CHAPTER ONE

1.0 INTRODUCTION

An improved quality of tertiary education benefits all the sectors of the nation ranging from

increase in productivity to the general stability of the economy. This work is concerned with

determining who holds the blame for the declining quality of tertiary education in Nigeria so as

to find a lasting solution to it for the benefit of all and sundry.

1.1 BACKGROUND OF STUDY

Long before the Europeans arrived, education had been part of Nigeria in which the children

were taught culture, social activities, survival skills and work. Most of these education processes

were impacted informally and these forms the foundation of education in Nigeria upon which the

Western education was built upon during the 1840s which has successfully laid a strong

framework in education sector in Nigeria till date.

In recent times, the Nigeria’s education sector has witnessed a great fall in the quality of

education experience in tertiary institutions as most graduates lacks the necessary survival and

social skill that should have been learnt in school. These have led to many disastrous situations

in the nation, an example of such could be seen in the mis-match of skill required by the

employer and that which is found in the employee leading to an increase in the unemployment

rate as well as the poverty rate of the nation.

1
The tertiary institutions have witnessed incessant closures due to series of industrial actions by

ASUU which to some extend had led to setbacks which had brought tremendous decline in the

quality of trainings obtained by students of the affected institutions. Consequently, students’

academic performance have become so low. In view of this negative condition, some argue that

the poor or inadequate funding of the universities by the federal government led to such situation

in the country. To mitigate this, ASUU (Academic Staff Union of Universities) was formed in

1978 as a successor to the Nigerian Association of University Teachers which was formed in

1965 during the period of the beginning of the decline of the oil wealth to generate production

and a social welfare system and since then, ASUU has embarked on series of industrial actions.

In view of this, this research aims at determining who should be blamed for the decline in the

quality of tertiary education in Nigeria, limiting its scope to only ASUU and the federal

government.

1.2 STATEMENT OF PROBLEM

The declining quality of tertiary education in Nigeria is without doubt a limitation against the

smooth running of the country. This is because the supposed ‘Future Leaders’ that is currently in

various institutions lacks the perfect quality of education needed to be better equipped in order to

fulfill the leadership role expected of them in the future. This decline in the quality of tertiary

education is due to the various impediment facing the tertiary education sector in Nigeria and

such could be said to include poor funding, incessant strikes, lack of frequent revitalization of

universities, non-payment of lecturer’s allowances and salaries among others. This comes

together to negatively affect the quality of tertiary education in the country and the research

2
seeks to identify the factors responsible for this menace, limiting its scope to only ASUU and the

federal government.

1.3 AIM OF STUDY

The aim of this study is to determine who is to be blamed among ASUU and federal government

for the declining quality of tertiary education in Nigeria and proffer an effective solution on how

to improve the quality of tertiary education in Nigeria.

1.4 OBJECTIVES OF STUDY

The objectives of this study are as follows:

i. To examine the current quality of tertiary education in Nigeria.

ii. To identify the role of ASUU and the federal government in the education sector in

Nigeria.

iii. To point-out between ASUU and federal government who is responsible for the

declining quality of tertiary education in Nigeria.

iv. To suggest what should be done to improve the quality of tertiary education in

Nigeria.

1.5 RESEARCH QUESTIONS

3
A number of questions have been raised for the purposes of proffering necessary guide to this

study. They include:

i. What is the quality of tertiary education in Nigeria today and what contributes to it?

ii. Who among ASUU and the federal government of Nigeria is responsible for the

declining quality of tertiary education in Nigeria?

iii. What are the steps necessary to improve the quality of tertiary education in Nigeria?

1.6 SCOPE OF STUDY

This study has adopted Uyo in Akwa Ibom State as its scope.

1.7 STATEMENT OF HYPOTHESES

The following hypotheses has been postulated for the purposes of this study:

HYPOTHESIS ONE

Ho: ASUU is not to be blamed for the declining quality of tertiary education in Nigeria.

