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Abstract

This work titled ‘Achieving Quality and Relevant Tertiary Education towards Unity in Nigeria’ is an attempt to reposition the tertiary education as a tool for national unity. The work examines the lingering crisis that have translated the Nigerian society into a chaotic state. The crisis appears to emanate from the reality that Nigeria is a multi-ethnic and religiously diverse. These ethnic groups are diverse from the way and mode of their activities, which could imply enormous barriers, real and imagined. The work observes that it is a fair observation to admit that the country is really battling with the realization of social integression which ought to lead to national unity.  But for how long can this be realized? It is the concern of this work to see how relevant and quality tertiary education, can be effectively used to tackle this protracted crisis.  The work examines the concept of education, its relevance and how its quality be enhanced and sustained. The study has positions itself to the fact that quality tertiary educational processes contain in itself the basic ingredients to unite and make individuals socialize, get acquainted to and be united with others. The work also admits the fact that achieving relevant and quality tertiary education is a tool towards reconstructing the nation for peaceful co-existence and unity that ought to lead to development. However, Nigeria as a nation could manage its diverse nature if the recommendations enumerated are considered especially the need for a massive and sincere value orientation towards each other and the nation as a whole, with a conclusion that the nation’s treasures and individual talents be invested to make the way straight and to take the nation off ‘life-support machine’.

Keywords: Relevant Education, Quality Tertiary education and National Unity.

Introduction

A cursory survey on education and educational practices could suggest that education stands as the bed rock on which human and societal transformation spring. Being a portent and feasible tool, it is assumed to trigger and reinforce peaceful co-existence and national integration. little wonder then, that the National Policy on Education (NPE)¹ is apt when it asserts that ‘education should translate the society to live in unity and harmony as one indivisible, indissoluble, democratic and sovereign nation founded on the principles of freedom, equity and justice’ As if the document is being mindful of the existing Nigerian reality, as a nation that emerged with the amalgamation of the southern and northern protectorates under the watch of Sir Fredrick Lugard in 1914, hence the need to properly integrate. Prior to this episode, nothing like Nigeria, as it is known today. It can be implied and understandable then when sometimes it is perceived that the federation of Nigeria, as it exists today, does not seem to have really been one homogeneous country. This may appear to emerge from the perspective of its widely differing peoples and tribes. On a general level, one may be tempted to liken the nation to a big polygamous family, which is still battling with the basis of true identity and unity. In a family where its children are yet to identify and recognize the rationale and foundation of the basis for true oneness, that family may likely be far from experiencing peace which ought to lead to unity in Nigeria.

This paper seems to suggest two things straight away: either the tertiary educational process seems not to have the quality and relevance, adequate in cementing the existing relationship and unity of the nation or that there seems to be a gross misrepresentation and lack of the appreciation of the role of tertiary education in the country. Either way the task is not an easy one. The fact that a great nation like Nigeria still crawling as far as its tertiary educational quality and relevance towards national unity is concerned, amidst the complexities of several violent crises littered all over the nation. Just as there seem to be a tremendous faith on tertiary education to bring about substantial positive changes in the socio-economic and religious sectors, there are still a significant number of challenges tertiary educational sector faces. These challenges constitute a thread to the quality of education and its potential ability to contribute to the development and peaceful coexistence of the society. Therefore, the questions still linger: Is the nation’s tertiary educational system qualitative enough towards national unity? How relevant is the tertiary educational system in the country? In what way does Nigeria as a nation appropriately use the qualitative tertiary educational structures to foster national unity? To what extent does the system guarantee and sustains national unity? What are the strategies used in the past to foster national unity? These and other questions, will this work attempts to address. This is in the light of the prevailing situations befalling the nation.

Clarification and Significance of Concepts:

Quality Education

A superficial look across humanity in general, one will discover that there has always been for man a means by which he transmits values, norms and skills. This is with the sole aim of ensuring that there is the continuous diffusion of knowledge and values from one generation to the next. This seems to portray the process of educating to be a life-long process since it has within it the idea of promoting values and values are eternal. It also stands as a means of socializing people into the community for upholding common customs and traditions as well as for modification and changing of unruly behaviour. This behaviour is to conform to the acceptable existing ideologies and ideological expansion and reformation. The above depiction of education, and any other attempt to describe education and educational processes, does takes its root from the etymologically parent word. Obot² outlined such parents’ roots of education as:

Educatum- meaning the act of teaching, training, discipline, and instructing.

Educatio– meaning a breeding, bringing up, rearing

Educare– meaning to bring out, to nourish, and to form

Educere– meaning to lead out, to draw out

Educatus– meaning to bring up, rear is.

 The above original root descriptions of education have influenced the way different people conceive and define education.  When education is referred to as the ‘act of teaching, training and discipline’, it implies the functional role of education as leading towards knowledge and virtue in an individual. It suggests that education can actually lead persons out of the café and darkness of ignorance.  This may signify basically about and pointing to the human persons to whom educational processes target. For education, by its basic essence and practice deals with the individual in nourishing and forming the human person to adapt and develop himself and the environment as a meaningful activity. R. S. Peters³ concedes and supports this reality when he posits that education could be described with a three-fold criteria: Firstly, unless something worthwhile is transmitted in the process, and that is determined by the human person. Secondly, unless it has a cognitive perspective in the way that it enables the individual to see the connection between existence, reality and social dimension. The social dimension amounts to the participation of the individuals as it benefits humanity as a meaningful course. And thirdly, unless there is a certain amount of voluntariness on the part of the learner in the initiating and participating process.

This meaningful and worthwhile activity is meant to be a movement that is of value to both the individual and the larger society. The value is attached to that act of bringing any meaningful harmony and development to both the individuals and to the society in which the individuals belong. The cognitive aspect of education as purported by R S Peters⁴ suggests the mental development of the learner in terms of right and critical reason towards making meaning out of human existence. Right and critical reason is the situation where one’s mental capacity is developed towards independent and originality of thoughts and opinions. This is regarding issues and realities that concerns the human person. The third aspect of the education for Peters is that there must be willingness on the part of the learner. In other words, the potential learner is not to be compelled to the learning circumstances. This situation is likely to bring about a change in the learner, and this change is likely to be deliberate, meaningful and directed towards a purpose.

The significance of the above is that education as a process has a purpose; centered on the development of the human person. The development of the human person is in the context of the society in relation with others. The weight of human development as it concerns educational process within the same context is centered on the ‘teaching’ and ‘learning’ aspects of the processes of education. This is where the human learner is targeted for a lasting positive impart in terms social transformation that is the backbone of both human and structural developments. The social transformation is predicated on the premise that the person ought to relate with the environment and in relation with others. Man is drilled towards association with himself, others and the context of the environment. This appears to be what Enoh ⁵ sees as “social regeneration” as a new consciousness which aims at making all men develop a boarder view about humanity, to see one another as being essentially the same against the background of several barriers of race, colour, religion.

This also signifies living with others in terms of responses, actions and relationship with others. While these take place within a context of man’s living hence the need to study and understand ‘others’ with whom man is expected to live within the context of the society. That is why Aristotle, the Greek philosopher, described man ‘as a social animal’ a being naturally to exists and functions within context and with others.  This then further signifies that every individual to be conscious, purposeful and deliberate of the good and development of oneself and others. To be conscious of this reality that the individual good can be achievable in the common good of others is the essence of education in general and tertiary education in particular.

So important is this goal that it is fair to concede that education as a process does not, in certain location and situation, function effectively without its challenges. These challenges act as set-back in the wheel of progress and so render the educational processes inefficient and becomes a shadow of itself. This make experts to question the quality of the educational processes. By this, concerted efforts are being advanced to the description and provision of qualitative education. What then is quality education?  Quality education as described by Majasan⁶ “as good appropriate education achieved through diligent learning and research which produces sound and useful knowledge and creative skills for production and development’ He further sees quality education “as that type of education to which the school environment, the teachers, the parents, the society and the student themselves have contributed over the years to make it formidable, reliable, rewarding and satisfying. It is characterized by the mixture of the elements of culture, morality, manners, art, science, technology, application of knowledge, creativity, valuable skills and positive personal values.”⁷ These personal values include freedom, hard work, and self-organization. It is with the same spirit that quality tertiary education could also be described as “that type of education which its curriculum is of great worth and is designed to impart relevant skills, knowledge and ideas”⁸ The implication of this is that quality education ought to provide all learners with capabilities they need to become economically productive, develop sustainable livelihood and imbibe the spirit of being with others as a great source of socialization.

The significance of quality education from the foregoing assertion could entail a combination of services an individual render to oneself and the larger society. This could also amount to decent learning which often connotes an acceptable standard with positive emotional balance in learners. By this standard, sound and useful learning leads to positive impacts on learners’ basic and applicable knowledge and skills in solution to various solutions and contexts.

There lies significance in the effort towards achieving quality education especially in tertiary institutions which is undeniably in the positive direction because it is directly towards national and personal developments. This may likely be achievable through quality policy formations and implementation. The implication of this to any society that functions with this type of education in it members must make waves in an enlightened environment, and such are the ones that push forward the boundaries of human progress.

Relevant Tertiary Education

For any phenomenon to be of quality it has to be relevant. A qualitative tertiary education ought to arrive at being relevant as well. However, this may not always be the case. What is the context of achieving relevant and quality education? A relevant quality tertiary education in the Nigerian context may not be far from what the National Policy on education (NPE) has enumerated as the aims and objectives of education. One of these aims and objectives is that of the Inculcation of national consciousness, values and national unity. It was to show how vital it is for the nation to be united as one of the aims, the federal constitution enunciated that the inculcation of national consciousness, values and national unity shall be one of the cardinal objectives of education. This is what the educational system is meant to instill. Education will be the instrument to achieve these aims and objective, so that in the words of Nwabachili⁹ “education will use the emergent educational system to achieve radical changes in the outlook of the Nigerian youths. So that these youths, ‘haven been washed by the blood of the lamb’ would begin to live and act no more from the hitherto ethnocentric and tribalistic perspective, but as true compatriots and citizens of one Nigeria” The significance of this is that the educational system ought to be of quality and relevance in terms of bridging the gap that have existed as a result of multi-ethnic and religious diversity.

             But has the Nigerian system of education actually achieve this aim? To what extent can the nation arrive at the situation where the nature of the curriculum and other policies are meeting the needs of the moment? Or has the curriculum fallen short in meeting this aspiration? Can the nation suspect lack of commitment on the part of stakeholders towards using the system to achieve this aim? Is the nation in need for a wholistic adjustment? What can this unity mean? Has the NPE on its own guarantee this much needed unity? In the light of these challenging situations that hinder achieving peaceful co-existence, these questions are raised, and it becomes necessary to examine the activities and performance of the tertiary educational system along-side the progress and development towards nationhood, as ‘an unexamined life’, according to Socrates, ‘is not worth living’.

National Unity

There are conceptual issues regarding notions associated with national unity. Some of these conceptual issues may lead to confusion on how these concepts are understood, used and applied within the context of a society. These concepts are ‘Country’ ‘State’ and ‘Nation’, which are often mistakenly used interchangeably:

Country – is a territory – Latin ‘contra’ terra land that lies ahead, not necessary a nation.

Nation – is an association of peoples, who identifies their shared core values, on the basic of this shared core values give themselves a constitution which established institutions that make up the State. National unity has to do with unity based on ethnic principle. Seton-Watson¹⁰ asserts that a nation can sometimes be referred to as a state. The distinction of the two is fundamental. States can exist without a nation, or with several nations, among their subjects; and a nation can be conterminous with the population of one state, or be included together with other nations within one state or be divided between several states. 

A nation may simply mean the whole country with the following characteristics – a common language, a common territory a common economic life and a common mental make-up. A nation exists when significant members of people in a community consider themselves to form a nation, or believe as if they formed one. When a significant group or number holds this belief, it possesses “national consciousness” because it is not easy or possible to lay down dogmatically a minimum percentage of a population which must be so affected. A nation could also be referred to as a country considered as a group of people with the same language, culture and history who live in a particular area under one government. A country can be said to be a nation when it has achieved nationhood. Nationhood refers to the state or stage when a group of individuals who are diverse in ethnicity, culture and religion come to achieve the state of a nation.

National unity connotes a situation when a nation achieves relative harmony among its citizenry, amidst the diverse nature of our background. A nation is a community of people who feel that they belong together and that they share deeply significant elements of a common heritage and at the same time have a common destiny for the future. A nation is therefore made up of a people that have accepted racial unity arising from a common language, religion, custom and destiny. This brings the nation to the state of nationhood.

The difficulties that are associated with a nation like Nigeria has to do with circumstances or issues that undermine that unity. The circumstances that makes some individuals or sections of individuals to see themselves as not being part of the whole nation are the times when individuals are not carried along. While this can easily be viewed always in relation to groups, it is the case that even individuals can have their sense of loyalty weakened.   The case with Nigeria is always a life of struggles on how to reconcile the past with the present. Even when the nation chose federalism as a system of government, to give a sense of belonging to all, it still migrated from regional to state system of administration. The situation is still an unsatisfactory one.  How do we reform the building blocks? What is the contention and who are the contingents? These questions will continue to remain the challenges of this one big polygamous family called Nigeria.  

Nigeria as a nation have been battling with and trying to cope with its diverse nature since the amalgamation of 1914. Before then, nothing was known in the history of the world about a geo-political entity called Nigeria. On the contrary, what was known then were, in the words of Yero¹¹ “segmented and independent geo-political and socio-cultural communities of different sizes and strength, with different cultural complexities.” There seems to be no sufficient consultation of the people in this process. Could this be the reason that Nigeria as a nation has demonstrated a high propensity for ethnic and religious conflicts for quite some time?  It was this conflict that led to the chaotic situation of the nation.  Nwabachili¹² opined:

That this situation precipitated the coup d’ etat of January 15 1966 onwards; the 1966 Pogrom against the Igbo people in Northern Nigeria, the religious uprising in various parts of Nigeria, the secessionist attempts of Biafra in 1967 and the subsequent three years bloody war that engulfed the country between 1967 and 1970

This seems to portray the grievances that seem to be existing with the military, which are a part of what was going on within the Nigerian society. The military, who were supposed to be the pride of a nation through the exhibition of discipline and a sense of unity, seemed to have demonstrated that difficulty which constitutes a real challenge to the nation. The prevailing trends threaten both the state and civil society. Metu¹³ in Salifu outlined the bizarre experiences the nation witnessed, thus:

Intra religious disturbance which occur between denominations or sects, inter-religious conflict prevalent between adherents of different religious beliefs… some of the prominent examples include the spate of maitasine riots which ran between 1980, Bulunkatu near Maiduguri to 1982… Rigasa in Kaduna and parts of Kano 1982 and in Jimeta near Yola 1984. Others are the funtua religious riots of 1993, the Christian/Muslim youths at the University of Ibadan the same year, the Kafanchan riots of 1987 and the Bauchi riot of 1999. The list is endless.

These were the rise of religious fundamentalism which is directly linked to this difficulty of achieving religious freedom. In more recent times, the story is not any better. Shinga¹⁴ observed that

“The country is confronted by general insecurity (crises). This is evident in hunger, communal clashes, religious fanaticism and bigotry. These have led to uncountable number of crisis: the North is under the siege of Boko-haram, there is almost a civil war in Plateau, the south-east is under the militancy of the civil rebels by the youths, in the South-south is the problem of oil bunkering and kidnapping. The scene in the West and North-west and other parts of the North-central is not different.

The problem of cattle rustling from the north to the west is also very prevalent. The list is endless. As a result, most communities live in fear. This suggests that human growth, development and National unity are on a serious decline. Nigeria as a nation has over the years demonstrated some difficulty in adjusting its socio-economic structures towards achieving reasonable level of unity. One of the greatest problems facing the nation is the inability to manage each other in terms of equity, justice and mutual understanding.

Almost every section of the nation has raised an agitation and a banner of marginalization and wishing to be sovereign. A current example is the activity of the movement for the actualization of the state of Biafra (MASSOB) which the administration of Mohammadu Buhari could not address conclusively. Viewing the situation critically, Shiktong, Shehu and Mono¹⁵ comment that in spite of the fact that education has been the mainstay for the survival, growth and development of the country from pre-colonial, colonial and post-colonial eras, nevertheless, the nation faces many challenges including disunity amongst its citizenry.This has been evident and has epitomized itself in different sections of the nation, where various crises were witnessed.

The activities of the Boko-haram and other sectionists groups are a clear pointer that the national unity is still far from being achieved. These groups continue to put fear into the minds of the citizens. We continue to witness continuous life of suspicion that is characterized by fear. A typical northerner is never comfortable travelling to the southern part of the country and vice versa. This demonstrates lack of trust that has grown over time and have precipitates the agitation to go away. What is evident in all the agitations and struggles is for a better bargain in terms of how to co-exist as a nation that is so diverse in its nature.

National Unity: Role of the Qualitative and Relevant Tertiary Education

It is important to note that Nigeria as a nation, if the nation must maintain its position in the world’s community, the tertiary educational system should serve as an instrument for transforming its rich natural and human resources into higher standard of living for the people. That is why the relationship between tertiary education and National unity takes a complimentary role-education as the vehicle while national unity is its product. This implies that tertiary education is the means by which a nation could arrive human development and arriving at nationhood. By implication, tertiary education serves as a tool to bring about the desired condition by which people of diverse origin and worldviews can harmoniously live side by side in peace and mutual understanding.

Tertiary educational structures and its principles are directed to the development of the individual and the society in which one lives. When an individual is properly educated in Nigerian tertiary institutions, in terms of the relevant courses like ‘Nigerian Peoples and Culture’ individuals are expected to be liberated from the shackles of ignorance and prejudice. It does that by broadening the individual’s mental horizons and acknowledging the fact that someone may hold different and yet valid opinion and worldviews. Tertiary education serves as a vehicle to facilitate the acceptance of human diversity through social interaction. This breeds mutual respect and positive reliance on each other within a given setting.

It is the tertiary educational system that is meant to propel the development of the society through the process of interaction which brings socialization among people of diverse worldviews. It is not a gain saying, that tertiary educational structures bring about some sense of fulfillment to the individual through the new discoveries on how to explore nature for the welfare of the whole human existence. It is a necessary element in human growth for taking positive and active role in the activities of the community one finds himself.  As if mindful of this, Ndagana¹¹ Posited that tertiary education is a very crucial industry for the production of skills, positive attitudes, and knowledge and personality growth upon which national existence dependences” The production of various skills based on one’s abilities and capabilities affords the spirit of interdependence for the provision of some goods and services. The inculcation of positive attitudes suggests an open mind towards recognizing other values and opinions that is different from one’s own. While general knowledge and personality growth is the antidote for personal prejudice against someone else’s opinions and values, specific knowledge gives one the recipe towards a walking progress.

It does not amount to exaggeration to cite Aminu¹⁶ in Enoh that:

Lack of (tertiary) education by some groups will inevitably lead to their over dependence on those who have. While those sufficiently educated will tend to depend less on the other. Education becomes the only means through which group interdependence can be rejuvenated by producing from all sections individuals with sufficient skills that will be used to generate wealth.

Independence suggests the wedding ceremony, while interdependence alludes to the fact of the marriage itself. In spite of the fact that we have achieved considerable progress in tertiary education, which is a viable tool for unity, it is lamentable to see how the nation is still battling with this issue of national unity. People do whatever they can against this country or their fellow men to advance their personal desires. People again delight in the abuse of position of truth entrusted to them through mismanaging public resources, exploiting in profiteering at the detriment of the entire nation. People still aid and abet crimes and corruption of all sorts. Why so? Is it that the educational system has fallen short in its curriculum to meet up with the present realities? Or is it that inhabitants are having their own way and have gone defiant?

Mindful of the fact that no human group can survive fruitfully in isolation, it is necessary for each of these groups to reach out and create a virile and meaningful ties with others. It is worth taking to heart that for a diverse nation Nigeria to experience peaceful coexistence, there has to be some concerted efforts. In the words of Ahmadu Bello¹⁷ “as we match forward from strength to strength, so must we further our intercourse with men of other tribes and other faith. We must be determined to be a free and united people.” This suggests a view of unity constituted on the multiple allegiances to different levels of social organization such as the family, clan, province, region and the nation at large.

It was to unite the people and create the spirit of unity among the people that a national policy on Education was promulgated in 1977 to help, among other things, develop in the youths a sense of unity, live and patriotism for the country. It was to use the emergent education system to achieve radical changes in the outlook of the youths so that these youths would begin to see things from a broader (National) perspective and beyond their present narrow (ethnic) confines.The NPE is so clear in stating that the building of a united, strong and self-reliant nation is one of its objectives of the educational system.

It was in the light of this fact that successive governments and other stakeholders have evolved the strategies such as

1. The study of social norms and values- tying to know each other’s history, geography and traditional organizations or any knowledge beyond their immediate environment.
2. Inter-state visits and Exchange programme, conferences, both academic and non-academic, to feed the tertiary institutions with students with broad mindedness. 
3. Establishment and strengthening of the unity schools
4. Making the National Youth Service Corps scheme more and sincerely functional for what is meant.

These are the strategies on how tertiary education can be used to foster and further cement the frail national unity which has existed. Because Nigeria exists as a nation, with all its human and natural resources that can be referred to as ‘giant of Africa’. Tertiary education is very often the ‘super structure’ that is looked upon to provide search-light towards the realization of the ‘real giant of Africa’. This is because it is believed that every tangible aspect of development is tied to, though not limited to, education in general and tertiary education in particular. Where disunity is prevalent and there is threat of national disintegration, it is always thought that the answer is to re-orientate the tertiary education programme to promote national understanding. This is because education is a constant factor and has a bearing on every other variable in human existence.

The Way Forward

Having attempted to X-rayed the crisis Nigeria has witnessed both in the past and present and the role tertiary education has been meant to play in fostering the nation’s unity, it has implied that tertiary educational structures remain a variable instrument in this regards. A popular adage has it that united we stand but divided we fall; this holds true to the Nigeria context. Tertiary education for national unity will afford the nation opportunity to understand our differences and so appreciate each other more than ever before. It is when this is achieved, we can hope to get a more peaceful Nigeria. Some of the ways to use tertiary education to achieve more peaceful co-existence include –

1. Re-focusing the operations of the voluntary agency schools (VA): The V.A. schools are basically at the secondary school level. Their contributions to the development of tertiary education are quite enormous. In fact, it is through most of the VA schools that the early Christian missionaries were able to bring western-education, which have always fed the tertiary education with aspirants for various courses and disciplines. However, these same VA schools have been mostly setup and run by different religious agencies. If it is setup and run by a Christian agency/mission, there often found minimal number of Muslim adherents. The same situation is found if the agency is of Islamic orientation. This situation is more often in the far north of the country than in the southern part. This circumstances sometimes puts the two religious adherents in suspicion and ignorant of each other.  Therefore, the curriculum and situations of such schools be expanded effectively tackle the gap for the sake of national unity. The products of such schools grow up with no or little knowledge about the other forms of religion. This creates some ignorance and sense of fear and puts nation further away from each other.
2. The discriminatory practices in the payment of tuition fees in some state-owned tertiary institutions should be re-considered. This is so because students from other state in which this institution is founded are made to pay higher than those whose state of origin owns the institution. This creates a divided mind set and so leads to further diversity and makes one to feel as an alien in his or her land. It discourages inter-state movement for accessing tertiary education.
3. Teachers are to dispose themselves to be effectively trained and be re-trained by either through their effort for self-development or through other opportunities offered by the employers to have a broader perspective of the nation’s diversity. Not just to remain within their domain or locality. This could be done through making the teacher-training programme to contain in its curriculum courses that traces historical linkages and constant reminder to our religious and cultural diversities. To provide opportunities for these teachers to recognize the conflict areas, what is in contention and how best it could be handled.
4. The NYSC scheme which was established with the aim of getting the Nigerian youths acquainted with values in other cultures other than theirs, principles and customs other than theirs is no longer workable now. Sometimes parents or guardians of the graduating students or the students themselves go to influence the places where prospective ‘copers’ are to serve the nation. Thereby strangulating the initial spirit with which the scheme was founded.  As if this is not enough, corps members are now given the options of three states in which they prefer to serve. Most prefer to be if not in their own state of origin, certainly not too far from their domain. This is a direct distortion of the spirit on which the scheme was founded. Here it must be quickly to admitted of the fact that this is largely caused by the pocket of violence the nation is currently witnessing. Insecurity on a daily rising, the spate of kidnapping has become the order of the day. This should be re-examined to give all the attention the scheme deserves. This can be done through the provision of effective and functional security apparatus.
5. The need for a massive and sincere value orientation is timely. The problem is with the individuals’ mind set. There must be acceptance of the fact that man is in a natural state of conflict and crisis brought by diversity. Therefore, the nation ought to understand and manage the conflict triggered by the diversity in an appropriate manner. There is nothing wrong with the geographical entity called Nigeria, rather the provision of equal opportunity to the nation’s resources and power, which guarantee fair leadership style.

Conclusion

The Nigerian society has been battling with enormous diverse cultures and religious differences which often bring misunderstanding and crises of various sorts. The tertiary educational system has been used to down seize the existing crises of the nation. Since its inception, one of its cardinal objectives is to bring the tribes and different groups of the regions to achieving nationhood. This is for various individuals to realize their potentials and see which area to contribute meaningfully to, and not only the development of the nation, but towards its harmonious existence. That is why every nation’s aims of education is supposed to be geared towards this direction, and Nigeria is not an exception. Since tertiary education is a key to achieving unity, the nation should do everything possible to ensure that there be more meaningful, relevant and qualitative tertiary education, whose mission will be quite clear-namely towards the attainment of national unity. Unless this is done with clear and sincere spirit, the nation shall continue to live in the mess of disunity, destruction and devastation.

