By: Odeh, Imagbovo Charity
Udeme Sunday
Prof. Sunday D. Osaat

Abstract
This study discussed the prospects of artificial intelligence for effective teaching and learning in early childhood education centres in Rivers State. Being a position paper, the philosophical tools of speculation, analysis and prescription were utilised. Data were obtained from secondary sources such as textbooks and journal articles. It was obvious that artificial intelligence has come to stay with humans, with its characteristics. Likewise, personalised learning was the highest prospect of artificial intelligence in effective teaching and learning in early childhood education centres in the State while inadequate preparedness of teachers was the major challenge of artificial intelligence in teaching and learning in the study centres. The study concluded that by leveraging AI-powered tools and platforms, caregivers can personalise learning experiences, enhance learners‘ engagement and optimise teaching ethodologies to meet diverse learning styles. It was thus recommended among others that there should be professional development and training programmes organised by both government and head teachers of early childhood education centres for caregivers to build their capacity for effectively integrating AI tools and resources into the early childhood curriculum.

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BY: Prof. C. P. Enemuo
Jordan C. Ogoke
Nathaniel T. Igbangi

Abstract
The centerpiece in the discourse unfolded in this paper is the advent and integration of Artificial Intelligence (AI) into our education landscape. This advanced technology has the ability to enhance man‘s capabilities irrespective of field of endeavour. Given the fact that: thrust upon man now is the citizenship of the twenty first century (otherwise the information age) and that quality citizenship demands that the future workforce of the age of which undergraduates form the fulcrum should be upbeat, a need has arisen that the universities (being at the apex of preparing this workforce) should hone in the requisite skills one of which is critical thinking needed to drive creativity which serves as the joystick and anchor in the quest for knowledge-based economy. But notable in this integration effort is the brazen error whereby instead of deploying the AI as an assistive tool it is related to as though the long-awaited solution provider. This has raked up in its wake, ethical issues besides over reliance on, a surrender of initiative to, the AI tools and consequent intellectual complacency; thus, raising fears about its safety, propriety and the likes. Using the analytic method approach in philosophy and using such questions like: what is AI, what is critical thinking skill and the likes, the researchers focusing on the leading variables of the study arrived at some finding/conclusions. One such finding is the evident lack of requisite quality personnel to drive the integration process. One consequent recommendation is a call for robust plan for the re-skilling and up-skilling of personnel already in the field and prospecting, with a corresponding retooling of their work environment for new and better services delivery.

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BY Professor Chima Boniface Iwuchukwu

Abstract
The orchestrated and growing narratives supporting the emphasis on technology driven education, seem to stand out as the only way to go in education Artificial Intelligence-driven education indeed appears separate from digital learning and equally separated from philosophically assisted educational approach. This paper presents a critical analysis of the integration of the disparate elements of philosophy. Artificial intelligence (AI) and digital learning. In this paper, the synthesis points out the perennial need for philosophical inquiry to be ever present in the entire business of educational process for effective and efficient products. This discussion points out the need for greater understanding and synthesis of the complete interaction between philosophy, education and technology, including AI and digital learning approach.

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By Prof. Okey K. Nwofor

Summary
Artificial Intelligence (AI) refers to machine intelligence created in computers by mimicking the processes associated with human intelligence. The procedure is a combination of scientific principles involving algorithm development, machine learning, big data, and neural networks. Having become very successful, artificially intelligent systems now achieve much of what was previously reserved for only humans such as answering of queries, organizing and executing tasks, and processing information in detail. Thus, AI has become a major resource for teaching and learning at all levels of education. The limits of what artificial systems can do are however determined by the level of scientific capacity of the human brain and how humans choose to deploy this. Hence the concerns as to when such artificially intelligent systems would take over the entire roles of humans have to be resolved by humans themselves. Replacing the human species completely as often projected for AI systems, would require having the self-awareness that only a mind can bring. These matters are at the intersection of AI Technology, Digital Education, and Philosophy. In the meantime, such a possibility remains an illusion.

Presidential address by the President of the Philosophers of Education Association of Nigeria (PEAN) at the opening ceremony of the 43rd Annual Conference held at Imo State University Auditorium, Owerri, Imo State on Wednesday, 23rd October, 2024.

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Abstract

This paper assessed the relevance of gender equity in Nigeria tertiary education. Gender equity is a sine qua non to sustained national development at all times. The paper maintained that gender equity should be enthroned by all especially at the basic social unit in society – the family from where it will translate to society. The paper further examined gender equity from the perspective of philosophy; it further examined challenges to gender equity and sustainable development. Gender is “the sex-role identity used by humans to emphasize the distinctions between males and females”. It refers to the roles which are assigned to male and female on the basis of their anatomical differences; the system of roles and relationships between men and women that are determined not by biology but by the socio-political and economic paraphernalia of life. Gender embodies the relationship of inequality between men and women as manifested in labour markets, political structures, as well as in the household, and reinforced by custom, law and specific development policy, it is something that is constructed and acquired by people. Gender is not the same thing as sex. While sex is biological, and is determined from the moment a child is conceived, gender is socio-cultural and fluid.

Keywords: Gender, Equity, sustainable development

Introduction

In Nigeria, the current debates on gender equity in both aspects of human activities is a continuous process. There are several arguments as for example the role of men and women in decision making on matters involving education should enhance greater participation. The demand for participation in Nigeria educational system as stated in the policy on education emphasizes greater participation of both men and women. The national policy on education provides an equal access to qualitative educational opportunities for all citizens at all levels of education for skill acquisition, job creation and poverty reduction. With this provision, implies that:

1. the decision making in schools and school governance structures should include all role-players (male and female)
2. there should be greater representation to ensure equal opportunities at all levels to promote functional education at the upper level of education

This paper critically assessed gender equality in Nigeria tertiary education in respect of the moves towards greater representation at all levels of education.

The Concept of Gender Equity

Gender is “the sex-role identity used by humans to emphasize the distinctions between males and females”. It refers to the roles which are assigned to male and female on the basis of their anatomical differences; the system of roles and relationships between men and women that are determined not by biology but by the socio-political and economic paraphernalia of life. Gender embodies the relationship of inequality between men and women as manifested in labour markets, political structures, as well as in the household, and reinforced by custom, law and specific development policies.

Therefore, it is something that is constructed and acquired by people. Gender is not the same thing as sex. While sex is biological, and is determined from the moment a child is conceived, gender is socio-cultural and fluid. From the above, we can differentiate between the two sex is a biological factor similar in all societies and cultures, while gender is a socio-cultural and historical construct which varies from culture to culture, and over time within a culture. Gender equity is the process of being fair to women and men. It is meting out fair and equal treatment to men and women everywhere in the family, in the workspace, in resource allocation and in political and social issues. To ensure fairness, measures must often be available to ensure that women and men operate on a level playing field. Equity leads to equality. As Reeves and Baden point out, gender equity recognizes that women and men have different needs, preferences and interests and that equality of outcomes may necessitate different treatment of men and women which are assigned to male and female on the basis of their anatomical differences; the system of roles and relationships between men and women that are determined not by biology but by the socio-political and economic paraphernalia of life. Gender embodies the relationship of inequality between men and women as manifested in labour markets, political structures, as well as in the household, and reinforced by custom, law and specific development policies. Therefore, it is something that is constructed and acquired by people. Gender is not the same thing as sex. While sex is biological, and is determined from the moment a child is conceived, gender is socio-cultural and fluid. In other words, sex is a biological factor similar in all societies and cultures, while gender is a socio cultural and historical construct which varies from culture to culture, and over time within a culture. Gender equity is the process of being fair to women and men. It is meting out fair and equal treatment to men and women everywhere in the family, in the workspace in resource allocation and in political and social issues. To ensure fairness, measures must often be available to ensure that women and men operate on a level playing field. Equity leads to equality.

Sustainable Development

Sustainable development, according to the Brundtland Report is “balancing the fulfillment of human needs with the protection of natural environment so that these needs can be met not only in the present but in the indefinite future”. The International Institute for Sustainable Development also defines sustainable development as that: “development which meets the needs of the present without compromising the ability of future generations to meet their own needs”. This simply infers that the concept of sustainable development operates on the principle of need fulfillment both for the present generation and the generations unborn. The International Institute for Sustainable Development categorizes the concept of sustainable development into two main principles namely:

1. The concept of need (in particular the essential needs of the world’s poor)
2. The idea of limitations imposed by the state of technology and social organization on the environment’s ability to meet the present and future needs.

Sustainable development can simply be referred to as a situation where an individual finds expression in him/her supported by a string social economics stability to engage his/her resources in a productive venture which will invariably uplift his/her wellbeing. The effectiveness of any sustainable development programmer could be measured by the human development index obtained in such a society. This includes the comparative average of life expectancy, literacy level, and quality of education as well as standard of living of the people. Where there is a remarkable improvement in the people’s areas of need, it could be adjudged that there is an effective sustainable development programmer.

To make the process sustainable involves the participation of all segments of the population and requires the development of skills, capacity and institutions to ensure effective use of resources and enhanced productivity. In this regard the involvement of women is crucial to the achievement of sustainable development in the country. Gender equality will therefore lead to the sustainable development. It is change designed to be both horizontal to meet the present day needs and also vertical to make allowance for the needs of future generations to be met too.

Philosophy and Sustainable Development Philosophical aspects of gender equity refer to interpersonal responses which we acquire in the course of male-female, human relationships in diverse social contexts. The social contexts could be in the workplace, in schools, in the family or home. The interpersonal reactions are usually feelings, thought patterns attitudes, perceptions, to mention a few. They help to determine what people do and how they think and behave. Critical thinking in philosophy can be seen in education, political, economic, culture and so on. However, in this paper, the focus is on the social contexts from where the critical examination of life flows. In this paper especially as it related to sustainable development, Philosophy has a distinctively important role to play in the imperative exercise of re-defining and re-directing the content of the technological worldview. As Sodipo notes:

Philosophy is reflective and critical thinking about the concepts and principles we use to organize our experience in morals, in religion, in social and political life in law, in psychology, in history and in the natural sciences.

The history of philosophy is in fact a history of man’s critical attitude to life. Two important admonitions of Socrates remain perennially relevant: “Man know thyself” and the other “the unexamined life is not worth living”. Therefore the technological advancements though positive is a challenge to philosophy. It is for philosophy to critically assess the content of technological development vis-à-vis implications for social existence. It is for philosophy to bring to the awareness of the practitioners of technology the underlying assumptions involved in the language and model they use. Philosophy’s concern with knowledge and wisdom has been man’s greatest catalyst for change and progress. As the history of science shows, many of the spectacular discoveries of science originated from human centred studies. Sodipo notes that:

Philosophic and scientific thinking were born together in ancient Greece. And through many centuries, especially from the 17th century in Europe philosophic rejections have been revitalized by fresh contact with concepts, methods and standards of scientific inquiry. On the other hand, the history and development of science has shown that the greatest contribution for science has been made by those who possessed what is rightly called philosophic insight.

Philosophy then will be doing a great service to humanity and technology by helping create, nurture and sustain a sound and human scientific and technological culture. And as Schumacher opined, philosophy shall have to teach that: Development does not start with goods; it starts with people and their education, organization and discipline. Without these three all resources remain latent, untapped.

It is important to point out that sometimes, gender equity actually works against males. But, in the main, much injustice has been meted out to women in many areas of life. Indeed, because the injustice has gone on for so long, it is often difficult for some women to acknowledge that they have been wronged. The wrong thing appears normal to them no matter how much they hurt. Scholars have linked gender equity and sustainable development. On March 8, 2008, the UN Secretary General said “As we know from long and indisputable experience, investing in women and girls has a multiplier effect on productivity and sustained economic growth”¹⁴. In 2007 a very intricately detailed study of the relationship of gender equality with sustainable development was presented by a group of Swedish researchers. It covered gender differences in lifestyle, mobility, use of time and environment. It was found that, indeed, there was a close relationship between gender equity and sustainable development in the area of education of girls and women empowerment and the relationship with development. The results were found to be very positive and significant. Kofi Annan said, “Violence against women is perhaps the most shameful human rights violation. It knows no boundaries of geography, culture or wealth. As long as it continues, we cannot claim to be making real progress toward equality, development and peace”. Thus, sustainable development is tied to gender equity

Assessment of Gender Equity in Tertiary Education in Nigeria

Gender equity in Nigerian tertiary institutions is a topic of great importance. It is recognized that women have been historically marginalized in various aspects of life including social, economic and political spheres. The Nigerian government has been actively engaged in gender-responsive policies and programs to address this issue. The National Gender Policy, developed in 2006, emphasizes the strengthening of institutions and systems for gender mainstreaming and building partnerships with male-led institutions to deliver results for girls and women. Although progress has been somewhat slow, Nigerian tertiary institutions are becoming more responsive to the engendering process by ensuring that academic programs and the learning environment are gender-responsive

However, it is important to note that gender equity gaps still exist in the Nigerian tertiary education system. Gender inequality can be observed in areas such as student enrollment, staff employment, and administrative policies and programs. Efforts are being made to bridge these gaps and institutionalize gender mainstreaming strategies. For instance, Ekiti State University has adopted gender mainstreaming strategies and mechanisms to bridge gender gaps and institutionalize gender equality

 Some Issues Affecting Equality in Nigeria

1. Discriminatory laws, religious and cultural norms, gender stereotype, and low levels of education that undermine women’s right and opportunities.
2. The disproportionate effect of poverty on women, which limits their access to recourses, services and political participation.
3. The prevalence of violence against women, which is driven by social norms, economic stress, family relations, patriarchal belief, and targeted assertion against female autonomy.

