Goals Of Nigerian Universities Developmental Visions And Missions Essay Example

policies and management for the public good (Sources: Centre for Democracy and Development, 2008; IMF, 2005; Akpobasah, 2004; Yahaya, 2008; Federal Ministry of Education, 2008).The official website for Vision 20-2020 highlights the significance of education in attaining economic development, stressing the importance of a contemporary and dynamic education system for all Nigerians to achieve their full potential and for the country to have a skilled workforce. The Centre for Democracy and Development recognizes the role of education in technological advancement and emphasizes the need for increased investment in research and technology. They state that investing in education not only enhances labor productivity but also improves overall worker productivity through collaboration, leading to a stronger economy. Professor Babs Fafunwa further asserts that education in Nigeria should align with the needs, aspirations, and cultural heritage of children, communities, and the nation. Despite facing challenges, successive governments in Nigeria have consistently acknowledged and emphasized the significance of education at all levels. This acknowledgment is evident in various educational policies implemented to achieve both Education for All (EFA) motion of 1990 and Millennium Development Goals (MDGs). An example is the Universal Primary Education (UPE) strategy initiated by the military government in 1976 to improve literacy levels which did increase literate Nigerians even though it fell short of expectations. In 1999, as a means to accomplish EFA and MDGs goals, the government established Universal Basic Education (UBE) strategy.This intervention aims to provide a 9-year free and compulsory basic education at primary and junior secondary school levels. To achieve the goals of Education for All (EFA) and Universal Basic Education (UBE), Nigerian authorities have collaborated with international development partners such as

UNICEF, DFID, UNESCO, USAID, JICA, and the World Bank. Civil society organizations and non-governmental organizations (NGOs) are also involved in these efforts. The National Commission for Mass Literacy (NCML) was created by federal authorities to improve adult literacy rates in line with EFA's fourth goal. In addition, President Olusegun Obasanjo revived the National Open University of Nigeria (NOUN) to expand access to education while promoting fairness and equal opportunity for all individuals. This recognizes the importance of individuals with formal education updating their skills and knowledge. NOUN's mission is to become a leading university offering accessible and high-quality education that promotes social justice, equity, equality, and national unity. It aims to provide functional and affordable learning opportunities that add lifelong value to quality education for all knowledge seekers. The goals of NOUN include advancing knowledge and workforce development through instruction, expanding research boundaries, and providing public or community service.Each country should establish its own expectations for their university systems. According to Section 8 of the National Policy on Education (NPE, 2004), Nigerian universities have the following goals:

- Contribute to national development through high-quality workforce training.
- Foster proper values for individual and societal survival.
- Develop individuals' intellectual capacity to understand and appreciate their local and global environments.
- Acquire both physical and intellectual skills for individuals to be independent and valuable members of society.
- Promote scholarship and community service.
- Strengthen national unity.
- Encourage national and international understanding and interaction.The same policy outlines various avenues through which universities are expected to pursue these goals. These avenues include teaching and...(additional content is not provided in the given text) - Research and development (R;D) - Virile staff development programs

- Generation and airing of knowledge - A variety of programs including full-time, part-time, block-release, day-release, sandwich, etc - Access to training funds such as those provided by the Industrial Training Fund (ITF) - Students Industrial Work Experience Scheme (SIWES) - Maintenance of minimum educational standards through appropriate agencies - Inter-institutional cooperation - Dedicated service to the community through extra-mural and extension services.

Section 11 of the Education Act of 1993 outlines the purposes of higher education in Nigeria. These purposes include cultivating proper value-orientation for individual and societal survival, developing intellectual capacities to understand the environment, acquiring skills for community contribution, attaining an objective perspective on local and external environments, and training a higher-level workforce to contribute to national development. The text emphasizes importance promoting national integrity in educational institutions through admissions and staff recruitments based on a broad national perspective. Additionally, it highlights significance encouraging scholarship and research.Nigerian universities play a crucial role in the country's industrial, political, technological, and economic growth. Ebuara et al. state that these universities aim to develop individuals with good character and judgment who will lead the nation towards excellence by promoting development and positive values through education. This objective aligns with the findings of the Ashby Commission in 1959 and the Longe Commission in 1990, which recognized education as a tool for national progress, social freedom, and societal reform.

The vision and mission statement of NOUN emphasize its commitment to reducing poverty by providing educational opportunities for all (EFA) and lifelong learning, especially in rural communities. The university strives to achieve this goal by offering flexible and high-quality education to students from diverse backgrounds. Banjo (2006) summarized the vision

of university education in Nigeria during a national summit on higher education, stating that universities have the authority to foster moral and intellectual growth, conduct research for wealth generation and societal improvement, as well as provide public services. This shared vision also includes producing educated professionals across various sectors as determined by the government.

Moreover, it is emphasized that universities must implement disciplinary measures and exert influence to instill proper moral development in students.The text emphasizes the need for emotional and religious growth among students, as well as the importance of a comprehensive educational program that promotes active community participation. It also stresses the significance of dedicated research to generate wealth and establish the university as a model for administration in Nigeria. Additionally, it mentions the importance of cultivating appropriate attitudes in young individuals for effective leadership and followership.