Endnotes

1. Federal Government of Nigeria, National Policy on Education. 5^th Edition. Lagos: NERDC, 2009, ISBN 978-054-216-7
2. Obot, I. M. Philosophy of Education: Introduction (Calabar: University Press Ltd., 2015)       16
3. R S Peters Ethics and Education (London: George Allen & Unwin, 1981) 23
4. R S Peters (1981) Ibid. P. 23
5. Ahmadu Bello in Enoh, A.O. Main Currents in Nigerian Educational thought. (Ibadan:          Stirling-Horden Publishers Ltd. 2014) 107
6. Masajan, J. A. Qualitative Education and Development (London: Spectrum Books Ltd. 1990)            1
7. Masajan, J. A (1990) Ibid.
8. Masajan, J. A (1990) Op. cit.
9. Nwabachili, C. Education and Nation Building in Nigeria: The National Policy on Education      Perspective. Ed. In Education and the Challenge of Patriotism in Nigeria. March 2000,      p.28
10.  Seton-Watson, H. Nations and States. An enquiry into Origins of Nations and the Politics of   Nationalism.  (Cambridge: University Press ltd. 1977) 1
11.  Yero, Y.I. Nigeria as a Multi-Religious state: Meaning and implication. Department of                           Religious studies, University of Jos. 15-17 January, 2004 (Unpublished)
12.  Nwabachili, C. (2000) Op. cit. P.28
13.  Metu in Salifu, D. O. Ethno Religious Conflicts in Nigeria and their Remedies.                                  Seminar presentation, Dept. of Religious studies, University of Jos, September, 2005    (Unpublished)
14.  Shinga, J.A. Religion and Moral Education as pragmatic instruments for reducing insecurity in Nigeria. A journal of school of Education, FCE (T.) Gombe Vol. 3. No.1, 2013, p. 44-52.
15.  Shiktong, J. M., Shehu, D., Mono, A. D. “Education: A Unifying Factor in Contemporary    Nigeria”. Paper Delivered at the 35^th Annual National Conference of the Philosophy of            Education Association of Nigeria (PEAN) Keffi, 27^th – 30^th October, 2015, p.3
16.  Jibril Aminu in Enoh, A.O. (2014) Op. cit. P. 250
17.  Ahmadu Bello in Enoh, (2014) Op cit. P. 108

Download/View the cover of the paper, NJEP Vol. 34, No. 1

Abstract

This paper focuses on university autonomy and the quest for quality education in Nigeria. It seeks to answer the question whether there can be quality assurance in Nigeria’s system of education through the implementation of university autonomy policy. The paper defines the concepts of autonomy, university autonomy and quality education. In its review of scholarly works on university autonomy, the paper observes that the philosophy behind the agitations for autonomy of universities strongly aligns with the motif for the attainment of quality education. However, the paper notes  that the stranglehold of the Government on almost every sector of Nigerian university education as her principal funder,(which negates institutional autonomy) introduces other subterranean policies like federal character to maintain its inordinate ambition of  control of the University system ( a major setback to quality educational output). The paper therefore recommends the full implementation of university autonomy as a panacea to the declining quality of Nigerian education at the university level.

University Autonomy And The Quest For Quality Education In Nigeria: A Critical Analysis

Introduction

Education is globally recognized as a portent instrument for individual and national development. For this reason; government of the nations, non-governmental agencies, and communities implement programmes, policies as well as provide financial interventions in education in order to nurture and sustain quality education and to leverage on its limitless potentials to gain competitive advantage in the global market. While many developed and some developing nations are already reaping the fruits of quality education, Nigeria’s education, her largest industry is nose-diving. Ironically too, the exponential growth in enrolment and number of schools being recorded at all levels of education in Nigeria have imparted insignificantly and insufficiently on the quality of Nigeria’s education. Her current educational standard is a far cry from what quality education should be (Ekpo, 2014; Esene, Ozuomba, & Amaefule 2014). Against this backdrop, it becomes imperative to embark on a quest for solutions to Nigeria’s education problems and to bring her educational standard and quality, to the highest degree of repute and respect among the committee of nations.

The quest currently is eliciting positive responses from interest groups who consider the provision and implementation of equal educational opportunities; employment of sufficient and qualified academic staff; adequate funds for educational administration and management; consistency in policy implementation, transparency and accountability, and autonomy of universities as critical to attainment of quality education in Nigeria. It is believed that the implementation of these proposals will lead to urgent reconstruction and repositioning of the Nigerian education system in order to attain the standard and quality worthy of her status at the global level. Among these proposals, autonomy of Nigerian universities seems to be the most topical and one that has engendered wider coverage, debate and sometimes tension between the university academic community and the political class.

Autonomy is principally the capacity for an individual, institution or state to determine its course of action in full consciousness without interference from another party. University autonomy is the independence of the university from external pressures to effectively attend to its administrative, academic and financial program in order to realize its educational objectives. The autonomy of Nigerian universities as a principle or idea is considered by stakeholders in education as indispensable in the restoration of quality to Nigeria’s education, and critical to Nigerian universities’ quest to achieve their mission and objectives (Babalola, 2014). The further belief in the instrumental essence and efficacy of autonomy of universities in the restoration of quality education principally accounts for the emergence of pressure groups within the education sector such as; the Association of American University Professors (AASUP) in the United States of America (Reichman, 2019) and its counterpart in Nigeria; the Academic Staff Union of Universities (ASUU) (Ogbonnaya, 2009). Can there be quality assurance in Nigeria’s education through the implementation of the university autonomy policy? The search for an answer to this fundamental question constitutes the motif for this article.

Concept of Autonomy

The concept ‘autonomy’ seemed to have had a restrictive definition and application from the beginning. It was a dominant political concept which as Campbell (2017) observed, was used in reference to independent city states of ancient times. In modern times, however, as Campbell further noted, the concept has tremendously resonated not only in philosophy and political thoughts, but also almost in every area of life where the human person has had to define and assert some level of uniqueness and difference in choices and responsibilities. Hence the concept is assumed to be multidimensional with multidisciplinary implications (Nwaokugha, 2021).There are suggestions that Immanuel Kant (1724-1804) lifted the concept of autonomy beyond political circumscriptions to refer to the quality of a person as a ‘self-governing moral agent’ (Kleingeld, 2017). Kant’s interpretation of a person as ‘a self-governing moral agent’ stems from the literal presentation of autonomy. From Greek etymology, ‘auto’ means ‘self’ and ‘nomos’ means ‘law.’ Literarily therefore, autonomy means to give oneself one’s own law (Babalola, 2014). This Greek interpretation further provides for Ogbonnaya (2009), the impetus to define autonomy as the quality of being independent, free and self-directing. Kant again defines autonomy as that property of the Will by which it [the Will] is a law to itself (Campbell, 2017). In the health care sector, autonomy stands out as a key ethical principle. Within this spectrum, Engelbrecht (2014) defines autonomy as the manifestation of one’s legal and mental capacity to understand and make an informed decision. Engelbrecht’s view of autonomy is also in line with Babalola (2014) who conceives and defines autonomy as the capacity of an individual or institution to make an informed, un-coerced decision by its own self; it is the state or condition of having independence or freedom to decide a course of action. Contextually, autonomy is the capacity for an individual, institution or state to determine its course of action in full consciousness without interference from another party. It is the condition in which one is able to do things freely without coercion.

The philosophical debates around autonomy and what constitutes it reveal that it is a complex concept, existing in varying degrees in different fields. This complex nature of autonomy is largely driven by paradigms or exemplars about it that are recognizable (Double, 1992). Accenting to the claim that autonomy exists in varying degrees, Snyder in Ogbonnaya (2009) pencils down two types of autonomy: absolute or formal autonomy and existential or reasonable autonomy. About absolute autonomy, Snyder thinks that it is more theoretical. This means that there are no chances that absolute autonomy can be practicable. Engelbrecht (2014) could not agree any less with Snyder when he claims that autonomy cannot be absolute. For him autonomy is greatly mitigated by one’s cultural, traditional and legal systems. Rommel and Verhoest (2013) as well share the opinion that autonomy is not absolute. For them, autonomy is a relational concept; that is, autonomy is increased or reduced through the relations that agencies have with their principals or parent ministers. Furthermore, Ritzen (2016) suggests that political factors influence the amount of autonomy allotted to public universities in specific countries. This is the reality in Nigeria’s university education system where autonomy is to a large extent moderated by certain extraneous variables such as; proprietors, funding agents and policy makers. Reasonable autonomy exists (Ogbonnaya, 2009). It comes into play when the concerned autonomous individual, institution, or state adjusts the ideal perception of autonomy to suit its circumstances, interests and those of their principals. This distinction is necessary because it spells out and will later clearly give the leeway in the struggle for autonomy for Nigerian Universities.

Concept of University Autonomy

The search for the right definition of university autonomy has constituted as well as dominated academic discussions in several fora. Critical questions are constantly being raised concerning university autonomy and the extent to which Governments, religious bodies and private individuals as owners and principal funding agents in education can concede independence of decision and action to universities. For instance Afe Babalola in a keynote address to committee of Pro-Chancellors of Nigerian Universities held at the Shehu Musa Yar’adua Center, Abuja on ‘University Autonomy and Good Governance asked what university autonomy means? Does it mean that government stands aloof and shows no interest of any kind in university governance at the same time this same government is expected to fund university education? Does it also mean that the government exercise a limited level of involvement in university administration like imposing strategic directions and policies in university educational management, while allowing universities to choose methods of implementation? (Babalola, 2014). These are critical issues that cannot be easily swept under the carpet. Answers to these fundamental questions are contributing immensely in the understanding of the distinction between absolute and reasonable autonomy, university autonomy and the agitations within the university community that implementation of university autonomy will improve quality education.

By posing the critical question, what is university autonomy, volumes of articles and white papers are produced on daily basis on what could constitute university autonomy, thereby leading to a catalogue of definitions. For instance, the Lima Declaration on university autonomy in Okeke (2007) projects universities autonomy as relating to the independence of institutions of higher education from state and all other forces of society, to make decisions regarding its internal government, finance, administration and establish its polices of education, research, extension work and other related activities. Leveraging on this declaration, Okeke also in the same work, defines university autonomy as the right of the higher educational institutions to govern themselves without outside control. For him, an autonomous university is an integrated organization with a flexible management structure, integrated finance, personnel and services and incentives to generate external income. The implication of the above positions is that with reference to university autonomy there ought to be a shift in the focus of certain aspects of control and decision making be it from the government and its agencies, or any other external compelling structure, to the university administrative setting, notably the council, senate and university management.

In line with the foregoing, the United Nations Educational, Scientific and Cultural Organization (UNESCO) in its recommendation concerning the status of higher education teaching personnel in Ojedele and Fadokun (2009), defines university autonomy as the degree of self-government necessary for effective decision-making by institutions of higher education regarding their academic work, standards, management and related activities consistent with systems of public accountability, especially in respect of funding provided by the – state and respect for academic freedom and human right. The nuances involved in university autonomy as reflected in UNESCO’s definition are very intriguing. It literarily stresses that there are three essential components of university autonomy. These are: Self-governance, collegiality and appropriate academic leadership. These components were carefully dissected by Babalola (2014). He notes that Self governance refers to the ability of a university to exercise internal control or rule over itself. This implies the internal integrity and the ability of an institution to derive authority for its key decisions from within. On Collegiality, Babalola opines that it refers to shared power and authority vested among colleagues. This means therefore that in an autonomous university, decision making powers are exercised amongst scholars, students, staffs, and stakeholders in the academic environment in a fair and democratic way. The last essential element of university autonomy is academic leadership. Academic leadership in the opinion of Babalola, refers to a situation where leadership in the university are exercised by the most qualified members of that University community. The emphasis basically is meritocratic system; the belief that power should be vested in individuals according to merit.

University autonomy is further deliniated in Onyemuche & Ekpoafia (2018). Here, university autonomy is defined as the situation where higher educational institutions can do without government interference and intervention in areas like finance, employments, appointments, administration, management, and the establishment of rules, regulations, policies, programmes, research, extension work and other related activities. In the view of Akinwale (2023), autonomy in Nigerian Universities in simple terms connotes a situation where each university exercises its right to select or admit its own students, decide what to teach and determine its areas of research. From these plethoraof definitions, University Autonomy can be articulated and defined as the independence of the university from external manipulations and pressures to effectively attend to its administrative, academic and financial program in order to realise its educational objectives.

Concept of Quality Education

Quality education appears very simple on the face value but it is quite a complex concept to define. This is because ‘quality’ as a modifier to education according to Harvey & Green (1993), is controversial. The controversy is informed by the attempt to understand the parameters for the descritpion of a thing, a concept or an idea as possessing some degree of excellence. For example, people go into the market with the intention of buying ‘quality’ products. Others spend time on the net in search of quality items. Parents and students search for ‘quality’ schools for their wards or for themselves. Employers and manufacturers in industries are on the lookout for and hire the best brains who translate ideas or intellectual capital into ‘quality’ products in a competitive market. Owners of entertainment industries are also involved in the search for ‘quality’ actors and actresses. In these activities, the searchers are on the lookout for certain indicators of ‘quality’of which their availability or non-availability will make certain options preferable. In the ensuing frenzy for quality appreciation, the concept of quality and by extension quality education becomes subject to parochial interpretation.

To the question therefore, what is quality education, there is a scarcity of answer from the point of view of definition. Nonetheless some scholars and organizations, approaching the concept descriptively have put forward some ideas that could lead to a better appreciation of the concept of quality education. For Sulyman (2022), quality education can be described as the processes that lead to acquisition of knowledge skills and character development that facilitate the realization of individual and societal development in line with the values, needs and aspiartions of the individual and the society. He further maintains that qualtiy education is the ideal focus of all educational systems and it is education in its true sense. Sulyman’s position is related to the understanding that there is an ideal in education just like every other aspect of human institution have their targets. The summation of the processes and the critical ingredients that lead to the realization of this ideal in education constitute quality education. so then, when quality education discourse is on the table, one is expected to be on the look out for certain conditions precedent. These conditions precedent are well captured in Education International, a Belgium-based global union federation of teachers’ trade unions and the UNESCO.

Education International (1993) defines quality education as one that focuses on the social, emotional, mental, physical, and cognitive development of each student regardless of gender, race, ethnicity, socioeconomic status or geographical location. For this organization, education is qualitative if it is geared towards integral human development. The organization’s understanding of quality education is similar to and accords well with the earlier position of Sulyman and would gain further elaborations by UNESCO, a major arm of the United Nations.UNESCO offers a broader horizon for conceiving and applying the concept of quality education. It holds that quality education entails issues such as appropriate skills development, gender parity, provision of relevant school infrasture, equipment, educational materials and resources, scholarships or teaching force(UNESCO, 2021). Arguably, the presentations of these international bodies on quality education provide the springboard from which other extrapolations on quality education are made. For example, the agencies’ white paper on quality education provides the leeway into the investigation on the core elements of quality education as yardsticks for measuring quality education in a given country. These core elements are as follows: effective school management, funding, quality teaching aids and materials, quality learning content, quality learning environment and quality teaching. In the provision or non-provision of these core elements lies the interface between the Government and the University community that often results in and vivifies the struggle for university autonomy. Operationally, quality education is defined as the educational processes and actions whose outcome satisfies individual and national educational goals and objectives.

University Autonomy and Quality Education in Nigeria

The provision and the attainment of quality education are at the heart of all educational enterprises anywhere both in the public and private sectors. This is for the reason that the prosperity or impoverishment of any nation is largely dependent on the quality of her education. Though quality education as a concept may seem to have subjective and contextual variations; the indices for quality education remain constant across various cultures and societies and they include: effective school management, funding, quality teaching aids and materials, quality learning content, quality learning environment and quality teaching (Thinley, 2021). Once these elements are taking into consideration and adequately provided for all levels of formal education; the primary, the secondary and the tertiary levels, no one is left in doubt of their positive effects on individual and national levels of development. Recently too, critical stakeholders and pundits in education are assigning a lot of relevance to university autonomy in the promotion of quality education especially in Nigeria. The supposition and claim that university autonomy enhances quality education is premised on the findings of some scholars who have conducted extensive research on the relationship between university autonomy and quality education.

For example in Germany, Ritzen (2016), conducted a study on university autonomy and improving educational output. The study presented sufficient evidence suggesting that an increase in autonomy for universities provides better educational outcomes and have a direct impact on labor market productivity. It also showed that university autonomy, specifically in reference to academic approach, staffing, internal decision-making, and financial practices, combined with proper funding, is likely to enable universities to produce graduates with better competencies and to enhance both the quality and quantity of research output. It therefore recommended increased autonomy for universities. Also the findings of Ofoyuru, Lukwago & Kimoga (2016) in a study on the extent Institutional Autonomy affect content and quality of University Education in Uganda lent credence to the conclusions of Ritzen. In their study, they found out that partial institutional autonomy is inherent in the determination of content and quality of university education in Uganda. Hence they recommend that universities should be accorded more institutional autonomy in order to achieve better content and quality of education suitable for national development.

In Cambodia, Visalsok, Ngoy and Virak (2014) carried out a study on Governance reforms in higher education: A study of institutional autonomy. The findings too are similar to those reported by Ritzen and Ofoyuru et al. They revealed that institutional autonomy is highly practiced in Cambodia in respect to determination of quality of university education. They suggested that government should put in place regulatory measures to ensure quality in higher education. In the same vein in Nigeria, Utile (2021) found out that the one strategy to encourage university-level education is to implement a deliberate policy that promotes autonomy. Such autonomous reforms should aim to restore sanity, raise academic standards, and put the entire university system into right perspective, allowing it to compete favourably with international university norms. The findings of his study revealed that there is a statistical significant relationship between autonomy and the benefits it can have on the entire university system in Nigeria. These benefits are evidenced in the promotion of academic excellence, enhancement of quality and competition in universities, make universities self-sustaining, improves funding and management, and encourages participation through the Committee system.

Discussions

As already noted in the preceding sections, university autonomy in Nigeria is the independence of Nigerian universities from external pressures to effectively attend to their administrative, academic and financial programs in order to realise their educational objectives as specified in the National Policy on Education. By this is meant that these universities are to be unhindered and unfettered in the appointment of academic staff and constitution of university administrative heads. Without coercion, they formulate and implement the criteria for admission of students into their institutions; they determine the course contents of their universities and select areas of research. The legal foundations of these principles that summarize university autonomy in Nigeria are derived from: the 1948 United Nation’s chatter on Human Rights, the Right to Freedom of Expression and the Press as contained in the 1999 Constitutions of the Federal Republic of Nigeria and the provisions of the National Policy on Education(Utile, 2021; Onyemuche, A., E. & Ekpoafia, C., A., 2018). This is even as the Nigeria’s National Policy on Education, sections 8 (63) on tertiary education clearly concedes to tertiary institutions unfettered powers to internal organization and administration as well as their academic freedom covering; selection of students for admission, except where the law prescribes otherwise, appointment of their staff, selection of area of research and determination of course content (F.R.N., 2004).

How then can the delineated specific elements of university autonomy; administrative autonomy and academic freedom, promote quality education in Nigeria? To begin with, Nigerian universities are caught in the trappings of ‘he who plays the piper dictates the tune (Ojedele & Fadokun, 2009). Universities in Nigeria, most especially public universities are heavily dependent on the government for funds. Government influence is noticed in almost every sector of university education. Government appoint vice chancellors of public universities and some senior members of the administrative unit. Government also through its parastatals like the Joint Admission and Matriculation Board establish and control admission requirements of the various universities in order to maintain the Federal Character principle. These approaches water down quality output from the universities. This is for the reason that unqualified staff and students easily find their way into the university via quota system instead of merit (Enemuo 2004). Sometimes too, when universities may have the need to employ more staff, they are fettered by government policies; leaving the remaining academic staff overstretched and disproportionate by the number of students they handle. The persistent erosion on university autonomy and the infraction of laws governing the operation of government-owned universities by its stakeholders clearly compromise the ideals of individual universities which are geared towards advancement of knowledge through quality education.

However if the universities are allowed to operate within the legal and policy prescriptions that grant them autonomy of administration, employment and admissions, each university will adhere strictly to its philosophy and goals which are ingredients for quality driven education. They will determine sources of funds for their institution including tuition rates for students. They can employ sufficient and qualified staff and manage them effectively without godfatherism at play. They will set their standards for admission of students; determine their course content and areas of research. They will be able to drive knowledge beyond its frontiers. The outcome will be victory and progress for all; the Government, the education sector and the society. The government will have an educated community from whose wealth of human capital a vibrant and progressive knowledge based economy could be created. The universities will remain focused to the pursuit of their educational ideals and promote the development of knowledge. The society at large benefits from an academic community that is devoted towards the advancement of its socio-economic and democratic principles. These suppositions accord well with Nwaokugha (2021) who believes that autonomy transforms the university system so much that individual universities can re-strategize so as to address local, regional and national needs of the people and this re-strategizing comes with enhanced improvement in research, management of resources, improved teaching and learning that can result in improved production of human capital.

Conclusion and recommendations

The paper has demonstrated that quality education is the dream and aspiration of any nation that hopes to remain relevant in a highly competitive and globalized economy. To attain quality education, there are certain indispensable measures or steps all stakeholders in education but especially the government must take. One of these measures is the full implementation of university autonomy. Nigeria’s education system which currently is performing abysmally low in terms of quality now has a leeway through the full implementation of university autonomy for the restoration of confidence in her educational output both locally and internationally. For beyond the provision of basic infrastructures and funds for administrative purposes, a government encumbered and infracted university education system is basically lame in pursuance of quality education except it breathes the air of autonomy and academic freedom. The work therefore makes the following recommendation: First, that Government at the Federal and State levels should see the provision and attainment of quality education a task of urgent attention. Second, Government need to understand that university autonomy has positive relations to quality education and therefore should grant more autonomy to universities to enable them manage their educational affairs in line with the vision and mission of the institutions. Third, the Federal Ministry of Education and all regulatory agencies of the federal government linked with admissions, supervision and control of university education such as Nigeria Universities’ Commission (NUC) and Joint Admission and Matriculation Board (JAMB), should conform and comply with the statutory provisions of university autonomy as contained in the constitution of the Federal Republic of Nigeria and the National Policy on Education.

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Abstract

Financing higher education in Nigeria today is a crucial national problem. The political, social, and economic factors, currently having a significant impact on the world economy, have necessitated the need to diversify the sources of education funding, truly speaking, reliance on only one source of revenue can impede educational growth. The study discussed the concept of funding and financing higher education, the various sources of funding and financing higher education in Nigeria, quality education delivery and the challenges facing funding and financing higher education in Nigeria. Based on the discussion so far, the authors  recommended the need for proper planning of higher education System to ensure quality higher education to reduce educational wastages and enhance the effective utilization of available scarce resources, Adequate funding and financing to the higher educational institutions through appropriate budgetary allocation of 26% as recommended by UNESCO for quality education delivery in the country and that executives of higher institutions should cooperate with the government and other educational stakeholders in supporting the education system through financial and material needs of the higher institutions.

Keywords: Funding, Financing, Tertiary Institution, Quality Delivery

Introduction

Financing higher education in Nigeria today is a crucial national problem and is one of the major challenges facing higher education in Nigeria. The political, social and economic factors currently having significant impact on the world economy have also necessitated the need to diversify the sources of education funding, mainly because reliance on only one source of revenue can inhibit educational growth and development (Akinsanya) (2007). This is not surprising considering the fact that in recent times, governments have removed subsidies in almost every sector of the economy which eventually may lead to removal of subsidy in the educational sector as reflected in the recent increment in the school fees in tertiary institutions in Nigeria.The universities and other tertiary institutions are in a state of advanced decay with most of the teaching staff leaving the country in droves in search of greener pastures. Apart from the impact of inadequate funding on the quality of the teaching and learning process in our institution of higher education, students support is now inadequate. The number of students from poor and disadvantaged backgrounds attending higher institutions had become insignificant.

Concept of Funding Higher Education

Financial resources and higher education funding procedures are provided by the Law on Institutions of Higher Education [LIHE] (1995), the Education Law (1998) and other legislative documents. The Law on Institutions of Higher Education says that “Institutions of higher education shall be financed by the founders there of. The founder of an institution of higher education shall provide financial resources and the control of the utilization there of for the continuous operation of the institution of higher education, as well as for the fulfilling of the tasks determined by the founder. The financial resources of State institutions of higher education shall be formed from the resources of the State general budget, as well as other income which institutions of higher education earn by performing activities for the realization of the aims specified in the constitutions thereof” (LIHE, Section 77 (1).The funding of higher education has been regressive over the years (Rowell)(2011). The recent strike embarked on by the academic and non-academic staff unions was as a result of the lingering inadequate funding and financing of tertiary institutions in the country. According to Imhabekhai & Tonwe, (2001) the inadequate funding put the university management under stress and strains hence they felt incapacitated in providing essential services. This has led to rampant crises in the system resulting in strikes by academic and non-academic staff, dearth of equipment and facilities, indiscipline among staff and students, upsurge in the activities of secret cults among others. According to Ozigi & Canham (1979), Akangbou, (1986) and Omobola, Gambo, and Fasanmi (2019), they are of the opinion that the smooth running of any educational institution depends largely on the availability of resources, be it human, material or financial. These resources also determine to a large extent the attainment of the set goals of any organization. No organization can carry out its functions effectively without adequate financial resources at its disposal. Educational funds define as budgetary allocations that are readily available or that are going to be made available at a stated time by governments or institutions for the purpose of paying salaries allowances and benefits and the building and provision of educational infrastructures to aid teaching and learning. Kolo M. A. (2021). Funding which represents financial resources plays a vital role in the development of universities. Therefore, the funding of education is a vital area of economics of education. The underlying rationale for public funding of education is to equip people with the requisite knowledge, skills and capacity to enhance the quality of life, augment productivity and capacity to gain knowledge of new techniques for production so as to be able to participate actively in the development process. Public sector funding of education in Nigeria is anchored on the notion that for society to continue in perpetuity, the new generation must be given the appropriate access to knowledge which previous generation have accumulated. Initially, Ibadan being the only University in the country was adequately funded in all aspects of teaching and research. In fact, the first generation universities were all well-funded and some of them established and maintained internationally acclaimed and respected standards. It was reported that there were years in which the amount received was slightly more than the amount requested for, but this no longer true today. (Okebukola, 2003).  According to Edith, Uchendu and Akani (2015),When funding is mentioned, the first thing that comes to mind is the availability of money for meeting the need for a given project or programme. It is a system of apportioning available capital belonging to an organization for meeting a need. Funding refers to a form of financial support that is given for the achievement of a project. They further, elaborated that, funding is the provision of financial resources in order to meet a need, project or program. Money needed to run a project or programme in the school may be raised from within or outside the school.

Concept of Financing Higher Education

The financing of education is a joint responsibility of the Federal, States/FCT and Local Governments and the private sector. In this connection, government welcomes and encourages the participation of local communities, individuals and organizations, major contribution of this article is to introduce an original and comprehensive higher education dataset that we have constructed to implement our novel approach to measuring financialization. Public finance has been described as the collection and disbursement of funds for public use (Corbally, 1962, Osuntokun, 2003) in Kolo (2021). It has also been regarded as the financial activities of public authorities in terms of taxing, spending, borrowing and lending and it involves the means of providing for the expenditure involved in the staffing, equipment and maintenance of educational institutions, the financing of education as an aspect of public finance embraces all aspects of funding of education including the sources of funding and how the money earmarked for education is spent especially for the purchase of goods and the services of men and materials education is a vital area of Economics (Agbobu 1983, Borokhovich, Bricker, Zivney and Sundaram, 1995) in Kolo(2021). Nguru and Jibo (2007) pointed out that education finance may be seen as the various sources through which human material and financial resources could be generated for the purpose of accomplishing education goals. Financing as the collection and disbursement of fund by government and other bodies to serve the purpose of government on educational development. Educational finance is the provision and prudent utilization of public fund in the educational sector or the processes of sourcing, allocating and managing public school revenues in the production of educational service for the attainment of educational objectivesSuleiman, Ishola, Abubakar3 and Aliyu (2020).Muritala and Durosaro (2015) remark that education finance is the commercial activities of providing funds and capital for both government and private investments. Education enterprise is a service sector and capital intensive in nature. Thus, the need for financing is sacrosanct to its goal attainment. Afolabi (2005) emphasizes that, educational finance is the generation, distribution and utilization of funds with the educational organization.Most of the recently recorded crises in Nigerian Universities are traceable to funding issues. Many universities have been under lock and keys at one time or the other because of agitations on issues bordering on money.While some were shut down on account of non-payment of allowance ofworkers, some others are as a result of issues concerning poor welfare services of students. The problem of insufficient buildings, under-equipped laboratoriesand facilities in Nigerian universities can be traced to inadequate funding.

