DOCSLIB.ORG

Role of Nigeria in the Development of Higher Education in Africa

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Role of Nigeria in the Development of Higher Education in Africa December 2010, Volume 7, No.12 (Serial No.73) US-China Education Review, ISSN 1548-6613, USA Role of Nigeria in the development of higher education in Africa Akinwumi Femi Sunday (Department of Educational Management, Faculty of Education, University Of Ibadan, Ibadan 234, Nigeria) Abstract: In most countries of the world, higher education is highly subsidized by the public sector. The subsidy is a result of the role of higher education sector on the economy and good governance of the nations. Enrolment into higher institutions of learning is quite low in Africa compare to other continents of the world due to the continent’s low and declining spending on her higher institutions of learning. This shabby contribution by the continent could be likened to a result of some imminent challenges, which ranged from inadequate financial resource due to economic and social crisis to the challenges posed by the HIV/AIDS pandemic. The contributions of Nigeria to the development of higher education in Africa is quite worthy of note. This can be affirmed by the increase in the number of states and federal universities in the country over the years since independence. This can be further reaffirmed by the promulgation of Decree 9 of 1993, which made the provision for the establishment of private universities, which further increased the nation’s total number of universities to 93 from 59 and further strengthened the nations contributions to higher education development in the continent. In spite of all efforts made by the FGN (Federal Government of Nigeria), the nation is yet to reach her potential in the development of her higher education sector as the percentage of potential students that gained admission into the nation’s higher institutions of learning still stand below 15% of the total number of applicants. The study therefore recommended that budgetary allocations to higher institutions of learning be increased to meet the financial demands of the institutions. In addition, multi-campus should be encouraged in order to allow for more access to higher education. Key words: role; quality assurance; higher education; knowledge=based-economy; enrolment; policies 1. Africa higher education: A historical perspective Higher education in Africa is as old as the pyramids of Egypt, the Obelisks of Ethiopia and the Kingdom of Timbuktu. The oldest university still existing in the world of Egypt, Alzaazhar, founded as, and still the major academic institution in the world organized according to the original Islamic model. All other universities in Africa have adopted the western model of academic tradition, the fact is that, traditional centers of higher learning have all disappeared or were displaced by the effects of colonialism. Today, the continent is demanded by academic institutions shaped by colonialism and organized according to the European model as in the case of the developing worlds. “Higher education in Africa is an artifact of colonial policies” (Altabach & Selvarantnam, 1989). 2. The policies of the colonial higher education in Africa The colonial higher educational policies had some peculiar features, among which are limited access, language, limited freedom, etc. That colonial authentic feared a widespread access to higher education, because Akinwumi Femi Sunday, Ph.D., senior lecturer, the deputy coordinator of Distance Learning Centre of Department of Educational Management, Faculty of Education, University Of Ibadan; research field: quality assurance and system control in higher education. 106 Role of Nigeria in the development of higher education in Africa this may jeopardize their missions. They were only interested in the training of a limited number of Africans to assist in administering the colonies. Throughout Africa then, the size of the academic system was very small as at the time of independence. A World Bank study of 1991 reported that, at independence, less than one-quarter of all professional civil service posts were held by Africans, most trade and industries throughout the continent were foreign-owned and only 3% of high school age students received a secondary education. In 1961, Zambia had only got 100 universities graduates. University of East Africa (Serving Kenya, Tanzannia and Uganda) turned out a total of 99 graduates, form a combined area of a population of 23 million at the same year. Zaire, now Democratic Republic of Congo, got her independence without a single engineer, lawyer and doctor who were citizens of the country. French-speaking African countries could only produce 4 graduates in the field of agriculture in 1952-1963, a period of 11 years while English-speaking African countries turned out 