Thirty-five per cent of women in Nigeria have experienced gender- based violence. This implies that one in every three Nigerian women has suffered physical and/or sexual violence. According to the 2018 Nigeria demographic and health survey, 31% of women between ages 15 and 49 have experienced physical violence. Further 36% of once married Nigerian women have suffered from spousal violence. Nigeria also has a prevalence of female genital mutilation as at least 20% of Nigerian women between ages 15 and 49 were circumcised as of 2018. Forced early marriage is also prevalent in the country.

The Strategic Development Results Framework (SDRF) for implementing the Nigeria National Gender Policy is a comprehensive tool created through an intensive consultative process involving several stakeholders and institutions. Following the Federal Executive Council’s approval of the National Gender Policy in 2006, the SDRF’s development spanned 8 months, beginning in January 2008.

The process included a series of consultations and a survey aimed at evaluating the preparedness of government institutions to implement the Gender Policy. This survey also identified gaps in current gender-related programming, ensuring that the framework would effectively address those deficiencies. The SDRF serves as a strategic guide for driving the implementation of the National Gender Policy, aligning efforts across various sectors to promote gender equality and women’s empowerment in Nigeria. This framework highlights the dedication to advancing gender policy in Nigeria and creates an organized structure for achieving key gender-related outcomes.

Philosophical Aspects of Gender Equity

Here it is germane to share information and thoughts on cultural, social and philosophical complexities of gender equity. Unlike the other areas, the issues here are less tangible and quantifiable as they are not issues in the home. The home or the family unit is the smallest and most powerful social unit of a society or a nation. Who we are and what we do is determined basically by what we have continuously been exposed to from childhood in the home. The different gender roles which were decided by custom and tradition in the society are interpreted and played out in the home. The husband and wife relationship is learnt by the children. The children’s perceptions of how their parents interact and relate is usually carried into their own future homes, thus laying the foundations for sustainable future healthy boys and girls. The issue of wrong values is replicated from the homes whether wealthy or poor, all homes produce children. When these children are exposed to aggressive, violent environments, they learn to be violent. Aggressiveness is actually coded into their nervous system. This is why violence in the home is absolutely undesirable. In monogamous as well as polygamous family arrangements, care must be taken to produce secure atmosphere for intellectual wisdom to thrive. Therefore, it is important that the thinking, knowledge, wisdom and values passed on to the children and wives and children as future husbands and wives, mothers and fathers are such that would mold them positively in future. The risks are greater in homes with polygamous arrangement than in monogamous ones. In polygamous homes, children are conditioned to beware of those other children and their mothers and the wives who may appear to accept sharing of their husband and their mothers are actually in emotional turmoil. Mariama Ba has captured this so well in her book so long a Letter. The point being made here is that the philosophy of life being consciously and unconsciously passed on is carried into future generations, and this form the bases of wisdom and intelligence in the subconscious of the child.

The Way Forward

Several studies have shown that gender inequalities as such have direct costs. In many cases, public policies have been based on the needs of the dominant group in society or on the needs of those who have traditionally been the decision-makers, mostly men. The women’s rights movement, an increased presence of women in decision-making, strong commitments to women’s human rights at all levels, and the development of gender studies and sex-disaggregated data, have all helped unveiling the fact that public policies often did not take into account women’s differing needs and situations.

Evidently, decisions regarding public policies and services, which do not fully take into account the needs and situations of all final users may lead to inappropriate solutions and an inadequate allocation of public funds. Gender mainstreaming is an inclusive strategy, aimed at integrating the need of all people. It is also based on the fact that women are not a “vulnerable group”, as they represent more than half of the population in most societies. Gender mainstreaming is a strategy to improve the quality of public policies, programmer and projects, ensuring a more efficient allocation of resources. Better results mean increased well-being for both women and men, and the creation of a more socially just and sustainable society

Conclusion

This paper has treated some philosophical issues of gender equity and sustainable development. Since gender equity is inextricably linked with sustainable development, it is time to start doing something no matter how little in whatever position we find ourselves. This is not championing the cause of women; it is a matter of being concerned about the future generations as well and the future of our nation. It is about ensuring that both sexes contribute equally to the development and sustenance of the future generations. Only then can our society be truly developed. Indeed our approach should be holistic if our present situation would be better, and the future much better than the present.

End Notes

1. Microsoft Encarta (2008). “Gender” (CD) Microsoft Corporation.
2. Reeves, H. and Baden, S. (2000). Gender and Development: Frequently asked Questions Bridge Report 57, Brighton: Institute of       Development Studies.
3. Kerby, M. et al. (2000). Sociology in Perspective. Oxford: Heinemann Education
4. Reeves, H. and Baden, S. (2000). Gender and Development: Frequently asked Questions Bridge Report 57, Brighton: Institute of Development Studies.
5. Reeves, H. and Baden, S.Ibid P.45
6. Kerby, M. et al. (2000). Sociology in Perspective. Oxford: Heinemann Education                  
7. Reeves, H. and Baden, S. OP Cit P.45
8. Ogbuja
9. Wikipidea (2008). Portal: Sustainable Development. Retrieved from http:/us.f905.mail.yahoo.com/ym/showletter?msgld.
10. Wikipidea (2008). Ibid, P.906
11. Sodipo, J.O. (1972). Philosophy and Culture. Inaugural Lecture Series 6 (Ife: University of Ife Press).
12. Ibid, P.45
13. Oke, M. (1997). Conceptual Issues in the Growth of Science in Africa in Journal of Philosophy and Development. Vol. 3, Nos. 122.
14. Sustainable Development (2008). What is Sustainable Development? International      Institute          for     Development. http://us.f905.mail.yahoo.com/showletter?msgld.
15. Ibid, P.208
16. Eke, E. (2009). Gender and Sustainable Development: The Socio-Psychological Perspective, Journal of International Gender Studies       (JIGS). 4, 1-8
17. Eke, E. (2009). Ibid, P.190

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Abstract

This paper titled “Insecurity and Quality of Nigerian Education” discusses how Nigeria as a nation can achieve national security through, not just education, but qualitative education. National security has been described in this paper, as freedom from or resilience against potential harm caused by others. The purpose of this study is to examine how insecurity affects the quality of Nigerian tertiary education and to propose some possible solutions these problems.No nation can attain development in all ramifications in the absence of peace, justice and security. The level of insecurity challenges in Nigeria has assumed an alarming dimension that does not only require a narrow approach in tackling it but a multi-dimensional approach.  Matters of safety and security remain an integral part of any human society irrespective of size and structure. The impact of this massive sense of insecurity in tertiary institutions and indeed other similar sectors cannot be overestimated. The paper maintains that, unless Nigeria’s education is reformed in such a manner that it will make youths to be self-reliant, the end of insecurity perpetrated by youths is not yet insight.  The paper recommends that, the federal government should formulate the and effectively implement policies and programmes capable of addressing the root causes of insecurity in Nigeria such as high level of illiteracy, poverty, unemployment among others. It also recommends that, there is need for a quality education for the masses which is the key.

Introduction

In the contemporary world, the security of life and property remains significant to the socio-economic survival of any given society. To achieve that, the government owns the responsibility of adequately providing security in a given social formation. Security is the most vital element in human life. Without it, social, economic, and political achievements cannot be attained. Every nation struggles to protect and deepen its core values, aimed at enabling people to lead their lives in free and secure environments according to their shared common beliefs by preserving their national interest, identity and sovereignty. Rising of insecurity is on the verge of being Nigeria’s heritage as no single day goes by without acts of insecurity[1].

The high level of insecurity in Nigeria has become a social problem and a hydra-headed monster that cannot be over-emphasized because of its far-reaching implications and direct consequences on education, the economy and society in general. Most worrisome is the emerging new forms insecurity challenges in contemporary Nigeria which have taking a disturbing dimension to the extent that it has almost crippled the various sectors, especially the education sector in Nigeria.

Education

Education has been defined as a process by which individuals are assisted formally through proper direction and guidance to develop their capacities for their own benefit and that of the society. It is geared towards developing the individuals for them to live effectively and efficiently in the society and to contribute to its advancement and upliftment. Hence, through education the behaviour patterns of the citizens could be changed in the desired direction. In other words, with sound education people will start to understand and appreciate one another better and try to restore the dignity of man. Hence, we have to recognize the role education plays in equipping individuals with requisite knowledge and skills for survival and societal progress[2].

National Security

We cannot define national security without, first of all, conceptualising the word security. Wikipedia defined security as freedom from, or resilience against, potential harm (or other unwanted coercive change) caused by others^[3] described this term security as a total peaceful state of mind of an individual, the group, the state, the nation at a particular point in time and space. The reason here is that it may not be an absence of violence or some sort of physical assault or some disruptions but a relative peace that can guarantee quality life and social cohesion for survival of the individual group or nation.

From the above definitions, one can deduce that security is perceived in terms of protecting the generality of the people and it is a collective responsibility of the government and the people. Hence, the notion of community policing has become a recurrent decimal in security parlance in Nigeria. From the definitions above, security therefore can mean the state of being free from danger, risk or threat. It covers freedom from anxiety, fear, the safety of a state or organisation against criminal activities and attacks such as terrorism, theft or espionage.^[4] The security interests of any nation therefore include safety of lives and properties, economic, physiological, mental well-being and the freedom to pursue the attainment of objectives without hindrance.^[5]

The term National Security became prominent in Nigerian society during the upheavals that followed the political imbroglio of 1966 which heralded the Nigerian civil war, beginning from 1967-1970. It gained ascendency and became a household parlance in our polity at the return to civil democracy in 1999, following the withdrawal of the military from the active politics and governance of the country.

 In the opinion of Brown,^[6] national security is the ability to preserve the nation’s physical integrity and territory, to maintain its economic relations with the rest of the world on reasonable terms, to preserve its nature, institutions and governance from outside disruption and to control its borders. Also, national security is a condition where our most cherished values and beliefs, our democratic way of life, our institutions of governance and our unity, welfare and well-being as a nation and people are permanently protected and continuously enhanced. It is the requirement to maintain the survival of the nation through the use of quality education, economic power, military and political power, diplomacy and power projection. It can be described as the aggregation of the security interest of the individuals, political entities, human associations and ethnic groups which make up the nation.^[7] Succinctly put, national security is the security of a nation state, including its citizens, economy and institutions, which is regarded as a duty of government[8]

National security therefore refers to policy enacted by governments to ensure the survival and safety of the nation-state, including but not limited to the exercise of diplomatic, economic and military power in both peace and war. In other words, it means the freedom from foreign domination which is the sine-qua-non for the sustenance of the state through the instrumentality of economic, diplomacy, power projection and political power.

Insecurity.

Insecurity is just the opposite of what we have as security. Insecurity like security is often used in a number of ways. Many people would take it to mean lack of safety or the existence of danger; hazard; uncertainty; lack of trust; doubtful; inadequately guarded or protected; lack of stability; disturbed; lack of protection and unsafe[9]. Insecurity will make you lose trust, be frightened, unsettled, oppressed, lose focus be devastated and lose your humanity. Adebanjoke[10] opined that insecurity is the state of being subject in every respect to terror, threat, risk, molestation, bullying, harassment, etc. Insecurity, for example, can be conceived as a threat to the state that often accounted for the arms and nuclear weapons race to protect the state. 

According to the Oxford dictionary  insecurity is the state of being unsafe or insecure or a state of mind characterized by self-doubt and vulnerability. It can be anything from childhood, disturbing situations, mistreatment and individual fears.

