87

7. Number of Enrolled Students in Nigerian Primary and Secondary Education from 1955-1974 before the Universal Primary Education Policy of 1976 100

8. Number of Enrolled Students in Nigerian Primary, Secondary Education, and Universities from 1977-1985 after the Universal Primary Education Policy of 1976 was Implemented . . . 101

9. Fields of Study of Students in Nigerian Universities, 1975-1980 and 1984 109

Vlll

CHAPTER 1

INTRODUCTION

The history of education in Nigeria can be traced to

the Colonial Periodf but of importance to the Nigerian

people is the need to establish technological universities.

As a developing nation, the Nigerian government established

the Federal Universities of Technology in 1980 to train its

citizens to meet the manpower needs of its economic

development. It was also established to train the diverse

personnel reguired for the economic, technological,

educational, and social development of the country.

The problems facing Nigeria are those in the areas of

social change and the modification of societal structures

which will enable the system to accommodate the new

technological innovations that have come and will continue

with economic development. Nigeria, a country located in

Africa, gained independence from the British government in

1960. Over the past 30 years, Nigeria has attempted to

adjust to the demands of political independence as well as

to the social and economic needs of the country.

A "Special Report on Education" by Adobe (1980) clearly

delineated the significance of education with the following

explanation: Education is a basic human need. People need

an education to acquire a broad base of knowledge, attitude,

values, and skills on which they can build a better life.

Education enhances the ability to learn and adapt to social

and cultural activities? education is a means of meeting

other basic needs. Education influences and is in turn

influenced by access to other basic needs—adequate

nutrition, safe drinking water, health services, and

shelter. In this context, one remembers the argument of

experts that health programs could be accelerated more by

teaching the people basic principles of hygiene than by

sophisticated medical science. Also, if children are better

fed they can learn better, which would improve their overall

benefits from education; and all development programs depend

on education, for the simple reason that they all require

skilled workers at all levels to manage capital, technology,

services, and administration in every sector.

Possibly as a result of the establishment of the

Federal Universities of Technology, Nigeria is being

transformed into a demanding and changing society. The

people of Nigeria foster a strong belief in the benefits of

an improved technological education. Nigerians believe that

education is the key to the social and economic success of

the country. Ojiaka (1984) agreed that the well being and

future of a nation depends heavily on its education system.

The federal military government announced in 1975 that

all Nigerian universities would become federal government

institutions, in order for the federal government to control

the policies and finances of the universities and to manage

their affairs. The government also stated that higher

education would be the sole responsibility of the federal

government. All of the universities and the newly

constructed facilities have been fully funded by the federal

government. In reporting the events associated with the

federal takeover, a columnist in a major Nigerian newspaper

stated:

We are in the midst of a revolution, an intellectual

revolution designed to guarantee for all Nigerians

functional literacy, a keen awareness for civil rights,

responsibility for a good and adequate diet, low infant

mortality and longer life span, decent accommodation,

and generally, a happy life. (Ogunsola, 1977, p. 63)

Because of the federal government's takeover of all

universities in Nigeria, it is important to identify its

role in the administration, planning, and financing of

higher education in Nigeria. The success of any system of

education hinges on proper planning, efficient

administration, and adequate financing. The administration

of education includes organization and structure,

proprietorship, control, inspection, and supervision.

School systems and the policies that govern their management

and day-to-day administration should grow out of the life

and social ethics of the community which they serve.

According to the Federal Ministry of Education (1983), the

administrative machinery for an educational system should be

based on three cardinal principles: (a) intimate and direct

participation and involvement in the administration and

management of the school; (b) effective lines of

communication between the administrations for policy

formulation and implementation; and (c) the coordination,

planning, financing, and directing of the total educational

effort by the Federal Ministry of Education.

The Federal Ministry of Education has the

responsibility for the overall development of education in

Nigeria. Since the government's decision to take over all

universities in 1975, the primary function of the Federal

Ministry of Education has consisted of coordination of all

educational matters, the guidance of government policies on

education, and the maintenance of higher academic standards.

The Federal Ministry of Education is headed by the

Minister of Education, and the permanent secretary is the

chief administrative officer. The permanent secretary is

responsible to the Minister, not only for the organization

and efficiency of the ministry, but also for advising the

Minister (Federal Ministry of Education, 1983).

According to Morrison (1964), the permanent secretary

is the Chief Civil Servant of the Ministry of Education.

Adedeji (1981) stated, as follows:

The federal government will have to continue to depend

on their higher Civil Services for assistance in policy

formation, between the past and present, between an

outgoing government and an incoming administration at

the federal level, for being a unifying force

containing in its ranks people from virtually all the

ethnic groups of Nigeria. (p. 667)

According to the Federal Ministry of Education (1983),

there are seven divisions within the Ministry of Education.

These seven divisions include: (a) Administration and

Finance; (b) Educational Administration; (c) Scholarship and

Student Affairs; (d) School Inspection; (e) Educational

Services; (f) Examination and Registration; and (g) Planning

and Research (see Appendix B).

The vice-chancellor of any university in Nigeria is the

chief executive of the university. It is important to

discuss the method of selecting a vice-chancellor in

Nigerian universities, because the improvement and

development of any university depends on the executive head

of the university. The heads of universities in Nigeria are

the vice-chancellors, and they are the highest political

officers in Nigerian universities. When a university in

Nigeria is established, or when there is a vacancy in the

appointment of a university vice-chancellor, the federal

government, based on the vote of the professors in the

university, submits a list of nominees to the University

Council to appoint a vice-chancellor through the Federal

Ministry of Education (National Universities Commission,

1982). The appointment of a vice-chancellor will determine

who makes the decision. How the decision is to be made

affects the efficiency and effectiveness of the institutions

and their organizations, because the administration of the

university will be in the hands of the vice-chancellor. The

members of the University Council believe that when a vice-

chancellor is appointed, changes and progress in that

institution must become an integral part of the new vice-

chancellor' s position. Eble (1978) stated the following:

The appointment: of a vice-chancellor is accompanied

with expectation about change and progress. Change has

to be introduced as soon as possible, otherwise it may

be hard to introduce these changes, as delay in

appointing administrators who will carry out tasks will

result in loss of opportunities. (p. 6)

The Establishment of Federal Universities of Technology at Owerri, Akure,

and Minna, Nigeria

The development of Federal Universities of Technology

was the work of an educational team of experts that was set

up by the federal government of Nigeria, through a committee

of the Nigerian National Universities Commission. The

committee was set up in 1978 to conduct an investigation

into needs in the field of technological education.

According to the National Universities Commission (1983),

the planning committee that was set up by the federal

government of Nigeria to establish the Federal Universities

of Technology was under the chairmanship of Col. A.A. Ali,

the former Federal Minister of Education. The experts were

drawn from a wide range that included representatives from

the National Universities Commission, such as the chief

planning officer for academics, to carry out planning for

the new universities. Also participating were the

representatives of the ministries of health, education,

economic development, and finance.

One of the functions of the National Universities

Commission is to advise the head of the federal government

of Nigeria through the minister of education as to the need

for the creation of new universities. The committee

recommended that there is need to establish Federal

Universities of Technology for the following reasons:

(a) to train people for the modern scientific and technical

education; (b) to meet the rate of growth in science student

population; (c) to provide the manpower skill that will lead

the country into economic and social development; (d) to

establish universities in the north, west and eastern parts

of the country to balance the geographical spread of the

institution; and (e) to assure that the technical training

is parallel with the pattern of technological training in

United States universities and that the Federal Universities

8

of Technology should have a special link with the United

States universities (see Table 1 in Chapter 3).

The committee believes that the American model of

technical education will be a means to the goal of economic

development- The responsibility of the National

Universities Commission was to set up working parties in

engineering and agriculture with the U.S. universities to

advise on the courses for the Federal Universities of

Technology in order to make them relevant to the need of the

Nigerian economy.

The federal government of Nigeria decided to establish

the Federal Universities of Technology in order to provide

modern scientific and technical education for the

technological needs of the country.

The Federal University of Technology in Owerri was

established in 1980 as an autonomous institution. It is

located in Owerri, Imo State, Nigeria, with a population of

approximately 42,631. The university formally enrolled its

first students in the 1980/81 academic year with a student

population of 213. The university was structured to have

four schools.

The federal minister for education, Col. A. A. Ali

(1980), at the inaugural ceremony of the Federal University

of Technology, Owerri, declared that,

The establishment of the Federal University of

Technology was an instrument of sociopolitical as well

as economic change, and that technological education

would produce the manpower needed for national

development. (p. 9)

The Federal University of Technology at Akure was

established by the fcsderal government of Nigeria in 1981 and

enrolled its first student in the 1981/1982 academic year,

with a student population of 112. The university was

established to train Nigerians in vocational technical areas

such as agriculture/agricultural technology,

engineering/engineering technology, and science education.

The university has four schools, and it is located in Akure,

capital city of Ondo State, Nigeria, which has a population

of approximately 71,106. Akure is located in the western

part of Nigeria.

The Federal University of Technology at Minna was

established by the federal government of Nigeria on February

1, 1983, but enrolled its first student in February 1984

with a student population of 306. The university was

established in order to train its citizens in vocational

skills, and it was structured to have four schools together

with a pre-degree and foundational courses program. The

university is located in Minna, capital city of Niger State,

Nigeria, which has a population of approximately 1,745,644.

Minna is located in the northern part of Nigeria.

The Federal Universities of Technology at Owerri,

Akure, and Minna were carefully planned to have their own

10

distinctive characte.r. Each of the universities was

established on the basis of the national manpower needs and

the differing environmental characteristics of each school.

The Federal University of Technology at Owerri catered

to the needs of the eastern portion of Nigeria, the Federal

University of Technology at Akure to the needs of the

western portion of Nigeria, and the Federal University of

Technology at Minna to the needs of the northern portion of

Nigeria. The universities were conceived as technological

institutions which would train people in such areas as

agriculture/agricultural technology, engineering/engineering

technology, environmental technology, science/science

education, and veterinary medicine/science (Commonwealth

Universities Yearbook, 1990).

In 1980, 1981, and 1983 the federal government of

Nigeria established the Federal Universities of Technology

at Owerri, Akure, and Minna to train the diverse personnel

required for the economic, technological, educational, and

social development of the country. The universities'

primary purposes were to produce graduates in science

subjects and to serve as national institutions for

technological research.

According to the Federal University of Technology,

Owerri Calendar for 1983/85, the objectives of the Federal

Universities of Technology in Nigeria are as follows:

(a) to encourage the advancement of learning and to hold out

11

to all persons without distinction of race, creed, sex or

political conviction the opportunity of acquiring a higher

education in technology; (b) to develop and offer academic

and professional programs leading to the first degrees,

post-graduate degrees, research and higher degrees which

emphasize planning, adaptive, technical, maintenance,

developmental and productive skills in the engineering,

scientific, and agricultural disciplines; (c) to identify

technological problems and needs of the society, and to find

solutions to them within the context of overall national

development; (d) to provide and promote sound basic

scientific training as a foundation for the development of

technology and applied sciences in needs of national

development; (e) to offer to the general population, as a

forum of public service, the results of training and

research and to foster the practical applications of these

results; (f) to establish appropriate relationships with

other national institutions involved in training, research

and development of technologies; and (g) to undertake any

other activities appropriate for a university of technology

of the highest standards (pp. 15-16).

12

Statement of the Problem

Since the founding of the Federal Universities of

Technology in Nigeria, there has been no research concerning

their development in light of their mission. This study

will examine and analyze the growth and development of these

institutions in light of the creative tension between

legitimate interests of both the national government and the

University community. This study will review the selection

of campus governance and the factors and events that led to

the establishment and development of the Federal

Universities of Technology.

Purposes of the Study

The purposes of this study will be as follows:

1. to identify the major factors and events that led

to the establishment of Federal Universities of Technology

in Nigeria;

2. to review the programs of study and to analyze the

student enrollment and output patterns of the Federal

Universities of Technology during their developmental

stages;

3. to identify the role of the Federal government of

Nigeria in administration, planning, and financing of the

Federal Universities of Technology through the National

Universities Commission and the Federal Ministry of

Education;

13

4. to identify the role of the federal government of

Nigeria and the governing bodies of the universities on the

process for selecting or appointing vice-chancellors to the

Federal Universities of Technology in Nigeria.

Research Questions

Based upon the statement of the problem and the

purposes of the study, the following questions will guide

this research:

1. What were the major factors and events that led to

the establishment of the Federal Universities of Technology

in Nigeria?

2. What were the programs of study, student

enrollment, and output patterns of each Federal University

of Technology during the period following their founding?

3. What is the role of the federal government of

Nigeria in administration, planning, and financing of

Federal Universities of Technology through the National

Universities Commission and the Federal Ministry of

Education?

4. What is the role of the federal government of

Nigeria and the governing bodies of the universities in the

process for selecting or appointing vice-chancellors to the

Federal Universities of Technology in Nigeria?

14

Background and Significance of the Study

Nigeria, located in West Africa, is bordered by the

Niger Republic on the north and the Atlantic Ocean and Bight

of Benin on the south. On the eastern and northeastern

border are the two countries of Cameroon and the Republic of

Chad. The Republic of Benin, formerly Dahomey, forms the

western border of Nigeria (see Appendix A).

There are two seasons in Nigeria: the rainy season,

which runs from May through October, and the dry season,

which runs from November through April. The climate of

Nigeria is generally tropical, although there is some

variance within the nation. While southern Nigeria is hot

and wet, northern Nigeria is hot and arid.

Nigeria, a nation comprising 30 states (see Appendix

A), has a total land surface of 923,768 square kilometers—

approximately 356,669 square miles. According to the

Statesman's Yearbook of 1992, the total population of

Nigeria is approximately 118,819,377. Nigeria is the second

largest nation in land area in Africa and the largest in

population (see Appendix A).

There are about 252 distinct ethnic languages spoken in

Nigeria. The main languages are Hausa, Yoruba, Ibo, Edo,

Fulani, Kanuri, Ibibio, Tiv, Itsekiri, Ijaw, Urhobo, Efik,

Igbirra, and Ogini.

Nigeria gained independence from the British government

in I960. Because Nigeria was a British colony until 1960,

15

the official language of the Nigerian people is English.

Nigeria has three tiers of government: federal, state, and

local. Nigeria has a presidential system of government that

is comprised of the National Assembly on the federal level

and State House of Assembly on the state level. The

National Assembly contains the House of Representatives and

the Senate. The Executive Branch is represented by the

President and by state Governors. The present governmental

system in Nigeria is a Federal System operated by the

military.

Nigeria is a major producer of oil and other minerals

including tin, columbite, limestone, and coal. Agricultural

and industrial independence is the major economic objective

of the country. Nigeria is an agricultural country. Eighty

percent of its total working population is engaged in this

industry, producing yams, cassava, plantains, rice, beans,

sugar-cane, and citrus fruits for food and cocoa, palm oil

produce, ground nuts, rubber, cotton and timber for export

(Federal Ministry of Information, 1990).

Educational policy matters are formed and enforced by

the Federal Ministry of Education, which is located in

Lagos. Financial matters, certification of teachers, and

inspection of schools are additional responsibilities of the

Ministry of Education (see Appendix B).

This study traces the historical establishment and

development of the Federal Universities of Technology and

16

identifies the role of thee federal government of Nigeria in

the administration, planning, and financing of the Federal

Universities of Technology. It also identifies the role of

the federal government of Nigeria and the governing body of

the university in the process of selecting vice-chancellors

to the Federal Universities of Technology. This study

reviews the programs of study, student enrollment, and

output patterns of each Federal University of Technology

during their development stages.

Definition of Terms

Higher education institutions are those that cover

the post-secondary section of Nigeria's educational system,

such as universities, polytechnics, colleges of education,

and advanced teacher training colleges.

2• Polytechnics or colleges of technology are

technical education institutions established by the

government through which two types of diploma certificates

are awarded: Ordinary National Diplomas (ONDs) are awarded

following the first two years of studies, and Higher

National Diplomas (HNDs) are diplomas awarded after four

years of training.

3- Universities are federally approved Nigerian

institutions of higher education that conduct research and

award both academic and full professional degrees. The

universities award undergraduate and graduate degrees.

17

4- Advanced teacher* -braining colleges are established

by the Federal Ministry of Education in order to train

qualified teachers in the field of higher education and

technical education. The length of the training is three

years.. Upon completion of the program, students are awarded

a grade 2 teacher's certificate (GTC).

5. Colleges of Education are approved higher

institutions offering both research and academic training.

The length of the training is three years, and, upon

completion of the program, students are awarded the Nigeria

Certificate of Education (NCE).

Delimitations of the Study

This study is concerned only with the historical

development of the three Federal Universities of Technology

in Nigeria.

Methodology

This study historically researches the establishment

and development of Federal Universities of Technology in

Nigeria for 1980-1990. Cohen (1976) wrote, "The past exists

in its own right and demands to be understood on its own

terms"1 (p. 330). Renier (1961) observed that history is

"the story of the deeds and achievements of men living in

societies" (p. 35). Nevins (1962) defined historical

research as a description or analysis of past events or

facts written in a spirit of critical inquiry for the whole

18

truth, and Good (1963) stated that history is "an integrated

narrative or description of past events or facts, written in

the spirit of critical inquiry to find the whole truth and

report it" (p. 115).

Van Dalen (1962) stated that modern historical research

is critical; it is the search for truth. Therefore,

historians must apply the same scholarly standard whether

the problem is concerned with the history of a nation or the

history of an educational institution. Mouly (1963)

observed that one of the purposes for historical research is

the scholarly desire of the researcher to give an accurate

account of the past. Carr (1967) noted that history is a

continuous process of interaction between the facts, the

present, and the past. Bailyn (1969) pointed out that the

reason for conducting a historical research is to learn

something new and to present the new information. History

consists of "events of the past, to the actual happenings

themselves . . . history means a record or account of these

events (Shafer, 1969, p. 2). The study of past events can

be specific results. "Old norms and values are modified as

a result of challenges; new norms and values appear in

response to felt needs" (Shafer, 1969, p. 8). According to

Best (1970), "History is a meaningful record of man's

achievement which helps him to understand the present and,

to some extent, to predict the future" (p. 94). Why is

historical research important? Best (1970) observed that,

19

"Man uses history to understand the past, and to try to

understand the present in light of past events and

developments" (p. 94). He noted that historical research

should go beyond the mere listing of events, providing

instead a "truthful, integrated account of the relationships

between persons, events, times, and places" (p. 94).

Postan (1971) felt that historical research gives credible

testimony to actually what happened and is the best

available source to examine the past, present, and future.

Historical research offers the most logical methodology

to analyze, reconstruct, and narrate evidence, according to

Borg (1963) and Best (1981) historical research involves

investigating, recording, analyzing, and interpreting the

events of the past for the purpose of discovering

generalizations that are helpful in understanding the past,

understanding the present, and to a limited extent, in

anticipating the future. Hillway (1964) stated that the

historical method can probably be considered the oldest form

of true research.

Procedures for Collection of Data

First, the method used in acquiring data for this study

involved a computer search of Educational Resources

Information Center (ERIC) and Dissertation Abstracts

International. In addition, a search was conducted through

Social Science Search Database of the Institute of

20

Scientific Information (ISI). The searches aimed at

avoiding duplication of work. Unpublished dissertations and

dissertations in progress were checked to avoid duplication

and indexes revealed journal articles that were used in the

study.

Second, a document study included the researching of

unpublished sources consisting of letters, personal papers,

notes, minutes, manuscripts of principals and interviews.

Published materials consisted of annual reports, addresses

or speeches, official university publications,

proclamations, autobiographies, and publications in books,

journals, and newspapers. Third, primary sources for this

study included the oral history account of eyewitnesses who

were privy to the events leading to the establishment of

Federal Universities of Technology. Oral history interview

is an appropriate tool of the institutional researcher

(Crawford, 1974; Cutler, 1971; Marcello, 1978).

For the completion of this study, oral interviews were

conducted with Nigerian officials selected because of their

knowledge in the events that led to the establishment of the

Federal Universities of Technology. They are: (1) the

vice-chancellors of the Federal Universities of Technology

in Nigeria; and (2) the director-general of higher

education, Federal Ministry of Education, in Lagos.

Oral interviews as a research method are unique in that

they involve the collection of data through direct verbal

21

interaction between individuals (Guion & Imade, 1981).

Historical study usually relies heavily upon the interview

process because interviews can be used to verify, validate,

and supplement information (Gorden, 1975; Stewart & Cask,

1974).

Borg (1981) has pointed out that sources for historical

research can be obtained from professional journals,

research articles, and reports when conducting a historical

research. Primary source material is important in

historical research in order to establish the authenticity

and credibility of the findings (Brook, 1969; Dollar &

Jensen, 1974; Moore, 1983; Zuelow, 1977). According to

Bailey (1982), if good data are available, historical

research can serve as an effective complement to generalized

scientific research by documenting a unique historical

event. Further, if one is interested in learning how some

contemporary event or institution came into being, a

historical approach is indispensable.

Fourth, secondary sources were selected based on their

pertinence and appropriateness to the study and on the

unavailability of primary sources. Good and Scates (1954)

indicated that secondary sources include such materials as

histories of education, bibliographies, encyclopedias, and

sections of books on school administration.

The essential steps involved in doing a historical

research project are as follows: (a) define the problems or

22

questions to be investigated; (b) search for sources of

historical facts; (c) summarize and evaluate the historical

sources; and (d) present the pertinent facts within an

interpretive framework (Beach, 1969; Berlinger, 1978; Block,

1971). According to Gottschalk (1967), the historical

method consists of (a) the collection of probable sources of

information; (b) the examination of those sources for

genuineness; and (c) the analysis of the genuine sources for

their credible particulars. This refers to both external

and internal criticisms, respectively. After the materials

have been collected and during the collection process, all

items were examined externally (as to the reliability and

likelihood of deceit or error in the materials) and

internally (for an analysis of credible details, including

author, date, primary and secondary source).

Hopkins (1976) and Gay (1987) identified the following

steps in historical research: (a) identification of the

problem; (b) accumulation of source materials, their

classification and criticism, and determination of facts;

(c) organization of facts into results; (d) formation of

conclusions; and (e) synthesis and presentation in organized

form. The three basic steps involved when conducting

historical research are: the collection of data;

classifying or categorizing data; and presenting the

arrangement as facts in a synthetic form (Eddy & Laabs,

1990).

23

Stempel and Westley -(1981) have observed that

historical research concerns the establishing of facts and

that historians most have the ability "to weigh the

•consequences1 of these events" (p. 280). The goal of

historical research is the description, explanation, and

interpretation of past events through a careful analysis and

evaluation of the sources of historical evidence (Sowell &

Casey, 1982).

This study was designed to survey the historical and

contemporary development of the Federal Universities of

Technology in Nigeria. Hence, no experimental design will

be necessary. However, information from the review of the

primary and secondary sources will be synthesized in order

to establish facts and conclusions concerning the past,

present, and future development of the Federal Universities

of Technology in Nigeria.

The sources for historical research are typically

records of past events. They are written or printed

materials that may be official or unofficial, public or

private, published or unpublished, prepared intentionally to

preserve an historical record or prepared to serve an

immediate practical purpose. Documents may be letters,

diaries, wills, receipts, oral interviews, maps,

autobiographies, journals, newspapers, court records,

official minutes, proclamations and laws (Gay, 1987;

McMillan, 1984? Slavin, 1984).

24

In historical research, the historian locates

appropriate documents, gathers suitable data, and draws

conclusions concerning a situation being studied. In

addition, historical research may provide new perspectives

on a crisis situation where other types of research would be

impossible (Ary, 1985).

Best (1986) has stated that historical research can

best be accomplished by a systematic search of primary and

secondary sources that would provide pertinent information.

Kerlinger (1986) observed the following:

Education is a particularly good example of the virtue

of historical research. In education, historical

research has great value because it is necessary to

know and understand educational accomplishments and

trends of the past in order to gain perspective on

present and future directions. (p. 621)

He pointed out that one of the basic rules of research in

history is the use of primary sources, which he termed "the

original repository of an historical datum" (p. 621).

Examples of some primary sources include, (a) a criminal

record in an important investigation; (b) an eyewitness

description of an event; (c) a photograph; and (d) minutes

of organization meetings.

Kerlinger defined a secondary source as "an account or

record of an historical event or circumstance which is one

or more steps removed from an original repository" (p. 621).

25

Wise (1967) pointed out that historical research involves a

systematic approach in the identification and collection of

data and that objectivity is the only valid goal- According

to Skager and Weinberg (1971), the sources of material upon

which historical research is based are usually classified as

primary or secondary. Leedy (1974) stated that, in the

search for historical truth, the researcher should rely, if

at all possible, on primary data.

Historical research is used to understand the past and

to try to understand the present in light of past events and

developments (Gottschalk, 1963; McLeod, 1985). Beach (1969)

contended that historical research in education is important

because it brings out past events and developments.

According to Finley (1963), historical studies are used in

examining the growth and development of colleges and

universities. A study of the entire history of institutions

of higher education provides valuable insights into the

process of establishing and maintaining adult education

activities in a formalized institutional setting. The

Federal Universities of Technology in Nigeria are no

exception (Van Dalen, 1962). Van Dalen (1962) further

emphasized that a historical approach to higher education

also provides administrators and planners with descriptions

or explanations for institutional change and that historians

also interpret the highly visual and emotional character of

colleges and universities. Bell (1974) agreed that

26

historical research will .assist present and future college

and university administrators to identify problems,

weaknesses, strengths and deficiencies in teaching, program

development, and faculty recruitment. One of the reasons

for conducting the current study is that history has a

tendency to provide a better understanding of the past and

future (Vaughu, 1983).