150 (Eisermon, 1988). After independence, the number of students’ enrolment in the continents’ higher educational institutions was within 1 million. However, the present estimation shows that 4-5 million, students are currently enrolled. Egypt has the highest number in Africa with over 1.5 million (including about a quarter of 1 million part-time students). Nigeria came second with close to 1 million, 93,000 students enrolled in her post-secondary institutions (Jubril, 2003). Subotzky (2003) opined that South Africa has more than half a million students in her 21 universities and 15 technikons. She has the third largest number of enrolled post-secondary school students in the continent. Higher educational institutions in Africa have assumed a positive role in improving the entire education system and the pattern designed to prepare young people at all levels for an improved and commendable citizenship. In addition to its functions of teaching and advancing knowledge through research, the roles of higher education in Africa are as follows: (1) to ensure unification of Africa; (2) to maintain adherence and loyalty to world academic standards; (3) to encourage the comprehension and appreciation of African cultural heritage; (4) to train every individual for nation building; (5) to develop over the years, a truly African institution of higher learning dedicated to Africa and its people, a kinship to the larger society. At present, the total number of African students enrolled in institutions of higher education both in Africa and abroad has been estimated at 165,000 with 141,000 studying in Africa and 24,000 abroad (Conference of African States on the Development of Education in Africa, Addis-Ababa, 1968). The Addis-Ababa reports stipulated that, by 1980, 60% of students enrolled in the universities would be studying in scientific and technological fields. Among the findings of studies undertaken for the conference, it appeared that the actual distribution of students enrolled in middle African universities according to their fields of study was in the following arrangement: science, engineering, medical science, medical studies (medicine, pharmacy, and dentistry), agriculture, forestry, social science and technology, and all other fields. 3. The state of higher education in Africa According to the report of UNESCO (United Nations Educational, Scientific and Cultural Organization) in 2002, the enrolment rates for higher education in Sub-Sahara Africa are by far the lowest in the world, though the 107 Role of Nigeria in the development of higher education in Africa gross enrolment ratio has increased in the past years. Between 1985 and 1989, 17% of the worldwide education sector expenses were on higher education, but from 1995 to 1991, the portion allotted to higher education declined to just 7% as the focus shifted to primary education (World Education Conference, 1990). UNESCO Report (2005) confirmed this asserting that, this reduction in spending has adversely affected higher education in Africa. The average percentage of gross enrolment conceals wide disparities among countries. In several countries, enrolment stood at 1% or less in 2003. However, signs of progress for higher learning are now appearing in sub-Sahara Africa. The International Development Community has begun to recognize the importance of advanced schooling, and African countries have introduced innovative policies to strengthen tertiary education systems there. Higher education in Africa faces novel challenges at present. Not only is the demand for access unstoppable particularly in the context of Africa’s usual low post secondary attendance levels, but also higher education is recognized as a necessary factor for modernization and development. Among the challenges facing higher education in Africa are inadequate financial resources coupled with an overwhelming demand for access, the legacy for colonialism, long standing economic and social crisis in many countries and the challenges of HIV/AIDS (Human Immunodeficiency Virus/Acquired Immune Deficiency Syndrome) in part of the continent. As regards limited access, colonial authorities feared widespread access of higher education. They were only interested in training a limited number of Africans who would assist in administering the colonies. Some colonial power, notably the Spanish, Portuguese, Belgians and French, kept their enrolment very small thereby making the size of the academic system very small at the time of independence. At independence, Africans held less than a quarter of professional civil service posts, only 3% of high school age students received a secondary education and the language of institution was the language of the colonizers—limits on academic freedom and on the autonomy of academic. Institutions were the order of the day. Also, the curricular was dramatically restricted.