Causes of Insecurity in Nigeria

Nasiru Z. in Nweze[11] have pointed out some causes of insecurity in Nigeria as follows:

1. The Menace of Unemployment and Poverty

It is a fact that unemployment causes poverty and extreme poverty leads to a crime that gives rise to insecurity. Aliyu[12] characterized poverty as a situation in which people live below a defined standard of living income so that individuals and nations are classified and identified as poor. While unemployment is defined as when people are not engaged in meaningful work and are lacking the basic needs of life. Every year, tertiary institutions graduate many students who have been unfortunately thrown into the labour market with no hope for job opportunities in sight. Many become frustrated in an effort to keep mind and body together and engage in violent and criminal acts such as lucrative kidnapping, militancy and armed robbery. Others have been terrorists ‘ victims and are quickly radicalised.

• Corruption

Corruption is largely responsible for government failure and systemic infrastructure collapse, resulting in large-scale insecurity in Nigeria. The state of insecurity in Nigeria is unquestionably a result of government failure, traceable to widespread corruption. Corruption is responsible for Nigeria’s massive unemployment, it is the reason Nigerian youth and businessmen lack electricity to run their businesses, it is the reason many businesses fail. Unemployment and deprivation are the two main causes of Nigeria’s insecurity. By creating unemployment and poverty, corruption leads to instability in Nigeria.

• Weak security apparatus

Nigeria’s security system is seen as very poor in both personnel and equipment. Security officers are poorly trained and poorly remunerated. As a result, the requisite expertise is not available to meet modern security challenges. The contribution of the security personnel to the Nigerian project of ensuring general safety is equally of serious concern. This weak security system can be due to a number of factors including corruption, insufficient police and other security agencies funding, lack of modern equipment, poor safety personnel health and inadequate staff. 

• Porous border

The country’s unstable frontiers, where human movements are essentially untracked, have led to Nigeria’s level of insecurity. There is an unregulated inflow of small arms and light weapons into the country as a result of the porous borders which has enabled militancy and crime in Nigeria. It is reported that Nigeria hosts over 70% of about 8million illegal weapons that have been used to create a security crisis. In addition, the porous condition of the Nigerian borders has contributed the uncontrollable influx of migrants, predominantly young people, from nearby countries such as the Republic of Niger, Chad and the Republic of Benin into the country accountable for some of the insecurity promoting criminal activities in Nigeria.

• Bad governance and poor Leadership 

The fact remains that Nigeria’s fundamental cause of insecurity from the past till now is bad governance and poor leadership. Any government anywhere has the primary function of providing basic services such as water, electricity, good road network, quality education, and general infrastructure. Ironically, these basic things are not there in Nigeria and the people, in general, are frustrated and demoralised. Demoralisation and anger logically provide a strong fertile ground for aggression and general insecurity. The scarcity of these basic amenities in Nigeria is embarrassingly not due to a shortage of funds but rather to corruption at the highest level of leadership structure.

Insecurity and Quality Of Nigerian Tertiary Education.

Quality education cannot be achieved in a condition that is characterized with insecurity and violence.  Quality education is one that is pedagogically and developmentally sound and educates the student in becoming an active and productive member of society[13]. A quality education is not one that is measured purely by a test score or by how many words per minute one can read but by the environment, the productive level of the learner and its impact of society in the long run. This makes a secured environment an important aspect of achieving quality education in Nigeria. It is an issue that should be seriously tackled as Nigerians look towards building a strong education system, just, democratic and egalitarian society. Although, the issue of insecurity has attracted much public debate over the years, interest in solving the insecurity equation appears to be waning and even when the issue is addressed, little or no attention is paid to the socioeconomic, political implications it may have caused. No society can grow beyond its level of education. Therefore, any nation that is poor in education will invariably be a poor state. Education therefore remains a major catalyst in nation building[14]. 

The country Nigeria has witnessed a drastic and frantic insecurity challenges in the last few years. These are in various forms-communal, political, socioeconomic etc. with varying degree of casualty, mostly affecting innocent citizens of the country.

Nigerian tertiary educational institutions were set-up with the aim of providing quality education and to bring about the overall development of society. Statistics has shown that many of the institutions are finding it increasingly difficult to achieve these set out goals as a result of the high level of insecurity in the country[15].   Insecurity has been described as a breach of peace and security whether historical, ethno, religious, civil, political and psychological that have contributed to prevalent conflicts the country has witnessed over the years, resulting to war and destruction and loss of lives and properties, in which the education sector has not been left untouched. He explained further that during the pre-colonial and colonial era, insecurity was a small matter handled mainly by the federal government through the ministry of internal affairs. 

The spate of insecurity in Nigeria particularly Northern Nigerian states has literally halted tertiary education to the effect that most students and lecturers alike now learn under fear. This has not only slowed down the level of human capacity building in the states, it has drastically hindered and affected the quality of the delivery of education in the affected institutions.

The following are some of the examplesof some of the incidences that just happened recently concerning insecurity in some higher institutions in northern part of Nigeria:

1. Firstly, Federal University Dutsinma in Katsina State was attacked by the armed bandits on 4^th October, 2023 and the bandits were reported to have kidnapped several students and up to the time of this research, they remained in captivity. 
2. Secondly, Federal University Gusau in Zamfara State as well was attacked on 22^nd September, 2023. The bandits were reported to have kidnapped more than 24 female students and up to the time of compiling this research, about twenty (20) of them remained in captivity. The incessant kidnappings of students often recorded in parts of these universities in both Katsina and ZamfaraStates, has left these institutions in desolation as most of the students in these institutions have now overstayed in their programmes, thereby leading to frustration and further breed of insecurity in the state. For example, most students that ought to have proceeded for their several levels, National Youth Service Corps, labour market or marriages, are unable to do so due to delays and fear that was thrown into their minds.
3. Third is another example of an incidence that just happened on Monday 2^ndOctober, 2023. Around 8:00 PM, there was an information concerning another attack by the suspected armed bandits in Usmanu Danfodio University, Sokoto that thrown most of the students in fear which led the students to run helter-skelter in the university and to even outside for their lives. As a result of this, most of the students are currently living in fear of being attacked, the fear that will definitely without doubt affect the quality of their education. There were already several information concerning the movements of the bandits and their attacks in the nearby villages closer to the institution for long.
4. Lastly, in the University I came from by name Umaru Musa Yar’adua University Katsina (UMYUK), which is also nearest to Federal College of Education (FCE) and Hassan Usman Katsina Polytechnic (HUKPOLY), there were several attacks by the bandits in the nearest villages few kilometers away from these institutions that even led the State government to deploy the military officers to safeguard these areas. There is a presence of military personnel currently in Umaru Musa Yar’adua University safeguarding both male and female hostels as well as the staff quarters. They are also going round day and night in the entire environment. This made most of the students to live in fear of being attacked by the bandits and this fear will without doubt affect the quality of their education.

So, considering the above mentioned examples and several others,one will easily understand that, the students will not be totally focused on their studies as they will not have peace of mind. They will always be in fear in their schools with the menace. Evidence shows that, deviant behavioural traits are on the increase in the country generally and in the higher education system specifically.

In the view of Omorogbe,[16] the insecurity in the country possessed the capacity to drastically reduce the performance, aims and objectives of the education system and if not checked, may totally destroy the education sector in the country.Nigerian tertiary educational institutions are established with the primary purpose of giving the students a sound and qualitative education so as to be able to function effectively in any area they find themselves so as to be productive in society Most of the Nigeria tertiary institutions are finding it pretty difficult to actualise these goals due to the incessant insecurity in the Nigerian state. Under the present insecurity situation in the country, effective teaching and learning cannot be realizable[17].

Quality education also promotes the spirit of nationalism and patriotism among youths. Through education, it has been discovered that youths develop positive attitudes of togetherness, comradeship and cooperation towards the entire nation. 

UNESCO has stated that “No development can be possible without humans, and no humans can reach development without quality education”.  It is in light of this, that Anadi^[18] opined that, for a nation to be developed and secured, there must be a very considerable proportion of trained educated citizens in that nation not only to act as doctors, engineers, teachers, agriculturist, scientists, and the likes, but also to create a new class sufficiently large and hence, sufficiently strong to establish its own values of justice, security, selection on merit, flexibility, empiricism and efficiency. For this to be actualized, our education system (primary, secondary and tertiary levels) must be practical and functional. 

Therefore, quality education is the primary agents of national security and development for bringing the vision of society into reality. “For example, if the militants, Boko-Haram, armed robberies and kidnapers were properly nurtured with quality formal, informal and indigenous education from the grass root level, all these security threats/challenges such as terrorism, riots/civil unrest, demonstrations, intolerance, cult-related criminal acts, religious intolerance, arm robbery, intra and inter-ethnic strife, drug trafficking, human trafficking, kidnapping, hijacks and many other vices threatening lives and properties would not have been in existence.^[19]

Conclusion

Tertiary education is a very important educational system that its contribution to the socio-economic and technological advancement cannot be underestimated. Tertiary education is the type of education that cannot be overlooked because of its roles in the transformation of the society and country at large. Although, the achievement of total or absolute security would be a mirage or to say the least an exercise in futility, as no country in the world or any known human society has achieved such an enviable feat. The contemporary security challenges in the country have not only raised critical questions bordering on the formulation, implementation and execution of Nigeria’s educational policies cum philosophy and internal security policies but also the effectiveness of the security agents to perform their statutory responsibilities with patriotism. The purpose of education in modern times is wider in scope than in preliterate societies. Education now shapes politics, culture, family, economy among others. As the society is dynamic and constantly changing and growing, education must follow suit. In fact, changes most often are affected through the educational system of a country. Educational system must change to meet the aspirations of individuals and those of their countries, otherwise, it becomes irrelevant.

Recommendations  

On the basis of this, this paper recommends the under listed points/suggestions, as panacea for this seemingly intractable insecurity challenges in Nigeria:  

1. The Federal Government (FG) should formulate and effectively implement policies and programmes capable of addressing the causes of insecurity in Nigeria – such as high level of illiteracy, poverty, unemployment, environmental degradation, dearth of infrastructural facilities and uneven development among others. 
2. There is a need for collective security arrangement by all levels of government in Nigeria Federal, State and Local governments. The current arrangement where security apparatuses are totally in control by the central/federal government needs to be looked into and redressed. This is where the issue of community policing comes into focus. This security configuration should produce a committee at village, community, local, state and federal levels with the responsibility of providing sensitive security information for security agencies at their areas of operation. This will ultimately assist in identifying criminals, their sponsors and hideouts in the country. 
3.  Federal Government should reorganise the country’s intelligence system and build a capable and more proactive security apparatus in Nigeria. This will add more values in checking incessant bombings, robbery, kidnapping and violent crimes/crises by hoodlums in the country.  
4. The federal government should formulate the and effectively implement policies and programmes capable of addressing the root causes of insecurity in Nigeria such as high level of illiteracy, poverty, unemployment among others.
5. There is need for a quality education for the masses which is the key.

References

1. Albert, I. O. (2004): “Explaining the security challenges in contemporary Nigeria”. http://www.fellow%zo.investiture{1}pdf.
2. Ajibade, D. (2013). Students’ Crisis in Nigerian Tertiary Institutions: A Review of the Causes and Management Style. Khazar Journal of Humanities and Social Sciences. 10 (5) 5-7.
3. Beland, D.P. (2005). “The Political Construction Collective Insecurity: From moral panic to blame avoidance and organized irresponsibility”, Center for European Studies Working Series.
4. Best, S. G. (2006). “The Method of Conflict Resolution and Transformation in Shedrack  Gaya Best” (ed) Introduction to Peace and Conflict Studies in West Africa. Ibadan:  Spectrum Book Ltd.
5. Eme, O. I. (2011), “Ethno-religious identities in Nigeria; implications for good governance in Nigeria”. Journals of Social Sciences. Vol. 2.1
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7. Iyoha, A. E. Odion, H.A, & Dare, R.C, (2010).“Evil on campus exposed”. Benin City:Matilo World Print publication.
8. Lehr, C.A. (2004). “Positive School Climate: Information for Education”. National Association of School Psychologists. Retrieved  on 20^th  May, 2021 from

http://www.nasponline.org/school-climate.hopd

• Omorogbe, E.A.  (2016)“The Ugly Trend of Insecurity in Nigeria and its Impact on Education”. Journals of Africa Educators. Vol 5, No 3.
• Olamosu, B.(2000). “Crisis of Education in Nigeria”. Ibadan: Book Farm Publishers.
• Protect Education Attack, (2020). “Global Coalition”: Sourced online from GCPEA on 9^TH July 2020.
• Salami, A. A. (2004). “Nigerian Student and Campus cults: Quest for Recognition”. The Polymath, Journal of the MoshoodAbiola Polytechnic, Abeokuta:  1(2). 75-87. 
• Ugwu, A. N. (2013). “Conflict management for sustainable community development in Nigeria in the 21^st Century”. In B.A. Eheazu, C.N. Barikor and I. S. Nzeneri. (Eds). Readings in adult and non-formal education. Port Harcourt, University of Port Harbourt Press (1) 199-211.
• Achumba, I. C. et al. (2013). “Security Challenges in Nigeria and the Implications for Business Activities and Sustainable Development”. Journal of Economics and Sustainable Development, Vol. 4, No. 2.
• Adagba, O. et al. (2012). “Activities of Boko Haram and Insecurity Question in Nigeria”.