Albert (2010) identified gaps in fulfilling universities' mandates in Nigeria. He noted that while education is considered universities' primary function, graduating students often lack employability skills due to flaws in the system. One issue is poor curriculum development, which rarely adapts to changing global development strategies. Another concern is the declining quality of PhD theses resulting from research efforts. Moreover, Nigerian professors tend to lose interest in research once they become professors and focus solely on teaching, leading to a decline in mentoring quality for aspiring scholars.

The text highlights how Nigerian universities prioritize learning and research over community service.Okebukola, former head of Nigeria's National Universities Commission, emphasizes the need for Nigerian universities to prioritize certain actions in order to achieve a top global ranking. These actions include maintaining a stable academic calendar, fostering a strong research culture, improving

facilities for learning and research, meeting capacity standards without over-enrollment, eliminating cultism, encouraging universities to focus on their strengths, and establishing robust international partnerships with foreign universities.

Despite facing criticisms, the Nigerian university system has achieved notable accomplishments. For instance, the University of Ibadan and Ahmadu Bello University have made significant contributions to health and agriculture research (Okebukola, 2010). Okebukola also notes that between 1965 and 1970 Nigeria had made noteworthy contributions to international literature in various disciplines such as science, technology medicine social sciences and arts (Saint et al., 2003).

Furthermore, Nigeria has seen substantial growth in its university sector since gaining independence in 1960. Initially having only one university called the University of Ibadan with around 1000 students and 300 staff members. However between 1960 and 2010 there was rapid expansion both in terms of universities established and student enrollment.The 25th meeting of the Association of Vice-Chancellors of Nigerian Universities on April 20th, 2010 saw a significant increase in attendance, with Vice-Chancellors from a total of 104 universities present. According to data provided by the Federal Ministry of Education in 2005, undergraduate registrations across various Nigerian universities reached a total of 780,001. The education system also boasted a considerable academic staff count of 23,535 (Federal Ministry of Education, 2007). Professor Julius A. Okojie revealed during his presentation at the Council for Higher Education Accreditation session in 2008 that Nigerian universities had an enrollment exceeding one million students (1,096,312), along with nearly one hundred thousand staff members (99,464). This included approximately twenty-seven thousand academic staff members and seventy-two thousand non-teaching personnel. The table provided displays student enrollment breakdowns for Nigerian universities between 2006 and 2007 as

well as the distribution of academic and non-teaching staff members according to their ranks. Okojie's paper (Nnoli, 2001) highlights Nigeria's success in modernizing and enriching its curriculum. In fields such as mathematics, chemistry, physics biology pharmacy medicine and engineering Nigeria demonstrates impressive cognitive abilities when compared to other nations.Nigerian post-graduate students have demonstrated their ability to compete successfully with students from other countries. In 1980, Nigeria established a reputable higher education system that provided internationally recognized instruction across various disciplines, as noted by Saint et al. This highlights the valuable experience gained through university education at that time.

Currently, Nigerian universities prioritize expanding their curriculum to cater to specializations and offer a broad-based program. The introduction of compulsory General Studies courses for all students aims to enhance their educational experience. Notably, the formation of organized groups within the university sector is considered a significant achievement. These groups, such as the Committee of Vice-Chancellors and Alumni Associations, collaborate to ensure effective functioning of the university system and work towards government-set goals and policies for education and democracy.

The involvement of organizations like ASUU, NASU, SSANU, and NANS plays a crucial role in the Nigerian university system. However, there is also a need for universities to focus on modernizing learning materials, facilities, and teaching methods. This includes incorporating computer literacy and other digital resources to improve knowledge delivery.

Unfortunately, the system has encountered numerous challenges including poor leadership and administration leading to inefficiency and incompetence.The challenges faced in the Nigerian education system include inadequate support and limited access to university education for secondary school graduates, leading to a decline in the quality of university graduates. Other issues include the politicization

and proliferation of unsustainable academic programs, lack of incentives for staff, insufficient infrastructure, problems with university autonomy, increasing student enrollment, brain drain, ongoing strikes, and conflicts between unions and management (Ebuara et al., 2009; Ogwuche 2008; Saint et al., 2003; FME 2003; Ekong 2001; Moja 2000; NUC 1994; Nwabueze 1995). These challenges have been persistent since the period of military rule in Nigeria.

