The Journal of Commerce, Vol. 4, No. 1, ISSN: 2218-8118, 2220-6043 Hailey College of Commerce, University of the Punjab, PAKISTAN ACADEMIC CORRUPTION AND THE CHALLENGE OF UNEMPLOYABLE GRADUATES IN : IMPLICATIONS FOR ENTREPRENEURSHIP DEVELOPMENT AND ECONOMIC GROWTH

ADEBISI PIUS ADEMOLA Ph.D1 ramifications. For when man is given qualitative ADEBISI OBAWALE SIMEON2 education he becomes a creative and productive AROGUNDADE KAYODE KINGSLEY3 being and by extension agent of development or change. This is why Majasan (1998:1) affirmed ABSTRACT that, down the ages, some societies have made This paper aims to assess academic corruptness such waves and have contributed significantly and the challenge of unemployable graduates in to human progress either continuously or Nigeria noting their implications on occasionally when they have been able to rise entrepreneurship development and economic up to the desired standard of education. In other development. Based on a review of current work words sans or without qualitative education a in the area under study, and the implications of society is permanently sentenced to corruption, the work outlined the various retrogression. It is in realization of this that corrupt practices in academics and attributes of Nigeria’s philosophy of education is partly unemployable graduates. We found that anchored on the beliefs that: academic corruption can lead to turning out (a) Education is an instrument for unemployable graduates, which could possibly national development lead to low entrepreneurial ability and (b) Education fosters the worth and consequently engendered low economic development of the individual for development. Our conclusion is that, for our each individual’s sake, and for the nation tertiary institutions to produce general development of the society employable graduates required for national (National Policy on Education, development, corruption must stop in our 2004) nation higher institutions. We recommended Nigeria’s philosophy of education therefore is adherence to principle of rule of law; sincerity based on the development of the individual into on the part of agency and administrator to the a sound and effective citizen (Ibid). rule guiding decision process; and family, religious group and social groups to act as To achieve this, the National Policy on agent of change by joining the crusade against Education provided further that the quality of corruption. instruction at all levels has to be orientated or Key Words: Academic corruption, tailored towards inculcating the following unemployable graduates’ entrepreneurship values: development, economic development . Respect for the worth and dignity of the individual INTRODUCTION . Faith in man’s ability to make rational Generally speaking, qualitative education is one decision of the fundamental instruments by which any . Moral and spiritual principles in inter- human society can be transformed in all personal and human relations . Shared responsibility for the common 1 FEDERAL COLLEGE OF AGRICULTURE, AKURE, good of society ONDO STATE, [email protected] . Provision of the physical, emotional and 2 DEPARTMENT OF BUSINESS ADMINISTRATION psychological development of all UNIVERSITY OF ADO-EKITI, NIGERIA children and [email protected] . Acquisition of competencies necessary 3 DEPARTMENT OF BUSINESS ADMINISTRATION for self-reliance (Ibid) UNIVERSITY OF ADO-EKITI, NIGERIA However today, hardly are these values [email protected] inculcated in the students in our tertiary Correspondence e-mail: [email protected] educational institutions. Where they are being

