Building Resilience against Higher Education Downturn in Nigeria

Building Resilience against Higher Education Downturn

in Nigeria: Options for Ensuring Sustainability

A Seminar Paper Presented by Adetokunbo D. LawrenceNovember, 2015

Centre for Sustainable Development, University of Ibadan

Outline

• Introduction

• Definition of Terms

• Some Trends in Nigeria’s Current Socio- Economic Conditions

• International Priorities, Policies and Instruments and Nigeria’s Education Policies on Higher Education

• History and Development of Higher Education in Nigeria

• Factors Contributing to the Downturn of Higher Education in Nigeria

• Recommendations: Suggestions for Building Resilience

• Conclusion

Introduction

The Modern Economy- Knowledge Economy rather than one based on natural resources

In a knowledge economy, the system of production and consumption driven largely by:

-intellectual capital

-information- sourced from the infinite and creative potentials of human beings.

- knowledge economy countries have a strong competitive advantage and are at the cutting edge of today’s global economy.

-They rely more on the intellectual capabilities of their citizens, than on the presence or absence of natural resources within their geography

-Investment in innovation and Research and Development (R&D)

Definition of Terms

• Higher education- post secondary education as provided by Universities, poly and monotechnics, colleges of education and allied institutions. (National Education Policy )

• ”…higher education is involved in the traditional functions of teaching, research and community service so as to develop manpower and disseminate necessary knowledge needed in Industry and other sectors. “ (and Iruonagbe, C.T., et al. 2015: 53). It is different from further education- which connotes personal development initiatives such as trainings etc.

• Resilience

• Innovation: Required actions that ensure the continued creation of new ideas, process or products which when implemented result in positive effective change. Essentially, innovation implies a value system which seeks to derive a positive outcome from the inventive act (Motorola Labs)

Some Trends in Nigeria’s Current Socio- Economic Conditions• GDP- one of the fastest growing developing nations of the world. The non-oil real

sector of the economy grew by 6.71per cent in the second quarter of 2014, (National Bureau of Statistics)

• Remittance Flows- Top five remittance destinations in the world.• “Remittances to Sub-Saharan Africa grew by 3.5 percent in 2013 to reach $32

billion. Flows are forecast to rise to $41 billion in 2016. According to available official data, Nigeria remains the largest recipient by far, with migrants sending about $21 billion in 2013.” (World Bank)

• Population Explosion- projected to surpass the US as the 3rd largest in the world by 2050 (UNFPA)

• Youth Bulge- Nearly 70% of Africa’s over 1 billion people is under 30 years. Nigeria leads the pack with two-thirds of the 164 million Nigerians under the age of 30 (World Bank)

• Unemployment- one of the highest unemployment rates in the word70% of 80 million Nigerian youths are unemployed (CBN)• Natural resource focused rather than knowledge- driven economy- Crude oil

dependent

International Priorities, Policies and Instruments and Nigeria’s Education Policies on Higher Education• Article 26 of the 1948 Declaration of Human Rights, “ everyone has the human right to education including free and compulsory elementary education”• Millennium Development Goals (MDGs)- Goal 2• Education for All (EFA)- Goals 3 and 6

• Goal 3: Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life-skills programmes.

• Goal 6: Improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills.

• SDG 4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunity for all.”

History and Development of Higher Education in Nigeria

• Effects of Nigeria’s colonial history: • Too theoretical and irrelevant to the practical needs of the Nigerian

society• Too literary • To produce manpower for the administrative machinery of the

colonial leaders, such as clerks and interpreters. • Described as:“exotic, bookish, and consequently insensitive to Nigeria’s immediate social and community life. The curriculum at all levels of the education system was more in tune with the European environment than to the African setting…emphasis was placed on the production of an elite group that shunned manual and practical work available in their immediate communities. ” (Ibukun and Aboluwodi, 2010)

• The Elliot’s Commission (1943) recommendation- the basis for the establishment of higher education in Nigeria Was responsible for the organisation and the facilities of higher education in British West Africa.

