2.2. Educational system
2.2.1. Higher education
this large number of states, they are currently grouped into the six geo-political zones of North- East, North-West, North-Central, South-East, South-West and South-South for political purposes (Dina, Akintayo & Ekundayo, 2005: Introduction). The current constitution is the 1999
Constitution, which came into effect on May 29th 1999 with the restoration of democracy.
Twenty eight years of Nigeria’s post-independence years were spent under successive military regimes which fostered a long period of poor governance and limited management accountability of the country’s resources. This period also witnessed a gradual decay in the higher education system due to political interventions and poor policy implementation strategies (Saint, Hartnett
& Strassner, 2003: 259-263).
was the Yaba Higher College, Lagos in 1934. Since independence in 1960, higher education institutions have become one of the fastest growing sectors of the Nigerian educational system (Fafunwa, 1974: 92). The past two decades particularly have witnessed a proliferation of more institutions of higher education in the country. Currently there are over 97 universities in Nigeria: twenty federal universities, thirty five state and thirty four private owned universities and one National Open University (Ajadi, 2010: 17-19; National Universities Commission, 2010: Nigerian universities). There are also a number of polytechnics, teacher training colleges and other specialised institutions of learning (Okuwa, 2004: 4; Saint, Hartnett & Strassner, 2003:
266). The activities of each of these institutions are co-ordinated by various governmental agencies such as the National Board for Vocational Colleges and Technical Education which oversees all the polytechnics and vocational institutions, the National Commission for Colleges of Education for teacher training colleges, while the National Universities Commission (NUC) coordinates activities relating to all universities in the country.
Universities in Nigeria are grouped according to the following categories:
a. The 27 federal universities include:
First generation universities: Those established between 1948-1965 to meet the skill needs of the country prior to and immediately after independence in 1960. For example, University of Ibadan, University of Nsukka and Ahmadu Bello University.
Second generation universities: Established 1970-1985 to foster scientific and
technological development in the country – University of Jos, University of Port Harcourt and University of Maiduguri.
Third generation universities: 1985-1999, established to encourage research in science and agriculture – University of Agriculture, Owerri and University of Agriculture, Makurdi.
b. State universities (35): Established by state governments to meet the increasing demand for access to higher education at state levels.
c. National Open University (1): Established in 1983 to promote distance learning through formal and non-formal education and to encourage continuing professional education.
d. Private universities (34): Established by individuals, religious organisations and other non- governmental bodies.
According to the National Policy on Education of Nigeria (2004: 7), the responsibility and goals of university education is the development of human resources, the development of cultured citizens and the promotion of basic research. The university system in Nigeria has been
fundamental to the development of its knowledge economy. However, the potential for further advancement has been hampered by problems of inadequate funding, incessant strike action by academic staff, inefficiency, inadequate physical facilities as well as neglect by long periods of military rule (Odebiyi & Aina, 1999: 8; Saint, Hartnett & Strassner, 2003: 259). According to Saint, Hartnett and Strassner (2003: 260), the initial absence of a strategic plan that would align educational progress with economic growth, coupled with an inadequate infrastructural system prevented the development of the higher education system according to international standards.
Also, increasing enrolments without the commensurate infrastructure and additional staff resulted in most universities operating beyond capacity with a student-teacher ratio of 1 to 22 due to overcrowding [1999] (Ngugi & others, 2007: 72). The lack of adequate infrastructure largely resulted in the slow pace of development in Information and Communication Technology (ICT) needed for supporting teaching and research. This, coupled with inadequate library
resources has contributed to problems of skills deficiencies among Nigerian graduates who often lack the relevant skills required for a knowledge based economy (Rasaki 2008: 5).
However, between 1998 and 2008 several significant policy steps were initiated in the general educational system. The higher education system in particular has witnessed considerable reforms to address some of the challenges (Nigeria, Federal Ministry of Education, 2008:
Executive summary). Changes implemented since 2000 include increased funding by the National Universities Commission (NUC) based on strategic planning by individual institutions accompanied with rewards for best institutional performance. Greater autonomy has also been granted to universities to include more stakeholder representation and the development of academic benchmarks based on demonstrated student competencies. Methods of teaching which were based on traditional pedagogy and conventional curricula have been revised to meet with governmental standards and international best practices (Saint, Hartnett & Strassner, 2003: 275).
Similarly, the establishment of the Nigerian Universities Network (NUNET), an electronic network linking all federal, state and private universities has helped to improve internet
connectivity and facilitate the development of better ICT infrastructure in higher education. This in turn has necessitated curricula reform and the integration of ICT into the mainstream of all educational activities and training (Ngugi & others, 2007: 79). Consequently, current reviews in educational curricula are aimed at aligning educational policies to work practices in ways that reflect quality standards in the private sector. These efforts will help encourage collaboration with the private sector in order to improve competitiveness in the global economy. NUNET has also encouraged the sharing of resources among university libraries in Nigeria and beyond through the provision of electronic databases thus expanding access and encouraging e-learning (Ngugi & others, 2007: 80).