Arabian Journal of Business and Management Review, Vol. 1, No. 9.

1. Adeola, G.L. and Oluyemi, F. (2012). “The political and security implications of cross border migration between Nigeria and her Francophone Neighbors”. International Journal of Social Science Tomorrow, Vol. 1, No. 3, pp 1-9.
2. Aliyu, A. (1998). “Nigeria Economic Breakthrough: The Abacha Strategies”. Abuja: The Family Economic Advancement Programme.
3. Baldwin, D.A. (1997). “The Concept of Security”. British International Studies Association.
4. Edeko, S.N. (2011). “The proliferation of small arms and light weapons in Africa: a case study of the Niger Delta in Nigeria”. Sacha Journal of Environmental Studies. Vol.1, No. 2, pp 55-80.
5. Tella, C.M (2015), “Insecurity in Northern Nigeria: Causes, Consequences and

Resolutions”. International Journal of Peace and Conflict Studies vol.2, N0.4, PP.23-36

• Emmanuel I. Obarisiagbon& Emily O. Akintoye (2019). “Insecurity Crisis in Nigeria: the Law Enforcement Agents a Panacea”.Journal of Sociology and Social Work, vol.7, N0.1, pp.44-57.

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[1]Osakwe, N. R. Achieving National Security and Development through Quality Education in Nigeria, Research Journal in Education, 19(1), 80-83. (2013).

[2]Anadi, C. C. “Governments and Education in Nigeria: Concern for Sustainable National Development”: Issues in Education, Government and Development. Benin-City: Institute of Education, University of Benin. (2008).

[3] (https//en.m.wikipedia.org) 2013.

[4]Ogheneakoke, E.C. “Social Studies and National Security” in W.P. Akpochafo and D.I.Mezieobi(ed.),Social   Studie  and National Security in Nigeria, Enugu; Oshilo Consults. (2014).

[5]Otoibhi, B. “Resolving National Security Challenges”: Our Reader, July 5^th 2012. 

[6] Brown H. “National Security”: http://en.wikipedia.org/wiki/nationalsecurity. Retrieved 7th June, 2013. 

[7]Osakwe, N. R. Achieving National Security and Development through Quality Education in Nigeria, Research Journal in Education, 19(1), 80-83. (2013).

[8](https//en.m.wikipedia.org).

[9]Achumba et al, 2013.

[10] Albert, I.O. (2004): Explaining the security challenges in contemporary                      Nigeria.http://www.fellow%zo.investiture{1}pdf.retrieved12/7/21

[11]Nasiru Z. (2020). “Insecurity in Nigeria” Causes and Solutions” Journal of Studies in Social Sciences, Federal University, Dutse.

[12]Aliyu, A. (1998). Nigeria Economic Breakthrough: The Abacha Strategies. Abuja: The Family Economic Advancement Programme.

[13]Osakwe, N. R. Achieving National Security and Development through Quality Education in Nigeria, Research Journal in Education, 19(1), 80-83. (2013).

[14] UNESCO (2010). The Quantitative Impact of Conflict on Education. UNESCO institute for statistics.

[15]Osakwe, N. R. Achieving National Security and Development through Quality Education in Nigeria, Research Journal in Education, 19(1), 80-83. (2013).

[16]Omorogbe, E.A.  (2016), The Ugly Trend Trend of Insecurity in Nigeria and its Impact on Education. Journals of Africa Educators. Vol 5, No 3.

[17]Iyoha, et’al, 2010

[18]Anadi, C. C. “Governments and Education in Nigeria: Concern for Sustainable National Development”: Issues in Education, Government and Development. Benin-City: Institute of Education, University of Benin. (2008).

[19]Osakwe, N. R. Achieving National Security and Development through Quality Education in Nigeria, Research Journal in Education, 19(1), 80-83. (2013).

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Abstract

This paper is a study of Information Communication Technology (ICT) for functional education in schools yesterday, today and tomorrow. The study shows that Information and Communication Technology (ICT) can make lots of impacts in the educational practice in schools. Information and Communication Technology (ICT) has become a strong agent for change among many educational practices. It is evident from the study that the efficient use of Information and Communication Technology (ICT) in schools will greatly enhance the desired growth both in the education and every aspect of students and educators. The use of Information and Communication Technology (ICT) in education lends itself to more student-centered learning settings; it enhances continuing and distance learning education. Information and Communication Technology (ICT) enhances teaching, research and effective and efficient school administration. Indeed, with the world moving rapidly into digital media and information, the role of (ICT) in education is becoming more and more important and this importance will continue to grow and develop that’s, (yesterday today and tomorrow). Thus, the paper suggests that Information and Communication Technology (ICT) in developing schools’ is not only for educational development only, but also as well as a way of socio-economic development of institutions, educators and, the entire Nigeria as a nation.

Keywords: Information and Communication Technology (ICT), Functional Education, Schools, Students and Educators.

Introduction

Etymologically, the phrase Information and Communication Technology has been used by academic researchers since the 1980s, and the abbreviation ICT became popular after it was used in a report to the UK government by Dennis Stevenson in 1999, and in the revised National Curriculum for England, Wales and Northern Ireland in 2000. But in 2012, the Royal Society recommended that Information and Communication Technology ICT should no longer be used in British schools “as it has attracted too many negative connotations”, and with effect from 2014 the National Curriculum uses the word computing, which reflects the addition of computer programming into the curriculum. Variations of the phrase have spread worldwide, with the United Nations creating a “United Nations Information and Communication Technologies Task Force” and an Internal “Office of Information and Communications Technology

ICT is an acronym that stands for Information and Communication Technology. It is a composite term, which embodies three important concepts: information, communication and technology.¹ submits that that to understand the term ICT, one must understand all the three concepts. He then defines information as scientifically processed data which aids decision making.², information means data that has been put into a meaningful and useful context and communicated to a potential user who uses it to make decisions.³ also defines communication as the transfer or exchange of information from person to person or from one place to another, while he describes Technology as the use of scientific knowledge to create tools for enabling human beings to subdue environmental hazards and obstructions to comfort. The computer, telephone, cell phone, GSM handsets, television, radio, etc are given as examples of products of communication technology. Coming to the definition of ICT,⁴ defined it in: The acquisition, analysis, manipulation, storage and distribution of information; and the design and provision of equipment and software for these purposes. Elsewhere, ICT is also defined as the various technologies that enhance the creation, storage, processing, communication and dissemination of information. ICTs also refer to the different infrastructures used in these processes, their applications and the numerous services these infrastructures render.

The elements of ICTs include communication media e.g. radio, television, information machine (e.g computers) and telecommunications technologies and equipment (e.g satellites, fibred optic cables, phones, and facsimile machines).Telecommunications infrastructures in particular have turn out to be the driving forces of ICTs because they have the ability to link all various ICT elements together irrespective of locations and to provide a converging platform for them all.

The role of Information and Communication Technologies (ICTs) in the 21st century education system has been described as vital to keeping abreast with rapidly changing. Its importance has been translated into huge potentials in terms of positive outcomes, although investments in ICTs in Nigerian’s education system have not yielded much when compared to similar investments made in communication⁵.

The field of education in Nigeria and entire global has certainly been affected by the penetrating influence of ICT worldwide. ICT has made impact on the quality and quantity of teaching, learning and research in the institutions using it⁶. According to Ololube, Ubogu and Ossai, the introduction of ICT usage, integration and diffusion has initiated a new age in educational methodologies, thus has radically changed traditional method of information delivery and usage patterns in the domain as well as offering contemporary learning experience for both instructors and learners.⁷ ICT has the potential to accelerate, enrich and deepen skills, motivate and engage students in learning; helps to relate school experiences to work places, helps to create economic viability for tomorrow’s workers, contribute to radical changes in school, strengthens teaching, and provides opportunities for connection between the school and the world.⁸ described Information and communication technology (ICT) as electronic technologies used for information storage and retrieval. According to the Online Oxford Dictionary, Information and communications technology or information and communication technology, usually abbreviated as ICT, is often used as an extended synonym for information technology (IT), but is usually a more general term that stresses the role of unified communications and the integration of telecommunications (telephone lines and wireless signals), computers, middleware as well as necessary software, storage- and audio-visual systems, which enable users to create, access, store, transmit, and manipulate information. In other words, ICT consists of IT as well as telecommunication, broadcast media, all types of audio and video processing and transmission and network based control and monitoring functions. ICT as described by Scott (2002) encompasses a range of applications, communications and technologies which aid information retrieval and research communication and administration. These include online databases, library services and online services and fax machine. It has become a global phenomenon of great importance and concerns in all aspects of human endeavor, spanning across education, governance, business, labour, market, shares, productivity, trade, agriculture, commerce and others. The expression was first used in 1997 in a report by Dennis Stevenson to the UK government and promoted by the new National Curriculum documents for the UK.¹⁰

Concept of Information And Communication Technology (ICT).

Information:

When you are curious about something, you made enquiries and you get some results. These results, when stored or compiled, they help you to confirm or reject your assertions or help you make decisions. These results are facts or details that tell you something about a situation, person or events. (Williams and Sawyer, 2005). In essence, Information is therefore the facts or details that are summarized or manipulated for decision making.

Communication:

Communication could be seen as a complex phenomenon without which no human activity is complete. It is basic to every day existences because though communication we can acquire knowledge to conquer our environment. If this knowledge is impaired, human beings could be reduced to robots because both the mental and physical alertness will be impaired. The giant stride made in technology is a result of improved communication system. Communication means different things for different people. To a broadcaster or a teacher, it could mean the sharing of ideas between two or more people, the transmitting of information from the source (sender) to the destination (receiver), to a technology-based person, as described by O’Leary¹², it could mean the process of sharing data, programmes, information between two or more computers. Communication could be verbal or non-verbal. It could occur between two animals, man and lower animals, between man and machine, animal and machine, and between machine and machine ¹³.

Technology:

Technology dates back to the beginning of man’s history. It is a means of applying solution to problems encountered. The Early man invented fire to keep himself warm, cook and preserves his food. Technology means several things to several people. It is scientific. This informed the definition of Galbraith¹⁴ which described technology as “the systematic application of scientific or other organized knowledge to practical task.” Akanbi¹⁵ also described technology as “an application of scientific knowledge and principles about human learning, communication and management to the solution of problems in teaching and learning. Process of applying a means that could solve the problems or needs of man is technology. This is intrinsically related to the culture and needs of man. Thus we have print technology, textile technology, and educational technology.

The Internet:

This is the heart of information age. It is called “the mother of all networks.” It is a large computer network available to everyone with a microcomputer and a means to connect it. It is a worldwide computer network which connects hundreds of thousands of smaller networks. The network is made up of wires, cables and satellites. Internet networks links educational, commercial, non-governmental agencies, military as well as individuals.

World-Wide-Web (WWW):

This is the multimedia aspect of the internet. It is often called the ‘web’. It is the media inter-connected system of internet computers (called servers) that support specially formatted documents in multimedia form. The word is from ‘multiple media’ meaning technology which presents information in more than one medium such as text, still images, and sound. It is the sequential or simultaneous use of variety of media format in a given presentation or self-studied programme.

Local Area Network (LAN):

This is a network with allows all the personal computers under the same roof to share the same peripherals. It connects, usually by cables, a group of desktop, Central Processing Unit CPC and other devices, such as printers, in an office or a building. It could also be the networking of home appliances, linking stereos, lights, heating system, phones, radio, television, teleconferencing, mobile learning devices, etc.

What is Information and Communication Technology in Education?

Information and communication technologies (ICT) in its application consist of hardware, software, networks and media for collection, storage, processing, transition and presentation of information (voice, data, text and images) (World Bank, 2002). According to Cox¹⁶, it is the design, study and use of process representing physical, hypothetical or human relationships, employing collection, creation, storing retrieving, manipulation, presentation, sending and receiving of information. He also remarked that it refers to electronic and / or computerized devices and associated human interactive materials that enable the user to employ them for a wide range of teaching and learning processes in addition to personal use. According to Federal Ministry of Education FME¹⁷ Information and Communication Technology ICT is the art and applied sciences that deal with data and information. It encompasses all (equipment including, computational machinery, computers, hardware, software, tools, methods, practices. Processes, procedures, concepts, principles and the sciences) that come into play in the conduct of information activities: acquisition, representation, processing, presentation, security, interchange, transfer, management, organization, storage and retrieval of data and information. Several different types of technology could be used to maintain and improve learning. All from digital moviemaking, video content, to handheld technologies and laptop computing has been used in classrooms. Likewise, new usage of technology such as pod casting are constantly emerging¹⁸. From Marshal’s view point, a variety of technologies bring different types of package and provides different purposes in the classroom. E-mail and Word processing promotes communicational skills; spreadsheet and database programmers promote organizational skills; and software for modeling promotes the basic understanding of Mathematics and Science concepts. It is imperative to look at how these electronic technologies vary and what type makes them essential as a van for education¹⁹.

