THE NIGERIAN ECONOMY (MPA 813)
ASSIGNMENT ON
THE CHRONOLOGICAL ANALYSIS OF THE EXPANSION OF TERTIARY INSTITUTIONS
IN NIGERIA
SUBMITTED TO
DR. DICKSON ORIAKHIDEPARTMENT OF POLITICAL SCIENCE AND
PUBLIC ADMINISTRATIONFACULTY OF SOCIAL SCIENCES
UNIVERSITY OF BENINBENIN CITY
BY
GROUP AMPA 1
2007 / 2008 SESSION
INTRODUCTION
Nigeria is a federation of 36 States and a Federal Capital Territory (FCT).
Each State is made up of a number of Local Government Areas (LGAs), decided
by its population and other considerations. The constitution of the Federal
Republic of Nigeria defines for each of the three tiers of government, Federal,
State and Local Government, a set of functions and services; it is expected to
perform with respect to governance. But the constitution also identified a number
of services it describes as concurrent as opposed to exclusive list for federal and
state governments respectively. Education is one of those services on the
concurrent list. Education is central to development. It empowers people and
strengthens nations. It is a powerful “equalizer”, opening doors to all to lift
themselves out of poverty. It is critical to the world’s attainment of the Millennium
Development Goals (MDGs).
Two of the eight MDGs pertain to education—namely, universal primary
completion and gender parity in primary and secondary schooling. Moreover,
education—especially girls’ education—has a direct and proven impact on the
goals related to child and reproductive health and environmental sustainability.
Education also promotes economic growth, national productivity and innovation,
and values of democracy and social cohesion.
Investment in education benefits the individual, society, and the world as a
whole. Broad-based education of good quality is among the most powerful
instruments known to reduce poverty and inequality. With proven benefits for
personal health, it also strengthens nations’ economic health by laying the
foundation for sustained economic growth. For individuals and nations, it is key to
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creating, applying, and spreading knowledge—and thus to the development of
dynamic, globally competitive economies. It is also fundamental for the
construction of democratic societies.
Knowledge and advanced skills are critical determinants of a country's
economic growth and standard of living as learning outcomes are transformed
into goods and services, greater institutional capacity, a more effective public
sector, a stronger civil society, and a better investment climate. Good quality,
merit-based, equitable, efficient tertiary education and research are essential
parts of this transformation. Both developing and industrial countries benefit from
the dynamic of the knowledge economy. The capacity for countries to adopt,
disseminate, and maximize rapid technological advances is dependent on
adequate systems of tertiary education. Improved and accessible tertiary
education and effective national innovations systems can help a developing
country progress toward sustainable achievements in the Millennium
Development Goals, particularly those goals which relates to all levels of
education, health, and gender equity.
Tertiary education, is referred to as third stage, third level, and post-
secondary education, is the educational level following the completion of a school
providing a secondary education, such as a high school, secondary school, or
gymnasium. Colleges, universities, institutes of technology and polytechnics are
the main institutions that provide tertiary education (sometimes known
collectively as tertiary institutions). Tertiary education generally culminates in the
3
receipt of certificates, diplomas, or academic degrees emanating from rigorous
training and impact of knowledge in the respective discipline.
Tertiary Education encompasses all organized learning activities at the
tertiary level. The National Policy on Education (1998) defines Tertiary Education
to include the universities, polytechnic, monotechnics and colleges of education
in Nigeria Higher Education.
OBJECTIVE OF TERTIARY EDUCATION
The goals of tertiary education, as specified in the National Policy (2004
edition) are:
i) To contribute to national development through high-level relevant
manpower training;
ii) To develop and inculcate proper values for the survival of society.
iii) To develop the intellectual capability for individuals to understand and
appreciate their local and external environments,
iv) To acquire both physical and intellectual skills which will enable
individuals to be self-reliant and useful members of the society;
v) To promote and encourage scholarship and community services;
vi) To forge and cement national unity; and
vii) To promote national and international understanding and institutions.
These are in consonance with those envisioned by the World Declaration on
Higher Education at the World Conference on Higher Education held in Paris, 5-9
October 1998. The Conference re-affirmed that education is a fundamental pillar
of human rights, democracy, sustainable development and peace. It should
therefore be accessible to all throughout life and that measures are required to
4
ensure co-operation across and between the various sectors, particularly
between general, technical and professional, secondary and post-secondary
education as well as between universities and other institutions of higher
education.
TYPES OF TERTIARY INSTITUTIONS IN NIGERIA
In Nigeria, higher education is available in four main types of institutions
The universities (Federal, State and Private) , of which there were 95 as at
the year 2008;
Polytechnics, originally intended for middle and high level
technical/professional education.
Colleges of Education, intended for high-level non-graduate teacher
education, but some of which have since become ‘degree-granting
institutions’, with emphasis on bachelors’ degrees in Education;
Monotechnics: higher institutions that offer courses in specific professional
areas: Nursing, Agriculture, Veterinary Studies, etc.
EVOLUTION OF INSTITUTION FOR HIGHER LEARNING IN NIGERIA
The first institution for higher education in Nigeria was Yaba College of
Technology, established in 1934. This became the nucleus of the first University
College, established in Ibadan in 1948. The attainment of political independence
in 1960 was accompanied by expansion in the education sector in general, and
in higher education in particular.
There was an improved geographical spread of universities: University of
Nigeria, Nsukka (1960), Ahamdu Bello University, Zaria, University of Lagos, and
the University of Ife (all in 1962), and much later, the University of Benin (1970).
5
These institutions are now collectively known as FIRST GENERATION
UNIVERSITIES.
The year 1975 (seven universities were created) witnessed the
emergence of Nigeria’s second-generation universities. Most of these Institutions
had begun as satellite campuses of existing universities: Kano, Jos, Maiduguri,
Calabar, Port Harcourt, and Ilorin. More universities were to follow in subsequent
years, with ‘boom period’ in the 1980s.
The 1990-decade witnessed the birth of private universities. This
phenomenon has helped to broaden the scope of ownership of universities into
Federal, State, and Private. The post-1970 institutions are now collectively called
the third generation universities.
One notable feature of the development of universities in Nigeria is the
emergence of specialized universities. Most of these focus on Science and
Technology, while there are three (Makurdi, Abeokuta, and Umudike) that focus
on Agriculture.
List of Approved Federal Universities in Nigeria
S/NFEDERAL
UNIVERSITIES VICE CHANCELLOR WEBSITE ADDRESSYEAR
FOUNDED
1
Abubakar Tafawa Balewa University, Bauchi Prof. G. A. Babaji http://www.atbunet.org 1988
2Ahmadu Bello University, Zaria
Prof. Shehu U. Abdullahi http://www.abu.edu.ng 1962
3Bayero University,Kano
Prof. Attahiru M. Jega
http://www.buk.edu.ng, www.buk.edu.org, www.buk.edu.net 1975
4
Fed. Univ. of Petroleum Resources, Effurun
Prof. Babatunde Alabi 2007
5Federal University of Technology Yola.
Prof. Abdullahi Y. Ribadu http://www.futy.edu.ng 1988
6Federal University of Technology, Akure
Prof. Adebisi M. Balogun http://www.futa.edu.ng 1981
7 Federal University of Prof. Muhammed S. http://www.futminna.edu.ng 1982
6
Technology, Minna. Audu
8Federal University of Technology, Owerri Prof. C. O.E. Onwuliri
http://www.futo.edu.ng, http://www.futoeduportal.com 1980
9
Micheal Okpara University of Agriculture, Umudike Prof. Ikenna Onyido
http://www.mouaportal.com, http://mouau.edu.ng 1992
10
National Open University of Nigeria, Lagos.