In supporting this position, Vaughu (1983) noted that,

regardless of how new or different our world may seem, the

study of the past still offers much in personal and societal

terms. Each of us constantly draws meaning from the past in

an effort to make reference to the future. By examining the

past, we can note the steps that were not taken, the doors

that were not opened, or the measures that were not adopted,

and, thus, we can become consciously aware of the

consequences of our personal and collective decisions.

According to Borg and Gall (1979), historical research

in education is important because its findings enable

educators to "learn from past mistakes and discoveries,

perceive needs for educational reform, and to a certain

extent, predict future trends" (p. 372). Borg and Gall

(1979) further emphasized that, by studying the past, the

educational historian hopes to achieve better understanding

of present institutions, practices, and problems in

education. They also emphasized that historical research in

education is important for several reasons, that the finding

27

of historical research enables educators to learn from past

discoveries and mistakes (Borg & Gall, 1983).

Since history tends to repeat itself, its study can

prevent mistakes and help to point new directions for higher

education. According to Fogel and Elton (1983), historical

research is important because it searches for evidence in an

investigation.

Historical research must be accomplished by following

procedure (Van Dalen, 1962). The historical research for

this study was accomplished by following a five-step

procedure: (a) select the problem; (b) collect source

materials; (c) critique source materials; (d) formulate

questions to guide the study; and (e) interpret and report

the findings.

This historical research was also accomplished by

Barzun and Graff's (1970) six virtues for anyone engaged in

historical research; they are as follows: accuracy—if

history is the story of past facts, those facts must be

ascertained; love of order—there must be a system developed

for reading, noting, comparing, verifying, indexing,

grouping, and organizing; logic—the ready and practical

application of the perplexities of library research must be

applied; honesty—put it down as you find it; self-

awareness—making personal biases and standards of judgment

known to the reader; and imagination—creativity in finding

sources and synthesizing the facts (p. 140). With careful

28

attention to these procedures, this study will attempt to

conduct a historical review of the development of Federal

Universities of Technology in Nigeria by looking at the past

and present and attempting to understand both.

Cohen (1976) noted that careful attention to procedures

in a historical research must be the historian's goal in

order to discover the past and understand it. History

provides the means through which the course of political,

social, and economic problems can be understood (Farmer,

1983).

Historical research can provide a perspective for

decision-making about educational problems, and it assists

in understanding why things are as they are. Educational

reform and even social reform are functions often served by

historical research. Issues are often better understood and

probably better dealt with if the historical perspective is

known. Historical research can also be useful for

predicting future trends (Wiersma, 1985).

Finally, the purpose of historical research is to

obtain a better understanding of present institutions,

practices and problems in education. It aids in avoiding

past mistakes, builds on what is known, and helps to predict

the future (Curry, 1986).

29

Organization of the Study

The outline for the organization of this study is as

follows:

Chapter 1 presents the introduction, the establishment

of Federal Universities of Technology at Owerri, Akure, and

Minna, Nigeria, statement of the problem, and purposes of

the study, research questions, background and significance

of the study, definition of terms, delimitations of the

study, methodology, organization of the study, and chapter

references.

Chapter 2 consists of a review of related literature,

introduction, traditional education in Nigeria, the history

of education in Nigeria, the development of higher education

in Nigeria, summary and chapter references.

Chapter 3 describes the procedures for the collection

of data; presents data in table format; the role of the

joint admissions and matriculation board on higher education

in Nigeria; summary and chapter references.

Chapter 4 includes a discussion of the following: the

federal government of Nigeria's national policy on higher

education from 1962 to 1987; the need to understand

educational policies and policy processes; a definition of

development; a definition of policy; the first national

development plan of 1962-1968; the second national

development plan of 1970-1974; the 1976 universal primary

education policy; Nigeria's 1977 policy on education; the

30

third national development plan of 1975-1980; the fourth

national development plan of 1981-1985; the 1987 6-3-3-4

Nigeria educational system policy on education; the efforts

to improve education by the federal government of Nigeria by

the year 2000; summary and chapter references.

Chapter 5 presents the process for selecting a vice-

chancellor in Federal Universities of Technology;

introduction; the appointment of the past and present vice-

chancellors of Federal Universities of Technology in

Nigeria; the method of selecting and evaluating vice-

chancellors and administrators in Nigerian universities;

defenition of administrative organization and leadership;

administrative organization and functions of the Federal

Universities of Technology; the role of the federal

government of Nigeria in the administration, planning and

financing of Federal Universities of Technology; the role of

the National Universities Commission (NUC) in higher

education; the function of the administration division of

the National Universities Commission; summary and chapter

references.

Chapter 6 consists of introduction, summary of major

findings, conclusions, implications, and recommendations.

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Adobe, O. (1980, September 22). Special report on education. West Africa. 9., p. 1819.

Ali, A. A. (1980). The need for technological education. Opening address delivered at the inaugural ceremony of the Federal University of Technology, Owerri, Nigeria.

Ary, D. J. (1985). Introduction to research in education (3rd ed.). New York: CBS College Publishing.

Bailey, K. D. (1982). Methods of social research (2nd ed.). New York: Harcourt, Brace and World.

Bailyn, B. (1969). The problems of the working historian. In A.S. Eisenstadt (Ed.), The Craft of American History (p. 202). New York: AHM Publishing.

Barzun, J., & Graff, H. F. (1970). The modern research (2nd ed.). New York: Harcourt Brace Jovanovich.

Beach, M. (1969). History of education. Review of Educational Research, 39. p. 561.

Bell, T. H. (1974). A performance accountability system for school administrators. West Nyack, NY: Parker Publishing.

Berlinger, R. E. (1978). Historical analysis: Contemporary approaches to Clio's graft. New York: John Wiley and Sons.

Best, J. W. (1970). Research in education (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall.

Best, J. W. (1981). Research in education (4th ed.). Englewood Cliffs, NJ: Prentice-Hall.


31

32

Block, J. (1971). Understanding historical research: A search for truth. Glen Rock, NJ: Research Publications.

Borg, W. R. (1963). Educational research: An introduction. New York: David McKay.

Borg, W. R. (1981). Applying educational research: A practical guide for teachers. New York: Longman.

Borg, W. R., & Gall, M. D. (1979). Educational research: An introduction (3rd ed.). New York: Longman.

Borg, W. R., & Gall, M. D. (1983). Educational research: An introduction (4th ed.). New York: Longman.

Brook, P. C. (1969). Research in archives: The use of unpublished primary sources. Chicago: University of Chicago.

Carr, E. H. (1967). What is history? New York: Random House.

Cohen, S. (1976). The history of the history of American education, 1900-1976: The use of the past. Harvard Educational Review. 66. 330.

Commonwealth Universities Yearbook. (1990). History of higher education in Nigeria. London: Association of Commonwealth Universities, Longmans House.

Crawford, C. W. (1974). Oral history - the state of the profession, Oral History Review, p.l.

Curry, J. (1986, Fall). What is historical research? Lecture in the Methods of educational research, EDUC 6000, University of North Texas, Denton.

Cutler, W. W. (1971). Oral history: Its nature and use for educational history, History of Education Quarterly, p. 184.

Dollar, C. M., & Jensen, R. J. (1974). Historians guide to statistics: Quantitative analysis and historical research. Huntington, NY: Krieger.

Eble, K. E. (1978). The art of administration. San Francisco: Jossey-Bass.

33

Eddy, J. P., & Laabs, T. R. (1990). Doctoral dissertations as historical research in higher education. Peace Progress Journal, 1, 1.

Farmer, R. (1983, January/February). The benefits of historical study. The Social Studies. 23. 14-15.

Federal Ministry of Education. (1983). Functions of the ministry. Washington, DC: Publication of Nigerian Universities Commission.

Federal Ministry of Information. (1990). The federal republic of Nigeria at a glance. Lagos: Government Printer.

Federal University of Technology. (1983/85). Calendar: History and objectives of the Federal Universities of Technology in Nigeria. Owerri: Government Printer.

Finley, M. (1963). Generalizations in ancient history. In L. Gottschalk (Ed.), Generalizations in the writing of history (p. 34). Chicago: University of Chicago Press.

Fogel, W. R., & Elton, G. R. (1983). Which road to the past: Two views of history. New Haven: Yale University Press.

Gay, L. R. (1987). Educational research, competencies for analysis and application (3rd ed.). Columbus, OH: Merrill Publishing Company, a Bell & Howell Information Company.

Good, C. V. (1963). Introduction to educational research. New York: American Book.

Good, C., & Scates, D. E. (1954). Methods of research: Educational, psychological and sociological. New York: Appleton-Century-Crofts.

Gorden, R. I. (1975). Interviewing strategy, techniques and factors (rev. ed.). Homewood, IL: The Dorsey Press.

Gottschalk, L. (1963). Categories of historical generalization. In Gottschalk (Ed.), Generalization in the writing of history (p. 121). Chicago: University of Chicago Press.

Gottschalk, L. (1967). Understanding history: A primer of historical method. New York: Alfred A. Knopf.

34

Guion, R. M., & Imade, A.- S. (1981). Eyeball measurement of dexterity: Tests as alternatives to interviews. Personnel Psychology. 34, 31.

Hillway, T. (1964). Introduction to research (2nd ed.). Boston: Houghton Mifflin.

Hopkins, C. D. (1976). Educational research: A structure for inquiry. Columbus, OH: Charles E. Merrill.

Kerlinger, F. N. (1986). Foundations of behavioral research. New York: Holt, Rinehart, Winston.

Leedy, P. D. (1974). Practical research: Planning and design. New York: MacMillan.

Marcello, R. (1973, March). Oral history statement. History Department, University of North Texas, Denton, TX.

McLeod, P. N. (1985 Spring). How to conduct historical research. Lecture in the techniques of vocational-technical education, research and analysis, EDVT 5480, University of North Texas, Denton.

McMillan, J.H. (1984). Research in education: A conceptual introduction. Boston: Little, Brown.

Moore, G. W. (1983). Developing and evaluating educational research. Boston: Little, Brown.

Morrison, L. (1964). Government and parliament: A survey from the inside. New York: Oxford University Press.

Mouly, G. A. (1963). The science of educational research. New York: American Book.

National Universities Commission. (1982). Methods of selecting a vice-chancellor in Nigerian universities. Washington, DC: Publication of the National Universities Commission.

National Universities Commission. (1983). Inputs and participation of the establishment of Federal Universities of Technology. Lagos: Government Printer.

Nevins, A. (1962). The gateway to history (rev. ed.). Boston: Raytheon Education.

Ogunsola, A. (1977, July-September). Nigeria embarks on an educational revolution, Nigeria Illustrated, 1, p. 63.

35

Ojiaka, S. I. (1984). An historical review of federal government of Nigeria in national higher education, 1954-1982. Doctoral dissertation, University of North Texas, Denton, TX.

Postan, M. M. (1971). Fact and relevance, essays on historical method. Cambridge: The University Press.

Renier; G. J. (1961). History, its purpose and method, London: George Allen and Unwin.

Shafer, R. J. (1969). A guide to historical method (3rd ed.). Homewood, IL: The Dorsey Press.

Skager, R. W., & Weinberg, C. (1971). Fundamentals of educational research. Glenview, IL: Scott, Foresman.

Slavin, R. E. (1984). Research methods in education: A practical guide. Engelwood Cliffs, NJ: Prentice-Hall.

Sowell, E. J., & Casey, R. J. (1982). Research methods in education- San Francisco: Wadsworth.

Statesman's Yearbook. (1991/92). New York: St. Martins Press.

Stempel, G. H., & Westley, B. H. (1981). Research methods in mass communications. Englewood Cliffs, NJ: Prentice-Hall.

Stewart, C. J., & Cask, W. B. (1974). Interviewing principles and practices. Duguque, IA: William C. Brown.

Van Dalen, D. B. (1962). Understanding educational research: An introduction. New York: McGraw-Hill.

Vaughu, S. (1983, March/April). History: Is it relevant? The Social Studies, 24, 56-60.

Wiersma, W. (1985). Research methods in education (2nd ed.). Boston: Allyn and Baco.

Wise, J. E. (1967). Methods of research in education, Boston: D. C. Heath.

Zuelow, M. C. (1977). An historical perspective for, and evaluation of, change in secondary education program for rural Alaskans in one regional education attendance area. Doctoral dissertation, University of Oregon, Eugene, OR.

CHAPTER 2

HISTORY AND RELATED LITERATURE

Introduction

The review of related literature on the history and

development of higher education in Nigeria was conducted in

two different ways. The first step was to seek out books,

reports, and articles dealing with the role of the federal

government of Nigeria toward higher education. The second

step was to review these studies to apply the concepts

contained therein to the development of institutions of

higher education in Nigeria. Education in Nigeria has

become a problem of national scope? this is due to three

great phenomena: the rapid change in modern science and

technology, the high birth rate, and the rising expectations

of the people of Nigeria.

The review of related literature will provide

information concerning the historical review of the

establishment and development of Federal Universities of

Technology in Nigeria. The discussion is limited to the

following topics: (a) traditional education in Nigeria;

(b) history of education in Nigeria? and (c) development of

higher education in Nigeria.

36

37

Traditional Education in Nigeria

Traditional education has differed from place to place

because of social, economic, and geographical imperatives.

Patterson (1955) stated that the education of the child in

Nigerian society began in infancy, just as was true in

European, Asiatic, or American societies. Parents were

responsible for the early childhood education of their

children. The traditional education in Nigeria has taught

young people to conform to social customs and traditions in

their community and to learn trades in order to become

productive citizens. Such education was maintained as

knowledge and values were gained. Body (1936) believed that

good education should originate in the family and that it

was essential for children to submit without question to

their parents' and teachers' instructions.

Traditional education was made up of the following

features: physical training, development of character,

respect for elders and peers, intellectual training,

training in the poetic and the prophetic aspects of

knowledge, vocational training, community participation, and

promotion of cultural heritage (Fafunwa, 1974). Scanton

(1964) viewed traditional education as making an individual

ready for his responsibilities as an adult in his home, his

village, and his tribe. According to Ulrich (1967),

education is the cultivation of a person or the shaping of

life. Knight (1971) pointed out that education meant

38

bringing up a child in a "way that helps to shape a human

being to make the individual what he is or hinder him from

being what he is not, and Castle (1966) stated that

education in Nigeria is generally viewed as preparation for

life. .According to Durkheim (1947), education is systematic

socialization and training of the young generation by which

the latter learns religious and moral beliefs, feelings of

rationality, and collective opinions of all kinds. This

means that education helps integrate the individual into the

wider society in which he is born (Mursell, 1972).

Hambly (1975) observed that, in pre-colonial Nigeria,

the education of the child began with the attitude of

society toward the expectant mother. The home was the first

school for children, and early childhood education was

entirely in the hands of the parents. He identified such

education as care at home, social activities, physical care,

domestic work, respect for elders, history of the family,

and education through legends and folklore. Pre-colonial

Nigerian society stressed education for the practical needs

of life and for full participation in tribal activities—

political, social, economic, and religious. Parents,

relatives, elders, and peer groups were teachers, and each

person knew the customs and traditions of the tribe and

cooperated in the education of the children. According to

Busia (1968),

39

It was the goal of traditional education to inculcate

this sense of belonging, which was the highest value of

the cultural system. The young were educated in and

for the community's way of life. Traditional education

sought to produce men and women who were not self-

centered; who put the interest of the group above

personal interests. (p. 49)

The main objective of traditional education in Nigeria is

continuity of the community. It is for this purpose that

the accumulated knowledge of the community is transmitted to

the young by the older members. The acquisition of physical

and intellectual skills, character training, respect for

elders, and vocational training become the means of ensuring

community survival. For the Nigerian child, education is an

integrated experience. It combines physical training with

character building, and manual activity with intellectual

ability (Nuduka, 1964; Oduyale, 1960). In discussing the

purpose, content, and method of traditional education in

Nigeria, Banjo (1972) maintained the following:

Before the advent of Christianity in this country,

there were no schools, but this does not mean that

there was no education of the young. The home was the

school, and the parents and older members of family

were the school staff. The method of teaching was

informal, gradual, and practical. The child was given

40

the education that enabled him to take his place in the

society as he grew older.

He received no formal lectures, but by handling

and experimenting, he learned a lot about nature. By

the process of imitation and of trial and error, he

came to distinguish through domestic discipline between

desirable and undesirable habits of conduct and health.

Through play and manual work, he performed physical

exercises, and walked longer and longer distances which

increased his strength and promoted his health. By

helping his parents in pursuit of their occupation, he

learned a trade. (p. 49)

Banjo (1972) showed clearly that the purpose, content,

and method of traditional education are intricately

intertwined. He disagreed that traditional education is a

preparation for future life or adulthood, but maintained

that the child is taught how to live in his society and how

to adapt to his environment at the different developmental

stages. Reinforcement and punishment are two important

means by which the traditional society molds children and

makes them conscious of the expectations of the group or

community, and children are made to meet these expectations.

Adjustment to these expectations forms the basic curriculum

for further growth in politics, religion, economics, and

social relationships, which were invariably interwoven in

traditional education in Nigeria until the advent of Islam

41

and subsequent missionary education. Islam and its Koranic

education were first accepted in Nigeria, particularly in

the north, and spread rapidly in that region. Both

traditional education and the Koranic system of education

predate Western education in Nigeria.

Long before the missionaries established formal

education in Nigeria, education in the country was basically

informal (Fafunwa & Aisiku, 1982). Fafunwa and Aisiku

contended that every society, whether simple or complex, has

its own system for training and educating its youth for a

good life. However, the goal of education and the method of

approach differ from place to place, nation to nation, and

people to people. For example, the Greeks considered an

educated person as one who was mentally and physically well-

balanced. The Romans also emphasized oratorical and

military training, whereas the African considered the

warrior, the hunter, the nobleman, and the man who combined

good character with a special skill to be a well-educated

and well-integrated citizen of his community.

According to Fafunwa and Aisiku (1982), knowledge or

training can be acquired in three major ways: (a) a formal

school system, which includes primary, middle, secondary and

post-secondary or higher education; (b) a non-formal system

that involves apprenticeship and on-the-job training in

which learning is accomplished by doing? and (c) an informal

system that includes various experiences and exposures,

42

otherwise known as incidental education. Most developing

countries have this system of education, and Nigeria is no

exception.

The History of Education in Nigeria

Missionaries from various European denominations—

Anglican, Baptist, Methodist, and Catholic—arrived in

Nigeria during the 19th century. The missionaries

introduced the European pattern of living and western form

of education that has operated as a formal educational

system since that time. The primary goal of the

missionaries was to build schools and to train Nigerians who

were interested in becoming trained teachers (Ajayi, 1965).

According to Grover (1948), the missionaries

established schools in order to spread literacy and train

their pupils to earn a living. They also thought schools

were one of the best means of spreading the Christian faith.

Chianakwalam (1956) noted that the reason for Nigeria's

progress in the field of education was the zeal of the

missionaries, whose connection with education dates back to

1841.

During this period, through 1843, the missionaries

controlled and dictated which educational policies should be

initiated. By 1846 the Church Missionary Society (CMS) had

established nine schools, with a student population of 549.

This period was characterized by lack of coordination simply

43

because the missionaries carried out their work as deemed

most convenient to them.

According to Odueze (1990), in 1876 an Irish priest

opened a secondary school in Lagos, now known as Saint

Gregory's Secondary School, and instruction in English was

introduced. The missionaries effectively established

boarding schools and gradually built up a pattern of primary

education at every mission. There was no system in the

pattern that emerged, no common syllabus, no general

inspectorate. The Bible was the major textbook, and

geography and grammar were added later. In 1909 a

government secondary school, Kings College, Lagos, was

established (Odueze, 1990), The boarding school tradition

was developed in the colonial period, when western

missionaries established such schools as a way of

inculcating Christianity in students who were away from

their pagan homes ("Kenya Crisis," 1991).

The year 1899 marked the establishment of the first

government schools and secondary schools. These were

continually improved between 1846 and 1899 (Chianakwalam,

1956).

Horton (1868), in discussing the improvement of

education in the colony, observed that lectures should be

given in the theory and practice of education, classics,

mathematics, natural philosophy, mensuration, and

44

bookkeeping. English language and literature should be

introduced in the form of western education into Africa.

Blyden (1882) agreed that the improvement of education

in colonial West Africa should be introduced and that

improving the culture and integrity of the people of West

Africa through education was a very important method to be

used in improving the African tribes. Blyden also stressed

the importance of a liberal education in West Africa and

noted that education was necessary to give the people the

opportunity for free and healthy development that would

civilize and shape the character and originality of the

individual.

In discussing the improvement of education in Africa,

Ward (1953) suggested that education should be adapted to

the mentality, aptitudes, occupations, and traditions of the

various peoples, conserving as far as possible all sound and

healthy elements in the fabric of the social life,

circumstances, and progressive ideas as an agent of natural

growth and evolution. Education's aim should be to render

the individual more efficient in his condition of life,

whatever it may be and to promote the community as a whole

through the improvement of agriculture, the development of

native industries, the improvement of health, the training

and indication of true ideas of citizenship and service, and

the raising up of capable, trustworthy, public-spirited

leaders.

45

As late as 1934, the missionaries still controlled

schools in Nigeria. This resulted in the development of

educational institutions and practices in Nigeria. On

January 19, 1934, the first institution of higher education

in Nigeria, Yaba College, was opened to provide Nigerians

with vocational skills. The second landmark in the

development of higher education in Nigeria was the

establishment of the University College of Ibadan in June,

1948 (Ajayi & Tamuno, 1973; Umaru, 1980).

In discussing why higher educational institutions

should be established in British West Africa, Hayford (1911)

pointed out that higher educational institutions in West

Africa should be established for the following reasons: to

create a means of revising erroneous current ideas regarding

the African; to raise the African in self-respect; and to

make the African an efficient co-worker in the uplifting of

man to nobler effort, and Nigeria is no exception. Hilliard

(1957) agreed that the purpose of founding universities in

British West Africa was threefold: to raise the African in

self-respect, to educate the African, and to produce

qualified persons to promote African economic development.

As Wise (1956) wrote that African universities would be

a force in economic transformation and modernization and

that African universities would lead in social, economic,

and political development. According to Hussey (1930), the

motives behind the founding of the higher colleges were

46

manpower needs coupled with reasons of economy, and the aim

of higher college was to provide well-trained assistants for

various departments of government and private enterprise.

Higher education on the whole was a main instrument of

national progress, the chief guardian of the people's

heritage, and the voice of the people in international

councils of technology and scholarship (Kayubi, 1984).

The Development of Higher Education in Nigeria

The beginning of higher education for Nigerians dates

to the time of slavery and the resettlement of freed slaves

in Freetown, Sierra Leone, in the late 18th century. The

first known Nigerian to have received some form of

university education was Bishop Samuel Ajayi Crowthers, who

was among one of the last groups of slaves sold in West

Africa cind who was repatriated to Sierra Leone in 1822. At

the age of 13, Crowthers was trained by the Church

Missionary Society and sent to the United Kingdom for

further training, after which he returned to Sierra Leone in

time to become the first registered student of the newly

founded Fourah Bay College in 1827. Crowther was ordained a

priest in 1861. He became the first African bishop, and he

translated the English Bible into Yoruba, which is a

Nigerian language. He also prepared a Yoruba dictionary and

grammar and founded many churches and schools in Nigeria

(Ashby, 1964).

47

Th€i development of higher education in Nigeria was made

possible* by the efforts of the Nigerian and the Christian

missions. Writing about the background of higher education

in Nigeria, Adams (1970) observed that the move toward

higher education had its germination in the work of the

Christian missionaries.

According to the Commonwealth University Yearbook of

1989, the first institution of higher education in Nigeria,

Yaba College, was officially opened on January 19, 1934.

The mission of this college was to provide vocational

courses and prepare civil servants. The training would be

of "professional character" and so highly vocational that,

by itself, it could not earn United Kingdom university or

professional qualifications. The Colonial Governor

emphasized this point at the opening ceremony of the college

in 1934:

As the level of attainment of students who matriculate

at Yaba Higher College rises in proportion to the

improvements in the schools from where these students

come, the standard of the work at the college will rise

in a corresponding degree, and we look forward to the

time when it will be possible for men and women to

obtain at Yaba external degrees of a British

University. (Cameron, 1934)

The statement that the standards of Yaba Higher College

could not compete with any British university started a

48

spate of public protest and criticism. The heat generated

by public discussion was so momentous that it prompted

events which profoundly affected not only the educational

but also the Nigerian political situation. A leading

newspap€»r noted in an editorial:

Unless the standard of the college is high, it will be

impossible to justify the huge expenditure that is

being incurred.... As far as Nigeria is concerned,

nothing but the best is good enough for Nigeria. If we

must have higher education, we wish to declare

emphatically that this country will not be satisfied

with an inferior brand such as the present scheme seems

to threaten. ("Editorial," 1934, p. 6)

The college was seen by the Nigerian public as inferior and

of no value other than to supply government agencies with

young recruits instead of providing higher education.