Available technologies in classrooms nowadays vary from simple tool-based functions for example word processors, to scientific repositories of online data. Others are handheld computers, primary historical documents, two-way distance learning classrooms and closed-circuit television channels.²⁰ emphasized that even the mobile phones that a lot of people now take with them can be used to gain knowledge. In accordance with²¹ all technology is possible to play diverse roles in the learning of students. Instead of trying to illustrate the effect of all technologies by putting them as the same, researchers ought to consider the various types of technologies that are being used in class-rooms and for what intentions. Two universal differences can then be looked at from   literature.

Learners can study from computers where technologies are used basically as teachers and tend to enhance student’s essential knowledge and skills. Furthermore, it is feasible for them to be taught with computers where technologies are used as tools that can be used in varieties of goals in the knowledge acquisition process and can be as resources to help in the development of advanced order thinking, research skills and creativity²², said that the primary structure of student studying from computers is explained as DES (Discrete Educational Software), CAI (Computer-Assisted Instruction), ILS (Integrated Learning System), and CBI (Computer-Based instruction). Applications of this software are also the most broadly accessible applications of learning machinery in schools nowadays, alongside the word-processing software, and have immensely helped in classroom for over 20 years²³.

Elucidates that teachers employ the use of (Discrete Educational Software) DES not only to enhance teaching, as in the previous years, but to provide means for self-study, bring in topics, and give chances to learn ideas otherwise difficult to get to students. The software also performs two key hypotheses about how computers can aid learning²⁴. Primarily, the user’s capability to relate with the software is barely described in methods intended particularly to encourage studying with the tools. Secondly, computers are seen as a medium for acquiring knowledge, to a certain extent than as tools which may perhaps support more learning. As Discrete Educational Software (DES) is known as the universal method or approach to computer use in student’s acquisition of knowledge. Of late, the usage of computers in schools has developed more varieties as educators identify the potency of studying with technology as a way of enhancing or improving student’s problem solving abilities and reasoning.

 Remarks that “this move that has been motivated by the superfluity of communication devices and new information now more available to students at home and in school, each of which gives new enablement to students and teachers alike for enhancing and improving student success and to meet demands the 21st century skills.²⁵“

This therefore shows that Information Communication Technology ICT is an indispensable part of the contemporary world. ICT has been in a system, but its application has been a matter of concern especially in developing countries. Advanced nations of the world have used ICT to a great advantage for example of countries like America, Canada, Britain’s. In education some of the technologies that are being used to enhance teaching and learning include the following; Radio Sets, Television, Video Discs, Computers, Smartphones, Virtual Library, Virtue Classroom, Virtual Laboratory, Podcast /Webcast etc.

The use of these new technologies requires skills and competences which must be acquired by both the teacher and learner. The application of ICT in education will continues to grow and recent advances are likely to also increase their range and applications dramatically. Access to these tools thus becomes a matter of critical importance for the schools and the science teachers that seeks to become viable and effective in teaching his / her students, and providing them with adequate skills and capacity to live in a technological oriented world.

Information and Communication Technology (ICT) is an indispensable part of contemporary world. In fact, culture and society have to be adjusted to meet the challenge of the knowledge age. The importance’s of ICT has brought about rapid technological, social, political and economic transformation which has led to a network of societal organized world. The information age, is epitomized by the unprecedented growth in the access to information enabled by new technologies which emerge from time and in every generation. However, new technologies defer in the nature, sources, impact, and rate of diffusion, purpose and ability to generate newer or better technologies. Generic technologies, a name given to technologies with disruptive or radical impact on social and economic system are not so common. Any generation that experiences at least the emergence of one generic technology is economically widened and often has profound benefits that result in considerable human welfare. The stream engine revolutions in the 19^th century are major examples of generic technologies.

The Role of Information and Communication Technology (ICT) in Enhancing Education in Developing Countries

ICT is one of the driving forces of globalization because it faces the rapid transformation of remote and isolated information units into global inter-connected super highways, it is a transforming mechanism that can influences the way its live by converting our societies into truly knowledge based, therefor ICT impact so much in enhancing education, Considering the importance of ICT in national development as well as education in particular. Below are some of the vital roles ICT can play in enhancing education in developing countries:

1.  Access to information:  student who uses computer in the classroom has access to more information to propel his/her learning. Can research a topic the teacher talks about in the classroom, using the internet. Many textbooks come with computer, a Compact Disc CDs is a portable storage medium that can record, store and play back audio, video and other data in digital form. To supplement classroom learning. Educational software programs, as well as online-based games, promote learning as well. All of these resources become quickly accessible with a computer in the classroom.
2. Improved Technology Skills: students who access computers in the classroom will build their computer skills, which are invaluable in a technologically sophisticated society. By the time computer use becomes mandatory at the nursery, primary and secondary schools, and universities levels, students will be well-versed in using basic word processing programs, doing computer-based research and typing. Building these skills at a younger age by way of classroom computers can pay dividends as learners move through middle school, high school and perhaps beyond. Students also learn to work with the computer programs, such as word processors and Web browsers.
3. Learning enhancement: students might explore the Internet to find illustrations related to subjects they are studying. Science students might browse scientific magazines or websites. Students also use computers to perform research for their assignments. Interaction in classroom has always enhanced the learning process, as interactivity bring students a more thorough understanding of course material, these ‘extras’ are limited and not always possible for many subjects, however, with the power of a computer, online extras lessons  are easily accessible. Computers allow students and teachers to access additional tools in learning process.
4. Educators or Teachers: computers are versatile tools that can relate to many aspects of life, from communication research to problem solving, teachers can use the Internet to connect and interact with students via social networking sites and class blogs, share resources, expertise and advice, computer technology offers flexibility in when and where tasks are carried out. Gains in computer technology, literacy skills confidence and enthusiasm. Easier planning and preparation of lessons and designing materials. Access to up-to-date pupil and school data, anytime and anywhere.`
5. Individualization of instruction: its providing opportunities for individual to received instruction, the learner, through the application of Information and Communication Technology ICT can receive instruction alone anywhere and time that is comfortable and convenient for him/her. The internet is good tool to do this ²⁶.
6. Instructional materials: provide enrichment of teaching materials to teachers, the application of Information and Communication Technology ICT to teaching helps the teacher with rich materials to use in classroom thus guaranteeing higher quality standards in schools.²⁷.

How Can ICT Be Integrated Into Teaching and Learning Process

 Promoting ICT and having it integrated into teaching and learning process integration in teaching and learning process. Is it worth investing so much money? What advantages do ICT have in education? Many researchers have given their view points about the advantages and how Information and Communication Technology ICT can be integrated in curriculum.

Believed that the basic skills of the future are the use of powerful technologies.²⁸ The ^traditional textbook can no longer fulfill the need in the rapid changing and the information-explosion world. He asserted that the traditional teacher-cantered approach makes classroom no longer an effective system to prepare students for the realities which they face in the near future.

Pam.²⁹ stated that technology works best as a supporting tool-making complex processes or creative experience either possible or easier to accomplish task. He thought that technology can offer new ways to provide meaningful, real-life context for learning, it also allows students to collaborate with peers and experts across the country and around the World.

Rose³⁰ described Information and Communication Technology ICT as good as, or even better than, traditional method of teaching and learning as it being limitless of time and space.³¹ pointed out that suitably integrated computer use can contribute to successful results in the classroom as to: support teaching and learning, support children’s socialization, enable children with disabilities to integrate and enables a teacher to duplicate excellence.

According to Kayode³², integration of ICT in teaching requires understanding at a deeper level to facilitate the development of strategies and process to identify opportunities, solve problems and evaluate solution. They believe that these higher-level objectives require not only technical knowledge and skills, but the ability to choose an effective strategy for a problem.³³ shared his view that the technology is only a tool to both teacher and student. The effectiveness of the tool depends entirely on the skills they bring to the learning process. He believed that the teachers’ task is thus to nurture the student’s willingness to learn.

New technologies contribute to the ways of learning knowledge, skills and attitudes, but still dependent on pre-requisite knowledge and type of learning activity. New technologies spur spontaneous interest more than traditional approaches of learning. Students using new technologies concentrate more than those in traditional settings. Moreover, the above outlined points are balanced by further genuine observations: Benefits of Information and Communication Technology ICT for students are greatly dependent on the technological skills of the teachers and their attitudes towards technology. Skill and attitude in turn are largely dependent on the staff training in this area, United Nations Educational, Scientific and Cultural Organization UNESCO³⁴.

 ICT in Teaching and Learning Process

Information and Communication Technology have made a tremendous impact in all aspects of human activities including education. Apart from reducing the world to a global village, it has made the most tremendous impact in education. It revolutionized education by making all vital information available to the learners. This is why Gates³⁵ noted that the most fundamental difference between today and the future is that information will be created, stored, and transmitted in digital formats. With ICTs the learners can access information from different parts of the world and they no longer depend solely on the teacher for information. In fact, learners who have access to ICT facilities such as internet and use these facilities in their learning can be said to be more versatile than their teachers who have no access to these ICT facilities.

For teachers to be relevant in this new information and technology age, teacher education or training must adopt ICT programmes in their training. The incorporation of ICT into teacher education curriculum not only positions the teacher to be more effective and efficient but also, to remain relevant in the new world ruled by information and communication technologies. In view of the importance of ICT in enhancing education in developing countries and national development in general and educational advancement in particular. The prospects and accuracy of speed to each of these administrative tasks like data processing, recording keeping, along with the convenience of storing large quantities of information on a compact disk is prevailing condition in school administration and management in Nigeria is indeed encouraging. A benefit of information and communication Technology to students has invaded every aspect of lives, including the school. Many educators incorporate technology into the classroom any way they can, and classrooms often include a computer for students to share. Students who learn in a classroom with computer access a number of educational advantages. From expanding their world views to engaging in projects with their peers, students with computer access stay well connected with the following benefits³⁶ as listed below:

• As a matter of policy, all countries should be equipped with minimum specific numbers of computer in an Information and Communication Technology ICT laboratory and be put into effective use for both teachers and students
• Management of each school should take an active role in creating  awareness through media, workshop and seminar about Information and Communication Technology ICT
• There should be Study tour and film trip so as to assist educational administrators on how Information and Communication Technology ICT can support education administration and how it can impact learning process.
• Management of the institutions should collaborate with private sectors and Non-Governmental Organization NGO to fund Information and Communication Technology ICT in all level of education in Nigeria
• Information and Communication Technology ICT should be combined with more traditional technologies such as books and radio and be more extensively applied to the training of teachers
• Government should create Information and Communication Technology ICT awareness and ensure universal access in promoting diffusion into all sectors of the schools
• Government should create an enabling environment and facilitate private sectors investment in the Information and Communication Technology ICT.

Challenges of Integrating ICT into Teaching and Learning Process in Nigeria 

The major challenges identified in Information and Communication Technology ICT teaching and learning practices are:

I.          Interrupted electricity supply or no supply at all

II.        Poor funding from government, federal, state and local government

III.       Lack of monitoring and evaluation

IV.       Phobia of technology on the part of teachers resulting in the poor utilization of existing facility.

V.        Information and Communication Technology ICT policy on education not accompanied by a detailed implementation plan or commitment from governments to implement the policies.

VI.       Shortage of Information and Communication Technology ICT professionals and lack of educator with ICT skills.

VII.     Information and Communication Technology ICT equipment: equipping schools and colleges with ICT equipment is very expensive due to hardware and software purchase as a well as the recurrent costs associated with maintenance and support

VIII.    Managements attitudes: the attitudes of various management in and outside institutions towards the development of Information and Technology ICT related facilities such as the internet and procurement of computers is rather slow in some instances, and in others there are no aids or support by the government at all,³⁷.

Merits of Using ICT in Teaching and learning Process Enhancing Education

Information Communication Technology (ICT) has a revolutionary impact on educational methodology globally. The challenges for school system throughout the world are that of providing an effective education for all students in schools which will prepare them for inclusive participation in the work place, social environment, and political sphere.

Countless millions of students are dropping out of school due to the seeming irrelevancy of education to their lives,³⁸. The major focus in any educational institution should be, that good norms and value are impacted to students at all level for the development of the society and humanity.