Prof. Olugbemiro Jegede http://www.nou.edu.ng 2002
11Nigerian Defence Academy,Kaduna Prof. Aliyu Abdullahi www.nigeriandefenceacademy.edu.ng 1985
12Nnamdi Azikiwe University, Awka
Prof. Ilochi Austin Okafor http://www.unizik.edu.ng 1992
13Obafemi Awolowo University,Ile-Ife
Prof. M. Oladimeji Faborode http://www.oauife.edu.ng 1962
14University of Abuja, Gwagwalada Prof. Nuhu O. Yaqub http://www.uniabuja.edu.ng 1988
15
University of Agriculture, Abeokuta.
Prof. Oluwafemi O. Balogun http://www.unaab.edu.ng 1988
16University of Agriculture, Makurdi. Prof. D.V. Uza http://uam.mycportal.com 1988
17 University of BeninProf. E. A. C. Nwanze. http://www.uniben.edu.ng 1970
18University of Calabar
Prof. Bassey O. Asuquo http://www.unical.edu.ng 1975
19 University of Ibadan Prof. O. A. Bamiro http://www.ui.edu.ng 1948
20 University of Ilorin Prof. Is'haq Oloyede http://www.unilorin.edu.ng 1975
21 University of Jos Prof. S. G. Tyoden http://www.unijos.edu.ng 1975
22 University of Lagos Prof. Tolu Odugbemi http://www.unilag.edu.ng 1962
23University of Maiduguri Prof. M. M. Daura
http://www.unimaidportal.net, http://www.unimaid.edu.ng, http://www.unimaid.org 1975
24University of Nigeria, Nsukka Prof. C. O. Nebo http://www.unn.edu.ng 1960
25University of Port-Harcourt
Prof. Don M. Baridam http://www.uniport.edu.ng 1975
26 University of Uyo Prof. A. I. Essien http://www.uniuyo.edu.ng 1991
27Usuman Danfodiyo University Prof. T. M. Bande http://www.udusok.edu.ng 1975
List of Approved State Universities in Nigeria
S/N STATE UNIVERSITIES VICE CHANCELLOR WEBSITE ADDRESSYEAR
FOUNDED
1 Abia State University, Uturu. Prof. Mkpa O. Mkpa http://www.absuportal.com 1980
2 Adamawa State University MubiProf. Abdurrahman Ghaji http://www.adamawastateuni.com 2002
3Adekunle Ajasin University, Akungba. Prof. Philip O. Abiodun www.ajasin.edu.ng 1999
7
4Akwa Ibom State University of Technology, Uyo
Prof. Sunday W. Petters
http://www.akutech.net, http://www.akutech.edu.ng 2004
5 Ambrose Alli University, Ekpoma, Prof. D. O. Aighomian http://www.aauekpoma.edu.ng 1980
6Anambra State University of Science & Technology, Uli Prof. I. P. Orajaka 2000
7 Benue State University, Makurdi. Prof. Akase P. Sorkaa 1992
8Bukar Abba Ibrahim University, Damaturu. Prof. M. N. Alkali www.baiuniv.net 2006
9Cross River State University of Science &Technology, Calabar Prof. E. I. Braide
http://www.crutech.net, http://www.crutechedu.net 2004
10 Delta State University Abraka Prof. John Enaowho www.delsunigeria.net 1992
11 Ebonyi State University, Abakaliki Prof. Fidelis Ogahhttp://www.ebsuportal.com, http://www.ebsu.edu.ng 2000
12Enugu State University of Science and Technology, Enugu Prof. I. J. Chidobem www.esut.edu.ng 1981
13 Gombe State Univeristy, Gombe Prof. Abdullahi Mahadi www.gomsu.org 2005
14Ibrahim Badamasi Babangida University, Lapai
Prof. M. A. Chado (DVC) 2005
15 Imo State University, Owerri Prof. I. C. Okonkwo http://www.imsu.edu.ng 1992
16 Kaduna State University, KadunaProf. E. M. Abdulrahman
http://www.kasuportal.net, http://www.kasu.edu.ng 2004
17Kano State University of Technology Wudil Prof. I. S. Diso www.kust.edu.ng 2000
18 Katsina State University, KatsinaProf. Abdullahi Mustapha http://www.katsu.edu.ng 2006
19 Kebbi State University, Kebbi Prof. M. K. Abubakarhttp://www.ksusta.com, http://www.ksusta.edu.ng 2006
20 Kogi State University Anyigba Prof. Hassan S. Isah http://myksuportal.com 1999
21Ladoke Akintola University of Technology, Ogbomoso Prof. B. B. Adeleke http://www.lautech.edu.ng 1990
22 Lagos State University Ojo, Lagos. Prof. L. A. Hussain http://www.lasunigeria.org 1983
23 Nasarawa State University, Keffi Prof. Adamu Baikehttp://www.nsukonline.com, http://www.nsukonline.net 2002
24 Niger Delta Unversity, YenagoaProf. Chris Ikporukpo (Ag.)
http://www.ndu.edu.ng, http://www.ndu.edu.ng.tripod.com 2000
25Olabisi Onabanjo University Ago-Iwoye Prof. Odutola Osilesi http://www.oou-ng.com 1982
26 Osun State University, Oshogbo Prof. Sola Akinrinade www.osunstateuniversity.edu.ng 2006
27 Plateau State University, Bokkos Prof. J. W. Wade, mni www.plasu.edu.ng 2005
28Rivers State University of Science & Technology Prof. B B Fakae (Ag)
http://www.rsust.edu.ng, http://www.rsustonline.com 1979
29Tai Solarin Univ. of Education, Ijebu-Ode
Prof. Kayode O. Oyesiku http://www.tasuedu.org 2005
30 University of Ado-Ekiti Prof. I. O. Orubuloye www.unadportal.com 1988
31 University of Education, Ikere Ekiti http://www.tunedikedu.org 2008
32Ondo State University of Science and Technology, Okiti-Pupa 2008
33 Taraba State University, Jalingo 2008
34 Kwara State University, Ilorin 2009
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List of Approved Private Universities in Nigeria
S/N STATE UNIVERSITIES VICE CHANCELLOR WEBSITE ADDRESS
YEAR FOUNDE
D
1Abti-American University, Yola
Dr. C. Michael Smith (Prsdt) http://www.abti-american.edu.ng 2003
2 Achievers University, Owo Prof. J.A Odebiyi http://www.achievers.edu.ng 2007
3
African University of Science & Technology, Abuja http://www.aust.edu.ng 2007
4Ajayi Crowther University, Ibadan Prof. Olajire Olaniran www.acu.edu.ng 2005
5 Al-Hikmah University, Ilorin Prof. 'Deremi Abubakre 2005
6Babcock University,Ilishan-Remo Prof. Kayode J. Makinde http://www.babcockuni.edu.ng 1999
7Bells University of Technology, Otta Prof. A. I. Adeyemi http://www.bellsuniversity.org 2005
8Benson Idahosa University,Benin City Prof. Gideon E. D. Omuta http://www.idahosauniversity.com 2002
9Bingham University, New Karu Prof. F. I. Anjorin (Ag.) www.binghamuniv.net 2005
10 Bowen University, Iwo Prof. T. Olagbemiro http://www.bowenuniversity-edu.org 2001
11 Caleb University, Lagos Prof. Timothy O. Tayo http://www.calebuniversity.edu.ng 2007
12 Caritas University, Enugu Prof. Romanus O. Unegbu 2005
13CETEP City University, Ibadan Prof. Akin Aju http://www.cetepuniversity.com 2005
14 Covenant University Ota Prof.Aize O. Obayan www.covenantuniversity.com 2002
15 Crawford University Igbesa Prof. M. I. Ige www.crawforduniversity.edu.ng 2005
16 Crescent University,Prof. B. A. Ola-Adams (Ag.) http://www.crescentuniversityng.com 2005
17Fountain Unveristy,Oshogbo Prof. H.O. B. Oloyede http://portal.fountainuniversity.org 2007
18Igbinedion University Okada Prof. A. U. Osaghae http://www.iuokada.edu.ng 1999
19Joseph Ayo Babalola University, Ikeji-Arakeji Prof. C. O. Oshun http://www.jabung.org 2006
20 Katsina University, Katsina Prof. Danjuma A. Maiwada 2005
21Lead City University, Ibadan Prof. J. B. Aladekomo http://www.lcu.edu.ng 2005
22 Madonna University, Okija Prof. L. C. Unukwube www.madonnauniversityportal.com 1999
23 Novena University, Ogume Prof. E. O. Adedeji 2005
24 Obong University Prof. Enefiok S. Udo www.obonguniversity.net 2007
25Pan African University, Lagos Prof. Albert Alos http://www.pau.edu.ng 2002
26Redeemer's University, Mowe Prof. Oyewale Tomori http://www.run.edu.ng 2005
27Renaissance University,Enugu Prof. Ogwo E. Ogwo www.rnu.edu.ng 2005
9
28 Salem University,Lokoja Prof. Paul Omaji www.salemuniversity.org 2007
29 Tansian University,UmunyaProf. Angulu Onwuejeogwu http://www.tansian-edu.com 2007
30 University of Mkar, Mkar Prof. Nancy Agbe www.unimkar.edu.ng 2005
31 Veritas University Prof. (Fr.) Justin S. Ukpong www.veritas.edu.ng 2007
32Wesley Univ. of Science & Tech.,Ondo Prof. Olukayode O. Amund
www.wusto.com, www.wesleyuniversity.org 2007
33Western Delta University, Oghara Prof. P.G Hugbo www.wduniversity.org 2007
34 Wukari Jubilee University, Prof. Godwin Akpa www.wukarijubileeuniversity.org 2005
Polytechnics and Monotechnics
Polytechnics and Monotechnics were established during the colonial era,
long before the emergence of universities for high level technical manpower in a
variety of technical and professional disciplines: Yaba College of Technology
(already cited), Schools of survey, Veterinary Medicine, Forestry, and Agriculture
in various parts of the country. The early 1950s saw the establishment of the
Nigerian College of Arts, Science and Technology, which were later absorbed by
three of the first generation universities in Ife, Zaria, and Nsukka.