H1: ASUU is to be blamed for the declining quality of tertiary education in Nigeria.

HYPOTHESIS TWO

Ho: Federal government is not to be blamed for the declining quality of tertiary education in

Nigeria.

H1: Federal government is to be blamed for the declining quality of tertiary education in

Nigeria.

4
1.8 SIGNIFICANCE OF STUDY

The findings of this study will be useful to quite a number of persons and groups. It will serve as

a reliable reference to the entire Nigerian tertiary institutions students and equally to education

policy makers, Directors of Education, Ministries of Education as well as the general public at

large.

1.9 LIMITATIONS OF STUDY

The study was confronted by a number of constraints which had the effect of limiting the extent

to which the researcher should have gone as far as this study is concerned.

Firstly, the work was limited by the issue of time factor as the work progress side by side a

tedious lecture schedule.

Secondly, there was a problem of inadequacy of materials relating to the subject matter.

Moreover, the study was also limited by the problem of shortage of fund as the researcher

operated within the limits of his financial capability despite the fact that so many issues

associated with the study requires finance.

However, it is pertinent to maintain that despite the above mentioned challenges, adequate care

was taken to ensure that they exert no negative influence on the finding or conclusion reached in

this study.

5
 CHAPTER TWO

2.0 REVIEW OF RELATED LITERATURE

This segment of the work has been devoted to the review of literature related to the subject

matter of this study.

2.1 AN OVERVIEW OF THE HISTORY OF TERTIARY EDUCATION IN NIGERIA

Jegede (2017) stated that university education in Nigeria dated back to 1948 with the

establishment of the university college, Ibadan. According to him, two years after the

independence, the country had five universities owned by each of the three regions with the then

Western region having three. The increase in oil revenue in the mid-70s coupled with the need

to forge national unity following the end of the civil war influenced the creation of a national

system of higher education. This was achieved through the reconstitution of the National

Universities Commission into an autonomous body charged with additional responsibilities and

powers in 1974.

He continued by stating that the development laid the framework of the takeover of all the

regional universities in 1975. The widespread agitation for an expansion of access to university

education and increased high-level national human resource requirement and technological

development contributed greatly to the establishment of the second generation and other

specialized universities (of agriculture, technology) and a military university.

6
Jegede also noted that the placement of higher education under the concurrent legislative list in

the 1979 Constitution allowed state governments to establish universities. Private sector

participation in university education commenced shortly after. However, in the absence of proper

guidelines for their establishment, the private universities turned out to be universities only in

name. All the 24 private universities established between 1980 and 1983 were abolished by the

Federal Government in 1984. It was nine years later in 1993, that another law which allowed the

establishment of private universities and spelt out procedures for such was promulgated.

He went further to add that to further widen access to university education, a National Open

University was established in 1983, closed shortly after and re-opened in 2001 to offer education

through open and distance learning mode and renamed the National Open University of Nigeria

(NOUN).

He concluded by highlighting that the past three decades have witnessed significant changes

within the university system. Notable among such changes is the increase in the number of

universities and programmes. By July 2017, there were about two hundred and thirty

programmes across the entire universities with an academic staff strength of about 51,000. Thus,

the greatest change has been in the explosion in student population and the number of aspirants

seeking university

One would agree that the development of tertiary education in Nigeria has its solid root in the

Western education and ever since its emergence, rapid growth in the number of applicants

seeking university admission and the total population of students has been the order of the day

without a follow up increase in the available facilities to match the increase in population.

7
Okebukola (2017), in a recent lecture, has succinctly and eloquently distilled the history and all

associated issues with higher education which will be highlighted in the following paragraphs.