Although it was declared that Yaba Higher College would be

adapted to the mentality and aptitudes to suit the local

environment, the reward of a local diploma that could not be

recognized outside Nigeria caused frustration for the

students, who would have preferred certificates of

international recognition ("Reports," 1935). The Nigerians1

discontent was an expression of a people who had come to

realize, in varying degree, that their place in the changing

world would be determined by their rate of educational

advancement and the application of modern knowledge to their

49

daily affairs. All available jobs that had some level of

honor or prestige had to be filled by those who had higher

levels of education. The first landmark for higher

education in Nigeria was the establishment of the Elliot

Commission, instituted by the Secretary of State for the

Colonies on June 13, 1943. The commission was to make

recommendations on the founding of future colleges in West

Africa. Azikiwe (1937) stated that the establishment of

universities in Africa would not only uplift the Africans

but would help them shape the new Africa. He noted that

universities have been responsible for shaping the destinies

of races, nations, and individuals. "Give the Renascent

African a university and this continent can become

overnight, a continent of light" (p. 144). The outcome of

the commission's recommendation, the University College of

Ibadan, was created in June, 1948. The curriculum and most

of the important academic decisions for the college were

determined by the University of London. This trend

continued until 1962, when the University College of Ibadan

became a full-fledged university (Elliott, 1970). According

to the Report of the Commission on Higher Education in the

Colonies, the Asquith Commission (1945) recommended that the

University College of Ibadan set and maintain high academic

standards through the assistance of the University of London

in order to gain international recognition. The British

government and the University of London helped formulate

50

policy, advised the University College of Ibadan on all

matters relating to higher education in the British

colonies, and helped the college to obtain an academic staff

of a quality that would aid them in maintaining the high

standards of British Universities.

According to Mellanby (1963), after the establishment

of the University College of Ibadan in 1948, the college was

severely criticized for not offering courses that led to a

recognized degree of a standard equal to those obtained in

Britain.. The Nigerian government then attempted to reduce

public criticism of the college by making an effort to make

the pattern of higher education in Nigeria parallel with the

pattern of higher education in Great Britain.

The Elliot Commission reported in 1945 that the

development of higher education in Nigeria was marked by

more deliberate attempts to reproduce the principles and

practices of higher education in the United Kingdom

("Report," 1943-1945). Kolinsky (1985) agreed that the

result of the development of University College, Ibadan

Standard and Curriculum was due to the influence of

Britain's higher education. The British model of higher

education was the primary concern for cultivating a

political and intellectual elite, and the British pattern

was also a means to the goal of economic development in

Nigeria (National Universities Commission, 1964).

51

The development of higher education in Nigeria was

influenced by the social, economic, and political needs of

the natives, and, also, the institutions of higher education

in Nigeria had academic standards similar to those of higher

education in Great Britain (Ahmed, 1989). The primary

purpose of the establishment of the University of Ibadan in

1948 was to produce an elite who could meet the standards

for public service and who had the capacity for leadership

that was needed for self-rule after the departure of the

colonial government (Ashby, 1966; Fafunwa, 1971; Majason,

1974).

Moore (1955) pointed out that the establishment of

University College, Ibadan, was needed to produce West

Africans capable of filling positions of authority in

administration and the professions. Ferguson (1965) wrote

that Nigerian higher education should be limited to the act

of nurturing an administrative elite of producing men and

women with standards of public service and capacity for

leadership of self-rule. Kolinsky (1985) noted that the

establishment of colonial higher education was intended to

produce Africans with the standards of public service and

capacity for leadership in self-rule and, also, that the

establishment of the University College, Ibadan, was an aim

to achieve independence of the colonies.

McWilliam (1969) stated that one of the purposes of

establishing a university in West Africa was to train the

52

Africans to have self-respect and to provide the manpower

skill and leadership needed for self-rule after the colonial

government. Ike (1977), in his study of university

development in Africa, agreed that the purposes of

establishing universities in Nigeria was to provide the

manpower skill that would lead the country to economic and

social development.

The second landmark in the development of higher

education in Nigeria was the work of the Ashby Commission,

which began its assignment in April 1959. The Commission,

appointed by the Nigerian government, was assigned to

conduct an investigation into Nigeria's needs concerning

post-secondary school certificate and higher education over

the next two decades (1960-1980). The significance of this

commission was noted by Fafunwa (1975): It was the first

time in the history of education in Nigeria that the

Nigerians themselves decided to examine the higher

educational structure in terms of the needs of the country

not only for the material time but for a long term; it was

the first official comprehensive review of higher education

in Nigeria to be undertaken by a team of experts (p. 2119).

The Ministry of Overseas Development and the Inter-

University Council in Great Britain planned to offer

concerted assistance to the government of Nigeria in

reorganizing its system of higher education in order to make

education a direct factor in economic development. This

53

objective was explained by Alan Pifer, then Executive

Associate of the Carnegie Corporation of New York, in a

memorandum addressed to Sir Ralph Gray, Deputy Governor-

General of Nigeria, in March, 1959. Pifer suggested that

the Ashby Commission's recommendations should be guided by

economic concerns, since economic development was bound to

be of predominant importance to Nigeria after independence.

He also suggested that the Commission should concentrate on

how to develop the personnel for leadership as the basis for

the planning of Nigerian national economic development.

Pifer1s suggestion was welcomed by the Nigerian government,

which agreed that economic development should be one of the

greatest concerns in the years after independence. Sir

Ralph Gray felt that higher education might have a part in

preparing the human resources of the country for greater

efficiency and economic output.

According to the International Yearbook of Education

(1961), the Ashby Commission recommended the creation of

universities at Nsukka, Ife, Lagos, and Zaria, as well as

the upgrading of the University College of Ibadan to the

status of a full-fledged university. There then followed

the establishment of the University of Nigeria at Nsukka in

I960? the University of Ife, now Obafemi Awolowo University,

in 1961; the University of Lagos in 1962; and the Ahmadu

Bello University, Zaria in 1962. The Ahmadu Bello

University, Zaria, was carefully planned to have its own

54

distinct character. Each-of these four universities was

established on the basis of the national manpower needs and

the different environmental characteristics of each of the

universities.

Ahmadu Bello University in Zaria catered to the needs

of the entire northern portion of Nigeria? the University of

Ife, now Obafemi Awolowo University, in the largely

agricultural western section of Nigeria, emphasized

agriculture and African cultural studies. The University of

Lagos was conceived as a professional institution that would

train people in such areas as engineering, medicine,

business administration, and law. The University of Nigeria

at Nsukkci, conceived to have faculties in the arts, science,

and engineering, stressed the need for the industrial and

commercial arts of food technology, catering, domestic

science cind secretaryship (International Yearbook of

Education, 1963). Akintoyo (1973), in his 10-year study on

the University of Ife, now Obafemi University, agreed that

the University of Ife was established to train people in

such areas as agriculture and African cultural studies.

Aderibigbe and Gbadamosi (1987) mentioned in their

study of the University of Lagos that the mission of the

University of Lagos is to offer urban-based courses in

business administration, law, medicine, engineering, and

environmental studies, all with a good dose of compulsory

general African studies for all students. They noted that

55

those courses were offered to meet the growing needs of the

country's economy.

Chineto (1984) observed that Ahmadu Bello University in

Zaria, was established to train Nigerians in such academic

areas as agriculture, engineering, science, education,

business administration, Islamic law and Arabic studies, and

that those courses are essential to the economic and social

development of the country. Azikiwe (1963), in his study of

the University of Nigeria, stated that the University of

Nigeria at Nsukka was established to train Nigerians in such

areas as arts, food technology, science, domestic science,

and engineering. The university was created to be an

instrument of national development and to prepare students

for leadership and service.

During the post-war centralization of Nigeria, the Mid-

West region began to demand its own university. In 1970 the

Mid-West Institute of Technology was established and became

recognized for federal assistance as the University of Benin

in 1972. It was intended to be a technological university

emphasizing courses such as petroleum technology

(Commonwealth Universities Yearbook. 1980). The federal

government of Nigeria created seven new universities in

1975, the Bayero University, the University of Calabar, the

University of Port Harcourt, the University of Ilorin, the

University of Maiduguri, the University of Jos, and the

University of Sokoto. The creation of those universities

56

was largely in response to the pressing need all over the

country for university education. Each of these seven

universities was established on the basis of the national

manpower needs of Nigeria. The University of Maiduguri and

Sokoto were allocated schools of agriculture and veterinary

medicine because of their location in the heart of Nigeria's

cattle industry. Ilorin, Port Harcourt, and Jos

Universities were allowed to develop engineering faculties

for specific reasons: Ilorin is near Nigeria's developing

and already gigantic iron and steel complex; Port Harcourt

is the hub of the oil industry; and Jos is the center of a

thriving tin and columbite mining and refining complex.

According to the Commonwealth Universities Yearbook (1989),

the number of universities in Nigeria has grown to 30.

Although growing attention was paid to education by the

colonial government in the post-war years, expansion was

slow, at least in relation to the size of Nigeria's school

age population. Some of the challenges to educational

planning included gross differences in educational

opportunities between the sites, disparities regarding

educational availability among primary school graduates, the

demands of an expanding economy, and the need to conserve

scarce resources (Okanlawon, 1980). Much progress has been

made toward solving some of these problems, but, admittedly,

some of them persist to the present day.

57

With regard to the development of higher education in

Nigeria, Barkam (1975) concludes the following:

Despite the rapid growth of African educational systems

since independence, the method of instruction and the

values they communicate are basically the same as those

which evolved during the colonial era, and . . . most

African university students have thus, been trained to

assume technocratic roles in an administrative state

similar to that which existed in their countries prior

to independence and they are being taught to adjust

their values to western norms to a point where they

regard it as legitimate. (p. 30)

Clarke (1977) stated that the concern over the creation

of institutions of higher education in Nigeria is in

accordance with the universal concept of the mission and

purpose of universities in relation to the communities they

serve.

Clarke (1977) also noted that universities exist to

fulfill three objectives—teaching, research, and service—

and to promote the application of this knowledge to the

service of society. Universities must reach out in serving

their communities in the following areas:

(a) Direct material services: to provide direct

physical or material benefit to small communities.

58

(b) Research-based consulting service: to provide

consulting services on a limited basis to aid government as

well as small businesses and industries.

(c) Educational extension: to relate to the teaching

function of universities in adult and continuing education

to tackle illiteracy.

Guardo (1982) agreed that the mission of universities

is to fulfill three objectives—teaching, research, and

service. The mission of the Nigerian universities is to

teach, carry out research, disseminate knowledge, and serve

the community (Nigeria Educational Research Council, 1969).

The findings of this literature indicated that formal

education was introduced to Nigeria during the 19th century

by the Christian missionaries. The first higher institution

of learning, the Yaba College of Technology, was established

in Nigeria in 1934, followed by the establishment of the

University College, Ibadan, in 1948. Then followed the

establishment of the University of Nigeria at Nsukka in

1960; the University of Ife, now Obafemi Awolowo University,

in 1961; the University of Lagos in 1962; the Ahmadu Bello

University, Zaria in 1962; and the University of Benin in

1970. As described in Chapter 1, the federal government of

Nigeria played a significant role in higher education when

the Federal Universities of Technology was established in

the 1980s as a national institution for technological

research.


Adams, S. G., Jr. (1970, January). Nigeria: Where education has not kept pace with politics, Phi Delta Kappan. 12. 152.

Aderibigbe, A. B., & Gbadamosi, T. G. O. (Eds.). (1987). A history of the University of Lagos. 1962-1987. Lagos: University of Lagos Press.

Ahmed, A. (1989). Asquith tradition, the Ashby reform, and the development of higher education in Nigeria. Minerva. 27.(2), 29.

Ajayi, J. F. A. (1965). Christian missions in Nigeria. 1841-1891. London: Longman.

Ajayi, J. F. A., & Tamuno, T. N. (Eds.). (1973). The University of Ibadan. 1948-1973: A history of the first twentv-five years. Ibadan: University of Ibadan Press.

Akintoyo, S. A. (1973). Ten years of the University of Ife 1962-1972, Ile-Ife: University of Ife Press.

Ashby, E. (1966). Universities: British. Indian and African. Cambridge: Harvard University Press.

Ashby, E. (1964). African universities and western tradition: Godkin lectures. Cambridge, MA: Harvard University Press.

Asquith Commission. (1945). Report of the co-mmissinn nn higher education in the colonies. London: Her Majesty's Stationery Office. Cmd 6647 v673, 1944-1945.

Azikiwe, N. (1937). Renascent Africa. Lagos, Nigeria: Lagos Press.

Azikiwe, N. (1963). Origins of the University of Nigeria. Nsukka: University of Nigeria Press.

Banjo, B. A. (1972). Method of traditional education in Nigeria. London: Preager.

Barkam, J. (1975). An African dilemma. Nairobi, Kenya: Oxford University Press.

59

60

Blyden, E. W. (1882). The aim and methods of a liberal education for Africans. Inaugural address delivered on January 5, 1881, Cambridge, MA.

Body, A. H. (1936). John Weslev and education. London: Preager.

Busia, K. A. (1968). Purposeful education for Africa. The Hague: Houston, N.V. Publishers.

Cameron, D. (1934). As we grow. Opening address delivered at the inaugural ceremony of Yaba Higher College, Yaba-Lagos, Nigeria.

Castle, E. B. (1966). Principles of education for teachers in Africa. London: Oxford University Press.

Chianakwalam, S. (1956). Educational development in Nigeria. School and Society. 84., 9-10.

Chineto, A. C. (1984). Twenty years of education in Nigeria. Lagos: Publication of National Universities Commission.

Clarke, R. (1977). Extending the university for grass-roots development. Institute of Development Studies. Bulletin 8., 4.

Commonwealth Universities Yearbook. (1980). History and development of higher education in Nigeria. London: Association of Commonwealth Universities, Longmans House.

Commonwealth Universities Yearbook. (1989). University development in Nigeria. London: Association of Commonwealth Universities, Longmans House.

Durkheim, E. (1947). Sociology of education. Chicago, IL: Glencoe Free Press.

Editorial on the establishment of Yaba College (1934, January 19). Nigerian Daily Service, p. 6.

Elliot Commission. (1943-1945). Report of the commission on higher education in West Africa. London: Her Majesty's Stationery Office. Cmd 665 v593.

Elliott, K. (1970). An African school. London: Cambridge Press.

61

Fafunwa, A. B. (1971). A history of Nigerian higher educationIiagos: MacMillan.

Fafunwa, A. B. , & Aisiku, J. U. (1982). Education in Africa: A comparative survey. London: George Allen and Unwin Publications.

Fafunwa, B. (1975). The universities of Nigeria. Commonwealth Universities Yearbook. London: Association of Commonwealth Universities, Longmans House.

Fafunwa, B. (1974). History of education in Nigeria. London: George Allen and Unwin.

Ferguson, J. (1965, September). Ibadan arts and classics. Universities Quarterly. £(3), 399.

Gray, R. (1959). A report on higher education in West Africa. Birkbeck College Archives. London: University of London.

Grover, C. P. (1948). The planting of Christianity in Africa. London: Rex Collings.

Guardo, C. J. (1982, September). Defining the mission of a university. Case Currents, 8.(3), 24.

Hambly, W. (1975). Origins of education among the primitive peoples: A comparative study in racial development. London: MacMillan.

Hayford, J. E„ C. (1911). Ethiopia unbound: Studies in race emancipation. London: University of London Press.

Hilliard, F. H. (1957). A short history of education in British West Africa. Edinburgh: George and Harrap Company.

Horton, J. A. (1868). West African countries and peoples. British and native: With the requirements necessary for establishing that self-government recommended bv the committee of the House of Commons; and a vindication of the African role. London.

Hussey, E. R. J. (1930). Educational policy in Nigeriar Lagos: Government Printer.

Ike, V. C. (1977). University development in Africa: The Nigerian experience. London: Oxford University Press.

62

International Yearbook of „ Education. (1961). Nigerian educational development in 1960-1961, 23., 267.

International Yearbook of Education. (1963). Nigerian educational development in 1962-1963, 25, 144.

Kayubi, S. (1984). Higher education and the dilemma of nation-building in Africa. In A. Taylor (Ed.), Insights into African education. New York: Teacher College Press.

Kenya crisis of boarding school. (1991, August 14). The Dallas Morning News, p. 9.

Knight, E. W. (1971). Twenty centuries of education. New York: Ginn.

Kolinsky, M. (1985, Spring). The growth of Nigerian Universities 1948-1980: The British share. Minerva. 29(2), 29-33.

Majason, J. A. (1974). Indigenous education and progress in developing countries. Ibadan: University of Ibadan Press.

McWilliam, H. 0. A. (1969). The development of education in Ghana: An outline. London: William Clowes and Sons.

Mellanby, K. (1963, Winter). Establishing a new university in Africa. Minerva. .1(4), 151.

Memorandum from Alan Pifer . . . to Sir Ralph Gray. (1959, March 30). Lockwood paper on higher education, file on Nigeria, Birkbeck College Archives. London: University of London.

Moore, G. (1955, Spring). Higher Education in Nigeria. Adult Education. 27(2), 15.

Mursell, J. L. (1972). Principles of education. New York: Ryerson Press.

National Universities Commission. (1964). Nigerian higher education system: British model. Lagos: Government Printer.

Nduka, O. (1964). Western education and the Nigerian cultural background. London: Oxford University Press.

63

Nigerian Educational Research Council. (1969). Proceedings of the Nigerian National Curriculum Conference. Lagos: Government Printer.

Odueze, S. A. (1990). An historical review of higher education in Nigeria from 1960-1985 with emphasis on curriculum development. Doctoral dissertation, University of North Texas, Denton, TX.

Oduyale, A. (1960). Practical physical education. London: Longman.

Okanlawon, A. (1980, October 2). Free education and the issue of quality. Nigerian Tribune, p. 7.

Patterson, F. D. (1955). Education in Nigeria, Journal of Negro Education, 24., 93.

Scanton, D. G. (1964). Traditions of African education. New York: Markham.

Ulrich, R. (1967). Three thousand years of educational wisdom. Cambridge: Harvard University Press.

Umaru, M« (1980). Nigerian colleges and universities. In Commonwealth Universities Yearbook. London: Association of Commonwealth Universities, Longmans House.

Ward, W. E. F. (1953). African education: A study of education policy and practice in British tropical Africa. London: Crown Agents for the Colonies.

Wise, C. G. (1956). A history of education in British West Africa. London: University of London Press.

CHAPTER 3

PROCEDURES FOR THE COLLECTION OF DATA

This chapter consists of the description of the study.

It describes how and where the data was collected for this

study, and it also consists of reviewing the universities1

income, programs of study, student enrollment, and output

patterns by the various schools at Federal Universities of

Technology in Nigeria.

This survey is followed by analysis of the

universities1 income, programs of study, student enrollment,

and their output patterns. The first step was to search for

books, reports and articles that dealt with the history and

development of Federal Universities of Technology in

Nigeria. The second step was to review these books, reports

and articles and apply the concepts they contain to this

study. The following procedures were used to collect the

data for this study: (a) data were collected primarily from

the Commonwealth Universities Yearbook from 1981 through

1992 concerning the income, programs of study, student

enrollment, and the output patterns of each Federal

Universities of Technology in Nigeria; (b) the researcher

made a trip to Nigeria to conduct a personal interview with

the Vice-Chancellor of Federal Universities of Technology,

64

65

Owerri, Professor Obah, for pertinent information relating

to the process for selecting or appointing vice-chancellors

and the factors and events that led to the establishment of

the Federal Universities of Technology in Nigeria; (c) Mr.

Hamze, the Director-General of Higher Education, Federal

Ministry of Education, in Lagos also provided specific

information on the role of the federal government in

administration, planning and financing of Federal

Universities of Technology? and (d) telephone interview was

made to Mrs. Bundy, a representative of the Nigerian

Universities office, in Washington, D.C., to obtain

additional information on the national educational policy

development on higher education in Nigeria. Materials were

received from the Nigerian Universities office in

Washington, D.C. (see Appendix C). These searches and

interviews that were conducted have revealed sufficient

materials and information on the topic to complete an

effective and efficient dissertation on this subject. The

transcripts of the interviews were reviewed and analyzed in

an attempt to add to the overall development of Federal

Universities of Technology in Nigeria. Areas covered in the

questions asked to each interviewee are found in Appendix E.

After collecting of the data and materials, the facts

are used to provide useful information concerning the

development of the Federal Universities of Technology as

institutions of higher education in Nigeria. The results of

66

the analysis are used to develop the summary, conclusions,

and recommendations in Chapter 6.

Presentation and Description of the Data Collected

Table 1

Links between U. S. Universities and Federal Universities of

Technology in Nigeria

Federal University of Technology in

Nigeria Obj ective Field U. S. university

1. Kansas State Federal Faculty Agriculture, University and University of development and veterinary City College Technology, development of medicine and of the City Owerri programs in science University of agriculture education New York

2. University of Federal Academic Agriculture Wisconsin, University of exchange Madison Technology, Minna

3. Massachusetts Federal Faculty Agriculture Institute of University of development of and Technology Technology, Akure programs in engineering and Iowa State agriculture and

engineering

University engineering

Source: "Expansion of University Education in Nigeria," by National Universities Commission, p. 47, 1983.

Table 2 reveals the income and sources of income for

Federal Universities of Technology in Nigeria for the

academic years of 1980-1991.

67

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Table 3 reveals the number of enrolled students for the

academic years 1980-1991 at Federal Universities of

Technology in Nigeria.

Table 4 reveals the student enrollment distribution by

fields of study for Federal Universities of Technology in

Nigeria for the academic years 1980-1991.

Table 5 reveals the output patterns for Federal

Universities of Technology in Nigeria.

70

Table 3

Student Enrollment for Federal Universities of Technology in

Nigeria for the Academic Years of 1980-1991

Name of institution Academic

year Number of enrolled

students

Federal University of Technology, Owerri (founded 1980)

1980/81

1981/82

213

286

1982/83 366

1983/84 460

1984/85 774

1985/86 883

1986/87 1,010

1987/88 1,281

1988/89 2,210

1989/90 2,079

1990/91 2,435

Federal University of Technology, Akure (founded 1981)

1981/82

1982/83

112

189

1983/84 299

1984/85 419

1985/86 623

1986/87 907

1987/88 1,044

1988/89 1,206

1989/90 1,491

1990/91 1,846

(table continues 1

71

Name of institution Academic year

Number of enrolled students

Federal University of Technology, Minna (founded 1983)

1984/85

1985/86

306

429

1986/87 568

1987/88 870

1988/89 800

1989/90 1,458

1990/91 1,556

Source: Commonwealth Universities Yearbook, London, Association of Commonwealth Universities, Vol. 3, 1981-1992

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86

The Role of the Joint Admission and Matriculation Board (JAMB) on Higher Education in Nigeria

The federal government of Nigeria established the Joint

Admission Matriculation Board (JAMB) in 1977. The objective

of this board included greater student mobility and easy

access to higher educational institutions in the country.

The JAMB is responsible for allocating those students who

pass the common entrance examination to the institutions of

higher education in Nigeria (Federal Ministry of Information

1977a). Before students may attempt the common entrance

examination, they must not only obtain a high school

diploma, but get a minimum of five credits in all subjects

attempted (Federal Ministry of Education, 1978).

The government of Nigeria set up the Joint Admission

and Matriculation Board (JAMB) to monitor the process of

admissions. This board is responsible for writing,

administering and marking the examinations and recommending

those who passed to the universities in Nigeria (Biobaku,

1978). According to the Joint Admission and Matriculation

Board (1992), the entry requirement for candidates applying

for admission into the following fields of study:

agriculture, engineering and science must pass five subjects

that include English language and mathematics (see Table 6).

For candidates applying for direct entry, they must also

pass five subjects on their WASC or GCE "0" Level and must

pass a minimum of two subjects in the GCE "A" Level and the

87

subject should be relevant to the proposed course(s) of

study (Joint Admission and Matriculation Board, 1992).

Table 6

Subdegree Programs and Their Entry Requirement into the

Federal Universities of Technology in Nigeria

Programs of study Entry requirement

Agriculture/agricultural technology

Engineering/engineering technology

Environmental technology

Science/science technology

Candidate must pass the W.A.S.C. or G.C.E. "0" Level with five subjects including English language

Candidate must pass the W.A.S.C. or G.C.E. "0" Level with five subjects including English language

Candidate must pass the W.A.S.C. or G.C.E. "O" Level with five subjects including English language and mathematics

Candidate must pass the W.A.S.C. or G.C.E. "0" Level with five subjects including English language and mathematics

Direct entry candidate must pass the W.A.S.C. or G.C.E. "0" Level with five subjects including English language and mathematics, and must pass minimum of two subjects in the G.C.E. "A" Level that are relevant to the course of study.

Source: Joint Admission and Matriculation Board, 1992. Note: WASC=West Africa School Certificate; GCE "0" Level=Ordinary Level on General Certificate Examination; and GCE "A" Level=Advance Level on General Certificate Examination

88

Summary

This chapter described the procedures used in securing

and analyzing the materials used in this study. Tables were

used to better present the links between several United

States universities and the Federal Universities of

Technology, university income, programs of study, student

enrollment, and output patterns of various schools at each

Federal Universities of Technology in Nigeria. A table was

also used to describe the entry reguirement for admission

into the Federal Universities of Technology.


Biobaku, S. 0. (1978). Africa's need and Africa's universities. West Africa Journal of Education. 7, p. 40.

Federal Ministry of Information. (1977a). National policy on education. Lagos: Government Printer.

Federal Ministry of Education. (1978). Entry requirement into the Nigerian universities. Lagos: Government printer.

Joint Admission and Matriculation Board. (1992, November 16). Entry requirement into Nigerian universities for the year 1993/94 academic year. National Concord, pp. 22-23.