The early years of independence witnessed the creation of colleges of
technology in Lagos, and in the three regions that existed at that time; Ibadan
(Western region), Enugu (Eastern region), and Kaduna (Northern region). As
more regions and States were created, new polytechnics (owned by state
governments also emerged. The federal government, in its effort to ensure a
judicious geographical distribution of facilities for technological education) also
established Federal Polytechnics in various parts of the Federation. These
institutions contributed to meeting social demands for higher education up till the
middle of the 1990s. Today, questions are being raised as to their
appropriateness in the contemporary scheme of things, as there has been
10
disenchantment among young people with the ‘cull de sac’ nature of polytechnic
education.
Colleges of Education
The first advanced Teachers’ Colleges (for producing ‘highly qualified non-
graduate teachers’, mainly for secondary schools) were established in the wake
of independence in the early 1960s – Zaria (Northern region), Owerri (Eastern
region), Ibadan (Western region), and Abraka (Mid West region). The creation of
more states in the Federation, and the increasing demand for teachers, due to
educational expansion in the country led to the establishment of more
institutions, now re-named colleges of education, in every part of the country.
Most of the institutions are either federally owned or state government-owned,
but there has been a rapid increase in private colleges of education in recent
years. Like polytechnics, the popularity of colleges of education is steadily
waning. They are no longer anybody’s first choice. For this reason, the nation just
has to take a close look at their original ‘raison d’être’ and work out a re-
orientation process for them.
Approved Polytechnics in Nigeria
S/NO INSTITUTIONS YEAR
ESTABLISHED
OWNERSHIP
1. Abdu Gusau Polytechnic, P.M.B. 1021, 1992 State
11
Talata Mafara, Zamfara State.
2. Abia State Polytechnic P.M.B. 7166, Aba,
Abia State. 082 225952, 225678.
1992 State
3. Abubakar Tatari Ali Polytechnic, Jos Rd,
Bauchi, Bauchi State. 077 542196,
542651.
1988 State
4. Adamawa State Polytechnic, P.M.B. 2146,
Yola. Adamawa State.
1991 State
5. Akanu Ibiam Federal Polytechnic, P.M.B.
1007, Unwana Afikpo, Ebonyi State.
1981 Federal
6. Akwa Ibom State Polytechnic, Ikot
Osurua, Ikot Ekpene.
1991 State
7. Allover Central Polytechnic, Plot 3A&B
Abiodun Popoola Str. Sango Otta.
1998/2003* Private
8. Auchi Polytechnic, P.M.B. 13, Auchi, Edo
State.
1973 Federal
9. Benue State Polytechnic, P.M.B.01
Ugbokolo Benue State.
1976 State
10. Delta State Polytechnic, P.M.B. 1030,
Ogwashi-Uku, Delta State.
2002 State
11. Delta State Polytechnic, P.M.B.03, Otefe-
Oghara, Delta State
2002 State
12. Delta State Polytechnic, P.M.B.05, Ozoro,
Delta State.
2003 State
13. Federal Polytechnic, P.M.B.5351, Ado –
Ekiti.
1977 Federal
14. Federal Polytechnic, P.M.B.0231, Bauchi,
Bauchi State.
1979 Federal
15. Federal Polytechnic P.M.B.55, Bida,
Niger State.
1977 Federal
16. Federal Polytechnic, P.M.B.1006, 1993 Federal
12
Damaturu Yobe State.
17. Federal Polytechnic, P.M.B.231, Ede,
Osun State.
1992 Federal
18. Federal Polytechnic, P.M.B. 1037 Idah,
Kogi State.
1977 Federal
19. Federal Polytechnic, P.M.B.50, Ilaro,
Ogun State.
1979 Federal
20. Federal Polytechnic, P.M.B.1012,
K/Namoda, Zamfara State.
1983 Federal
21. Federal Polytechnic, P.M.B.35 Mubi
Adamawa State.
1979 Federal
22. Federal Polytechnic, P.M.B. 001
Nasarawa, Nasarawa State.
1993 Federal
23. Federal Polytechnic P.M.B.1036, Nekede
Owerri, Imo State.
1977 Federal
24. Federal Polytechnic, P.M.B. 420 Offa,
Kwara State.
1992 Federal
25. Federal Polytechnic P.M.B. 21 Aguata,
Oko, Anambra State.
1982 Federal
26. Grace Polytechnic, Surulere, P. O. Box
9067, Lagos.
1962/1999* Private
27. Hassan Usman Katsina Polytechnic,
P.M.B. 2052, Katsina.
1983 State
28. Hussaini Adamu Federal Polytechnic,
Kazaure Jigawa State.
1991 State
29. Institute of Management and Technology,
Enugu P.M.B 01079, Enugu.
1965 State
30. Kaduna Polytechnic, P.M.B. 2021,
Kaduna, Kaduna State.
1956 Federal
31. Kano State Polytechnic, P.M.B.3401,
Kano, Kano State.
1976 State
32. Kogi State Polytechnic, P.M.B.1101 1993 State
13
Lokoja Kogi State.
33. Kwara State Polytechnic, Ilorin
P.M.B.1375, Ilorin.
1973 State
34. Lagos City Polytechnic, P.M.B.21200,
Ikeja, Lagos State.
1990/1995* Private
35. Lagos State Polytechnic, Ikorodu, P.M.B.
21606, Ikeja, Lagos, Lagos State.
1977 State
36. Moshood Abiola Polytechnic,
P.M.B.2210, Abeokuta, Ogun State.
1979 State
37. Niger State Polytechnic, P.M.B. 1
Zungeru, Niger State.