Information and Communication Technology (ICT) have introduced a new era in traditional methods of teaching and offering new teaching and learning experience to both teachers and students. Hence the Nigerian educational environment should take advantage of this capability to provide easy access to information, since technologies enable the visualization of educational materials in innovative and realistic manner. However, in our nation today, it is obvious that this revolution in education is not widespread, therefore, there is a need to strengthen.

The history of utilization of media in human communication started as far back as the Stone Age where the surface of rocks and stone served as the medium of communicating visual information. This later developed to the use of the blackboard, chalkboard and later printed materials which were combined with verbal communication. These were effective then because the teachers were the only source of knowledge and information. As new technologies were developed in the era of entertainment and information dissemination there were distraction in the classroom as students became restless so much that educators were challenged to do research in   media disseminating information as presented by Shabari,³⁹. They remark that the outcome of research to make learning interesting brought about technologies in the classroom.

There is no gain saying that Information and Technology ICT has had great impact on every facet of human existence in our world today. The application of ICT in education enhancing developing countries has made significant impact on the quality and quantity of teaching-learning and research in the traditional educational institution. According to Kurache as ⁴⁰, institutions that encourage their teachers and learning to use ICT are more efficient and productive. Information and Technology ICT enhances teaching and learning as it involved the usage of a variety of tools to enhance and facilitate teacher’s pedagogical activities through it dynamics interaction, flexible and engaging content. To this end, Mohammed⁴¹

1.         Improved teachers handling of large classroom

2.         Developed teachers interest and confidence in his or her work

3.         Sustained life-long learning

4.         Promotes teacher’s capabilities to carry out meaningful research

5.         Promote effective and meaningful research

6.         Promote effective and efficient education administration

7.         Teachers studying by distance or long vacation programmes have access to information from lecturers or internet and others sources.

Recommendations    

There should be awareness campaign at all levels as teachers’ interest in Information and Communication Technology ICT is low.

Education Resource Centre’s in all state and local government areas should be provided with Information and Communication Technology ICT facilities that will be accessible to all teachers within the zone for practices.

Information and Technology ICT should not be restricted to a single course but should permeate all courses in the teachers training programmes and institutions of learning in Nigeria 

Government should ensure that costs of connectivity, equipment maintenance and support are affordable for individual, institutions or ensure that there is provision to cover the cost centrally.

Teachers’ trainees at all levels and their trainers in Nigeria should be directed to possess computers by the institutions authorities. (Loans could be arranged for them through the banks)

Funding, government at all levels should make Information and Communication Technology ICT a matter of priority, provides the specifically needed for the training of teachers in computer education who shall in turn be equipped with ICT knowledge and skills to teach students computer or ICT basic.

Conclusion

The National Policy on Education (FRN) as revised⁴², re – emphasized the need for the integration of Information and Communication Technology ICT in the Nigerian educational system. This is an acceptance of the need to go beyond computer to the level of ICT also the need for infrastructure. Three major objectives, among others were emphasized in the Nigerian National policy for Information Technology FRN,⁴³. These are to empower youths with ICT skills to prepare them for good impact in society.

Competitiveness in a global environment, integrate Information Communication Technology ICT into the mainstream of education and training and establishment of multifaceted Information and Communication Technology ICT institutions as centers of excellence of ICT. To achieve these objectives, nine major strategies were outlined. These include

i. Making Information and Communication Technology ICT compulsory at all educational institutions

ii. Developing Information and Communication Technology ICT curricular for all levels of education

iii. Using Information and Communication Technology ICT in distance education

iv. Information and Communication Technology ICT companies’ investment in education

v. Giving study grant and scholarship on Information and Communication Technology ICT

vi. Training the trainers’ scheme for youth corps services on Information and Communication Technology ICT

vii. Information and Communication Technology ICT capacity building at the zonal, state and local government levels

viii. Establishing private and public dedicated Information and Communication Technology ICT institutions

ix. Working with international and domestic initiative to transfer Information and Communication Technology ICT knowledge.

The vision to make Nigeria an Information and Communication Technology Information and Communication Technology ICT capable country in Africa and a key player in the information society by using Information and Communication Technology ICT as an engine for sustainable development and global competitiveness is yet to be achieved; this is because Information and Communication Technology ICT is at particularly a dynamic stage in Africa and Nigeria is not left out.

 References

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3. Womboh, & Abba, Op Cit P.59
4. Womboh, & Abba, Ibid. P. 62
5. Atureta, K,  U The Power of Information and Communication Technology in Nigeria Schools, 2011. P. 45-50. 52
6. Kwacha, H. et al. Challenge of rural people to reduce digital     divide in the     globalized world: Theory and practice. Government Information Quarterly, 2007.P.404-406, 409, 501.
7. Ololube, N. P. M.; Ubogu, A. E. &Ossai, A. G. ICT and distance education in Nigeria: A Review of Literature and Accounts. International Open and Distance Learning (IODL) Symposium.2007. P.71-72.
8. Adomi, & Kpangban, Information and Technology for Development of Humanity, 2011.P,91-94.
9. Carlson, S. and C. T. Gadio. “Teacher Professional Development in the Use of Technology”, in Haddad, W. and A. Drexler (eds). Technologies for Education: Potentials, Parameters, and Prospects. Washington DC: Academy for Educational Development and Paris: UNESCO.2002.P.221-225
10. James, M. & Scott, H. National Curriculum documents for the UK higher schools Information Technology IT 2009. P.24-27 40-42.
11. Williams, O & Sawyer, R Gender differentials in the adoption and use of          informationand communicationtechnologies by lecturers in Nigerian Universities, in Archibald, J., Emms, 2005, P.31-34. 55
12. Leary,O  Powerful learning environments: unraveling basic components and   dimensions. Oxford: Pergamum/Elsevier.2003, P.87-89
13. Ogunmilade, G.A., Ogunlusi, R.O. &Bajulaiye, A.A. Information and             Communication Technology and Science Technology and Mathematics     Education: Implications for Primary Schools. STAN Proceedings of the 44th          Annual Conference (ed) HeinemanEducationa Books (Nigeria) plc.2005, P.88-89.98
14. Galbraith, S. and C. T. Gadio. “Teacher Professional Development in the Use of Technology”, in Haddad, W. and A. Drexler (eds). Technologies for Education: Potentials, Parameters, and Prospects. Washington DC: Academy for Educational Development and Paris: UNESCO.2002.P.34-37
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17. UNDP, (2001). Human Development Report: Making New Technologies Work for      Human Development, New York. UNESCO, (2002).
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23. Becker,H.J. (2000). How Exemplary Computer-Using Teachers Differ from Other       Teachers: Implications for Realizing the Potential of Computers in Schools.             Contemporary Issues in Technology. 2000,P.43
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25. Zhang, Y. Op Cit P.57
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40. Albirini,  Otuka. Ibid, P.15
41. Albirini,  Otuka. Ibid, P.18
42. Federal Republic of Nigeria (FRN) 2004, P.40 National Policy on Education (4th ed) Lagos: NERDC Press.
43. Federal Republic of Nigeria (FRN) 2004. Ibid, P.41

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Abstract                       

Quality education implies the suitability of educational products to meet the needs of the community for which it is provided. It is the one that adequately prepares beneficiaries of institutionalized education in Nigeria   to   meet   up   with   the   established   criteria   for   effective   academic performance. This paper aims at establishing the relationship between politics and education generally and how politics could be used to either strengthen or lower the quality of education provided by tertiary institution to her students under-going training. It is the stance of the writer that in as much as we continue to experience indices of underfunding, infrastructural decay, unending strike actions etc in our tertiary institutions, the political class had not sufficiently played its supportive role of enhancing quality education in the nation’s citadels of learning. The people therefore suggests among others that government should take immediate steps at addressing infrastructural decay, UNESCO’s minimum budgetary allocation of 26% to the education sub sector and government rather than creating more tertiary institutions should focus on the improvement of the quality of the existing institutions.

Keywords: Politics, Quality and Tertiary Education.

Introduction

Politics and education have a symbiotic relationship that has made them inseparable since the introduction of Western education into the Nigerian society in the early 19″‘ century. The role of politics in shaping the future of educational theory and practice become more noticeable with the involvement of the colonial government in the provision of education to her colonies following the enactment of the first Education Ordinance in 1882. This trend had continued even after independence, politics is being used as a tool to engineer and control both administrative and academic activities in the school system.

The national policy on education (Federal Republic of Nigeria FRN 2013) which is the political instrument that gives direction to how education should be carried out in Nigeria, stipulates in section 1 sub section 8(c) that “efforts shall be made to relate education to the overall needs of the community”. The policy also indicated a nation’s policy on education as a tool for giving direction to how education should be conducted in the country, including the allocation of resources to facilitate its operations. The allocation of resources to the educational system by the political class is a sure way to lubricate the wheel of the sector as a means to improve the productivity of the system and lay a solid foundation for the experience of qualitative education, which fundamentally will advance the course of political behaviour of the people in the society.

The above is what the positive effect of politics on education can do in any country, in the specific case of Nigeria. The National Economic Empowerment and Development Strategy (FRN 2013) observed that the delivery of education in Nigeria has suffered from years of neglect compounded by inadequate attention to policy frame work as well as inadequate funding of the sector. It is the opinion of the author that some of these challenges would be resolved if the political class exhibits the political will to run an educational system in line with the stimulated  guidelines on how to achieve the goals of education as stated in the polio document.

The Concept of Politics

Politics involves a whole lot of activities geared towards the acquisition of political power and it’s utilisation for the governance of a country or a group of people. Nnoli in Anung (1996) and Asuka (l997) defines politics as all the activities that directly or indirectly bring about the seizure, consolidation and use of state power by people. This perception of politics according to Scribner and Engleit in Scribner (1977:22) is described as the “set of interactions that influenced share the authoritative allocation of values”. The values according to them are education, funds, jobs, etc. They further explained that “in as much as individuals and groups try to influence the authoritative allocations, they are exhibiting what is called ‘political’ behaviour. On their own, Payne and Nassar (2002:2) defined politics “as the means by which a society organizes its affairs”. The study of politics according to them; is the study of government and the use of power and its allocation in society.

It is to be quickly noted here that political activities are carried out by government which refers to the “institutions and processes employed by societies or states to organize their affairs”. Payne & Nassar’s (2002:3) description of government is worth presenting. According to them:

Government seems to be with us all the time. It is in the air we breathe, as government regulates emission from cars and factories, government is in the food we eat and the water we drink as government officials or employees draw guidelines on the permissible. Government builds roads and repair boreholes, it erects bridges and installs traffic lights. It maintains armed forces and police departments. It licenses teachers, doctors, real estate brokers and car dealers. Government runs schools and universities. It is somehow everywhere, government was there when we were born and it will be there when we die.

In Nigeria, political power is allocated to different levels and organizations for the protection of lives and property from internal and external threats and the provision of several services. There is therefore, the need to organize government at three levels such as the local, state and federal or national. There is also the organization of body of persons into institutions such as the military, technology, education, legal, agriculture, economic, political and family. In Nigeria, the government in operation is called the presidential system. The president in this case head the executive, judicial and legislative arms of government.

In politics, there is also the issue of people’s opinion as to how they want to be involved or not in governance. If the desire of the people is to actively participate in their governance process through discussions and voting to choose who should lead them, then it is called democracy. Nigeria’s form of government is called democracy. It is important to add that Nigeria runs an indirect form of democracy. This is where “people are free to decide who is to govern them through periodic free and fair elections” (Asuka& Paulley 2013:164).

Tertiary Education in Nigeria

Tertiary education is the education given to students after their graduation from the secondary school in institutions of higher learning. The national policy on education (FRN 2013:39) in section 5 sub section (80) defines tertiary education as “the education given after Post Basic Education in Institutions such as Universities, and Inter-University Centre’s such as the Nigeria French Language village, Nigeria Arabic Language village, National Institute of Nigerian Languages, institution such as Innovation Hnterprise Institutions (IEIS) and Colleges of Education. Monotechnics, Polytechnics and other Specialized Institutions such as Colleges of

Agriculture Schools of Health Technology and the National Teacher Institutes (NTI).

It went further in sub section (81) to state the goals of tertiary education include to:

1. Contribute to national development through high level manpower training,
2. Provide accessible and affordable quality learning opportunities in formal and informal education in response to the needs and interest of all Nigerians.
3.  Provide high quality career counseling and lifelong learning programmes that prepare students with the knowledge and skills for self-reliance and the world of work.
4. Reduces skill shortages through the production of skilled manpower relevant to the needs of the labour market.
5. Promote and encourage scholarship, entrepreneurship  and  community service.
6. Forge and cement national unity, and
7. Promote national and international understanding and interaction.