Load more

Recommended publications
  • University Education Finance and Cost Sharing in Nigeria: Considerations for Policy Direction
    0 University Education Finance and Cost Sharing in Nigeria: Considerations for Policy Direction 1Maruff A. Oladejo, 2Gbolagade M. Olowo, & 3Tajudeen A. Azees 1Department of Educational Management, University of Lagos, Akoka, 2Department of Educational Foundations, Federal College of Education (Sp), Oyo 3Department of Curriculum & Instructions, Emmanuel Alayande College of Education, Oyo 0 1 Abstract Higher education in general and university education in particular is an educational investment which brings with it, economic returns both for individuals and society. Hence, its proper funding towards the attainment of its lofty goals should be the collective responsibility of every stakeholders. This paper therefore discussed university education finance and cost sharing in Nigeria. The concepts of higher education and higher education finance were examined, followed by the philosophical and the perspectives of university education in Nigeria. The initiative of private funding of education vis-à-vis Tertiary Education Trust Fund (Tetfund) was brought to the fore. The paper further examined cost structure and sharing in Nigerian university system. It specifically described cost sharing as a shift in the burden of higher education costs from being borne exclusively or predominately by government, or taxpayers, to being shared with parents and students. Findings showed that Tetfund does not really provide for students directly. As regards students in private universities in Nigeria, and that private sector has never been involved in funding private universities. It was recommended among others that there is the need to re-engineer policies that will ensure effective financial accountability to prevent fiscal failure in Nigerian higher educational institutions, as well as policies which will ensure more effective community and individual participation such that government will be able to relinquish responsibility for maintaining large parts of the education system.
    [Show full text]
  • Retrospect and Prospect of University Education in Nigeria
    NIGERIAN JOURNAL OF SOCIAL STUDIES, VOL. XVIII (2) OCT., 2015 RETROSPECT AND PROSPECT OF UNIVERSITY EDUCATION IN NIGERIA Solomon Adebayo OLABODE Department of Social Science Education, Faculty of Education, Kogi State University, P.M.B. 1008, Anyigba Kogi State, Nigeria Abstract This paper examined the retrospect and prospect of educational development more especially from 1914 to the present with a keen focus on the University education which include the public, private and Open Universities. A total of 84 public universities, 60 private and 27 learning centres of the National Open University of Nigeria have been identified. The general problems confronting the university system such as gross underfunding, infrastructural decay, frequent strikes, examination malpractices and other vices have been sought, reviewed and discussed. The study concluded that the available number of public universities would require a collaborative effort with the public, private and Open Universities to fulfil the educational aspiration of the army of Nigerian school leavers that are being turned out annually. Consequent upon this, recommendations were made to both federal and state governments and other education stake holders to increase the funding of education to the 26% annual budget of UNESCO’s specification and to extend the ETF to private universities so as to promote teaching and research in the Nigerian universities. Key Words: Public Universities, Private Universities, National Open University of Nigeria (NOUN), underfunding. Retrospect and Prospect of University Education... 145 Introduction Traditional education is the oldest form of education in Nigeria. However, Islamic education in Nigeria was claimed to have established its earliest contact by a Muslim scholar – Hamed Muhammed Mani, with a Kanem ruler – Umme Jibrin (1085 – 1097) who accepted Islam and his children continued the practice of the religion as well as scholarship.
    [Show full text]
  • Nigerian University System Statistical Digest 2017
    Nigerian University System Statistical Digest 2017 Executive Secretary: Professor Abubakar Adamu Rasheed, mni, MFR, FNAL Nigerian University System Statistical Digest, 2017 i Published in April 2018 by the National Universities Commission 26, Aguiyi Ironsi street PMB 237 Garki GPO, Maitama, Abuja. Telephone: +2348027455412, +234054407741 Email: [email protected] ISBN: 978-978-965-138-2 Nigerian University System Statistical Digest by the National Universities Commission is licensed under a Creative Commons Attribution- ShareAlike 4.0 International License. Based on a work at www.nuc.edu.ng. Permissions beyond the scope of this license may be available at www.nuc.edu.ng. Printed by Sterling Publishers, Slough UK and Delhi, India Lead Consultant: Peter A. Okebukola Coordinating NUC Staff: Dr. Remi Biodun Saliu and Dr. Joshua Atah Important Notes: 1. Data as supplied and verified by the universities. 2. Information in this Statistical Digest is an update of the Statistical Annex in The State of University Education in Nigeria, 2017. 3. N/A=Not Applicable. Blanks are indicated where the university did not provide data. 4. Universities not listed failed to submit data on due date. Nigerian University System Statistical Digest, 2017 ii Board of the National Universities Commission Emeritus Professor Ayo Banjo (Chairman) Professor Abubakar A. Rasheed (Executive Secretary) Chief Johnson Osinugo Hon. Ubong Donald Etiebet Dr. Dogara Bashir Dr. Babatunde M Olokun Alh. Abdulsalam Moyosore Mr. Yakubu Aliyu Professor Rahila Plangnan Gowon Professor Sunday A. Bwala Professor Mala Mohammed Daura Professor Joseph Atubokiki Ajienka Professor Anthony N Okere Professor Hussaini M. Tukur Professor Afis Ayinde Oladosu Professor I.O.