89

CHAPTER 4

THE FEDERAL GOVERNMENT OF NIGERIA'S NATIONAL EDUCATIONAL

POLICY DEVELOPMENT ON HIGHER EDUCATION 1962-1987

This chapter presents the need to understand the

educational policies of Nigeria; definition of development;

and definition of policy. It describes Nigeria's national

educational policies from 1962-1987 and the efforts to

improve education by the federal government of Nigeria by

the year 2000.

The Need to Understand Educational Policies and Policy Processes

Federal Universities of Technology, as referred to in

this study, covers the post-secondary section of higher

education system in Nigeria. Higher education is provided

through universities, polytechnics, and colleges of

technology, colleges of education, advanced teacher training

colleges and such institutions as may be allied to them. In

1960, after independence, the federal government of Nigeria

saw a need for a Nigerian policy on education which would be

sufficiently comprehensive to build an entirely new country.

The leaders of the country can no longer seek guidance from

the British. Since Nigeria gained independence in 1960, the

90

91

future development of the country is the responsibility of

the Nigerian people.

Educational development in Nigeria has progressed

through four distinct stages:

1890-1925 the period of Experimentation 1925-1948 the period of Attempted Reorganization 1948-1966 the period of consolidation and

independence, and 1966- the period of evolution of the National

Policy on Education (Okanlawon, 1980, p. 7).

Each period has been characterized by Okafor (1971) as

periods with organizational, racial or other compelling

forces which determined the specific objectives.

Because it was important for the federal government of

Nigeria to develop its educational system, in 1962 the

Nigerian federal government launched what it described as

the First National Development Plan of 1962-1968. The

peculiar primary aspect of the First National Development

Plan was the recognition and the priority it placed on

Nigerian educational needs and objectives (the establishment

of sufficient educational facilities at all levels of

education). The comprehensive nature of this development

plan gives it its national character.

Definition of Development

Kim (1973) analyzed development in terms of

improvement, growth, and change (p. 462). Portes (1976)

agreed that development when treated as a normative concept,

which is usually the case, is synonymous with improvement.

92

In this context, development means social transformation in

the direction of more egalitarian distribution of social

goods such as education and political decision making.

Portes further noted that while development as improvement

tends to focus more on the social and psychological

transformations in societies and educational communities,

development as growth involves the technological and

economic transformation and change comes opportunities.

Definition of Policy

The word "policy" is filled with ambiguity. This is

due in large measure to the various ways the term "policy"

is used by social scientists. Traditionally, policy has

been viewed from a legal perspective. Salisbury (1968)

believed that there are two major positions on the subject

of policy, sometimes taken separately, and sometimes in

combination. Easton (1965) defined policy as the

authoritative allocation of values for society. Policy

consists of a broad frame of rules, and Easton describes

this as the more general intentions of the authorities of

which any binding output might be a partial expression.

Friedrich (1963) noted that "it is essential for the

policy concept that there be a goal, objective, or purpose"

(p. 12). According to this position, all educational

activities are policy-oriented and must encompass specific

objectives to be purposeful. Friedrich further states that

93

there is a relationship between a governmental unit and its

environment in the responses of government to challenges or

pressures from the physical and social environment.

The First National Development Plan of 1962-1968

Historically, education has received a high priority in

Nigeria's development planning. In 1962, the nation adopted

a systematic economic plan as an instrument for effective

management of the national economy based on a five-year

national development plan (Federal Ministry of Economic

Development, 1977, p. 237). Nigeria has a growing

industrial economy. Therefore, emphasis is placed on

education and, more importantly, graduate education.

The post independence educational needs of Nigeria, as

outlined in the First National Development Plan, called for

more purposeful governmental intervention in the educational

planning in Nigeria so as to achieve six major national

objectives in education. These objectives were: (a) a

redefinition of the goal of Nigerian education; (b) a

departure from the existing practice regarding the

ownership, control, and administration of all educational

institutions in Nigeria? (c) a democratization of education

at all levels and for all Nigerians irrespective of their

geographical location, religion persuasion, and age; (d) a

re-evaluation of the content of the curriculum so as to make

it relevant to a country poised to modernize her economy and

94

sensitive to a preservation of her moral and cultural

values; (e) a revision of the division of responsibilities

between the federal, state and local governments and a

readjustment of financial obligations for education among

the layers of the government; (f) a review of adult

education programs in Nigeria with a view to producing

functionally literate Nigerian adults ("Objectives for

Education." First Nigerian National Development Plan.

Federal Ministry of Education, Lagos, 1962).

During this period, 1962-1968, the federal government

was responsible for education in the capital territory of

Lagos. The regional government, on the other hand, had

primary responsibility for education at all levels in their

respective regions with some assistance from the federal

government. For this plan period, a total expenditure of

£45,000,000-65,000,000 was incurred for the implementation

of the federal and regional governments' programs in the

educational sector of the economy (First Nigerian National

Development Plan, Federal Ministry of Education, Lagos,

1962). This represented 65.2 percent of the total planned

estimate of £69,800,000. The federal government spent

£24,700,000 against the £29,200,000 estimated. The regional

governments together incurred a total capital expenditure of

£21,000,000.

The First National Development Plan emphasized (a) an

increase in enrollment at all levels of the Nigerian

95

education system? (b) division of funds to make such an

enrollment increase possible; (c) the training of teachers;

(d) provision of physical space, construction of new school

buildings and expansion of existing facilities; and finally,

(e) governance of all schools in the country including

higher educational institutions. No specific mention or

provision was made regarding the curriculum change in terms

of course content at any level to reflect the high-level

manpower development which the government considered as the

most critical need. The prevailing view among the Nigerian

educators was that education should be tailored to reflect

the economic and social conditions of the country. The

colonial system of education thus registered its final

approval in post-independence Nigeria. The four premier

post-independence Nigerian institutions of higher education

were the Ahmadu Bello University, Zaria; the University of

Nigeria, Nsukka; the University of Ife; and the University

of Lagos, which became fully operational during this period.

Each was unique.

The Second National Development Plan of 1970-1974

According to the Nigeria Diarv Handbook (1977), the

1970—74 Second National Development Plan objectives were to

look at expansion and improvement of educational

institutions in Nigeria. This plan called for the

importance of science and technology and the teaching of new

96

mathematics in primary school curriculum to prepare students

toward the area of technological education, so as to meet

the growing needs of the economy.

Dike (1966) has argued that progress in science,

medicine and technology should tend to follow rather than

precede education and that despite the demands for change,

the growth producing subjects such as agriculture, science

and technology in the university curriculum will always have

been a conventional resistance. The Second National

Development Plan (1970-1974) objective was to make higher

education the instrument of national policy in education to

build entire new Nigerian national aspirations that was

needed (Ali, 1977).

The 1976 Universal Primary Education Policy

On October 17, 1975 the Federal Military Government of

Nigeria gave M58 million capital grant (Nigerian currency)

to the states to execute the Universal Primary Education

project during the 1975-76 financial year (Nigeria Diary

Handbook, 1977). According to the Area Handbook Series on

Nigeria (1981), in September 1976 the federal military

government of Nigeria launched the Universal Primary

Education (UPE) policy in order to make education free at

all levels and ushered into the society a free primary

education as a weapon against illiteracy. The interest of

the Nigerian people was that education is an important road

97

to power, wealth, and status and that the Universal Primary

Education will provide them free education, because until

the introduction of the UPE, paying for school could be a

problem for impoverished parents even at the primary level

(Anyanwu, 1976; Gesinda, 1976).

In 1981, free education and the issues of quality were

discussed in the mass media and by some Nigerians. The main

topic in the discussion was that free education at all

levels would require more money. The question of who would

pay for free education was raised. Free education would

also tremendously increase the student population.

According to Payne (1989), the economy of Nigeria is 90

percent dependent on oil. An economy based on oil resources

was the future plan for Nigerian national development.

During the 1970s, high oil prices helped Nigeria's

foreign earnings and Nigeria became an oil rich nation

because of the petroleum boom that earns Nigeria $20 billion

a year. The financing of all levels of education in Nigeria

occurred because of the oil revenues. The education and

economic development of Nigeria depends on the oil revenues,

especially with the introduction of free primary education

in the 1970s (Beers, 1991).

According to the report of the National Education

Policy Implementation Task Force (1978), Nigeria, given its

oil revenues, would have the resources to undertake

development of a massive educational program based on the

98

1976 Universal Primary Education policy. The federal

government of Nigeria believed that this would be an

equitable way to share oil revenues since Nigeria's

political and economic development depended on an educated

population. The Nigerian educators and politicians have

stressed the need for education to meet the challenges of

today. The federal government of Nigeria built primary and

secondary schools, as well as universities and technical

schools, as the number of students increased during the 1976

Universal Primary Education policy (Beers, 1991).

Odetola (1980) attempts to enumerate in descriptive and

statistical forms the accomplishments of free education to

dispel the efforts of the critics of "quality" in

miseducating the Nigerian people. Odetola states that:

Some Nigerians and some sections of the mass media are

outdoing themselves in their criticisms of the

scheme . . . . The critics concentrate their

blistering attacks on inadequacy of educators viewing

the shortages and inadequacies they conclude that it

was hasty, ill digested and of low quality (p. 7).

Odetola also states that even though critics are entitled to

their opinion, they can often mislead the uninformed.

Ozigi (1979) noted that "until about a decade ago, most

post-primary institutions in Nigeria had enrolled 300

students . . . . Today the story is different . . . it is

99

not uncommon to find institutions with student enrollments

approaching 2,000" (p. 1753).

Table 7 and Table 8 show the number of student

enrollment before and after the Universal Primary Education

policy of 1976. Before the Universal Primary Education

policy of 1976 was put into effect, Nigeria had 1,703,000

children in primary education in 1955. By 1960, the year of

Nigeria's independence, the number had risen to 2,193,000.

In 1966, the total enrollment in primary schools was

3,026,000 and the number of student enrollment was estimated

at 12.3 million in 1977. Enrollment in secondary schools in

1955 was 62,550; in 1960, it was 66,320; in 1966, it was

257,400 and the number of student enrollment was estimated

at 1.2 million in 1977. The rise in 1977 is due to the fact

that primary education had been free since 1976 (Federal

Ministry of Education, Statistics Report Division, 1980).

According to the Area Handbook series on Nigeria

(1981), the 1976 Universal Primary Education policy has

brought growth in student enrollment as follows: primary

school pupils from 4.4 million in 1974 to more than 13.6

million in 1980 and the secondary school system has

increased from more than 500,000 pupils in 1974 to 2 million

in 1980. The introduction of the 1976 Universal Primary

Education policy has lead to the growth in numbers of

educated persons in Nigeria.

100

Table 7

Number of Enrolled Students in Nigerian Primary and

Secondary Education from 1955-1974 before the Universal

Primary Education Policy of 1976

Post-Primary Number of Enrolled Institution Year Students

Primary education 1955 1,703,000




Secondary education 1955 62,550




University education 1974 25,000

Source: Federal Ministry of Education, Statistics Report Division, Lagos, 1980.

101

Table 8

Number of Enrolled Students in Nigerian Primary, Secondary

Education and Universities from 1977-1985 after the

Universal Primary Education Policy of 1976 was

Implemented

Post-Primary and Secondary Institutions Year

Number of Enrolled Students

Primary education 1977 12.3 million



Secondary education 1977 1.2 million



University education 1985 130,000

Source: Federal Ministry of Education, Statistics Report Division, Lagos, 1986.

Oladapo (1988) pointed out that the 1976 Universal

Primary Education policy ensured that the Nigerian

government provided: (a) free, compulsory and universal

primary education, (b) free secondary education, and

(c) free university education at all levels of education.

He also stated that in 1985 this policy brought growth in

student enrollment as follows: (a) primary school—15

102

million; (b) secondary school—2.4 million; and

(c) universities—130,000.

According to Okanlawon (1980), a completely free

education system: (a) is a guarantee against illiteracy,

ignorance, superstition and sometimes religious fanaticism;

(b) improves the democratic process by increasing the

political awareness of the populace; (c) contributes to the

well-being and health of the people; and (d) improves the

social and economic conditions of the citizens (p. 10).

Obozuwa (1981) stated that Nigerians must pursue a

vigorous policy of manpower development through education to

promote the economic development of the nation. Awokoya

(1985) in discussing the issues of education and development

into policy stated that the Nigeria Universal Primary

Education policy development plan for education is the

keystone of a people's life and happiness, and that the 1976

Universal Primary Education policy must meet the many needs

and aspirations of the nation as a whole, and that it must

also care for the individual, for it is the policy of the

government of Nigeria to build up a sound education

throughout the nation and to encourage every parent to

ensure that their children benefit from the free Universal

Primary Education. Awokoya also stated that Universal

Primary Education without fees was an immediate governmental

objective and anticipated the expansion of post-primary

school opportunity in the future.

103

There is no doubt that educational development has come

of age in independent Nigeria since the introduction of the

Universal Primary Education policy of 1976. According to

Rusk (1962), in his address in the Policy Conference on

economic growth and investment in education, he emphasized

that "education plays an important role in any society and

that education is the single greatest instrument of

development, it is an integral part, and inescapable and

essential part of the development itself" (p. 17). Hanson

(1966) in discussing the issue of education in social and

economic development has pointed out that the key role of

education in any nation depends on how the people of the

nation perceive what education is out to do, and on what

benefits they associate with such functions, and that the

position of the federal government of Nigeria is that

education is an integral part, an inescapable and essential

part of the economic and social development process.

The Nigerian philosophies of education are due to the

past and present social, political, and economic setting of

Nigeria (Adaralegba, 1969). Oladapo (1988) stated that the

Nigerian political leadership recognized that education was

an essential instrument for awakening the national

consciousness, and for achieving national development and

that education was not only necessary but an essential

condition for democracy. The Nigerian government believes

that education is a way of encouraging a national unity

104

among the many ethnic and language groups in the country,

and that education provides the skilled workers, managers,

teachers, and technicians needed for economic development

(Beers, 1991).

The 1977 National Policy on Education

The work started in 1973 on the planning of the

National Policy on Education and ended in 1977 under the

chairmanship of Chief Simeon Adebo, the Chairman of the

Nigerian National Universities Commission. The experts were

drawn from a wide range that included representatives of the

universities, the National Universities Commission, and

Ministries of Health, Education, Economic Development, and

Finance. Also participating were representatives of the

National Council for Education, the Joint Consultative

Committee on Education, and the National Educational

Research Council.

The government's white paper on national education

policy states that one of the main factors that led to the

planning exercise was the government's realization that:

For the benefit of all citizen's of Nigeria the

country's educational goals in terms of its relevance

to the needs of the individual as well as in terms of

the kind of society desired in the relation to the

environment and realities of the modern world and rapid

105

social changes should be clearly set out. (Federal

Ministry of Information, 1977b, p. 13.)

The 1977 policy on education was implemented to

effectively utilize education for national development,

because a comprehensive approach to educational planning is

necessary. Ogunsola (1977) warned that "any development

that will not reflect national planning and realistic

implementation may lead to disaster" (p. 26). In response

to this fundamental concept of development through

education, Nigeria created the National Policy on Education

(Federal Ministry of Education, 1977), the document which

attempted to redirect and focus educational efforts in a

comprehensive and purposeful manner. This policy was the

product of a combined group of educators, administrators,

and policy makers appointed by the then Federal Military

Government and was published in 1977 by the Federal Ministry

of Education, Lagos, to ensure: (a) Nigeria a free and a

democratic society, (b) Nigeria a just and egalitarian

society, (c) Nigeria a united, strong, and self-reliant

nation, (d) Nigeria a great and dynamic economy, and

(e) Nigeria a land of bright and full opportunities for all

citizens (pp. 1-5).

The 1977 National Policy on Education contains general

statements which indicate the philosophy of Nigeria

education, and the policy contains the following goals for

higher education:

106

(a) The acquisition, development, and inculcation

of the proper value-orientation for the survival of the

individual and society.

(b) The development of the intellectual capacities

of individuals to understand and appreciate their

environments.

(c) The acquisition of both physical and

intellectual skills which will enable individuals to

develop into useful members of the community; and

(d) The acquisition of an objective view of the

local and external environments. (Federal Ministry of

Information, 1977b, p. 14).

The National Policy on Education seemed to have placed

emphasis on giving education rather than certificates to the

beneficiaries of the Nigerian educational system. The 1977

policy also emphasizes the following: (a) de-emphasizing of

examinations, (b) acquisition of skills, (c) provisions of

options, (d) emphasis on the worth of life, (e) exposure to

technical versatility, and (f) promotion of naturalism

through an understanding of relationship of individuals to

one another and the State (Federal Ministry of Education,

Education Today. 1987a). Nwagud (1976) stated that the

government brought about a new educational policy to be used

as a guide for the future of the people in attaining the

useful goals of education.

107

Thompson (1976) stated that Nigerian educational

policies help to shape the vital decisions a society has to

make with regard to education. Thompson defines the most

vital decision in the following manner:

Major educational policies must be made regarding who

will attend school, what will be taught and who will

teach, how the educational system will be governed and

administered, and how education will be financed. How

these questions are answered depends upon the

interaction of a host of economic, cultural, social,

psychological, and political variables. (p. 15)

These are the major factors that influence educational

policies in any society. Various societal conditions which

cause changes in one or more of these variables will result

in a different educational policy. In fact, the federal

government of Nigeria has been constantly affected by such

social, political, economic, and cultural variables.

Iruka (1979) agrees that the 1977 education policy

aimed for these objectives. More importantly, Nigeria

relies heavily on education to solve its social, political

and economic needs.

The 1977 National Policy on Education is intended to

provide economic development at the highest level in basic

and applied sciences, and education at the secondary level

for skilled technicians and industrial workers. The 1977

National Policy on Education is also intended to make each

108

Nigerian a sound and effective citizen who can make a

contribution to a united, strong, free and democratic

society (Federal Ministry of Education, 1979).

Qsuntokun (1982) pointed out that the 1977 National

Policy on Education is an attempt to meet Nigeria's national

educational objections and to help shape the social and

economic development. Awokoya (1985) agreed that the 1977

National Policy on Education adopted by the federal

government of Nigeria is an instrument of excellence for

effecting national development and that it is the greatest

investment that the nation can make for the quick

development of its economic, political, sociological and

human resources.

According to Oladapo (1988), the 1977 National Policy

on Education should serve as the goal of social and economic

transformation and the development of the Nigerian people,

and that the policy was the government commitment to

education to ensure that every citizen is given full

opportunity to develop his intellectual and working

capabilities for his own benefit and that of the community.

Uchendu (1979), the Nigerian educator and writer, observes

that the 1977 National Policy on Education objectives are

shared by most African countries because it helped shape the

social and economic development.

109

The Third National Development Plan of 1975-1980

On March 29, 1975 the federal government of Nigeria

announced that the government will spend M30 billion

(Nigerian currency) for the Third National Development Plan

of 1975-80 (Nigerian Diary Handbook. 1977).

Table 9

Fields of Study of Students in Nigerian Universities. 1975-

1980 and 1984

Field of Study

(percentages) 1975 1976 1977 1978 1979 1980 1984

Humanities 5,132

16.3

6,465

16.7

6,938

17.1

5,963

13.5

8,731

15.8

10,908

17.1

14,897

15.7

Social services and law 6,872

21.8

8,557

22.0

7,767

19.1

13,066

29.7

13,501

24.4

12,978

20.3

20,175

21.3

Education 5,126

16.3

7,025

18.1

6,239

15.4

6,268

14.7

9,487

13.5

11,420

17.8

15,789

16.6

Natural sciences 5,000

15.8

6,101

15.7

6,338

15.6

6,491

14.7

7,453

13.5

9.868

15.4

15,456

16.3

Medical, sciences 4,504

14.3

4,989

12.8

6,638

16.3

6,465

14.6

7,813

14.1

7,826

12.2

11,331

11.9

Engineering, architecture,

etc.

3,252

10.3

3,730

9.6

4,374

10.8

3,879

8.8

5,767

10.4

7,121

11.1

11,061

11.7

Agriculture, etc. 1,625

5.5

1,990

5.1

2,321

5.7

1,959

4.4

2,497

4.6

3,931

6.1

6,170

6.5

Total 31,511 38,877 40,615 44,121 55,249 64,052 94,879

Source: From Fourth National Development Plan (1980-84). Lagos: Federal Ministry of National Planning, p. 268.

During the 1975/80 national development plan, the

National Universities Commission was to forecast Nigerian

manpower and educational needs of the country and to

110

evaluate the economic capacity of the educational system.

The Commission's report was instrumental in the great

expansion of educational facilities in Nigeria (Federal

Republic of Nigeria, 1986, p. 10).

The NUC created the Inter-Regional Manpower Board in

order to determine the needs of higher sector manpower. The

Committee on Education and Human Resource Development joined

with the National Manpower Board to determine the

educational and training requirements of certain

occupations. Through its study, the Committee was able to

determine the state of Nigerian human resources and the

critical manpower needs in the higher sector (National

Universities Commission, 1983, p. 67). The Manpower Board

duty is also to encourage inter-university meetings between

employees and the government (Moghrasi, 1972, p. 2).

Etuk (1984) stated that Nigerian educational objectives

were shaped by the Third National Development Plan of 1975-

80. This plan called for the reform of the content of

general education to be more responsive to the socioeconomic

need of the country. It also called for the consolidation

and development of the national system of higher education

in response to the economic manpower need.

The 1975-80 Third National Development Plan gives

specific impetus to higher education for high-level manpower

training and economic development. Among other things, the

Plan states,

Ill

Government commitment, however is the creation of the

country educational system capable of ensuring that

every citizen is given the full opportunity to develop

his intellectual and working capabilities for his own

benefit and that of his community. (Federal Ministry

of Economic Development, 1975, p. 45)

This Third National Development Plan was a very powerful

instrument for social change in a process of dynamic nation-

building of Nigeria. The government identifies six national

objectives for the Third National Development Plan and they

are:

(a) to expand facilities for education aimed at

equalizing individual access to education throughout the

country;

(b) to reform the content of general education to make

it more responsive to the socio-economic needs of the

country;

(c) to consolidate and develop the nation's system of

higher education in response to the economy's manpower

needs;

(d) to streamline and strengthen the machinery for

educational development in the country;

(e) to rationalize the financing of education with a

view of making the educational system more adequate and

efficient; and

112

(f) to make an impact in the area of technological

education so as to meet the growing needs of the economy

(Nigeria Diary Handbook, 1977).

This led to the establishment of Federal Universities

of Technology in the 1980s. During the Third National

Development Plan, the federal government decided to build

new Federal Universities of Technology in states without

federal universities. The Third National Development Plan

has contributed to the development of the Federal

Universities of Technology in Nigeria. In short, the

federal government of Nigeria felt that locating the Federal

Universities of Technology in areas that were educationally

backward would stimulate an interest in education on the

part of local communities.

The Third National Development Plan also emphasized the

following:

(a) free universal and compulsory primary education

throughout the country;

(b) free education for handicapped and gifted children

at all levels;

(c) the expansion of secondary schools;

(d) the introduction of parallel system of secondary

technical schools to supplement the present system of

secondary education;

(e) the production of trained teachers for schools at

all levels and the up-grading of teachers in-service;

113

(£) the expansion and consolidation of the

universities; and

(g) the establishment of new universities under the

federal government leadership and control. They are the

University of Sokoto, University of Maijuguri, University of

Calabar, University of Jos, University of Port Harcourt, and

the University of Ilorin (Nigeria Diary Handbook. 1977).

Conroy (1980) has stressed that the objectives of

general education are directly related to productivity, and

that general education goals are valued by society in terms

of economic productivity. The Third National Development

Plan of 1975-1980 emphasized that Nigerian Universities must

offer courses in science and technology. However, Nigerian

policy makers had already realized that a major constraint

on Nigerian development was the lack of adequate manpower,

and that economic and social development required more

doctors, engineers, and educators. For this reason, the

1975-1980 National Development Plan earmarked the N30

billion for the improvement of education (World Almanac and

Book of Facts, 1987, p. 10). Table 9 shows the fields of

study of students in Nigerian universities between 1975 and

1984. According to the UNESCO Yearbook of Education (1987),

The percentage studying practical subjects like

engineering and agriculture remains a small minority.

Over 70 per cent of all Nigerian university students

between 1975 and 1979 enrolled in the traditional

114

disciplines—including basic or "pure" sciences. Less

than 30 per cent enrolled to study applied or practical

subjects, including human and veterinary medicine. The

combined average output of agriculturalists and

technologists of all specialties by all the Nigerian

universities between 1975 and 1979 accounts for only 14

per cent of the yearly total number of students who

graduated during the period. The "overproduction" of

"educated persons" in the humanities and

"underproduction" of graduates in the applied sciences

and technology continued from 1980 through 1984. In

1980, for instance, 55 percent of all those enrolled in

the Nigerian universities were inscribed in courses of

study in the arts and humanities, social sciences and

law; 15 per cent took courses in the natural or pure

sciences, and 12 per cent in the medical sciences.

Those in the applied sciences such as engineering,

agriculture, construction, architecture and related

fields of study, constituted less than 20 per cent of

the total number of students enrolled in all the

Nigerian universities in 1980. Roughly the same

percentage was enrolled in the applied sciences in

1984. In the session of 1984-85, social sciences and

law had the largest enrollment—more than 21 per cent

of all students—followed by education with 16.6 per

115

cent, pure science with 16.3 per cent, and humanities

and arts with 15.7 per cent.