Higher education which covers all forms of post-secondary delivery is typically the last four

years of the 6-3-3-4 education system (National Policy on Education, 2014). It has a history

dating back 94 years with the establishment of the Yaba Higher College (Taiwo, 1981). There

are three main clusters of higher education institutions- colleges of education, polytechnics and

universities. About 56% of the 148 colleges of education are publicly funded. Of these, 15% are

owned by the federal government. State-owned colleges make up 32% of the total. There are 57

private colleges of education. There are also nine polytechnics and 14 other institutions offering

the Nigeria Certificate of Education (NCE) programmes. The sub-system is regulated by the

National Commission for Colleges of Education (NCE). The polytechnic sub-sector has 406

institutions. This is made up of polytechnics, Monotechnics, colleges of agriculture, colleges of

health technology, and other specialized institutions. About 25% of these institutions are owned

by the federal government with another quarter being state-owned. There are 95 privately-owned

institutions in this sub-sector that is regulated by the National Board for Technical Education

(NBTE). The Nigerian university system has 153 universities made up of 40 federal universities,

45 state-owned and 68 private universities (NUC, 2017). The National Universities Commission

(NUC) is the superintending and regulatory authority.

From the above review, one would agree that there is a provision of frameworks and bodies

necessary to manage the affairs of all category of tertiary education and the growth of tertiary

education doesn’t go unmonitored.

William, Teresa and Strassner (2003) emphasize that the year 1999 brought a democratically

elected government to Nigeria for the first time in 15 years and with it came the political will to

8
tackle the nation’s long festering higher education difficulties. Among its notable actions are the

institutional audits of all universities and associated parastatal bodies, revocation of the vice

chancellor’s former privilege of personally selecting 10% of each year’s student intake,

reconstruction of all university governing councils with broader representation, licensing of

seven private universities amongst others.

One would note that this movement marks an improvement in the education sector in Nigeria.

2.2 A REVIEW OF THE QUALITY OF TERTIARY EDUCATION IN NIGERIA

According to Jegede (2017), quality is the attainment of fitness for purpose in a given situation in

a systematic, reliable fashion to provide confidence to the client that accurate and reproducible

results indicate that the products or services meet or exceed customer expectations and that when

compares to Nigeria’s tertiary education, that there is a less-than-quiet dissatisfaction with the

way and where our education in Nigeria is right now. There is therefore an urgent need for a

redress to make it suit our current and evolving needs as well as make it competitive or

comparable with what obtains in other parts of the world.

One would notice that the quality standard expected from tertiary institutions in Nigeria is not

what is obtainable today.

The concept of quality which has attracted many definitions from several scholars Kalusi (2001)

in Asiyai (2013) is a complex concept and there is hardly any consensus. According to Dubrin

(1997) quality is a desirable attribute of a product or services that distinguish it for the person

seeking the attribute. Viewed from this definition, quality could be said to have the attribute of

9
worth and acceptance. Nevertheless, Dubrin maintains that good quality should possess the

characteristics of conformance to expectations, conformance to requirements, excellence and

value and loss of avoidance. Asiyai and Oghurbu (2009) define quality as a measure of how

good or bad the products of higher educational institutions in Nigeria are in terms of their

academic performance and meeting established standards. World Organization Standardization

(1994) defines quality as the totality of features and characteristics of a product or services that

bear on its ability to satisfy stated needs. Article II of the World Declaration on Education (2003)

sees quality as a multi-dimensional concept which should encompass all the functions and

activities in school. Such activities of higher educational institutions have been highlighted as

teaching, research and scholarship, community services, staffing, students, infrastructures and

educational, facilities, equipment and the academic environment (World Conference on Higher

Education, 1998). High quality delivery is a prerequisite for effective productivity in the

education industry and hence quality education is an instrument for effecting national stability

and sustainable development. According to Ekong (2006), quality builds knowledge, live skills,

perspectives, attitude and values. When high quality education is delivered higher enough to

meet set standards, the products of education should be able to perform well in the world of work

in real life situation. When quality is low, performance cannot meet the set standards.

Hence, one can say that the quality of education has declined below set standard.