1991 State
38. Nuhu Bamali Polytechnic, P.M.B.1061
Zaria Kaduna State.
1989 State
39. Osun State College of Technology,
P.M.B.1011, Esa – Oke, Osun State.
1991 State
40. Osun State Polytechnic, P.M.B. 301, Iree,
Osun State.
1992 State
41. Our Saviour Institute of Science,
Agriculture & Technology, P.M.B. 01161,
Enugu.
1989/1991* Private
42. Plateau State Polytechnic, P.M.B. 02023,
Jos, Plateau State.
1978 State
43. Ramat Polytechnic, P.M.B.1070,
Maiduguri, Borno State.
1976 State
44. Rivers State College of Art and Science,
P.M.B. 5936, Port Harcourt, River State.
1991 State
45. Rivers State Polytechnic, P.M.B. 20, Bori,
River State.
1988 State
46. Ronik Polytechnic, P.M.B.21764, Ikeja
Lagos, Lagos State.
2001/2003* Private
47. Rufus Giwa Polytechnic, P.M.B. 1019 1979 State
14
Owo Ondo State.
48. Sokoto State Polytechnic, P.M.B. 2356
Sokoto.
2000 State
49. The Polytechnic, P.M.B. 22, Ibadan, Oyo
State.
1970 State
50. Universal College Of Technology Ile Ife
P.M.B. 009, O.A.U. Ile – Ife.
1994/1999* Private
51. Waziri Umaru Federal Polytechnic,
P.M.B.1034, Birnin Kebbi, Kebbi State.
1976 State
52. Wolex Polytechnic, Iyana Ipaja, Lagos. 1996/1999* Private
53. Yaba College of Technology, P.M.B.2011,
Yaba, Lagos.
1947 Federal
Approved Monotechnics in Nigeria
COLLEGES OF AGRICULTURE AND RELATED DISCIPLINES
S/NINSTITUTION NAME
YEAR
ESTABLISHED
OWNERSHIP
1. Adamawa State College of Agriculture,
P. M. B. 1010, Mubi Adamawa State.
1992 State
2. Akperan Orshi College of Agriculture,
P. M. B. 181,Yandev Gboko, Benue State
1926 State
3. Audu Bako College of Agriculture,
P. M. B. 3159, Danbata kano, Kano State
2002 State
4. Mohammet Lawan College of Agriculture,
P. M .B. 1427 Maiduguri Borno State
1977 State
5. College of Agriculture DAC – ABU,
P. M. B. 205, Kabba, Kogi State.
1964 Federal
6. College of Agriculture and Animal Science P.M.B.
2134, Mando road. Kaduna State.
1959 Federal
7. College of Agriculture P.M.B. 1018 Zuru, Kebbi
State
1976 State
15
8. College of Agriculture Jalingo P.M.B. 1025
Jalingo – Taraba State
1979 State
9. College of Agriculture P.M.B. 033 Lafia Nasarawa
State.
1996 State
10. Edo State College of Agriculture, P.M.B. 1471,
Iguoriakhi, Edo State.
1992 State
11. Federal College of Fisheries & Marine Technology
P.M.B. 80063 V/I Lagos.
1969 Federal
12. Federal College of Animal Health & Production
Technology, P.M.B 1. Vom
1941 Federal
13. Federal College of Freshwater Fisheries
Technology, P.M.B. 1500, New Bussa, Niger
State.
1978 Federal
14. Federal College of Agriculture P.M.B. 7008,
Ishiagu, Ebonyi State.
1955 Federal
15. Federal College of Agriculture Akure, Ondo State.
1957 Federal
16. Federal College of Agriculture P.M.B. 5029 Moor
Plantation, Ibadan Oyo state.
1921 Federal
17. Federal College of Animal Health & Production
Technology P.M.B. 5029, Ibadan Oyo.
1964 Federal
18. Federal College of Forestry P.M.B 2019 Jos,
Plateau State.
1958 Federal
19. Federal College of Forestry Mechanisation, P.M.B.
2273 Afaka, Kaduna.
1976 Federal
20. Federal College of Forestry P.M.B. 5054 Jericho
Hill, Ibadan
1939 Federal
21. Federal College of Land Resources Technology,
P.M.B. 2035, Kuru, Jos Plateau State.
1987 Federal
22. Federal College of Land Resources Technology
P.M.B. 1518, Owerri, Imo State.
1981 Federal
23. Federal College of Wildlife management. P.M.B. 1978 Federal
16
268, New Bussa Niger State.
24. Michael Okpara College of Agriculture P.M.B.
1472, Umuagwo-Ohaji Owerri, Imo State.
1978 State
25. Niger State College of Agriculture P.M.B. 109,
Mokwa, Niger State.
1979 State
26. Samaru College of Agriculture DAC ABU, Zaria,
Kaduna State.
1921 Federal
COLLEGES OF HEALTH SCIENCE
S/N INSTITUTION NAME YEAR
ESTABLISHED
OWNERSHIP
1. Federal School of Dental Technology &
Therapy P.M.B. 01473 Enugu, Enugu
State.
1982 Federal
2. Institute of Public Health College of
Health Sciences (OAU) Ife.
1980
Federal
3. Nigeria Army Medical Corps & Schools,
Ojo
1974 Federal
4. NKST College of Health Technology,
Mkar, Gboko, Benue State.
1960 Private
5. School of Health Information
Management (AKTH) Aminu Kano
University Teaching Hospital, Kano.
2002 Federal
6. Shehu Idris College of Health
Technology, Makarfi, Kaduna State.
1998 State
17
MONOTECHNICS:
S/N INSTITUTION NAME YEAR
ESTABLISHED
OWNERSHIP
1. 320 Technical Training Group Nigerian Airforce.
P.M.B. 2104, Kaduna.
1977 Federal
2. Abuja School of Acct and Computer Studies
P. O. Box 6322 Garki, Bwari, Abuja.
1995/1999♦ Private
3. Federal College of Chemical and Leather
Technology, P.M.B. 1034, Samaru Zaria,
Kaduna State
1964 Federal
4. Federal Cooperative College Abuja Road.P.M.B.
2425, Kaduna
1976 Federal
5. Federal Cooperative College, Ibadan. Oyo State. 1943 Federal
6. Federal Cooperative College Oji – River, Enugu
State.
1976 Federal
7. Federal School of Surveying, Ogbomosho Road,
P.M.B. 1024, Oyo State.
1908 Federal
8 Maritime Academy of Nigeria, Oron, P.M.B.
1089, Oron – Akwa Ibom State
1988 Federal
9. Nigerian Army School of Finance and
Administration, Apapa PMB1066, Lagos, Lagos
State
1978 Federal
10. Nigerian Army Sch. of Military Engineering
Makurdi, P.M.B. 102272, Benue State
1960 Federal
11. Nigeria Army Sch. of Signals, Apapa Lagos 1948 Federal
12. Nigerian Inst. of Journalism, Ikeja, Lagos. 1971/2003♦ Private
13. Nigerian Navy College of Engineering
Sapele, Naval Base, New Port, P.M.B. 4002,
Ogborode, Delta State.
1982 Federal
14. Petroleum Training Institute P.M.B. 20, Efurum 1972 Federal
18
Delta State.
15. Wavecrest College of Catering and Hospitality
Management, Lagos.
1973/1999♦ Private
A BRIEF DESCRIPTION OF THE NIGERIAN TERTIARY EDUCATION SYSTEM
The tertiary education system in Nigeria is composed of Universities,
Polytechnics, institutes of technology, colleges of education, that form part of or
are affiliated to universities, polytechnic, colleges and professionally specialized
institution (IAU,2000).They can be further categorized as state or federal
universities and as first, second or third generation universities(Harnett 2000:1)
Three levels of university education exist in Nigeria. University first level
stage offers a Bachelor’s degree after a minimum of four years and a maximum
of six years (e.g in medicine).The university second level stage offers a Master’s
degree following one year of post-Bachelor .s study. The university third level
stage offers a doctorate degree, two to three years after the Master’s
programme. To gain admission into the first level of university education, one has
to pass the competitive University Matriculation Examination(UME) (IAU,2000).
