Developing Linkages Between American Black Universities and Nigerian Universities

Journal of Negro Education

Developing Linkages Between American Black Universities and Nigerian UniversitiesAuthor(s): Edwin HamiltonSource: The Journal of Negro Education, Vol. 54, No. 1 (Winter, 1985), pp. 89-98Published by: Journal of Negro EducationStable URL: http://www.jstor.org/stable/2294903 .

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Developing Linkages Between American Black Universities and Nigerian Universities Edwin Hamilton,* School of Education, Howard University

INTRODUCTION

There are a number of Black colleges and universities in America that have well-developed and time-tested academic programs. The histories of many of these institutions, however, indicate profound changes since their establishment. Daniel C. Thompson,1 a promi- nent sociologist, argues that these institutions will need to make bold changes and seek new directions in order to continue their contribution to Black progress. One of those directions should include the development of international linkages with colleges and universities in other parts of the world, particularly in areas where there is a related cultural heritage.

Since 1960, the higher education system in Nigeria has been developing at an extremely rapid pace. During this period of dra- matic university expansion, the Nigerian government has received extensive technical assistance from foreign countries. For example, support has been provided in the form of expatriate teachers, scholarships for study abroad, building up of Nigerian institutions, trans- ferring of foreign models, and providing expertise in educational planning.2 The expansion of universities and levels of external aid, however, have not kept pace with the demands of young Nigerians for university education.

Former Visiting Fulbright Professor, University of Benin, Bendel State, Nigeria. The author is especially indebted to Professor Carroll L. Miller, coordinator for Nigerian Linkages Program, Howard University, for his many valuable suggestions and advice.

'Daniel C. Thompson, Private Black Colleges at the Crossroads (Westport, Conn.: Greenwood Press, 1973).

2L. Cerych, "The Integration of External Assistance with Educational Planning in Nigeria," in Educational Development in Africa (UNESCO: IIEP, 1969), pp. 231-304.

Journal of Negro Education, Vol. 54, No. 1 (1985) Copyright I 1985, Howard University 89



There is a history of major involvement by some American universities in the development of many of the federal universities of Nigeria. Unfortunately, this involvement of the American educational community has operated with the exclusion of American historically Black colleges and universities. In 1981, Howard Uni- versity signed an agreement to establish academic linkages with the Nigerian Universities Commission. This accomplishment, while in its infancy, provides the conceptual framework for the ultimate development of a linkage program prototype. However, the agreement has produced marginal results, as there were only two Nige- rian scholars at Howard for the 1983-84 academic year under the agreement, and no Howard scholars at Nigerian universities during that period. Today, Nigerian universities are maintaining their relationships with selected white universities, increasing their recruit- ment of expatriate teachers, and continuing to grant federal scholarships to a disproportionate number of students enrolled in white American universities. This is particularly noteworthy in view of the fact that three historically Black institutions (Texas Southern, Howard, and Bishop) usually enroll the largest groups of Nigerian students in the U.S.

This article explores the possibility that the resources of Black universities in America can contribute to the resolution of the problems confronting Nigerian universities. The purposes of the article are to: (1) delineate past and present involvement of American universities with Nigerian universities, (2) discuss present oppor- tunity for Black American universities to plan and organize them- selves to provide meaningful and ongoing technical assistance to Nigerian universities, and (3) explore program approaches and suggest a model for program development with Nigerian universities.

Involvement of American Universities As early as 1955, Dr. Nnamdi Azikiwe,3 then premier of Eastern

Nigeria, began to formulate plans for the establishment of the Uni- versity of Nigeria, Nsukka, which would become the first Nigerian institution to develop a substantive relationship with an American university. Delegations were sent to America to solicit funds from the International Cooperation Administration of America (ICA).' By October 1960, the opening of the university was announced

3Dr. Azikiwe was a graduate of Lincoln University, Pennsylvania, class of 1930. Lincoln is a historically Black institution founded in 1854.

4S. Adesina, Planning and Educational Development in Nigeria (Lagos: Educational Industries Nigeria Ltd., 1977), p. 179.