Quality assurance is the process of maintaining standards in products and services through

inspection or testing of samples. Okebukolo (2010) noted that quality assurance is an umbrella

concept for a host of activities that are designed to improve the quality of inputs, process and

outputs of higher education system. In line with this, Adeogun (2007) contends that quality

10
assurance entails the quality of available instructional materials for teaching, equipment,

facilities, school environment, pupils, curriculum, quality of instructional delivery and quality of

teachers. Quality assurance is designed to prove and improve the quality of an institution

methods, educational products and outcomes (Oyebode, Oladipo and Adetora, 2007). Everyone

has a role to play in ensuring quality assurance in education. One of the key building blocks of

quality assurance in education is the development of minimum standards as a qualification of

teachers, the quality of teaching in institutions, expected educational achievement of students and

the development of a more rigorous management process for education so that the entire sector

develop stronger operating policies, procedures which are well documented and adhered to.

With time, this will develop into a total management system for higher education, in line with

what is practiced internationally.

Ndiomu, (1989) noted that quality education is that education that is relevant and adapted to the

needs of the society. Ndiomu argues that such needs must meet the standards in health, growth,

and physical survival in a complex and globalized world. It implies education that is worthwhile

and which empowers the recipient with relevant skills, knowledge, ideas, values and attitudes

needed for him/her to make informed decisions and live a self-sustaining life. Qualitative tertiary

education refers to the worth of the inputs into higher education systems, lectures, instructional

facilities, and evaluation procedures which translate to the output. If a society expects quality

non-power for rapid development and transformation, quality education is a must to do affair

(Majasan, 1998). This education is expected to address critical issues like the dignity of labour,

quality leadership and committed citizenship, industrial harmony, political stability, religious

tolerance, self-reliance and security. Qualitative tertiary education entails that the products of

11
institutions of higher education should be able to perform according to expected standard and

compete favourably with their peers in other countries of the world. Qualitative education is the

education that produces a complete person. Complete in the sense that, the person is

intellectually, morally, physically, emotionally and socially developed. Hence, Akinpelu (2000)

argues that education without quality can even be more dangerous than no education, stressing

that without quality education has no value.

With the above opinions from many authors, one would notice and accept that quality education

is form of tertiary education needed so as to attract development in the country.

Tertiary Educational Institutions and their Curricula

Tertiary education is the education given after secondary education in Universities, Colleges of

Education, Polytechnics, Monotechnics including those institutions offering correspondence

courses (FRN, 2004). Curriculum for any level goes in line with the goals of education for that

level. In Nigeria, the goals of tertiary education, as indicated by the Nigeria Policy on Education

(FRN, 2004) are as follows:

1. To contribute to national development through high level relevant manpower training.

2. To develop and inculcate proper values for the survival of the individual and society.

3. To develop the intellectual capability of the individuals to understand and appreciate their

local and external environments.

4. To acquire both physical and intellectual skills which will enable individuals to be self-

reliant and useful members of the society

5. To promote and encourage scholarship and community service.

12
 6. To forge and cement National unity; and international understanding and interaction

According to the National policy on Education (2004), the Nigerian tertiary educational

institutions shall pursue the stated goals through:

1. Teaching

2. Research and development

3. Virile staff development programmes

4. Generation and dissemination of knowledge

5. A variety of modes of programmes including full time, part time, block release, day

release, sandwich etc.

6. Access to training such as those provided by the Industrial Training Fund (ITF);

7. Students Industrial Work Experience Scheme (SIWES)

8. Maintenance of minimum educational standard through appropriate agencies.

9. Inter-institution co-operation

10. Dedicated services of the community through extra mural and extension services Tertiary

education curricula are highly diversified to encompass almost everything that could be

studied. Nigerian higher educational institutions include (i) universities (ii) Colleges of

Education, Institutes of technology which include Polytechnics and Monotechnics (Ogar

and Meremikin, 2013).