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Academic corruption and the challenges of unemployment in Nigeria inculcated they are half-heartedly or perversely This matter is not a matter of a generation (my transmitted. Hence, the challenge of generation) condemning a younger generation unemployable graduates in the country. Today rather, that is the reality steering us in the face. we are all worried about the quality of Indeed guess estimate has put the level of graduates that are churned out by our tertiary incompetence of our graduates at about 80%. educational institutions. This is because most of This phenomenon of unemployable graduates the graduates are grossly deficient in can of course be traced to a number of problems competence or capacity. The Director-General of that have been confronting our educational the National Youth Service Corps expressed this system. Key among them are poor funding; the concern when he soberly cried out on the phenomenal rise in the number of educational challenge of unemployable graduates at a forum institutions in the country without thus: corresponding hike in the manpower required In recent time, complaints from corps members to teach in the institutions; incessant industrial on the issue of incompetent graduates are actions by trade unions in the tertiary increasing at an alarming proportion. Presently, institutions and of course the problem of there are cases of graduates who are sent academic corruption. Of all these ills or bane of back to the scheme by their employers due to qualitative tertiary education in the country, our gross incompetence. The matter has central focus shall be the consideration of the degenerated to the worrisome level of graduates place of academic corruption in the emergence not being able to write a simple essay, give of the phenomenon of unemployable graduates. simple definition of some important terms or It is our contention here that although the remember the topics of subjects in their standards of our curricula are very high, areas of specialization. (Mitsga, 2010) however, because of the perverse manner in He revealed further that: Indeed, the scheme which the curricula are administered we cannot had to withdraw some of them from secondary but have the challenge of unemployable schools as they were not able to communicate in graduates in the country. simple correct English. They responded to questions only in incoherent sentences or pure Conceptual Clarification pidgin. Therefore, it is obvious that the level of In order to gain adequate insight to the topic we cognitive learning acquired by these graduates defined the two operative concepts in this topic from the institutions falls far short of the namely academic corruption and unemployable standard set for Nigeria’s tertiary institutions by graduates. the Federal Government. (Ibid) Several scholars have provided different definitions of corruption. In a sense, corruption Further still, many Nigerians today are scare or has been defined as wrongdoing by those in afraid of consulting newly graduated medical special position of trust. The term is also doctors when they are sick because they feel commonly applied to self benefiting conduct by that many are hardly better than quacks; many public officials and others dedicated to public prefer to look for succour from road side service (Microsoft Encarta, 2009). In another mechanics and electricians rather than from our conception, it has also been defined as mechanical and electrical engineers. Our First “deliberate bending of the system to favour Class and Second Class Upper graduates of friends or hurt foes, any misbehaviour, today are hardly better than Second Class deviation from or perversion of the system or Lower and Third Class of yesteryears. Or what misleading or giving wrong or distorted could have been responsible for six First Class information about things people ought to know graduates of Nigerian universities admitted to etc (Adamu Ciroma cited in Akinnayojo, 2005). the African University of Science and Corruption has also been seen as being Technology, Abuja for postgraduate studies to synonymous with the giving and taking of abandon their scholarships? The answer I found bribes. Still in another sense, the Chamber 20th in The Nation’s report (The Nation, May 13, Century Dictionary interprets that to be corrupt 2010:41) that, it was because they could not cope is to make putrid, to taint, to debase, to spoil, to with the academic rigours of the university. 2

The Journal of Commerce, Vol. 4, No. 1, ISSN: 2218-8118, 2220-6043 Hailey College of Commerce, University of the Punjab, PAKISTAN destroy the purity of, to pervert, to bribe etc. of corruption is that it occurs in the academic (cited in Ibid) setting. The Encyclopedia of Social Science (2nd Edition) Unemployable Graduates: Ordinarily also defines corruption as the perversion or when an individual acquires some measure of abandonment of a standard. Although, the training or skill in any field in any tertiary focus of each definition appears slightly institution, it is generally believed that apart different, however the common denominator is from knowing the basic concepts in such area of the glaring fact that corruption implies specialization, he must be able to demonstrate wrongdoing that is averse to by the society the skill or knowledge practically or apply the because of its pernicious effect on the society. knowledge in the relevant areas if gainfully This is why the Thesareaus dictionary gives its employed and must also possess strength of other synonyms as dishonesty, immorality, character. Any graduate that is bereft of all venality, harm, debasement, vice and these can be simply described as unemployable degeneracy etc. graduate. In a nutshell therefore, an Corruption is a universal phenomenon, and it unemployable graduate is one that is takes place in different spheres of life: business, incompetent and morally unfit to be employed or corporate world, politics, administration, in his or her acclaimed field of specialization. religious circle and of course in the academic He is an ill-equipped and ill-mannered environment which is our focus. university, polytechnic and related institution In different writings on corruption therefore, it graduates. has been classified as follows: political Academic corruption constitutes a major cause corruption, administrative or bureaucratic of the challenge of unemployable graduates. corruption and economic corruption. There are The questions then arise: who are the many other forms of corruption based on stakeholders in our tertiary education? What different criteria. Academic corruption is one of forms of academic corruption do they such other forms of corruption. Usually, what perpetrate? What are the effects of these corrupt we have chosen to call academic corruption is practices in more specific terms on the quality of often sub-summed under bureaucratic graduates from our tertiary institutions? The corruption. answers to these questions we shall briefly However, as a result of the cancerous trend of address. corruption in our tertiary educational institutions and because of the threat it Forms of Academic Corruption in constitutes to academic standard, it is quite Nigerian Tertiary Institutions appropriate to isolate academic corruption from There are different stakeholders in the Nigerian the wide spectrum of bureaucratic corruption. education sector. Prominent among them are Hence the use of the term academic corruption Government and government agencies such as in this topic. What then is academic corruption? the Ministry of Education, the National Academic corruption in this context refers to all Universities Commission (NUC), the National dishonest acts perpetrated in the academic Board for Technical Education (NBTE), the environment by institutional administrators, National Commission for College of Education lecturers or teachers, students and other (NCCE) the Joint Admissions and Matriculation stakeholders in the academic sector or Board (JAMB) etc; the Governing Councils of educational institutions which have adverse the institutions, the Management of the tertiary effect on the academic goals of the institutions. institutions, the lecturers, the administrative Going by this definition, academic corruption staff, the parents and even the students among like other forms of corruption implies others. It is disheartening to note that a good wrongdoings in the academic environment number of corrupt practices are perpetrated by particularly the tertiary institutions which have each of these stakeholders which have pernicious effect on the standard of education. contributed to the slide in the standard of The only difference between it and other forms tertiary education in the country. These corrupt practices are outlined as follows:

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Academic corruption and the challenges of unemployment in Nigeria

an institution admitted 1,000 Corrupt Practices by Government candidates for Civil Engineering The following are the major corrupt practices when it has capacity for only 50 often perpetrated by government candidates.  Granting approval to operate  Hiring of equipment and lecturers private and public tertiary from other institutions to secure educational institutions with little accreditation. Afigbo correctly or no facilities captured this corrupt practice in  Non-provision of adequate teaching this manner and learning facilities such as This they do in connection with laboratories in spite of budgetary the accreditation visit provision established and administered by the NUC, the NBTE and the  Political pressure by government on institutional administrators to NCCE. Accreditation visit is for admit students more than the each institution and is a very costly exercise. Yet the carrying capacities of their courses and to even admit those that are not institutions are for the most part under-funded as a result of qualified. which facilities and equipment  Imposition of unqualified are below standard. Since no candidates on the institutions for institution and no appointment as lecturers. superintending government

would like to sit idly by while Corrupt Practices by other the courses run in its institution Government Agencies fail the accreditation test, they The common corrupt practices by collude and borrow all the government agencies are: necessary equipment from any  Granting of accreditation by the and everywhere for the period NUC, NBTE and NCCE to of the visitation. A month or so underfunded, ill-equipped and after the exercise, these are poorly staffed institutions. returned to their rightful  Leakage of examination questions owners (cited in Exam Ethics by some staff of examination bodies Handbook) particularly JAMB either by design or default.  Perversion of internal quality  Non or improper monitoring of the control measures. In some institutions after accreditation institutions, officers put in charge of Corrupt Practices by Institutional quality control hardly give honest Administrators (Management and report or assessment of lecturers. Administrative Staff)  Appointment of unqualified  Admission of unqualified candidates as lecturers. This is not candidates as students in some only perpetrated by governmental institutions. Unqualified candidates leaders, but also by institutional are made to sign undertaking that administrators. they would pass their ordinary  Embezzlement of funds meant for level subjects before graduating in procurement of teaching materials, some institutions laboratory equipment, books etc.  Offering admission to candidates  Window dressing of teaching and beyond carrying capacities infrastructural facilities for the approved for courses. For example, purpose of accreditation the NBTE sometime discovered that