Thus, one of the many problems that resulted from

attempts to reform the Asquith tradition in Nigerian

higher education was shown in the readiness of policy-

makers merely to alter the aspirations and aims of

education in favour of science and technology, but with

little or no institutional measures to support such

"change." Indeed, the state of applied science and

technology in relation to pure scholarship has not

changed to any significant extent. Thus far, the

traditional neo-classical orientation of Nigerian

higher education has, in effect, been maintained to the

dismay of the initiators of reform. The preexisting

curriculum of higher education with its primacy of

academic subjects has been preserved. (p. 20)

The Fourth National Development Plan of 1981-1985

According to the Federal Ministry of Planning (1985),

Nigeria's educational objectives were also shaped by the

Fourth National Development Plan of 1981-85. The plan

helped change student preferences from the humanities,

social sciences, and law and encouraged students going on to

universities to work for a degree in pure or applied science

such as engineering, agriculture and medicine. Many

116

Nigerian universities stressed such curricula in response to

the economic needs of the country.

The reorganizing of the system of higher education

toward economic development has been one of the declaimed

objectives of governmental policy for higher education in

Nigeria since independence in 1960. Politicians, military

men in office, administrators, foreign advisers and

educationalists have called for a development of model

higher education and that in the view of many Nigerians,

there would clearly be a place in the developing economy for

high-level manpower such as technologists, engineers,

agriculturists, and veterinarians who would guide the

Nigerian national economic development (UNESCO, 1987).

The Nigerian economy has needed skilled labor to combat

the various problems it faces. According to Hoselitz and

Weiner (1961), the extent to which higher education in many

modernizing countries is not calculated to produce graduates

with the skills relevant to the needs of the country creates

the paradoxical but common situation of a country in which

skilled labor is a scarce resource, and yet, in which highly

educated persons are in superabundant supply (p. 177).

Nigeria is no exception to this type of situation.

Nigeria must avoid this situation by creating more job

opportunities and providing the right education. Bunting

(1955) in an address at an educational conference in Nigeria

mentions that if Nigerians want to make the Nigerian youth a

117

better human being, a better citizen and a better worker,

then Nigerian educators and government must re-examine their

approach to education. According to Harbison and Myers

(1965), the economic development of every country is the

result of the trained effort of its citizens, and that it

takes human agents to discover and exploit natural

resources, to mobilize capital, to develop technology, to

produce goods, and to carry on trade. Harbison and Myers

(1965) also state that the wealth of a country is based upon

its power to develop and utilize the innate capacities of

its people, and that if a country is unable to develop its

human resources, it cannot build anything else, whether it

be a modern political system, a sense of national unity, or

a prosperous economy.

The national economic development of Nigeria must be

the primary goal of higher education (Ashby, 1965; Adetoro,

1966b). Harbison (1970) stated that the building of a

reservoir of highly educated persons was the key to

Nigeria's economic development, and that higher education

should produce qualified persons able to promote national

economic development. The political leaders regarded higher

education as the basic component in nation building and the

foundation from which they hoped the economic revolution

would be launched and achieved (Lewis, 1965; Yesufe, 1969).

Meier (1970) in his study of international poverty,

pointed out that there is a strong association between the

118

educational, economic and political subsystem of a

developing nation. He also points out that education is

considered both a consumer good (because of the benefits it

gives to the educated) and a capital good (because of the

increased earnings to the educated person).

Gray (1959) has pointed out that higher education needs

to play a part in preparing the human resources of the

country for greater efficiency and economic output, and that

higher education should lay emphasis on the production of

engineers, technologists, agriculturists, veterinarians,

architects, and other categories of the skilled persons who

should be actively engaged in economic production.

Adetoro (1966a) contended that the standards of the

Nigerian higher education academic system must emphasize

economic development. Adetoro advised the makers of

Nigerian educational policy that they must do everything

possible to avoid catastrophe. He believed that the

curriculum of educational institutions must be designed to

meet the demands of science and technology, scientific and

technological studies. In supporting this position, Arikpu

(1968) noted that curriculum of educational institutions

should be designed to meet the demands for economic and

social development. The college curriculum must be capable

of responding to precipitous change in technology,

demographics, and social systems (Moore, 1992).

119

Hcilsey (1961) stated- that some of the problems

associated with social and economic development and the

production of skilled manpower are the result of

deficiencies in the African educational system, and he noted

the following:

1. Little has been done by African universities to

develop technological research personnel who could transfer

scientific and technical knowledge to business enterprises

in order to strengthen the economy of the country and

increase the national income.

2. The rate of development is hampered by lack of

sufficient numbers and quality of technical, scientific,

professional, and managerial personnel to undertake

feasibility studies, evaluate development projects,

determine what projects would best further the country's

development, formulate viable development programs and

manage and supervise the implementation of projects. These

inadequacies make Africa dependent on expatriates for even

modest activities in important sectors.

3. The educational system was not devised to meet the

challenge of rapid transition from a traditional economy to

an industrial one.

4. The curriculum tended to be conventional in outlook

and largely satisfied with conditions and facilities that

cannot meet the challenge of rapid economic development and

the application of modern technology. Specialized training

120

courses in professional and technological fields are

generally either absent or inadequately developed. In terms

of student enrollment, liberal arts and the humanities

predominate while insufficient numbers are enrolled in

agriculture, scientific, engineering, and technological

fields.

Bushnell (1980) stated that the social and economic

foundation of any nation must be built through education by

planning and implementing programs that will improve the

economic development of the nation. Fafunwa (1975) stressed

that '"education should reflect the present and future of the

dynamic Nigerian society in terms of social and economic

development" (p. 52). According to Lewis and Mertens

(1987), for economic development reasons, the right

education prepared individuals for the dual responsibilities

of home management and wage earning. Denison (1971) pointed

out that the role of education is to provide skills that

contribute to the productivity of all individuals, and that

the basic requirement of education occurs at the elementary

and secondary levels and extends to the college level. The

right education was generally regarded as essential to

economic growth.

Poignant (1967) argued that education should have a

privileged position in the national plan because it trains

future workers with the aim of raising production and the

standard of living, thereby improving every aspect of human

121

society. He also states that education is a long-term

national investment and that the future active population of

a country will benefit from the expanding flow of better

educated and trained young people. This, he says, will

gradually transform the intellectual and vocational

structure of the population.

Shoemaker (1971) contended that the expanding role of

education for work is that individuals require formal

training, and preparation for initial job entry, because it

is a basic responsibility of the public that we must choose

between increased welfare or an expanded program of

preparing for work. The purpose of education is to

perpetuate and improve the society in which it exists. Our

society requires that everyone receive the opportunity to

earn an adequate living. According to Ginzberg (1982),

higher education must provide the right education to help

build the nation's economy, and that economy has no place

for functional illiterates, and that education courses or

programs can help acquire occupational skills.

A nation's position of leadership demands a strong

economic base to train people for new skills when required,

and to provide an increased level of efficiency and

productivity if we are to survive in world competition.

That is why the right education should be provided

(Goldhammer and Taylor, 1972). Galbraith (1975) mentioned

that education is very essential for human resource

122

development, because it gives opportunities for people to

enjoy higher incomes and it invests human capital in

economic growth.

Conroy and Diamond (1976) point out that occupational

education is important because it provides the right

training and skills to people for particular occupations,

such as nursing, computer programming, and drafting, that

can cause economic growth in the society. Corman (1980)

maintained that people lack the basic skills so often

required in entry-level jobs, and that is why the right

education should be provided in preparing people for work.

Adesua (1980), in his study of vocational education in

Nigeria, pointed out that modern technology has great

elimination of unskilled and low-skilled persons and that

vocational technical education will be responding to the

needs of the society by keeping up and training the people

due to the technological change. Vocational education must

recognize the economic condition of a society and to provide

technological training to individuals to meet the demands of

the market in terms of the technological change (Oyeneye,

1980a, 1980b and 1981). According to the report of the task

force on education for economic growth (1983), it was

concluded that poor quality of education does an inadequate

job of preparing students for work, will threaten any

country's economy, and that higher education in many

123

modernizing countries must produce graduates with the skills

by providing the right education.

Almond and Powell (1966) stated that education enables

individuals to improve their welfare. Education also gives

people more confidence in their ability to influence their

environment, and education is important in political

socialization. In a developing society, only higher

education can open the way to economic and social

advancement and potential political power. Nigeria is no

exception (Cowan, 0,Connell and Scanlon, 1965).

Gowon (1973) stated that universities should play a

significant role in providing the skill and knowledge that

will lead to the economic, cultural, and social development

of the people. According to Deutsch and Hecole (1981),

higher education increases people's general awareness and

widens their view of world events, and the people of Nigeria

are no exception.

N'Daw (1969) stated that African universities are a

force in economic transformation and modernization, and that

the African universities must lead in the push for

modernization processes such as social and economic

mobilization. Yesufe (1973) pointed out that African

universities must be committed to active participation in

social transformation, economic modernization, and the

training and upgrading of the total human resources, and

government gives a high priority to education. It is

124

important to study the history of higher education in

Nigeria, so as to see what the politicians and educators are

doing to promote future development through education.

Almond (1978) mentioned that "it is higher education

that provides the human pool from which most intellectuals

and the elites who run the country are drawn" (p. 5). The

Nigerian leaders' philosophy is to provide education for its

citizens and to invest highly in education as a weapon in

the fight for independence. The nationalist leaders viewed

university education as essential as an instrument for

developing national consciousness and the catalyst for

national development (Oladapo, 1988). Aderibigbe (1989)

agreed that the Nigerian leaders viewed university education

as an instrument that must reflect to the social and

economic development of Nigeria.

The 1987 6-3-3-4 Nigeria Educational System

According to the Federal Ministry of Education (1987b),

Nigerian educational objectives are shaped by the 6-3-3-4

Education System Plan of 1987. This plan called for the

Nigerian educational system to be reorganized to prepare

students in stages consisting of pre-primary, primary, and

secondary in two tiers of (I) Junior and (II) Senior,

technical colleges and higher education (see Appendix D).

In 1987, the federal government of Nigeria implemented

this educational reform program and the objectives of this

125

program are: (a) the inculcation of national consciousness

and national unity, (b) the inculcation of the right type of

values and attitudes for the survival of the individual in

the Nigerian society, (c) the forming of the mind in the

understanding of the world around, and (d) the acquisition

•of appropriate skills, abilities and competitiveness, both

mental and physical, as equipment for the individual to live

in and contribute to the development of his society. This

policy was based on "the integration of the individual into

a sound and effective citizen and to give equal educational

opportunities for all citizens of the nation at the primary

and secondary and tertiary levels, both inside and outside

the formal school system" (Federal Ministry of Education,

1987b).

Pre-primary education is the education given in an

educational institution to children the age of three, prior

to their entering the primary school. Primary education is

given to children at the age of six, for a period of six

years. The objectives of primary education include the

preparation for a broad based education with emphasis in the

following curriculum: (a) language study, (b) integrated

science, (c) mathematics, (d) social studies, (e) cultural

arts, (f) health and physical education, (g) religious

instruction, (h) agriculture, and (i) home economics.

Secondary education is given in two stages: Junior and

Senior Secondary, each of three years duration with a total

126

of six years. The aim of secondary education is to prepare

students for useful living within the society and for higher

education.

The junior secondary school is both pre-vocational and

academic and offers the following subjects: (a) mathe-

matics, (b) English, (c) language of the environment,

(d) one major Nigerian language, (e) integrated science,

(f) social studies, (g) creative arts such as music and art,

(h) practical agriculture, (i) religious students,

(j) physical education, and (k) two pre-vocational subjects.

The pre-vocational subjects may be selected from the

following: (a) introductory technology, (b) local crafts,

(c) home economics, (d) business studies, (e) Arabic

studies, and (f) French.

Senior secondary school education is given to students

after successfully completing the junior high. There are

three types at this stage: Senior Secondary School,

Technical Colleges, and Teacher's Colleges.

In senior secondary schools, students are offered the

following subjects: (a) English language; (b) one Nigerian

language; (c) mathematics; (d) one of physics, chemistry and

biology; (e) one of literature in English, history and

geography; (f) agricultural science or a vocational subject;

and (g) three elective subjects. The elective subjects may

be from the following: agricultural science, additional

mathematics, Arabic studies, auto mechanics, bible

127

knowledge, biology, bookkeeping, chemistry, commerce,

economics, electronics, English literature, fine arts,

French, geography, government, health science, history, home

economics, Islamic studies, metal work, music, physical

education, physics, shorthand, technical drawing,

typewriting, and woodwork.

The recent 6-3-3-4 education system was developed in

1987. The system reflects the present national policy on

education, including technical education, which is aimed at

giving attention to the need for the development of skills

in certain basic fields like agriculture, engineering,

environmental science, and those other sectors that might be

urgently needed for the economic growth of the country. The

major objectives of the current 6-3-3-4 national policy on

education includes the following aims concerning technical

education: (a) to provide trained manpower in applied

science, technology, and commerce; (b) to provide the

technical knowledge and vocational skills necessary for

agricultural, industrial, commercial, and economic

development; (c) to educate people who can apply scientific

knowledge to the improvement and solution of environmental

problems for the use and convenience of man; (d) to give an

introduction to professional studies in engineering and

other technologies; (e) to give training and impart the

necessary skills leading to the production of craftsman,

technicians, and other skilled personnel who will be

128

enterprising and self-reliant; and (f) to enable young men

and women to have an intelligent understanding of the

increasing complexity of technology (Federal Ministry of

Education, 1989).

Technical colleges are those that cover the post-

secondary section of Nigeria's educational system. The

length of the training is three years. The technical

colleges offer programs such as electrical technology, auto

mechanics, welding, and building construction. Upon

completion of the program, students are awarded the City and

Guide Certificate. According to the Nigeria Educational

Research Council (1988), the new 6-3-3-4 educational system

that includes technical education was developed to meet the

educational needs, manpower needs, and economic development

of the country.

Higher education, as referred to in this study, covers

post-secondary education in either a university, a

polytechnic, a college of education, technical colleges, or

advanced teacher's college. The objectives of higher

education include the development of intellectual capacity

to understand the environment and the acquisition of

physical and intellectual skills necessary for the

development of both the individual and his society (see the

6-3-3-4 educational chart in Appendix D) for the duration of

the year of studies. The 1987 6-3-3-4 educational policy on

129

education contributed to the importance of the role of the

federal government of Nigeria in all levels of education.

The Efforts to Improve Education by the Federal Government of Nigeria by the Year 2000

Education experts met in Lagos for the "Education for

All by Year 2000" conference and endorsed a plan to

revitalize education in Nigeria from the primary level to

the university level. The experts recommended that the

government should subsidize the cost of providing

instructional materials, especially books, in schools. They

also recommended that, due to the high cost of providing

education for all, the government should establish "a

national education development fund with inputs from the

government, international organizations, private citizens

and non-governmental organizations" (Kerr, 1990, p. 23).

The government apparently worried by reports that 8 million

Nigerian children between the age of 6 and 11 have no access

to education and that 55 million adults are illiterate,

issued a statement that education will, from 1992, be free

and compulsory in the first nine years of schooling (p. 23).

In September 1992 an amendment was made on the 6-3-3-4

national policy on education. Fafunwa, the Minister of

Education, announced to the nation that free and compulsory

education from primary to junior secondary school levels

throughout the country has started. He also stated that the

6-3-3-4 national policy on education holds great promise for

130

the future and that children will now stay longer years in

school based on the nine years compulsory education with

tuition free (Asemota, 1993).

Educationally disadvantaged states were given a ten-

year deadline to ensure that school age children are

enrolled by the year 2000. Any child that misses out is to

be handled by special education units of the ministries of

education. The Minister of Education, Professor Babatunde

Fafunwa, emphasized that the government planned for all

school-age children to be literate by the year 2000 (Kerr,

1990, p. 23). According to Fafunwa (1990), states are to

contribute If250 million to the yearly primary education

fund, while the federal government is to contribute H800

million. On the university level, the federal government

has been granted a long-awaited loan from an international

body (IDA). Nigeria's reguest for $120 million (about 1*960

million) for its ailing universities was formally granted in

1990. The fund will help provide desperately needed

facilities for Nigerian universities. The Nigerian head of

state, President Babangida, explained that the acceptance of

the loan by the federal government was based on the need to

review and restore excellence to institutions of higher

learning.

131

* Summary

The following is the summary of the review of the

educational policy and development in Nigeria. The policies

spell out the country's educational philosophy which is

based on the objectives of molding individuals into sound

and effective citizens, and the provision of equal

educational opportunities for all citizens. The Nigeria

educational policy on higher education has changed

substantially in the last 30 years. But there must be a

clear conception of what the policies of higher education

are and of the federal government's position in the

development of those policies. Policy-makers' attitudes

toward higher education are critical in a nation where all

colleges and universities are not only publicly supported

but owned by the federal government. On the other hand, the

educational and political leaders in Nigeria have played an

important role in implementing the educational policies that

shape the Nigerian educational system.

After Nigeria gained independence from British rule on

October 1, 1960, education became a national concern. The

federal government of Nigeria perceived education as an

instrument for affecting national development and

nationalized the university systems. From that point the

federal government began clarifying the philosophy and

objectives underlying its massive investment in education

and spelled out in clear, unequivocal terms the policies

132

that would guide the government's educational efforts. All

of the Nigerian educational policy developed from 1962-1987

was structured to fulfill the individual economic,

political, social and personal goals.


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CHAPTER 5

THE PROCESS FOR SELECTING OR APPOINTING VICE-CHANCELLORS

INTO THE FEDERAL UNIVERSITIES OF

TECHNOLOGY IN NIGERIA

This chapter will identify the role of the federal

government of Nigeria and the governing bodies of the

universities on the process used to select vice-chancellors

into the Federal Universities of Technology and the

administrative organization and functions. It will also

describe the role of the federal government of Nigeria in

administration, planning and financing of the Federal

Universities of Technology through the Federal Ministry of

Education and the National Universities Commission.

Introduction

The improvement and development of Nigerian

universities have traditionally depended on the executive

heads of the universities. The heads of the Federal

Universities of Technology in Nigeria are the vice-

chancellors, the highest political officer of each

university.

According to the National Universities Commission

(1982), when a university has been established or when there

141

142

has been a vacancy in the position of university vice-

chancellor, the University Council, which is the governing

body of the Nigerian Universities, will submit a list of

nominees to the Federal Ministry of Education to appoint a

vice-chancellor. Such lists were obtained from votes of the

professors at the university. How this decision is made

affects both the efficiency and effectiveness of the

institution and its organizations, since the administration

of the university is the responsibility of the vice-

chancellors .

Past and Present Vice-Chancellors of the Federal Universities of Technology

of Nigeria

Federal University of Technology at Owerri. Professor

Gomwalk was the first Vice-chancellor and Chief Executive

Officer of the Federal University of Technology at Owerri.

Gomwalk was appointed Vice-Chancellor in 1980. He brought a

wealth of knowledge and experience necessary to run the

university. He was the previous head of the chemistry

department and Dean of Faculty of Science at Ahmadu Bello

University. His greatest challenge regarding the Federal

University of Technology at Owerri was to meet all the

requisites necessary to begin operation of the university in

1980. He accomplished that task with a positive attitude

with great devotion to the profession and the university.

His academic leadership position at Ahmadu Bello University

143

contributed greatly to his appointment as Vice-Chancellor

for the Federal University of Technology at Owerri.

Professor Gomwalk graduated with a B.Sc. in chemistry from

the University of London and a Ph.D. degree in chemistry

from the University of Strathclyde.

The mission of the Federal University of Technology at

Owerri did advance under his presidency leadership, both

organizationally, fiscally, and academically. He was

bright, energetic, and totally dedicated to the University's

development (Federal University of Technology at Owerri,

Calendar for 1983/85 and 1989/92). Professor Gomwalk was

the Vice-Chancellor of the University until 1989 when

Professor A. Nduka was appointed Vice-Chancellor of the

Federal University of Technology, Owerri. Professor Nduka

was a former head of the physics department at the

University of Ife. He brought with him his academic

administrative experience to be the Chief Executive of the

University. Professor Nduka graduated with a B.Sc. degree

from the University of California, an M.Sc. from Stanford,

and Ph.D. degree in physics from the University of Chicago.

Professor Nduka was the Vice-Chancellor of Federal

University of Technology at Owerri from 1989 to 1991 when

Professor C. 0. G. Obah was appointed Vice-Chancellor.

Professor Obah graduated with a B.Sc. degree in electrical

engineering and went on to obtain his M.Sc. and Ph.D. in

electrical and electronics from the University of London.

144

As a vice-chancellor of the University, Professor Obah is

still a professor at the Department of Electrical and

Electronics Engineering at the university- As a former head

of the Department of Electrical and Electronics Engineering

at the University, Professor Obah brought with him

administrative experience and academic knowledge necessary

to be Vice-Chancellor of a scientific and technological

institution.

Federal University of Technology at Akure. When this

university was established in 1981, the federal government

of Nigeria appointed Professor T. I. Francis to be the first

Vice-Chancellor and Chief Executive head of the university.

Professor Francis was formerly a professor and head of the

College of Medicine at the University of Ibadan. He

graduated with an M.B.B.S. medical degree from the

University of London. He was the Vice-Chancellor of the

University until 1991 when his Deputy Vice-Chancellor,

Professor A. A. Ilemobade, was appointed Vice-Chancellor.

Professor Ilemobade is also a professor of Animal Production

and Health at the University. He graduated with an M.S.

degree from the University of Oklahoma and a D.V.M. and

Ph.D. degree in Veterinary Medicine from Ahmadu Bello

University in Nigeria. His position as former Deputy Vice-

Chancellor and his unique academic qualifications

contributed greatly to his appointment as Vice-chancellor of

145

the University (Federal University of Technology, Akure,

Calendar for 1989/92).

Federal University of Technology at Minna. When this

University was established in 1983, the federal government

of Nigeria appointed Professor J. 0. Ndagi the first Vice-

Chancellor of the University. Professor Ndagi was the

former head of the Department of Research Test and

Measurement at the Ahmadu Bello University. He graduated

with a B.Sc. degree from the University of London, and an

M.Sc. and Ph.D. degree in research and statistics from the

University of Wisconsin. He was the Vice-Chancellor of the

University until Professor S. 0. Adeyemi was appointed the

new Vice-Chancellor in 1991 by the federal government of

Nigeria. Professor Adeyemi was a former head of the

Department of Civil Engineering at Ahmadu Bello University.

He graduated with a B.Sc. degree from Ahmadu Bello

University, and an M.Sc. and Ph.D. degree in civil

engineering from the University of Wisconsin. Professor

Adeyemi brought with him a great knowledge in science and

administrative experience to be the Vice-Chancellor of the

Federal University of Technology in Minna. He is an

intelligent, and socially and politically astute individual.

Undoubtedly, his previous leadership position contributed

greatly to his appointment (Federal University of

Technology, Minna, Calendar for 1988/92).

146

The Method of Selecting and Evaluating Vice-Chancellors and Administrators

into Nigerian Universities

Prior to the selection of a vice-chancellor, the

factors to be considered in the selection of Nigerian

university chief executives and the criteria to be utilized

in evaluating a vice-chancellor's job performance

effectiveness have been identified. Customarily, the method

employed in the selection of a vice-chancellor has been one

of the problems in the Nigerian educational system.

According to the National Universities Commission (1982),

when there were vacancies in the position of vice-

chancellor, the appointment was made by the government and a

vote was taken by the professors at the university. The

next step in the procedure was for the University Council to

submit to the government a list of nominees for possible

appointment. A government official, through the Federal

Ministry of Education, chose the best nominee.

In any higher education institution in Nigeria, the

educational leadership and managerial development of academe

has been most successful when a complex balance of qualities

were recognized by the government search committee which

selected a vice-chancellor. The search committee from the

Federal Ministry of Education looked at the following

factors when considering selection of a vice-chancellor:

personality, academic background, and job experience (Hamze,

1993). Marchese (1987) agreed that the following factors

147

were used in selecting and recruiting administrators by

search committees: academic qualifications, job experience,

communication ability, and personality. University Council

members, on the other hand, have looked at the following

factors to evaluate vice-chancellors: fairness, integrity,

managerial capability, communication ability, coordination

ability, productivity, sensitivity, flexibility, and

nationality (Federal Ministry of Education, 1983; Obah,

1993). The members of the University Council believed that

when a vice-chancellor was appointed, changes and progress

in that institution would become an integral part of the new

vice-chancellor's position. Eble (1978) stated that:

The appointment of a vice chancellor is accompanied

with expectation about change and progress. Change has

to be introduced as soon as possible, otherwise it may

be hard to introduce these changes, as delay in

appointing administrators who will carry out tasks will

result in loss of opportunities. (p. 21)

Neuhling (1981) indicated that a candidate for college

president should be evaluated in terms of character,

intelligence, fairness, ability to reason, high energy

level, willingness to work hard, ability to work

independently while part of a team, ability to be loyal, and

balance in the possession of need for power. Neuhling

(1981) also suggested that the job of an effective college

president would include directing and leading an

148

administrative team, effecting needed changes and strategies

for implementation of institutional goals, obtaining input

from all constituencies in any strategy for change, and

holding discussions with all personnel selected to implement

strategies. Eble (1978) identified a method of evaluation

for administrators as follows: (a) communication, (b)

decision making, (c) operations, (d) delegation of

communication, (e) problem-solving, and (f) relations with

students and colleagues.