Pre and Post Colonial Commissions' Recommendations and National Policies• 1943- The Elliot Commission was responsible for the organisation and the

facilities of higher education in British West Africa, resulted in the establishment of University College at Ibadan.

• 1945- Education Ordinance introduced of Education Boards in the three regions.

• 1959- The Ashby Commission advised the Nigerian government on her needs in the field of post-school certificate and higher education in the country over ‘the next 20 years’; showed that the estimated needs for both intermediate and high-level manpower in the next decade outstripped not only the actual supply rate but also the estimated capacity of the existing institutions… the establishment of a National Universities Commission and the fact that enrolment in the universities should reflect national needs in terms of technical and non-technical fields.

• 1969-The Curriculum Conference and National Policy on Education, 1976 – The Universal Education scheme was launched by Head of State, General Olusegun Obasanjo.

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Pre and Post Colonial Commisions’ Recommendations and National Policies

• 1988 – The 6-3-3-4 replaced the 6-5-2-3 system. It did not pass through a “try-out phase” before implementation and therefore the system was collapsed into 6-6-4.

• 1999 – Universal Basic Education was launched restructured into 9-3-4. Launched by the federal government under the Obasanjo administration. The scheme’s mandate included:

• Liberalisation of opportunities for higher education. The establishment of National Open University of Nigeria, NOUN, private institutions of higher learning especially universities, these are aimed at giving opportunities for higher education; Boosting budget on education. Resulted in Better funding to all tiers of educational system. Funding of universities are directly under the Federal Ministry of Finance rather than through NUC. Educational Task Fund, ETF, has also been repositioned for efficiency and effectiveness;

• Consolidation of tertiary institutions – In November 2006, the Secretary to the Government of the Federation inaugurated the Presidential Technical Committee for the consolidation of the tertiary institutions. Conversion of all federal polytechnics and federal colleges of education to campuses of proximate federal universities. This was to eliminate the HND/Bachelor degree dichotomy in the labour market and increase the volume of academic space for admission into tertiary level education by over 500,000 extra candidates per annum.

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Higher Education Institutions in Nigeria (First Generation)Year

Established

Name of Institution Geo-Political Region

1932 Yaba College of Education National Capital/

Western

1948 UCI/ University of Ibadan Western (Managed by

the FG)

1960 University of Nigeria Nsukka (UNN) East

1962 Ahmadu Bello University (ABU), Zaria North

1962 University of Ife/ Obafemi Awolowo

University (OAU)

West

1962 University of Lagos West (Managed by the

FG)

1970 University of Benin South

History and Development of Higher Education in Nigeria• Regional Governments allotted between 25%- 30% of

their annual budgets to education.

• 7 other universities were set up between 1962-1975

• Federal Government took up ownership of the regionally controlled institutes in 1975

• Problems with funding higher education in Nigeria has been traced to period. (Ukuje 2002, Fafunwa 1974, and Onyeneoru 2007 in Famurewa 2014)

• ABU was first reported to have recorded a budget short-fall for the first time in 1975/1976.

Categorisation of Nigeria’s Higher Education• Nigeria’s higher / tertiary education is categorised as follows:

• State or Federal

• First and second generation

• University education is at 3 levels:

i. Bachelors which is from a minimum of 3 years (if by direct entry; from another higher institution or A- levels);

ii. Masters ( a minimum of one year) following a Bachelor’s degree; and

iii. Doctoral level ( from 2 to 3 years) following a Master’s degree. (Ubogu, 2011).