    [Show full text]
  • Analysis of the Emergence and Development of Private Universities in Nigeria* (1999–2006)
    JHEA/RESA Vol. 5, Nos. 2&3, 2007, pp.39–66 © Council for the Development of Social Science Research in Africa 2007 (ISSN 0851–7762) Analysis of the Emergence and Development of Private Universities in Nigeria* (1999–2006) Isaac N. Obasi** Abstract One of the devastating consequences of the prolonged period of military dictator- ship in Nigeria is the non-development of a private higher education system. How- ever, with the emergence of democratic rule in 1999 and the liberalization of higher education, there has been a surge in the provision of private higher educa- tion. From a modest number of three pioneer private universities in 1999, there were 23 licensed private universities as at June 2005. This article provides an assessment of the development of these universities using the older ones as the basis of empirical analysis. Also, based on the available evidence, the article con- cludes that private universities are currently setting the pace, and serving as a source of positive challenge to the public universities, thereby providing the much- needed healthy competitive environment for the future growth and diversification of the entire higher education system in Nigeria. Résumé Une des conséquences dévastatrices de la longue période de dictature militaire au Nigeria est la non mise en place d’un système d’enseignement supérieur privé. Cependant, avec l’émergence d’un régime démocratique en 1999 et la libéralisa- tion de l’enseignement supérieur, il y a eu un essor dans l’offre d’enseignement supérieur privé. À partir d’un nombre modeste de trois universités pionnières en 1999, il y a eu 23 universités privées agréées en juin 2005.
    [Show full text]
  • Private Universities in Nigeria – the Challenges Ahead
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Afe Babalola University Repository American Journal of Scientific Research ISSN 1450-223X Issue 7 (2010), pp.15-24 © EuroJournals Publishing, Inc. 2010 http://www.eurojournals.com/ajsr.htm Private Universities in Nigeria – the Challenges Ahead Ajadi, Timothy Olugbenga School of Education, National Open University of Nigeria E-mail: [email protected] Abstract Public universities had a near monopoly in providing university education in Nigeria until 1999. The market-friendly reforms initiated under the Structural Adjustment Programmes (SAP), the deregulation policies, and the financial crisis of the states created an encouraging environment for the emergence of the private universities in Nigeria. The legislative measures initiated to establish private universities in Nigeria also helped the entry of cross-border education, which is offered mainly through private providers. At present the private sector is a fast expanding segment of university education in Nigeria, although it still constitutes a small share of enrolment in university education. The paper attempts to analyse the growth, expansion, justification and the challenges of private universities in Nigeria. Keywords: Private universities, public universities, access, globalization, social demand, academic staff. Introduction In many African countries, the provision of University education by private institutions is a growing phenomenon when compared to other parts of the world; however, most African countries have been slow to expand the private sector in University education (Altbach, 1999). So also in Nigeria, the emergence of private universities as a business enterprise is an emerging phenomenon, a number of issues plague its development including legal status, quality assurance and the cost of service.