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The Journal of Commerce, Vol. 4, No. 1, ISSN: 2218-8118, 2220-6043 Hailey College of Commerce, University of the Punjab, PAKISTAN  Compromise of the standard of the same places as the lecturers or promoting academic staff which has the children of their friends or led to promotion of mediocrity. relations of their colleagues at work.  Pressure on lecturers to award  Non coverage of syllabus by bonus marks in courses where lecturers as a result of irregular students have massively failed attendance at lectures without establishing the cause(s) of  Inadequate attention to details by the mass failure. lecturers even when they go for  Aiding and abetting examination lectures as a result of divided malpractice through sales of loyalty. For some lecturers now examination questions and blank teach in other tertiary institutions answer sheets. This is common apart from their places of among administrative and clerical permanent appointment. staff. Corrupt Practices by Students Corrupt Practices by Lecturers The following are the academic corrupt The major ones are: practices being perpetrated by students.  Irregular attendance at lectures.  Irregular attendance at lectures Many lecturers do not attend  The use of secret cults to terrorise classes to deliver lectures for more lecturers so that the lecturers can than two or three times in a pass them even when they do not semester of three months. deserve to pass  Award of marks based on purchase  The threat of and the actual use of of handouts from lecturers rather kidnapping of lecturers by students than on true assessment of the to force lecturers to pass them students’ ability in examinations. undeservedly.  Outright demand for and taking of  Involvement in examination bribes by lecturers in the forms of malpractice of variously types e.g. – money, sex and other material gifts spying, submission of multiple from students to enable them to scripts, passing papers in pass without deserving to pass. examination hall, etc  Leakage of examination questions  Sexual harassment of male lecturers and even answers to students for by female students with a view to cash or kind. passing examinations with little or  Abuse of continuous assessment no efforts. through arbitrary award of pass  Gaining admission with fake marks to favourites even when they results. do not merit it.  Plagiarism or outright stealing of  Institution of Examination Funds. academic works without serious In this case, lecturers have been efforts to produce original work. In found encouraging students this case, students of one institution through their proxies, to contribute copy students’ projects, theses, certain amount of money (e.g. dissertation, etc verbatim from N3000 – N5000) for the lecturers to other institutions and claim the enable those who contribute to work as theirs. pass. The preponderance of these vices in our tertiary  Allowing students to rewrite institutions today can be hinged on: examinations in the lecturers’  poor leadership and homes after examination at a price. followership;  Arbitrary award of good marks by  primordial sentiment; lecturers to students who hail from  poverty;

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Academic corruption and the challenges of unemployment in Nigeria

 the desire to get rich quick; are expended on universities and colleges  too much emphasis on paper through budget. The influence of corruption is qualification; obvious. Find release for development are  failure of the key agencies of diverted. Contracts are inflated; purchases are socialization like the family, overstated. There are little to show for huge find religious organizations etc and committed to education development.  cultural orientation among Consequently, facilities are inadequate staff are others. not well trained and student not exposed. The All these corrupt practices have eaten deep into position of Nigeria speaks for the capability of the fabric of our educational institutions. our professionals in Africa context and Indeed, their perpetration has unequivocally consequently the implication it can have on our and significantly led to the phenomenon of economy. unemployable graduates. More specifically and Insert table-1 here in addition to the attributes adumbrated in my Implications for Entrepreneurship contextual definition of unemployable Development graduates, unemployable graduates can be An entrepreneur is a person who initiates and identified by the following symptoms: manages creative business activities, either on  Inability to define simple and basic his or her own account or inside a large concepts in their fields of organization (Witzel, 1999). Through education, specialization an entrepreneur suppose to learn (a)  Inability to demonstrate simple Entrepreneurial behaviour, attitude and skill skills or knowledge in their fields of development e.g. opportunity seeking, initiative specialization taking, (b) Creating empathy with the  Poor cognitive ability entrepreneurial life world e.g working under  Poor performance in simple pressure, coping with loneliness; holistic aptitude test management (c) Key entrepreneurial value: for  Poor analytical ability example, strong sense of independence; distrust  Lack of character of bureaucracy and its values; strong sense of  Poor oral expression ownership. (d) Motivation to entrepreneurship  Inability to express ideas clearly in career (e) Understanding of processes of writing and in conformity with business entry and tasks e.g the total process of laws of grammar setting up an organization from idea to survival  Lack of self confidence (A diffident and provide understanding of what challenges personality) will arise on each stage. (f) Generic  Inability to initiate or create ideas entrepreneurship competencies; for example: to  Inability to carry out independent find an idea, appraise an idea; see problem as research or solve simple problems opportunities; identity the key people to be  Inability to rely on self influenced in any development. (g) Develop  Parade of good grades which do not knowledge about how to start businesses e.g. correspond with actual ability. see products and services as combination of By these their fruits you shall know them. benefits; develop a total service package; price a product service; identify and approach good customers. (h) Managing relationships. This is entails understanding the nature of the relationships they need to develop with key Nigerian Universities and Colleges in stakeholders and are familiarized with them. African Context The basis implication is that: Today in Nigeria, there are over 160 universities Under acute academic corruption, these types of and colleges. The table below shows top 100 identified education can not be valid, reliable universities and colleges in Africa. Four and consistent. It is equally important to note universities in Nigeria make the list, Ranking that the ability to reduce academic corruptness 30th, 33rd, 34th and 60th. Several billion of Naira 6