Polytechnics were established to produce mid- level man power. As at 2015, there are:

- 30 private polytechnics in Nigeria (NBTE: 2015)

• 2 exit points: National Diploma and Higher National Diploma

Some Statistics - 2011 JAMB Brochure

Higher Institution 2012

Federal Universities 27

State Universities 29

Private Universities 27

Federal Polytechnics/ Technical Colleges 21

State Polytechnics/ Technical Colleges 38

Private Polytechnics/ Technical Colleges 19

Federal College of Education 21

State College of Education 38

Private Colleges of Education 4

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Higher Institution 2015

Federal Polytechnics 25

State Polytechnics 40

Private Polytechnics 30

Federal Monotechnics and specialised institutions 23

State Monotechnics 2

Private Monotechnics and specialised institutions 2

Federal Colleges of Health Technology and allied Institutions 9

State Colleges of Health Technology and allied Institutions 40

Private Colleges of Health Technology and allied Institutions 1

Federal Technical Colleges 19

State Technical Colleges 110

Private Technical Colleges 3

Federal College of Education 22

State College of Education 46

Private Colleges of Education 14

Factors Contributing to the Downturn of Higher Education in Nigeria

1. Technological Deficiency and the E- Literacy Gap“The expansion of access to primary education has also resulted in the recognition of a growing demand for secondary and tertiary education and increasing concern for vocational skills development, particularly in a context of growing youth unemployment. Indeed, too many young people and adults are currently unable to develop the skills, knowledge and attitudes they need for today’s rapidly changing technologies and world of work. This inadequate access to higher levels of learning is resulting in a knowledge divide that includes the ‘e-literacy’ gap.” (UNESCO , 2014)• Absence of a solid technological platform

• Even Universities (particularly those of Federal status) have yet to measure at par with their contemporaries on the international scene in this regard.

• No strong technological base- both and as a resource for delivery and as a skill set imparted into students to increase their viability as they transition into the workforce.

• Attendant issues: epileptic power supply, low telecommunication band- width and data speed


2. Budgetary Issues/ FundingGlobally university education is expensive, families and Government bear costs. In Nigeria, Government has bears majority of the cost of providing higher education.• Allocation to university education plummeted from 11.12 % in 1999

to less than 5% in 2004, budgetary allocation to university education was at 8.76% down from 11.12 % in just one year. 7.0 % in 2001; 6.1 % in 2002, 4.75 % in 2003; 4.54% in 2004; 10.6 % in 2009; 6.4% in 2010; 6.2% in 2011, 8.43% in 2012 and 8.7% in 2013 Though in 2014, it rose to 10.7% (N493 billion ) of the total national budget of N4.6 trillion, and was reported to have been 15% more than that of the previous year, it is still a far cry from UNESCO’s recommendation of 26% (Business Day Newspaper January 24, 2014).

• Nigeria’s national budgetary allocation is not up to 50% recommended minimum.

• Growing youth population, increased enrolment into higher institutions, dwindling Government revenue

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National Budgetary Allocation to Education of Some Selected Countries

Factors Contributing to the Downturn of Higher Education in Nigeria3. Strikes• ASUU was formed in 1978 and when the oil boom was starting to decline.

• Military dictatorship overthrew the basic freedoms of society - academic freedom and university autonomy

• A Long- list of yet- to- be- met needs According to a Channels TV 2013 report, the 2009 FGN/ASUU agreement covers the following:

• i. Funding requirements for Revitalization of the Nigerian Universities

• ii. Federal Government Assistance to State Universities

• iii. Establishment of NUPEMCO

• iv. Progressive increase in Annual Budgetary Allocation to Education to 26% between 2009 and 2020

• v. Earned Allowances

• vi. Amendment of the Pension/Retirement Age of Academics on the Professorial cadre from 65 to 70 years

• vii. Reinstatement of prematurely dissolved Governing Councils

• viii. Transfer of Federal Government Landed Property to Universities

• ix. Setting up of Research Development Council and Provision of Research Equipment to laboratories and classrooms in our universities.