The above provisions spelt out in clear and unambiguous terms the role tertiary education is expected to play in promoting national development of the Nigerian nation. The questions that has always drawn our attention but left unanswered over the years is, what is the political class doing to ensure the implementation of these well articulated ideas? It is only; when what is on the policy document is marched with action at the institutions under-going tertiary education that the goals of tertiary education as stated above would be attained.

Quality Education

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 required standard. Quality education implies the suitability of educational products to meet the needs of the community for which it is provided.

According to Asiyai and Oghuvbu (2009), quality education is the one that adequately prepares beneficiaries of institutionalized education, the graduates of tertiary institutions in Nigeria to meet up with the established criteria for effective academic performance.

Ekong (2006), entails the acquisition of more knowledge, character formation and learning of new skill. This establishes the fact that when the quality of education is low, it will affect the development and growth of a nation. Quality with a good standard yields good results which help to develop the economy of a nation. Quality in university education means that the graduates of tertiary institutions are employable and able to compete favourably with their counterparts anywhere in the world. (Asiyai, 2013). She further emphasized that quality education makes a person complete and be sound in character and learning. Quality Education thus enables us to ascertain the extent of effect of the input on the students at the end of their programme.

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 active and productive member of society. Quality education therefore, is not measured purely by test score or by how many words per minute a 6-year-old can remember (Enowoghomwenma & Obi-omovoh, 2020), but more by what the education received is used for.

Present State of Tertiary Education in Nigeria

Education is the most effective tool for national development. In Nigeria, the federal government through its Ministry of Education is responsible for policy formation and quality control of tertiary education. Since independence, there has been a steady rise in the intake of students at the tertiary level of education without a correspondence in the provision of both human and material resources coupled \\ith the nonchalant attitude of political leaders to the needs of these institutions has led to the deterioration in quality of tertiary education occasioned by the following challenges.

• Under Funding:  It has been observed over the years that budgetary allocation to the education sector has never met the 26% recommended by UNESCO. The money allotted for the provision of educational infrastructure and facilities is very low. Funding is politicized in terms of poor budgetary allocation by the federal and state governments as politicians are not willing to release funds to the education sector thereby reducing the quality of the system. Due to inadequate fund, most Nigerian public universities are in a sorry state. (Olekede 2014).
• Industrial Actions: A common feature of tertiary education in Nigeria is the menace of frequent strike by organized labour unions of the university. According to Blaike (2002), industrial action has become part of Nigerian tertiary institutions over the years. For instance, in the year 2020 and other previous years, most universities were on strike. The academic and non-academic staffs of the universities in the country often embark on strike to press home their demands. Industrial action is the fastest means to draw the attention of government towards the demands of any industrial group (Onwuemezie, 2019). Politicians are reluctant in responding to the demands of the universities especially when money is involved. Industrial actions has crippled university education in public institutions, it has put students learning experience at risk and discouraged many candidates seeking admission to public universities in the country.
• Academic Corruption and Fraud: Nigerian universities are prone to corruption and fraud. According to Peremiegha and Asuka (2023), academic corruption is “any act of deviation by actors from formal rules that regulate their behaviours in the system”. It is an act of non-compliance by students, teachers, parents, invigilators, examination bodies and other stakeholders to lay down rules and regulations in the process of assessing learning out comes. Corruption posses a big threat to successful academic achievement of students in Nigerian public institutions and its consequences are devastating, resulting in lowered academic standard, loss of confidence in certificates gotten from Nigerian schools, misappropriation of funds, disparity in curriculum objectives and attained objectives (Hallack & Passion 2017, Peremiegha & Asuka, 2023).
•  Infrastructural Decay: Aside from the fact that most public universities do not have adequate buildings and other critical infrastructure for effective teaching and learning, the few available structures are in deplorable state. There is a general lack of maintenance culture by various school managements making the school environment unconducive for academic exercise.

Politics and Quality Tertiary Education in Nigeria

No nation can develop beyond the quality of its educational system. Politics to a great extent, brings about change in the educational landscape of a nation, at all levels of education, be it at the primary, secondary or tertiary level Obed-chukwuka (2021) posited that politics can develop or under develop the contents and process of curriculum and instruction since politics involves the allocation of scarce resources to different sector of the economy, the percentage that goes to education are politically motivated. Ogunyemi in Obed-chukwuka (2021) noted that Nigeria has failed to meet the UNESCO standard on the percentage that should be allocated to education. This is so because most Nigerian politicians campaign promises on education arc left unfulfilled thereby ruining the nation’s educational system by not bringing any improvement to the education sector in general and tertiary education in particular. This has resulted in poor staffing, constant strikes, dilapidated facilities, examination malpractices and low quality of graduates.

Education is required to train and produce political leaders and others in km-making, executive office holders and judicial officials. Education could bring about enlightenment among the citizens and foreign residents about political affairs and opportunities locally and globally (Leg. 2020).

On the other hand, politics could also have a tremendous influence on education. Politicians or those in authority could decide budgetary allocations or funding of the education sub-sector as they may deem fit. The people at the helm of affairs in the country could fundamentally influence the structure and content of the school and provision of equipment and infrastructure. Politicians belonging to the party in power could determine the staffing positions of tertiary institution to the advantage of some schools and disadvantage of others. A case that really comes to mind in this regard is that of Niger Delta University in Bayelsa State where the then Executive Governor in conjunction with the school management in 2019 retrenched over six hundred non academic staff of the institution while at the same time recruited over a thousand staff to the university of Toru-orua in his home town.

A country where little or no value is placed on education by the political leaders, where agreements reached between trade unions and government are flouted at will with impunity, where budgetary allocation is far from meeting the 26% recommended by UNHSSCO little would be achieved in terms of quality on the products of such educations institutions.

Sadly enough, the above situation represents the true position of what the education system at all levels looks like. Under such crucial and unfriendly learning environment, little could be achieved by both teachers and students due to lack of motivation from the system and the resultant effect of all these is a decline in the quality of education attained by the products from such institution.

Conclusion

It is crystal clear that politics has a role to play in the growth and development of tertiary education in the country. If tertiary institutions in Nigeria are to achieve its goals as stated in the national policy on education (FRN 2013) the political class need to get abreast with the roles they are expected to play in the education sub-sector and step into action by showing some form of commitment in the discharge of her statutory obligation of providing quality education to the citizenry rather than pay lip-service while allowing the education industry to deteriorate. Following from the discourse above, it is not far from the truth to state that politics has not done much in the quest for qualitative tertiary education in Nigeria.

Way Forward.

Based on the forgoing the following suggestions are made as measures to be taken to improve the quality of tertiary education in Nigeria.

1. Immediate implementation of UNESCO’s minimum budgetary allocation of 26% to education.
2. Government should take immediate steps at addressing the issue of infrastructural deficiency.
3. University administration should be left free from political influence.
4. Government should endeavor to grant university autonomy backed by adequate provision of funds.
5. Governmentshould stop the creation of new public institutions and focus more on improving thequality of the already existing ones.

References

Asiyai, R. I. & Oghuvbu, E. P. (2009). An empirical analysis of the causes and possible solutions to decline in quantity of teriary education in Delta State, Nigeria. Journal of Sociology and Education in Africa, 8(2), 1-13.

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.

Asuka, T. T. & Paulley, F. G. (2013). Citizenship education in Nigeria. University of Port Harcourt Press Ltd.

Asuka, T. T. (1997). Sociology of education oneness books.  

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), 47-54.

Federal Republic of Nigeria (2013). National policy on education. Lagos NERDC Press.

FRN (2003). National economic empowerment and development strategy. Lagos NERDC Press.

Obed-chukwuka. A. N. (2021). Politics and the quality of university education in Nigeria. Niger Delta Journal of Education 13(1). 158-163.

Payne, R. J. & Nassar, J. R. (2002). Politics and culture in Africa, Asia and Latin America: The impact of globalization. Addison-Wesley Educational Publishers Inc.

Peremiegha, G. B. & Asuka, T. T. (2023). Towards elimination of corruption in Nigerian educational system: The place of value education. Journal of the Society for Psychosocial Research of Nigeria, 11(2), 21-26. 

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Abstract

Nigeria’s tertiary education system stands at a critical crossroads, where the standards has been compromised due to the interplay of politics and educational quality. This has become a central concern. This paper wades into the intricate relationships between the country’s political landscape and the standard of higher education to x-ray the factors and the ways forward. The paper adopts the explorative and analytic approaches and uses the agency theory to explicate the factors and variables involved. The Article begins by outlining the historical context of Nigeria’s higher education system, highlighting the role of politics in its development. Subsequently, it discusses the impact of political interference on academic autonomy, funding, on institutional administration, and ultimately, on quality assurance of tertiary education in Nigeria. Furthermore, the consequences of a fragmented and inconsistent educational policies resulting from changes in government has led to lack of sustained investment in infrastructure, curriculum and research, impacting negatively on the quality of education imparted. The study sheds light on the brain drain phenomenon where the political situation and poor quality of education and working environments and conditions drive academics and professionals abroad in pursuit of better opportunities. These have dire implications and consequences for knowledge transfer, the availability of quality educators, and ultimately, overall quality of tertiary education in Nigeria. The paper underscores the urgent need for a harmonious relationship between politics and education, consistency in policies and commitment to programs among others, to enhance the quality of Nigeria’s tertiary education. It advocates stable, long-term educational policies, adequate funding, and academic autonomy to facilitate substantial improvements. The article ultimately argues that only through addressing the intricate nexus between politics and education can Nigeria achieve a higher education system that meets international standards and global best practices and prepares its youths for the challenges of the twenty-first century knowledge-based economy.

Keywords: Politics, Nigerian Tertiary Education, Quality Assurance.

Introduction

Politics and education in Nigeria is often considered as engaging in unhealthy romance and the outcome is always satirical and retrogressive in nature. While Education remains the cornerstone of any meaningful progress and development of any nation and the quality of education plays a pivotal role in shaping the nation’s future, the situation is different in Nigeria. Though a country with rich cultural heritage and diverse population, natural endowments and human resources, the state of tertiary education has always been a subject of concern and discussions for several decades. The relationship between politics and the quality of Nigeria’s tertiary education is a complex, multifaceted and crucial topic that warrants careful examination.

At the heart of this challenge of quality education is the influence of politics. The political system in Nigeria, like many other nations, significantly affects the education sector. The government’s role in funding, policy development and implementation, the appointment of key officials within the education sector, quality control, all have a direct impact on the effectiveness and quality of tertiary education.

We will examine the various aspects of this complex interplay, seeking to understand how politics shapes the educational landscape in Nigeria. We will examine the historical context, funding dynamics, policy formulation, and their subsequent impact on the quality of education in Nigeria’s higher institutions. Furthermore, we will discuss the way forward from these challenges to a future that is worthwhile, innovative and globally competitive.

This examination will contribute to a more informed dialogue on the way forward for Nigeria’s higher education system and, in turn, the nation’s development and progress as a whole. By examining the intricate relationship between politics and the quality of Nigeria’s tertiary education, this article aims to foster a deeper understanding of the challenges, opportunities, and the way forward for the nation’s higher education system. Through a comprehensive exploration of historical, current, and potential future developments, readers will gain valuable insights into the complex dynamics at play and the prospects for a brighter educational future in Nigeria. Governments and school boards will find the paper rewarding.

Concept and Nature of Politics

Politics, in its broadest sense, is the art and science of governance, encompassing the allocation of resources, decision-making processes, and the distribution of power within a society.

The concept of politics is ubiquitous and universal phenomenon- that spread to all human organization such as the family, trade unions, corporations, universities, etc. In all these organizations, politics is characterized by struggle for power and influence, conflict, bargaining, reconciliation, resolution and consensus. Easton in Anifowose and Francis (1999) sees politics as the “authoritative allocation of values for a society” within the political system. However, Harold Lasswell in Anifowose and Francis (1999) considered politics as ‘the study of who gets what, when, and how”? It is the study of influence and the influential, shaping and sharing of power. Robert Darh defined politics in terms of power, influence and authority in the opinion of Karl Marx, politics is about class struggle and the history of all hitherto existing society is class struggle between the ‘Bourgeois and Proletariat’. More so, Vernon Van Dyke (1960) sees politic as struggle among actors pursuing conflict desire on public issues. Therefore, Mohammed and Shittu (2020) posited that politics is a struggle among actors seeking for political power and influence through authoritative allocation of values in their society.