Higher education in Nigeria can be further divided into the public or private, and
the university or non-university sectors. Public universities owned by the federal
and state Government dominate the education system. In recognition of the need
to encourage private participation in the provision of tertiary education, the
Federal Government of Nigeria issued a decree in 1993 allowing private
investors to establish universities following guidelines established by the
Government.
19
The non-university sector is composed of polytechnics, institutions of
technology, colleges of education and professional institutions operating under
parent ministries.
Three parallel strategies are being pursued in order to expand access to
higher education in Nigeria. First, distance higher education programs are being
established; second, good quality private universities are being encouraged and
third, plans are in place to expand all university campus enrolments to a
maximum of 30,000 students.
The Nigerian Government controls universities and other tertiary
education institutions through the following organs: the Federal Ministry of
Education; National Universities Commission, which among other things
allocates funds to federal universities and also prescribes the spending formula,
and the Committee of Vice Chancellors of Nigerian Federal, which acts as a
coordinating body. Each university is administered by a Council and a Senate,
and is headed by appointed Vice Chancellor as CEO’s; the Academic Staff Union
of Universities (ASSU) safeguards the interest of the academic staff in the
Nigerian University System.
ACCESS AND ENROLMENT TRENDS
Reports by the Joint Admissions and Matriculation Board (JAMB), which
conducts the selection examinations to higher institutions in Nigeria, show that
the nation is still unable to meet the social demands for universities. For
example, all the universities in the country were able to admit a bare 10.75 % of
the 467,490 candidates seeking admission in the 2000/2001 academic year.
20
For the polytechnics, 24.8% of the 130,000 applicants were admitted in 1999-
2000 (the latest year for which figures are available). The Colleges of Education
present a completely different picture, as admission rates have been as high as
75% and even higher.
Demand for and supply of places: The Universities
Academic Year
Applications Admissions %T %M %F
M F T M F T
1996-1997 218881 157946 376827 33130 22925 56055 14.88 8.79 6.08
1997-1998*
1998–1999 186905 134463 321368 47170 31380 78550 24.44 14.68 9.76
1999–2000 242530 176398 418928 47170 31380 78550 18.75 11.26 7.49
2000-2001 268671 198819 467490 31271 190006 50277 10.75 6.69 4.06
*Data could not be obtained for the academic year 1997 / 98
Source: Education Sector Status Report, May, 2003
Demand for and supply of places: The Polytechnics
Academic Year
Applications Admissions %T %M %F
M F T M F T
1996-1997 94085 75545 169630 25831 19844 45675 26.93 15.23 11.70
1997-1998 82158 68255 150413 18065 13664 31729 21.09 12.01 9.08
1998-1999*
1999-2000 72100 56236 130251 21513 15492 37005 28.41 16.52 11.89
2000-2001*
*Data could not be obtained for the academic year 1998 / 99 and 2000 / 2001
21
Demand for and supply of places: The Polytechnics
Academic Year
Applications Admissions %T %M %F
M F T M F T
1996-1997 5380 8379 13950 3239 8784* 12023 86.19 23.22 62.97
1997-1998* 5400 7785 13185 5661 6901 12562 95.27 42.94 52.33
1998-1999 2385 4161 6546
1999-2000
2000-2001 3999 4862 8861 2998 3674 6672 75.30 33.80 41.47
*Data could not be obtained for the academic year 1997 / 98 and 1999/2000
Quality issues
1. There have been in recent years a serious concern about the quality of
products from tertiary institutions, especially in the light of the sudden rise in
their number as well as of the numbers of students, factors which have impact
negatively on the institutional facilities, which have become dilapidated, and
on the grossly overworked academic staff. Chronic under-funding, that made
it impossible for the rehabilitation of infrastructures and construction of new
buildings to accommodate the ever-increasing student population, has
seriously exacerbated the situation. Funds for recurrent expenditure that are
also characterized by short falls, go mostly into the payment of salaries and
emolument and for providing services such as electricity, leaving very little for
the procurement of consumables and other materials. So, laboratories and
workshops are stocked with preponderantly obsolete equipment.
2. By far the most important of the factors implicated as causing the
decline in the quality of the graduates of the Nigerian higher education
22
institutions, is the perennial instability which has come to be the hallmark of
these institutions in recent times. In the university system for instance,
instability occasioned by recurrent and often protracted strike actions by staff
unions led to the truncation of academic sessions and frequent closures of
universities to the extent that between 1993 and 2003, the university system
witnessed more than 28 months of closure without commensurate make up
for lost time.
Quality Assurance Mechanisms
Quality assurance in Nigerian higher education consists of internal and
external mechanisms. The external mechanism is constituted by accreditation
conducted by the statutory regulatory agencies and the professional bodies. The
internal institutional mechanisms for the Academic Departments, the Faculties,
Schools or Colleges and the Senate or Board of studies as comprises quality
assurance appropriate. The external examiner system provides additional
assurance that the quality of academic programmes of the institutions is
acceptable to academic peers across the system.
In the university system for instance, Act No 16 of 1985 empowers the
National Universities Commission (NUC) to lay down minimum academic
standards for all academic programmes taught in Nigerian universities and to
accredit them. Thus, NUC 216 conducts accreditation of academic programmes
that entail peer assessment of the programmes against pre-determined minimum
academic standards (MAS) that provide the benchmarks against which the
quality of the programmes is measured.
23
Minimum Academic Standards (MAS) for all academic programmes taught
in tertiary institutions are set up by government through the appropriate statutory
supervisory agency. The National Universities Commission (NUC) is responsible
for the setting up of MAS and the assurance of the quality of all academic
programmes offered in the universities; the National Board for Technical
Education (NBTE) and the National Commission for Colleges of Education
(NCCE) are respectively charged with quality assurance responsibility in
polytechnics (including monotechnics) and Colleges of Education across the
nation, respectively.
The objectives of accreditation are to:
i) Ensure that at least the provisions of the minimum academic standards
documents are attained, maintained and enhanced in the universities;
ii) Assure employers and other members of the community that Nigerian
graduates of all academic programmes have attained an acceptable
level of competency in their areas of specialization; and
iii) Certify to the international community that the academic programmes
offered in Nigerian universities are of high standards, and that their
graduates are adequate for employment and further studies.
Through the accreditation process, proprietors of the various institutions are
advised on ways of revitalizing their institutions and academic programmes
where they fail to meet the prescribed standards so that remedial action may be
taken towards quality improvement, which is the ultimate purpose of
accreditation.
24
The term “accreditation” in the Nigerian context is used to connote “a system
for recognizing educational institutions (universities and programmes offered in
these institutions) for a level of performance, integrity and quality which entitles
them to the confidence of the educational community, the public they serve and
the employers of labour” (NUC, 1989).
In the Nigerian university system, in spite of the fact that university education
commenced in 1948, accreditation is a relatively recent practice given that the
first accreditation exercise was conducted in 1990 following the setting and
publication of Minimum Academic Standards (MAS) documents for the thirteen
broad discipline areas taught in Nigerian universities in 1989.
Since then, three other accreditation exercises have been conducted with the
most comprehensive being that conducted in 1999 with a mop-up exercise in
2000. In November 2002 accreditation re-visits were conducted to all
programmes that earned denied accreditation status in the 2000 accreditation
exercise.
However, the prevalence of well trained and experience academic staff in
some premier universities tends to reduce the frequency of accreditation
exercises in such universities.
