DEVELOPMENT OF UNIVERSITY EDUCATION IN NIGERIA

BY
NGAFI EMMANUEL WONGEH
PG3142186550

PRESENTED TO:
DR. TYOKYAA, C. I.
AND
DR. ODEH, R.C

CORSE CODE: EDM 905

COURSE TITLE: ADMINISTRATION OF TERTIARY

DEPARTMENT OF EDUCATIONAL FOUNDATION AND

DATE: SEPTEMBER 2021

This paper examines the development of university education in Nigeria. The paper looks at the
historical development of university education from the colonial administration till date. The
goals of university education, challenges confronting the university education and the
recommendations are also examined in this paper.
Keywords: Development, University, Education, University Education.

Introduction

In Nigeria there are essentially three levels of education. These are; the primary, secondary and

tertiary level of education. The tertiary level of education is further made up of Monotechnics,

Colleges of Education, Colleges of Health Technology, Polytechnics, Colleges of Nursing and

Universities. This paper is concerned with the development of university education in Nigeria. It

is therefore pertinent to examine the historical development of university education (Federal,

State and Private), goals of university education and the challenges confronting the university

education in Nigeria.

Development of University Education in Nigeria.

The development of University Education in Nigeria is traceable to the effort of the colonial

administration when Yaba High College (now Yaba College of Technology) became the first

higher Institution to be established in 1934 (Tyokaa, 2019). There was great need to produce

high level manpower to assist the colonial administration in governance structure as well as other

sectors of the Nigeria's economy. The colonial administration by 1943 constituted the Asquith

Commission which was headed by Justice Cyril Asquith. The commission was mainly to

consider the principles, which should guide the promotion of Higher Education, Learning,
Research and the Development of Universities in West African Colonies. (Tyokaa & Odeh,

2017). Tyokaa (2019) stated the recommendations made by the Asquith Commission as follows:

i. Universities should be established as soon as possible in areas not served by existing one and

should begin as a University College.

ii. The Colonial Universities should be autonomous as those in UK.

iii. The University Colleges are practicable and should be urgently set up and without delay be

converted into Universities.

According to Abdulrahnan (2015), the colonial administration constituted the Elliot

Commission to specially deal with higher education in West African Colonies. The Commission

submitted two reports. These were the majority and minority reports which led to the 1944

Education Document and 1948 Education Ordinance. From the Elliot's Commission, it was

unanimously agreed on the urgent need and development of University Education in West Africa

which gave rise to the establishment of the University College, Ibadan in 1948.

In April 1959, the colonial administration again constituted the Ashby Commission which was

mandated to investigate and report among others the need for University Education in Nigeria.

Okoli (2016) opined that the Ashby Commission come up with several recommendations among

which were:

i. There should be expansion and improvement of primary and secondary education.

i. University College Ibadan, be upgraded into a full fledge University the other Universities at

Nsukka, Ife and Zaria should be established.

iv. The post-secondary schools should be designed to produce post-independence high- level

manpower in Nigeria.

Consequent upon the recommendations of the Ashby Commission, the Federal Government of

Nigeria established the first set of the first generation Universities which were; University of

Nigeria, Nsukka in 1960, Ahmadu Bello University, Zaria in 1962 and the University of Ife, Ile-

Ife in 1962, the College, Ibadan was upgraded to a full fledge University as well as the

University of Lagos (NOUN, 2017; Tyokaa, 2017).

The Second Generation Universities

The Third National Development Plan of 1975 to 1980 gave Nigeria seven new Federal

Universities which were; Bayero University, Kano, Usman Danfodio University, Sokoto,

University of Ilorin, University of Calabar, University of Port Harcourt, University of Maiduguri

and University of Jos. These Universities are today known as the Second Generation

Universities ( Okoli, Ogbondah & Ewor, 2016).

State- Owned Universities

It is certain that the first and second generation Universities were established and owned by the

Federal Government. However, the 1979 Constitution of the Federal Republic of Nigeria

transferred the University Education from the exclusive list to the concurrent legislative list,

meaning the Federal and State Legislative consequent upon the 1979 Constitution, the State

Universities were allowed to establish their own Universities if they desired ( Okoli et al,

2016).
 Abdulrahman (2012) upholds that eight Universities were immediately established between

1979 and 1983.These were; Rivers State University of Science and Technology, Port Harcourt,

Lagos State University, Ojo, Ambrose Ali University, Ekpoma, Anambra State University of

Technology , Imo State University , Ekiti State University and Abia State University. Today,

there are fifty- three (53) State Universities in Nigeria (NUC, 2021).

Private Owned Universities

In 1999, Private ownership of University was liberalized and individual and religious

organizations became increasingly interested in establishing Universities;

Babcock, Madonna and Igbenedion Universities were the first to be issued license of operation in

1999 and followed by Bowen in 2001. (Abdulrahman, 2015). Nigeria, today has ninety-nine

Private Universities (NUC, 2021).