One would not that the attainment of the above requirement will aid in the restoration of the

quality of the tertiary education in Nigeria.

13
Harnett (2001) opined that the low research output probably reflects the low priority accorded to

research and development by government decision makers. For instance, Nigeria’s federal

University system spends only 1.3% of its budget on research.

This could be seen as the one of the many proof of the poor quality of tertiary education in

Nigeria.

2.3 AN EXAMINATION OF THE CAUSES OF THE DECLINING QUALITY OF

TERTIARY EDUCATION IN NIGERIA

Asiyai (2005) highlighted some challenges that causes the decline in the quality of tertiary

education in Nigeria and they include:

Inadequate Funding

Inadequate funding is the most critical challenge that has threatened the attainment of good

quality higher education for sustainable development. The problem of inadequate funding of

education has been a bane to educational development in the country. Onokerrhoraye, (1995)

maintains that, a major constraint to attaining academic excellence in Nigerian tertiary

institution   is financial constraint which makes many academics and non-academics to be

working under difficult circumstances. Many institutions of higher learning in Nigeria are unable

to build lecture halls, students’ hostels, equip laboratories and workshops and pay staff salaries,

research grants, allowances and medical bills among others (Asiyai, 2005).

This poor funding is a major factor that militates against qualitative tertiary education. According

to Dada (2004), rather than a progressive movement upward, the minimum UNESCO

14
recommended standard of 26% governmental budgetary allocation for education has been on the

decline, which has affected qualitative tertiary education. For instance, in 1999, 11.2 percent of

the annual budget was allocated to education and this reduced drastically to 5.9% in 2002, 1.83

percent in 2003 and in 2009 (Oluyemi and Opeyemi, 2014). A research carried out by the World

Bank on higher education (1994) shows that in the 80s, about 37 developing countries spent less

than 26% of their budgets on education than the previous decades. The Nigerian government is

far from the ideal.

Table 1: Level of funding in the Nigerian Universities System from 1990 – 2001

Total amount
Total amount requested by Amount received as %
Year received by
universities (in naira) of amount requested
universities
1990 1,216,601,329.90 734,770,950.00 60.40
1991 1,453,291,051.00 783,816,895.00 53.93
1992 3,663,212,945.00 2,985,237,346.00 81.49
1993 5,075,859,925.00 3,801,529,278.00 74.89
1994 7,342,861,713.00 4,370,880,770.00 59.53
1995 11,328,861,713.00 6,056,784,806.00 59.53
1996 12,442,699,358.00 7,535,594,529.00 53.46
1997 15,820,155,501.00 5,348,173,942.00 60.56
1998 22,767,530,158.00 8,974,631,294.00 39.42
1999 40,884,109,125.00 11,831,930,271.93 28.94
2000 65,579,997,692.00 30,143,004,497.91 45.96
2001 68,911,759,219.11 31,270,080,668.17 45.23
Total 256,486,598,921.11 113,736,435,248.68 44.34

Source: National Universities Commission 2006 Report.

As indicated in Table 1, only 44.34 percent which is much less than what was requested was

released for 11 years (1990 – 2001). The subvention which was released for both recurrent and

capital expenditure was not up to 50 percent and it was inadequate for the needs of the

15
universities. For universities to achieve qualitative and standard education for sustainable

development, prudent financial management should be maintained.

Inadequate Teaching Staff/Poor Quality of Teaching Staff

A big challenge to the attainment of quality tertiary education in Nigeria is the lack of academic

staff. According to Coombs (1970), teachers are the hub of any educational system. Teachers

determine the quality of education because they translate to educational policies into practice and

action. As rightly pointed out by Ukeji, (1996) without adequate number of inspiring, well-

informed teachers, fully prepared to meet their responsibilities in our schools, we cannot have

good education and without good education, we cannot hope for long to meet successfully, the

challenges of a changing world to enhance national stability and sustainable development. Ajayi

(2007) seems to concur with the above when he notes that good teachers are needed for good

education which in turn is indispensable for social change, social transformation, national

stability and sustainable development. The importance of teachers cannot be overemphasized.