90 The Journal of Negro Education



(Nigeria's second; the first was the University of Ibadan). Michigan State University provided thirty administrative advisers for the new university and one of its own professors, Dr. Troy L. Stearns, was named acting principal of the new university.5 Stearns was suc- ceeded by Dr. G. Johnson, also of Michigan State.6 Michigan State later signed a ten-year contract with the Agency for International Development (AID) to assist in the development of the new university. Michigan State's functions were:

. . . to seek out and train indigenous staff to replace Michigan State Univer- sity advisors; to provide advisory service in planning, organizing, and admin- istering the university; to organize and teach courses adapted to Nigerian students; to encourage research on Nigerian problems; to expand the bridge between the university and the region's secondary schools, government agencies, agricultural and business groups; and, to expand the services of the university and its resources, in an adaptation of the land-grant approach, throughout the Eastern region.7 In order to ensure, especially at the start, that they would not

lack the necessary experience and guidance, each of the Nigerian federal universities has established links with one or more foreign institution for the purposes of providing advisory services and teaching staff for their most immediate needs. The University of Ife has a relationship with the University of Wisconsin, Ahmadu Bello University has its Institute of Administration in special relationship with the University of Pittsburgh, and the University of Lagos has its faculty of business and social studies sponsored by New York University.8

The Howard University/Nigerian Universities Commission agreement of 1981 is a broad-based pact with all the Nigerian federal universities. Two of the six specific objectives are:

. . . to immediately establish cooperative academic relationships between Nigerian universities and Howard University; and to assist Nigerian universities in recruiting qualified faculty for either short-term or long-term service in supplementing the educational programs of greatest need, particularly in areas of technology-engineering, business management, basic sciences, and medicine.9

5Ibid., p. 180. 60. Nduka, Western Education and the Nigerian Cultural Background (Ibadan: Oxford University

Press, 1964), p. 124. 7"The University Looks Abroad: Approaches to World Affairs at Six American Universities," in

Education and World Affairs (New York: Walker and Co., 1965), p. 62. 8A. Callaway and A. Musone, "Financing of Education in Nigeria," in Educational Development

in Africa (UNESCO: IIEP, 1969), p. 152. 9"Agreement to Establish Academic Linkages Between Universities in Nigeria and Howard

University" (Washington, D. C.: Graduate School of Arts and Sciences, Howard University, October 10, 1980).

The Journal of Negro Education 91



Table I provides a listing of links between American and Nige- rian universities. It is worth noting that with the exception of the Howard University/Nigerian Universities Commission agreement, no Black institution of higher education in the U. S. has participated formally in an ongoing program with Nigerian universities, although from time-to-time professors from predominantly Black colleges have taught in Nigerian universities.

THE PRESENT CHALLENGE

Few of the Black colleges and universities in the U. S. have had the development of international programs as an educational goal. The international area traditionally has been viewed as a peripheral area of concern and given low priority. However, the universities have been quick to respond to opportunities for international ven- tures in cases where funding was apparent. As a result, many of the institutions have been involved in the operation of various stateside and overseas short-term projects in a variety of countries.

Based on the historic commitment and concern about the problems of Africa, it appears that a new consciousness has emerged among a growing number of American Black universities and colleges. These institutions have internalized a mandate to work toward the solution of the societal and economic problems of this nation and the world. The present challenge for the implementation of this mandate lies in the universities' capacity and ability to institute organizational strategies for the purpose of conducting research and providing technical assistance in international development.

Nigeria, with its one hundred million Black people, and being grossly unable to accommodate the university needs of its growing population, is ripe for harvest! At present, Nigeria is engaged in a massive program of education at all levels and is experiencing tremendous manpower shortages in all sectors of the economy, including the training of new instructors for the universities. It was estimated in 1981 that three thousand instructors would be required but only one thousand would be produced by the existing system. 10 Thus, the remaining two thousand qualified university instructors had to be recruited from other countries.

The present challenge and need appear to be for Black American colleges and universities to assist Nigerian universities in the high priority area of preparing individuals for academic positions in Nigerian colleges and universities. A Howard University team vis-

"0Nigerian Universities Commission, Basic Information Kit on Nigerian Universities, 1 (May 1982), 3.