Goals of University Education:

According to the National Policy on Education (NPE, 2004), the goals of tertiary education that

is necessary for system performance include to:

i. Contribute to national development through high-level relevant manpower training;

ii. Develop and inculcate proper values for the survival of the individual and society;

iii. Develop the intellectual capability of individuals to understand and appreciate the local and

external environment;
iv. Acquire both physical and intellectual skills for self-reliance;

v. Promote and encourage scholarship and community service;

vi. Forge and cement national unity and

vii. Promote national and international understanding and interaction

To reiterate it is realized from the above-stated goals that the key components of the university

are to offer teaching, research, and community service. Effective teaching is very important in

university education as it constitutes about 40% of the university education system. Biola (2015)

submitted that all resources required for research - an important program of the University are

made available to ensure Nigerian universities excel in carrying out this vital role. Communities

are equally expected to be beneficiaries of the services offered by the universities. However,

given these goals expected from these institutions, to what extent have they fared? According to

Abdul (2013) who did a study on the evaluation of the Universities education goals in Nigeria,

the goals of Universities' education is moderately been achieved.

Even though the University system in Nigeria has not had a very smooth sail from inception, it

has witnessed many successes. National Teachers’ Institute as (Jake, 2012) argued that the gains

that Nigeria has derived from the university education become glaring when one considers the

five national goals through which Nigeria‘s philosophy of education draws its strength, namely,

to create a democratic and free society, a just and egalitarian society, a united, strong and self-

reliant nation, a great and dynamic economy and a land full of bright opportunities for all

citizens.
Challenges Confronting Nigerian Universities:

University education in Nigeria is confronted with several challenges (Bala 2014). This article

sought to highlight these challenges within the context of lack of a sound strategic plan, poor

leadership, ineffective teaching and learning, poor researching Activities, problems of inadequate

infrastructure facilities, inadequate funding, poor international outlook (staff, students, research),

the poor reputation of Nigerian Universities, academic corruption and fraud, low international

ranking, lack of modern laboratories.

i. Lack of Sound Strategic Plan: Lack of a sound strategic plan is one of the major challenges

confronting the Nigerian Universities. Many Nigerian Universities do not have plans that cover

the unit level, the department level, and other sectors of the institution. There is no driving

mission, vision, and goals at the various units of the Nigerian Universities. Some of the

Universities are not coordinated and unorganized because of no strategic plan that guides their

activities. In addition, there are no strategic plans in the following areas of the Universities like

curriculum development, student’s enrolment projection, manpower planning and development,

Universities infrastructural facilities, Universities finance management. Ojo (2018) agrees to this

when he observed that the academic programs of the Universities are not properly planned.

Ogunode (2014) also confirmed there is poor implementation of academic programs in the

Universities due to a lack of effective plans. Ogunode went further to stressed that many

Nigerian Universities administrators do not work with the strategic plans of the Universities.

ii. Poor Leadership: Another problem facing the Nigerian Universities is the poor leadership

style of Vice-Chancellor. Many Nigerian University leaders emerged without due process. They
are appointed by politicians. They are less qualified to handle the Academic institutions like the

universities set up. They lack competence, leadership skills, and managerial skills to transform

the Universities for sustainability. (Udida, Bassey, Udofia, Ekaette, 2009) supported this claim

when they said “University system is faced with a lot of drawbacks and these problems that

affect system performance include inadequate funding, inadequate coordination of curriculum,

leadership problems, lack of infrastructural facilities, to mention but a few. Some Universities

administrators are dictatorial, corrupt and not flexible in school governance.”

iii. Ineffective Teaching / Learning Activities: Ogunode (2014) observes that the quality of

teaching and learning in Nigerian universities is poor and cannot guarantee the effectiveness of

teaching. Eneh, Ngozi, (2009) also submitted that student enrolment grows with the national

population, more staff are not recruited to match the rate of growth of the student enrolment.