Despite the importance of teachers in the attainment of good education in Nigeria, institutions of

higher learning are short of lecturers to adequately handle teaching activities. The institutions,

because of inadequate funding, are not able to employ additional lecturers. The few available

lecturers are seriously overworked. Even in some institutions of higher learning in the country,

because of shortage of lecturers, their programmes are not accredited by supervising agencies.

Attainment of good quality higher education requires adequate quantity and quality of teaching

staff (Ekong, 2006; Adeogun, 2007).

The academic staff situation poses serious challenges to the quality of programme delivery.

According to Bamiro (2012), enrolment for the different programmes and levels in the university

16
system during the 2006 – 2007 session was 1,096,312 with the Federal universities accounting

for 56% of the enrolment, State universities 37% and Private universities 3% only. The total staff

strength of 27,934 translated to students’/academic staff ratio of 40:1 globally. Private

universities had the lowest ratio of 59:1. These figures show the rather poor staffing levels of

universities. The Executive Secretary NUC captured the situation as follows:

A key challenge at present towards actualizing the desired quality university education remains

the paucity of high quality academic staff. There were a total of 27,394 academic staff within the

university system as at 2006 comprising Federal – 17,836(65%), State – 7,586(28%), and Private

– 1,972 (7%). Of these, Professor/Reader cadre constituted just 5,483(56.4%). Computation

using current approved students/teacher ratio however indicates that the Nigerian University

system requires a total of 34,712 academic staff for effective course delivery across the

disciplines.

From the above, the system recorded a shortfall of 7,318 academic staff to adequately take care

of the programme being run as at 2007. With the establishment of close to 42 additional

universities since, 2007, the staff situation must have worsened due to the fact that most of the

new universities have basically been poaching staff mainly from 1st – 2nd generation universities

(Bamiro, 2012), and this has a negative impact on qualitative education for sustainable

development.

Poor Policy Implementation

Poor policy implementation is a challenge to quality delivery in education. The poor quality

delivery is responsible for the abysmally low performance of graduates of institutions of higher

17
learning in Nigeria in their world of work and the alarming incidence of examination

malpractice.  In addition to the above, there are factors like government underfunding of

education and injudicious utilization of available funds by implementation agencies. Vice

Chancellors, Rectors, Provosts, Deans of Faculties, Heads of Departments etc. when funds meant

to deliver quality education are misappropriated or embezzled, the education which learners

receive becomes worthless and hinders sustainable development (Okoroma, 2004).

Lack of Resources

Quality higher education is dependent on the quality and quantity of human and material

resources put in place in institutions of higher learning. The lack of infrastructure such as science

laboratories, workshops, student hotels, libraries and electricity will affect the quality of

education. For good quality delivery, these facilities must meet the minimum standard specified

by the National Universities Commission (NUC), the National Board for Technical Education

(NBTE) and National Commision for Colleges of Education (NCCE). For quality teaching and

learning, the class size must be small for effective student-teacher interaction. Unfortunately, in

most institutions of higher learning in Nigeria, the lecture halls are overcrowded, with majority

of the students standing on the corridor during lectures (Odetunde, 2004). Besides, the libraries

in most institutions of higher learning in the country are stocked with obsolete textbooks, with

current journals and textbooks lacking. This acute shortage of educational facilities in institutions

of higher learning in Nigeria has led to a decline in the quality of higher education in the

Country.

18
Worried about the poor quality of graduates of higher education institutions in Nigeria, the

National Universities Commission carried out a need assessment survey which was reported by

Okebukola (2005) and highlighted the following:

 Only about 30% of Nigerian students’ population has adequate access to classrooms,

workshops, lecture halls, laboratories and libraries.

 Deficient libraries in terms of currency and number of books, journals and electronic

support facilities.