TABLE I Linkages Between United States and Nigerian Universities

U.S. University Nigerian University Objective Field

1960-1979

Iowa State University University of Nigeria, Nsukka Faculty development Education Johns Hopkins University University of Lagos Health Education Public/Family Health Kansas State University Ahmadu Bello University Faculty development Agriculture and Veteri-

nary Medicine Michigan State University University of Nigeria, Nsukka University development and planning Various fields and Con-

tinuing Education New York University University of Lagos Faculty development Business Administration

and Social Sciences Teachers College, Columbia University of Lagos Professional studies programme Teacher Education University

(Z University of California at Los University of Lagos Development of teacher training col- Teacher Education Angeles lege

University of Massachusetts/ University of Ife Graduate training and inservice Public Administration University of Connecticut

University of Pittsburgh Ahmadu Bello University Growth & expansion of Institute of Public Administration Administration

University of Wisconsin- University of Ife Faculty development Agriculture Madison

University of Wisconsin- Ahmadu Bello University Primary teacher training program Education Madison

Washington University University of Ife Yoruba primary curriculum develop- Education ment Continued on next page



Table I-Continued

U.S. University Nigerian University Objective Field

1980-Present*

University of Pennsylvania University of lbadan Academic exchange Medicine, Dentistry, Law, Engineering, etc.

Georgetown University UniversityofIbadan Studentexchange(ISEP) StudentExchange Georgetown University University of lfe Student exchange (ISEP) Student Exchange University of Wisconsin- University of Calabar Development of Faculty of Agriculture Agriculture Madison

University of Texas-Austin University of Port Harcourt Development of programmes in Engi- Engineering and Busi- t~l neering & Management Studies ness

University of Texas-Austin University of Benin Faculty development in Optometry Physics and Optometry University of Oregon University of Benin Faculty development All areas Howard University All Nigerian universities Faculty and Student Exchange Faculty development

Source: Adapted from Akinjide Osuntokun, Expansion of University Education in Nigeria, vol. 1 (Nigeria: Nigerian Universities Commission, January 1982), p. 16.

*After 1980, linkage agreements remain in effect indefinitely unless formally terminated by either party.



ited seven Nigerian universities in 1981 and found that academic training needs were greatest in the disciplines of the natural, bio- logical, and applied sciences, in all technological fields, and in the professional areas such as engineering, law, medicine, veterinary medicine, and agriculture. There was a clear need for the use of Howard senior academic staff to provide leadership and quality training in the development of Nigerian faculties and depart- ments.11 To date, this need has not been met.

Planning Strategies Nigeria's higher education is confronted by a dilemma. How

can Nigeria, on the one hand, find faculty of quality to staff its many institutions of higher education? On the other hand, because there is not time for leisurely search, how can this be done most expeditiously? It does not appear that these questions have been given priority in educational planning.

Unfortunately, the current practice of educational planning in Nigeria seems to emphasize only the quantitative aspect of education where politicians and administrators proudly and frequently announce the growing numbers of schools and increases in student population. However, the human element, the core of an effective educational environment, has been neglected. An examination of the purposes and objectives for developing a cooperative and recip- rocal relationship between two education systems reveals the need for increased emphasis on the qualitative aspect of educational planning as related to staffing. If considerations are given to the contributions that education purports to make toward national development through the quality of its products, then greater rec- ognition must be given to this element. Educational planning can then be viewed as an instrument for national development, involv- ing a realistic appraisal of the country's means, its human resources, institutional structures, and other factors that bear upon the success of the educational plan. The work of the educational planner does not stop with the prescription of what should be done; it must also devise the method and map out the means for attaining the end product.

Although external assistance for education from Black American colleges and universities represents only a small fraction of the total effort required by Nigerian universities, it is a major factor in higher education. Thus, the central problem for educational planners is

"E. W. Hawthorne, "Academic International Initiatives in the Graduate School of Arts and Sciences," The Academic Affairs Bulletin (Howard University), VI (April 1982), 37.




how to get the maximum effect from this marginal assistance in terms of its benefit to overall educational development in both the short-run and long-run. Given the limitations of manpower, resources, and money, the educational effort must be targeted for maximum results.

