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Country Report on Nigerian University Education – 2019

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Country Report on Nigerian University Education – 2019 COUNTRY REPORT ON NIGERIAN UNIVERSITY EDUCATION – 2019 by Reuben Lungu Lembani http://ideaspartnership.org/ @ESRC_IDEAS #ESRCIDEAS FOREWORD This country report on the International Distance Education and African Students (IDEAS) provides an overview of the university education system of Nigeria. It also elaborates on the historical background and the current state of the education system, and the extent to which it provides equitable and quality education. This report draws on secondary data analysis, which is informed by questionnaire interviews with 18 Nigerians who are international distance education students with University of South Africa, and interviews with key personnel in the Nigeria education system. The country‟s university education system is characterised by the growing number of universities - from only one university in 1948 to a total of 162 universities in 2019. These increases reveal the country‟s policy on how it has been managing the demand and supply aspect of university education. During the 71 year period since the establishment of the first university, funding of public universities has averaged between 1.1% and 8.8% of the total government expenditure. Even though some still advocate the establishment of more universities, it is clear from the proportion of funding that the economy of Nigeria cannot sufficiently fund the proposed expansion. This has a domino effect on issues such as transnational student migration, brain drain, research output and quality of education. In order to commensurately meet the ever- increasing demand for university education and ameliorate the challenges of funding, the IDEAS project proposes the embracement of Open Distance Learning (ODL) as an alternative pathway for achieving inclusive, equitable and quality university education. This report, advances a better understanding of the university education system of Nigeria, and explains why ODL is necessary. ……………………………………..………...… ……..……………….…………...………… Prof. Parvati Raghuram (Principal Investigator) Prof. Ashley Gunter (Principal Investigator) The Open University (OU), UK University of South Africa, RSA i TABLE OF CONTENTS FOREWORD .........................................................................................................................i TABLE OF CONTENTS ...................................................................................................... ii LIST OF FIGURES ............................................................................................................. iii LIST OF TABLES ............................................................................................................... iv ABBREVIATIONS AND ACRONYMS ............................................................................... v 1. Introduction ..................................................................................................................... 1 1.1 The National University Commission ............................................................................................ 2 2. Spatial distribution of universities .................................................................................. 3 2.1 Federal universities ...................................................................................................................... 3 2.2 State universities ........................................................................................................................... 6 2.3 Challenges of federal and state universities................................................................................... 7 2.3 Private universities ....................................................................................................................... 9 3. Demand and supply of university education ................................................................. 12 3.1 Quality of university education ...................................................................................... 14 3.2 Transnational student mobility ....................................................................................... 16 4. ODL: A strategy for increasing greater access to education ........................................ 17 4.1 Challenges of ODL ....................................................................................................... 19 5. Lessons learnt ................................................................................................................ 20 References .......................................................................................................................... 21 ii LIST OF FIGURES Figure 1: The map of Nigeria, and it geographical location .........................................................1 Figure 2: Spatial distribution of federal universities ....................................................................4 Figure 3: Spatial distribution of state universities .......................................................................6 Figure 4: Spatial distribution of private universities .................................................................. 12 Figure 5: The proportion of enrolment at the three types of universities (FME, 2016). .............. 13 Figure 6: The total number of university admission against the number of total applicants. ...... 14 Figure 7: Transnational student mobility: Top six inbound countries for Nigerians seeking university education for 2017. Source: https://wenr.wes.org. ..................................................... 17 iii LIST OF TABLES Table 1: List of federal universities ............................................................................................4 Table 2: List of state universities ................................................................................................8 Table 3: List of accredited private universities .......................................................................... 10 Table 4: Assessement of quality university education based Shanghai Academic Rankings of World Universities (2017) ......................................................................................................... 15 Table 5: Academic ranking of Nigerian best university relative to the top 10 best African universities-2017 ....................................................................................................................... 16 iv ABBREVIATIONS AND ACRONYMS GDP Gross Domestic Product FCT Federal Capital Territory FME Federal Ministry of Education HE Higher Education ICT Information and Communication Technology IDE International Distance Education IDEAS International Distance Education and African Students NOUN National Open University of Nigeria NUC National University Commission ODL Open Distance Education/ Learning UTME Unified Tertiary Matriculation Examinations OU The Open University SDG Sustainable Development Goal/s SSCE Senior Secondary Certificate Examination UNISA University of South Africa v 1. Introduction Nigeria is a west African country covering a geographical area of approximately 923,768 km2. To the North, the country is bordered by Niger Republic, Republic of Chad and Cameroon to the East, Republic of Benin to the West and the Atlantic Ocean to the South (Figure 1). Before gaining independence from UK in 1960, Nigeria was a Federal State made up of three regions - Northern, Eastern and Western. In 1963, the regions were dissolved to create 12 states, which were further divided into 36 states bound together by a Federal Capital Territory (FCT). With an estimated population of about 198,000,000 people (NPCN, 2018), Nigeria is the most populous country in Africa and its population is largely constituted by youths (over 54%). Even though the country has over 500 languages, and a variety of traditions and customs, English is the official language while English Pidgin is used widely as an unofficial medium of communication. In spite of being the fifth largest producer of crude oil in the world, over 70% of Nigerians are poor (Ehiametalor, 2004). Figure 1: The map of Nigeria, and it geographical location 1 The 2030 agenda for Sustainable Development Goal (SDG) 4.3 emphasise the necessity of quality education, including at the university level (UNESCO, 2002). Higher education is seen as an important human endeavour for humans to live and work with dignity and to participate fully in development (Wolfensohn, 1999). Nigeria acknowledges university education as a vehicle for achieving equity and for contributing to social, economic, cultural and intellectual transformation (Nwabueze, 1995). This is tightly synchronised with the country‟s earlier inclusion of “equal and equitable education for all” in the 1981 Constitution of the Federation. This is further highlighted in the country‟s regulation of its university education. 1.1 The National University Commission The National University Commission (NUC) is an autonomous agency under the Federal Ministry of Education (FME) charged with the care of regulating Higher Education (HE) in the country. The rationale behind its establishment was to ensure orderly development and regulation of HE in Nigeria, which includes increasing education access, maintenance of quality standards and ensuring adequate funding (Uvah, 2005). It was created in 1962 and reconstituted as a statutory body in 1974, with the mandate of offering suggestions to the government or advisory board on policy issues, defining norms for quality assurance and channelling block grants from the government to institutions of HE (Saint
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