 Inadequate academic calendar resulting from staff union, industrial action, premised on

low salary, wages/welfare and students’ strike often times related to inadequate facilities.

 Lack of practical experience, often time resulting to deficient facilities.

These factors above are all threats to quality attainment in higher education in Nigeria.

The source of these problems can be traced largely to insufficient funding of the higher

education system. In fact, funding shortfalls have been the norm for many years as enrolments

have increased more quickly than the government’s capacity to maintain its proportional

financial support. Simply put, the system has not had the financial resources necessary to

maintain educational quality in the midst of significant enrolment expansion. These funding

constraints have been mainly the result of the governments’ insistence that it remains virtually

the sole source of financial support for institutions of higher learning. During the 1990s, for

example, up to 93% of university funding was provided by the Federal government (Saint,

Hartnett, & Strassner, 2003). In current value terms, the government’s recurrent grants to federal

universities would appear to have increased dramatically from 530 million naira in 1988 to 9.6

billion naira in 1990. Thus, increased budgetary allocations have been muted by the effect of

19
rising enrolments. When government funding becomes insufficient to maintain institutional

performance in teaching and research, universities elsewhere in the world have had to

supplement their public funding with locally generated income (fees, cost-recovery, business

income, investment income, gifts, and so on). This is also true in Nigeria. Locally generated

income has contributed a relatively constant share of around 15% of universities recurrent

budgets in recent years, varying among institutions from a low of 4% to a high of 37% (Hartnett,

2000). In spite of active verbal encouragement from government to increase local income

generation, it appears that the universities’ capacity to generate revenues in this way may have

been reached. This shortfall in financing has risks of declining educational quality, resource use

efficiency and learning effectiveness to achieve sustainable development.

Lack of Information Communication Technology Facilities

Another challenge to quality attainment in tertiary education in Nigeria is lack of information

technology facilities in institutions of higher learning. As part of her education   reform effort,

the Nigerian government adopted information communication technology integration in

educational practices meant to improve teaching and learning, enhance higher education

research, enhance collaboration among peers and improve quality of education. Unfortunately, in

most institutions of higher learning in the country, there is acute shortage of computers, multi-

media projectors, electronic white boards, and automatic lecture halls and lecturers offices. Even,

majority of the institutions are not linked with functional internet connectively (Resnick, 1998;

Asiyai, 2010).

Frequent Labour Disputes and Closures of Institutions

20
A big challenge to quality higher education in Nigeria is the incessant staff union disputes and

subsequent closures of the institutions. Closures of institution affect staff productivity and the

realization of educational aim and objectives. Asiyai (2005) provide a catalogue of strikes by the

Academic Staff Union of Universities (ASUU) and the Senior Staff Association of Nigerian

Universities (SSANU) within fourteen years. She reveals that there were too many strikes, some

of which lasted up to six months. Asiyai (2005) identifies the variables including the frequent

trade union disputes occasioned by poor conditions of service of staff, non-implementation of

ASUU/FGN SSANU/FGN agreements, and lack of autonomy and academic programmes of

institutions of higher learning. These problems affect students learning outcomes, since lecturers

find it difficult to complete the course work. Adeboye (2003) in his study notes that the higher

the level of crisis, disputes and hostility, the lower the level of productivity standard and quality

of the products of the system.

The frequent disputes and strike galore by University Staff and students leaves them with little or

no time to complete both their theoretical and practical work. In most cases, a semester’s course

work is sandwiched to few weeks during which lectures are rushed to accommodate the time lost

to strike. This type of academic rush is a big threat to attainment of quality in higher education in

Nigeria (Asiyai, 2005; Asiyai, 2006; and Asiyai, 2010). Adeboye (2003) in his study notes that

the higher the level of crisis, disruptions and hostility, the lower the level of productivity,

standard and quality of the products of the system which hinders sustainable development.