Definition of Administrative Organization and Leadership

An administrative organization may be defined as a

group set up whereby university administrators with several

levels of structure in the areas of leadership aim to carry

out objectives and reach a goal. The administrative

organization could be as follows: administrative

leadership, governance, and management. University

administrative organizations exist to serve the objectives

of higher education. The nature of the organization

includes the nature of administrative and academic

organizational set up (Ewell, 1985).

Governance was a process of making decision by basic

policies and a process for using personal power. Management

was a process of delivering the services of a college or

university and the techniques used to develop work programs

and employ people to get a job done (Martorana & Kuhns,

149

1975). Leadership was a process involved in governance and

management. Leadership sought objectives for purpose and

performance to reach the objectives. Administrative

leadership was a process of making decisions in the best

interests of those in higher education (Jedamus, Peterson &

associates, 1980). According to Vroom and Yetton (1973),

leadership was an elusive, yet very real concept that

influenced everyone. Yuki (1981) defined leadership as an

act that initiated a structure in interaction as part of the

process of solving a mutual problem. Fielder (1967) defined

leadership as the task of directing and coordinating task-

relevant group activities. Etzioni (1961) stated that

leadership was power, based predominantly on personal

characteristics. Dubin (1961) viewed leadership in an

organization as involving the exercise of authority and the

making of decisions. Leadership as a comprehensive element

was defined by Lassey and Fernandez (1976) as:

a role that leads toward goal achievement, involvement,

involves interaction and influence, and usually results

in some form of changed structure of behavior of

groups, and organizations. Strength of personality and

ability to induce compliance or to persuade are

critical variables in the effectiveness of leaders, but

their relative influence depends on time and

circumstance. (p. 69)

150

The theories of administration were used to identify

the principles and development of an administrative system.

The system used in running a higher education institution

was as follows:

Authority. According to Richman and others (1974),

authority was a power, based on the recognition of the

legitimacy or lawfulness of the attempt to exert influence

and that the basis of authority was found in the influence

rather than in the influencer. McGregor (1960) defined

authority as leadership that depended on using one's power

in a formal manner to get the employees1 maximum performance

and in use when the leader put the task of work before the

employee's viewpoint.

Decision making. This, according to Harrison (1972),

was the scientific process whereby a situation was studied

and evaluated and the problems were considered before a

course of action with intent to execute was formulated. Cope

(1981) defined decision making as a process of studying a

situation and taking action to be formulated.

Policy determination. As Good (1973) pointed out,

policy making is a selection and statement of the principles

and rules of action that are to govern a particular type of

activity.

Democracy. This term referred to a governmental system

or a system used in an administrative set up of a higher

institution of learning in which respect existed for human

151

dignity and performance in all areas through the use of

influence, persuasion, and compromise (Zammuto, 1982).

Ouchi (1981) defined democracy as leadership that depended

on developing a team of persons who worked effectively

together and who allowed other persons a chance to make

decisions on group problems.

Administrative organizational decision making has

rested on the foundation of the administrative structure of

the institution. The function of improving the quality of

decision making between the chancellors and the university

administrators has been dependent on policy. Policy has

been represented in the traditional system of hierarchical

control in which power resided at the top of the

organization and flowed unilaterally downward.

In many higher education organizations, the

administrators, board members, students, and faculty members

have been given the opportunity to participate in decision

making. Within the institutions of higher learning in

Nigeria, there has been participation in the decision making

process by University Council members and administrators in

matters affected by institutional policy formulation and

administrative practices.

Berghe (1973) pointed out that governance in Nigerian

universities was by nature oligarchical with the decision

making power at the executive level of the structure. This

type of power structure favored greater participation in

152

decision making by the senior staff such as the chancellors,

the registrars, and deans. This power structure shows that

most universities thus have been very authoritarian in

nature.

Okafor (1971) observed that most Nigerian university

decisions involving policy formulation and administrative

practices have been greatly influenced by both national

leaders and national politics. All Nigerian universities

were controlled by the federal government. In order for

Nigerian universities to function well in administration and

policy matters, the University Council of each Nigerian

university has necessarily involved the vice-chancellors,

administrators, and even faculty members in decision making.

This action has achieved a balance and created a healthy

organization. All administrative efforts to operate any

organization both effectively and efficiently must have

included successful decision making processes. Zwingle and

Mayville (1974) stated that for a university to function

well, there should have been an effective working

relationship between the university council members and the

president or vice-chancellor of the university.

Administrative Organization and Functions of the Federal Universities of

Technology of Nigeria

The improvement and development of any university is

dependent on the executive heads of the universities.

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According to the National-Universities Commission (1990a),

the governing body of the Federal Universities of Technology

in Nigeria is the University Council. The University

Council or governing body in each of the Federal

Universities of Technology is patterned after that of the

British Universities of Technology (Commonwealth

Universities Yearbook. 1987). The heads of the Federal

Universities of Technology in Nigeria were:

1. The University Council (University Senate)—the

highest academic body of the University system. The

University Council is the most powerful administrative and

policy making organization in each institution. It is the

University's governing body, and its members were appointed

by the Pro-Chancellor, who is also the chairperson of the

University Council, to serve on the University Council for a

period of five years. Usually the University Council is

comprised of full professors, department chairperson and a

few elected representatives at large, such as six persons

appointed by the federal government to represent the

University interests. Two members appointed are from the

Federal Ministries of Education, Health and Finance. The

registrar is the secretary to the University Council

(Commonwealth Universities Yearbook, 1987).

The responsibilities of the governing body of the

University Council include the selection of the Vice-

Chancellor, control management, administration of funds

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granted to the University, and taking final action on all

matters of high-level policy and decision-making in the

institution. The University Council also handled questions

about curriculum, teaching programs, conferring of degrees,

and dealt with the appointment of the academic staff,

promotion and student welfare services through the dean of

student affairs.

2. Pro-Chancellor (Chairperson)—as applied to

Nigerian higher education, the highest political officer of

the Federal Universities of Technology. (S)he was appointed

through the Federal Ministry of Education and served as a

member of the University Council for a period of five years.

His or her responsibilities included the hiring and

administration of classified staff employees. Hartnett

(1971) stated that the chairperson of the University Council

must have an open relationship, communicate regularly, and

be honest with members of the University Council, and have a

basic understanding of the university's goals and

priorities.

3. Vice-Chancellor (President)—administered the

university and was appointed by the government from the vote

of the professors in the universities. When there was a

vacancy, the University Council submitted to the government

a list of nominees to be appointed vice-chancellors. Then

the government officials, through the Federal Ministry of

Education, chose the best nominee. Ritchie (1970) stated

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that an integral part of the President's job involved

defining, redefining, supporting and implementing the goals,

priorities and changing programs of the institution.

McConnell and Mortimer (1971) suggested that for a president

or chancellor to be effective, (s)he must have the formal

power to take appropriate measure for dealing with problems

and needs, and be supportive of the faculty members in the

fulfillment of their obligations on behalf of the

institution. According to Balderston (1974), for a

university president to be effective, he or she should be

occupied with administrative procedures, information

systems, and methods of attaining efficiency and

effectiveness, lines of authority, and channels of

communication and organizational strategy. A university

president should be granted adequate authority in dealing

with financial problems, goals and priorities, and

encouraging constructive changes for his institution (Gross

& Grambsach, 1974). Cohen and March (1974), in their study

of university presidents, suggested that in order for an

administrative leader to be effective, he or she must

stimulate a thorough analysis of the problems facing the

institution and encourage administrative members to offer

possibly fruitful alternatives. Kauffman (1977), in his

study of the college and university president's or

chancellor's leadership styles, found that many of these

chief executive officers placed top priority in restoring

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faculty morale and self-respect, and that some of the

presidents let people know that they are friendly, open, and

accessible.

4. Deputy-Chancellor—acts as the chief administrative

officer to the vice-chancellor and is responsible for

advising, planning, and assisting the vice-chancellor in all

administrative affairs. This person is appointed to

represent the vice-chancellors in their respective

university offices. The deputy-chancellor is a member of

the academic personnel committee. He or she is responsible

for recommending personnel policy, conducting faculty

grievance procedures, and reviewing recommendations on

retention, promotion and tenure (Cohen & March, 1974).

5. Dean of Academic Affairs (Vice-Chancellor of

Academic Affairs)—is responsible for the academic matters

of the students, developing curriculum for the university,

and reporting any changes to the vice-chancellor for

approval.

6. Director of Budget (Bursar)—is responsible for the

financial management of the university.

7. Director of Planning and Development—is concerned

with the policies, planning, and development pf the

university.

8. Registrar—is a ranking officer of the university,

appointed by the council of the university and, by statute,

is responsible to the deputy vice-chancellor. Coombs (1970)

157

stated that "the responsibilities of a registrar include

general administration and for providing secretarial

services for the University Council, Academic Board, and

other such bodies and committees as may be prescribed by

statutes" (p. 6). The registrars responsibilities were the

academic matters related to admission and examination.

According to a report from the Council of Student Personnel

Associations (1974), the role and responsibilities of a

registrar included aiding prospective students in matching

their educational needs, interests, and qualifications with

the offerings, opportunities and standards of the college or

university; maintaining the academic records of the students

and providing timely and accurate data for communication,

both within the college and between the college and its

constituency; and being active in top-level decision making

in administrative and educational policy areas, such as long

range planning, academic standards, enrollment projections,

and student recruitment. Since the registrar's

responsibilities are very broad, (s)he executes these duties

through a deputy registrar, who performs through a network

of assistant registrars.

Assistant Registrars—Each university has several

assistant registrars and each assistant registrar has a rank

and an assigned specific area of responsibility, as follows:

(1) Senior Assistant Registrar Number One is responsible for

publicity and public relations; (2) Senior Assistant

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Registrar Number Two is responsible for matters relating to

Senior and Junior staff; (3) Assistant Registrar Number One

is responsible for academic matters relating to admissions

and examination; (4) Assistant Registrar Number Two is

responsible for offering assistance to the Registrar on

general matters; (5) Assistant Registrar Number Three offers

assistance to the Registrar on appointments and promotions

of senior staff; and (6) Assistant Registrar Number Four

offers assistance to Assistant Registrar Number One.

9. College Dean—is the chief officer of the

departmental unit of his or her college. The dean is

appointed by faculty members from each department by vote

when there is a vacancy. The function of the dean is to

carry out administrative matters within the college. Gould

(1964) stated that the responsibilities of a dean involved

academic personnel matters, curriculum and other purely

academic problems. As Hodgkinson and Meeth (1980) have

stated, a dean is a scholar and an academic administrator.

He or she is responsible to keep control of available

resources and goals within the department, and makes

recommendations on promotion decisions and tenure of the

faculty members. According to Griffiths and McCarty (1980),

the responsibility of a college dean is to serve as a chief

officer to the Chairpersons of the departmental unit of the

college. The dean must demonstrate strong leadership, and

organizational and managerial skills. He or she must be

159

able to establish goals and objectives, establish

communication lines with department chairpersons, and work

effectively with the faculty members. The primary function

of a dean is to sense the rhythm of each department in terms

of its growing or wanting strength in order to anticipate

needs for several years ahead.

The dean must have a deep concern about the quality of

every teacher-scholar under his or her oversight and should

take a special interest and recognize the good work of his

or her colleagues (Brown, 1973). According to McHenry and

Associates (1977), the dean of the faculty of a university

should be both the chief representative of the president to

the faculty through the schools and departments and the

recognized representative of the general faculty in the

higher levels of the university administration. The dean

should have direct access to the president and to all other

chief officers reporting to the president. His or her job

was to be a leader in the educational functions of the

university. Bennett (1983) pointed out that the toughest

jobs of a dean of the faculty involved the educational

policies and curriculum, faculty appointment and

advancements, and faculty morale.

10. Department Chairperson—is the head of a

department. The chairperson is elected by a vote of the

faculty members when there is a vacancy and functions to

carry out administrative matters within the departmental

160

unit. According to Bowen and Schuster (1986), the

chairperson position existed to better understand the

situation of faculty in a department and to work toward good

interpersonal communication with the staff, thus enabling

faculty to grow and develop. As Knowles (1970) stated, an

academic chairperson of a department had an important role

to play in both academic and day-to-day administration of

the department. The chairperson needs a good organization

of faculty members to work with and is responsible to keep

authority invisible and peace among his faculty members.

One of the most important functions a department chairperson

should perform is assuring a proper balance in the diverse

approaches to learning and the varied sub-areas of

instruction and scholarship represented in his or her

discipline. A chairperson must lead because (s)he is the

chief operator in a department and must demonstrate the

qualities and arts of leadership (Bergmann & O'Malley,

1979) .

According to Brammer (1979), a chairperson should work

hard to identify the strengths of the faculty, build

strengths through encouragement, work with all faculty, and

be ready to provide encouragement and reinforcement.

McCorkle and Archibald (1982) stressed that an academic

chairperson must demonstrate strong leadership,

organizational and managerial skills, as well as a clear

understanding of the diverse nature of the academic

161

disciplines. (S)he was responsible for recruitment,

selection, and evaluation of faculty members. The

department chairperson was the one responsible for seeing

that these things actually got done as they should. A

department chairperson makes sure the integrity of the

institution is maintained. He or she is responsible for

curriculum, personnel, and budget. The chairperson is also

responsible for annual employee evaluations, for tenure and

promotions, recommendations, and for course assignment and

scheduling, not to mention such matters as conflict

mediation and performance counseling (Tucker, 1981). As

Tucker (1984) has suggested, a chairperson must serve as a

role model and mentor to faculty members. He or she should

stress the concept of role modeling and try to set a good

example for the faculty in teaching, research, and faculty

development in general. A chairperson is the key link

between the institutional administration and the faculty and

student. A department chairperson has both to resist and to

promote change in curricular and instructional requirements.

He or she must learn to weigh the interest and progress

within the department (Waltzer, 1975).

Neumann and Boris (1978) pointed out that a chairperson

must accomplish a great deal through department consensus

and participation, and that interpersonal relationships with

faculty members are a must. An effective chairperson must

recognize the need to encourage his or her faculty members,

162

not neglecting the ones that seem to be doing fine, and

giving all encouragement. A department chairperson should

have the communication and management skills useful in

confrontations and providing feedback to individuals.

Kimble (1979) stated that a chairperson should demonstrate

strong interpersonal skills, encourage faculty to

participate in developmental activities, respect colleagues

as academic leaders and scholars, and understand the

mission, direction, priorities, and orientation of the

institutions they serve. One of the major roles a

chairperson must play is visiting with a new faculty member,

showing interest and support, and helping the person get off

to a positive start—trying to make them feel like a regular

faculty member (Corcoran & Clark, 1984). Brown (1977)

viewed the responsibilities of a chairperson as making tough

decisions about evaluating and recruiting faculty, providing

raises, adjudicating conflicts, moderating tensions, and

counseling faculty about diverse topics such as midlife

crises, personal and professional growth, and early

retirement. A chairperson could support faculty, especially

junior faculty, by adjusting workloads and assignments,

allocating funds, providing information, and finding

research equipment (Creswell, 1985). According to Mager and

Pipe (1970), a chairperson should be able to detect a

problem situation as early as possible, review faculty

performance, and give feedback about performance to the

163

promotion and tenure committee. A chairperson should have

access to both summative and formative evidence documenting

progress of work toward specified objectives and goals.

The department chairperson must maintain a

collaborative, open, fair atmosphere, one in which there is

a sense of caring about the development of the faculty as a

primary function of the job (Kouzes & Posner, 1988). An

excellent chairperson must establish an open atmosphere to

build trust, openness, and honesty. Openness is essential

in creating a situation where faculty members are free to

express their views without threat of retaliation or

reprisal. The chairperson must be honest and

straightforward with the faculty (Creswell, Wheeler,

Seagren, Egly, & Beyer, 1990).

Because chairpersons are called upon to solve many

types of problems, Boice (1982) suggested that a chairperson

should initiate the first level of response to their faculty

as a colleague and friend. He or she should be aware of

issues and concerns, hold a colleague-to-colleague

discussion about issues, then use the authority of the

position and, if necessary, initiate formal procedures to

modify faculty behavior. A chairperson should make faculty

feel comfortable by talking to them, listening to what they

have to say and being frank in response to their inquiries,

keeping an open mind and asking questions rather than making

164

statements to clarify an understanding of communication

(Burley-Allen, 1982).

Booth (1982) mentions that chairpersons should keep

themselves intellectually alive because this is the most

important thing for their overall growth and development and

that they must be involved in some challenging intellectual

focus in both teaching and their academic fields. A

chairperson must also have strong leadership skills in

dealing with conflict.

Bragg (1981) points out that as chairpersons become

more savvy about the political process involved in their

jobs, the budget and the management processes involved in

the department, they become more effective as chairpersons.

KirkpsLtrick (1985) contended that the responsibilities of a

chairperson were to determine the need or desire for a

changes, prepare a tentative plan, analyze probable

reactions, make a final decision, establish a timetable,

communicate the change, and implement the change. According

to Clark and Lewis (1985), chairperson must demonstrate

academic vitality by remaining active in their fields,

helping to build a focus for the department and keep it

before the faculty, help faculty set goals at the beginning

of the year, and review accomplishments of the goals with

faculty at the end of the year. As Furniss (1981) stated,

the role of a chairperson is to creatively help faculty move

in new directions and to identify resources for these moves.

165

11. Faculty Member—is a member of a university

department with a rank of professor, associate professor,

reader, senior lecturer, lecturer I, II, III, or assistant

lecturer. Faculty members have roles in academic and

personnel administration and share authority effectively,

both as academic and personnel administrators, in the areas

of management and decision making. They sit on committees

to hear faculty grievances, develop curricula, conduct

research, and teach (Mortimer & Mcconnell, 1978). Becker

(1975) pointed out that the responsibilities of a faculty

member included teaching and conducting research in a

direction that the institution will accept in the

advancement of knowledge.

The federal government established policies and passed

legislation directing the organization and administration of

the formal educational system of university institutions in

Nigeria (National Universities Commission, 1990). The

organization and top administrators' policy making functions

in Nigerian universities appears in Appendix B.

The Role of the Federal Government of Nigeria in Administration, Planning, and Financing of the Federal Universities of Technology through the Federal Ministry of Education and the

National Universities Commission

The educational administration, planning, and financing

of the Federal Universities of Technology in Nigeria are

controlled by the Federal Ministry of Education and the

166

National Universities Commission. The Federal Ministry of

Education has the responsibility for overall development of

the Federal Universities of Technology in Nigeria and its

function consists of all educational matters such as

management and maintenance of higher education standards.

The Ministry of Education is headed by the Minister for

Education, and the permanent secretary is the chief

administrative officer, whose major duty is to run the

organization efficiently and to advise the Minister on

educational matters (Federal Ministry of Education, 1983).

According to Morrison (1964), the permanent secretary is the

chief civil servant of the Ministry of Education. As

Adedeji (1981) outlined:

The government, both Federal and State, will have to

continue to depend on their higher Civil Services for

assistance in policy formation, between the past and

the present, between an outgoing government and an

incoming administration and, at the Federal level, for

being a unifying force containing in its ranks people

from virtually all the ethnic groups of Nigeria,

(p. 667)

The Federal Ministry of Education has several internal

divisions and they are as follows: Educational

Administration, School Inspection, Administration and

Finance, Scholarship and Student Affairs, Educational

Services, Planning and Research, Examination and

167

Registration. The Federal Ministry of Education outlines

the educational policies on education. They are responsible

for the curricula, courses, and program development for

higher institutions of learning. Ukeje (1964) agrees that

some of the responsibility of the Federal Ministry of

Education is to develop curriculum, courses and programs to

each higher educational institutions in the country. The

Federal Ministry of Education is also responsible for

preparing an educational development plan which takes

economic and social need into account. This unit of the

Ministry is headed by a well-trained staff, and their duties

are as follows: (a) policy control and administration of

higher education; (b) planning, research, and development of

education; (c) inspection services to improve and maintain

standards; and (d) educational services. See Appendix B for

the organizational structure of the Ministry of Education.

The duties of the Minister of Education are: (a)

supply information and make recommendations on educational

policy; (b) prescribe regulations for management of the

Ministry and provide the Ministry with information on higher

education; (c) recommend annual budget for higher education;

(d) advise and counsel the heads of higher institutions of

learning concerning the administration, budget, and methods

to improve higher education; (e) make a full report to the

legislative session of advice and counsel with heads of

higher education institutions concerning their

168

administration, budgets, "and methods to improve higher

education, and develop recommendations for legislative

consideration; and (f) act as the administrator to carry out

responsibility for education programs.

The duties of the Federal Ministry of Education include

among other things: (a) the determination of a national

policy on education in order to ensure uniform standards and

quality control; (b) the coordination of educational

practices in Nigeria; (c) advisory services to all levels of

education, including the universities; (d) federal

inspection advisory services to help improve and maintain

standards; (e) planning and research on a national scale;

(f) the coordination of non-formal education, including

adult education and vocational improvement centers; (g) the

coordination of educational services; (h) international

cooperation in education; (i) the coordination of national

school examinations and relevant teacher examinations—

testing and evaluations; and (j) the establishment of a

central registry for teachers (Federal Ministry of

Education, 1983).

The Role of the National Universities Commission (NUC) in Higher Education

According to the National Universities Commission

annual report of 1963-1966, the federal government of

Nigeria established the National Universities Commission

(NUC) in 1962 to ensure the maintenance of high academic

169

standards in Nigerian universities. The NUC has undisputed

control over the affairs of the universities, particularly

in terms of finance, personnel, and courses. The

relationship between the Nigerian universities and the

government is one of a good working relationship that exists

between the universities and the government. The Federal

Ministry of Education and the National Universities

Commission are fully responsible for higher education. They

are responsible in terms of the freedom to teach, conduct

research, and to make appointment to both academic and

administrative positions (Commonwealth Universities

Yearbook. 1988).

In the area of funding, the NUC, through the Federal

Ministry of Education, occupies a very significant position

in relation to the Nigerian university system. The

commission makes allocation of funds to the universities

from a block grant from the government. The federal

government supports the universities with grants

administered through the National Universities Commission

which is set up by law (Commonwealth Universities Yearbook.

1992). The NUC and the Federal Ministry of Education

handles the affairs of the universities. The Federal

Ministry of Education has direct relationships with the

president of the country and the universities commission on

the federal levels. The relationship between the

universities and the government appears in the Federal arena

170

chart (see Appendix B). The commission serves as an

intermediary between government and the universities to

audit and transmit their financial, personnel, and other

requests (Musa, 1979). The major responsibilities of the

commission are as follows:

1. To investigate proposals for the establishment of

universities or other institutions of higher learning which

desire to have federal grants and to advise the federal

government whether the proposal for federal grants should be

approved;

2. To initiate and consider, in consultation with the

universities, plans for such balanced development as may be

required to enable universities to meet national needs;

3. To examine the financial needs, both recurrent and

capital, of universities seeking or receiving federal grants

and to present these needs to the Federal Ministry of

Education;

4. To receive annually a block grant from the federal

government and to allocate it to universities with such

conditions attached as the commission may deem advisable;

5. To collect, examine, and publish information

relating to university finance and education in Nigeria;

6. To make, either itself or through committees, such

other investigations relating to higher education as the

commission may think necessary, and, for the purpose of

171

these investigations, to have access to the records of

universities seeking or receiving federal grants;

7. To make such other recommendations to the federal

government or to the universities relating to higher

education as the commission may deem to be in the national

interest (University Development in Nigeria, Report of the

National Universities Commission, 1963).

The National Universities Commission was given

responsibility to advise the government as to the

desirability of centralized planning of university

development (NUC, Annual Report, 1967-1969).

In 1975, under the leadership of General Muhammed,

Nigeria former head of state, the commission was given more

powers and began to apply itself seriously to the

development of centralized planning and fiscal control. It

maintained that the autonomy given to universities could

only be exercised with fiscal restraint and that all

Nigerian universities must demonstrate political awareness

and national responsibility through their various admissions

policies (NUC, Annual Report, 1987-1989).

According to the NUC Annual Report of 1971-1973,the

commission and the universities themselves were acutely

aware of the staffing problems of the university system.

Because of the importance of quality personnel, each of the

new universities was given funds to hire faculty and to send

them to graduate school in Nigeria or abroad for further

172

education or training. In some cases, faculty members are

hired from overseas. The NUC has set up Nigerian university

offices in London, Cairo, New Delhi, India, Washington, D.C.

and Ottawa, Canada for the purpose of coordinating staff

recruitment, advertisement, training of students, and

purchases of university books, laboratory equipment and

consumables. These foreign offices help to attract

academics from their respective locations to visit a

Nigerian university under an academic exchange program,

sometimes subsidized by the host government through grants

made available for salary supplementation of particular

foreign teachers in Nigerian universities.

With the increase in the scope and responsibilities of

the new commission, consequent upon the federal government

decision to take over the responsibility for higher

education, the secretariat needed expansion and re-

organization in order to cope with this. Consequently, five

main divisions were created in the secretariat, each headed

by a director with appropriate qualifications. These

divisions are: Administration, Academic Planning, Finance,

Physical Planning, Research and Post Graduate Development.

(The Role of the NUC, Nigerian Observer, 1983)

The areas of responsibility of these divisions are as

follows:

1. Administration Division

—Internal Administration of the Commission

173

—Commission's Staff Matters

—Commission's Meetings

—University Administration

—Academic Visitation to the Universities

—Conditions of Services of University Staff

—Special Investigations

—Circulars to the Universities

—Liaison with Nigerian governments and ministries

-—Annual Report of the Commission

—Publication and Information

—Other schedules as may be added from time to

time.