Ranking of Institutions
Sequel to the 1999/2000-accreditation exercise, NUC has ranked Nigerian
universities based on the Quality (mean score) in each Academic discipline as
well as on the Quality of each programme. A league table of the aggregate
performance of the academic programmes of the universities was drawn up and
used to rank the universities.
25
To achieve objectivity in the exercise, several performance indicators
including the following were used to assess the programmes: academic content,
curriculum content, 217 admission into the programme, academic regulations,
evaluation of students’ work, practical work/degree project, standard of tests and
examinations, student course evaluation and external examination, staffing,
administration of the department and its staff development programme, physical
facilities (classroom facilities, laboratories and staff offices), funding of the
programme, library facilities, and employers’ rating of the graduates of the
programmes.
Scores are awarded based on performance of the programme in the area
of each indicator. Academic content has a maximum of 23, staffing 32, physical
facilities 25; library 12, funding 5 and employers’ rating of graduates 3. The
aggregate scores are then computed.
The accreditation status awarded to a programme depends on the total
score. On the basis of aggregate scores, programmes could be accorded full
accreditation, interim accreditation, or Denied Accreditation status. From the
aggregate scores, and for the purpose of comparing clusters of universities, the
institutions were ranked based on generation and ownership as shown in the
tables below:
Ranking of first generation universities
RANK UNIVERSITY MEAN ACADEMIC QUALITY INDEX
1 University of Lagos, Akoka 3.632 University of Nigeria, Nsukka 3.573 University of Benin 3.554 Obafemi Awolowo University, Ile-Ife 3.405 Ahmadu Bello University, Zaria 3.145 University of Ibadan 3.14
26
Source: National Universities Commission, Abuja
Ranking of second generation universities
RANK UNIVERSITY MEAN ACADEMIC QUALITY INDEX
1 University of Port Harcourt 3.752 University of Jos 3.473 University of Ilorin 3.434 Nnamdi Azikiwe University, Akwa 3.365 University of Maiduguri 3.266 University of Calabar 3.247 Bayero University, Kano 3.228 Usman Danfodiyo University , Sokoto 3.199 University of Uyo 3.0010 University of Abuja 2.80
Source: National Universities Commission, Abuja
Ranking of state universities
RANK UNIVERSITY MEAN ACADEMIC
QUALITY INDEX1 LAUTECH, Ogbomosho 3.402 Olabisi Onabanjo University, Ago-Iwoye 3.303 Imo State University, Owerri 3.203 Enugu State University of Science and Technology 3.205 Abia State University, Uturu 3.106 River State University of Science and Technology, Port-
Harcourt3.06
7 University of Ado-Ekiti, Ado-Ekiti 3.007 Lagos State University, Ojo 3.007 Benue State University, Makurdi 3.007 Ambrose Alli University, Ekpoma 3.0011 Delta State University, Abraka 2.54
Source: National Universities Commission, Abuja
STRATEGIC EXPANSION POLICY INTERVENTIONS IN RECENT TIMES
Institutional Autonomy: The granting of autonomy to Nigerian universities
involving the devolution of more powers to the governing councils of the
universities is certainly one of the measures aimed at stabilizing the university
27
system, since under a milieu of increased institutional autonomy, decisions such
as the appointment of vice-chancellors which in some cases had been
characterized by rancorous and sometimes vicious succession struggle
impacting negatively on institutional stability, will be taken at the institutional
level.
Private Sector Provision of Student Accommodation: The problems of
deterioration of physical facilities and infrastructure and congestion in student
hostels are being tackled by government on several fronts, notable among which
is the private sector participation in hostel development. Another is the
presidential intervention to ensure completion of all abandoned projects in the
universities.
The National Virtual Library Project: The virtual (digital) library project aims to
provide, in an equitable and cost effective manner, enhanced access to national
and international library and information resources and for sharing locally
available resources with libraries all over the world using digital technology. The
practical purpose of this is ultimately to solve the perennial problem of lack of
current books and journals in university and other higher education libraries.
Virtual Institute For Higher Education Pedagogy (VIHEP): A vigorous policy
and practice of staff development is essential to boost the morale of academic
staff and to update and improve their skills and make them more effective in
curricular implementation and innovation. As part of NUC’s contribution to
improving the quality of teaching and learning in Nigerian universities and in
preparation for the take-off of the National Higher Education Pedagogic Centre
(NHEPC), the commission established the Virtual Institute for Higher Education
28
Pedagogy (VIHEP) where participants are expected to be able to update their
knowledge and skills on a subject matter using internet protocols as platform.
This expected to hone the pedagogic skills of lecturers in Nigerian universities by
exposing them to internet-based training on modern methods of teaching and
learning in higher education.
Teaching And Research Equipment Fund: Protracted under-funding has led
to a situation where many university laboratory and studios equipment are
obsolete. To address this situation, NUC has succeeded in getting government to
agree to provide specific funds for the procurement of teaching and research
equipment through the creation of a teaching and research equipment grant sub-
head in the funds appropriated to universities in the budget.
KEY ISSUES AND CHALLENGES
Systematically Planned Expansion: There is a general feeling that the
expansion of higher education in Nigeria has not followed a strict master plan.
Whether more institutions are needed, in what forms, in what places, under what
conditions, etc are now issues that should become elements of a much-desired
national strategy for the development of higher education in the country
Management Of Student Flow: It is also generally believed that the rapid,
unplanned increase in student numbers has been a major crisis area of higher
institutions. There is therefore the need for ‘academic planning’ (both at the
systems and at the institutional level) to become more closely involved in
‘absorption capacity forecasting’, as a means of ensuring that student flow is
more intimately linked with the facilities (human, financial, physical, academic) of
29
various institutions. This would also be an instrument for planning the expansion
of institutions in a manner that takes due care of changes in social demand.
Curriculum Renewal To Meet The Needs Of A Knowledge Economy: The
entire world is questioning the relevance of higher education curricula, and the
major issues have been the need to adapt what students learn, the way teaching
and learning is organised, assessment procedures, etc to the demands of the
rapidly changing world of work that emphasizes KNOWLEDGE in terms of ‘how
you know’ and not ‘what you know’. Nigerian high education should see this as
its most important challenge; as its continued relevance would depend on the
extent and the speed with which it is able to meet prevailing societal aspirations.
Evolving A Development-Oriented Operational Culture: The relevance of
higher education (especially in a developing country) is also dependent on its
capacity to link its programmes and activities to the development imperatives of
the Nation. This involves turning those developmental imperatives into the object
and subject of teaching, research, and service within the institutions. It also
involves forging closer links between town and gown for a more socially
responsive form of higher education.
Bridging The Gender Gap In Access, Opportunity, And Responsibilities:
Gender inequality is a stark reality in higher education, as is the case with the
entire system. While the problem requires a ‘systemic attack’, higher education
should give it more prominence, by turning Gender into an institutional
development issue.
Adequate Attention To Students Social And Psychological Challenges: The
learner is the major reason for the existence of higher institutions. His/her special
30
needs should be central to any genuine development efforts within that sub
sector.
Today’s higher education learner is living under more stressful conditions than
her/his forebears. Therefore, students’ concerns (bringing them in, and not 221
merely legislating for them) have become an imperative for the smooth
development of higher education. This is a major approach to addressing such
issues as Cultism and examination malpractices.
FACTORS THAT HAVE INFLUENCED EDUCATION OVER THE YEARS
Historical Factors
Every community in Nigeria had its traditional patterns of education that ensured
socialization and inter-generational transmission of cultural heritage. With the
coming of Islam, parts of the country assimilated Islamic education into the
indigenous system. The Islamized sections of the country in fact developed
highly sophisticated and organized literary civilizations.
“Western” education began as an offshoot of Christian missionary efforts, and
therefore was slow in penetrating into the areas of strong Islamic influence, while
areas with strong Christian influence readily embraced the new form of
Education. This historical incident has had the effect of polarizing the country in
educational terms, giving rise to the well-documented and well-orchestrated
phenomenon of educational imbalance. The phenomenon has remained an
intractable challenge to educational development in the country.