Most student riots in the university and even most of the crisis between university unions and federal government of Nigeria can be traced to monetary issues which revolve around inadequate funding of their institutions. Omobola, Gambo, and Fasanmi (2019).

Sources of Funding and Financing Higher Education in Nigeria

Financing higher education in Nigeria today is a crucial national problem. The political, social and economic factors, which are currently having significant impact on the world economy, have necessitated the need to diversity the sources of education funding, mainly because reliance on only one source of revenue can hamper educational growth (Akinsanya, 2007). However, these are some possible options of funding financing higher education for quality deliveries:

1. Support from federal and state governments constituting more than 98% of the recurrent costs and 100% of capital cost. (TETFUND)
2. Internally generated revenues (Tuition and fees).
3. Private contributions by commercial organizations in the form of occasional grants for specific purposes
4. Consultancies and research activities
5. Community structures participation through SBMC, Old students Alumina, CCA and CBOs.

Other sources of finance to higher education in Nigeria include educational endowment funds, gifts and international aids from international organizations such as NITDA, USAID. Nguru and Jibo (2007) also, identified the following as the various sources through which education is funded in Nigeria include:

1. Payment of tuition fees
2. Government subventions
3. Donation and endowment funds
4. Aids in grant
5. Loan
6. Revenue yielding projects
7. Community efforts
8. Petroleum trust fund
9. Education tax fund

Challenges of Funding and Financing Higher Education 

Governments across the globe are struggling to find adequate funding mechanisms for higher education systems confronted with the challenges of the knowledge economies, be it allocating sufficient funding to the higher education sector or finding a balance between government and private funding. Focusing on the specifics of resource allocation models, issues include how to balance simplicity and parsimony with complexity of models, how to find a balance between input- and output-based funding and how to reap the benefits of the possibilities and limits to performance-based funding (Kolo) (2021). The findings of a study carried out by Chukwuma (2001) revealed that funding in colleges of education is grossly inadequate. The study showed that, the institutions are faced with inadequate infrastructural facilities and poor conditions of service for staff. This situation has occasioned incessant strikes by staff on one hand and demonstrations by the students on the other. Education funding and financing higher education in Nigeria has gradually been on the rise culminating in an eleven per cent 11% allocation in the year 2006 budget Nigeria has struggled to meet the 26 per cent allocation recommended by United Nations Educational Scientific and Cultural Organization (UNESCO) as a means of attaining quality education and education for sustainable development 2005-2014 Despite improved budgetary allocation to the education sector in Nigeria the condition of the sector remains worrisome, conditions of facilities are still a far cry from acceptable basically due to past under-funding and fully exercised from the grip of corruption if we are ever going to attain the education for all (EFA) goals. This realization has elicited stringent calls for effective utilization of funds to solve the myriad of problems in the education sector. The impact of corruption is pervasive both in terms of the drain on national resources and its corrosive influence on institutional efficiency and service delivery in all sectors including teacher education (Samuel, 2006) in Kolo (2021). Rowell (2011) identified that the major challenges of the funding and financing of higher education in Nigeria was the capital needed to meet the expanding programmes. These could not take off but in case and where they took off they had to be abandoned due to lack of funds. Akintoye (2008) and Rowell (2011) identified the following as challenges of financing higher education in Nigeria

i. Poor nature of laboratory / practical classes

ii. Inadequate support to field trips

iii. Inadequate support to academic conferences activities

iv. Poor funding to the provision of library books, chemicals and basic laboratory equipment

v. Freezing of new appointments

vi. Virtual embargo on study fellowships

vii. Reduction in research grants.

viii. Too narrow strategic profiles and core areas

ix. Loss of variety in research and teaching

x. Danger: close down of studies not in demand at present or expensive (unprofitable) studies

xi. Increased dependence on external principals (third party funding)

xii. Internal centralization and expansion of administration

Xiii. Increased administrative burdens at the expenses of research and teaching

xiv. Reduced coordination (harmonization) between universities because of increased competition. According to Ololube, (2006), and Kolo (2021) the unsatisfactory funding for higher education programs stands as one of the major factors working against effective implementation of the programs. The consequence of the underfunding of this sector is immediate; for example, it result in the inability to purchase instructional material to effectively prepare pre service teacher like computers, text books laboratory equipment, audiovisual and slides video clips, electronic white boards, electronic conferencing materials, enough chair and desk in classrooms to keep students from having to stand to receive lectures to mention a few. The dilapidation that characterizes Nigerian schools is very serious problem that has inhibited effective higher education programs. Over the years, in Nigeria, it is the lack of effective administrative planning that impedes effective higher education programs. Because the success of any educational system is hinged on proper planning, efficient administration and adequate financing.

Concept of Quality Education

The concept of quality in education is elusive and frequently used. A good quality education is the one that provides all learners with capabilities that they required to become economically productive, developed and with sustainable livelihood contributes to peaceful and democratic society and enhanced individual well-being. Unicef (2000) provided a comprehensive definition of quality education that includes healthy learners who are well nourished, ready to participate and learn, whose learning is supported by their families and communities; healthy, safe and supportive environment, content that includes the foregoing elements and peace; inclusive child-centered process that are facilitated by competent safe-drive teachers and actual outcomes that encompassed self- supported knowledge, skills and attitudes that are linked to national goals for education(equity) and positive participation in society particularly, critical (for sustainability). Furthermore, quality education is a kind of education provided by an education system that emphasizes the importance of focusing on five important elements including; quality learners, quality learning environment, quality content, quality process and quality outcome. A quality education is education that is well designed to provide recipients with an all-round development of skills and potential to achieve success in their future endeavors in the society.  Mopelola and Akinyemi (2011), see that, quality in higher education cut across policy formulation to implementation of educational process covering the scope of curriculum, teaching/learning Process, resources and facilities, students and teachers environment to achieve educational standard. The quality in education can be achieved through adequate funding as identified by some educational scholars such as Asiyai and Okoro, 2019; Shirley, (2020). They further opined that, quality in education is attributed to the following indicators summarized below:

1. Quality Learners: These are learners who are healthy, well nourished, have access to school, motivated to learn and supported by their family and communities.

2. Quality Personnel: Consideration for entry qualification, course duration, pedagogical skills, curriculum offering, promotion, remuneration, internship and professional staff development through sponsorship from TETFUND and other sources.

3. Quality Contexts: Relevant curricula, adequate and appropriate materials and essential entrepreneur skills and knowledge for life.

4. Quality Teaching: Child-centered and skills based approach and application to reduce disparities and promote learning and application of ICT tools in the teaching/learning processes.

5. Quality Learning Environment: Child friendly school, policies and practices which prohibit harassment, humiliation, violence, cultism free, and adequate classroom and hygienic learning environment, well equipped laboratories and other infrastructural development.

            All these attributes or elements identified as components of quality education cannot be realistic or achieved without adequate funding and financing in education for effective quality delivery at all levels of education.

Conclusion

In conclusion, funding and financing of higher education is one of the bedeviling phenomena in the educational sector that continues to exist in higher institutions that affects quality education delivery. No organization could carry out its functions effectively without adequate funding and financial resources at its disposal. Money is needed to pay staff, maintain the plant and keep the services going. These assertions, are supported by earlier findings that finance is of vital importance to education and economic growth. The level of funds available determines the quantity and quality of school objectives that will be achieved. This is because funding is important in the acquisition of basic human, financial and material resources needed to transform the objectives of the school into reality. Such funds must also be properly utilized for the achievement and sustenance objectives of higher educational institutions as outlined in the national policy of education. Funding is tied to the provision of quality education delivery and the standard of education provided for the citizens. Funding and Financing is the warehouse of the education sector and its adequacy and inadequacy will determine the outcomes of the education sector at the higher institutions of learning. The chief executives of the higher institutions of learning are obliged to explore other sources of funding and financing of their institutions apart from TETFUND and Internally generated revenues (IGR) in order to enhance quality service delivery.

Recommendations

1. There is need for proper planning of the higher education System by the government to ensure quality higher education to reduce educational wastages and enhance the effective utilization of available scarce resources
2. The government should provide Adequate funding and financing to the higher educational institutions through appropriate budgetary allocation of 26% as recommended by the United Nations Educational Scientific and Cultural Organization (UNESCO) for quality education delivery in the country.
3. The chief executives of the higher institutions should cooperate with the government and other educational stakeholders in supporting the education system through financial and material needs of the higher institutions.
4. The chief executives of the higher institutions should adopt other sources of funding and financing that will help to augment the financial needs of the school of their institutions
5. A Higher Education Funding Authority should manage the allocation of the resources  for the financing and funding teaching and research higher education institutions, monitor the financial activities of the institutions on behalf of the state and  the federal government, advise the government on the level of the resources to channel to higher education, propose adjustments and changes to the resource allocation model, assess the effects of the level of funding on the quality of performance, regulate the pricing of the programmes, interpret the state’s priorities in relation to manpower needs and provide benchmarking information against national and international targets

References

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Abstract

It is safe to assert that everything in Nigeria is decided at the political terrain, this leads to political office holders determining who get what, when and how in the society. The influence of politics on all spheres of life is so overwhelming. This leads to the masses and even the most educated ones mingling around politicians to get their demands met. Education on the other hand is the process of acquiring skills and knowledge for the development of physical and mental abilities of people to enhance their personalities for the development of mankind. Education in this context is viewed as the bedrock of any nation and tertiary institutions becomes the highest citadel that delivers this knowledge. Quality education is that education that is relevance and adapted to meet the needs of the society in health, growth, and survival in a complex and globalized world. It implies education that is worthwhile. Quality education galvanizes and sustained national development. Politics of education involves inter-relationship among interest groups, politicians, bureaucrats and knowledge brokers. Across the whole educational structure these actors want schools to serve particular goals and needs as they define them, even the establishment of tertiary institutions in the country appeared political. This creates the awareness that education in Nigeria is an extension of politics and the quality of Nigerian education is determined at the political domain. This research also envisages the functions of tertiary institutions, temptations that beset them, areas of influence on education and some notable recommendations.

Keywords: Politics, Education, Quality, Nigeria tertiary Institutions

Introduction

Critically examined, politics determine virtually everything in Nigeria. The location of institutions, what kind of education we receive, the economic system of a country etc. are all decided at the political spheres, but unfortunately most individual are unaware of the influence of politics in their day- to – day activities. Politics is a critical issue for the development of humanity. The questions of who gets what, when, and how are political questions that define and influence the wellbeing of people in a society. These issues are influenced and determined by the political behaviours and actions of the ruling class. In Nigeria education is one of the vital tools utilized by the political class to enhance their legitimacy and control the machinery of government and administration. Okunamiri[1] assert that educational system and politics are symbiotically linked. Many countries across the world have developed on the wings of their intellectual capacity. For several decades past governments in Nigeria have made futile efforts through several policies and the reshaping of institutional mechanism to revamp the education system. The current deterioration of the Nigerian education sector proves no less good. Several literatures on the education system in Nigeria attributes the deploring condition of the education sector to extreme political influence. As politics influences human being so also are the social institutions. Political actions and conducts are pronounced in the educational system. Thus, the subject of politics of education becomes essential in determining the nexus between politics and education.[2]

This research will also do justice to the functions of tertiary institutions, temptations that beset them, but focus more on the aspect of politics that has been an impediment to educational growth in Nigeria.

Review of Related Literature

The Concept of politics

Politics is a popular concept, scholars have conceived it differently.  Okunamiri[3] assert politics is “unbridled struggle for power among individuals or groups”. Dyke[4] Cited in Ahukanna, R. A Unu, M.I and Chukwudebelu, C.N, opined “politics as, consisting of struggle among actors pursuing conflicting desires on public issues”. These definitions perceive politics as struggle for power which results in unhealthy competition among individuals or the groups involved. Uchendu[5] in Ahukanna R.A etal defined politics as a science and art of securing and advancing the temporal welfare of community organized as a state. The business of politics therefore involves both laying down of general principles and their application to concrete problems. Politics is concerned with the relations of the members of the community between themselves and the things of the world. Again, it is concerned with the right and duties of citizens to each other and to state. From the above definition, politics is all embracing, hence, Aristotle acclaimed that man is a political animal by nature. Uchendu[6] stated that one should not look at politics just as a subject taught in the classroom but it should be seen in a wider perspective than that. It is true that politics has to deal with power, and power involves so many things like decision making, allocation of resources, settlement of conflicts and provision of social amenities.

The Concept of Education

Education is an age long concept. It is as old as man. According to Anuna[7] in Ahukanna R.A etal education is the systematic socialization of the younger members of the society into learning, about the religion, morals, beliefs feelings of nationality and collective opinion of all kinds. This definition suggests that there is a relationship between education and socialization. Education is the bedrock of a society. Any society that wants to survive in real term must be committed to the education of his people.

Quality Education

Education is a veritable instrument for societal development. For it to achieve this development, it must be quality. quality education is one that is relevant and adapted to the needs of the society and such needs must meet the standards in health, growth, and physical survival in a complex and globalized world. It implies education that is worthwhile and which empowers the recipients
with relevant skills, knowledge, ideas, values and attitudes needed for him /her to make informed
decisions and live a self-sustaining life. Majasan cited in Emmanuel 2019[8] maintained that quality education is expected to address critical issues like the dignity of labor, quality leadership and committed citizenship, industrial harmony, political stability, religious tolerance, self-reliance and security. This shows that quality education as the products of institutions of learning should be able to perform according to expected standard and compete favorably with their peers in other countries of the world. It is the education that produces a complete person. Complete in the sense that the person is intellectually, morally, physically, emotionally and socially developed[9]. Akinpelu[10] argued that education without quality can even be more dangerous than no education, stressing that without quality, education has no value. The public perception in the country is that the quality of education offered is low and that
standards have dropped. These perceptions are based on lack of adherence to acceptable
educational practices. Teacher qualifications are low, the learning environment does not promote
effective learning, and basic facilities, teaching and learning resources are generally not
available. Teacher-students ratios are high while general performance in examinations is poor and the graduates have low levels of competencies in the work environment.
When quality education measures up to the set standard, the end product should be able to
perform well in the world of activities in real life situations, but if quality is denied, performance
cannot meet the set standard. Quality determines how much and how well people learn and the
extent to which education translates into a range of personal, social and developmental benefits.
One who has obtained quality education should be able to remain relevant and adapt to the needs of the society.

Politics and Education

Politics and education are key concepts that require critical emphasis when they are to be linked. It is against this background that Uchendu[11] noted that politics and education involves a complex inter-relationship among interest groups, politician, bureaucracy and knowledge brokers; he added that across the whole educational structure these actors want schools to serve particular goals and needs as they define them. The mission of power is the right of the politicians who are empowered by the society to make public policies and in this context educational policy. In recent times, it is generally accepted that the success or failure of any educational system depends on the political system of the area concerned. Education cannot be separated from politics because it is an aspect of political needs of the society. Education is a vital instrument for national unity and integration in Nigeria. That is one of the reasons why the federal government is involved in education at primary, secondary and university levels in Nigeria. The political system has influenced educational system over a long period even during the period of Socrates and Plato. Rowley[12] in Ahukana R.A etal observed that “educational plans are political in their nature and effect”. Haven known this, it will be unreasonable to say that education is far from politics[13]. The fact remains that education and politics are inextricably related. The policies adopted by any educational system are essentially drawn by the government in power. On the other hand, educators need the support of the ruling power, the public and other governmental in order to carry out their functions. Toyo[14] posits that no educational system can survive without the financial support and the protection of the government in power. In Nigeria, the educational policies of successive governments have always reflected and often portray the political creed and social views of each government both at state and federal levels.[15]

Research Methodology

Qualitative research design was used for this study. This study adapted the three major discrete methods of philosophy. The speculative, prescriptive and analytic modes were integrated in this study and used simultaneously. This strikes a balance between the three traditional ways of doing philosophy. Speculative method is applicable in this research where the issues, problems and concepts are metaphysical in nature. This is to say that the causality and rationale behind the deplorable state of Nigerian tertiary institutions is examined. The prescriptive approach enables the researcher to make possible recommendations that will help to re-orient the end product of our education system as they go through the process of education; this is to develop people with virtues for the needed development of Nigeria in the 21th century. Analytical approach is used to analyze concepts in order to reduce misconception that could arise and also states the relationship between variables. Data of this research were collected from books, journals/periodicals, the internet, oral interviews, and unpublished lectures.

The Functions of Tertiary Institution

After in-depth research, Audu, I. S.[16] suggested that tertiary institution has three functions. These functions are meant to impart manpower skills; involved in the pursuit of knowledge in organized research; and it is engaged in contributing to national and international dialogue and criticism.

Teaching Function

Teaching is the most obvious tertiary institutions function and the one around which the other elements of tertiary institutions organization and work revolve. Tertiary education is where the highest skills of a community are imparted. The university system grew up in Europe in the middle ages to impart such skills. But by the early nineteenth century the tertiary institutions began to experience some changes as a result of scientific revolution. Development in technology was an eye opener, people began to see the role that tertiary institutions could play in organizing the communication of knowledge. There is no alternative these days to these institutions in which young men and women are taught to confront the world in rational scrutiny, to learn those skills that permit contemporary technology to function and to progress, and to beget those social attitudes that enable a highly organized world to cope with the complexity of social change and to move ahead with a sense of direction. This function of teaching is even more obvious on the African continent. The lack of practical experience in African schools has indeed been a challenge in various aspects of education, this include healthcare and engineering. There has been a shortage of skilled professionals in science, technology, engineering and other fields which has been a persistent challenge in many African countries. Africans are short of the higher skills needed for the contemporary world. It is on this note that we need skilled people who can operate at one and the same time on the plane of modern technology. For that reason we have no alternative to tertiary institutions of our own that draw on the heritage of world culture and that also remain sensitive to the communities towards which their graduates will go.

Research Function

Research goes on in other institutions besides tertiary institutions. But tertiary institutions offer special opportunities for many forms of research. Not only does their teaching function and the dialogue it engenders between teachers and students nourish research, but it suggests research emphasis and structures which are related to its communication to others. Moreover, tertiary institutions atmosphere and the security of tenure given to its scholars foster a longer-term approach to learning. In other words, governments, for example, can carry on much of their own day-to-day research, research institutes can readily take on medium term research, but only tertiary institutions as a rule are free from pressures in such fashion as to be able to develop profoundly speculative attitudes and to carry out the fundamental, long-term and disinterested research that underlines all expansion of knowledge. Again this, function of research means a great deal to new countries.

Where teaching functions alone serve their purpose, an economic case might conceivably be made against various institutions and faculties in developing countries. But without such faculties – medical faculties, for example many forms of research relevant to local conditions would never be carried out. Not only are we geographically remote from the research centres of the industrial world but we also cannot as yet move these countries by offers of immediate gain. If we are to respond to human concern for our own people and cope with conditions peculiar to our nation, we have no choice but to create locally the conditions under which certain forms of research can be carried out and to undertake a great part of the research ourselves. Finally, in relation to this function of research, it is important also to point out that no high level teaching is normally well carried out except where research is going on. A Speculative attitude underlies both the communication and pursuit of knowledge.

Dialogue and Criticism Function

The first two functions of tertiary institutions are easily discerned in any thorough analysis of the role of a tertiary institution. There is a third function which in the long run is as important as the first two, especially in the developing countries, but which has not always received as much attention as it deserves. The university employs skilled persons, offers them security of tenure, and removes them from the market place. In return a country can expect social criticism of a constructive kind from such persons. University teachers cross the generations as they teach: they can remain sensitive to the impatience of the young as they remain aware of the responsibility of the mature. They can translate into social integrity that disinterestedness which belongs to all scientific work. Belonging to a world community as well as to the community of their own country, they can cut across the national and communal differences that have caused much harm in the contemporary world. And given the security of an institution of scholarship and the fellowship of scholars they can more easily make necessary public criticisms that are directly dependent on political patronage or exposed to economic pressures. In other words tertiary institutions teachers and students, play an invaluable role in forming public opinion. There are other elements also that go to form such opinion. But it is a poor country whose tertiary institutions scholars do not bring their attention, talents, integrity and their courage to bear on the articulation and promotion of the public interest.

Temptations That Beset Nigerian Tertiary Institutions

After critical examination, Audu[17] made a submission that temptations facing tertiary institutions are those of Withdrawal, self-interest and communalism.

The Temptation of Withdrawal Is Manifold.

Its most often remarked form is where scholars simply concern themselves with scholarship to the detriment of social concern. It is not just that they stay in their studies and laboratories and ignore the world outside. Rather there is the danger that their teaching and their research may ignore the problems of the communities around them and not take into account the resources of these communities. Moreover, the scholars may also refuse to recognize the nature of the difficulties that confront political leaders and social planners and come out with unfair criticisms or naive proposals that add to the difficulties of already over harassed practical men. There are two ways of coping with this temptation. One is for tertiary institutions scholars to strive constantly to maintain links with non- university people, to share the company and join in the organizations of groups outside the walls, and so not to forget what the world looks like and to maintain fellowship with it. The other is for a continuing dialogue on the allocation of resources to go on between tertiary institutions and government. This dialogue will permit the tertiary institutions to lengthen the time perspective of politicians and bureaucrats. But it will also open up tertiary institutions scholars to a sense of the proportion that must always remain in the allocation of scarce national resources.

The Temptation of Self-Interest

This is at its worst when tertiary institutions personnel see the institutions structures as a means of livelihood only and not as structures within which scholarship is pursued, teaching carried social service given. This temptation degenerates into its worst form where communities of mediocre scholars close ranks against the better scholars in their midst, or when they even try to prevent the recruitment of men who will endanger their entrenched indolence and scholastic apathy. There is no safeguard against this temptation except the eternal vigilance of the genuine scholars, the proper demands of the students, and the sensitive concern of the national community. It may mean that good scholars give part of their time to tertiary institutions organization, that students take care to indulge only in responsible criticism of their teachers and that governments handle with care their right to bring certain forms of pressure on the institutions they pay for.

The Third Temptation Is That of Communalism

Temptation of communalism is particularly grave in developing, multi-national states. It threatens the universalism that is built into all science and it spoils the fellowship without which tertiary institutions cannot function. This temptation can link up with the temptation of self-interest as members of tertiary institutions seek advancement more on the basis of ethnic affinity than on scholastic competence, and decide university issues by particularistic rather than institutions criteria. This temptation is particularly strong during moments of tension within a country, since those tensions tell on elite groups in the changing sectors of society more than on members of traditional communities where the pace of change is slower and less demanding. It was no accident that members of our tertiary institutions here in Nigeria were among the foremost proponent of secession during the period 1966-67. The only adequate resistance to this temptation is found where strong-minded and disinterested members of tertiary institutions communities with reputable character and scholarship move across communal boundaries to maintain confidence when confidence is threatened. Secondly, true scholars and upright men who need no patronage and who accept the trans-ethnic character of learning can stir themselves to overcome the limitations of particularism.

Specific Areas of Political Influence on Nigerian Tertiary Institutions

Politics on Funding Of Tertiary Institutions

It is rather unfortunate that the governments of Nigeria play politics with growths of tertiary institutions which in turn has affected the product and the outcome of these institutions. The evidences are everywhere in Nigeria. This is where you see the government not taking good care of the institution infrastructures, the welfare of staff, the required equipment needed, and even under staffing. Currently, the academic staff union of the university ASUU is battling with the government to see how they can drive home their points to improve the standard of the staff, students and that of the universities. The financial commitment of governments to these institutions is very low. It is on record that even the education budgets captured in the annual budgets of the country is not up to 15 % for over two decades now. When you compare other nations’ budget to that of Nigeria, then will you know that the governments are not committed to the business of improving the standard of education in Nigeria.

Politics on Curriculum Design

This may sound unreasonable to admit, political power over content, goals, learning experiences and evaluation strategies is enormous. Curricular materials are often used as a tool to shape a certain image and philosophy in the students mind: it is done so students will later be able to find their place in society and bring profit to the community. Politics can play a huge role in hiring suitable educators. The recent curriculum development that excluded philosophy, psychology, sociology, etc. as general education course is a political one. Politicians now decide what to be taught in the schools and the directions schools should go.

Politics on Location of Institution

This is one of the areas where politicking is manifested in the educational sector. Here politicians have hijack any decision about the location of tertiary institutions in Nigeria. The people in the political class are using the siting of tertiary institutions as political achievement. As such, they want it to be cited around their zones, villages, constituencies and senatorial districts Nwagwu[18]. According to Hallack[19], school mapping can be perceived as the orderly procedure for-determining where to site education institutions to ensure proper coverage and maximum benefit to the communities they are intended to serve. Quite often, political influence and consideration override the tenets of school location and hence schools are sited without due academic consideration or suitability of location. Taking a close look at the location of some state and federal universities, it is clear that they located on political reasons. Politics rides rough-shod over school location principle.

Politics on Staffing and Appointment

It is no longer news that who get what, when and how in the tertiary institutions are determined by the political class. Politicians infiltrate the educational institutions to the extents that the appointment of vice chancellors, pro chancellors, rectors, provost and staff are influenced by them and this negates standards. A system of this magnitude should be based on merits and not the other way round. Employments into Nigerian tertiary institutions have been hijack by politician and given to who pleases them. Nepotism, favoritism and ethnicity have been introduced into the system by the same political class, therefore, turning these institutions to a community or constituency properties.

Discussion of Findings

The findings of the study indicate that politics has infiltrated the educational system in Nigeria and have contributed to the deplorable conditions of tertiary institutions in the country. The staff, the students and the system itself are affected by this phenomenon. The findings also shows that politics determined who get what, when and how even in the education sector. We further discover that nepotism, favoritism and tribalism have taken the center stage in the system rather than merit. The influx of political influence on tertiary institutions has brought about falling standard in the education system. The society is adversely affected by the product of tertiary institutions in Nigeria because some of these institution products can not solved societal problems rather they cause more problem for the society. With these findings, we make some suggestions below for the purpose of re-fertilization and resuscitation of tertiary institutions.

Suggestions

1. Politics should be played on ideological basis and not on ethnicity basis so as to enable leaders of tertiary institutions to be independent and work towards the actualization of institutional goals.
2. People in the political class should allow the education authorities to select leaders of schools with a stated standard; this will give chance for experts and qualified leaders to take leadership positions in schools.
3. Adequate funding of tertiary institutions by the government, this will give room for effective implementation of the educational policies.
4. Appointments on academic matters should be strictly on merit and experiences on areas of specialization; this will help to achieve the goals and objectives of education as the appointee is well grounded on the field of educational management and administration.
5. Quota system and godfatherism should be kept aside until professionals are filled in supposed positions as leaders in the institutions.