The Journal of Commerce, Vol. 4, No. 1, ISSN: 2218-8118, 2220-6043 Hailey College of Commerce, University of the Punjab, PAKISTAN will enhance the quality of entrepreneur for the (NEEDS), in 2005 specifically to improve the benefit of the society. Any from of academic quality of lives of Nigerians, create safety nets corruptness has tendency to reduce ability of for the work, and meet the needs of people each graduate to acquire the relevant skill to displaced by the reform process. Education is function as entrepreneur. Consequently, considered essential in meeting the goals initiative would be stiffed and creative business identified by NEEDS. According to the National activities unattainable. Planning Commission (2005, P 35), the general In market economy sphere, unemployable policy direction of NEEDS in education is to: graduate can not be agents of social and  provide unhindered access to economic transformation and charge as compulsory universal basic required of entrepreneur. They be wire jobless education. rather than create job. They reduce productivity  establish and maintain enhanced rather than increasing it. Above all they quality and standards through contribute next to nothing in having and relevant, competency based utilizing the resources of a ration. curricula and effective quantity Lochcks (1988) grated in Inegbenebor (2006) control at all levels. defines an entrepreneur “as an individual who  enhanced the efficiency, perceives needs, conceives goods and services resourcefulness, and competence of to satisfy the needs, organizes factors of teachers and other educational production and creates and markets the personnel through training, products”. Needless to emphasis the fact that capacity building and motivation. employable graduate can not functions in this  strengthen Nigeria’s technological capacity. Their thought processes are distorted, and scientific base by revamping serve of imagination killed and they are rurally technical, vocational, and bankrupt. entrepreneurial education and Moral attributes its an essential attributes of an making optional use of information entrepreneur. Moral principles determine the and communication technologies to rightness of particular act it activities. In this meet the economy’s manpower regard, Otakpor (2006) noted that while society needs. can exist without entrepreneurs, entrepreneur  provide enabling environment and has no chance of existing outside a given society stimulate the active participation of and that moral standards of a particular the private sector, civil society business cannot be radically different from that organizations, communities, and of its panel community. Unemployable development partners is graduate that is a product of immoral and educational development. medical practices becomes a pollutant to the NEEDS identifies six goals for education, they mark sea of the society, thereby promote in include: ethical business practical when given any (a) Ensure and sustain unhindered opportunity. access to education for the all round Implications for Economic development of the individual. Development (b) Enhance the quantity of education To a very large extent, the development of any at all levels society is hinged on the development of (c) Use education as a device for entrepreneurs. Universities and colleges are improving the quantity of life places of developing sound entrepreneurs. through skill acquisition and job However, Olaniyan and Okemakinde (2008) creatives for poverty reduction. noted that the belief that education is an engine (d) Ensure periodic review and of growth rests on the quality and quantity of effective implementation of the education in any county. Recently, the federal curriculum at the secondary school government introduced the National Economic level to meet the requirements of Empowerment and Development Strategy