    [Show full text]
  • Work Environment and the Job Satisfaction of Librarians in Private Universities in South-East and South-West, Nigeria Uloma D
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Library Philosophy and Practice (e-journal) Libraries at University of Nebraska-Lincoln January 2020 Work Environment and the Job Satisfaction of Librarians in Private Universities in South-East and South-West, Nigeria uloma D. onuoha Adeleke University, [email protected] Clement Chinemerem Ukangwa Babcock University, Ilishan-Remo, Ogun State, [email protected] Evans Chima Otuza Babcock University, Ilishan-Remo, Ogun State, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/libphilprac Part of the Library and Information Science Commons onuoha, uloma D.; Ukangwa, Clement Chinemerem; and Otuza, Evans Chima, "Work Environment and the Job Satisfaction of Librarians in Private Universities in South-East and South-West, Nigeria" (2020). Library Philosophy and Practice (e-journal). 3606. https://digitalcommons.unl.edu/libphilprac/3606 Work Environment and the Job Satisfaction of Librarians in Private Universities in South- East and South-West, Nigeria INTRODUCTION Librarians perform several duties grouped into three major categories: administrative, technical and advisory. Administrative duties dwell mostly on the management of libraries, which include planning, and supervision of day-to-day activities. Technical duties/services, on the other hand, are concerned with the acquisition, processing, and organization of information materials while advisory services ensure that library users are brought in contact
    [Show full text]
  • Reaching Adventist Students in Secular Campuses With
    The History of Private Sector Participation in University Education in Nigeria (1989-2012) Omomia O. Austin Omomia T. A. James Adeyemi Oluwatoyin Babalola ABSTRACT—There has been a consistent quest for higher education (especially university) in Nigeria due to the unstable academic system, coupled with the total number of candidates seeking admission into the various higher institutions in Nigeria yearly. On the basis of this, it has become obvious that the existing higher institutions, which were mainly government-owned, cannot cope with the ever increasing demand for higher education in Nigeria. One of the basic solutions to this challenge is the liberalization of participation in the education sector. The study applied both historical and sociological methodology in its investigation. This study examined the history of higher education in Nigeria, from 1989 to 2012. In addition, it also examined the role played by the private sector in the Nigerian educational sector in this present dispensation. The writers recommended that there should be a consistent upsurge of private higher institutions in Nigeria to adequately address the challenge posed by high prospective students’ demand for university education. This is due to the fact that the government alone cannot handle the ever increasing demand for higher education in Nigeria. Manuscript received June 2, 2014; revised August 1, 2014; accepted August 25, 2014. Omomia O. Austin ([email protected]) is with Department of Religious Studies, Olabisi Onabanjo University, Ago-Iwoye, Ogun State, Nigeria. He is a Nigerian by nationality. Omomia T. A. ([email protected]) is with the Department of Educational Foundations, Sholle of Technical Education, Yaba College of Technology, Yaba, Lagos, Nigeria.
    [Show full text]
  • FG Warns Against Poor Governance Inaugurates Councils of 12 New Fed
    11 May, 2015 Vol. 10 No. 19 ISSN 0795-3089 FG Warns Against Poor Governance Inaugurates Councils of 12 New Fed. Varsities he Honourable Minister of (NUS) and well-being of the TEducation (HME), Mal. Ibra- individual universities. This, him Shekarau, CON, has warned he said, had made the Govern- the newly-inaugurated Govern- ment to meticulously search out ing Councils of the 12 new Fed- and appoint men and women eral Universities that the Gov- of proven integrity, who had ernment would not tolerate poor made impact in various areas governance of universities or of human endeavour, express- total disregard for due process. ing the hope that they would bring their wealth of experience Speaking at the inauguration of the to bear, regarding the rule of Councils of the 12 new Universi- law and due process in the dis- ties, last Tuesday, at the National charge of their responsibilities. Universities Commission (NUC)’s auditorium, Abuja, Mal. Shekarau The Minister reiterated that said that the Federal Government the University Councils were was concerned about good govern- Dr. Goodluck Ebele Jonathan, GCFR constituted according to the ance and smooth administration President of Nigeria law establishing them, saying of the Nigerian University System that the Councils should have L-R: Executive Secretary, NUC, Prof. Julius A. Okojie, Permanent Secretary, FME, Dr. MacJohn Nwaobiala, Sen. Sunday Ogbuji and Hon. Minister of Education, Mal. Ibrahim Shekarau in this edition... Presentation of Opera- Anniversary celebration: tional Licenses: Private UNIJOS at 40: Prof. Okojie varsities create competi- lauds Varsity achievements tion, stimulate competi- tion page: 5 Some members of the newly inaugurated Governing Councils a tenure of four years from the ing of educational programmes erning Councils to enable them date of their inauguration, pro- in their respective universities, see the best practices in the world.