History of the Academic Staff Union of Universities (ASUU) strike since 1999

Year Duration of Strike

1999 5 months

2001 3 months

2002 2 weeks

2003 6 months

2005 3 days

2006 1week

2007 3 months

2008 1 week

2009 4 months

2010 5 months 1 week

2011 3 months

2013 5 months 20 days


4. Poor Infrastructure and Conditions of Service

• Poor Research Infrastructure (poor investment in innovation and R&D);

• poor linkage between researchers and the industrial sector

5. Shortage of Higher Education Workforce/ Low skilled Workforce

The ratio of teaching staff to students in many universities is 1:100. National Open University of Nigeria (NOUN) teaching staff to students is 1:363, University of Abuja (UNIABUJA) teaching staff to students is 1:122; Lagos State University (LASU) teaching staff to students is 1:144. In contrast, in Harvard University, teaching staff ratio to students is 1:4; Massachusetts Institute of Technology is 1:9; and Cambridge University is 1:3.



6. Brain Drain and Revenue Drain• Every year many Nigerian students travel abroad to study; No

scholarships, or grants or any other kind of official support- Family and personal funding

• No sense of allegiance or have any commitment strong enough to cause them to want to return home to give back. This revenue stream- their school fees expenditure, is a loss to their home countries. This is a particularly serious matter in recent times, following debates of alternative sources of funding- including actual payments of tuition, and other related costs by students and their families or sponsors.

• People who have been trained in- country, leave the country in search of greener pastures. This exodus of trained professionals and intellectuals from the country, is a major loss to the economy of the nation in the broadest possible sense; loss of intellectual capital, loss of institutional memory, loss of human resource for the different sectors of the economy, loss of research and development potential, loss of other direct and accidental economic benefits.


8. Proliferation of Private Institutions


7.Disparity between University Graduates and Graduates of Polytechnics and other Tertiary Institutions

Recommendations and Conclusion

• “ If you think education is expensive, try ignorance.”

RecommendationsSuggestions for Building Resilience Having established that all the challenges funds- based, and can be largely resolved by the availability of resources. Other specific interventions shouldinclude:

1. Funding and Infrastructure • Adoption of the concept of New Public Management (NPM): such that private sector

profit orientation is transferred to educational management in Government owned private institutions.

• Making education a national priority and a strategic imperative, by committing definite appropriate percentages (UNESCO recommended minimum) of its annual budget over a long term period to higher education.

• Alternative sources of funding Higher education funding should take into account rising over- head costs, inflationary trends, increased student enrolment among other fluctuating factors that immensely impact on the costs of running a higher education institute (Tunde and Issa, 2013). One way to achieve this is through non- traditional sources of funding, such as endowment funds, which have long- term strengths and strategic benefits. This will greatly reduce financial pressures on universities, and encourage the direction of impact investors and other philanthropists to give in a more targeted and sustainable manner (Oshodi, 2015).

Recommendations

2. Staffing, Brain Drain and Teaching Quality:

• Adjust the policy of hiring only those with Ph.D. degrees for teaching positions to include experienced career professionals with apposite industry experience

• Make careers in teaching higher education desirable, in such a way that the best minds are inspired to teach, and retained under the prestigious conditions (follow the Finland example), this would help stymie the tide of brain drain, and even become a pull factor for those in diaspora to return home.

3. Research:

• Collaborate with industries, the private sectors (PPP mechanisms)- R&D, scholarships home and abroad

• Enforce that stringent standards for both public and private institutions, and the different levels of public institutions.

Conclusion

This paper has looked at some of the challenges of building resilience against downturn in Nigeria’s higher education. It has also proffered options for achieving sustainability in this regard. It concludes based on the premise that in order for Nigeria to be able to compete effectively in today’s high- impact knowledge economy, it would need to escalate targeted interventions within the sector both at the public and private levels, and at the Federal and state levels. It is only in so doing, that it would be able to reap demographic dividence from its citizens , in meeting continuing national and global challenges.

Thanks for your kind attention.

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Building Resilience against Higher Education Downturn in Nigeria