Conclusion

Our summation is that politics has a huge impact on Nigeria education system. The politicisation of the sector is the major factor truncating Nigeria’s match to socio-economic, scientific and technological development. Depoliticizing education System is imperative for our dear country. In order to rehabilited and refertilize the Nigerian tertiary institutions, the political class should not influenced the system on the negative and politics should be played on ideological basis rather than on ethnic basis. Merit should be the driving force and not nepotism and favoritism. There should be consistent and adequate staffing and funding of these institutions.

References

Okunamiri, P. O. The Politics of Education: The Nigerian Experience Okigwe:
               Fasmen Communication, 2005

Chinyere n. Alimba. Politics of education: implications for conflict initiation and mitigation in        education: european journal of training and development studies vol.4 no.5, pp.74-90, u.k, 2017.

Ahukanna, R. A Unu, M.I and Chukwudebelu, C.N. Nigeria Education and Politics of Federalism:          International Journal of Research Development, 2020.

Emmanuel O. impact of corruption on nigerian educational sector:implications for sustainable socio-economic development: African Journal of Politics and Administrative Studies, Vol. 12(1);  2019.

Akinpelu, J.A. An Introduction to Philosophy of Education; London: Macmillan, 1981.

Maclaren, P.C. Education and the Politics of Human Resistance. Essex Publishers, New York, 2013.

Toyo, E. Federalism and Educational Leadership in Nigeria. Penguin Books, London, 2009

Ikegbusi Leadership in Educational Sector and Government Interest. University Press, Ibadan, 2014

Audu Ishaya S. A. The Functions of a University. Philosophy for Nigerian Education: proceedings of the Nigeria National Conference: Nigerian Educational Research council, 1972.

Nwagwu, N .A. The politics of education policies in Nigeria. Lecture Series No. 1 University of Benin,Benin City, June 2002.

Hallack S. Recent and future trend in education international institute of education planning Brochure.Paris: IJEP, 1997.

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[1] Okunamiri, P. O. The Politics of Education: The Nigerian Experience Okigwe:
Fasmen Communication, 2005

[2] Chinyere n. Alimba. Politics of education: implications for conflict initiation and mitigation in education: european journal of training and development studies vol.4 no.5, pp.74-90, u.k, 2017.

[3] Okunamiri, P.O. Op. Cit.

[4] Ahukanna, R. A Unu, M.I and Chukwudebelu, C.N. Nigeria Education and Politics of Federalism: International Journal of Research Development, 2020

[5] Ahukanna R.A op. cit

[6] ibid

[7] Ahukanna R.A op. cit

[8] Emmanuel O. impact of corruption on nigerian educational sector:implications for sustainable socio-economic development: African Journal of Politics and Administrative Studies, Vol. 12(1);  2019.

[9] Emmanuel O.  op. cit.

[10] Akinpelu, J.A. An Introduction to Philosophy of Education; London: Macmillan, 1981.

[11] Ahukanna R.A op. cit

[12] ibid

[13] Maclaren, P.C. Education and the Politics of Human Resistance. Essex Publishers, New York, 2013.

[14] Toyo, E. Federalism and Educational Leadership in Nigeria. Penguin Books, London, 2009

[15] Ikegbusi Leadership in Educational Sector and Government Interest. University Press, Ibadan, 2014

[16] Audu Ishaya S. A Philosophy for Nigerian Education: proceedings of the Nigeria National Conference: Nigerian Educational Research council, 1972.

[17] Audu Ishaya S. A Philosophy for Nigerian Education: proceedings of the Nigeria National Conference: Nigerian Educational Research council, 1972.

[18] Nwagwu, N .A. The politics of education policies in Nigeria. Lecture Series No. 1 University of Benin,Benin City, June 2002.

[19] Hallack S. Recent and future trend in education international institute of education planning Brochure.Paris: IJEP, 1997.

Abstract

The paper attempts a philosophical analysis of the concepts of personal teaching philosophy, pedagogical content knowledge, general pedagogical knowledge, pedagogical skills, and effective communication. It explores the link between these concepts, and the key implications of this link for instructional quality in Nigeria’s tertiary institutions. The paper proceeds to make a critical examination of the major implications of each of these concepts for instructional quality in Nigeria’s tertiary institutions. The paper argues that personal teaching philosophy, pedagogical content knowledge, general pedagogical knowledge, pedagogical skills, and effective communication are essential for instructional quality. It recommends, among other things that lecturers in Nigeria’s tertiary institutions should be encouraged to develop personal teaching philosophy, review such philosophy from time to time, be well grounded in pedagogical content knowledge, general pedagogical knowledge, have appreciable level of pedagogical skills and keep growing their communication skills.

Key words: Teaching philosophy, pedagogy, communication, Instructional quality

Introduction

As enunciated in Nigeria’s National Policy on Education [1], tertiary education in Nigeria is to drive national development through the training of high-level and high-quality manpower training and the provision of lifelong learning programmes. The NPE points out further that the training of high-quality manpower depends on quality teaching and learning.  However, despite these assertions, the quality of most of the products of Nigeria’s tertiary institutions leaves much to be desired. Yusuf² made a similar observation. He points out that complaints from employers of labour, indicate that some Nigerian graduates are unemployable despite their qualifications. In the same vein, Oyesiku³ linked the poor quality of educational outputs of tertiary institutions in the country to deterioration in teaching and learning approaches among other factors. Describing the pathetic situation of graduates of Nigeria’s tertiary institutions, Mango⁴ laments that some graduates of law are not only unjust but are also collaborators in the abuse and misuse of justice, while some graduates of medical science are not only inhuman but they also suppresses public health. He argues further that the poor quality of tertiary institutions in Nigeria is the result of repressive nature of teaching. According to him teaching in tertiary institution indoctrinates, smothers creativity and imagination. It induces conformity and stultifies students into blind and docile conformity and obedience as potential public workers who should not question authority even where it is wrong. To this end many scholars have called for improved instructional delivery in Nigeria’s tertiary institutions as one of the key ways of improving the quality of the graduates of Nigeria’s tertiary institutions. Some of these scholars include Biao⁵ Usman6, Javed⁷ and Yusuf^8.   

According to Onwuagboke, Singh and Fook^9, Instructional delivery is defined as tactics used by the teacher for the purpose of facilitating learning among learners. They explain further that it is a process which requires that the teacher engages the learners in the classroom such that the learners learn effectively. Such engagement is done in such a way that different instructional strategies are utilized by the teachers to support the learners in learning contents for efficient learning outcomes. The key issue in instructional delivery according to Arlington Public Schools cited in Yusuf and Sholaggeru¹⁰ is   that   the teacher engages the learners seriously such that variety of instructional strategies are employed to meet the individual learning needs. This approach in real sense makes the learning a learner’s affairs and the learner is central to the whole process. The learners are given opportunities to create and share knowledge among their peers and groups while the teacher creates an enabling environment using innovative strategies. Instructional delivery can also be correctly defined as the process that shows the activities of the teacher and his students in a classroom setting. Therefore, all that the teacher does in the class in order to have a successful and productive teaching session with the students by handling the course content professionally; employing the best methods, the resources available and well utilized, the assessment modalities as well as students’ interaction with the environment; all taken together constitute instructional delivery. It is implied therefore that the process of instructional delivery involves a repertoire. Furthermore, Canales¹¹ states that instructional delivery is the action the teacher does in the classroom that promotes learning by demonstrating accurate content knowledge and by addressing academic needs through  a variety of appropriate instructional strategies and technologies that engage learners. Instructional strategy on the other hand, is about decision making by the teacher in order to organise people, materials and ideas for the learners to learn. The decision is concerned about the methods of teaching and materials that are appropriate for certain type of learning and the learning situation¹². It is important, that the teacher chooses the methods that are suitable for the learners’ experience, maturity, age, and the learning environment. It is only when the teacher does this, that he would be able to effectively deliver learning instructions that will meet the needs and aspirations of the learners. While the importance of quality instructional delivery in ensuring that the graduates of Nigeria’s tertiary institutions are of very high quality can hardly be overemphasized, quality instructional delivery itself hinges upon sound and clear personal teaching philosophy, sound pedagogical content knowledge, profound general pedagogical knowledge, very good pedagogical skills and effective communication. Consequently, this paper attempts the clarification of the concepts of personal teaching philosophy, pedagogical content knowledge, general pedagogical knowledge, pedagogical skills, effective communication, and a few others. It also examines the major implications of each of these concepts for instructional delivery in Nigeria’s tertiary institutions. Furthermore, it examines the interconnectedness of these concepts and some of their key implications for instructional delivery in Nigeria’s tertiary institutions.

Clarification of Concepts

Personal Teaching Philosophy

A teaching philosophy is a systematic, critical and rational process that focuses on the important components defining effective teaching and learning in a particular discipline and or institutional context^13.  The development of a Teaching Philosophy involves a process of gathering, assimilating, analyzing, reflecting upon, evaluating and adapting thought on effecting teaching and learning in a well organized manner. At its center is a distinctive set of aims, values, beliefs and convictions that provide an organizing vision of the teacher’s direction and a rationale towards which his or her efforts are geared¹⁴.  These aims should show literacy in, as well as an alignment with or commitment to teaching and learning theories that are appropriate to the students’ characteristics (such as age, goals, and motivation)¹⁵. Furthermore, a teaching philosophy focuses on specific components that the individual teacher defines as critical to the teaching and learning process in a particular setting. For example, different theoretical perspectives on teaching and learning, a broad range of possible components on teaching such as  teaching behavior,, teaching methods, content structure and assessment^16.  With respect to learning,, this important dimension could include student learning style, learning contents,, cognitive structures, and student motivation. It is also important that the criteria for assessing the extent to which a teacher’s practice accommodates features that are essential to good teaching must be built into the teaching philosophy at the outset^17. Developing a teaching philosophy is a dynamic process that calls for continuous reflection and constant reflection. Some of the fundamental questions that should be addressed while formulating one’s personal teaching philosophy are:

• What code of ethics would I adhere to?
• What student –teacher relationship would I work towards
• How would I measure successful teaching?
• What is my motivation for teaching?
• What should students be able to do or know as a result of taking my class?
• What should students expect of me as a teacher/lecturer?
• Is my teaching actually facilitating learning?
• How do I create an engaging learning environment?
• Has my conception of teaching changed over the years?
• Why do I teach the way I do?
• What is my teaching philosophy anchored upon?
• What exactly is my theoretical and conceptual framework for teaching and learning?

In countries that have made obvious headway in teaching and learning, personal teaching philosophy is taken to be as important as one’s academic credentials; it is required at the point of recruitment and assessed at regular intervals if one is employed¹⁸.

Pedagogy

Pedagogy is a scientific discipline with its own philosophical and scientific orientations borne between between 18^th and 20^th centuries. Because of its double stance, namely the theoretical and practical components, the discipline has continued to generate various interpretations and controversies^19.  For instance, it has been defined in different ways, including the study of being a teacher or the process of learning, strategies of instruction or style of instruction. Other scholars have used pedagogy in relation in relation to the art and science of teaching children, or the theory and practice of education^20. Pedagogy can also refer to the relationship between the teacher and the student. Conceptually, it is due to the relationship of pedagogy to children that some scholars prefer the use of andragogy 9the art and science of helping adults learn) when referring to teaching in tertiary institutions. However Freire used critical pedagogy to refer to the method of teaching adults^21.  Ezati et al²² however argue that if pedagogy is viewed as focusing on transmitting content in a teacher-controlled environment and andragogy on  facilitating the acquisition of and critical thinking about content and application in real life as Knowles²³ points out, then both are relevant to tertiary education.

General Pedagogical Knowledge (GPK)

The first key study on teacher education knowledge²⁴ categorized teachers’ knowledge into seven categories, among which is general pedagogical knowledge. This has to do with the principles and strategies of classroom management and organization that are cross curricular. General pedagogical Knowledge is not about a particular subject but it is a very important aspect of teachers’ knowledge.

Pedagogical Content Knowledge (PCK)

This is also one of the seven categories of teachers’ knowledge that Shulman²⁵ identifies in the first key studies on teacher education. It is the knowledge which integrates the content knowledge of a specific subject and the pedagogical knowledge for teaching that particular subject. It is considered as the most fundamental element of teachers’ knowledge. Shulman further refers to PCK as the specific knowledge teachers possess that distinguishes them from other experts in the field. PCK explains the complex relationship between knowledge of subject and knowledge of teaching a subject by using appropriate methods and evaluation tools. PCK is the fusion of all needed knowledge, in order to teach and learn a subject^26. PCK has the following key elements²⁷:

1. Teachers knowledge and beliefs in regard to the purposes of teaching a subject to students of different levels
2. Knowledge of students previous knowledge on the subject and possible misconceptions
3. Knowledge of curriculum in order to foster connections between a subject and across different subjects.
4. Knowledge of different strategies for instruction (general teaching knowledge).
5. Topic representation knowledge(content knowledge, otherwise known as subject matter knowledge)
6. Knowledge of educational purpose

PCK has also been rightly considered as a “craft knowledge”, which is the knowledge representing teachers’ accumulated wisdom regarding their teaching practice, and guiding their behavior during classroom practice²⁸. PCK is therefore a fusion of teachers’ theoretical knowledge and constant reflection of their own practices that guide their instruction and practices in the classroom. Teaching experience however does not automatically improve PCK. This is because the connection between PCK and teaching experience is not direct. In order for a teacher to improve his teaching skills, there must be an internal motivation for improvement that usually stem from external feedback, self evaluation, and reflection. Such improvement should be deliberate and constant to provide positive change^29. Similarly, PCK has been correctly described as the” most useful forms of (content) representation—the most powerful analogies, illustrations, examples, explanations, and demonstrations—in a word, the ways of representing and formulating the subject that makes it comprehensive for others”^30. PCK is generally considered to be combination of two knowledge components: general teaching knowledge and subject knowledge. It enables the teacher to identify what students may find difficult to understand in a particular topic, and the teaching strategies that are ideal for such situation.

Pedagogical Skills

Pedagogical skills constitute a set of abilities of communication delivery and managing learning in the classroom^31. Teachers’ knowledge about classrooms, personal knowledge about specific students, assessments, students’ motivation and social interaction skills are considered as pedagogical skills^32.  It is argued that managing the classroom is an important pedagogical skill to be learned by teachers besides seeking PCK³³. Some of the elements that are necessary for the teacher to successfully develop his pedagogical skills include; needs assessment, establishment of classroom culture, using appropriate teaching strategy, ability to address issue, setting goals, understanding and encouraging students, planning and conducting lessons, planning classroom and outdoor activities, making the best use of the support of colleagues especially those that are known to have acquired these skills.  Increasing professional development is another necessary condition for acquiring and developing pedagogical skills. This is geared towards enriching and expanding one’s general thesaurus and erudition. The teacher used to be the source of information for the students, but now the students have many sources from where they could get relevant information. The teacher therefore has to ensure that he is truly ahead of his students. It is however not sufficient to learn pedagogical skills, these skills have to be practiced increasingly.

One of the important conditions for the development of tertiary institutions lecturers’ pedagogical skills is a solid philosophical training, extensive knowledge of the strengths and weaknesses of the philosophical concepts, past and prresent³⁴. Particular attention should be paid to the study of humanistic theories. Humanism is the philosophical basis of the new (neoclassical) methodology of pedagogy. This progressive trend is aimed at strengthening the respect for human dignity and human reason as the highest values, at the free expression of human feelings and natural abilities, and the human right to early happiness^35. In the same vein, it is argued that there can be no talk of pedagogical skills in the real sense of the word, if the teacher/lecturer does not profess humanism and humanness, and if love for man is not a state of mind. One can study  and apply a variety of techniques, rules, and methods of teaching, but if the teacher has no internal belief in the value and nobility of the person being taught, is not concerned with the person and does not empathize for a person’s specific life situation and destiny, they are not teacher but average artisans^36. Another crucial factor that determines whether or not a tertiary institution lecturer attains excellence in pedagogical skills is moral soundness. Students are sensitive the presence or absence of this trait and it affects their receptivity.

Effective Communication

Communication is the transfer of information, messages, thoughts, and ideas which involves a sender, a receiver and a code. Ideally, the essence of communication is either to persuade,, influence, modify or change the behavior of others. With respect to education, communication is the information transmitted from a teacher to the pupils, from pupils to the teacher or amongst pupils. The entire process of teaching is itself communication. Listening and speaking are both aspects of communication. When and if the essence of communication is achieved, it can be regarded as effective. The basic components of Communication are:

• A communicator who conveys information
• A piece of information to be conveyed
• A communicant that is expected to receive information
• A means of delivering information
• A feedback or effect of the information passed across.

Communication could be verbal or non verbal. In some case, it could be a combination of the two. There are five essential components of effective communication. These are: clarity, accuracy, context, flow and culture. Within the context of tertiary institutions, whenever instructional communication is defective, one can not possibly achieve optimum instructional delivery. Similarly, when there is a breakdown in communication process either language wise or in some other ways, there is bound to be unpleasant consequences such as: ineffective classroom management, ineffective learning transaction, lose of focus by students and inability to have teaching and learning objectives achieved as expected.

Interconnectedness of Concepts and Some Implications

As mentioned in one of the earlier paragraphs, while instructional delivery is very important in ensuring that the graduates of Nigeria’s tertiary institutions are of good quality, instructional delivery itself, in the real sense of the word hinges unavoidably upon personal teaching philosophy, general pedagogical knowledge, pedagogical content knowledge, pedagogical skills and effective communication. A good instructional delivery cannot be guaranteed without each of these concepts, and all of them taken together, as well as made to function together. Such is the interconnectedness of these concepts and its extent. Some of the attendant implications of this interconnectedness is that instructional delivery in Nigeria’s tertiary institutions is not as simple as it appears to be. In addition, the quality of instructional delivery in Nigeria’s tertiary institutions will continue to leave much to be desired until these concepts upon which quality instructional delivery hinges are given sufficient attention. Furthermore, some lecturers in Nigeria’s tertiary institutions do not even have a good understanding these concepts, not to even talk about putting them into practice. The fact however remains that, whether Pure Science, Natural Science, Medicine, Architecture, Business Management, Accounting or Engineering, the need for very high quality instructional delivery in Nigeria’s tertiary institutions cannot be over emphasized. Excellence in the theory and practice of pedagogy, personal teaching philosophy, general pedagogical knowledge, pedagogical content knowledge and effective communication is not a factor of years put into lecturing in tertiary institution. It is implied therefore that to attain excellence in these areas, and by implication, excellence in instructional delivery, individual tertiary institution lecturer would have to make a personal resolve to follow the right path towards excellence in the said areas. The right path is to get educated in these areas, get professionally certified and continue to be a life long learner in the same area, coupled with continued practice.

Conclusion and Suggestion

The quality of teachers is one of the most cited factors explaining the quality of an educational system^37. Furthermore, numerous educational reports and studies also supported the idea that Teacher quality accounted for an important proportion in student achievement and that high performing school systems are characterized by the quality of Teacher education^{38 .}In alluding to this fact, Mckinsley and Company Report indicates that three things matter most: (a.) getting the right individuals to become Teachers; (b) developing them into effective instructors; and ( c) ensuring that the system is able to deliver the best possible instruction for every student^39.  However, while the importance of quality of lecturers and quality of instructional delivery in tertiary education can not be contested, it would be a welcome and reasonable development if the critical factors that are prerequisites for the attainment of quality instructional delivery as well as the improvement of the  quality of teachers in Nigeria’s tertiary institutions are given necessary attention at all relevant levels. These factors are: personal teaching philosophy, pedagogical skills, general pedagogical knowledge, pedagogical content knowledge and effective communication. To this end, it is suggested that each tertiary institution should be mandated to have a functioning center for excellence in teaching and learning where among other things lecturers would be taken through the theoretical and practical aspects of these factors that are prerequisites to the attainment of quality instructional delivery as well as the improvement of the quality of the teachers. 

References

1. Federal republic of Nigeria. National policy on education. Abuja: NERDC Press; 2013.
2. Yusuf, Murtala Akanbi, “Adult Learning Principles: A Strategy for Improving Instructional Delivery in Higher Institutions of Learning in Nigeria” Asian Journal of Education and Social Studies, Volume (15) (1):38-45, 2021
3. Oyesiku, K. Synopsis of a colloquium on organized private sector /public service demand for nigerian universities, colleges of education and polytechnic graduates employability, organized by Bureau of Tertiary Institutions, Abeokuta,  Ogun State; 2010. October 12-13, 2010
4. Mango, H. Corruption in Nigeria academia. Farfaru Journal of Multi-Disciplinary Studies: Special Conference Edition. 2010;5:829-833.
5. Biao, I. Training of adult educators as a catalyst to the achievement of the millennium development goals in Africa. Journal of Adult Education and Community Services. 2005;1(1): 39-53
6. Usman, YH. Differences between pedagogical and andragogical methods of teaching and the preference of andragogy for the teaching of adults. International Journal of African and Asian Studies. 2015;6:58-62.
7. Javed, F. Key concepts in adult education contexts. Language in India. 2017;17(9):51-60.
8. Yusuf, op cits.
9. Onwuagboke, BBC, Singh TKR, Fook FS. Need for ict integration for effective instructional delivery in Nigerian  colleges of education, Journal of Education and Practice. 2015;6(3):51-57.
10. Yusuf, MA, Sholagberu OA. Paulo Freire’s adult education philosophy as an alternative for    instructional delivery in universities in Nigeria.  International Journal of Topical Educational Issues. 2016;313-325.
11. Canales, M., The Relationship between Instructional Delivery and student Engagement in selected Classrooms: A cross case Analysis. Unpublished Dissertation. Ed.D programs in Educational Policy, Planning and Leadership. College of William and Mary. 2020.
12. Onweh, V.E., Akpan UT.. Instrcutional strategies and students academic performance in electrical installation in technical colleges in Akwa Ibom state: Instructional skills for structuring appropriate learning experiences for students. International Journal of Educational Administration and Policy Studies. ; 6(5):80-86. 2014
13. McKeahie, W.J. Teaching tips: Strategies, Research and Theory for College and University Teachers (10^th edn). Boston, M.A; Hougton Mifflin. 1999.
14. Bruning, R. The college classroom from the perspective of cognitive psychology. In K. Pritchard & R.Sawyer (Eds). Handbook of College Teaching. Wesport. C.T. Greenwood Press. 1994 .
15. Olatunji, M.O. Philosophy of Education as Sine Qua Non for National Development: The Nigeria Situation. Inaugural Lecture, Ajayi Crowther University, June 11, 2020.
16. Olatunji, op cits.
17. McKeahie, W.J. ibid
18. Olatunji, M.O. ibid
19. Namubiru,S.P., The Theory-Practice Discourse in Initial Teacher Education: Perspectives, Problems and Opportunities, a published PhD Thesis of Bayreuth University, Bayreuth African Studies, Germany, 2006.
20. Koring, B., Das Theory-Praxis-Verhatnis in Erziehungswissenschaft undBildungsteorie. In J .Petersen & G.O. Reinert Bildung und Erziehung Donauwort:Auer,1997
21. Freire, P. Pedagogy of the oppressed, NY: Herder &Herder, 1975.
22. Ezati, B.A., Okurut, C.O. and Ssentamu,P.M., Addressing Pedagogical Training Needs of Teaching Staff: Lessons from Makerere University Short Professional Development Programs 2006-2010. American Journal of Educational Research, 2014, Vol 2, No 12, 1190-1198.
23. Knowles, M., The Modern Practice of Adult Education: From Pedagogy to Androgogy,2^nd ed Chicago: Follet 1980.
24. Shulman, L.S., Knowledge and teaching: Foundation of the new reform, Harvard Educational Review, 57(1),1-22. 1987,
25. Shulman, ibid.
26. Sothayapetch et al in Alkalaki, E., Pedagogical Content Knowledge: A comparative study of Greek heritage language teachers in Sweden. Masters Degree in Education Thesis. Stockholm University, 2021
27. Grossman in Fernadez, C., Knowledge base forteaching and pedagogical content knowledge (PCK):Some useful models and Implications for teacher training. Problems of Education in the 21^st century. 2014. P79-100.
28. Evens, M., Tieleman, K., Elen.J.,Depaepe, F., Pedagogical content knowledge of French as a Foreign Language: Differences between pre-service and in-service teachers. Educational Studies, 2019;45(4).422-439.
29. Dunn, T.G, & Shrines, C. Deliberate practice in teaching: What teachers do for self improvement. Teaching and Teacher Education. 15 (6) 1999.
30. Shulman, op cit.
31. Rafique, S., & Aziz, S., Relationship of Pedagogical Skills and content knowledge with Pedagogical Design capacity in Higher Education of Pakistan. Global Regional Review. Vol IV(Fall2019) p85-94.
32. Clark, J.C.,& Walsh.J., Elements of a model of effective teacher, Paper presented at AARE Conference, Brisbane, 2002, December 1-5.
33. Ibid.
34. Kuzminskyy, A., On the Development of Pedagogical Excellence: Prerequisites and Preconditions. American Journal of Educational Research, 2013, Vol1, No11, 456-463.
35. Ibid
36. Ibid
37. Malinen, K.O.P., Vaisanen, P. & Savolainen, H., Teacher Education in Finland. A Review of a Nation’s effort for preparing Teachers for the future. Curriculum Journal(2012).23(4), 567-584.
38.  Chung, J., Atkin, C., &More, J., The rise and fall of the MTL: An example of European Policy borrowing. European Journal of Teacher Education. 2012, 35, (3) 259-274.
39. Mckinsley and Company Report. How the world best performing Schools came on top. (2010). Retrieve from www.mckinsey.com/clientsservice/socialssector.

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Abstract

The paper investigated gender equity, human development and the Nigerian education system. By means of conceptual and analytical framework, the paper explicated the relationship between gender equity, human development and the Nigerian education system. The paper found out that education in the traditional Nigerian society was not provided equally between the male and their female counterparts- a factor that has prefaced the precarious state of the womanhood in the present Nigerian society. The writers noted that this state of affairs has implications for the Nigerian tertiary education in such areas as promoting of equity in tertiary education, expansion of access and scope of tertiary education and intensifying and diversifying the curricula offerings of higher education for high level man power development. Based on the findings of the study, the paper concluded that equalizing educational opportunities by implementing the educational policies on women empowerment and by embarking on economic planning based on productive and participative welfare economy.

Keywords: Gender Equity, Human Development, Nigerian Tertiary education and Implications

Introduction:

A nation’s developmental strides can be measured by the amount of opportunities, privileges and rights enjoyed by its citizens. This means that equal treatment should be meted to both males and females in all spheres of life.

Gender equity has become a contentious issue right from the classical Age in which Plato and Aristotle advocated equal education for both males and females. It was thought that the education of both sexes would give them opportunities to contribute to national development in their later period.

However, the issue of gender parity has continued to attract attention at both national and international levels. This concern for gender parity in education is a healthy one considering the fact that education deals with initiating human beings into their cultural, social and political environment so that they can advance it.

In discussing the issue of gender equity, Uzowulu in Okere (2017) believes that the discrimination against women is one of the severe indictments of the contemporary human society. He contended that this ugly development had led the United Nations to declare a “Decade for women” in the late seventies, which was backed up with a charter that stated the World Body’s faith in “fundamental human rights, in the dignity and worth of the human person and on equal rights for men and women”.