    [Show full text]
  • Table 5.1.5 Private University Undergraduate Enrolment by Institution and Gender: 2012/2013
    Table 5.1.5 Private University Undergraduate Enrolment by Institution and Gender: 2012/2013 S/N INSTITUTION M F M+F 1 Achievers University , Owo 427 451 878 2 Adeleke University Ede, Osun State* 0 0 0 3 Afe Babalola University Ado Ekiti 622 556 1178 Africa University of Science and Technology, 4 0 0 0 Abuja* 5 Ajayi Crowther University, Ibadan 2059 373 2432 6 Al-Hikmah University, Ilorin 1456 1146 2602 7 American University 0f Nigeria 868 575 1443 8 Babcock University, Ilishan Remo 4442 4776 9218 9 Baze University, Abuja * 0 0 0 10 Bells University of Technology, Badagary 1355 789 2144 11 Benson Idahosa University, Benin City 1253 1372 2625 12 Bingham University, Jos 874 1100 1974 13 Bowen University, Iwo, Osun State 1940 2411 4351 14 Caleb University, Lagos 439 456 895 15 Caritas University, Amorji-Nke, Enugu 1856 1873 3729 16 CETEP City University, Lagos 5411 3994 9405 17 Covenant University, Ota, Ogun State 598 423 1021 18 Crawford University, Igbesa, Ogun State 572 556 1128 19 Crescent University, Abeokuta, Ogun State 102 127 229 20 Elizade University, Ondo State * 0 0 0 21 Evangel University, Ebonyi State 446 449 895 22 Fountain University, Oshogbo, Osun State 498 428 926 23 Godfrey Okoye University, Enugu 103 106 209 24 Gregory University, Abia State 2880 2711 5591 25 Igbinedion University, Okada, Edo State 1015 971 1986 26 Joseph Ayo Babalola University, Ikeji-Arakeji 1404 510 1914 27 Katsina University, Katsina 687 340 1027 28 Kwarafa University, Wukari *, Taraba State 0 0 0 29 Landmark University, Omuaran, Kwara State 1358 1069
    [Show full text]
  • Percentage of Special Needs Students
    Percentage of special needs students S/N University % with special needs 1. Abia State University, Uturu 4.00 2. Abubakar Tafawa Balewa University, Bauchi 0.00 3. Achievers University, Owo 0.00 4. Adamawa State University Mubi 0.50 5. Adekunle Ajasin University, Akungba 0.08 6. Adeleke University, Ede 0.03 7. Afe Babalola University, Ado-Ekiti - Ekiti State 8. African University of Science & Technology, Abuja 0.93 9. Ahmadu Bello University, Zaria 0.10 10. Ajayi Crowther University, Ibadan 11. Akwa Ibom State University, Ikot Akpaden 0.00 12. Alex Ekwueme Federal University, Ndufu Alike, Ikwo 0.01 13. Al-Hikmah University, Ilorin 0.00 14. Al-Qalam University, Katsina 0.05 15. Ambrose Alli University, Ekpoma 0.03 16. American University of Nigeria, Yola 0.00 17. Anchor University Ayobo Lagos State 0.44 18. Arthur Javis University Akpoyubo Cross River State 0.00 19. Augustine University 0.00 20. Babcock University, Ilishan-Remo 0.12 21. Bayero University, Kano 0.09 22. Baze University 0.48 23. Bells University of Technology, Ota 1.00 24. Benson Idahosa University, Benin City 0.00 25. Benue State University, Makurdi 0.12 26. Bingham University 0.00 27. Bowen University, Iwo 0.12 28. Caleb University, Lagos 0.15 29. Caritas University, Enugu 0.00 30. Chrisland University 0.00 31. Christopher University Mowe 0.00 32. Clifford University Owerrinta Abia State 0.00 33. Coal City University Enugu State 34. Covenant University Ota 0.00 35. Crawford University Igbesa 0.30 36. Crescent University 0.00 37. Cross River State University of Science &Technology, Calabar 0.00 38.