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Academic corruption and the challenges of unemployment in Nigeria

higher education and the world of This position follow from the assertion of Alani work. and Ishola (2009) that education increases the (e) Mobilize and develop partnerships mobility of labour and promotes technological with the private sector and local development through science and technology communities to support and fund education. Education also raises the education. productivity of worker through the acquisition (f) Promote information and of skills and unknowledge. communication technology capabilities at all levels (National Policy Recommendation Planning Commission, 2005; PP. 35- The manifestation of the dangerous 36). unemployable symptoms in most of our Beautiful as these policies and goals are, their graduates today has led to their rejection by realization can be jeopadise d by academic employers (local and foreign) and even by corruption. foreign tertiary institutions when they apply for The evolving links between the university and higher degrees. Wherever they are luckily the business sector are becoming a major focus employed, they are rarely effective and efficient, of policy as the role of technology in the and a lot of resources may have to be expended development expands (Yufus, 2007). on them to elicit a modicum of results from Consequently, the breed of unemployable them. graduates will have a devastating effect on First, it is very imperative for government to business development. Where good policies are adhere strictly to the principles of rule of law formulated, the implementation will suffer a and due process. No matter the societal serious set back due to academic corruption that pressure, our political leaders need to develop produces unemployable graduates. These will the political will to rise above apparent exercise create a set back for economic development. of arbitrary power and influence. With this Education is a fundamental determinant of attitude, the practice of approving economic development and growth (IIASA, establishment of tertiary institutions without 2008, Garba 2002, Olaniyan and Okemakinde, facilities will drastically reduce. With the 2008), Agiomirgianakie, Asterion and existence of institutions with adequate facilities, Monastiriotis, 2002). More specifically too, the citizens are assured of qualitative education. Odekunle (2001) affirmed that investment in Furthermore, with this kind of political will, the human capital has positive effects on the supply problems of admitting unqualified students; of entrepreneurial activity and technological admitting beyond carrying capacity and innovation. If the desired linkage established employing unqualified lecturers can be here is to be achieved, Nigeria has to resolve the eliminated or surmounted. pervading problem of academic corruption. Second, there is also the need for the Unemployable graduate cannot add any value supervising or accreditation agencies to be more to economic progress of a nation neither can sincere in the conduct of the accreditation academic corruption enables any institution of exercise. There is the need for them to always higher learning to produce competent and grant accreditation to courses based on the set qualitative entrepreneur capable of moving an standards. Furthermore, the agencies should economy forward. also evolve post accreditation mechanism to Another way of modeling the role of education ensure that what the institutions present during in the growth and development process is to accreditation are sustainable facts or the true view human capital as a critical for innovations, state of the facilities earlier inspected and research and development activities (Olaniyan approved. and Okemakinde; 2008). It is certain that Third, institutional administrators should unemployable graduate can either be innovative ensure that only qualified students are offered nor able to carry not a meaningful research. admission and that only qualified lecturers are Unemployable graduate can increase the offered appointment. The practice of making mimeses of unemployment, stew down students to sign undertaking to make up for technological growth and reduce productivity. 8