In Nigeria, the national policy on women empowerment was launched in (2006) which gave further credence to agitations for women liberation. 

Despite the declaration and the legislation against discrimination on the basis of sex by many countries, Uzowulu argued that the cardinal objectives have not been realized hence women still assemble in different parts of the world to discuss strategies to empower themselves.  This empowerment is necessitated by the fact that men have rigged women out of power unjustly and interfered with their personal rights illegally. Furthermore, past Nigerian leaders paid lip service to women empowerment because they failed to link political and economic growth with human development- a concept which deals with the process of people’s choice: democracy, longevity, knowledge, decent living standards, adult literacy and real per capita income adjusted for purchasing power. 

To realize this noble objective calls for a reform in the nation’s education system to make it accessible to all Nigerians from the primary, secondary and tertiary levels.

Ogundele and Oghaijafor in Okere (2018) believed that reform agenda refers to government’s act of changing the ways, the systems and how institutions are run in a country. They further stated that reform anchors on learning from the past and building on the present to secure the future. The goal of the reform programme should be to introduce efficient and effective institutional framework for stable growth and development (Ihonvbere, in Okere 2021).

This paper therefore seeks to examine the necessity of gender equality as a vital tool for human development in Nigeria. The paper is divided into three sections. Section one deals with the concept of gender equity and how it is related to human development. Section two examines human development, gender equity and Nigerian education system while section three captures the conclusion and recommendation.

Conceptual Clarifications

Meaning of Gender Equity

Gender means different things to different people. Acholonu in Okere (2017:10) defined gender as: the socially constructed roles ascribed to males and females. These roles, which are learned, change over time and vary widely within and between cultures.

Acholonu believes that agitation for women’s right as reflected in Mary Astell’s “Some Reflections upon Marriage” and John Stuart Mill’s-“The Subjection of Women” are books written in defence of the rights of women. She further stated that the agitation for women’s right has created the-gender question on issues that seek to create equality of opportunity between men and women in all aspects of human development.

Henslin in Acholonu (2002), believes that gender refers to what a group considers proper for its males and females. He further stated that while sex is inherited as either male or female, gender is learned as you are socialized into specific behaviours and attitudes.

The foregoing agrees with Reiley in Acholonu (2002) who posits that gender shapes the lives of all people in all societies. According to Reiley, gender issues affect a people’s social life including schooling, social roles and the power and authority we command. He further stated that gender issues are the society’s means of sorting sexes that is also responsible for the distorted roles which women play today as wives and mothers thus giving rise to gender inequality in society. This was corroborated by John Stuat Mill as in Acholonu (2002:86) who said that:

The principle which regulates the existing social relations between the two sexes-the legal subordination of one sex to the other is wrong in itself, and now one of the chief hindrances to human improvement; and that it ought to be replaced by a principle of perfect equality, admitting no power or privilege on the one side, nor disability on the other.

Gender equity therefore, represents measures/policies aimed at eliminating discrepancies/ discrimination in treatment between men and women in such areas as employment opportunities, political positions, educational positions, health and other social welfare positions.

Concept of Human Development

Human development is a concept which involves a wide range of issues such as ability to live a long and happy life, ability to make choice, be educated and have freedom and opportunities.

According to Okere, (2019) human development refers to the organizing principle for meeting human development goals. Human development goals encompass economic growth and increase in per capita income, increase in human capabilities in terms of higher standards of health, education and knowledge, self-respect and the ability to participate actively in community life.

Okere further stated that human development cuts across technological, economic, social and political aspect of human life. He also stated that for a country to be technologically advanced, the country should have the capacity to utilize the products of science and technology to meet her needs. This translates to the country’s ability to produce her necessities internally and to rely less on foreign and imported goods and services. 

Concept of Nigerian Tertiary Education

Tertiary education is the education received after secondary education in the universities, polytechnics, monotechnics and colleges of education. The Federal Republic of Nigeria (2013), remarks that the goals of tertiary education are to:

1. Contribute to national development through high level relevant manpower training
2. Develop and inculcate proper values for the survival society
3. Develop the intellectual capability of individuals to understand and appreciate their local and external environment
4. Acquire both physical and intellectual skills which will enable individuals to be self-reliant and useful members of the society
5. Promote and encourage scholarship and community services
6. Forge and cement national unity and
7. Promote national and international understanding and interactions.

Historical Perspective of Education and Gender Equity in Retrospect

According to Ohueri in Okere (2018), gender equity in educational provisions differs among countries. In the United States of America, the Negroes (black race) attend different schools from their white counterparts. Some states in the USA administer universal education on a state basis. Schools for Negroes are inferior in staffing, equipment and in prestige to the white schools. This means that the Negroes are denied access on irrelevant grounds to a quality of provision that should be available to all.

In Nigeria, the government has tried and is still trying to promote equity in the provision of education. The Universal Basic Education (UBE) is one of the strategies of the federal government of Nigeria to make education available to all Nigerians irrespective of real or imagined barriers. Three main components of UBE include: Universal, Basic and Education. Universal means that the educational provision is available to all-the rich, poor and the physically fit and physically challenged, the brilliant , the dull… the term basic is related to the base, take off point, fundamental, essential…while education connotes the transmission of knowledge, skills and understanding from generation to generation. Basic education makes it possible for higher education to take place.

Education of the women in the traditional African society received little attention compared to their male counterparts.

According to Fafunwa in Okere (2016:47)

While the boys were receiving rigorous training on the farm under the instruction of their fathers, the girls were undergoing training at home under the strict supervision of their mothers, they were taught to take care of children, prepare food, make clothes, wash utensils and take care of the dwelling place. All these tasks were simple and taught with simple methods.

Gibson in Ofoego (2016) said that the role of women in traditional African society varied prominently among different countries in the continent. He noted that family centered values coupled with economic and social imperative had a man as the head of the family while the care and upbringing of children were left in the hands of women. He further stated that women and men were expected to perform different tasks.

Gibson in Okere (2015) also noted that many African women work for more than 15 hours a day in underdeveloped rural villages with few or no resources, without formal education and without adequate healthcare, sanitation, water supplies, transportation or other facilities. He further stated that African women are very active economically particularly in the agricultural sector and in food processing, trade and home industries. He however, regretted that their activities have largely been in the informal sector making most of their contributions invisible, unpaid for and undervalued.

Bohannan and Curtin in Okere (2015) believed that the roles of women and men were not thought to be superior or inferior but as equal parts of the whole social relationship. He posited that the division of labour between men and women had created specific handicaps for women. According to him, the colonial period provided new frontiers for African advancement in educational, legal, administrative and commercial system. However, these openings favoured the male folks in contrast to their women counterpart. Women were the mainstay of food and agricultural production, market trading small scale processing of agricultural products, and weaving and dress-making. They were equally engaged in food storage and selling, transportation, brewing and selling beer in (Botswana). According to Bohannan and Curtin, women have continued to make significant impacts on the social, economic and political landscape of the Nigerian economy but their role has continued to be subsisted under the male counterparts.

Gender Equity, Human Development and Nigerian Education System

Education connotes a family of processes, achievements and tasks. First, education involves initiation into what a community considers to be worthwhile. Being educated therefore, represents a group of achievements which are internally related to a family of tasks. An educational system or a school system can be seen from an external point of view in which it refers to a method of preparing people for jobs in a community. To an individual, it is an avenue to power and prestige in a community. Questions relating to access and distribution of education opportunities are among the explosive issues in today’s educational system.

Education in Nigeria is conducted in line with the overall philosophy of Nigerian education and the national policies on education.

Rousseau in Okere (2018) had argued that a good educational system is effective in bringing about social reforms to the entire society. In his two essays; the discourse on the Sciences and Arts and on the Origin of Inequality, Rousseau attacked the influence of the society on the individual which he said had deprived him of his freedom and made him to conform to the social orders. He argued that education should be the instrument for social reform in the society and he encouraged government and all stakeholders in education to play their part in reforming the education system which he thought had moved too far away from societal aspiration. His model of education was therefore anchored on the social contract in which he hoped that the educational system would restore individual freedom, rights and privileges commensurate to societal development.

Rousseau equally observed the role of teaching method and developmental stages of the child as important components of a child’s education. To him, teaching should be adapted to the stages of mental development of the child and should take into account his readiness to learn something new. He believed that the child’s education should be based on his experiences, needs and interests. Rousseau’s educational scheme was divided into four stages namely;

1. Infancy (0-2yrs) where the child is likened to an animal. He becomes more conscious of himself than when he was in the womb. His education would base on physical and social reforms and unconscious imitation.
2. Childhood (2-12 years) the child is ignorant of moral laws. He is guided by physical necessity.
3. Pre-adolescence (12-15) the child is approaching adult life. Personal satisfaction becomes his driving force.
4. Adolescence (15-25) the child is awakening of sex functions and the beginning of true social life. Beauty and true goodness begin to take definite shape.

These characteristics have implications for the education of the education of the child.

Plato in his educational theory in the Republic on equal education for both sexes stressed that only those youths who have passed their tests on Quadrivium-Arithmetic, Geometry, Music and Astronomy should be allowed to move to another educational stage. For Plato, the education of citizens should account for differences in human aptitude and interest.

Orji in Okere (2018) wrote that Plato regarded justice as the primary objective of his ideal state; in which man can act together in harmony according to their natural endowments. Based on this thought, education was dispensed to citizens in regard to the characteristic virtue of every class of citizens comprising: temperance for the common people, courage for soldiers and wisdom for governors. He further stated that the educational classification had underpinning that every person in the state irrespective of sex and social rank should receive the training and education which will enable him to play the part for which he is best filled.

Okere (2015) said that human development requires injecting the right kind of skills, attitude, knowledge and understanding which would predispose the right mindset and character for individual benefit and societal development.

 Dewey in Okere (2017) posits that human beings are developed into the kind of citizens expected of them by the society. This is made possible through the right kind of education.

The Nigerian citizens especially the women need education to be integrated into the Nigerian society as alluded to by the Nigerian philosophy of education.

According to the Federal Republic of Nigeria (2004), education is an instrument par excellence for effecting national development. This philosophy seeks to make  Nigerians live in unity and harmony as one indivisible, indissoluble, democratic and sovereign nation founded on the principles of freedom, equality and justice; and to promote inter-African solidarity and world peace through understanding.

Following these guiding principles and premises, Nigeria’s philosophy of education is based on the integration of the individual into a sound and effective citizen of the nation at the primary, secondary and tertiary levels, both inside and outside the formal school system. (FRN, 2013).

 Nigerian philosophy of education encompasses the major concepts; integration of all citizens, entrenchment and internalization of enduring societal value system, equal access to educational opportunities for all citizens and socio-political and economic self-sufficiency. (Nwosu, 2013).

In consonance with the foregoing, the policy document also identified five (5) national goals, aims and objectives for education at different levels of our educational system. These goals are:

1. A free and democratic society;
2. A just and egalitarian society;
3. A united, strong and self-reliant nation;
4. A great and dynamic economy; and
5. A land of bright and full opportunities for all citizens (FRN, 2013).

Out of the five national goals as presented above, a just and egalitarian society runs close to gender equity. A just society is one where the citizens have fair and equal treatment. Egalitarianism is the concept of equality before the law.

Akinpelu in Okere (2021) posits that justice and egalitarianism are procedural values for sharing national resources for the reconciliation of divergent interest and for securing harmony and peace among conflicting interests and interest groups. That means that injustice and discrimination are against human growth and they can result to conflicts, strikes, suspicion and setbacks in human development. In an egalitarian society, equal educational opportunity for all citizens is germane for personal and human development. The quota system of admission and catchment areas, the UBE programme, Unity schools, nomadic/migrant education to mention a few are aimed at egalitarianism in Nigerian education. These programmes are necessary for enlightened citizenry which is a basic component of human development.

Mezieobi (2015) has harped on the need for Nigeria’s national ideology to be in line with the Nigerian philosophy of education. He maintained that such an ideology must not be government-dependent but productive and participative welfare state in which the Nigerian people in consonance with Nigeria’s social and cultural peculiarities and realities and in the spirit of self-reliance, individually and collectively work very hard to better their life conditions and welfare. 

Ocho in Okere (2018) believes that education is a process through which human beings develop to become useful to themselves and society.

Ofoego and Okere (2018) believe that an educated person is one fully engaged in two broad activities,

1. The intellectual activity, which involves the quest for knowledge and truth and;
2. the practical reason or activity with which one conducts his social and moral life, his political life and become a good citizen.

 Also, Akinpelu in Ofoego and Okere (2018:28) has noted that an educated man is one “…who shows evidence of a well integrated personality…he is economically efficient, socially and politically competent, morally acceptable and intellectually and culturally sophisticated”.

From the foregoing, the role of Nigerian tertiary education in promoting gender equity cannot be over emphasized. The Nigeria education system recognizes primary education as fundamental to the laying of a solid basis for scientific and reflective thinking, citizenship education as a basis for effective participation in and contribution to the life of the society. It further adumbrates the moulding of character and the development of sound attitude and morals in the child.

As a critical aspect of the Nigerian education system, the Federal Government of Nigeria (2014) noted that the specific objectives of Universal Basic Education (UBE) are to:

1. Develop in the entire citizenry a strong consciousness for education;
2. Provide free, universal basic education for every Nigerian child of school age;
3. Reduce drastically the incidence of drop-out from the formal school system and;
4. Ensure the acquisition of the appropriate level of literacy, numeracy, manipulative, communicative and life skills.

From the foregoing, considerations of gender equity in educational provisions should be based on relevant criteria such as the following:

1. Age, aptitude and ability of the child;
2. Type of education such as grammar, technical and modern;
3. Nature of education-intrinsic and extrinsic values;
4. Quality of life.

Following the philosophy of the Nigerian education system which aims at developing the individual into a sound and effective citizen and the integration of the individual into his community, secondary education prepares the individual for useful living within the society and higher education.

Given the philosophical slant of the Nigerian tertiary education which can be summarized as developing the intellectual, the moral and the physical capacities of the educated Nigerian to appreciate their local and external environment for successful living and for contribution to national development and community services; the role of the Nigerian education towards gender equality cannot be over emphasized.

The achievement of the above objectives places enormous responsibilities on tertiary education. The repositioning of the Nigerian education system will have implications for the Nigerian tertiary education.

Implications for the Nigerian Tertiary education:

Education as a process of human development requires careful planning and implementation of policies in order to realize societal expectations. This will necessitate the following implications for the education system:

1. Provision of equal educational opportunities for all citizens and educational facilities and materials should be made available to all.
2. Provision of adult education programmes, socio-political and economic empowerment for women.
3. Expansion of access and scope of tertiary education. Increase in the number of existing universities in both public and private will result in more access to university education and the development of higher level human capital formation.
4. Improvement of Quality of tertiary education. Quality in tertiary education can be ensured through relevant staff development programmes such as TET-FUND, in-service training and the improvement of conducive learning environment. This requires provision of infrastructural facilities, functional laboratories and libraries.
5. Promotion of equity in tertiary education. Egalitarianism requires fairness and equality in admission policies. It means that the poor and the physically challenged should be recognized. Special admission quota to females, implementation of the Beijing affirmative action and the award of bursary and scholarship schemes for females can promote gender friendly admission policies and encourage human development.    
6. Encouragement of skills acquisition and counselling services. Skill acquisition in various fields of human endeavour and guidance counselling services are pre-requisites for human development in tertiary education. Counselling services provide attitudinal changes in students which are necessary for building a strong and self reliant economy for societal growth and development.
7. Intensifying and diversifying the curricula offerings of higher education for high level manpower development
8. Making professional courses to reflect national requirements; and making all students to become part of the all-round improvement in university education through offering general courses such as History of ideas, Philosophy of knowledge and Nationalism.

Conclusion

 The paper concludes that tertiary education is critical to equalizing opportunities between men and women in the Nigerian society. It provides the intellectual and the moral skills needed for playing active role in the society.

 Therefore, higher education for both sexes should be of quality and should be provided to both male and female in a manner to arouse the productive and participative ingenuity of the educated public in consonance with Nigeria’s social and cultural imperatives.

Recommendations

1. Gender equality should be emphasized in the teaching and learning process
2. Sex education should form part of the school curriculum
3. Education should be provided in equal basis to all irrespective of gender or any other real or imagined barrier
4. Education in Nigeria should be based on the philosophical stand-point of the National Policy on women
5. There is need for gender sensitivity training and education
6. Economic planning should be based on productive and participative welfare economy.

References

Acholonu, R (2002) “Feminist Discourse, Nigerian Literature and National Development” in Journal of Nigerian Languages and Culture, 3 (1). 85-88.

Federal Republic of Nigeria (2004). National Policy on Education. Lagos: NERDC press.

Federal Republic of Nigeria (2013). National Policy on Education. Lagos: NERDC press.

Mezieobi, K.A (2015). Social studies teachers’ self-evaluation. Owerri: Priscilla Omamma Publishers.

Nwosu, O. (2013). The dynamics of Nigerian educational philosophy: Critical analysis and synthesis. Onitsha: Osyora Nigeria Limited.

Ofoego, C.O. (2016). Philosophy of Education: Focusing higher institutions. Owerri:  Wilderness Voice Press.

Okere, J.E (2015) Functional Literacy as A Correlate Of Entrepreneurship In Nigeria: Problems And Prospects. Journal of Agricultural and Science Education (JASE) 1(1) 459-464.

Okere, J.E (2017). Role of philosophy in developing the moral standard of adolescents in Nigeria South-East Journal of Social Studies and Civic Education Vol.10 114-118

Okere, J.E (2018). Ethics, Education and Human Development. Publication by Tansian University, Umunya, Anambra State.

Okere, J.E (2019) Ethics, Education and Human Development. Journal of African Studies and Sustainable Development. 2 (2). 119-129.

Okere, J.E (2021). Equal Educational Opportunity and Self-Reliant Education: The Nigerian Experience. Philosophers Of Education Association Of Nigeria (PEAN)

Download/View the cover of the paper, NJEP Vol. 34, No. 1

Abstract

The objective of this paper is to state the need for Instructional quality in Tertiary education in Nigeria and highlight its implications for national development. Tertiary education comprises of such educational training provided to students in the Polytechnics, Colleges of Education and Universities which are designated as institutions of higher learning. Tertiary education aims at processing individuals to become professionals in diverse fields of endeavour and is therefore given to students with the aim of helping them to develop competence in morals, knowledge and skills for services in the larger society after graduation. In order to achieve the aim of providing tertiary education to individuals in the Nigerian nation, it is requisite to ensure that instructional quality is provided in her (Nigerian) tertiary institutions. The reason is because quality makes a thing more valuable. Instructional quality cuts across availability of relevant teaching aids (instructional materials), availability of adequate infrastructure to qualification and competence of instructors (teachers). This paper notes that it is tertiary education that ought to drive national development as espoused by the National Policy on Education in its goals of tertiary education. Unfortunately in Nigerian public institutions most especially; the instructional quality made available to students has been observed to be far below standards when compared with tertiary education offered in other tertiary institutions around the world. The implication is that national development continues to elude Nigeria as many graduates from these institutions cannot contribute effectively in developing the society by creating jobs for themselves and others but still remain dependent on government to provide job employment for them. The paper concludes that to foster national development, instructional quality in tertiary education cannot be swept aside and recommends that education stake-holders and managers should emphasize the employment of qualified and competent individuals as instructors, provide adequate and up-to-date teaching aids and better infrastructure in tertiary institutions if instructional quality which is a necessity must be achieved in Nigerian tertiary education for the sake of national development.

Keywords:  Education, Tertiary Education, Instructional Quality, National Development

Introduction

Every nation of the world aspires for continued development. It is for this reason that they search for diverse ways, methods and strategies to drive development in their domains. Among the methods and strategies adopted by nations to engineer development is education which has been observed by many to be a principal instrument that is reliable and relevant. Education is the foundation upon which every developed society stands and exists. Every focused society determined to grow and develop (as can be seen in developed countries like United States of America, China and England) greatly invests in education because of the multiple ripple effects it produces on both human and material resources. Education is viewed by the society as a vehicle for preserving and transmitting her cultural heritage (as exemplified by China-through acculturation) and also bringing about desirable changes that can propel the nation to a higher pedestal on the ladder of development.  Aminigo and Nwaokugha in Uyanga and Emana¹ viewed education as a major catalyst for sustainable development of human resources upon which the sustainable existence and continuos development of the state is based. Bamisaye in Ezeanolue and Nnorom² defined education as a process of developing knowledge, skills and attitudes in an individual while Dewey and Okafor in Ette, Uyanga and Ibia³ defined education as a psychological and social process; a process of acculturation through which the individual is helped to attain the development of his potentialities and their maximum activation when necessary according to right reason in order to achieve his perfect self-fulfilment respectively. Education broadens the views of individuals and causes them to think widely with the ability to make informed choices among given alternatives.

It removes individuals from a life of servitude and dehumanization and encourages their freedom which is the hallmark of educated individuals. Educated individuals are free to make responsible choices and bear the consequences like selecting who will govern them and demanding accountability, choosing to live in a society that promotes their wellbeing as opposed to making them slaves and a lot more. Udoh⁴ asserted that it is the knowledge and skills of the individual that are utilized to exploit and organize the diverse natural and human generated material factors of development in a nation. Education in Nigeria as in other parts of the world is carried out at different levels of Primary, Secondary and Tertiary levels The focus of this paper however is on the tertiary level of education.

Tertiary Education

Tertiary Education is used to describe the educational training of a higher magnitude; it could be viewed otherwise as post-secondary education. It is that level of education given in higher institutions of learning. It is usually referred to as higher education. Peretomode⁵ defines higher education as the facilitator, the bedrock, the power house and the driving force for the strong

 socio-economic, political, cultural, healthier and industrial development of a nation as higher education institutions are key mechanisms increasingly recognized as wealth and human capital producing industries. The Federal Government of Nigeria⁶ in her national policy on Education outlined the following as aims of Higher education:

• Contribution to national development through high level manpower training
• Development of the intellectual capabilities of the individual to understand and appreciate their local and external environment
• Development and Inculcation of proper values for the survival of the individual and the society
• Acquisition of both physical and intellectual skills which will enable the individual to be  a self-reliant and useful member of the society
• Promotion and encouragement of scholarship and community services
• For national unity and the promotion of national and international understanding and interaction.

It is pertinent to note from the above that tertiary education otherwise known as higher education is regarded as a breeding ground for human capacity development in all ramifications. It goes without gain saying that the individuals who have received tertiary education should be able to become self- reliant and independent people capable of creating sustainable employment for themselves and for others and not be redundant in the society in the face of challenging economic situations in the country such as the unemployment crisis being grappled with in Nigeria today.

Instructional Quality

Quality has been defined as excellence, conformity to specifications, conformity to requirements, fitness for use, products desirable attributes and meeting customer expectations (Elishaer in Ezibuduihua and Akinsanya⁷. R. S. Peters in Ruwa⁸ defined quality as the essential characteristic of a thing which distinguishes it from other things and it makes a “thing” to stand out. Quality makes a “thing” attractive and desirable. Among the seventeen Sustainable Development Goals (SDGs) set by the United Nations in September, 2015, goal number four highlights Quality Education Obeka and Ereke⁹. Quality education promotes quality learning and advancement of knowledge of the individual. It ensures that the beneficiaries of the process of education are fit for use and have product desirable attributes. It is an education that provides students with the necessary requirements to deal with and find solutions to the challenges confronting mankind. It is that education that is relevant and adapted to the needs of the society Ndionu in Asiyai¹⁰. Quality education is that kind of education by an education system that emphasizes the importance of focusing on five important elements including quality learners, quality learning environment, quality content, quality processes and quality outcomes Nafukho and Muyia¹¹. It is the scale of input in form of funds, equipment, facilities, teachers and pupils, transactions and output of instruction to which their products are acceptable, desirable, beneficial, effective and efficient from the points of view of stakeholders Nwana¹². Quality in higher education relates to development of intellectual independence and this is needed in the transformation of the various sectors of the society-socially, economically and politically. Quality in higher education can only be boosted by instructional quality given to the students therein.

Lending an import from the analyses so far, instructional quality could be conceptualized as the delivery of an instruction in a way that arouses students’ concentration, critical thinking and learning in a meaningful way Awolala and Alabi¹³. It focuses on instructional inputs and instructional outputs and the relationship between the two (Brown and Kurzweil in Awolala and Alabi. Instructional quality is the route that enhances effective teaching for the instructors and results in effective learning for the students.  Ruwa emphasized that Nigerian tertiary institutions including the Polytechnics, Colleges of Education and the University require quality instructional processes if they must be able to help the nation in achieving national development. In the light of this, Esuabanga, Udoh and Ekanem¹⁴ were of the opinion that instructional quality in Nigerian tertiary institution could be enhanced if the government and education stakeholders work together to supply funds, instructional materials as well as employ only well qualified individuals with zeal and passion to be instructors as may be required to engender national development in Nigeria. What then is national development?

National Development

For a better understanding of national development as a concept, there is a need to first explain what a nation is. Etymologically, the word nation as contained in Tandu¹⁵ is used to describe a group of people occupying a certain geographical area who may not necessarily possess common language, religion or culture among other attributes but would display above all, the willingness to live together in harmony based on a common past. A good example of such entity is Nigeria, a nation with diverse people who are different in many ways but display the “willingness to live together” as one nation. On the other hand, development denotes the advancement, transformation or progress of the individual or a nation from one stage of its existence to another. Anamgba¹⁶ explained that development is the difference in upward growth of an entity. It connotes an advancement of a nation that brings about growth in all areas of life as well as the structures and institutions of the society Esuabanga, Uyanga and Emana¹⁷. National development therefore implies the movement of a nation state from the primitive stage through agrarian to the modern industrialized stage. According to Okereke¹⁸ development is defined as the qualitative improvement in the living standard of members of a society. The author elucidated further that for development to take place there must be improvement in the quality of life of the people which is measured by such indicators as literacy rate, rate of employment, the distribution of income, availability of good drinking water, good roads, regular supply of electricity, decent housing, reduced poverty level, adequate medical facilities and medical services as well as access to these facilities. National development is therefore the advancement of a nation.

Importance of Instructional Quality in Nigerian Tertiary Education

As has been earlier stated, instructional quality is all about the instructional inputs, instructional outputs and everything in between. It is the route that enhances effective teaching and learning for both instructors (teachers) and learners (students). Instructional Quality in Nigerian tertiary institutions is needed for the following reasons:

• For improved standards in teaching and learning with greater focus on qualification and expertise of the teacher  and in terms of programmes with richer course contents, opportunities for ground breaking researches, conferences and trainings to gain more knowledge from both national and international interactive sessions. This will promote effective teaching of instructors (teachers) and also be an avenue to attract more foreigners to learn in Nigerian higher institutions.
• For better funding to make provisions for better Infrastructure which ranges from large and spacious classrooms and auditoriums with good ventilation and associated facilities for convenience of both staff and students to presence of well-equipped libraries, laboratories and even playgrounds for relaxation purposes. This will promote effective learning among students.
• To promote interactive learning among staff and students within national and international institutions using Information and Communication Technology (ICT) facilities and platforms through networking. This will be very beneficial for both teachers and learners.
• To curb or reduce drastically brain drain which has become very common due to the harsh and unfriendly working environment for the staff of these higher institutions. This will boost morale of teachers and make them more motivated to work effectively and efficiently.
• To have qualified graduates who can defend not only their certificates but fit in comfortably into any work environment that requires their expertise or professional knowledge in any part of the world. This will promote the image of the Nigeria and make citizens proud to be Nigerians all over the world.