Economic Factors
The fluctuations that the Nigerian economy has suffered over the years have also
largely affected the country’s educational development. During the years of the
31
oil boom (1970 – 1980), centralization was introduced into the country’s
education policies and very ambitious expansion programmes were embarked
upon by government with the objective of increasing access to all levels of
education. The apparent wealth of the era (an annual GDP of 6.2 %), although
mostly (90%) accounted for by oil, impacted positively on the education system
with government virtually intervening in all aspects of education delivery and thus
visibly increasing inputs into the system With the end of the oil boom in the
1970/80s, government income diminished, at the same time as the incidence of
poverty at the household level in both urban and rural areas increased. This in its
turn has impacted negatively on access to basic service, and particularly on
Education. Increased household poverty in turn, led to low and declining school
enrolment. Parents were unable to bear the direct and indirect costs of sending
their children and wards to school. The Structural Adjustment programme (SAP)
which emphasized macro economic stability with little thought for the social
dimensions of adjustment, introduced economic gains that made very little dent
on the population of persons below the absolute poverty line (of less than $1 a
day) the number of which increased from 12% to 14% between 1985 and 1992.
The pool of out-of-school children and youth increased at this time, and more
children were used to fetch needed extra cash for the family.
Sociological Factors
The factors referred to as sociological deal with the rising social demand for
education leading to more private participation in education delivery. As
government investment in education dwindled and infrastructure became more
dilapidated, greater patronage was recorded among private providers of
32
education. The situation was the same across all levels of education. An
additional dimension was the unemployment situation that indirectly increased
the demand for higher education. Although empirical sources do not exist to
establish this link, it does appear that graduates quickly enrolled for higher
degrees since the alternative was unemployment and idleness.
The rising demand for higher education in turn led to the establishment of
satellite campuses that were the direct response from the universities to public
demand for higher education. Other modernizing trends such as the introduction
of various remedial programmes in higher institutions including teacher training
colleges, integration of western and Islamiyya schools, and increased private
participation in education provision at all levels, depict a trend of increased civil
society demand for education.
Political Factors
Centralization of educational administration in the country began with the
government take over of schools between 1970 and 1985. Although differently
applied across states, the 1976 introduction of the Universal Primary Education
(UPE) by the federal government ended the differential education programmes in
the regions. Technical and Teacher’s Colleges were equally taken over by
government in the 1970s while in 1975 the Federal Military Government decided
to take over all the universities in Nigeria. The subsequent ban on establishment
of private universities by state governments, voluntary agencies or private
persons was lifted by the democratic dispensation and the 1979 Constitution of
the Federal Republic of Nigeria.
33
As a result of this development, about 12 state universities were opened between
1980 and 1999 mostly in the south. Between 1977 and 1999 however, private
universities were banned and un-banned twice (1977, 1984) (1979, 1999)
respectively by military and civilian governments. These interventions also
exposed the gaps created over the years between the north and the south. The
Ashby report diagnosis of the needs of Nigeria in higher education for instance
revealed that only 9% of primary school age children in the North were enrolled
in school as compared with over 80% of children of similar age in the south (east
and west). It was also revealed that only 4000 students were enrolled in
secondary school in the north as against 40,000 in the south. This imbalance
called for some political engineering to remedy.
Geographical Factors
With a population of over 88 million, a surface area of 923,764 sq km and
languages (about 350), Nigeria is indeed a vast country. This reality introduces
complexities to the delivery of social services and infrastructure. People still
essentially tied to the land think in terms of ethnic groupings and primordial
loyalties thus leading to strong demands for evenness of spread in establishment
and locations of educational services. This trend of even spread or quota system
was applied to the establishment of the first set of Federal secondary schools,
higher education institutions, and has continued to inform the establishment of
education facilities.
International Influences
The case for improved access to education has benefited from international
attention and concerns over the years. The Jomtien 1990 Declaration and
34
Framework for Action (1990) and the Dakar EFA Declaration of April 2000 have
influenced the orientation of Nigeria’s UBE (Universal Basic Education)
programme, as well as the on-going EFA planning exercise.
Other international conferences held during the 1990 decade: the Ouagadougou
pan-African conference on girls’ education (1993), the world conferences on
higher education (1998), and technical/vocational education (1999) have all had
their impacts on educational development in the country, and have particularly
enabled Nigeria to network with other nations. The same can be said of Nigeria’s
involvement in the work of ADEA (Association for the Development of Education
in Africa), and its participation in successive MINEDAF conferences of UNESCO.
THE PRESENT HIGHER EDUCATION SYSTEM
Nigeria possesses the largest university system in Sub-Saharan Africa.
Although South Africa's tertiary enrollments are higher, Nigeria boasts more
institutions. With over 48 state and federal universities enrolling over 400,000
students, its university system supports numerous graduate programs (9% of
enrollments) and serves as a magnet for students from neighboring countries.
The system embraces much of the country's research capacity and produces
most of its skilled professionals. Although nominally the responsibility of the
Federal Ministry of Education, it is supervised by the National Universities
Commission (NUC), a parastatal buffer body. A Joint Admissions and
Matriculation Board administers a national university entrance examination and
informs universities of applicant scores. A National Education Bank (formerly the
Nigerian Student Loan Board) is charged with providing merit scholarships and
student loans. Surveying this system and its institutional arrangements well over
35
a decade ago, the World Bank concluded that “more than any other country in
Sub-Saharan Africa, the structures exist in Nigeria that could provide for a
rational and effective development of university education” (WORLD BANK
1988:3).
In practice, however, the university system developed less rationally than
anticipated. Enrollments in the federal universities (34% female, 59% in
sciences) grew at the rapid rate of 12% annually during the 1990s and totaled
325,299 students by 2000 (NUC 2002b). Enrollment growth rates were the
highest in the South-South Region, followed by the North-East Region. Overall
growth rates far exceeded government policy guidelines.
RISING ENROLMENT IN SCHOOLS
Rising student numbers generated an enrollment ratio of 340 per 100,000
persons (Asia averages 650 and South Africa 2,500) and an average
staff/student ratio of 1:21 (sciences 1:22; engineering 1:25; law 1:37; education
1:25). In terms of academic disciplines, the highest rates of enrollment growth
occurred in the sciences and in engineering. As a result, the share of science
and engineering in total enrollments rose from 54% in 1989 to 59% in 2000,
consistent with national policy targets (NUC 2002). Much of this expansion
centered in the South-East Region, where a combined annual growth rate of
26.4% in science and engineering led the nation. Nigeria ranks 116 with 4.3%
tertiary enrolment in the world.
However, efforts to expand enrollments and improve educational quality
are severely constrained by growing shortages of qualified academic staff.
Between 1997 and 1999, the numbers of academic staff declined by 12% even
36
as enrollments expanded by 13%. Long term brain drain, combined with
insufficient output from national postgraduate programs in the face of rising
enrollments, has left the federal university system with only 48% of its estimated
staffing needs filled. Staffing scarcity is most acute in engineering, science and
business disciplines. Shortfalls are estimated at 73% in engineering, 62% in
medicine, 58% in administration, and 53% in sciences. In contrast, no staffing
shortages exist in the disciplinary areas of Arts and Education (NUC 2002b).
The cost of running the federal university system totaled $210 million in
1999. Financing for that system comes almost entirely from the federal
government. As a result of enrollment growth and currency devaluation, recurrent
allocations per university student in the federal system fell from $610 to $360
between 1990 and 1999 – with obvious implications for educational quality.
However, agreements covering university salaries and teaching inputs negotiated
with government by the Academic Staff Union of Universities (ASUU) in 2001
have raised this amount close to a much healthier $1,000 per student annually
(FEDERAL REPUBLIC OF NIGERIA 2001).