There are formal, semi-formal and informal politics. Formal politics, among others refers to the operation of a constitutional system of government and public institutions and procedures. A lot of people view formal politics as something that is not in them, but can still affect their daily lives. Semi-formal politics is politics in government associations such as neighbourhood associations or students’ associations where politics is often practiced. Student Union activities promotes students’ success by offering a variety of programmes, serves and facilities which combine to represent well-tailored plan for the development of the school environment (Wing-Yat Yu, 2007; Painter and Jeffrey, 2009). Informal politics refers to forming alliances, exercising power, protecting and advancing particular ideas. This includes anything affecting people’s daily life, such as the way an office or household is managed or how a person or group exercises influence over another. Informal politics is usually seen as every day politics which results to the idea of everywhere politics. However, this paper focused on how politics of the day influence quality of tertiary education in Nigeria.

Theoretical Framework of Analysis

Agency theory (also known as the principal-agent or principal agency theory/model) describes the relationship between two or more parties, in which one party, designated as the principal, engages another party, designated as the agent, to perform some task on behalf of the principal (Jensen and Meckling, 1976; Moe, 1984; Ross, 1973). The theory assumes that once principals delegate authority to agents, they often have problems controlling them, because agents’ goals often differ from their own and because agents often have better information about their capacity and activities than do principals. The key question of the principal–agent framework is, ‘How does one empower an agent to fulfil the needs of the principal, while at the same time constraining the agent from shirking on their responsibilities?’ Although strongly influenced by its original background in economics (Alchian and Demsetz, 1972; Jensen and Meckling, 1976; Ross, 1973) and political science (Mitnick, 1975; Moe, 1984; Rose-Ackerman, 1978), agency theory has never been the exclusive property of any particular paradigm, discipline or field of study. Rather, due to its generic nature, it has proven to be a widely applied theoretical and empirical framework in many different disciplines and approaches. To this date, the theory has been utilized widely in fields as diverse as accounting, finance, marketing, law, sociology, public administration, organization and management studies and applied psychology, to name a few. Its growing popularity lies in its ability in providing insights for bilateral relations between self-interested parties, where each party is faced with information asymmetry about the other party’s effort and interests (cf. Cuevas-Rodríguez, Gomez-Mejia and Wiseman, 2012). In the field of higher education research, agency theory remained largely unknown throughout 1980s and 1990s. More recently, the context of application of the theory has been extended to cover a broader range of topics such as leadership and strategic planning in higher education institutions (Auld, 2010), regulation and monitoring of cross-border higher education (Borgos, 2013; Lane, Kinser and Knox, 2013) and university autonomy (Enders, de Boer and Weyer, 2013).

Politicking with Nigerian Tertiary Education

There are so many factors influencing political interference in our tertiary institution, but the two major factors will be discussed below.

Political Factors: Federal and state governments dictate a lot of what happens in higher education institutions. They impact public institutions more so than private ones. Government policies shape the admission process, funding, accessibility, tuition rates, and faculty and student demographics.

Socio-Economic Factors: Social and economic factors play a role in almost everything, and higher education is not an exception. Every year there is a list released of the top colleges and universities. Of course, every institution of higher learning wants to be on that list. In order to do this, Post-Secondary Institutions must have top ratings in several categories, including faculty, dorms, and student life activities and sports teams.

Ethnic and Religious Factors

Parochial considerations have more often than taken more preferences over quality and professionalism in both political appointments and sometimes within the educational settings. This has enormous consequences in the quality assurance and efficiency index of the educational output. 

Admissions and Appointments: Political influence is often exerted in the admission process to tertiary institutions and the appointment of academic and administrative staff. This practice can undermine merit-based selection and weaken the educational system.

Politics and Tertiary Education in Nigeria Since 1999: A Review Of Government Policies And Practices

• Funding and Budget Allocation: The introduction of the Tertiary Education Trust Fund (TETFund) in 2011 was a significant policy aimed at providing additional funding for tertiary institutions. TETFund is mandated to collect and disburse funds for the improvement of infrastructure and staff development.
• Access to Tertiary Education: The number of universities and tertiary institutions has grown significantly since 1999, expanding access to higher education. However, there are concerns about the equitable distribution of these institutions across the country, leading to regional disparities in access.
• Regulatory Bodies and Accreditation: The National Universities Commission (NUC) oversees and regulates university education in Nigeria, while the National Board for Technical Education (NBTE) oversees polytechnics and similar institutions. Challenges related to accreditation processes and the quality of institutions have been a subject of debate.
• Globalization and International Collaboration: Nigerian universities have increasingly sought international collaborations and partnerships with foreign institutions. Policies promoting internationalization have been developed to enhance the global standing of Nigerian universities.

The Role of Politics in Nigeria Tertiary Education

The role of politics in Nigeria’s tertiary education system is significant and complex. Any nation’s development cannot be possible without adequate and clear-cut policy on the way to educate its citizens in order to achieve set national objectives. In Nigeria, this ‘adequate and clear-cut policy’ on education has been put down in black and white and on marble in the National Policy On Education. All geared towards ensuring that our national development is achieved through a proper and adequately thought out and planned education system. The roles of politics in Nigeria tertiary education includes:

1. Budgetary Allocations: Political decisions on budget allocation significantly affect the quality and accessibility of education. Frequent changes in government leadership can lead to fluctuations in education funding.

2. Appointment of University Leadership: The appointment of Vice-Chancellors and other university leaders often involves political considerations, which can impact the autonomy and effectiveness of these institutions.

3. Influence of Interest Groups: Interest groups and unions, including ASUU, exert political pressure to advocate for their interests, which can lead to strikes and disruptions.

4. Institutional Autonomy: The level of autonomy granted to tertiary institutions often varies with government policies, which can affect the decision-making and operational efficiency of these institutions.

Reforming Nigeria’s Tertiary Education System: A Path to Academic Excellence

The Nigerian government has taken several notable steps to address these issues and bring about positive change in the tertiary education sector.

1. TETFund: The Tertiary Education Trust Fund (TETFund) plays a pivotal role in funding education. In recent years, the government has increased its allocation to TETFund, allowing for improved infrastructure, research funding, and staff development.

2. Curriculum Revision: The government, in collaboration with academic stakeholders, has embarked on a process to revise and update outdated curricula to meet the demands of the modern world. This ensures that graduates are better equipped for the job market.

3. ASUU Agreements: The Academic Staff Union of Universities (ASUU) has historically engaged in prolonged strikes, disrupting academic calendars. Recent negotiations and agreements between ASUU and the government seek to address the concerns of academic staff, providing more stable academic sessions.

4. Digital Learning: The COVID-19 pandemic accelerated the adoption of digital learning. Nigeria has made efforts to improve digital infrastructure in higher institutions and enhance e-learning platforms.

5. Quality Assurance: Regulatory bodies like the National Universities Commission (NUC) are intensifying efforts to ensure quality and standards are maintained in tertiary institutions. This involves the accreditation and evaluation of programs and institutions.

Challenges of Politics and Quality of Nigeria Tertiary Education

Several factors pose as challenges of politics and quality of Nigeria tertiary Education in the 21st century. These factors are highlighted and discussed below:

Inadequate Funding: Inadequate funding is the most critical challenge that has threatened the attainment of good quality higher education in Nigeria. The problem of inadequate funding of education has been a bane to educational development in the country. Onokerrhoraye, (1995) maintained that a major constraint to attaining academic excellence in Nigerian universities is financial constraints which made many academics and non-academics to be working under difficult circumstances.

Inadequate Teaching Staff /Poor Quality of Teaching Staff: A big challenge to the attainment of quality higher education in Nigeria is the lack of academic staff. According to Coombs (1970), teachers are the hub of any educational system. Teachers determine the quality of education because they transmit educational policies into practice and action.

Poor Policy Implementation: Poor policy implementation is a challenge to quality delivery in education. The poor-quality delivery is responsible for the abysmal low performance of graduates of institutions of higher learning in Nigeria in their world of work and the alarming incidence of examination malpractice.

Frequent Labour Disputes and Closures of Universities: A big challenge to quality higher education in Nigeria is the incessant staff union disputes and subsequent closures of the institutions. Closure of the institutions affects staff productivity and the realization of educational aim and objectives. Asiyai (2005) provided a catalogue of strikes by the Academic Staff Union of Universities (ASUU) and the Senior Staff Association of Nigerian Universities (SSANU) within fourteen years. She revealed that they were too many strikes, some of which lasted up to six months. Asiyai (2006) identified the variables inducing the frequent trade union disputes as poor conditions of service of staff, non-implementation of ASUU/FGN or SSANU/FGN agreements, lack of autonomy and academic freedom and poor funding.

 The Way Forward: Proposals and Suggestions for Enhancing Politics and Tertiary Education Quality in Nigeria

Tertiary education is a critical element of human development, and it is essential to the growth and development of any country. A country’s ability to experience changes, surmount challenges, and keep up with the latest global developments across all sectors is derived mainly from its educated populace. However, for tertiary education to contribute meaningfully to the making of balanced and analytical citizens capable of leading governments as well as driving economies and industries, its quality has to be excellent and tertiary education in Nigeria is far from this. Some steps can be taken to boost the quality of tertiary education in Nigeria, and they include:

Lawmakers and Frameworks: The lawmakers in Nigeria are important stakeholders in improving the quality of its tertiary education. As a recommendation, a policy should be made that stipulates the compulsory increase of funds channeled towards tertiary education in Nigeria. This policy may also perform the advisory role of stating how the funds should be spent and enforcing it.

Establishment of more Tertiary Institutions in the Country: With one of the largest youth populations in the world, Nigeria requires more well-equipped tertiary institutions as the number of applicants seeking admission will only continue to increase annually. The establishment of more fully equipped tertiary institutions across all the geo-political zones in the country will reduce the number of out-of-school youths and help to improve the quality of tertiary education in Nigeria.

Increase Budgetary Allocation and Prioritize Welfare of Academics: We have had enough of the ASUU strikes. It is embarrassing and very unnecessary. We have been perambulating on the same issues for decades. The Federal Government (and of course State Governments for State owned institutions) need to pay ASUU maximum attention, in the interest of students and the whole nation. We need to significantly increase the budgetary allocation for the education sector and pay academics adequately. This is very important.

Internationalized the Nigerian Education System: Nigerians have been going abroad to study since the 1960s. Lately, this trend has gotten even worse. A lot of Nigerians study abroad because of the inadequacies of the Nigerian education system. If we fix higher education in Nigeria, we can reverse this trend.

Improve Staff Development: A lot of people blame the Government, specifically, the Federal Government. It is the role of the State or Federal Government who own these Universities or Polytechnics to ensure staff development.

Conclusion

The intertwining of politics with Nigeria’s tertiary education system has had far-reaching consequences. One significant issue is the appointment of university leadership. Historically, political influence has often played a role in these appointments, leading to individuals with little or no academic experience assuming leadership positions. This has had a detrimental impact on the quality of education, as administrators lacking educational expertise may prioritize political loyalty over academic excellence.

Furthermore, inconsistent funding, frequently subject to political whims, has left many institutions financially strained. Frequent strikes by academic staff, demanding better pay and working conditions, are often linked to these funding challenges. As a result, students’ academic calendars are disrupted, leading to subpar educational outcomes.

Political interference also affects the quality of instruction. The emphasis on political considerations sometimes results in a curriculum that doesn’t meet the needs of the job market. Instructors, facing low morale due to inadequate compensation and poor working conditions, may not be motivated to deliver high-quality education. This, in turn, impacts the competence of graduates.

Nigeria’s higher education institutions have also struggled with issues of corruption and academic malpractice. These issues are exacerbated by political patronage. The pursuit of political interests can lead to lax enforcement of academic standards, allowing for unethical practices such as examination malpractice and diploma mills to thrive.

The future of Nigeria’s tertiary education relies on its ability to free itself from the shackles of political interference, prioritizing academic excellence, research, and innovation. Only then can it produce graduates capable of driving the nation’s development and global competitiveness.

Recommendations

To address the challenges of quality in higher education in Nigeria, the following are recommended for higher education policy makers

• Government of Nigeria should place high premium on education by meeting up the recommended 26% educational spending prescribed by UNESCO, to help revitalize the higher education system.
• Enabling environment should be created for staff through improved conditions of service, provision of basic infrastructures, virtual libraries and information communication technologies and internet connectivity.
• Institutions of higher learning in Nigeria should set up internal quality assurance and monitoring of lecture units to enhance good quality delivery.
• Reform in existing higher education institutions in Nigeria can be promoted through deliberate collaborative efforts by government, business sectors, civil society and the academia. This could help to reinvent Nigerian higher education system for better quality delivery in research, teaching and community services.
• To improve quality, lecturers and non lecturers should be motivated to make them more dedicated, devoted and committed and effective in their jobs.
• Institutions of higher learning in Nigeria should employ more lecturers to match the students’ population. Institutional policies should be revised to ensure that more emphasis is paid on teaching effectiveness of lecturers for better quality education.

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