One particular challenge is poor leadership and governance. Alubo (1999), as cited by Ekong (2001), explains that the extended military rule resulted in the militarization of previously civilian structures like universities. In a study conducted from 1992 to 1999 across eleven Nigerian universities, Ekong discovered that most Vice-Chancellors (VCs) tended to adopt an authoritarian or dictatorial management style. Further analysis revealed that eight out of eleven universities reported their decision-making approach as autocratic. This analysis also indicated a positive correlation between management styles and stability, staff satisfaction, and equal access.The text reveals that there is a negative correlation between management styles and various factors such as average dissatisfaction, productivity, number of students, and number of academic and non-academic staff. These findings are in line with Okecha's (2008) observation that some universities experience a decline in development due to an authoritarian administrative system where certain Vice Chancellors exhibit dictatorial management styles. Another leadership issue identified is the lack of accountability in government facility management. Many universities neglect proper project planning since they assume government funding will always be available. Aminu (1987) noted that numerous universities allocate their capital funds to poorly planned projects which end up being incomplete. Additionally, Omoregie and Hartnett (1995) found that certain universities lack control in department establishment, often forming

them based on individual personalities. Moreover, some universities establish new programs without proper planning or sustainability solely based on prestige or their country's involvement. Consequently, a significant portion of the grants from the National Universities Commission is tied up in these countries, leading to financial stress within the system. This observation aligns with Ebuara and co-worker's findings which highlight an influx of unprepared students admitted without necessary resources to meet their specific needs.
The Nigerian Tribune (2007) reported that misappropriation of funds by ignorant leaders contributes to the poor state of Nigerian universities. Okebukola (2005) stated that only about 15 percent of university applicants can be accommodated in the entire system, and this situation will worsen as graduates from the UBES seek admission. To address disparities and promote equal opportunities for university education, the Federal Government has implemented an admittance quota system (Ebuara et al., 2009; Okecha, 2008; Federal Ministry of Education, 2003; Saint et al., 2003). The admission process allows students from all provinces to be admitted regardless of their performance on exams, aiming to ensure equal access across the country. However, concerns exist that this quota system compromises the quality of graduates since it prioritizes quotas over merit-based admissions (Okecha, 2008).Admission to the university is determined based on specific criteria, which include residency in the catchment region (30%), disadvantaged educational background (20%), discretionary admission by the Vice Chancellor (10%), and merit-based admission accounting for only 40% (Saint et al., 2003; Moja, 2000). Research conducted by Moja and Okecha (2008) revealed unethical practices like cheating and corruption being employed to secure limited spots. Adeyemi's study in 2001 assessed access equality and identified significant differences in

academic performance between those admitted based on merit and other criteria. Moreover, dropout and repeat rates were found to be three times higher for students admitted through non-merit criteria compared to those solely admitted based on merit. These issues have adversely affected both the quality of university graduates as well as their employment prospects.

The employment rate for Nigerian university graduates has been consistently high over the past decade due to various factors, including quota policies that have impacted graduate quality negatively (Dabalene & Oni, 2000). Furthermore, literature on university administration in Nigeria highlights concerns such as poor compensation and lack of incentives for staff members. Many authors have emphasized that a major problem in university instruction within Nigeria is the absence of motivation and unfavorable working conditions faced by staff members (ASUU, 2009; Osagie, 2009; Ekundayo & Ajayi, 2009; Okecha, 2008; Saint et al., 2003; Nwabueze,1995; NUC,1994; Longe Commission ,1990).The Longe Commission's report in 1990 found that staff wages and conditions were inadequate compared to other sectors such as the "organized private sector, banks, and healthcare professionals within the public service" (Federal Republic of Nigeria, 1991). As a result, these conditions frequently lead to conflicts between university unions and administrations, causing strikes and disruptions to the academic calendar.

During a press conference in 2009, Professor Ukachukwu Awuzie, the President of ASUU, emphasized that poor salary and non-salary conditions were driving highly qualified faculty members to leave Nigeria for countries like Europe, America, and South Africa. He stressed the need for improving service conditions including salary and benefits in order to retain Nigerian scholars. While recognizing that Nigerian faculty members may not earn as much as their

counterparts in Europe and America, the negotiating commission insisted on comparable wages to those in other African countries where Nigerian scholars often migrate (ASUU, 2009).

Likewise, Piwuna (2006), the National President of the Senior Staff Association of Nigerian Universities pointed out that most disputes in universities stem from disagreements between staff and authorities or administrators regarding welfare issues. These conflicts ultimately result in low morale among staff members.Akindutire (2004), as cited by Ekundayo & Ajayi (2009) and Saint et al. (2003), also discovered that the relatively low academic income contributes to a "brain drain" among academic staff and hinders the recruitment of new staff members. This issue is compounded by several factors, including inadequate education and research infrastructure, the inability of staff members to benefit from local and international development programs, and more.

In a study on funding in Nigerian universities conducted by Ogwuche (2008), it was found that, besides financial challenges, an unequal distribution of academic and non-academic resources such as research labs, studios, library facilities, dormitories affects job satisfaction. The reputation of universities depends on the quality of graduates they produce; therefore people's willingness to be associated with these institutions is influenced accordingly. Universities that produce subpar graduates are often seen as extensions of secondary schools.

Furthermore, due to low salaries and unfavorable working conditions, many faculty members become demoralized and seek other jobs during their teaching tenure just to make ends meet. This neglect towards teaching responsibilities ultimately undermines educational quality.