Introduction

T h e history of student activism in Nigerian universities is replete with incidents of disturbances and unrest, which have culminated in violent d e m o n - strations, bodily injuries, d a m a g e to property, and, most unfortunately, deaths.

T o m a k e ourselves clear, w e must note from the onset that not all demonstrations and violent clashes with law enforcement agents are motivated by indiscipline on the part of students. T h e reactions of Nigerian students in this direction can be ascribed to : (i) patriotism and nationalism as epitomized b y the need to protect independence w o n with difficulty; (ii) the desire to participate in the decision-making processes in universities; (iii) economic considerations;

(iv) the socio-political consideration b y which students would like as m u c h to be heard as other groups in society, and finally, (v) indiscipline and youthful exuberance.

Although indiscipline constitutes only one aspect of one of the factors imputable to the m o d e of behaviour of students on university campuses, it is nevertheless c o m m o n to find society attributing all acts of misdemeanour b y undergraduates to lack of discipline. This attitude is extremely wrong because it exploits one aspect of the behaviour of students, holding it u p as the cause of reactions to every situation. Suffice it to say that such a misconception itself contributes to indiscipline a m o n g students on campuses, because it makes them feel and think that nothing good can come from them, so w h y behave well at all? It is such an orientation that prescribes only punishment for stu- dent misbehaviour instead of identifying preventive measures as a solution for the reform of erring students.

Starting from the factor of patriotism and nationalism, w e find an excellent

examjjle a m o n g Nigerian undergraduates on the eve of independence. Through

a series of well coordinated protests, public lectures, and writings, Nigerian

students were able to put pressure on the government of the day with the

result that the proposed Anglo-Nigerian defence pact, that would have con-

J. O. Enaohwo

57

tinued the stationing of British troops in Nigeria after independence, w a s neither ratified nor implemented. Other successful and positive developments resulting from student unionism and activism in reaction to the international scene were or still are the articulation of public opinion in support of liberation m o v e m e n t s in Southern Africa, support for the decolonization of the ex-Por- tuguese colonies in Africa, the mass mobilization for the outright condemnation of apartheid, and solidarity with the progressive forces of Africa, especially complete allegiance to the cause and aspirations of the Organization of African Unity ( O A U ) .

It is on the h o m e front that student activism is misinterpreted as insubor- dination and challenge to constituted authorities, especially university author- ities and government organs. Again, in this direction, the efforts of students have been successfully mobilized for the elimination of tuition fees at both the secondary and higher education levels, especially from the m i d 1970's until the re-entry of the military into government in December, 1984. These achievements are typical of the sorts of causes which are motivated by econom- ic and social considerations as viewed from the perspective of students.

Although students are no longer unionized at the national (federal/central) level, the articulation of their opinions and their representations to govern- m e n t authorities led to a revision of accommodation charges in their favour.

Originally, these charges had been increased b y about 200 per cent to cope with economic difficulties. In addition to all these achievements, student leaders have m a d e tremendous contributions through their services in univerity c o m - mittees, especially those that relate to student welfare, organization, and discipline.

Against this background of achievement, one still must ask w h y Nigerian society regards undergraduates and students in institutions of higher learning as an over-pampered, irresponsible lot whose only interest is in further milking the economy for the sustenance of their privileges in the face of abject poverty, hunger, and disease in society at large. T o drive the point h o m e , one of the principal factors responsible for this negative outlook is the method of approach to problems and issues b y students. Students often think that the only effec- tive weapon to the solution of problems is the w e a p o n of unrest and civil disturbances. Thus society has lost interest in the achievements of students because, for the most part, they have been attained only through confrontation.

T o change this negative picture, this paper suggests a future framework for promoting disciplined and orderly behaviour a m o n g students in the pursuit of their objectives.

Concern for Discipline

A s w e have already pointed out, Nigerian students have achieved a great deal on the political scene. Good as the record m a y be, m a n y student protests have been very badly received, in part because they were accompanied b y examples of extreme deviance. W e evoke some of these cases below.

58

Coping with Student Activism

Starting in the late nineteen-fifties w h e n undergraduate m e n at the then University College of Ibadan pulled d o w n the security fence surrounding the w o m e n ' s residence hall as a protest against restrictions imposed b y the author- ities on visits to female students, Nigerian students have resorted to the strike option as the best alternative to the resolution of their problems. A s the first major incident of concern that led to rustications, the Ibadan students' resist- ance of 1958 was followed b y more violent protest demonstrations after inde- pendence.