2. Academic Planning Division

—The processing of new courses. This in turn,

includes proposed faculties and institutes in the

existing universities, and courses to be offered

by the new Universities Curriculum Development

and Coordination/Preparation of Master Plans

—Costing of Academic Programmes

—Annual Estimate Hearings of the Universities

—Allocation of Federal Grants to the universities


time.

3. Finance Division

—Participation in Annual Estimate Hearings of the

Universities

174

—Collating the various estimates of all

universities

—Operation of the National Universities Commission

Fund


time.

4. Physical Planning Division

—This unit is responsible for advising the

executive secretary on the planning, general

supervision and inspection of university building

projects consistent with the planning of the new

university institutions.

5. Research and Post-Graduate Development Division

—Liaison with outside Agencies

—External Aid for Nigerian Universities

—Coordination of research work in the universities

—Processing of applications for overseas travels

by the universities and NUC staff.

6. Statistics/Data Unit

—This Unit is responsible for analyzing and

producing the statistical data arising from the

annual operations of the commission.

Each of these divisions, with the exception of the

Statistics/Data Unit, has a reasonable complement of senior

and junior staff to support the divisions, although it

should be pointed out that the commission has not been able

175

to recruit as many staff as it needed to perform its

functions effectively due to various reasons, the most

important of which is lack of housing facilities for its

staff and appropriate salary (Organization of the National

Universities Commission Secretariat, NUC, 1990b).

See Appendix B for the organizational chart of the National

Universities Commission.

The Function of the Administration Division of the National Universities Commission

According to the Annual Report of the National

Universities Commission of 1986-88, the sub-administration

division is an imperative service link among all other

divisions of the NUC and hence a good factor in the

implementation of policy decision relating to university

administration. The Director of Administration is the

secretary to the board and most of its committees, hence the

division looks after the effectiveness of the various

committees and the welfare of the commission members. It is

in charge of the communication of government circulars and

decisions to the universities. The administration division

serves as a service center to all divisions in the sense

that it provides guidelines for the effective performance of

the various divisions in the recruitment of staff, provision

of establishment estimates for the secretariat, as well as

serving as the liaison between the federal government and

the secretariat staff on government policies and procedures.

176

According to the Annual Report of the NUC of 1974-1976, for

the commission to carry out its function effectively, the

division of sub-administration was established into six

units: Establishment Section, Committee on Protocol

Section, Information and Publication Section, Transport

Section, General Services Section, and Library Section.

Committee on Protocol Unit. The Board of the

Commission meets at least four times a year and in order for

the members of the commission to be more aware of the

progress and problems of the universities, board meetings

rotate round the university towns.

The meetings of the various committees are held as

constantly as necessity demands. For all these meetings the

administration division provides both secretariat and

clerical services as will be highlighted shortly (Annual

Report of NUC, 1980-1982).

The Committee and Protocol Unit. This unit or section

is charged with the responsibility of servicing the various

committees for a more effective and direct thrust into the

different spheres of its responsibilities.

The Committees are:

1. Accreditation Committee

2. Finance Committee

3. University Development Committee

4. Tenders Committee

5. Management Committee

177

6. Establishment Committee

7. Appointments Promotion Committee

Secretaries are appointed from the committee unit to

cover the various meetings of the commission and the

committees which come up from time to time. The protocol

arm of the unit organizes receptions, accommodation and

entertainment for members of the commission and the

committees (Annual Report of NUC, 1987-1989).

Transport Unit. This is charged with the movement of

board members during meetings. The unit also oversees the

use of vehicles allocated to the various sections and or

units of the commission's secretariat for maintenance

purposes.

The General Services Unit. This unit purchases and

maintains office equipment and as well maintain staff

quarters. It is also responsible for the security

arrangement for offices and houses of the commission as well

as seeing to the cleanliness of the office surroundings

(Annual Report of the NUC, 1987-89).

The Information and Publication Unit. This unit is

responsible for collation, edition and publication of news

as it affects the commission. In that capacity, the unit

has the onerous task of image making for the commission.

For this reason, it is this unit therefore that deals

directly with the media in order to project the activities

of NUC. The unit has for long been publishing and

178

distributing quarterly bulletins where current issues in

university management are highlighted for local and

international consumption (Annual Report of NUC, 1989-91).

The Universities and Overseas Unit whose duty is to

encourage and foster linkage relationships among Nigerian

universities and their foreign counterparts in order to have

Nigerian universities activities recognized internationally

as well as benefit financially, technically and morally, was

a unit of the administration division. This division,

research and post graduate development, was set up in 1987

to promote and fund research programs in the universities.

This brings to five the number of divisions in the

commission (Annual Report of NUC, 1989-91).

The Library. A sub-unit in administration is largely a

reference one with limited facilities for borrowing.

External publications are sometimes procured in exchange for

the commission's bulletins and annual reports. Publications

like weekly bulletins of the Federal universities, research

reports of government enquiries and white papers are

available for reference purposes (Annual Report of NUC,

1989-91). See Appendix B for the sub-administration

division organization chart of the National Universities

Commission.

Growth and Changes within the Division. According to

the Annual Report of 1989-91 the steady growth of the

division is a direct response to the growth of the

179

commission. With a staff strength of less than ten persons

at inception, the commission currently has 336 employees.

The Administration Division naturally has grown in order to

cater for the increased staff strength of the secretariat.

The staff strength of the members of staff. Administration

Division has the largest number of employees with varied and

encompassing duties. In its period of growth there were

changes in the structure of the division. In 1985, a unit

in the division, purchases, was moved to finance and moved

back to administration in 1987. Transport, legal,

committee, information and protocol were one time or the

other subjected to similar movement. All these units had

been returned to the administration division, where they

rightly belong, by the end of 1987.

There has also been a high incidence of changes in

leadership of the division, starting with the time when the

head of division was referred to as head of administration

until NUC became a first class government parastatal and the

headship becomes a director. Since then, the division has

been headed by about seven persons.

The division is set to do its best towards the

achievement of the goals of the commission. As a service

center of any organization, administration division has to

be bold, dynamic, foresighted, adventurous and unequivocal.

Only in doing this can it be effective, efficient and

respectable.

180

The administration division of the National

Universities Commission is aware of the benefits good

management and effective implementation welfare conditions

could bestow on its employees and is doing very well in that

regard- This alone can lead to great heights of achievement

for staff whose duty it is to evolve a single university

system through central coordination and national planning

(Annual Report of NUC, 1989-91).

Summary

The following is a summary of the findings of this part

of the study:

1. The appointment of a vice-chancellor in Nigerian

universities is approved by the federal government through

the Ministry of Education. This shows that the federal

government plays an important role in the selection process.

Meaningful improvement in university administration may

be achieved through a clear definition of the functions of

vice-chancellors. Identification of the factors that should

be considered in the selection of university vice-

chancellors is important, and a clear definition of the

criteria that should be used in the evaluation of vice-

chancellors1 job performance is a major step in arriving at

a fair appraisal of the productivity of university officers.

2. Hamze, the Director-General of Higher Education at

the Federal Ministry of Education, stated in an interview

181

with the researcher (1993) that some of the factors that are

considered to be very important in the selection of a vice-

chancellor are personality, academic qualifications,

experience in the job, clear definition of the selection

process and job incentives and rewards.

3. The Vice-Chancellor of Federal University of

Technology, Owerri, Professor Obah, stated in an interview

with the researcher (1993) that the nine factors used by the

University Council members in evaluating and selecting of a

vice-chancellor are fairness, integrity, managerial

capability, communication ability, coordination ability,

productivity, sensitivity, flexibility, and nationality.

4. The Federal Ministry of Education and the National

Universities Commission are responsible for the

administration, planning and financing of higher education

institutions in Nigeria.

5. The function of the administrative division of the

National Universities Commission includes accreditation,

finance, university development, tenders, management,

establishment of new universities, and appointment of

faculty.


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CHAPTER 6

SUMMARY, CONCLUSIONS, IMPLICATIONS,

AND RECOMMENDATIONS

Introduction

This chapter presents a summary of the study. The

results of the data analysis are presented, and the findings

and conclusions are discussed. The chapter concludes with

the implications and recommendations.

Summary of Major Findings

The findings of the study enhance the achievement of

the objectives of this study. Those objectives were to seek

answers to four research questions. The first question was

the following: "What were the major factors and events that

led to the establishment of the Federal Universities of

Technology in Nigeria?"

The development of the Federal Universities of

Technology was the work of an educational team of experts

that was set up by the federal government of Nigeria,

through a committee of the National Universities Commission.

The committee was set up in 1978 to conduct an investigation

into the need in the field of technological education. The

Mohammed Commission was under the chairmanship of Col. A. A.

Ali, the former federal commissioner for education. The

experts were drawn from a wide range that included

189

190

representatives from the National Universities Commission,

such as the Chief Planning Officer for Academics, to carry

out planning for the new universities. Also participating

were the representatives from the Ministries of Health,

Education, Economic Development, and Finance.

The committee recommended that the Federal Universities

of Technology should be established for the following

reasons: (a) to train people for modern scientific and

technological educational; (b) to meet the rate of growth in

science student population; (c) to provide the manpower

skill that will lead the country into economic and social

development; and (d) to establish the Federal Universities

of Technology in the north, west, and eastern parts of the

country to balance the geographical spread of the

institution. According to the Federal University of

Technology, Owerri, Calendar of 1983-85, the Federal

Universities of Technology in Nigeria was established for

the following reasons: (a) to provide the Nigerian people

the opportunity of acguiring a higher education in

technology; (b) to provide and promote sound basic

scientific training as a foundation for the development of

technology and applied sciences; (c) to identify

technological problems and needs of the society, and to find

solutions to them within the context of overall national

development; (d) to offer academic and professional programs

leading to the award of first degrees, post-graduate

degrees, research, and higher degrees emphasizing in

191

planning, adaptive, technical, maintenance, developmental,

and productive skills in the engineering, scientific, and

agricultural disciplines with the aim of producing socially

mature men and women with capability to understand, use, and

adapt existing technology and to improve on it, and develop

new ones; and (e) to act as agents and catalysts, through

post-graduate training, research, and innovation for the

effective and economic utilization, exploitation, and

conservation of the country"s natural, economic, and human

resources (pp. 15-16). The most compelling factors that led

to the establishment of the Federal Universities of

Technology in Nigeria are (a) philosophical, (b) economic,

(c) sociological, and (d) geographical factors.

As Carr (1967) noted, in examining the cause of

educational institutions, the following factors must be

emphasized: (a) economic, (b) geographical,

(c) sociological, and (d) philosophical factors and that

historians should take an eclectic view and explain the

historical events in terms of a combination of all these

views.

Philosophical factors. The Nigerian government and

educators recognize that two questions are fundamental to

the development of a sound technical program: what should

be taught, and how should it be taught? Answers to these

questions involve the establishment of the Federal

Universities of Technology in Nigeria. The Federal

Universities of Technology in Nigeria was established to

192

train and prepare students .in modern scientific and

technical education for the technological need of the

country.

Economic factors. Technical education is a contributor

to the Nigerian society's economic mainstream, and the

economy of technical education itself. Labor is a basic

component of the Nigerian economic system. The development

of Federal Universities of Technology in Nigeria has a

source of labor supply to the country's economic growth.

The rapid rate at which technological changes are

occurring creates a need to establish the Federal

Universities of Technology, in order to provide the

technological education programs that are flexible enough to

adapt to a changing economy to operate as productively as

possible. As Wirth (1971) noted, economic growth will

increasingly depend on the rate of technological

development, which in turn will depend on the availability

of technically trained personnel.

Sociological factors. As the Nigerian government and

educators recognized that Nigerian society and nature of

work has changed, and a technology becomes increasingly

compleix, engineers and scientists have to become more highly

traineid. The Federal Universities of Technology was

established to provide scientific and technological training

to its citizens in speeding up training of manpower need of

the country, and to train or retrain people for suited

occupations with the needs, interests, and ability to

193

benefit: from such training. The Nigerian government and

educators look at technical education for at least a partial

solution to the social problems related to Nigeria's

unemployment. As Leighbody (1972) stated, technical

education is a based need to the nature and broad goals of

societal needs and personal fulfillment.

Geographical factors. The assessment of education in

each of the northern, eastern and western regions of Nigeria

also led to the establishment of the Federal Universities of

Technology at Owerri, Akure, and Minna. The federal

government of Nigeria established the Federal University of

Technology at Owerri in 1980, the Federal University of

Technology at Akure in 1981, and the Federal University of

Technology at Minna in 1983. Each of these three

universities was carefully planned to have its own distinct

character. The Federal University of Technology at Owerri

catered to the need of the entire eastern portion of

Nigeria, stressing such academic areas as agriculture/

agricultural technology, engineering/engineering technology,

management technology, and natural/applied science. The

University enrolled 213 students for the 1980/81 academic

year and the primary purpose of the University was to

produce graduates in science and technical subjects.

The Federal University of Technology at Akure catered

to the need of the western section of the country and

emphasized the following academic areas: agriculture/


194

environmental technology, science technology, and veterinary

medicine. The University enrolled the first students in

1981/82 academic year with a student population of 112.

The Federal University of Technology in Minna catered

to the need of the northern section of Nigeria and

emphasized the following academic areas: agriculture/


science/science education, and veterinary medicine, together

with the pre-degree and foundational courses for first and

second year students of degree programs. The University

enrolled the first students in February 1984 with a student

population of 306. The School of Agriculture/Agricultural

Technology and Veterinary Medicine at the Federal University

of Technology were allocated because of their location in

the heart of Nigeria's cattle industry.

Research question two asked, "What were the programs of

study, student enrollment and output patterns of each

Federal University of Technology as they developed from 1980

to 1991?"

The three Federal Universities of Technology at Owerri,

Akure, and Minna, all of which started with only a handful

of students and a small number of courses and a few schools,

now constitute a complex and well-developed system of higher

education. Each of the universities has schools which offer

programs in a wide range of fields in the undergraduate

level.

195

The first degree programs in all three universities

have high entry requirements. Both honors, 1st class, 2nd

class, upper and lower divisions; and 3rd class or a pass

degree are offered. The bachelor's degree in technology may

be obtained in five or six years, depending upon the

discipline and type of degree in question.

The Federal University of Technology in Owerri offers

post-graduate studies which began in 1989. The University

offers the following degrees in three semesters: (a) Master

of Science, (b) Master of Engineering, (c) Master of

Technology, (d) Master of Business Administration, and

(e) the Doctor of Philosophy degree in four semesters,

depending upon the subjects of specialization. Both

master's and doctor's programs involve research in an

approved topic and the presentation of a thesis.

The Federal University of Technology at Owerri. The

university was founded in 1980. It has four schools:

Agriculture/Agricultural Technology, Engineering/Engineering

Technology, Management Technology, and Natural/Applied

Science.

The Federal University of Technology at Akure. The

university was founded in 1981. It has four schools:

School of Agriculture/Agricultural Technology, School of

Engineering/Engineering Technology, School of Science

Technology, and School of Veterinary Medicine and Science.

The Federal University of Technology at Minna. The

university was founded in 1983. It has four schools

196

together with a pre-degrea and foundational courses program.

The Schools consist of the following: Agriculture/

Agricultural Technology, Engineering/Engineering Technology,

Science/Science Education, Veterinary Medicine/Science, and

the pre-degree and foundational courses program for first

and second year students of degree programs.

Enrollment and Output Patterns. The Federal University

of Technology at Owerri opened in 1980 with 213 students.

By the 1981/82 academic year it had 286 students, rose to

366 in the 1982/83 academic year, and to 460 in 1983/84. In

the 1984/85 academic year 774 students enrolled at the

University. In 1985/86 883 students enrolled, and it

awarded 67 degrees in 1985/86. Enrollment rose to 1,010 in

the 1986/87 academic year.

In 1987/88, the University had 1,281 students, and it

awarded 175 degrees in 1986/87 and 163 degrees in 1987/88.

In 1988/89 the student enrollment had risen to 2,210 and it

awarded 209 degrees in 1988/89. By the 1989/90 academic

year the University saw a significant growth in student

enrollment of 2,079 and awarded 236 degrees in 1989/90 with

addition to the 13 post-graduate degrees awarded between

1989-1991 and with enrollment of 2,436 for the 1990/91

academic year.

The Federal University of Technology at Akure was

established in 1981 and admitted its first students in the

1981/82 academic year with student enrollment of 112. By

the 1982/83 academic year it had 189 students and rose to

197

299 in the 1983/84 academic year, and to 419 in 1984/85. In

the 1985/86 academic year, 623 students enrolled at the

University, and the University awarded only 1 degree in

1985/86. By the 1986/87 academic year 907 students

enrolled, and the University awarded 54 degrees in 1986/87.

The student enrollment rose to 1,044 in the 1987/88 academic

year, and the University awarded 133 degrees. In 1988/89,

the University had 1,206 students enrolled and awarded 131

degrees. In the 1989/90 academic year the University

enrolled 1,491 students and awarded 216 degrees. The

University saw a significant growth in student enrollment of

1,846 and awarded 238 degrees in 1990/91.

The Federal University of Technology in Minna was

established in 1983, but opened in 1984 with 306 students.

By the 1985/86 academic year the University had 429 students

and rose to 568 in the 1986/87 academic year. In 1987/88

the University enrolled 870 students and in the 1988/89

academic year the enrollment fell to 800 due to a decline in

the number of students that enrolled in environmental

technology, but enrollment increased to 1,458 in the 1989/90

academic year. By the 1990/91 academic year student

enrollment was 1,556. The University awarded 115 degrees in

1988/89, 156 in 1989/90, and 190 degrees were awarded in

1990/91.

Research question three asked, "What is the role of the

federal government of Nigeria in administration, planning,

and financing of Federal Universities of Technology through

198

the National Universities Commission and the Federal

Ministry of Education?"

The Federal Ministry of Education outlines the

educational policies and they are responsible for the

curriculum, courses, and program development for higher

institutions of learning. The National Universities

Commission and the Federal Ministry of Education are

responsible for preparing the educational development plan

which takes economic and social need into account. Together

with the National Universities Commission, the Federal

Ministry of Education handles the affairs of all Federal

Universities in Nigeria.

The federal government of Nigeria is responsible for

education at all levels and has the full financial

responsibility for higher education in the whole country.

The federal government plays a coordinating role with the

broad direction of educational policy, planning, and

finance.

Planning. When the Federal Universities of Technology

was established, the NUC and the Federal Ministry of

Education handled the affairs of the universities. The NUC

coordinates the physical, academic, and staff development of

the Universities. The NUC set up an academic planning group

to devise the systematic phasing of academic and

professional courses in these universities. In planning for

the development of the universities, the NUC and the Federal

Ministry of Education considered not only the plans put

199

forward by the individual universities themselves, but other

factors such as the demand for students and national needs

for qualified graduates.

Financing. The financing of higher education in

Nigeria cannot be made possible without the oil revenues

that ctre shared among the universities, including the

Federal Universities of Technology. The Federal government

makes sure that these revenues are equitably distributed

among the universities. Sources of financing the Federal

Universities of Technology include: (1) grants in-aid from

the government where contribution is over 90 per cent; and

(2) income from services rendered (e.g., accommodation

charges).

Approximately four months before the beginning of the

financial year each University submits its draft estimates

of expenditures to the National Universities Commission and

the Federal Ministry of Education. These estimates are

prepared under three headings: recurrent expenditure; non-

recurrent, capital or development expenditure; and equipment

expenditure. After receiving the draft estimates from each

institution, the National Universities Commission (NUC) and

the Federal Ministry of Education finance committee

scrutinizes them on a line-by-line basis. The committee

then meets with the heads of institutions and their

financial officers so that they can justify their estimates.

After reaching the consensus on the draft estimates of each

institution, the Director of Finance Division at the NUC and

200

the Director of Higher Education at the Federal Ministry of

Education will then present a form of recommendations to the

Budget Division of the Ministry, which represents the

government and determines specifically the size of the

grants to be made to each institution.

Research question four asked, "What is the role of the

federal government of Nigeria and the governing bodies of

the Universities on the process for selecting vice-

chancellor into the Federal Universities of Technology in

Nigeria?" The improvement and development of the Federal

Universities of Technology in Nigeria depends on the

executive heads of the Universities. The head of the

Nigerian Universities are the vice-chancellors, and they are

the highest political officers of the Universities.

When a University is established or when there is a

vacancy in the position of a University vice-chancellor, the

professors in the University submit a list of nominees to

the University Council to appoint a vice-chancellor through

the Federal Ministry of Education. The search committee

from the Federal Ministry of Education looks at the

following factors when considering the selection of a vice-

chancellor: personality, academic qualifications, and job

experience. On the other hand, the University Council

members look at the following factors for evaluating and

selecting a vice-chancellor: fairness, integrity,

managerial capability, communication ability, coordination

201

ability, productivity, sensitivity, flexibility, and his or

her nationality.

Conclusions

Based on the findings of this study, the following

conclusions are made:

1. It is concluded that the federal government of

Nigeria has played a significant role in establishing the

Federal Universities of Technology in order to provide the

modern scientific and technological education for the

economic need of the country, and that the most compelling

factors that led to the establishment of those institutions

are (a) philosophical, (b) economic, (c) sociological, and

(d) geographical factors.

2. It is concluded that the program of study at each

of the Federal Universities of Technology was designed to

train students in science and technical fields, and that the

number of student enrollment and graduated students has

increased significantly since the establishment of those

institutions.

3. It is concluded that the Federal Ministry of

Education and the National Universities Commission have

played an important role in the administration, planning,

and financing of the Federal Universities of Technology.

4. It is concluded that the method used in selecting a

vice-chancellor for the Federal Universities of Technology

is based on the facts that the professors in the University

vote on nominees and then the list is submitted to the

202

University Council for appointment of the vice-chancellor

through the Federal Ministry of Education.

Implications

The findings and conclusions of this study suggest the

following implication:

1. Compared to institutions in European and Western

societies, Nigerian higher education is very young.

Nevertheless, the Nigerian people are fully cognizant of the

value of a strong educational policy system of education

that was developed from 1962 through 1987 to upgrade and

strengthen the education in Nigeria. The work of the

Federal Ministry of Education in implementing the

educational policies has provided a viable system of

education for its people.

2. From the beginning the Nigerian people accepted the

British pattern and content of higher education in order to

establish their universities and to gain academic

recognition. However, with the establishment of the

Nigerian Federal Universities of Technology, the university

communities and the Nigerian people approach their

establishment to manpower training and procurement that will

provide the national development of the country.

3. There will be many unskilled and uneducated people

in Nigeria because of the new technological development. In

order for those who are not educated to fit into the working

cycle in the new technological development, the education

and training at the Federal Universities of Technology will

203

be of vital importance to anyone going into branches of

science and technology.

4. To assure that the technical training at the

Federal Universities of Technology in Nigeria is parallel

with the pattern of technological training in United States

universities, the educators at the Federal Universities of

Technology should be current in their training with the

American universities with which they have special links, in

order to cope with the ever-changing technology.

Recommendations

Based on the findings, conclusions, and implications of

this study, the following recommendations are made:

1. Since technical education develops human talents

and willingness to change, all of which are essential

ingredients for technological, economic, and social progress

in any society, the Federal Universities of Technology in

Nigeria should place emphasis on the technical education in

imparting knowledge and skills for development.

2. It is recommended that an investigation could be

made to determine whether the academic programs offered in

each Federal University of Technology are in tune with the

university1s mission as accorded by the 6-3-3-4 Educational

Policy of 1987.

3. It is recommended that an investigation could be

made to determine whether the courses taught at the Federal

Universities of Technology have improved with regard to the

economic and social needs of Nigeria.

204

4. Since the federal government of Nigeria has

supported the growth and development of the Federal

Universities of Technology, it is recommended that the

federal government should continue to provide financial

support to the Universities.

5. It is recommended that the federal government of

Nigerian, through the Federal Ministry of Education and the

National Universities Commission, should continue to develop

a long-range comprehensive educational plan for each of the

Federal Universities of Technology.

6. It is recommended that the Federal Ministry of

Education and the National Universities Commission should

conduct periodic self-studies to determine whether they are

keeping pace with the needs of the changing conditions in

the higher educational institutions in Nigeria.

7. It is recommended that the Federal Ministry of

Education should conduct a research study on "national

policy on education in Nigeria." From this research,

criteria for higher educational decisions could be developed

which would further the development of effective educational

standards.

8. It is recommended that the present relationships

between the universities, the National Universities

Commission, and the Federal Ministry of Education should

remain and be strictly adhered to.

9. It is recommended that the approved channel of

communication between the government and the universities on

205

matters of educational interest should continue to be

through the Federal Ministry of Education and the National

Universities Commission.

10. It is recommended that matters relating to the

internal administration of the Federal Universities of

Technology should be addressed directly to the Federal

Minister of Education by the University Council. On the

other hand, the university should communicate directly with

the National Universities Commission on all matters that

fall within the responsibilities of the NUC, on which they

may require the guidance of the Federal Ministry of

Education.

11. It is recommended that in the case of the vice-

chancellor's position, it will be the responsibility of the

University Council to select three suitable candidates from

among whom the president will ultimately appoint one.

12. It is recommended that a similar study be

conducted in five years from now in order to identify any

possible changes or development of the Federal Universities

of Technology in Nigeria.



Federal University of Technology. (1983/85). Calendar: History of the University, Owerri. Nigeria: Government Printer.