This leads to an unmanageable student-teacher ratio. At the University of Nigeria, Nsukka, for

example, the Faculty of Law once recorded a 104:1 student-teacher ratio, as against the 29:1

student teacher ratio recommended for the 2002/2003 session. Consequently, the quality of

education or learning and teaching dwindles because the increase in student enrolment does not

receive a corresponding increase in material and staff inputs, but rather battles with decaying

infrastructure and dwindling inputs. The government made a budget of US$362 per student in

the year 2000, as against US$1,000 minimum recommended unit cost per student per annum.

iv. Poor Research Activities: The Nigerian Universities' research income per academic and

research staff, research income per institutional income, papers per research income is one of the

poorest in the world. There are been poor research activities in Nigerian Universities. This is

confirmed by Okoli, Ogbondah, and Ewor, (2016) who affirmed the poor attitude of

governments towards research and inadequate funding of research programs. Mercy (2001) also
pointed out that research programs in Nigerian Universities have not given enough priorities it

deserves. One of the functions of the Universities is to engaged in research programs and solve

the social, economic, and political challenges affecting the Nation through their findings. Due to

the poor research programs and lack of research capital, many young researchers are discouraged

to embark on researches.

v. Inadequate Infrastructure Facilities: Ojo (2018) observed that the problems of inadequate

infrastructural facilities are another major constrain to the Universities education development in

Nigeria. John, (2016) also remarked that infrastructure facilities and laboratory equipment in our

universities are not in good condition and majorities have even outdated. All the required

resources for the education production process are in short supply that poses a hindrance to

learning and research work. The dearth of infrastructure in the universities is sickening and runs

short of an ideal academic environment. Today, students are learning in dilapidated buildings.

vi. Inadequate Funding: Inadequate funding is another major problem frustrating the

development of Nigerian Universities. Osunyikanmi, Adebukola Foluke (2018) observed that the

national budget in 2017 allocated N455.4 billion to education out of a total expenditure of N7.4

trillion; that is 6.1 percent. The 2018 budget proposal allocated N605.79 billion to education out

of a total expenditure of N8.6 trillion; that is 7.04 percent. The funds allocated to education fell

short of the minimum of 25 percent recommended by UNESCO.

vii. Poor International Outlook: Another challenge confronting the Nigeria Universities is that

of poor international outlook. The proportions of international students in Nigerian Universities

are low, the proportions of international staff in Nigerian Universities are low and many Nigerian

Universities lecturers are not in international collaboration with other universities for the purpose
of sharing ideas and transferring knowledge. The inability of Nigerian universities to attract

undergraduates, postgraduates, and faculty from all over the planet is an indicator that the

Nigerian Universities lack the quality that will attract different Nationals into their institutions.

Hill (2013) observed that due to the problem of security and the poor working environment

caused many foreign lecturers lecturing in Nigerian universities to relocated back to their

countries. Chioma (2016) submitted that the proportion of Nigerian universities' total research

journal publications that have at least one international co-author is low compare to what we

have in other African countries. Internationalization of a university shows the degree of its

involvement in the global educational and scientific process.

viii. Poor Reputation of Nigerian Universities: Another problem affecting Nigerian

universities is that majorities of them are not well known in other parts of the globe because of

their low involvement in international collaboration and international research. Only a few of the

Nigerian universities can be a point to. The reputation of Nigerian Universities outside the

geographical region of Africa is low. In recent times scholars and foreign students from other

continents hardly visit Nigerian universities for exchange programs. Adeniyi (2012) argued that

the National Universities Commission saddled with the responsibilities of managing universities

in Nigeria is not doing well in rebranding and repacking of the Nigerian universities in abroad.

xi. Academic Corruption and Fraud: Transparency International places Nigeria at 136th place

among 176 countries. Nigeria’s education sector is particularly vulnerable to corruption. In 2013,

Transparency International reported that about 30 percent of Nigerians surveyed said they had

paid a bribe in the education sector. Recent reports that the documentary recorded the

conversation (video and audio) shown how sex-trade for admission is rampant. The National

Youth Service Corps [NYSC] has revealed that some tertiary institutions in Nigeria still sell
degree, HND certificates to unqualified persons. According to Ararat Osipian (2013), academic

corruption is linked to limited access to education3 has no doubt contributed to the use of bribes

and personal connections to gain coveted positions in universities. Those who have no ability or

willingness to resort to corruption face lost opportunities and unemployment. Sources (WENR,

2017).

X. Poor International Ranking: Another problem confronting the Nigerian universities

education is the problem of low ranking in the World Ranking Universities. The 2019 edition of

Times Higher World University Rankings indicated that the three Universities in Nigeria –

Covenant University, University of Ibadan, and the University of Nigeria, Nsukka – have been

included in the 2019 Times Higher Education World University Rankings. The list, launched on

Wednesday at Times Higher Education’s World Academic Summit at the National University of

Singapore, featured 86 countries, up from 81. Covenant University is ranked 601- 800, out of

more than 1,250 higher education institutions on the list, same with the University of Ibadan.

University of Nigeria, Nsukka, is ranked 1001+. The performance here is very bad considering

the position of Nigeria as the giant of Africa.

xi. Challenges of Modern laboratories: Many Nigerian universities lack modern laboratories to

carry out research work. Every year thousands of young scholars from Nigeria travel out to carry

out research work on their thesis or research work. Physics, Chemistry, Biology, and computer

labs in most Nigerian universities lack the necessary equipment to carry out simple research

work. Enogholase (2013) stated that students were using kerosene stoves instead of gas burners

to conduct experiments, specimens were kept in bottles instead of the appropriate places where

such specimen should have been kept.