The above and more all point to the sole aim of achieving Quality Assurance in tertiary education in Nigeria. Quality Assurance refers to the planned and systematic activities implemented in quality service so that the quality requirement for a product or service will be fulfilled Adegbesan in Okeke¹⁹. It is aimed at capacity building within an institution for pursuing quality improvement leading to stakeholders’ satisfaction. Quality Assurance is all about assuring quality in an institution and is aimed at making sure that the products of that institution; in this case the individuals who will acquire tertiary education are provided with quality education.

Factors Responsible for Poor Instructional Quality in Nigerian Tertiary Education

1. Inadequate allocation of funds for Education: Finance is very important for the successful take off and execution of any project. In the education sector, the need for adequate allocation of funds cannot be overemphasized. Funds are needed to carry out projects such as building classrooms, laboratories, library facilities, staff rooms, pay salaries and wages of staff, provide instructional materials (teaching aids) etc. Unfortunately, for decades since after independence and more so in recent years, the Nigerian government has been observed to allocate a little percentage of her budgets to education and this has been observed by many to be very inadequate. The budget allocation to education between 2011 and 2021 was not up to 11%; see graph in Uyanga and Archibong²⁰ This situation is not only against the 26% budgetary hall mark projected and approved in a consensus by the United Nations Educational, Scientific and Cultural Organization (UNESCO) for investment in education by developing countries of which Nigeria is one; it also affects instructional quality of higher education with a strong negative implication on national development. Wegener²¹ writing on educational finance and how using money is critical to improving education stated that mobilization of adequate resources for education, improved spending, efficiency and promoting equitable resource use are vital in promoting quality education. The Nigerian nation has consistently allocated funds that are considered far below the 26% allocation bracket. Tyessi²² wrote that United Nations Children’s Fund (UNICEF) has argued that the budget allocation to education in Nigeria in 2022 should have been 1.14 trillion, an equivalent of 8.4% of the budget and not 5.4% of the total budget as was allocated. UNICEF also said that with the dwindling allocation of funds to education, the sector would suffer more in school enrolment and the retention of school children and unfortunately today, Nigeria ranks very high on the list of countries with the highest number of out-of-school-children.This portends a great danger especially for the tertiary level of education because at this level education goes beyond literacy to developing professionals in different areas of specialization. At the tertiary level, production of competent and quality manpower to run the different sectors of the Nigerian economy ought to be churned out from the higher institutions of learning and as Kakwagh²³ affirms adequate provision and proper management of funds will certainly solve the twin problems of brain drain and decaying infrastructure which presently bedevil the public tertiary institutions in Nigeria.

• Infrastructural availability and proper usage: Infrastructure like buildings such as classrooms, laboratories and equipment are crucial elements of learning environments in schools and universities Texeira, Amoroso and Gresham²⁴. Their availability is very important because they are needed in the school environment to ensure a high level of success in the education process. Baruah²⁵ states that school buildings, library, classrooms, playground, auditorium, staffrooms and administrative blocks are key components of school Infrastructure. Presence of large, spacious, well ventilated classrooms with proper lighting and other learning facilities can boost students’ interest to learn. When there are good, sizeable and comfortable classrooms, students come into the classrooms relaxed with smiles on their faces, ready to learn as opposed to when classrooms are small and poorly ventilated and the students’ are too many for the size of the classroom and have to scramble for spaces to sit down. This makes learning uninteresting for the students who crowd up in a hot and stuffy environment and many do not even concentrate on the topic for discussion, let alone come to the classroom. The instructor (teacher) is uncomfortable and may not even have public address systems (such as microphones) to teach with and has to shout for the students to hear. When there are large staffrooms and office spaces for the staff (teaching and non-teaching), they have a comfortable place to go to rest and perform other administrative functions especially when they are not in the classrooms teaching. In a less noisy environment, it becomes easier for the staff to concentrate, relax and carry out more researches, write lesson notes etc. The presence of library facilities with current books (hard cover and e-books) is a welcome development for any school environment. Students should be able to have and access facilities to use for private lessons or studies that will boost their learning. Well-equipped laboratories are a welcome sight to carry out scientific investigations/experiments and other ground breaking researches. The presence of good playground facilities also helps in promoting effective learning because it gives the opportunity for extracurricular activities such as games and sports and other recreational activities to take place. This is relaxing because it allows students to be physically fit and mentally alert. Exercise and other recreational activities (emphasis ours) improve mental health by reducing anxiety, depression and negative mood by improving self-esteem and cognitive function Sharmer, Madaan and Petty²⁶.  Playgrounds impact positively on learning and school attachment of students. This is buttressed by Ozdemir and Yilmaz in Dilbil and Basaran²⁷ when they opine that playgrounds have positive impacts on the social, physical, emotional and cognitive development, mobility and creativity of children/adults.

Instructors’ Competence: This encompasses teachers’ qualification and quality, teacher-student relationship, knowledge of subject matter and transfer of knowledge by teacher to students. Bientenbeck²⁸ opines that teachers’ quality can be measured using teachers’ CV or academic qualification, ability to raise students’ scores in standardized exams among others. For the above author, the higher the qualification attained by the teacher, the better the quality of the teacher. Teacher quality should cover Professional competence, Personality, Performance responsibility, Teacher-Student interaction and Student Problem handling (Mbon, Omorobi, Owan and Ekpenyong²⁹.

Teacher quality and qualification is very important in determining instructional quality because the teacher is indispensable to the much needed success in any educational process. A qualified teacher especially at the tertiary level of education should be able to have the National certificate in Education (NCE), B.Sc, B.A, B.Sc (Ed), B.A (Ed), B.Ed, PGDE, M.Ed and PhD and should be a registered member of The Teachers’ Registration Council of Nigeria (TRCN). Possessing this certification automatically means that the teachers; have undergone rigorous but necessary training in Teacher Training Institutions, Colleges of Education, Polytechnics and Universities. Teacher-Student relationship generally means having a good personal and working relations or interaction between the teacher and the student. The teacher and the students will always interact in and outside the classroom, it is therefore important for the teacher to strive to build cordial relationships with his/her students. Positive teacher-students relationships can ease friction or tension for the teacher while delivering lectures, make the learning environment calm and welcoming for the students and also allow them (students) to freely ask questions thereby enhancing understanding of the subject matter.

It is important for the teacher to also have a firm grasp of their subject matter. When teachers have a comprehensive knowledge of their subject matters, they let their students actively participate in lessons Hotaman³⁰. This is because they are comfortable with what they are teaching and are not scared to answer questions that may arise in the course of their lectures.  Teachers who have a wide knowledge of their subject matter will also know that knowledge must continually be updated so that they are kept abreast with the current trends in their respective fields. Another aspect of instructors’ competence which is equally as important to boost teacher quality and ultimately instructional quality is the ability of the teacher to transfer knowledge of the said subject matter to students.

One of the ways a teacher can successfully do this is to be supportive to the students while teaching.  Erden in Hotaman affirms that a supportive teacher ensures that the students have self-confidence, learn by themselves and develop a positive academic concept. The teacher needs to also have basic knowledge of different teaching methods such as discussion method, expository method, project method, Didactic (question and answer) method etc. The teacher needs to be conversant with the use of these methods and know how to apply them in relation to the topic being discussed and other peculiarities such as number of students, availability of teaching aids such as projectors, white boards or smart boards. This is where the National Universities Commission (NUC) which was established in 1962 and became a statutory agency in 1974 plays a huge role. The National Universities Commission regulates everything about tertiary education in Nigeria. Enang³¹ has stated that the NUC has six (6) functions to play and these are:

• Advising the government on ways of catering to the financial needs of Nigerian universities.
• It spearheads the allocation and disbursement of government funds and external aids.
• It also advises the government on the creation of Degree awarding institutions.
• It grants approval for all academic programmes.
• Routine monitoring of universities and
• General planning of university education.

Need for Instructional Quality in Nigerian Tertiary Education

Instructional Quality in Nigerian tertiary institutions is needed for the following reasons:

• For improved standards in teaching and learning with greater focus on qualification and expertise of the teacher  and in terms of programmes with richer course contents, opportunities for researches, conferences and trainings to gain more knowledge.
• For improvement in funding for better provisions of Infrastructure which ranges from large and spacious classrooms and auditoriums with good ventilation and associated facilities for convenience of both staff and students to presence of well-equipped libraries, laboratories and even playgrounds for relaxation purposes
• To promote interactive learning among staff and students within national and international institutions using Information and Communication Technology (ICT) facilities and platforms through networking
• To curb or reduce drastically brain drain which has become very common due to the harsh and unfriendly working environment for the staff of these higher institutions
• To have qualified graduates who can defend not only their certificates but fit in comfortably into any work environment that requires their expertise or professional knowledge in any region

The above and more all point to the sole aim of achieving Quality Assurance in tertiary education in Nigeria. Quality Assurance refers to the planned and systematic activities implemented in quality service so that the quality requirement for a product or service will be fulfilled (Adegbesan in Okeke). It is aimed at capacity building within an institution for pursuing quality improvement leading to stakeholders’ satisfaction (Okeke). Quality Assurance is all about assuring quality in an institution and is aimed at making sure that the products of that institution; in this case the individuals who will acquire tertiary education are provided with quality education

Implications of Instructional Quality in Tertiary Education on National Development in Nigeria

As Nigeria continues in its search for development in all sectors leading to national development; she must realize that this can be made possible by the products of higher institutions who have benefitted from Instructional quality. It is also important to note that Nigeria’s national goals can only be achieved when higher education is of standard quality. Higher education is a very essential level of education as it empowers students to become a better workforce equipped with all the necessary elements to change the world they live in. This level of education allows individuals who have had good instructional quality resulting in quality education in higher institutions of learning to become resourceful in many varied ways giving opportunities for endless possibilities. This requires a better allocation of funds, employment of qualified and competent instructors and provision of infrastructure/teaching aids to enable the institutions to organize human and material resources capable of bringing about instructional quality delivery in tertiary education. Inadequate supply of funds for tertiary education has been the primary reason why the Academic Staff Union of Universities (ASUU) has consistently embarked on series of strike actions over the past decades and, even the recent one that lasted for a period of seven months (Feb-September, 2022) and was only suspended in mid-October, 2022 and the obvious implication is a fall in the standards of education, lack of commitment and passion for service delivery among instructors leading to the increase in the production of under qualified and “half baked” professionals graduating from higher institutions and this portends a grave danger for national development. Moreso; the implication of not having well equipped classrooms, libraries and laboratories means students do not get to be exposed to practical sessions in line with global best practices. This makes many graduates to be identified as “unemployable” because they lack the required skills needed in the field of work but are theoretical gurus. Incompetent teachers or instructors at the tertiary level only do more harm than good because their products will be confined to what the teachers themselves teach and will not be able to apply critical thinking skills in the search for new knowledge to be applied in solving problems of the nation.

Conclusion

Today many nations of the world make great strides in the social, economic and political endeavours of their countries because of the Instructional quality in their tertiary education. A better understanding and application of researches’ results in addition to the use of ICTs in their daily routines of life have a direct link with national development. Countries particularly those in Asia are economically better off than most countries in Africa because they invest in their tertiary education for instructional quality. Such counties rarely employ a lecturer based on his Degrees only but also consider other areas such that bother on the individual’s interest to serve, his ability to deliver lessons effectively as a professional or an expert. Tertiary education instructors and students in the countries of Asia and Europe are known for possessing sound knowledge in the use of information and communication technology (ICT) for classroom interactions and other areas of collaborations which they apply to better their economies because they are exposed to these facilities at very early levels in their educational pursuit . Esuabanga and Atang³² observed that Nigeria as a nation is one of the black nations of the world that is blessed with abundant human, natural and material resources. Yet, is still trapped under the shackles of under-development or at most, considered as a developing nation behind the likes of Singapore and Malaysia, among other countries in Asia which were hitherto behind her in economic development many years ago. The secret to the turn-around of the economies of the already mentioned Asian Countries was a huge investment in education. This is because the bulk part of providing instructional quality in education especially at the tertiary level completely depends on adequate funds made available. For national development to take place in Nigeria; there must be an intentional and consistent focus on tertiary education to bring about Instructional quality. This can only be done when stakeholders in education see tertiary education as what it should be and deliberately decide to invest heavily in making it achieve its ideal goals as stated in the National Policy on Education. Without this, national development will still be a mirage and in years to come, Nigerians will still be clamouring for national development.

Recommendations

• The school management and bodies responsible for employment of instructors in tertiary institutions should emphasize and promote the employment of qualified and competent individuals to fill available vacancies in these institutions. This will inevitably result in having individuals that have the prerequisite qualifications and passion required to teach at this level of education.
• Federal and State Governments and other stakeholders should make conditions and other opportunities to attend training workshops and conferences readily available for staff to achieve the objective of improving themselves.
• Federal, State Governments and other stakeholders (including Alumni bodies) of these institutions should make adequate funding available for infrastructural development at this level of education to promote quality learning.
• The school management and other stakeholders in education should provide functional ICT facilities and other platforms in the institutions and lecturers should avail themselves of every opportunity to be computer literate and make use of these facilities to promote networking on both national and international levels
• The Federal and State Governments who are in charge of the Federal and State Tertiary Institutions should make working conditions and welfare benefits very attractive for workers to curb incessant brain drain and increase passion for quality teaching among staff.

References

1. Uyanga, U. D and Emana, I. E. (2016). Education as an Instrument for Achieving Social Justice and Good Governance. Journal of Educational and Social Research, 6(2): 205-211
2. Ezeanolue, A. O and Nnorom, S. U. (2021). Relevance of Nigerian Philosophy of     Education as the Vehicle for National Development. Nigerian Journal of Educational Philosophy, 32: 79-89
3. Ette, E. E, Uyanga, U. D and Ibia, E. I. (2021).  Philosophy of Education: Foundations, Principles and Issues. Uyo: On’pex Resources
4. Udoh, E. (2010). A  Sociology of Education for Africa: A Comparative Study. Uyo: Saviour Publishers
5. Peretomode, V. F. (2008). What is Higher in Higher Education. Benin City: Justice Jecko Press and Publishers ltd
6. Federal Government of Nigeria (2004). National Policy on Education. Lagos: NERDC Press
7. Ezibuduihua, A and Akinsaya, P. O. (2021). Free Education and the Question of Quality in Nigerian Education System. Nigerian Journal of Educational Philosophy, 32: 38-48
8. Ruwa, M. (2021). Tension between Quality and Quantity in Nigerian Education: Can the tension be resolved? Nigerian Journal of Educational Philosophy, 32: 33-37
9. Obeka, O and Ereke, S. J. (2022). Equity and Quality in ICT Utilization in Education. IOSR Journal of Humanities and Social Science, 27(4): 17-27
10. Asiyai, R. I. (2013). Challenges of Quality in Higher Education in Nigeria in the 21^st Century. International Journal of Educational Planning and Administration, 3(2): 159-172
11. Nafukho, F. M. and Muyia, M. H. (2021). Lifelong Learning and Quality Education for Sustainable Development in Africa pp17-37. IGI Global Publishing. https://doi.org/10.4018/978-1-7998-6471-4.ch002
12. Nwana, O. C. (2000). Aberration in the Nigerian Education System and the state of Education in Nigeria. Abuja: UNESCO
13. Awolala, I. O and Alabi, C. O. (2022). Influence  of Teacher Features on Instructional Quality in Public Secondary Schools in the South-West; Nigeria, 8(2): 1-14
14. Esuabanga, E. U, Udoh, D and Ekanem, E. (2022). Quality Sociology of Education and Students’ Deviant Behaviours in Teacher Training Institutions: Implications on Teacher Education in Nigeria. Contemporary Multi-Disciplinary Journal of Research in Education (COMJRE), 2(1): 67-76
15. Tandu, E. (2014). Nigerian Government and Politics. Baye Communications Limited. Calabar
16. Anamgba, A. (2011). The Substance of Government. Aba: Alpha Publishers
17. Esuabanga, E. U, Uyanga, U. D and Emana, I. E. (2018). Revitalizing ICT in Education for Human Capacity Building: Implications for Sustainable Economic Development in Nigeria,  Education for Today, 14(2): 9-19
18. Okereke, O. (2009). Development Administration in Nigeria: Issues and Strategies. Owerri: Concave Publishers
19. Okeke, O. J. (2015). Quality Assurance in Teaching and Learning in Tertiary Institutions in Nigeria. http://eprints.gouni.edu.ng>…… [PDF] Retrieved 28/08/2022
20. Uyanga, U. D and Archibong, A. E. (2021). Teacher Capacity Building and Value Reorientation: Implications for Socio-Economic Development in Nigeria. Academic Dicourse: An International Journal, 224-233

21.  Wegener, B. (2024, May 16). Education Finance: Using Money Effectively is Critical to Improving Education. https://www.worldbank.org/en/topic/education/brief/education-finance-using-money-effectively-is-critical-to-improving-education

• Tyessi, K. (2022). UNICEF Faults Nigeria’s 2022 Education Budget says it ought to be N1.14trn. https://www.thisdaylive.com>unice…..Retrieved 23/08/2022
• Kakwagh, V. V. (2013) Declining Quality of Intellectual Output in Nigeria’s Tertiary Institutions of Learning: The Underlining Existential Factors. Journal of Education and Practice, 4(11): 39-42
• Texeira, J, Amoroso, J and Gresham, J. (2017). Why Education Infrastructure Matters for Learning. https://blogs.worldbank,org>why-ed….. Retrieved 23/08/2022
• Baruah, A. (2021). The Importance of having a Good School Infrastructure for Students Development. https://medium.com>the-importanc….. Retrieved 23/08/2022
• Sharmer, A, Madaan, V and Petty, F. D. (n.d). Exercise For Mental Health- PMC-NCBI. https://www.ncbi.nlm.nih.gov>pmc. Retrieved 24/08/2022
• Dilbil, A and Basaran, Z. (2017). Effect of School Yard Playgrounds on Development and School Attachment Levels of Children. Universal Journal of Educational Research, 5 (12^A) 144-151
• Bietenbeck, L. (2017). Measuring Teacher Quality in Practice. International Journal of Multidisciplinary Research, 21(4): 50-62
• Mbon, U. F, Omorobi, G. O, Owan, V. J and Ekpenyong, J. A. (2019). Analysis of the Quality of Educational Resources and Effective Instructional Service Delivery in Nigerian Universities. International Journal of Education and Evaluation, 5(7): 25-34
• Hotaman, D. (2010). All in the Teaching Profession: Knowledge of Subject Matter, Teaching Skills and Personality Traits. Procedia Social and Behavioural Services, 2: 1416- 1420
• Enang, W. (2021). 6 Functions of National Universities Commission. https://proguide.ng>functions-natio…. Retrieved 26/08/2022
• Okeke, O. J. Ibid
• Okeke, O. J  Ibid
• Esuabanga, E. U and Atang, R. (2014). Leadership Failure and Corruption: The Bane of Nigeria’s Development. International Journal of Continuing Education and Development Studies (IJCEDS), University of Calabar, 1 (2): 162-170

Abstract

Manpower development, research and economic development are central to the goals of tertiary education in Nigeria. The desire to realize this goal seems to be elusive because of the gap between intention and reality. Teacher preparation/readiness is a good example of this systemic process of education. So, to have efficient system of early childhood care development education (ECCDE) there must be a remarkable improvement in the quality of tertiary education in contemporary Nigeria. In terms of quality and equity, the ECCDE programme is not open to every school-age learner because of ownership and financial and economic implications. Because the management of such centres is in the hands of the private sector, so many school-age learners attend any ECCDE centre for the purpose of occupation, not for being educated. It is against this background the authors take a look at the what, why and how of quality of tertiary education as basis for equity, efficient and productive ECCDE programme. The following issues were given consideration: quality of tertiary education, equity, efficient ECCDE, challenges of quality in tertiary education, teacher preparation/readiness, and contemporary education in Nigeria. Reorganizing the quality of tertiary education for better positioning of ECCDE is to make better use of education at this level of schooling as vehicular means of transition from one level of education to another in the near future and also as a means of wealth creation and employment. It was recommended that constituency allowance should be channeled towards the establishment and development of ECCDE centres at the community level to give room for equity and quality.

Keywords: Quality; Equity; Tertiary Education; Early Childhood Care Development Education; Teacher Preparation/Readiness

Abstract

Manpower development, research and economic development are central to the goals of tertiary education in Nigeria. The desire to realize this goal seems to be elusive because of the gap between intention and reality. Teacher preparation/readiness is a good example of this systemic process of education. So, to have efficient system of early childhood care development education (ECCDE) there must be a remarkable improvement in the quality of tertiary education in contemporary Nigeria. In terms of quality and equity, the ECCDE programme is not open to every school-age learner because of ownership and financial and economic implications. Because the management of such centres is in the hands of the private sector, so many school-age learners attend any ECCDE centre for the purpose of occupation, not for being educated. It is against this background that the authors take a look at the what, why and how of quality of tertiary education as basis for equity, efficient and productive ECCDE programme. The following issues were given consideration: quality of tertiary education, equity, efficient ECCE, challenges of quality in tertiary education, teacher preparation/readiness, and contemporary education in Nigeria. Rethinking the quality of tertiary education for better positioning of ECCDE is to make better use of education at this level of schooling as vehicular means of transition from one level of education to another in the near future and also as a means of wealth creation and employment. It was recommended that constituency allowance should be channeled towards the establishment and development of ECCDE centres at the community level to give room for equity and quality.

Keywords: Quality; Equity; Tertiary Education; Early Childhood Care Development Education; Teacher Preparation/Readiness

Introduction

Manpower development, research and economic development are central to the goals of tertiary education in Nigeria. At independence, it was believed that when Nigerians would take over political power from the British colonial government every aspect of the economy would know no bound in terms of growth and development. In line with this intention, university education was established as an instrument for resolving human challenges and issues through research and development. To an extent, this dream was achieved administratively and in some sectors of the economy. As the years roll by, the desire to realize this central goal seems to be elusive because of the gap between intention and reality, between talking and doing, and between theory and practice. There was the need to reposition tertiary education because industrialists embark on further training to make the output of the system relevant in the industries. Not only that, most of the graduates were not self-reliant because the education system could not realize the aim of producing independent-thinking-feeling beings in the learners. Teacher preparation/readiness was a good example of this systemic process of education. Whether the present attempt at moving from the Benchmark for Minimum Academic Standards (BMAS) to the Core Curriculum and Minimum Academic Standards (CCMAS) would actually reveal the twenty first century reality in contemporary Nigeria or make university education more responsive to the pressing needs of this paper. So to have efficient system of early childhood care development education (ECCDE) there must be a remarkable improvement in the quality of tertiary education in contemporary Nigeria. Because, the tertiary institutions – universities, colleges of education, monotechnics and polytechnics – are saddle with the responsibility of producing manpower for other levels of educations. In terms of quality and equity, the ECCDE programme is not open to every school-age learner because of ownership, management, economic, and financial implications. The management of such centres is in the hands of the private sector, so many school-age learners attend any ECCDE centre for the purpose of engaging their minds, not for being educated. It is against this background the authors of this paper take a look at the what, why and how of quality tertiary education as basis for equity, efficient and productive ECCDE programme. In doing this, these authors employed the phenomenological approach in analyzing the quality of tertiary education, equity and efficient ECCDE, challenges of quality in tertiary education, teacher preparation/readiness in contemporary education in Nigeria. Rethinking the quality of tertiary education for better positioning of ECCDE is to make better use of education at this level of schooling as vehicular means of transition from one level of education to another in the near future and also as a means of wealth creation and employment. The importance of this paper is to encourage quality and equality in the ECCDE centres and build a conducive environment where learners at this level of education can discover themselves.

Description of Major Concepts:

Quality

Quality means that which best satisfies and exceeds customers’ need and wants. It is associated with the monitoring and evaluating components of education to see whether the outcome is good and of the required standard. Quality education implies the suitability of educational products to the needs of the community for which it is provided. Quality education ought to be measured in terms of quality of impact, process, output and content². Education as the most powerful weapon is aimed at change, self-realization, Self-accomplishment, self-actualization, and self-reliance. This is because quality education equips the learner at all levels of education with capacity to interpret, ratiocinate and apply information gathered to real life situations. From this perspective, quality education implies a sound pedagogical and developmental process aimed at educating the learner into becoming an authentic, active and productive member of their community. Quality education cannot be measured purely by a test score or by how many words per minute a 6-year-old learner can remember, but through the totality of the learner³. Quality education, according to them, entails the following aspects: teaching and learning resources and technology, programme enrolled, modules done, methodology, attachments and teacher preparation and readiness. Others include: co-curricular activities, performance awards, learners and teachers’ perspective in the institution’s operation as well as their opinions and appraisal of the whole process of education⁴.

It is believed that quality education is supported by three key pillars: ensuring access to quality teachers; providing use of quality learning tools and professional development; and the establishment of safe and supportive quality learning environments. Quality education is a necessary – not sufficient – condition for, a means to sustainable economy of any nation; it provides and inspires creativity, innovation and technological breakthrough; and it is a tool for improving the prospects of higher income levels for individuals. Quality education provides the needed outcomes for individual’s development which culminates into community and society’s prosperity. It allows schools to align and integrate fully with their communities and access a range of services across sectors designed to support the educational development of their learners⁵.

Tertiary Education

Tertiary education could also be referred to as higher education as both terms are synonymous.  It may be seen as any education at higher standard or status which one receives after the secondary education.  Tertiary education is the optional final stage of formal learning that occurs after the completion of secondary education, which suggests that tertiary education is more advanced than secondary education⁶.  Tertiary education is the bedrock of human capital development of every nation; it is one of the most significant indicators of social progress in every society. The responsibility of transforming the natural or biological man into an economically, politically, morally and socially useful human being depends largely on the systemic process of tertiary education⁷. 

Education at the tertiary level is expected to be intensive, challenging and development-oriented, capturing the entire personhood of the individual, linking the needs and aspirations as well as the demands of society in terms of human capital and overall developmental needs for benefit of humanity^8,9. A look at the aims and objectives of tertiary education in contemporary Nigeria reveal good intention and abundant utilitarian values inherent in the system. It becomes necessary and expedient to reposition tertiary education in contemporary Nigeria in such a way that its institutions could serve as power houses as well as think-thanks for continuous advancement of knowledge, generation of innovative ideas, development of the human mind to lead a course of reasoning, centres for challenging intellectual work and in issues that concern the survival of humanity^10,11. The intended quality education at the tertiary education level would only be instrumental at other levels of education, particularly at the ECCDE centres, if the recipients of such knowledge are transformed and they show the capacity that they are indeed transform only then the needed social change in the Nigerian ECCDE programme will be achieved. These authors believe that the conversion of intention into reality, or theory into practice is realizable through individual efforts, not collective effort. The will to make a difference comes from the individual who sees themselves as persons living with others in the world. The Nigerian educational policy is good but the capacity to implement it is the major challenge confronting the Nigerian state and her peoples.