Leighbody, G. B. (1972). Vocational education in America's schools: Manor issues of the 1970*5. Chicago: American Technical Society.

Wirth, A. G. (1971). Education in the technological society. Scranton, PA: International Textbook Company.

206

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APPENDIX C

LETTERS

The letters were photocopied on white heavy bond letterhead 8-1/2" x 11". Papers reproduced here as 74% of original. The cover letters were reduced 52% and photocopied on white 8-1/2" x 7" papers.

The following letters are:

1. Letter from Dr. Witt? approval to conduct study by the Office of Research Administration at the University of North Texas.

2. Letters from Dr. Davis of introduction of the study to the Vice-Chancellor, Federal University of Technology, Owerri; the Director, Nigerian Universities Office, Washington, D. C.; and the Director, Office of Higher Education, Federal Ministry of Education, Lagos, Nigeria.

3. Letter from author to schedule interview with the Director of Higher Education, Federal Ministry of Education.

4. Letter from the Federal Ministry of Education, Lagos.

5. Letters from the Nigerian Universities Office in Washington, D. C..

6. Letter from author to the Nigerian Universities Office.

217

2 1 8

University of North Texas O f f i c e of Research Administration

October 26, 1992

Joseph Asagba 2605 Mingo Rd #202 Denton, TX 76201

Dear Mr. Asagba:

Your proposal entitled "A Historical Review of the Development of Federal Universities of Technology in Nigeria 1980-1990," has been approved by the IRB and is exempt from further review under 45 CFR 46.101.

If you have any questions, please contact me at (817) 565-3946.

Good luck on your project.

Sincerely,

Peter Witt, Chair Institutional Review Board

PW/tl

P 0 . Box 5396 . Denton. Texas 76203-5396

817/565-1940 • FAX 817/565-2141 • INTERNET: RESEARCH© VAXB ACS UNT EDU

219

Department of Higher Education College of Education

University of North Texas

November 9, 1992

Umaru: Dechi Gomwalk Professor and Vice Chancellor Federal University of Technology Owerri, Imo State Nigeria, West Africa

Dear Professor Gomwalk,

I am writing this letter in support of the doctoral study that Mr. Joseph Obukowho Asagba has proposed. Mr. Asagba is completing a , dissertation under my direction as part of his Ph.D. program in Higher Education at the University of North Texas. His topic is the historical development of the Nigerian Federal Universities of Technology. His purpose is to explore the manner in which the institutions serve the Nigerian nation in light of their founding mission. Further, he is interested in examining the relationship between the Nigerian government and the University administration as both work for the development of Nigeria.

As an individual who has an important perspective to share, Mr. Asagba will be in contact with you in the very near future. When he does I hope that you will consent to speak with him concerning his study. If I may be of service in resolving any questions you might have please feel free in contacting me directly. My address is:

Prof. Todd M. Davis Department of Higher Education University of North Texas Denton, Texas 76203 (817) 565-2045

Once again, I offer you my thanks in advance for your assistance.

Sincerely,

Todd M. Davis, Ph.D. Associate Professor of Higher Education

P O Box 13857 • Denton, Texas 76203-3857

817/565-2045 . TDD 800-735-2989

220



November 9, 1992

The Director, Nigerian Universities Office Embassy of Nigeria 2010 Massachusetts Ave., N.W. Suite 400

Washington, D.C. 20036

Dear Sir, I am writing this letter in support of the doctoral study that Mr. Joseph Obukowho Asagba has proposed. Mr. Asagba is completing a ' dissertation under my direction as part of his Ph.D. program in Higher Education at the University of North Texas. His topic is the historical development of the Nigerian Federal Universities of Technology. His purpose is to explore the manner in which the institutions serve the Nigerian nation in light of their founding mission. Further, he is interested in examining the relationship between the Nigerian government and the University administration as both work for the development of Nigeria.




Sincerely,


P O . Box 13857 • Denton, Texas 76203-3857

817/565-2045 • TDD 800-735-2989

2 2 1



November 9, 1992

The Director, Office of Higher Education Federal Ministry of Education Lagos, Nigeria, West Africa

Dear Sir,

I am writing this letter in support of the doctoral study that Mr. Joseph Obukowho Asagba has proposed. Mr. Asagba is completing a dissertation under my direction as part of his Ph.D. program in Higher Education at the University of North Texas. His topic is the historical development of the Nigerian Federal Universities of Technology. His purpose is to explore the manner in which the institutions serve the Nigerian nation in light of their founding mission. Further, he is interested in examining the relationship between the Nigerian government and the University administration as both work for the development of Nigeria.




Sincerely,


P.O.Box 13857 • Denton, Texas 76203-3857

817/565-2045 • TDD 800-735-2989

222

2605 Mingo Road Apartment 202 Denton, TX 76201 U. S. A. November 16, 1992

The Director of Higher Education Federal Ministry of Education Lagos, Nigeria West Africa

Dear Sir:

I am a Nigerian and a Ph. D. candidate in Higher Education at the University of North Texas, Denton, Texas. I am completing a dissertation as part of my Ph. D. program and my topic is the historical review of the development of Federal Universities of Technology in Nigeria. The purpose of the study is to explore the manner in which the institutions serve the Nigerian nation in light of their founding mission and to examine the following: (a) the major factors and events that led to the establishment of the Federal Universities of Technology in Nigeria; (b) to review the programs of study and to analyze the student enrollment and output patterns of the Federal Universities of Technology during their developmental states; (c) to identify the role of the federal government of Nigeria in administration, planning, and financing of the Federal Universities of Technology through the National Universities Commission and the Federal Ministry of Education; and (d) to identify the role of the federal government of Nigeria and the governing bodies of the Universities on the process for selecting or appointing vice-chancellors to the Federal Universities of Technology.

I will be coming to Nigeria in December and plan to stay in Nigeria for about six weeks. I would like to schedule an interview with you during my stay in Nigeria as part of collecting data for the completing of my study.

This study and the data collected shall neither implicate, cause harm to, or embarrass the participation of institutions in any way. The results of the study will be made available to participating institutions desiring them.

By the time of your response to schedule the interview I will be in Nigeria, so I would appreciate that you forward all your correspondence directly to me in Nigeria. My address is:

Mr. Joseph 0. Asagba P. 0. Box 1674 Sapele, Delta State Nigeria

Thank you for your attention and cooperation. I look forward to hearing from you soon.

Yours truly,

Joseph 0. Asagba

223

FEDERAL MINISTRY OF EDUCATION AND YOUTH DEVELOPMENT

P. M. B. No ...12573

Telegrams

Telephone 613567

OFFICE OF THE DIRECTOR " "FORMAL'' EDUCATION' D'EPMlMfeWT'

DIVISION

When replying, please quote earlier reference

Ret. No. D*iEW?l?.L.2.8..

Date . . December.1.9.9.2

Mr. Joseph 0. Asagba, P.O.Box 1674, Sapale, Delta State.

RE: INTERVIEW FOR DATA COLLECTION

I am directed to acknowledge receipt of your letter dated November, 16th 1992 and to Inform you that my director will be willing to receive you whenever you would be ready in January, 1993.

A.O. Bankole for: Director of Formal Education,

1} -VW,

vw<

PROF. ROMANUS EGUDU

TELEPHONE (202)659-8113 CABLE ADDRESS.- NUCO WASHINGTON TELEX NO. 89-630

YOUR REF:

OUR REF:

2 2 4

NIGERIAN UNIVERSITIES OFFICE EMBASSY OF NIGERIA

2010 MASSACHUSETTS AVENUE, N.W. 4TH FLOOR

WASHINGTON, D.C. 20036

12 December, 1990

Mr. Joseph Asagba 2605 Mingo Road Apt.# 202 Denton, Texas 76201

Dear Mr. Asagba:

As a follow-up to our telephone conversation, I am enclosing the following information which may prove useful to you in the completion of your dissertation:

(1) Articles from the National Universities Commission publication, "25 Years of Centralised University Education in Nigeria", ed. Dr. A.U. Kadiri:

(a) "The Emergence of State and Private Universities"

by Professor 1.0. Oladapo; (b) "Organisation of the National Universities

Commission Secretariat" (Contributions from the NUC Secretariat)

(2) Directory to Subjects of Study (taken from the 1988 Commonwealth Universities Yearbook)

(3) The 6-3-3-4 System of Education at a Glance, issued by Implementation Committee, National Policy on Education, Federal Ministry of Education, Lagos, Nigeria, 1987.

Please let me know if we can be of further assistance to you.

Sincerely,

Barbara L. Bundy for: Education Attache (Universities)

/bib Enclosures: a/s

225

2506 Mingo Road Apartment #202 Denton, TX 76201 October 9, 1992

Ms. Barbara L. Bundy Nigerian Universities Office Embassy of Nigeria 2010 Massachusetts Avenue, N.W. 4th Floor

Washington, DC 20036

Dear Ms. Bundy: To complete my dissertation research entitled "A Historical Review, of

the Development of Federal Universities of Technology in Nigeria, 1980-1990" I would like to request the following material:

1. The history and development of Federal Universities of Technology (FUT) in Nigeria including the name of the committee and those involved in the founding of the FUT; and,

2. Names of the U. S. Universities that have links or special relationship with the FUT in Nigeria.

The materials will be very helpful for completion of my dissertation. Your help will be appreciated.

Sincerely,

Joseph Asagba

226

PROF ROMANUS EGUDU EDUCATION ATTACHE TELEPHONE (202) 659-8113 CABLE ADDRESS: NUCO WASHINGTON TELEX NO. 89-630 FAX NO. (202) 659-8116 YOUR REF:

OUR REF:

NIGERIAN UNIVERSITIES OFFICE EMBASSY OF NIGERIA

2010 MASSACHUSETTS AVENUE, N.W. SUITE 400

WASHINGTON, D.C. 20036

16 October, 1992

Mr. Joseph O. Asagba 2605 Mingo Road Apt. #202

Denton, Texas 76201

Dear Mr. Asagba:

I wish to acknowledge receipt of your letter dated 9 October, 1992.

I regret to inform you that I do not have the specific information you requested in your letter. However, I am enclosing some information that may prove useful to you in the completion of your dissertation research:

(1) Select pages from the following university calendars: (a) FUT, Owerri [1983-1985]; (b) FUT, Yola [1982-83]; Rivers State University of Science & Technology [1984-89];

(2) List of Existing Inter-Institutional Linkages Between Nigerian and U.S. Universities;

(3) Map of Nigeria showing thirty states and capitals.

Best wishes are conveyed to you on the completion of your Ph.D.

Sincerely,

L. Bundy , for: Education Attache

(Universities)

bib/ Enclosures: a/s

APPENDIX D

TOPICS ADDRESSED IN INTERVIEWS BY

AUTHOR (INTERVIEW QUESTIONS)

227

228

The following people were interviewed on January 27,

1993, and March 12, 1993, for use in this research:

Vice-Chancellor of Federal University of Technology,

Owerri: Professor C. 0. G. Obah.

Director-General of Higher Education at Federal

Ministry of Education, Lagos: Mr. M. Y. Hamze.

Interview Documented Activity Log

Interviewee name and position records

Date interviewed

Interview

Personal notes

Tape recording

Professor C. 0. G. Obah, Vice Chancellor, Federal University of Technology

Mr. M. Y. Hamze, Director of Higher Education, Federal Ministry of Education

1-27-93

3-12-93

X X

X

229

Crucial Questions Asked the Director of Higher Education at the Federal Ministry of Education, Lagos

1. What is the role of the federal government of Nigeria in administration, planning and financing of the Federal Universities of Technology? What actual role does the Federal Ministry of Education play in this?

2. In the area of financing of the Federal Universities of Technology, what role does the federal government of Nigeria play? Where do the funds come from and how does the Federal Ministry of Education estimate the amount of funds to give to the University?

3. Have there been any changes in the method and amount of funding to the Federal Universities of Technology during the 1980s to present? Explain.

4. From your perspective, is the federal government of Nigeria playing an important role in administration, planning, and financing of the Federal Universities of Technology? Explain what the actual role of the government is.

5. In the selection process of the Vice-Chancellor to the Federal Universities of Technology, what actual role does the Federal Ministry of Education play? Please explain.

6. What are the major factors that the Federal Ministry of Education considers during the selection process of a Vice-Chancellor to the Federal Universities of Technology in Nigeria? Explain why this process is used.

7. As a Director of Higher Education at the Federal Ministry of Education, what is your actual role or administrative function?

230

Crucial Questions Asked the Vice-Chancellor of the Federal University of Technology at

Owerri, Nigeria

1. What major factors and events led to the establishment of the Federal Universities of Technology in Nigeria? How does the Nigerian society support the establishment of the Universities? Who opposed their establishment and why?

2. What are the two or three most critical developments that shape the establishment of the Federal Universities of Technology in Nigeria?

3. In the next decade what do you think the Mission of the Federal Universities of Technology should be?

4. What are the major factors affecting the Federal Universities of Technology that you might expect in the next decade?

5. What are the major developments regarding the Mission of the Federal Universities of Technology? What is coming? What are the problems and opportunities that you see that we should be examining?

6. What do you think will happen if the federal government of Nigeria does not pay attention to technological education?

7. Are the Federal Universities of Technology considered to be major research institutions?

8. Do you think that the academic programs at the Federal Universities of Technology prepare students to exercise real leadership? In what way and how?

9. Who decided the curricula content of the degree programs at the Federal Universities of Technology?

10. What are your views of strategic planning for the Federal Universities of Technology in Nigeria?

11. From your perspective as a Vice-Chancellor, what is best about the Federal Universities of Technology as an educational institution and what is worst about it?

12. What are the strengths and unique characteristics of the Federal Universities of Technology in Nigeria?

13. What is the role of the Federal Universities of Technology as a federal institution to the Nigerian society?

14. How did the University evaluate student progress at the Federal Universities of Technology in Nigeria?

231

The following key questions are about the Vice-Chancel lor and the selection process of the Vice-Chancellor position.

15. What was your position before being appointed Vice-Chancellor at the Federal University of Technology?

16. What are your educational qualifications?

17. Do you think that your educational qualifications influence your appointment as a Vice-Chancel lor? In what way?

18. What is the process used in selecting or appointing a Vice-Chancellor to the Federal Universities of Technology in Nigeria? Why is this process used? What are the positive and negative aspects of this process?

19. From your perspective, what are the major factors that the University Council considers during the process of selecting or appointing a Vice-Chancellor to the Federal Universities of Technology in Nigeria? Why does the council use such a process?

20. As a Vice-Chancellor, what are your administrative functions as a chief executive of the University?

APPENDIX E

INTERVIEW QUESTIONS AND RESPONSES

232

233

INTERVIEW RESPONSES

Interviews with the Vice-Chancellor and the Director-

General of Higher Education at the Federal Ministry of

Education resulted in the following responses. The

following are the crucial questions asked the Vice-

Chancellor and the Director-General.

Vice-Chancellor

Question la: What major factors and events led to the

establishment of the Federal Universities of Technology in

Nigeria?

Answer: The major factors that led to the

establishment of the Federal Universities of Technology in

Nigeria are:

1. The philosophical factors—that is, the Nigerian

government and educators recognize that two questions are

fundamental to the development of a sound technical

education: what should be taught and how it should be

taught.

2. Economic factors—that is, technical education will

be a contributor to the Nigerian society1s economic

mainstream and that the rapid rate at which technological

changes are occurring creates a need to establish the FUT,

to provide the technological education that will adapt to

the changing economy.

234

3. Sociological factors—that is, the Nigerian

government and educators recognized that Nigerian society

and the nature of work has changed and, as technology

becomes increasingly complex, engineers and scientists have

to become more highly trained. The government and educators

look at technical education for at least a partial solution

to the social problems related to the Nigerians

unemployment.

4. Geographical factor—the assessment of education in

each of the northern, eastern, and western regions of

Nigeria led to the establishment of the Federal Universities

of Technology. The FUT of Owerri catered to the need of the

entire eastern portion of Nigeria, the FUT at Minna catered

to the need of the northern section, while the FUT at Akure

catered to the need of the western section of the country.

The major events that led to the establishment of the

Federal Universities of Technology was the work of an

educational team of experts that was set up by the federal

government, through a committee of the National Universities

Commission. The committee was set up in 1978 to conduct an

investigation into the need in the field of technological

education. The Mohammed Commission was created by the

Nigerian President, Usman Aliju Shagari, and was under the

chairmanship of Col. A. A. All. The experts were drawn from

a wide range that included representatives from the National

Universities Commission and the Ministries of Education,

235

Health, Economic Development, and Finance. During the

establishment of the Federal Universities of Technology, the

committee met numerous challenges on how to meet the

requisites necessary to begin operation of the Universities.

The committee^ greatest challenges regarding the

establishing the Federal Universities of Technology requires

the following: (a) securing a location and facilities? (b)

employing faculty, staff, and administration? (c) developing

procedures for admissions? (d) promulgating regulations for

students? (e) creating a curriculum? (f) prescribing

estimate for costs? (g) obtaining financial support? and

(h) addressing important matters. However, the Universities

were set up and approved by the president.

Question lb: Did the Nigerian society support the

establishment of the Federal Universities of Technology?

And who opposed their establishment and why?

Answer: The establishment of the Federal Universities

of Technology was lcirgely supported by the Nigerian society.

They see this as a means of receiving the technological

education as a solution to the unemployment.

Question 2: What are the two or three most critical

developments that shape the establishment of Federal

Universities of Technology in Nigeria?

Answer: The most critical developments that shape the

establishment of the Federal Universities of Technology are:

(a) securing a location and facilities? (b) creating

236

curriculum; and (c) employing faculty, staff, and

administration to start operation of the Universities.

Question 3: In the next decade what do you think the

mission of the Federal Universities of Technology could be?

Answer: In the next decade the mission of the Federal

Universities of Technology will continue to be to provide a

sound scientific and technological education to the Nigerian

people, to identify technological problems and needs of the

society, and to find solutions to overall national

development of Nigeria.

Question 4: What are the major factors affecting the

Federal Universities of Technology that you might expect in

the next decade?

Answer: To continue to provide the best post-graduate

training in science and technical education, to adapt to the

new technology, and to improve on it.

Question 5: What are the major developments regarding

the mission of the Federal Universities of Technology? What

is coming? What are the problems and opportunities that you

see which we should be examining?

Answer: The major development regarding the mission of

this University is that the academic program is designed to

respond to the changes in technology. What is coming? I

see more changes in modern technology. The problems I see

are the rapid economic development and modern technology,

and insufficient numbers of students enrolling in

237

agriculture, scientific, engineering, and technological

fields. Those are what we should be examining.

Question 6: What do you think will happen if the

federal government of Nigeria did not pay attention to

technological education?

Answer: The social and economic development of the

country will not be strengthened and there will be lack of

sufficient numbers and qualified people in the areas of

technical and scientific profession.

Question 7: Are the Federal Universities of Technology

considered major research universities? And in what way?

Answer: Yes, the Federal Universities of Technology

are research institutions because of their academic programs

in engineering, scientific, and agricultural disciplines.

Question 8: Do you think that the academic programs at

the Federal Universities of Technology do prepare students

to exercise real leadership? In what way and how?

Answer: Yes, I believe that the academic programs at

the Federal Universities of Technology do prepare students

to exercise real leadership in their academic disciplines

because the students are provided with a sound scientific

and technological training.

Question 9: Who decided the curricular content of the

degree programs at Federal Universities of Technology?

Answer: The curricula is decided by the University

Council in collaboration with the National Universities

238

Commission academic planning division for curriculum

development.

Question 10: What are your views of strategic planning

for Federal Universities of Technology in Nigeria?

Answer: Strategic planning process for the Federal

Universities of Technology in Nigeria is aimed at selecting

the academic programs that are vital to the need of the

economic and social need of the country. And to have the

best faculty member with the basic qualification in their

areas of study.

Question 11: From your perspective as a Vice-

Chancellor, what is best about the Federal Universities of

Technology as an educational institution and what is worst?

Answer: The academic program is what is best about the

Federal Universities of Technology in Nigeria. The

University prepares students for technological education.

There is nothing worst about the Universities because the

mission of the Universities is being met; that is providing

the technological training to individuals and responding to

the needs of the society in terms of the technological

change.

Question 12: What are the strengths and unique

characteristics of the Federal Universities of Technology in

Nigeria?

Answer: The strengths of the University is the support

of the federal government and the Nigerian people. The

239

academic programs are the- unique characteristic of the

Universities. The Universities offered programs such as

Agricultural Engineering Technology, Engineering Technology,

Agricultural Technology, Science Education Technology, and

Environmental Science.

Question 13: What is the role of the Federal

Universities of Technology as a federal institution to the

Nigerian society?

Answer; The Federal Universities of Technology is a

federally supported higher institution. Their role is to

provide the scientific and technical education to the

Nigerian people and to provide the necessary technical

education to the unskilled and unemployed in order to seek

gainful employment that will meet the economic and social

need of the country.

Question 14: How did the University evaluate faculty

and student progress?

Answer: The departmental heads supervised their

faculty and student progress.

Question 15: What position did you hold before being

appointed Vice-Chancellor at the Federal University of

Technology, Owerri?

Answer: Previously I was the former head of Electrical

and Electronic Engineering Department at FUT of Owerri. I

was appointed the Vice-Chancellor of this University in

1991.

240

Question 16: What is your educational background?

Answer: My educational background has always been in

science. I obtained my Ph.D. in Electrical and Electronics.

Question 17: Do you think your educational background

in science influenced your appointment as the Vice-

Chancellor to a technological institution as the Federal

University of Technology?

Answer: Yes, I believe that my appointment as the

Vice-Chancellor had a lot to do with my educational

background in science.

Question 18: What is the process used in selecting or

appointing a Vice-Chancellor? Why is this process used?

What are the positive and negative aspects of this process?

Answer: First, a vote is taken from the Professors at

the University on nominees. Secondly, the list of nominees

is submitted to the University Council. Thirdly, the

University Council submits the list of nominees to the

Federal Ministry of Education for the selection process.

The selection committee from the Federal Ministry of

Education chooses the best nominee to the President of the

country for appointment.

Question 19: From your perspective, what are the major

factors that the University Council looks at during the

process of selecting a Vice-Chancellor? And why does the

Council use such a process?

241

Answer: The University Council looks at the following

factors when selecting nominees for the Vice-Chancellor

position: (a) fairness, (b) integrity, (c) leadership and

managerial capability, (d) communication ability,

(e) coordination ability, (f) productivity, (g) sensitivity,

(h) flexibility, and (i) nationality. The University

Council uses such a process as a method in evaluating the

nominees in order to get the best candidate for the Vice-

Chancellor position.

Question 20: As a Vice-Chancellor, what are your

administrative functions?

Answer: My job as a Vice-Chancellor is to administer

the University, to lead the administrators and faculty

members, taking change and doing what is right for the

University.

Director-General of Higher Education

Question: What is the role of the federal government

of Nigeria in administration, planning, and financing of the

Federal Universities of Technology? And what actual role

does the Federal Ministry of Education play in this?

Answer: The federal government is responsible for the

overall development of the Federal Universities of

Technology. The role of the Federal Ministry of Education

is to outline the educational policies, responsible for the

curriculum, courses, and program development. The actual

242

role of this office is to- handle the affairs of the

Universities such as finance, policy, and planning.

Question: In the area of financing of the Federal

Universities of Technology, what role does the federal

government of Nigeria play in this? And where do the funds

come from and how does the Federal Ministry of Education

estimate how much funds to give the University?

Answer: The federal government of Nigeria is

responsible for the financing of the Universities. The

funds come from the oil revenues that are shared among the

Universities in terms of grants. The Universities must

submit a draft estimate of their expenditures to the

National Universities Commission and this office. The NUC

and this office will scrutinize the estimates. After

reaching the consensus on the draft estimates, then we will

present a form of recommendations to the budget division of

this ministry which represents the government and then

determine specifically the size of the grant to be made to

each of the Universities through the National Universities

Commission.

Question: Have there been any changes in the method

and amount of funding to the Federal Universities of

Technology during the 1980s to present? Explain.

Answer: There has been no change in the method used in

handling the financing of the Universities but funding to

the Federal Universities of Technology during the 1980s to

243

present has increased. This is because of their academic

programs and increases in student enrollment.

Question: From your perspective, is the federal

government playing an important role in administration,

planning, and financing of the Federal Universities of

Technology? Explain what are the actual roles.

Answer: The federal government is playing an important

role in these areas through this office and the National

Universities Commission office.

Question: In the selection process of the Vice-

Chancellor to the Federal Universities of Technology, what

actual role does the Federal Ministry of Education play in

this? And explain why?

Answer: The Federal Ministry of Education plays an

important role in the selection process of the Vice-

Chancellor to the FUT. The actual role of the Ministry is

to make sure the best candidate is recommended to the

president for appointment as a Vice-Chancellor.

Question: What are the major factors that the Federal

Ministry of Education looks at during the selection process

of a Vice-Chancellor to the Federal Universities of

Technology in Nigeria? And explain why this process is

used?

Answer: The Federal Ministry of Education looks at the

following factors when selecting a Vice-Chancellor:

(1) academic gualifications, (2) job experience,

244

(3) communication ability, and (4) personality. This

process is being used in order to select the best candidate

for the Vice-chancellor position.

Question: As a Director-General of Higher Education at

the Federal Ministry of Education, what is your actual role

or administrative function?

Answer: My actual role as the Director-General of

Higher Education at the Federal Ministry of Education is to

make sure that the administration, planning, and financing

of the federal universities and colleges are met.

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