Given the aforementioned challenges, there is still the prospect for the revitalization and

sustainability of Nigerian universities if the right measures are put in place. The under-listed

measures are suggestions as the way forward:

i. Effective Strategic Plan: For Nigerian universities to more forward, there must be an effective

strategic plan. Institutional and system planning is critical for the restoration of quality in the

system. The plans developed must be linked to realistic budget plans. Through planning, issues

of uncontrolled growth in the number of students, programs, and institutions, could be addressed.

Regional and national development needs could be met through regional collaboration as well as

by improvement of efficiency of the system (Moja, 2000).

ii. Provision of Effective Leadership: Nigerian universities need effective leadership to sustain

the development of Universities' education. According to (Udida, Bassey, Udofia, 2009) the

leader must have integrity, must be knowledgeable, and practice modern types of management

leadership styles. He or she must be visionary and ready to adjust to situations in the system. The

performance of the administrator should be sustained through the proper utilization of material

and human resources in the achievement of the institutional goals and objectives. The

sustainability of the universities' education in Nigerian depends largely on the capacity of the

leaders. So, universities administrators should be selected based on what they can offer the

system.
iii. Provision of quality teaching and learning: The National Universities Commission (NUC)

is to ensure that all the set requisite benchmark designed for

The universities to achieve the standard in the quality of teaching and learning are complied

with.

vi. Adequate Funding of the Universities Education: The provision of adequate funding is

very essential for the development of Nigerian Universities. Foluke (2018) recommended that

funds allocated to education must be raised to a minimum of 15 percent of total expenditure at

the federal level. Also, the 36 state governments must be ready to commit 15 percent of their

states' annual expenditures to education. Libraries must be stocked with the newest editions of

books. School laboratories must be properly equipped and funds must be adequately provided for

research by the country's universities.

v. Fighting Academic Corruption and Fraud: Another thing that can bring more development

to the Nigerian University Education system is the fight against all forms of corruption and fraud

practices in the system. There is that need to holistically fight the corruption practice in the

Universities environment.

vi. Improvement of Research: Another strategy to improve universities' education is to improve

their capacity for research. Research constitutes about 40% of the university programs. The NUC

should come up with policies regarding research activities in the university environment. There

should be policies on the number of Journals Nigerian universities must publish every year and a

number of international co-authors universities lecturers must write in a year. There should be a

deliberate attempts to make research and development the center of public university education
activities. Okoli, Ogbondah, and Ewor, (2016) submitted that it is important to make research the

hub of University education considering the problems Nigerian universities now face. Research

in the higher institutions contributes to the acquisition, development, and inculcation of the

proper value orientation for the survival of the individual and society.

vii. Attraction of International Students: The NUC should come up with a policy that will

attract the international community to patronize the Nigerian Universities. Such policies should

include granting scholarships to some citizens of underdeveloped countries in Africa and Asia.

According to Bimbo (1999), Nigerian universities will attract more international students if the

government can put the right policies down.

viii. Rebranding Nigerian Universities: The NUC should create a department for advertising

and publishing Nigerian universities abroad. Many international universities have an agent in

every Nigerian state advertising theirs. One of the indicators used for ranking universities is the

popularity of the University. If Nigerian Universities are not well known in another part of the

World then they cannot be appreciated and they will always lose vote when it comes to the

ranking of World Universities.

ix. Provision of Adequate Infrastructure Facilities: In order to position the Nigerian

Universities' education system for sustainability, there is a need for the government to provide

the needed infrastructural facilities. Akerele (2013) submitted that there must be adequate

provision of physical resources appropriate to the programs being offered and the quality and

adequacy of classrooms, library holding recent books and periodicals and other learning

resources, well-equipped laboratories, and information technology providers should be assessed

for teaching. Internal source of revenue generation should be intensified in the Universities.

Conclusion:

The fact remains that the university education system is possibly the only institution that is

responsible for the production and development of manpower within the context of the needs of

the nation. It is worrisome to see that Nigerian university education is plagued with these

enumerated challenges. In order for the Nigerian universities to regain the lost glory and be

sustained the government must be ready to address the issue of the inadequate strategic plan and

poor implementation of the strategic plan in the universities. The provision of effective

leadership will help solve the problem of leadership failure in the system. It is also recommended

that the government should increase the funding of the universities' education to enable the

administrators of universities in Nigeria to provide necessarily needed infrastructures and more

funds should also be allocated to the research program of the universities. Academic corruption

and fraud should be fought to the grassroots through enactment and signing of riot act of

academic ethics.

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