An analysis of the special problems facing American Black colleges places financial constraints at the top of the list. This primary problem stems from the fact that Black colleges service a low-income constituency and that there is a continuing pattern of personal income deficiency. The problem is compounded by the institutions' inability to secure sufficient supplemental resources.12 Therefore, it is highly unlikely that American Black universities will be able to provide direct funding for external projects in Nigerian universities. Nigeria will need to continue minimal educational development efforts to capitalize on its heavy investment in higher education and its continuing demand for trained manpower. The central issue facing Nigeria will be the efficient utilization of resources in the universities.13 American Black universities can help in the maximi- zation of effective use of resources.

PROGRAM APPROACHES

It is projected that a 100 per cent increase of student enrollment in Nigerian universities will be attained by the end of the century. Provision must be made for long-term training. Therefore, planning strategies must take into account the need for personnel to meet the program concentrations as they develop. There appear to be three alternative approaches to meeting these needs: (1) increasing the services of expatriates, (2) sending more students for training overseas, or (3) accelerating the training of Nigerians in their universities.

There are several ways in which American Black universities can assist Nigeria to meet its educational needs. Primary focus should be on the acceleration of training in Nigerian universities. Due to financial constraints and staff limitations, American Black colleges and universities should consider the possibility of a consortium arrangement through which linkages with Nigerian universities would be developed. The development of a preliminary plan should include the following steps: (1) determination of priorities of Nigerian universities, (2) selection of American Black uni-

'2C. E. Taylor, "Riding a Bicycle While Building It: Some Special Problems Facing Black Colleges in America and Their Implications for the Future," Cross Reference, 1 (May-June 1978), 231.

13C. Nwachukwu, "Issues and Problems of Financing Higher Education in Nigeria," Journal of Negro Education, 46 (Summer 1977), 224.




versities based on Nigerian priorities, and (3) decision making rel- ative to strategies of cooperation. Thus, a Nigerian university with specific needs would be paired with an American Black university with expertise and resources to meet these needs. This proposal requires the coordination of programs by a committee of represen- tatives of American Black universities and the centralization of activities in a single university. The American consortium should include institutions with demonstrated academic excellence and with a genuine commitment to linkages. The consortium should be small enough to ensure organizational efficiency, but large enough to encompass a sufficient range of academic disciplines. The initial purpose of the consortium should be to develop a specific short- term linkage program with one or two Nigerian universities. This should be a pilot project for the first year. Negotiations of the consortium plan should be processed in accord with mandates and input from the Nigerian Universities Commission. What is needed in the plan is a blueprint that specifies the directions in which all parties wish to go and what is required to get them there.

Logically, an appropriate short-range planning strategy, designed to deliver the greatest impact of technical assistance to the targeted Nigerian universities, should be developed around the following model: (a) selecting the pilot project universities; (b) listing and delineating the academic disciplines of priority; (c) determining methodology and procedures; (d) identifying fiscal, personnel, and physical resources needed; (e) stating specific objectives and setting timetables; (f) finalizing and communicating short-term plans; (g) implementation, follow-up, troubleshooting; and (h) evaluation, revision, and long-range planning.

A linkage project requires a basic funding commitment by the participating universities. Several funding options are suggested: (1) reallocation of existing budgets; (2) securing funds from foun- dations and agencies, both national and international; (3) financial support from governments; and (4) fundraising activities through special appeals and other efforts. The Nigerian university system has ongoing provisions to recruit expatriate instructors; provide housing, transportation, and medical services; and send junior staff for overseas training. In contrast, American Black universities employ visiting instructors and provide a limited number of scholarships and assistantships for students. Therefore, limited fiscal flexibility exists that can be utilized to provide the initial level of basic financial support for a given linkage project.

SUMMARY

Nigerian universities, in their programs of expansion, are confronted with critical educational problems. This article presented




means by which American Black universities might contribute to the resolution of some of these difficulties.

The formation of a consortium of American Black universities through which linkages with Nigerian universities would be developed is suggested as the first stage of external assistance to Nigerian universities. Emphasis should be placed on a cooperative approach. The consortium proposal is feasible, and its funding options should permit immediate action.

Ties between American Black universities and Nigerian universities represent important aspects of the international thrust that each nation must accept. Further, for Blacks, such cooperation holds the promise of reinforcing the common heritage of the two peoples and demonstrating that American Black universities have expanded their perspectives to include internationalism.




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Developing Linkages Between American Black Universities and Nigerian Universities