Equity

The concept of equity is borrowed from the financial sector of global economy into the education subsector of the economy. Equity in this sense means what is due to the owner of a business when liability is paid off. This is not related to what these authors discussed herein. Equity here implies equality and inclusion, providing equal opportunity to every school-age learner the opportunity of attending school at the pre-primary aspect of basic education. That is, no school-age learner is deprived of basic education on account of living with poverty, ignorance, negligence, and discrimination. There are some school-age learners who have the opportunity of attending ECCDE centres but do not have the same opportunity with their fellow counterparts. This is because these centres vary in terms of the capacity of ownership, quality, quantity, manpower, structure and administration.

Teacher Preparation/Readiness

Teacher preparation and readiness is the totality of teacher education programmes, policies, procedures, and provision designed to equip student-teachers and teachers with adequate knowledge, skills, values, attitudes, behaviours, approaches, and methodologies they require to carry out their duties, obligations and responsibilities effectively and efficiently in the education subsector of the economy and community. Teacher educators are those responsible for the education of these would-be teachers and teachers. Teacher preparation and readiness involves two major components which are in-service teacher education and pre-service teacher education¹².  Ensuring the quality of teacher preparation concept of ‘Quality’ in education is contested and understood in numerous different ways. Assuring the quality of teacher education includes selecting competent recruits for teacher education programmes, accrediting teacher education programmes who consistently show positive results, and offering registration, licensing, or certification to those who demonstrate competence to enter the teaching profession¹³. It is sometimes taken to relate to the quality of the work undertaken by a teacher, which has significant effects upon their learners. In addition, those who pay teachers’ salaries, whether through taxes or through school fees, wish to be assured that they are receiving value for their money. Ways to measure the quality of work of individual teachers, of schools, or of education systems as a whole, are therefore often sought in various dimensions¹⁴. Assessments of teacher performance may be undertaken with a view to identifying teachers’ needs for additional training or development, or, in extreme cases, to identify those teachers that required leaving the profession¹⁵. In terms of quality, it is mandatory for teachers to acquire a license to teach, and in so doing, to prove that they still have the requisite skills. Whether this intention will bring about quality and equity is something researchers need to investigate into. Since professionalism is being considered a prerequisite for preparedness and readiness in the Nigerian teacher education programme. Put differently, there is need to find out whether there is correlation between licensed and non-licensed teachers on academic achievement of the learner at all level.

ECCDE Programme in Nigeria

Early childhood care development education dates back to the mid-19th century with the coming of formal education by Christian missionaries. The earliest form of early childhood education was organized by church members, especially wives of missionaries who spent their time teaching and caring for children whose parents attend church service on Sunday. Attendance in service was never consistent, children hardly complete the programme. There was no formal curriculum; there was no prescribed approach to teaching and learning until the missionaries started formalized schools¹⁶. Teachers attached to these schools were usually experienced or trained members of the church who had been groomed in teaching the scriptures and possessed full or credible knowledge of the scriptures¹⁷. Classes took place on Sundays between 10.00am and 11.00am in the morning. Teachers began by introducing short choruses, after which there were prayer sessions before teaching short stories from the bible commenced. These lessons ended with assessments consisting of question-and-answer sessions¹⁸. As the classes went on, learners were subsequently promoted to primary schools which were created as the need arose or as the schools became bigger and children progressed¹⁹. These early childhood education and care centres became child-minding facilities for parents, most of whom were farmers who went to work on their farms daily and needed people to take care of their children or worked outside their immediate environment, especially due to low levels of development.

With the advent of independence, social and economic changes led to the development and the creation of several new schools as more and more Nigerians desired to be educated and emulate the examples of the west. The increase in women activism and job quotas created a further need for early childhood education and care centers²⁰. This is because the practice of hiring maids and leaving children with grandmothers had grown out of fashion as more and more women want to showcase themselves as educated and advance the course of feminism and as a result of the increasing awareness of the benefits associated with early childhood education²¹. 

The objectives of Early Childhood Care Development Education in Nigeria are stated in the National Policy on Education as follows:

1. effect a smooth transition from home to school;
2. provide adequate care and supervision for the children while their parents are at work (on the farm, in the market, or offices):
3. inculcate social norms in the child; to teach in the child the spirit of inquiry and creativity through the exploration of nature, the environment, art, music and playing with toys, and so on;
4. develop a sense of cooperation and team spirit;
5. learn good habits, especially good health habits, and
6. to teach the rudiments of numbers, letters, colors, shapes, forms, and so on through play²².

The idea of play in the teaching and learning of children at this level of education was a matter of priority. To the government and other stakeholders, play would set the foundation for life, ensuring that children have positive experiences, that their needs for health, stimulation, and support are met to deliberately and effectively effect developmental changes in children. It is also necessary to help children ease their transition to primary school²³.

Today, pre-primary education is considered an essential tool for achieving Universal Basic Education (UBE) and the Sustainable Development Goals (SDGs). Because, researches have shown that access to quality pre-primary education is a key strategy for improving learning, educational outcomes as well as efficiency of education, generally. So, ensuring access to ECCDE as a basis for quality education would encourage a correlation between play-based learning and early childhood education which must be anchored on the nature of the child as an irrational-amoral being or agency²⁴. There is no way the teacher can expose the child to happenings in the environment by telling them what to do at a given time, but to expose such happenings through guided play-ways or play-based methods where play is at the liberty of the child to explore their environment. The success or failure in achieving educational goals partially depends on the teacher as they are responsible for curriculum implementation. Teachers are responsible of inspiring and supporting students to achieve their goals and nurture their ability for future prospects. There is no gain saying, teachers are pillars for learners aspiration and future career growth and development^25,26.

As a key to national development, teachers are the pivot on which any educational development programme must depend and revolves. The education system is entirely dependent on teacher’s role. The teachers are the most significant persons in the school. Hence, they are considered as the key factors in the learning process²⁷. Every school strives to recruit good and qualified teaching staff that can deliver quality education to its learners. Therefore, it is crucial for schools to keep their talented teaching staff because they are the creators of future leaders. Thus, there is truly indeed a need to keep teachers satisfied in their jobs and careers in order to enhance their performance²⁸.

Phenomenological Approach

Phenomenology attempts to understand how an individual experiences a phenomenon. The key element of a phenomenological study is that the researcher attempts to understand how people experience a phenomenon from each person’s own perspective. The major focus here is to enter the inner world of each participant to understand their perspective and experience²⁹.

Challenges of Quality and Equity in Contemporary Education

Since reason suggest that men value education, education became and still becomes a vehicle through which society deliberately transmits its accumulated knowledge, skills and values from one generation to another. Since then education has played an important role in creating innovations and meeting the growing needs of every nation and individual. However, tertiary education in Nigeria faces several challenges, including underfunding, many universities, polytechnics and colleges lack adequate funding for infrastructure, research, and staff salaries, leading to a decline in the quality of education. Another challenge is infrastructure deficiency. A lack of modern facilities, including classrooms, laboratories, and libraries, hampers the learning experience. Quality of instruction includes inconsistent teaching quality and outdated curricula which are believed can lead to graduates who are ill-prepared for the job market. Whether BMAS’ replacement with CCMAS will create the desired difference in the system is something the country is looking forward to see. High demand for tertiary education results in limited available spots, leading to stiff competition and sometimes unfair admission practices. Frequent strikes by university staff disrupt academic calendars and can extend the time it takes for students to complete their programmes. Political influence in the selection of university leaders can hinder academic freedom and compromise the quality of education. Cases of corruption in the education system, such as “sorting” (bribes for grades) and embezzlement, undermine the integrity of institutions. Insecurity in some regions of Nigeria makes it unsafe for both students and staff, affecting the functioning of universities. Inadequate research and innovation and lack of research funding and support stifles innovation and technological advancement. Even those who enjoy Tetfund sponsorship could not account it thereby leading to blacklisted of some schools. Mismatch with Labour Market is a critical challenge because graduates often struggle to find employment that matches their qualifications, contributing to issues of underemployment and unemployment. Dependence on government also showed that certification without relevance cannot create wealth and an indicator for wasteful venture. Although, efforts are being made to address these issues and challenges, they still remain significant impediments to improving tertiary education in contemporary Nigeria³⁰.

Reorganizing Tertiary Education for Efficient ECCDE Programme

Reorganizing tertiary education for efficient ECCDE programme requires that the obstacles to improving tertiary education in contemporary Nigeria must be addressed. This is because education is so fundamental to the welfare and well-being of society and her citizenry. In other words, the more education is relevant to its recipients the more beneficial it will become to everyone in society. This is to say that education plays an important role in creating innovations and meeting the growing needs of every nation and individual. However, “it is good to know that the development of a nation is not a correlate of its buildings, roads, bridges, but human resources developed through its system of education. This is because the level of education in modern society has a powerful effect on economic growth just as individual earnings are systematically related to cognitive skills. Empirical studies reveal that developing countries lag behind developed countries due to the existence of the difference in the endowment of human resources^31,32.

Quality teachers will be produced for the growth, development and betterment of ECCDE centres. And government policies on education would limit the use of unqualified teachers and caregivers.

Conclusion                                                                              

From this discourse, it was revealed that quality in, not quantity of, education is basic to providing the citizens of a country with the capacity to achieve personal set goals, and at the same time bequeathing them with the appropriate knowledge, skills, values, and attitudes for scientific/technological, political, economic, and social development of their community. Quality is needed for education to deliver on its promise as the central driver of the economic, political, and social advancement of the Nigerian state. Consequently, education can only play a critical role in the production of a quality labour force if it does not lack quality. A quality tertiary education would be a necessary condition to realizing equitable and all inclusive ECCDE programme in contemporary Nigeria, if all the obstacles impeding the utilitarian nature of tertiary education can be removed or reduced to its barest minimum. Contemporary Nigeria needs competent workforce, not in terms of content, who could apply the knowledge acquired to real life situations. The system also needs artisans and middle manpower workforce to balance the equation. What the system needs now is professionals who can provide practical solutions to issues and challenges confronting the Nigerian collective essence.

Suggestions

It is therefore suggested that tertiary education should be for manpower development, research, and innovation aimed at solving issues and challenges confronting humanity. It is also suggested that higher education should be functional and utilitarian so that education can be relevant in every ramification. Because ECCDE has the capacity to bring about all round development of the learner, it is therefore suggested that ECCDE should not be left solely in the hands of the private sector who intentionally charge high school fees in the name of education is expensive. In the light of this, the state government should make policies that would give consideration to every school-age learner so that no child is left out. Constituency allowances should be used to create ECCDE centres so that higher cost of education will not be an excuse not to attend school.

Endnotes

1. Francis Ugwu, FG unveils new curriculum for Nigerian universities, Daily Post, December 6, 2022
2. Enowoghomwenma, D.E & Obi-Omovoh, A.E. (2020). Analysis of Principals’ Conflict Management Strategies in Public Secondary Schools For Quality Education in Edo State, Nigeria. Studies in Educational Planning and Administration, 8(3), pp. 47-54.
3. Ibid, 104
4. Ibid, 104
5. Ibid, 104
6. Osaat, S.D and Oputa, C.C. (2018). Globalization of higher education and Nigeria’s national philosophy. In Globalization of Higher Education and Advancement of Sustainable Development Goals. Book of Readings in Honour of Okoli, N.K. (pp. 24-35). Port Harcourt. University of Port Harcourt Press.
7. L.M. Poi, Tertiary Education and Global Orientation.  Manchester: University Press. 2018.
8. Ibid, 216
9. Osaat and Oputa (2018)
10. Poi (2018)
11. Osaat and Oputa (2018)
12. Cecil H. Allen (1940). In-Service Training of Teachers. Review of Educational Research. 10, 210-215.
13. Bennie F.P. (2010). Effectiveness of Teacher Preparation: From Theory to Practice. A Dissertation for the Degree Doctor of Philosophy, Capella University June, 2010, 1-112.
14. Cecil H. Allen (1940)
15. Bennie F. Prince (2010)
16. Babs Fafunwa (1974). History of Education in Nigeria. London: Unwin and Allen Publishers
17. Akinbote et al. (2001). Pre-primary and Primary Education in Nigeria: A Basic Test, Ibadan: Stirling Holden Ltd.
18. Oduolowu, E. A. (2007). A Comparison of the Universal Basic Education (UBE) programme in Nigeria and the Grundskola of Sweden. Essays in Education, 20(1), 9.
19. Ibid, 78
20. Ibid, 69
21. Ibid, 79
22. Federal Republic of Nigeria (2014). National Policy on Education. Abuja: NERDEC Press
23. Ibid
24. Moore et al. (2014). Play-based learning in early childhood education. In Young Children’s Play and Environmental Education in Early Childhood Education (pp. 9-24). Springer, Cham.
25. Ekpo, I. G (2022). Integration of philosophy into basic education system in Nigeria: Teachers’ perspectives (Doctoral Thesis, University of KwaZulu Natal).
26. Nestor, O. & Moser, C. S. (2018). The importance of play. Journal of Occupational Therapy, Schools, & Early Intervention, 11(3), 247-262.
27. Enowoghomwenma and Obi-Omovoh (2020)
28. Nolan, A. & Kilderry, A. (2010). Post-developmentalism and Professional Learning: Implications for Understanding the Relationship between Play and Pedagogy. In L. Brooker & S. Edwards (Eds.). Engaging Play. Maidenhead: Open University Press. 108-122.
29. Johnson, R.B. & Christensen, L. (2014). Educational research: quantitative, qualitative and mixed approaches. 5^th Edition.New York: Sage Publications, Inc.
30. Jato, T, (2016). Challenges of quality in education in Nigeria: Looking at contemporary issues. International Journal of Academia, 2(1), 1-11. December.
31. Katoch, O.R, & Sharma, A. (2017). Impact of nutritional status on school attendance of children: Evidence from primary and middle schools in Jammu and Kashmir. International Journal of Creative Research Thought, 3(1), 618-625.
32. Hanushek, E.A. & Wobmann, L. (2007). The role of education quality in economic growth. World Bank Policy Research Working. Paper No. 4122.

Download/View the cover of the paper, NJEP Vol. 34, No. 1

Abstract

The increasing rate of suicide among undergraduates in Nigeria has in the recent times necessitated the urgency of a potent framework that will efficiently curb the surge. Thus, this study aimed at appraising onye aghala nwanne ya Igbo ideology as a framework for addressing suicide trend among undergraduates in Nigeria. To set the stage for discussion of this topic, efforts were made to review factors generally leading to suicide especially in educational institutions. In this regard, various socio-economic factors were identified to have attacked and weakened the idea of collectivism in communities and by extension educational institutions. This is believed to have birthed an era of heightened individualism that is negatively affecting human relationships and such mutual assistance derivable from social collectivism. This appears to orchestrate a trend of suicide in educational institutions especially among undergraduates which portends serious problem to families, educational institutions and the Nigerian state. Consequently, the paper utilised the instrumentality of onye aghala nwanne ya Igbo ideology to unravel suicide trends especially among undergraduates. It as well articulated possible ideals in onye aghala nwanne ya ideology such as, relationships built on unconditional love and acceptance of one another which can serve as a framework for restoring and strengthening brotherliness, mutual help and cordial relationships in efforts towards addressing the trend of suicide in educational institutions in Nigeria. The study therefore recommends the following; families, religious institutions and various school managements should make concerted efforts to mediate in their children/followers/students, the virtue of unconditional acceptance to love and treat their neighbours as brothers regardless of ethnic, religious or other affiliations and to; consciously set examples to these young individuals through social activities, acts that portray selfless love for others and their welfare.

Keywords: Philosophy, Onye Aghala Nwanne Ya, Collectivism, Unconditional Love, Suicide.     

Introduction    

Man’s social existence is not without problems such as suicide. Suicide which has become a trend in many educational institutions is usually believed to be consequent on the fact that no ‘man is an island’ as often used to portray the insufficient nature of man. The awareness of insufficiency of man with regards to independently providing solutions to all his problems and the inevitable need to rely on the collective and complimentary role of others for survival came through his own experiences (Onebunne, 2020). In other words, as a rational being, man discovered that in the absence of collective and/or mutual support, he may not survive and lead a comfortable and fulfilled life. This gave recourse to the idea of collective and/or complementary living as a useful avenue for surviving the challenges posed by other vagaries of life. Consequently, most societies have over time evolved and freely subscribed to such belief system in which all men are bound to live and uphold the welfare of others. By this, everyone is carried along with no one left behind as obtainable in the Igbo traditional society which operates on a system of collectivism often expressed through such ideologies as onye aghala nwanne ya (be your brother’s keeper). This is believed to serve as the bedrock for friendly relationships and achievements. Accordingly, the Onye aghala nwanne ya ideology is considered as a reliable traditional life pattern and a basis for promoting collective social welfare. In this regard, efforts are often made to pass down this ideology from one generation to another, to ensure that individuals at every point in life become their brothers’ keeper and thus work to ensure one another’s welfare in any environment.  

However, in recent times, the ideology of onye aghala nwanne ya as expressed in peaceful coexistence, sharing of responsibilities and catering for the welfare of others appear to be diminishing in the society. The present-day society appears to be characterized by desperate quests among many individuals for self-gratification and braggadocio, with little or no consideration to the welfare of other people in the family, religious settings and/or school environments. This situation is believed to have resulted in distorted relationships that is now wide spread among the different tiers of the society. Thus, denying many people at different levels the needed opportunity for survival that is otherwise made possible through the onye aghala nwanne ya ideology. It has as well created animosity and wide gap among individuals who ordinarily would relate, share or lend any form of support in ensuring the welfare of one another especially in the present period of wide spread harsh socio-economic conditions in Nigeria. The implication being that, life in our present-day society seems to be deviating from such traditional ideological principles of collective welfare. It may therefore be safe to hypothesize that such ideology like onye aghala nwanne ya appears to be weakened in the contemporary times. The situation above is believed to occasion feelings of dejection, helplessness and hopelessness among many people with regards to their socio-economic survival. Also, the situation seems to often overwhelm many people and trigger such culturally abhorred trends like suicide. This then implies a possible link between the weakening of such ideological foundations like onye aghala nwanne ya and the trend of suicide in educational institutions in Nigeria.

Suicide is a social menace. It has in the recent times become a trend in Nigeria especially among young people. This ugly trend is often traced to many factors. Such factors according to Amare et al (2018) include harsh economic conditions, inability on the part of some students to meet up with academic demands, poor human relationship culminating into pressure and many psychological problems such as depression among others. In response, attempts in the form of government policies, religious activities, therapies among others have been channeled towards addressing the trend of suicide with none providing a possible lasting solution. Thus, in a renewed effort to grasping other possible ways or frameworks through which the trend of suicide could be ameliorated, it becomes very essential that some salient questions be addressed. Among such question is, what other ideology can provide a better framework through which the problem of suicide is understood and addressed? However, note should be taken first about the fact that, it is in espousing the possible causes of suicide and associated problems that anyone can possibly offer suitable response towards addressing it. In other words, a problem such as suicide may persist until there is an attempt to trace possible root causes as well as inherent problems. Thus, the writers hold the view that, one may not be able to participate in an appraising such ideology as onye aghala nwanne ya especially with regards to addressing social menace such as suicide until there is an attempt to first comprehend fully the concepts of onye aghala nwanne ya Igbo ideology, suicide and other major thrusts of the topic. At this point therefore, there is need to pause and clarify the major thrusts of the topic in order to ensure intelligibility and flow of thought.

Conceptual clarifications 

Meaning of Ideology

Every society is characterised by a belief system. This belief system shapes individuals’ worldviews and the formation of different ideologies needed for social action and change. As a concept, ideology can be traced to the eighteenth-century era of French philosophical thought. Thus, Zajda (2014) stated that the concept ideology (idéologie) was first devised by the French philosopher Destutt de Tracy in 1795. Tracy used the concept of ideology to define ideas that are to be utilized in clarifying and improving discourse of public issues. The concept was formed by combining Greek ‘idea’ (form) and ‘logos’ (knowledge). Ideology was thus used in Europe during the nineteenth century by various philosophers. The concept ‘ideology’, has been given numerous meanings and interpretations, ranging from a set of ideas, beliefs or values used to justify the system, systematic doctrines, cultural beliefs that legitimize particular social and political system. Ideology according to Zajda (2014), refers to a system of dominant ideas and beliefs affecting every sphere of human social interaction and organization, be they political, economic, scientific, educational or cultural. In other words, ideology denotes any organized and all-inclusive doctrine, which is used to explain the society, its complex social institutions, power, class, status, wealth, and education. Following this line of thought, ideology is used as a doctrine for social action often aimed at effecting some changes in any system. An example of such doctrine is collectivism as embedded in onye aghala nwanne ya which is aimed at maintaining complementary living as well as putting a check on certain social menace like suicide and such ravaging effect it portends.

Onye Aghala Nwanne Ya Igbo ideology: An Insight

Onye aghala nwanne ya when translated means, ‘be your brother’s keeper’. It is one of the major ideologies upon which the Igbo people hinge their social existence. There is no doubt the possibility that such ideology as onye aghala nwanne ya could as well be expressed in different ways in other Nigerian indigenous societies and/or cultures. Onye aghala nwanne ya is an ideology of love and acceptance that is required to guide social relationships for a stable society devoid of social menace. Of course, one cannot actually be one’s brother’s keeper outside love and acceptance. Thus, onye aghala nwanne ya according to Onebunne (2020), suggests that for a people to strengthen their collectivism, they must love and accept one another. This love and acceptance for the author must be unconditional. This is based on the fact that, it is through unconditional acceptance, loving and serving one another, being kind, having fellowship, offering hospitality, carrying one another’s burden and encouraging one another, that any man can actually express being his brother’s keeper.

Again, Onye aghala nwanne ya is an ethical principle that supports and encourages relationships on the basis that everyone assumes responsibility for the welfare of another. Thus, in this type of relationship, when the other man has a specific need, requires support in striving towards a goal, would enjoy being included in an activity, or simply could use the reassurance of care, another strives to be responsive (Onebunne, 2020). Importantly, such is done with no encumbrances or strings attached. In any case, the benefit enhances or maintains the welfare of the recipient, and the recipient incurs no debt. This ideology guides the Igbo societies and ensures that problems in whatever form are solved collectively and no one is left to be overwhelmed by any problem amounting to or predisposing such person to self-harm or suicide. 

As a pluralized state that is deeply emersed in serious socio-economic problems, many Nigerians appear to suffer helplessly and hopelessly. A lot of well-to-do people are so engrossed with the responsibility of catering for their immediate welfare that they now have little or no time to care for others. This has resulted in heightened individualism as against the spirit of collectivism that the culture of the Igbo people is hinged on. The care and assistance that was otherwise made available through collectivism appear to be indeed lacking or dwindling, thus creating so much room for severe difficulties for a lot of people including the undergraduates. It is as well resulting to family-related conflicts and problems, individual problems, negative self-images, academic stress, low grade in school, substance abuse, loneliness, depression among others. The above is believed to culminate in predisposing or making some undergraduates more vulnerable to suicide. The prevalent trend of suicide in tertiary institutions in the recent times could serve to validate the above avowal. However, in an attempt to explicate the problem of suicide among undergraduates in Nigeria with the view to addressing it, the onye aghala nwanne ya ideology is considered important. This is for the fact that the ideology is believed to embody some underlying guideline or approach that can be espoused to address the menace of suicide among undergraduates in Nigerian tertiary institutions by engendering acceptance and love for one another who may or may not be related by blood.

Undergraduates: Who are they?

When an undergraduate is mentioned, what comes to mind is a student of a tertiary institution. Accordingly, Ugbagir (2014) describes an undergraduate as an individual currently running an academic program in a college or university, who is yet to receive a degree, a diploma or a national certificate in education as the case may be. In other words, undergraduates comprise of all students attending academic programmes up to the level of a bachelor’s degree or its equivalent. On the part of Egbe (2016), an undergraduate is a student attending a post-secondary education and prior to post-graduate education. This implies that undergraduates are different from postgraduate students who usually have already been awarded a bachelor’s degree or its equivalent in relevant courses. Inferring from the supra stated submissions, undergraduates are students of tertiary institutions that have graduated from high school and have been admitted into university, polytechnic, monotechnic, college of education among others, and are currently running for a bachelor’s degree, diploma or national certificate in education. Worthy of note is the fact that undergraduates usually fall within the age bracket of young individuals considered to be vulnerable to suicide (WHO, 2014).

Suicide: Meaning and Sources  

Suicide is a practice that has been in existence in the history of man. Thus, it has attracted the attention of various scholars over the years. Suicide as a construct was first used by Sir Thomas Browne in his ‘Religio Medici’ in 1642 and subsequently by Walter Charleton in 1651 (Barraclough & Shepherd, 1994). It is however worthy of note that prior to the word ‘suicide’, self-destruction, self-killing and self-murder were in practice. Suicide has been defined by Schneidman (2008), as an intentional act that causes harm to a person, amounting to death and committed by person himself in the absence of contribution from any external agency particularly in the commencement of the act.

Remarkably, suicide as a social menace is regarded as the second leading cause of death worldwide especially among young people aged 15-29 years (World Health Organization, 2018). This is the age bracket within which most undergraduates fall. Also, over 79% of global suicide attempts occurred in low and middle-income countries (LMICs), including sub-Sahara African region. Nigeria is not exempted from the increasing trends in suicide especially among young adults. Accordingly, with a population of over 200 million people, the country has become one of the hotspots of suicide in the world with a suicide rate of 17.3 per 100,000 definitely above the global (10.5 per 100,000) as well as Africa’s (12.0 per 100,000) estimates (WHO, 2019). However, Muanya et al (2019) reported that 20% of all suicide cases in Nigeria occur among young people aged 13-19 years. The above implies that young people many of whom are undergraduates are at high risk of/or are vulnerable to committing suicide. Research evidence in Nigeria lists the use of chemicals, self-cutting, burning with kerosene, hanging and firearms as prevalent methods of suicide (Oyetunji et al, 2021).

Notably, in traditional societies such as the Igbo nation as maybe applicable in other societies, suicide is considered a sacrilege or taboo. Consequently, there are various cultural prescriptions advanced to discourage and curtail incidences of suicide among individuals. Among such prescriptions are social welfare, care for the bereaved, bad treatment at death, stigma, excommunication and/or banishment of any family whose member attempts or commits suicide among others (Ele, 2017). When excommunication or banishment is applied, interaction or any form of relationship between the family in question and other families in the community ceases. In fact, most times, such family is forced into exile. The above practices show just how distasteful suicide is seen in the traditional Igbo society. It also helped in checkmating the prevalence of suicide in the traditional societies. However, suicidal gesture, attempted suicide, well successful suicide cases appear to have become extensive in the current Nigeria (WHO, 2019). Thus, increasing number of deaths from suicide has become a major source of worry across the country even in tertiary institutions. 