T h e seat of the first fatal demonstration w a s , again, the University of Ibadan in 1971 where a third-year agricultural economics student was killed in a violent clash between students and the police. T h e cause of this demonstra- tion centred principally over grievances concerning the m a n a g e m e n t of the catering services in one of the residence halls. T h e scene of violent clashes m o v e d from Ibadan to the University of Lagos in 1965 w h e n students protested violently against the appointment b y the university council of a n e w Vice- Chancellor rather than reappointment of the incumbent to a second term, as the senate had recommended (Fafunwa, 1971). However, the most violent clash with police in the history of the University of Lagos occurred in the mid- 1970's over the struggle for free tuition and subsequent attempts to remove the then Federal Minister of Education. These protests eventually engulfed all students on Nigerian university campuses.

Other serious incidents in the late 1970's were the protest demonstrations and rampages b y students of A h m a d u Bello University over the leadership of their Vice-Chancellor w h o was appointed b y the then military government without consultation with the university council. This crisis culminated in the resignation of the Vice-Chancellor. Similarly, at the University of Nigeria, N s u k k a , students protested and rose against the leadership of the vice-chan- cellor w h o had been specially appointed after the Nigerian civil war to recon- struct and rehabilitate the university to. pre-war standards. Of special interest in the protest at N s u k k a was focus on the proposed academic reorganization of the university according to a collegiate system. Students considered that they could not tolerate this peculiarity since, to them, it meant an erosion of the powers and functions of the faculties in favour of a framework best suited for the medieval univerities of Europe. Notwithstanding the means for the pursuit of their goal, the Nsukka student protest was a case in which students organized themselves to fight for a true academic cause rather than simply struggle over the trivial issues of student catering and accommodations which do not lie within the essential functions of a university.

Another major nationwide protest that engulfed all Nigerian universi- ties in 1973 was the mass, violent, reaction to the introduction of the compul- sory national service for university graduates, otherwise k n o w n as the National Y o u t h Service Corps scheme. Nigerian students interpreted it as a m e a n s for the exploitation of their labour b y government after they had completed a gruelling period of hard work to complete their degrees.

Although not originally conceived for that purpose, the scheme has turned out to be a youth employment p r o g r a m m e which provides placement and e m -

J. O. Enaohwo

59

ployment for participants for at least a year, thus helping them to overcome unemployment problems, n o w a c o m m o n feature even among university graduates in the se days of mass retrenchement. Perhaps, what students regarded as an exploitation of their skills has turned out to be a useful year in which they can contribute to the building of the nation and seek eventual placement in permanent employment.

Next, w e turn to the University of Ife, in which the most violent and fatal demonstration took place. It began as a clash between students and the police in 1983 over the discovery of the body of a missing student. Several students died during the funeral organized by the students for their dead colleague when it turned into a protest match outside the campus, in violation of police orders.

Finally, other clashes of lesser significance were also reported in 1982 at the University of Ibadan over the provision of facilities and amenities for stu- dents, while in the relatively new University of Port Harcourt, the 1983 — 1984 academic year was marked by a crisis over the introduction of new fees. This crisis later spread to other university campuses and eventually led to the pros- cription of the National Association of Nigerian Students ( N A N S ) , regarded by the military government as the resurrection of the National Union of Nigerian Students ( N U N S ) which was proscribed in 1979.

Responses by the Authorities

The issue that arises from this analysis is what should be the nature of the reactions of university authorities when confronted with violent clashes and demonstrations. Responses by the authorities have followed the pattern set at Ibadan in 1958. This response is exemplified by the dissolution of the student union, followed by rustication of a few or all of the students, with the reopening of the campus and readmission of the students being based on a reaffirmation of the matriculation oath and/or a pledge to be of good behaviour for the remainder of the study period. In a few cases, students have been expel- led, or made to pay some restitution fees before reinstatement was granted, as was the case in Ibadan in 1982. This procedure is so commonplace in Nigerian universities that students know well beforehand what to expect after a crisis.

Yet this approach has not prevented further crises; hence some alternative strategy to cope with such situations is needed.