The Journal of Commerce, Vol. 4, No. 1, ISSN: 2218-8118, 2220-6043 Hailey College of Commerce, University of the Punjab, PAKISTAN their Ordinary Lever Certificate deficiencies people convicted by the law court for acts of before they graduate does not help the standard corruption will serve as deterrent to many of our education. people. The recent conviction of some big fishes Fourth, institutional administrators should in the country for corrupt acts that are not even strengthen the disciplinary mechanism in their academic is a right step in the right direction. institutions to be able to met out appropriate disciplinary measures to any staff and students CONCLUSION caught in corrupt practices. Further still, the We have recognized the fact that today in activities of the Anti-corruption Committees set Nigeria; we have on our hands the challenge of up by the tertiary institutions should be unemployable graduates. These graduates are complemented with regular organization of anti known by their inability to hardly express corruption seminars and workshops for staff themselves; inability to define basic concepts in and students in the tertiary institutions by their fields of studies; poor cognitive ability; Management. For, curbing corruption requires lack of initiative or creative ability; and lack of attitudinal change which can be best fostered self-confidence among others. Their existence through seminars and workshops. has worsen or swollen the unemployment rate Fifth, it is also imperative that the family or in the country as they are often rejected by home as agent of socialization should pay employers. Where they are fortunately or attention to the proper upbringing of the young erroneously or arbitrarily employed, it requires ones. Ethical values can be best transmitted via huge resources to retrain them. While we the family or the home. recognize poor funding, inadequate qualified Sixth, as agencies of socialization, the Church teachers and incessant strikes as other and Mosque and other religious bodies in the contributory factors to the challenge of country should be more active in the crusade unemployable graduates, it is our submission against corruption. True it is that corruption that the endemic corrupt practices in our also exists in places of worship. Yet the religious citadels of learning now metamorphosing to institutions being planks for moral education citadels of corruption loom large as a need to be more alive to their responsibility of fundamental bane of qualitative education in giving their adherents moral training. Their the country. For even if funding improves and honest and determination to positively change disruptive industrial actions are held in the attitude of their adherents among whom are abeyance, but corrupt practices still persist or institutional administrators, lecturers and thrive, the country’s tertiary education will still students, will help to curb academic corruption. be far from achieving its goal of producing Their efforts in this regard can also serve as a competent or employable graduates required prop for the family in properly playing its role for national development. as agent of socialization. Seventh, the role of social groups, or societies REFERENCES and clubs like your club can not also be over- Aginmirgianakis .G; Asterion .D and emphasized. Societies and clubs can also Monastiriotis V. (2002) Human Capital and embark on anti corruption sensitization Economic growth Resisted: A dynamic workshops/seminars to change the attitude of pawel Data Study, IAER Vol. 8, No 3, Pgs teachers, administrators and students in their 177 – 187/ communities. Akinnayajo C.O. (2005), “Making Nigeria Work Finally, there should be the will by institutional for The People: Corrupt Practices in Public administrators to report incident of academic Office – Role of Union Leaders”. A corruption to the police and anticorruption paper presented at a Seminar Organized agencies e.g. EFCC, ICPC etc for diligent for Union Leaders at the University of prosecution. Many a times, cases of academic Ibadan, May 10 corruption are treated with kid gloves or buried. Alani R.A and Ishola W.A (2009) Human This has indeed created the impression that one Capital development in Nigeria Economics can get away with acts of corruption. Getting

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Academic corruption and the challenges of unemployment in Nigeria

and Organisation of enterprises Vol. National Policy on Education (2004), Lagos, 5 (3) Pg. 58 – 71. Government Press Garbe, P.K (2002) Human Capital formation, Odekunle S.O (2001) Training and Skill utilization and the Development of Nigeria Development in Determinant of workers’ Selected papers for the 2002 Annual productivity in the Oyo State Public Conference of the Nigeria Economic Service. Unpublished Ph.D Thesis, Society (NES) Ibadan, Polygraphics . ventures Ltd. Otakpor, .N (2006) Ethics and Entrepreneurship IIASA (2008) Economic growth in Development in the fundamental of Entrepreneurship countries: Education process key, IIASA edited by A.U. Inegbenebor, Lagos petry Brief N03 Malthrouse Press Limited. http://www.4icu.org/topAfrica/. Olaniyan D.A and Okemakinde .T (2008) Inegbenebor, A.U. (2006) You can be an Human Capital Theory: Implication for entrepreneur in the fundamentals of educational development European Entrepreneurship, edited by A. U. Journal of Scientific Research Vol. 24, No. 2, Inegbenebor, lagos Malthouse Press ltd. Pg. 157-162. Majasan J.A (1998), Qualitative Education and Onyechere I. (1996), Examination Ethics Development, Ibadan, Spectrum Books Ltd. Handbook, Lagos, Potomack Books Microsoft Encarta, 2009 Pittawan .L, Hamnon .P; Gibb A. and MITSIGA (2010), “An Address” delivered at the Thompson .T (2009) Assessment practice in Meeting Between NYSC Management and enterprise education, international Heads of Corps Producing Institutions, journal of entrepreneurial Behaviour and February 18. Research, Vol 15, No. 1 National Planning Corruption (2005) National The Nation (2010), Lagos, May 13. Economic Empowerment and Witzel .M (1999) Dictionary of Business and Development Strategy (NEEDS), Management, International Thompson Abuja Central Bank of Nigeria. Business Press, London.