Federal university revenues are received mainly from three sources: the
federal government (84%); income generation activities (7%); and various
student fees (9%) – even though no undergraduate tuition fees are charged. In
1992, student fees had represented just 2% of revenues. Equally attention-
grabbing is the fact that, in real terms, capital budgets for federal universities
surged by 40% during the 1990s. This is the combined result of special campus
refurbishment and rehabilitation grants of substantial size, awards for university
capital projects from the now-defunct Petroleum Trust Fund, and similar grants
37
from the recently operational Education Tax Fund. This trend of increasing
financial support for the system appears likely to remain during the coming years.
In August 2002 the NUC announced that the federal universities would receive
an additional 7.2 billion naira (USD 60 million) from government in 2003 and
2004 for the completion of capital projects (GUARDIAN 2002b).
Patterns in the structure of university expenditures have improved steadily
during the last decade. Whereas in 1991 academic expenses accounted for 49%
and administration absorbed 46% of total expenditures, by 1999 these shares
were 62% and 35% respectively. In the process, the portions devoted to teaching
support and to library development showed positive gains across the system.
Direct teaching expenditure per student, however, differed considerably among
institutions. In 1997/98 funds spent on direct teaching ranged from a low of 137
naira ($2) per student at Sokoto to a high of 1,683 naira ($21) at Maiduguri. The
system-wide weighted average was 331 naira ($4) per student (HARTNETT
2000). Overall, the NUC expenditure guidelines appear to have had a salutary
effect, although adherence to them seems to have varied considerably among
institutions.
Nevertheless, when the financing of higher education is placed within the
context of overall education sector financing, the picture becomes less
heartening. Although tertiary education presently receives a larger share of the
education budget, the latter’s portion of the federal budget has diminished. Over
the past four decades, various Nigerian governments have increased university
subventions at the expense of investments in primary and secondary education,
as they struggled to maintain financial support in the face of burgeoning higher
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education enrollments. Using data from 1962, Callaway and Musone (1965)
concluded that Nigeria’s education expenditure represented 3.5% of GDP and
15.2% of total government expenditure. Of this amount, 50% was allocated to
primary education, 31% to secondary education, and 19% to tertiary education.
Today, Hinchliffe (2002) estimates that education expenditure is equal to only
2.4% of GDP and 14.3% of government expenditure. The share of these funds
going to primary education has dropped to 35% and secondary education’s
portion has remained relatively unchanged at 29%, but tertiary education’s share
has nearly doubled to 35%.
Nigeria’s recent allocation shares for education diverge sharply from
regional and international norms. This divergence begs justification. For example,
UNESCO’s World Education Report 2000 indicates that for 19 other countries of
Sub-Saharan Africa, education expenditures averaged 5.1% of GDP and 19.6%
of total government expenditures. On average, these countries allocated 21% of
their education budgets to tertiary education. In comparison with other African
nations, Nigeria’s funding effort on behalf of education is less than half as
vigorous and its budgetary priority for the education sector is lower, but tertiary
education receives a much higher share of these comparatively smaller amounts
of national resources.
SUMMARY, CONCLUSION AND RECOMMENDATION
We have considered evolution of higher education in Nigeria a brief description of
the Nigerian Tertiary Education Systems, Access and enrolment trends, strategic
expansion policy interventions in recent times, key issues and challenges, factors
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that have influenced education over the years, the present higher education
system in Nigeria and the rising enrolment trends in tertiary education.
At this point, the principal task is to accelerate the pace of expansion of
tertiary institution and operationalize them effectively. In order for this to occur,
greater flexibility and responsiveness are needed, particularly in the following
four areas, in order to create an enabling environment for the emergence of
progressive self-steering, self-regulating, and self-reliant universities in Nigeria.
Access. Appropriate steps are being taken to increase access to higher
education through the development of a private university sector and
establishment of nationwide tertiary distance education programs. As continued
enrollment growth generates a more diverse student population with different
capabilities and different needs, the system will have to become more flexible
and responsive if these students are to attain academic success. Continuing
education options for working professionals, quality assurance programs, student
support services, and mechanisms that enable students to transfer among
institutions are among the changes likely to be required.
Teaching/learning. Much of university teaching in Nigeria is based on traditional
pedagogy and conventional curricula, and does not even meet the government’s
own standards in these areas. In today’s world, the content and method of
Nigerian university teaching is often outdated, not responsive to employers’
requirements, and disconnected from the labor market. Likewise, its research
output is extremely low and unable to prompt innovation-based productivity
gains. To increase the relevance and effectiveness of teaching and research,
classroom dynamics may need to focus more on student learning performance,
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academic programs could seek stronger linkages with employers, and
universities might pursue knowledge coalitions with other institutions that
possess a comparative advantage in aspects of teaching and research.
Financing. Continued expansion of the higher education system has now
exceeded government’s capacity to serve as the principal financier of this growth.
To respond to the expansion,
i) The Nigerian Government should adopt a funding system
characterized by transparency, resource allocation equity and one
which embraces explicit indication relating to students real cost, quality
teaching assessment, and qualification of academic staff.
ii) The Nigerian Government should ensure that allocation of financial
resources in Tertiary Educational Institutions is based on quality of
research and number of students.
iii) Ensure that policy makers consider the full implementation of
autonomy of Tertiary Educational Institutions.
iv) Ensure direct basic funding to public institution for teaching through an
effective funding formula.
v) Ensure contractual funding to public institutions through contracts for
specific issues.
vi) Authorities of Individual Tertiary Educational Institutions should create
more internally controllable ways of funding such as: overheads from
faculty services to community, or from post-graduation courses fees.
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vii) Tertiary Educational Institutions should be compelled and monitored, to
ensure that they maximize the income so generated on viable
investments.
viii) Non-Governmental Organizations are not left out in funding education
institutions, they can give direct funding to students by means of social
support of individual grants.
ix) Non-Governmental Organizations can also give indirect funding to
students such as scholarships to include meals, accommodation,
sports, healthcare etc.
Governance/management. Increasingly large and complex institutions of higher
learning demand the application of professional management techniques,
strategic vision, more proactive corporate management styles that address
problems through innovation, and governance structures that facilitate
institutional responsiveness to the wide range of university stakeholders. These
shifts have been slow to materialize within Nigerian universities. The transition
towards more flexible management and governance would be assisted by a
national training capacity in university management, a budget allocation process
that recognizes institutional performance, and financial management that
empowers strategic planning and decentralized governance.
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ACKNOWLEDGEMENTS
We wish to express our appreciation to Dr. D.E. Oriakhi for giving Group A
the opportunity to express themselves academically.
However, Group A has taken reasonable care in organization / putting
down the information contained in the write-up but does not guarantee that the
information is complete, accurate or current. In particular, Group A is not
responsible for the accuracy of information that has been provided by other
parties and as such it is subject to further clarification.
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REFERENCES
1. Federal Ministry of Education (May 2005): Nigeria Education Sector
Diagnosis –A framework for re-engineering the education sector;
2. William Saint, Teresa A. Hartnett and Erich Strassner (2003): Higher
Education In Nigeria – A Status Report
3. NationMaster.Com – Tertiary enrollment (most recent) by country
3/5/2009 2:24pm
4. Ishola Rufus Akintoye (2008): Optimizing output from Tertiary
Educational Institutions via adequate funding: A Lesson from Nigeria
(International Research Journal of Finance and Economics – ISSN
1450-2887 Issue 14 (2008).
5. www.worldbank.org/education/tertiary
6. www.answers.com
7. www.metasearch.com
8. The Nation (Monday, February 16, 2009) – National Universities
Commission List if approved Universities in Nigeria.
9. National Universities Commission website: http://www.nuc.edu.ng
(10/3/2009)
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