Future Framework

As w e have seen in the mode of responses, university authorities tend to see discipline as the same thing as punishment. Such should not be the case, for a good system of rule enforcement is quite different from a system of punish- ment. In this connexion, the responsibility of the authorities is to create an atmosphere of rule enforcement through voluntary compliance instead of waiting to mete out punishment for breach of rules and regulations when the

60

Coping with Student Activism

climate of compliance is absent. This climate is absent (i) w h e n the conditions for the pursuit of academic goals b y students are not provided, (ii) w h e n the authority is incapable of perceiving students as part of the decision-making process, (iii) w h e n m e m b e r s are alienated from the framework of dicipline o n c a m p u s , (iv) w h e n staff m e m b e r s are needed only at the stage of punishment, and finally, (v) w h e n students have been shielded too long from the realities of society.

T h e need for a reduction of regulations and the scope of the formal system of punishment is buttressed b y studies conducted b y Reynolds and Murgatroyd (1977), Heal (1978), Clegg and Megson (1968), and K o u n i m (1970) which confirm that formal systems of punishment promote misbehaviour and delin- quency a m o n g students, while low levels of punishment or quiet reprimands encourage pupil attendance and interest in the activities of the school. These findings further lend credence to the views of Digby Jacks (1975) w h o , from his experiences as president of the National Union of Students in Britain, urged university authorities to minimize and simplify regulations to cover only the areas relating to the admission, assessment, and certification of students.

T h e implication of these findings for Nigerian universities are of consider- able importance. T h e Nigerian student is flanked left and right b y regulations.

Apart from academic regulations, there are rules which regulate the personal behaviour, moral comportment, and residence hall ethics of students, w h o are further expected to uphold the laws of society as they relate to these m a t - ters. Students are therefore confronted with double expectations: the require- m e n t that they obey the regulations of their universities and that they respect the limits and the rules and laws of society at large. Aspiring to live within bounds in such a situation is onerous ; therefore, at least the dormitory approach to student discipline on campus must change for the better. T h e first step in the future governance of students on c a m p u s should be to enact few but pre- cise regulations.

T h e second step in our future framework is consultation and dialogue, having reduced the pack of regulations to its barest m i n i m u m . Consultation under this framework should be conducted as a four-way strategy to sustain an atmosphere conducive to compliance. Thus, there should b e : (i) regular consultations between university authorities and the student b o d y ; (ii) con- sultations between authorities and the staff o n matters relating to discipline ; (iii) consultations between staff and students, and finally, (iv) consultations between the student leadership and the entire student body. This strategy of consultation and dialogue should be a regular pattern in Nigerian universities, be it in time of crisis or of normality. It is b y m e a n s of such avenues that differ- ences between students and university authorities are resolved to forestall the types of crises leading to violent protest demonstrations. T o dispal a n y doubt, this process affects only the question of discipline. Hence the usual process of student and staff involvement, through representation in the deci- sion-making process in universities, from the department to faculty a n d senate/council levels, should be strengthened for that purpose.

J. O. Enaohtvo

61

It is also necessary to consider the levels of participation and representation for staff and students for the purpose of discipline enforcement o n c a m p u s . A s the third step or factor in the future framework, participation should go beyond the level which is most c o m m o n in Nigerian universities, that is, par- ticipation at the level of implementation of rules and regulations, which is different from participation at the level of making decisions o n w h a t the rules and regulations should be. T o actually involve staff in effective discipline guar- antee mechanisms on campus, their views must be heard at the decision- making level; so also should students be given opportunities to m a k e their feelings k o w n w h e n n e w regulations are proposed or w h e n changes are neces- sary. This question becomes one of the level and the scope at which student and staff participation should be promoted. T h e problem is not very signifi- cant in the case of staff m e m b e r s since there are already legal provisions for staff representation u p to the university council level, be it for matters of discipline or for strictly academic matters. All that is needed is to ensure that universities m a k e adequate use of this representation. Those institutions unwilling to co-operate in this direction should be so reminded under the plat- form of staff unions. In addition, efforts should also be m a d e to stregthen representation to m a k e for a more democratic participation of the rank and file.

This is w h y the practice, whereby representation in the highest policy-making bodies of the university (for example at senate and council levels) is restricted to the more senior m e m b e r s of the academic staff, should be discontinued.