Table 1 2011 WORLD UNIVERSITY RANKING Top 100 Universities and Colleges in Africa 1. University of Cape Town South Africa 2. University of Pretoria South Africa 3. Universiteit Stellenbosch South Africa 4. The American University in Cairo 5. University of the Witwatersrand South Africa 6. University of Kwazulu-Natal South Africa 7. Rhodes University South Africa 8. University of South Africa South Africa 9. Cairo University Egypt 10. University of the Western Cape South Africa 11. Egypt 12. 13. University of Dares Salaam 14. University of Botswana 15. Universite Cadi Ayyad Morocco 16. University of Ghana 17. Egypt 18. Alexandria University Egypt 19. Universite de la Reunion Reunion 20. Tshwane University of Technology South Africa 21. Universidade Eduardo Mondlane

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The Journal of Commerce, Vol. 4, No. 1, ISSN: 2218-8118, 2220-6043 Hailey College of Commerce, University of the Punjab, PAKISTAN 22. Universite Abou Bekr Belkaid Tlemcen Algeria 23. Makerere University 24. Universite Chelkh Anta Diop Senegal 25. Universite des Sciences et de la Technologie Algeria Mohamed Boudlaf d’Oran 26. University of Zambia 27. University of Mauritius 28. 29. Universite de Ouagadougou 30. Nigeria 31. Polytechnic of Namibia 32. International University of Africa 33. University of Ibadan Nigeria 34. Nigeria 35. Obafemi Awolowo University Nigeria 36. Cape Peninsula University of Technology South Africa 37. Sudan University for Science and Technology Sudan 38. University of Johannesburg South Africa 39. Nelson Mandela Metropolitan University South Africa 40. Egypt 41. North-West University South Africa 42. Universite Mentourt de Constantine Algeria 43. University of Khartoum Sudan 44. The German University in Cairo Egypt 45. Durban University of Technology South Africa 46. Universite des Sciences et de la Technologie Houari Algeria Boumediene 47. Central University of Technology South Africa 48. Universite Abdelhamid Ibn Badis Mostaganem Algeria 49. Universite de Batna Algeria 50. Al Akhawayn University Morocco 51. University of Garyounis 52. Kenya 53. Kwame Nkrumah University of Science and Technology Ghana 54. Egypt 55. Universite d’Alger Algeria 56. Kenya 57. Egypt 58. Al Azhar University Egypt 59. Mogadishu University 60. University of Benin Nigeria 61. Universite Mohamed Khider Biskra Algeria 62. Egypt 63. Universite Gaston Berger de Saint-Louis Senegal 64. Minla University Egypt 65. Universite Ferhat Abbas Setif Algeria 66. Universite Dillali Liabes Algeria 67. Egypt 68. Kenya 69. Universite d’Oran Algeria 70. MISR University for Science and Technology Egypt

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Academic corruption and the challenges of unemployment in Nigeria

71. Universite M’hamed Bouguerra de Boumerdes Algeria 72. Namibia 73. Universite Mohammed V – Agdal Morocco 74. Universite Mohammed V – Souissi Morocco 75. Universite Hassan II – Ain Chock Morocco 76. Universite Mouloud Maamerl de Tlzi Ouzou Algeria 77. Jomo Kenyatta University of Agriculture and Technology Kenya 78. Universite Ibn Tofail Morocco 79. October University for Modern Sciences and Arts Egypt 80. Universite de Jijel Algeria 81. University of Limpopo South Africa 82. Universite d’Antananarivo Madagascar 83. Ethiopia 84. Universite de Nouakchott Mauritania 85. Bayan College for Science and Technology Sudan 86. Universite des Sciences Islamiques Emir Abdelkader Algeria 87. October 6 University Egypt 88. Mauritius Institute of Education Mauritius 89. Universite Hassan Ier Morocco 90. Sokoine University of Agriculture Tanzania 91. Universite Sidi Mohamed Ben Abdellah Fes Morocco 92. University of Zululand South Africa 93. Universite Hassan II – Mohammedia Morocco 94. University of Fort Hare South Africa 95. National University of Rwanda 96. Universite Ibn Khaldoun Tiaret Algeria 97. Ecole du Patrimoine Africaln Benin 98. Universite du 7 Novembre a Carthage Tunisia 99. University of Malawi 100. Ahfad University for Women Sudan Source: Lttp:- //www.4icu.org/top Africa/

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