Many factors have been fingered with regards to undergraduates’ vulnerability to suicide. Such factors include and not limited to financial difficulties, failures or low grade in school, academic stress, substance abuse, family related conflicts and problems, personal problems, and achievement–related conflicts, negative self-images, loneliness, bully from peers among others (WHO, 2008). Many undergraduates have to deal with difficult economic situations such as continuous failure to pay their fees, buy crucial materials for their academic activities, get food and clothing for themselves or handle the stress arising from school activities and access sound medical care while on campus (Eneh, 1998). Others that possess adverse self-esteems may as well contemplate engaging in self-destructive behaviours. In this regard, Oh et al (2008) averred that poor academic performance could as well aggravate depression and suicidal behaviors among these students. Indeed, these factors as found among many undergraduates in Nigeria could predispose them to suicide. In their own view, Ajibola and Agunbiade (2022) summarised the myriads of factors that increase the risk of suicide among undergraduates to include family factors, academic challenges/pressures, substance abuse/alcoholism, and financial constraints. What is more, Amare (2018) emphasised that weak family ties, poor family structure and parental relationship, improper parenting style and poor social relationship could make any student to consider suicide as the best option. With the above, one can infer undergraduates’ very many sources of vulnerability to suicide. Thus, given the very many sources of suicide, a question that arises at this time is, how can onye aghala nwanne ya Igbo philosophy possibly serve in the fight against suicide especially among undergraduates?

Onye Aghala Nwanne ya Igbo ideology: A framework for addressing suicide among undergraduates in Nigeria  

Inherent in the onye aghala nwanne ya Igbo ideology is a very crucial awareness of being one’s own brother’s keeper. As a framework, the idea of being one’s own brother’s keeper is regarded as one of mechanisms inherent in the onye aghala nwanne ya Igbo ideology that can be utilised in tackling the trend of suicide. Be that as it may, the idea necessitates an important question which must first be answered. Who is a brother? As captured or reflected in the onye aghala nwanne ya Igbo ideology, a brother does not strictly mean or suggest one’s own biological relative. A brother as captured in the ideology goes beyond blood relationship to include or incorporate other people that are close to one by other reasons such as acquaintance, affiliation and so on. In this regard, one’s very own immediate neighbours, friends, schoolmates and associates are also regarded as one’s brothers whether or not they share any blood relationship. Thus, in tertiary institutions, every member of the school community has their students, teachers, classmates, lodge mates, roommates and any other person that they come in contact with within the school environment as brother. With this mindset and consciousness, it will now become easier to accept and acknowledge one’s fellow in any immediate environment as one’s own brother as well as become properly predisposed to exhibit the right attitude and extend gestures of unconditional love while relating with them as would be naturally done to those related to us by blood.  

The above as one of the very bases of the Igbo ideology of onye aghala nwanne ya is regarded as an important step in the right direction in any attempts or efforts geared towards addressing social menace like suicide. This is for the reason that it will first of all work in providing the needed fertile ground (right mindset/predisposition) upon which people will stand to consciously cultivate the virtue of encouraging one another in times of difficulties thereby strengthening collectivism among themselves even when they are not necessarily related by blood. With this, little or no room will be left for depression and other suicide triggering factors, as people would normally receive a level of care and support from their immediate neighbors (brothers). Many incidences of suicide have been traced to depression often resulting from financial difficulties, academic stress, achievement–related conflicts/failures or low grades in school, bullying, substance abuse, family-related conflicts and problems, personal problems, negative self-images, loneliness among others. Thus, accepting and extending unconditional love to one another in school through various means as prescribed by the onye aghala nwanne ya ideology will definitely be helpful in reducing stress and consequent depression possibly emanating therefrom as well as discourage and/or lessen the risk of suicidal thoughts and/or suicide. Suffice it here to state that, unconditional acceptance to love and serve one another is a practical way or approach through which onye aghala nwanne ya ideology can actually be expressed in order to tackle the trend of suicide.

It is worthy of note that the love and service to one another could serve as a driving force, enabling anyone to assume to a reasonable extent, the responsibility for the welfare of others through care, show of support towards another’s life goals, reassuring one another of a better future especially in the face of difficulties among others. These amount to collective solution to problems which is a major foundation upon which the ideology of onye aghala nwanne ya is based. In other words, being kind, having friendship, offering hospitality, offering to carry one another’s burden in whatever means possible and encouraging one another are made possible by love and commitment to service to others. The above no doubt, could serve as a potent framework in efforts such as; campaigns, policies, laws, etc. aimed at tackling the trend of suicide among undergraduates in Nigeria.

Conclusion

This study has been able to review suicide and its trends among undergraduates in Nigerian tertiary institutions. In this study, suicide especially among undergraduates is believed to be traceable to the overwhelming inability of many undergraduates to handle stress often emanating from factors such as family-related conflicts and problems, financial difficulties, academic stress, failures or low grades in school, achievement–related conflicts, bullying, substance abuse, negative self-images, loneliness among others and made worse by individualism that now characterize our current society (even in schools). Many activities in the recent times have shown heightened individualism as against collectivism for which the traditional societies are known for. Many individuals hardly regard one another as brothers anymore. Consequently, there are little or no commitments towards the welfare of others. Thus, this paper concludes that ideals inherent in onye aghala nwanne ya Igbo ideology could provide a framework for developing a workable roadmap to addressing the trend of suicide. A calculated policies and campaigns that shed light on the ideals of onye aghala nwanne ya Igbo ideology will enable individuals to become properly predisposed to exhibit right attitudes and extend gestures of unconditional love when relating to individuals who may or may not be related to them by blood.

Recommendations 

Through this discourse it has been demonstrated that heightened individualism especially in the face of the current unprecedentant socio-economic hardship resulting to many family-related conflicts and problems, academic stress and failures, negative self-images, loneliness, substance abuse among students make up key factors behind the prevalent rate of suicide among undergraduates of tertiary institutions in Nigeria. Consequently, the researchers believe that the family, religious institutions and various school managements have very important responsibilities which is to make concerted efforts to among other things;

• mediate in their children/followers/students, the virtue of unconditional acceptance to love and treat their neighbours as brothers regardless of ethnic, religious and/or other affiliations and to;
• conciously set examples to these young individuals through social activities, acts that portray selfless love for others and their welfare.

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Oyetunji, T. P., Arafat, S. M. Y., Famori, S. O., Akinboyewa, T. B., Afolami, M., Ajayi, M. F.& Kar, S. K. (2021). Suicide in Nigeria: Observations from the content analysis of newspapers. Journal of General Psychiatry, 34(1), 123-135.

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Download/View the cover of paper, NJEP Vol. 34, No. 1

Abstract

The aim of this paper is to examine the implications of quota system of admission for the quality and global competitiveness of the Nigerian university educational system. Efforts by the Nigerian government to address the social inequalities in the country culminated into the introduction of quota system of admission into the Nigerian education sector. However, critical evaluation of the quota system in the light of quality University education revealed that quota system of admission has been counterproductive to quality university education in Nigeria. It has been hotly criticized for corroding the standard of Nigerian education because of its emphasis on state of origin as the main criteria for admission rather than on merit based on high scores in entrance examinations. This paved way to mediocrity where brilliant youths are denied admission while intellectually dull ones are offered admission. They graduate, lacking in requisite skills and knowledge and because they have acquired the paper certificate, they are subsequently employed or elected to run the Nigerian economy and the polity. The resultant effect of this is the general fall in the standard, quality and global competitiveness of the Nigerian university education. Hence, these authors concluded that there is no justification for the continued operation of quota system in admission into Nigerian schools. They further recommended that federal government should abolish quota system of admission and devise means to ensure that admission into Nigerian schools is exclusively based on high scores in the entrance examinations. This will help the youth to find faith in the system and strong hope for the country and also, State governments, especially those of the educationally less developed areas should create and develop remedial intellectual development programs for their citizens to prepare them for the competitive university admissions.

Introduction

The massive universal recognition of education as a veritable instrument for human capital development has made education a worldwide unifying factor bringing all countries of the world into a united village. Ikoro and Ezeanyim (2017) rightly stated that education is a prime agent through which the consciousness of the world as a single entity or being a relevant part of the global system could be inculcated in the minds of citizens. That is to say, the global relevance of a country is the product of its educational system. The quality of education of a country hence determines her level of competitiveness among the comity of nations. This is the reason why countries with higher quality education system have over the years been placed at a vantage position over those whose educational system fall below expected standards. Njoku, Dim and Igbokwe (2021) defined global competitiveness as the ability of a country to produce quality and superior utility that meets the prevailing global benchmark for standard products and even preferred when compared to those of other nation’s outputs. A country can be said to be operating a high quality education when her educational system can attract recognition, patronage and national income to their home country from the global labour/output market otherwise, such a country will be rated low in the global standard of educational system rankings. It is therefore suicidal for any country not to place quality education on her topmost priority list.

It is based on the above fact that every country of the world strives to maintain a high quality standard of educational system, especially at the university level. University Education is given premium in matters of a nation’s educational system not just because it is the highest arm of every nation’s educational system but because the university education level is responsible for producing the needed high level manpower for the economic, social and political growth of a nation Odigwe and Swem (2016). Similarly, Thom-otuya and Inko-tariah (2016) averred that it is the job of the university to mould the general behaviour of an individual by impacting positively on their character and learning by which such an individual is equipped to transform the society. The university has also be recognized as Ivory Tower and centre for excellence where skills and knowledge (a public good), ideas and ideals are disseminated and acquired; future leaders are developed and high level technical human capacity that ensures economic growth and development are made through lecturing/ teaching, learning, research, internship, and practicum (Otonko, 2012; Okerulo, 2010). Consequently, the quality of a nation’s university system to a large extent affects the quality of the nation’s educational products and hence the nation’s global competitiveness. To ensure quality university system, the university admission process is an important factor to be considered. Studies have shown that when students are admitted into the university by merit based on high scores in entrance examinations, high standard education will be guaranteed but when the entrance standard is lowered for any reason, the quality of the education will definitely fall bellow standard (Abiogu, 2009; Anonaba, 2015). 

Admission into the Nigeria University for Undergraduate Studies requires a minimum of senior secondary School examination Certificate or General Certificate of Education (GCE) Ordinary Level with minimum of 6 Credits including English Language and Mathematics at a maximum of two sittings. The requirements also include a Joint Admission and Matriculation Board (JAMB) Entrance Examination score of 180 and above (IOM, 2014). These standards are established to maintain high quality university education in Nigeria. In addition to the above requirements, the quota system of admission is also used as a benchmark for admission into Nigerian university. The quota system principle was instituted by federal government of Nigeria as an effort primarily to address educational imbalances that placed some regions over and above others. Consequently, quota system was applied to students’ admission into federal government owned schools that is, unity secondary schools and the tertiary schools with the aim of creating equality in the access of educational services among all the geopolitical zones of the country. Ever since the regime of the quota system of admission in the Nigerian educational system, there has been an improvement in the consciousness for education and literacy rate in the country, especially in the regions regarded as educationally less developed areas. However, its impact on the quality of education in Nigeria is such that leaves much substance to be desired. Thom-otuya and Inko-tariah (2016) in their work averred that it is a common view that the quality of education in Nigeria has fallen drastically over the years as a result of some policies that laid emphasis on quantity rather than quality. Quota system of admission in its nature emphasizes number of students from different zones of the country that are admitted into the Nigerian schools in a year while ignoring the quality of education such students have been exposed to. The impact of this error on the international image of Nigeria and its educational system has become quite worrisome. The aim of this paper is to examine the implications of quota system of admission for the quality and global competitiveness of the Nigerian university educational system.

What is quota system?

It is difficult to talk about quota system in Nigeria without talking about the Federal Character Principle. Not because they are the same but because quota system has often been misrepresented by some authors. Some project it as an offshoot of the Nigerian Federal Character Principle (Adeosun, 2011; Onwe, Okpata & Duru, 2011) others see it as another term for federal character (Chafe, 1994; Ekundayo & Adedokun, 2009; Duruji, Joshua, Olanrewaju, Oviasogie, Ajayi & Ejiro, 2014). Although both policies are aimed at same objective of national integration and unity, they differ in their operations and origin. Joshua, Loromeke, and Olanrewaju (2014) distinguished the two concepts when they averred that while the quota system creates opportunities for disadvantaged states, the federal character principle in addition to the added advantage creates soft landing for them. In addition to that, federal character considers academic qualifications in its zonal selections but quota system mostly considers zones and states of origin. While Federal character principle is the product of the Constitution Drafting Committee set up by the General Murtala‘s military regime in 1975, quota system has already been operational during the colonial rule in Nigeria far before 1960 but resurfaced in post-colonial Nigeria as part of the product of the 1975 constitution drafting committee of Murtala Mohammed regime. (Onwuka,1997). According to Leila, Arnim and Ukoha (2020), both policies are constitutional innovation introduced to manage and curtail horizontal inequalities in the Nigerian political sphere.

Quota system in the Nigerian context is the sharing formula for national resources and opportunities. The term ‘Quota’ has been described in various ways by different scholars. The third edition of Webster New international Dictionary defines Quota as the share or proportion received, granted or necessary to an individual, a group of individuals, a system or an institution as being a part of certain number assigned to groups.Toeing the part of the above description, one can rightly define quota system as a sharing formula of opportunities such as employment or admission into schools where a specified percentage of individuals are chosen based on a specific characteristic such as ethnicity, state of origin, geopolitical zone or gender.

Quota system of admission for that reason means the number of candidates that should be admitted into the university in one academic year from each state of the federation. According to Odigwe and Swem (2016), quota system of admission into the Nigerian universities or unity schools simply entails admitting certain number of candidates from each state of the country into the schools in one academic year. Similarly, Abdu and Joshua (2019) viewed quota system of admission as a process of allocating certain percentage of admission opportunities into federal schools in Nigeria to different groups of admission seekers mostly based on state of origin. This means that the principle of quota system places state of origin of a candidate over other forms of admission criteria such as entrance examination scores. Ogoke, Onwuka and Enemuo (2019), observed that the basis for admitting these applicants under quota system is not solely on merit but on other criteria like state and/or local government of origin. Hence, in terms of admission into federal government owned schools, state of origin of an admission seeker plays an important role regarding whether the candidate will be admitted or not. In other words, representation of various states in the distribution of opportunities for education is to be given important consideration under the quota system of admission.  To this effect, the thirty-six states of the federation have been divided into two groups, namely: educationally less developed states and educationally developed states otherwise called educationally disadvantaged states and educationally advantaged states respectively. The educationally disadvantaged states comprise of Adamawa, Bauchi, Bayelsa, Benue, Borno, Cross River, Ebonyi, Gombe, Jigawa, Kaduna, Kano, Katsina, Kebbi, Kogi, Kwara, Nasarawa, Niger, Plateau, Rivers, Sokoto, Taraba, Yobe and Zamfara states. The other 13 states are hence considered educationally advantaged states.

Educationally disadvantaged states are those states in which the percentage of citizens who have received formal education at all levels is comparatively lower than what is obtainable in the states regarded as educationally advantaged. This inequality in educational attainment that necessitated the quota system of admission was caused by the initial rejection of western education by some zones in Nigeria. Although both the Northern and Southern people of Nigeria rejected the western education when it was originally introduced by the Christian missionaries between 1842 and 1882, it was eventually embraced by the South as it became a symbol of progress and prestige and  a partway to becoming clerks, teachers, letter writers, interpreters and court workers. However, owing to the fact that Christian missionaries pioneered western education using church buildings as classrooms, the Muslim North which already had Islamic schools were adamant in their rejection of western education for the fear that their children could be converted to Christianity through this form of education. Olibie, Eziudo and Enueme (2013) averred that this inequality in educational attainment between Northern and Southern Nigeria has over time, resulted to uneven socioeconomic development in the country. With the advent of globalization that promoted industrialization with its associated scientific and technological advancements, the Northern Muslim elites realized the importance of western education in driving socioeconomic development of their people and region and how far they are lagging behind their southern counterparts who now have more educational institutions as well as more number of teachers, graduates and so on. Consequently, there arose agitations and calls for equal access to educational opportunities.  Such agitations took different dimensions and became a threat to the national integration and unity. Given that the northerners could not compete favorably with the southerners in educational pursuits, the quota system of admission was instituted by the federal government to slow down the southerners (educationally advantaged states) to allow the northerners (the educationally disadvantaged states) to meet-up. It was expected that this arrangement will gradually addressed the issue of educational and socio-economic inequality in Nigeria.

Educationally less developed states are given concessions for school admissions at different levels as a way of ensuring that more applicants from those states are given more opportunities for admission into schools. Consequently, the cut-off marks for admissions into unity schools are far lower for the educationally less developed states than their counterparts. The following has been the cut-off marks for admission into unity schools for different states in recent years as recorded by Onyekwelu (2020): Abia-130; Adamawa-62; Akwa-Ibom -123; Anambra -139; Bauchi -35; Bayelsa -72; Benue -111; Borno-45; Cross River-97; Delta -131; Ebonyi -112; Edo-127; Ekiti -119; Enugu – 134; Gombe -58; Imo -138; Jigawa – 44; Kaduna -91; Kano – 67; Katsina – 60; Kebbi – 9 (male) 20 (female); Kogi -119; Kwara -123; Lagos -133; Nasarawa -58; Niger -93; Ogun -131; Ondo -126; Osun -127; Oyo -127; Plateau – 97; Rivers -118; Sokoto – 9 (male) 13 (female); Taraba – 3 (male) 11 (female); Yobe – 2 (male) 27 (female); Zamfara – 4 (male) 2 (female) and FCT Abuja 90. This reveals that a candidate of Anambra origin who scored 138 in the entrance examination could be denied admission whereas a candidate from Zamfara who scored just 02 will be offered admission. Also, gender quota structure exists in states like Kebbi, Sokoto, Taraba, Yobe and Zamfara. While males from Kebbi and sokoto are expected to score at least 9, those from Taraba, Yobe and Zamfara must score at least 3, 2 and 4 respectively, their females must score at least 20, 13, 11, 27 and 2 respectively.

For admission into the tertiary schools, the quota principle stipulates thus: admission into  the 6 first generation universities comprising of the University of Ibadan, the University of Nigeria Nsukka, the University of Lagos, Ahmadu Bello University Zaria, Obafemi Awolowo University Ile-Ife, and the University of Benin should be based on 40% on merit from all states of the federation, 30% from catchment areas, 20% for students from educationally less developed states and 10%  at the discretion of the university concerned. For admission into the Second generation universities namely: University of Ilorin, University of Port Harcourt, University of Calabar, Uthman Danfodiyo University, Bayero University, and University of Maiduguri: 30% should be given on merit, 30% from catchment regions, 30% for the educationally disadvantaged states and10% at the university’s discretion and for the third generation universities comprising of all Federal universities of technology: 20% should come from the catchment areas and 80% at the discretion of the university.

Catchment area here depicts the locality in which the institution is situated. Federal institutions normally have all the states as their catchment areas, while state-owned institutions have all local government areas of their states as their catchment area (Joshua, Loromeke & Olanrewaju, 2014). By the above arrangement, a candidate from south-east who scored over 250 in the Joint Admission and Matriculation Board (JAMB)/ Unified Tertiary Matriculation Examination (UTME) may be denied admission in a southern university, while a northern candidate who scored below 200 may be offered admission. In other words the standard of education is lowered to accommodate those who could not pass entrance examination. If this is not sacrificing quality of education for political satisfaction then, I need to be educated.

What is quality education?

The term quality is characterized by such concepts as standard, value, worth, excellence, eminence or class. Quality is also synonymous to effectiveness, efficiency, efficacy, originality and the likes. It is the degree of excellence, effectiveness, efficiency or efficacy possessed by a product in comparison to its competitors or contemporaries. A product is said to possess quality when it meets expected or pre-established standards or when it is desirable by many due to its worth, value, relevance and ability to satisfy a want. In relationship to education, quality can be said to be, the ability of an education to produce utility to satisfy the needs of the majority of a people. It is the ability of an education to produce valuable human and material resources that can help to enhance the standard of human living. Thom-otuya and Inko-tariah (2016) defined quality education as that which can transform human capital to be creative and become an agent of radical transformation in the society. They further conceptualized quality education as knowledge building and the skilful application of all forms of knowledge by unique individuals who function both independently and in relation to others.

A quality education reflects the dynamic nature of culture and languages, the value of the individual in relation to the larger context, and the importance of living in a way that promotes equality in the present and fosters a sustainable future. According to Obasi (2010) the indicators of quality and globally relevant education include: ability of graduates to perform effectively and efficiently in the society, industries and other related places; graduates’ capacity of self, national and international employment; National and International mobility of generated manpower; Market value or demand level of research outputs and other services provided by the educational system; capacity of graduates to gain International admission for higher studies without remedial conditions; High global ranking of educational institutions and their products and so on. A study by Odigwe and Swem (2016) revealed that merit system of admission significantly influences the quality of university education. Hence, if merit is considered paramount in admission process, it will lead to an increase in the quality of education in universities.

To guarantee quality education, the system must set and maintain a high standard, be well organized, funded (to provide necessary learning infrastructures and materials) and supervised; it must be well furnished with quality personnel to handle all aspects of teaching and provision of learning activities capable of developing the intellectual and physical skills of individuals to understand and appreciate their local and external environment. According to Ekpo (2014), the quality of education can be guaranteed when different stakeholders of education adhere to the standards established for quality. This author is saying that when stakeholders ignore establish standards for quality in the educational processes, quality education could decline.  Concern has been raised about the decline in the quality of education which universities offer (Odigwe & Swem, 2016; Ekpo, 2014). According to Ekpo (2014), the indicators of this fallen standard of education in Nigeria include high poverty level and a high level of unemployment which is stare us glaring in the face as our “educated” youths are involved in all kinds of anti social behaviors due partly to high level of unemployment in the country. This does not say good of the image of Nigerian education in the global hem of affairs. How has the quota system of admission contributed to this menace? 

Implications of quota system of admission for quality and global educational competitiveness of the Nigerian university education.

The application of quota system in the admission process into the unity schools and tertiary schools in Nigeria seems to be counterproductive to quality university education in Nigeria. This is because ever since its operation, the standard of education in the country has continued to nose dive. This is so because the quota system instituted mediocrity over merit by placing state of origin over merit based on high score for admission into Nigerian schools. How can quality education be guaranteed in a country where over 50% of the population admitted every year comprises of candidates who scored below 30 over 400 in JAMB? In other words, more brilliant students are left at home while dull brains are admitted to roam aimlessly in our schools. No doubt, this is responsible for the drastic fall in standard and quality of Nigerian education.

Abiogu (2009) asserted that admission of poor performing candidates under quota system in Nigeria has corroded academic excellence and it is fast paving way for mediocrity and academic backwardness. Consequently, the functionality aspect of the Nigerian educational system has gone to the dogs, and the survival of its educands and the larger society is on the brink of disaster. The long run effect of this is that it has become difficult for Nigerian university system to produce quality graduates who can compete favourably in the global markets as most of them are not teachable hence, they graduate with mere paper certificates without the requisite knowledge and skills that can impact on the economy. In corroboration, Anonaba (2015) averred that most graduates in Nigeria are half-baked and un-employable in a formal service and can hardly stand a chance in the global labour market and neither can they contribute any solution to global problems.

The ugly consequence of sacrificing quality education on the altar of political sentiments according to Njoku, Dim & Igbokwe (2021) was brought to the fore in 2004 when the first global university ranking was done. The ranking indicated that no Nigerian University was found among the best/ list of first 1000 Universities in the world. The trend continued yearly till in 2019 when University of Ibadan took the 901^st position out of the first 1000 best universities of the world. However, in the 2020 ranking, no Nigerian university made the list of the first 1000 world best universities, meaning that it could not retain its 2019 position (Njoku, Dim & Igbokwe, 2021). At the continental level, a similar ranking for African nations in 2010, showed that only four Nigerian Universities were found on the list of first 100 Universities in Africa on the following positions: University of Lagos, 31st, Obafemi Awolowo University 35th, University of Ilorin 37^th, University of Ibadan 45^th and University of Benin 87^th positions, where as South Africa produced the first 4 leading Universities in Africa and the first 7 on the list of the top ten universities in Africa. South Africa has over the years maintained this leading position till the current year 2020 while university of Ibadan has rose up to the 8^th position in the list of the best 10 universities in Africa with University of Cape Town, University of Witwatersrand, Stellenbosch University, University of KwaZulu Natal and University of Johannesburg taking 1^st to 5^th positions respectively; Cairo University and Pretoria University are on the 6^th and 7^th positions where as Mansoura University and Addis Ababa University are on the 9^th and 10^th positions respectively. From the ranking, South African universities are the leading universities in Africa while Nigeria, the once acclaimed giant of Africa and intellectual laboratory of Africa can boast of only one university out of the 174 universities registered by NUC (NUC, 2020). The situation is rather getting worst especially with the fake Chicago state university education certificate saga involving the present Nigerian president, President Bola Ahmed Tinubu. 

In recent years, and till date Nigeria has been governed by leaders produced by the quota system. The major characteristic of these leaders is that they lack quality education background. This is because, brilliant youths are denied admission in their own country while Nigeria institutions admit dull brains due to quota system. At the end, they graduate with empty brain and because they have acquired the paper certificate, they are subsequently employed or elected to run the Nigerian economy and the polity. This situation has forced so many youths to leave the country to study overseas at very exorbitant costs after which, they stay back in those countries to work where as foreign students avoid coming to Nigeria to study. The Nigeria national image is seriously smeared by this ugly situation as it demonstrates bad leadership and poor national development on the country making the movement of the country towards global relevance delusional and unrealistic.

Conclusion

The quota system in the real sense of it is a democratic approach to facilitate equality. In other words, if properly harnessed, it is capable of instituting a culture of justice, equity and fairness which sustains national peace and unity. However, its application in admission into Nigerian schools has been counterproductive to quality university education. Its application has corroded the standard of Nigerian education because it emphasizes state of origin as the main criteria for admission rather than on merit based on high scores in entrance examinations. This system paved way to mediocrity where brilliant youths are denied admission while intellectually dull ones are admitted due to quota system. At the end, they graduate with empty brain and because they have acquired the paper certificate, they are subsequently employed or elected to run the Nigerian economy and the polity. The resultant effect of this is the general fall in the standard and quality of the Nigerian university education associated with low global competitiveness of the Nigerian university education output. There is therefore, no justification for the continued operation of quota system in admission into Nigerian schools.       

Recommendations

1. The federal government should abolish quota system of admission or devise a means to ensure that admission into Nigerian schools is exclusively by merit based on high scores in the entrance examinations. This will help our youth to develop faith in the system and strong hope for the country.
2. The government should liberalize the economy, ie the economy should be versatile so that higher education should not be the only means of self-actualization rather, other sectors that do not necessarily require intellectual strength such as sports, agriculture, entertainment industry, arts and crafts etc should be made viable to accommodate youths who are not intellectually strong enough to compete favorably in admission into the higher institutions. In that case, each person will become an authority in their choice of career. This will eliminate the agitations against marginalization.
3. State governments, especially those of the educationally less developed areas should create and developed remedial intellectual development programs for their citizens who are going to write national entrance examinations into unity schools or into tertiary institutions in order to prepare them for the competitive university admissions.

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