Instead faculty representatives should be elected from the rank and file, and if through this process, the more senior m e m b e r s get elected, fair and good.

This change of procedure is necessitated b y the reality that effective contri- butions at committee meetings are not necessarily contingent o n one's status or rank on the academic ladder. Moreover, the tendency is for the m o r e senior m e m b e r s of staff to p a y only lip service to the interests of the majority of staff m e m b e r s w h o happen to be at the junior level. T h e university, being a professional organization, should ensure'that participation is open to all w h o have m e t the qualifications to become tenured m e m b e r s of staff.

A final caveat for the future is accountability. T h e Nigerian university system does not m a k e r o o m for open accountability and reporting. Although open reporting has been adopted in the university as part of its public service, confidential reference reports are still the order of the day. If a dean cannot tell his staff m e m b e r s to their faces w h a t he (the dean) feels about t h e m in terms of behaviour, character, and performance, then such a dean is not worthy of the position he holds. M a n y a time, tension and crises develop w h e n secret, wicked reports are sent to higher authorities about individuals and students without the latter having been given the opportunity to defend themselves.

Such acts of indiscipline (for failure to uphold the rules of the game) on the part of the reporting officer equally breeds indiscipline from staff m e m b e r s and students.

This is w h y open reporting should be accepted in principle and in practice.

In terms of accountability, the practice in Nigerian universities should be changed to remove the mystery people attach to positions. T h e current practice does not provide an adequate forum for m e m b e r s of staff to permit the results of their stewardships. In terms of financial accountability, the audit

62

Coping with Student Activism

system is so outdated that reports are only ready years after the person having been audited has changed positions or even jobs. Although there are few uni- versities that operate pre-payment audits, audit reports are so delayed that they lose their significance when they are finally released. This practice breeds suspicion on the part of staff members and students alike; hence, it is a pos- sible cause of protest demonstrations and petitions. A s a result, either the practice of pre-payment audits should be universally adopted or each member of staff should be required to obtain a satisfactory audit report by the end of the academic year before a promotion is due. This requirement is needed to forestall suspicion and acts of indiscipline.

Of equal importance is the performance audit, that is, the annual report on the level of effectiveness of staff members. Often students protest against lec- turers for not doing their work ; hence, annual performance evaluations should be a regular condition for retention. In this respect, any staff member found below average in achievement or level of effectiveness through open reporting should be relieved of his post. This stipulation should be built into the conditions of service.

Conclusion

The focus of this analysis has been the need to seek preventive remedies for indiscipline and chaos on Nigerian campuses as an alternative to the ortho- dox approach of finding a solution after damage has been done. W e have argued that consultation, participation, accountability, and simplification of regula- tions are essential for a healthy climate of discipline on Nigerian-campuses.

However, for these measures to be meaningful, they must not be seen in isola- tion. They must be promoted in situations in which staff and students are given adequate resources with which to operate. Otherwise, the focus soon degenerates into discontent for lack of means to function effectively. The result is an even more serious constraint that should be avoided in the new framework. The total effort calls for a more frugal approach to the management of resources in universities in order not to be caught in the web of present-day economic hardship.

REFERENCES

C L E G G , A . ; M E G S O N , B . Children in Distress. Harmondsworth, Middlesex: Penguin Books, 2968.

F A F U N W A , A . B . A History of Nigerian Higher Education. Lagos: Macmillan, 1971.

F E D E R A L Republic of Nigeria. The National Youth Service Corps Decree (Decree No. 24).

Lagos: Federal Government Printer, 1973.

H E A L , K . H . Misbehaviour A m o n g School Children — The Role of the School in Strate- gies for Prevention. In: Policy and Politics, Vol. 6, 1978.

J A C K S , D . Student Politics and Higher Education. London: Lawrence and Wishart, 1975.

K O U N I M , J. S. Discipline and Group Management in Classrooms. N e w York: Holt, Rinehart and Winston, 1970.

R E Y N O L D S , D . ; M U R G A T R O Y D , S. The Sociology of Schooling and the Absent Pupil:

the School as a Factor in the Generation of Truancy. In: C A R O L L , H . C . M . , ed.

Absenteeism in South Wales: Studies of Pupils, Their Homes, and Their Secondary Schools. Swansea: Faculty of Education, University of Swansea, 1977.