    [Show full text]
  • Software Selection and Deployment for Library Cooperation and Resource Sharing Among Academic Libraries in South-West Nigeria
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Covenant University Repository DESIDOC Journal of Library & Information Technology, Vol. 35, No. 1, January 2015, pp. 3-8 DOI: 10.14429/djlit.35.1.6885 2015, DESIDOC Software Selection and Deployment for Library Cooperation and Resource Sharing Among Academic Libraries in South-West Nigeria Iroaganachi Mercy A.*, Iwu James Juliana** and Esse Ugwunwa C.*** Centre for Learning Resources, Covenant University, Km10 Idiroko Road, Ota Ogun State, Nigeria E-mail: *[email protected], **[email protected], ***[email protected] ABSTRACT This study assessed software selection and seployment sractices for library cooperation and resource sharing among aacademic libraries in South-West Nigeria. The purposive sampling technique was adopted and data collection instruments were questionnaire and interview. All of the 39 universities in the South- West zone were chosen and copies of questionnaire were administered to a representative of each academic library. 37 questionnaires were received. The descriptive statistical method of analysis was used. It was discovered that there is no form of cooperation and resource sharing among the academic libraries presently. The study recommends that National Universities Commission (NUC) should make automation a requirement for all academic libraries in Nigeria and recommend particular software(s) for cooperation and resource sharing to be possible among academic libraries among others. Keywords: Resource-sharing, library cooperation, library software packages, Nigeria, academic libraries, South-West Nigeria 1. INTRODUCTION of others is available and getting better all the time; and (b) Economies are forcing libraries The current trend in information technology to cooperate.
    [Show full text]
  • Graduate Output, 2017
    Graduate Output, 2017 S/N University Total No. In % in First First Class Class 1. Abia State University, Uturu 3773 15 0.40 2. Abubakar Tafawa Balewa University, Bauchi 2050 40 1.95 3. Achievers University, Owo 340 31 9.12 4. Adamawa State University Mubi 1777 11 0.62 5. Adekunle Ajasin University, Akungba 2182 21 0.96 6. Adeleke University, Ede N/A 7. Afe Babalola University, Ado-Ekiti - Ekiti State 3533 218 6.17 8. African University of Science & Technology, Abuja 109 0 0.00 9. Ahmadu Bello University, Zaria 7000 16 0.23 10. Ajayi Crowther University, Ibadan 353 18 5.10 11. Akwa Ibom State University, Ikot Akpaden 675 21 3.11 12. Alex Ekwueme Federal University, Ndufu 245 22 8.98 Alike, Ikwo 13. Al-Hikmah University, Ilorin 827 16 1.93 14. Al-Qalam University, Katsina 1239 10 0.81 15. Ambrose Alli University, Ekpoma 2,265 11 0.49 16. American University of Nigeria, Yola 89 12 13.48 17. Anchor University Ayobo Lagos State N/A 18. Arthur Javis University Akpabuyo Cross River State N/A 19. Augustine University N/A 20. Babcock University, Ilishan-Remo 1774 93 5.24 21. Bayero University, Kano 5098 72 1.41 22. Baze University 244 16 6.56 23. Bells University of Technology, Ota 432 37 8.56 24. Benson Idahosa University, Benin City 776 44 5.67 25. Benue State University, Makurdi 10,248 7 0.07 26. Bingham University 312 17 5.45 27. Bowen University, Iwo 1017 80 7.87 28.
    [Show full text]