Lack of Vibrant staff Development Programme

Most institutions of higher learning in Nigeria lack staff development programme for training

and re-training of staff. Vibrant development on a continuous basis will help academics and non-

21
academics to clarify and modify their behaviour, attitudes, values, skills and competencies. In

this way, they grow and develop in their knowledge and thus become more effective and

efficient in the performance of tasks. Asiyai (2005) reports that lack of staff development

programmes accounts for the decline in quality of tertiary education in the performance of tasks

that will enhance sustainable development and improve quality in our tertiary education level.

Cultism and other Vices

A big challenge to quality in education in Nigeria is the increasing activities of secret cult

groups, kidnappers and other vices. The higher education institutions in Nigeria are under siege

barded and almost ruined by secret cults. As a result of the activities of cult groups and

kidnappers, majority of students’ lecturers and their families live in perpetual fear. Some of these

cult groups indulge in armed robbery, rape, assassination and infrastructure destruction. The

tension induced on members of the higher institutions community as a result of the activities of

these secret cult groups and kidnappers tends to generate negative impact on the quality of higher

learning in Nigeria and thereby affects sustainable development (Asiyai, 2013).

Brain Drain

A big challenge to the quality of higher education in Nigeria is the problem of brain drain. Over

the past decades, there has been a mass exodus of brilliant and talented lecturers to other sectors

22
of the economy. Some of the lecturers left Nigerian tertiary institutions to join the business

world, some to join politics, while others left Nigeria for better services. As succinctly put by

Asiyai (2013), many experienced and young lecturers are fleeing Nigeria from the frustration of

University life into more rewarding and more challenging sectors of the economy and even to

oversea countries. However, when there is exodus of brilliant and seasoned academics from

institutions of higher learning, the quality of education delivery is threatened and sustainable

development is thwarted.

Poor Leadership

Poor leadership both at the governmental level and at the institution level has been a big

challenge to quality in tertiary education in Nigeria. Since the nineties, the government of the

country has not shown enough commitment to higher education development in Nigeria. One of

the several indices for properly evaluating government commitment to educational development

in any country is budgetary allocation and disbursement to education. UNESCO recommends

26% of budgetary allocation to education based on GNP but the amount allocated to education

by the Nigerian government has continued to be smaller when compared to other African

countries. It is clear that the government of the country is not committed to quality education.

Additionally, poor leadership of some Nigerian tertiary education administrators has been a

hinderance to the attainment of quality in higher education in Nigeria. Institutions of higher

learning in Nigeria exist because they have goals to be attained. These goals can be effectively

attained when the human resources within the institutions are properly managed for their positive

impacts on productivity. But research has shown that most staff disputes are attributed to the

high-handedness and training of some administrators who refuse to involve staff members in

23
decision making. This unhealthy situation could lead to strained relations between staff unions

and management, increased hostility and aggression and increased mutual suspicions which are

all threats to mutual co-existence for the attainment of good quality and sustainable development

in institutions of higher learning (Asiyai, 2013).

In view of the above, one would agree with the author of the work.

2.4 A REVIEW OF THE SOLUTION TOWARD IMPROVING THE QUALITY OF

TERTIARY EDUCATION IN NIGERIA

According to the Nation Newspaper of 12th April 2016, the ways to improve the quality of

education in Nigeria is explained thus:

Education is the ‘pillar of development and the determinant of technological, political and social

economic growth and development of any nation.’ The Ministries of Education must provide

adequate infrastructure such as electricity, pipe borne water, lecture halls etc. our schools

laboratories, workshops and vocational centres should be adequately equipped with the necessary

modern facilities. One of the many ways to improve the falling standard of education in the

country as discussed by the newspaper is through regular review of our schools’ curricula to

accommodate new topic. Also, there should be a system in place to reward hardworking lecturers

and punish the lazy ones. It should also be noted that regular review of lecturer’s salaries will

help put an end to incessant strikes in our universities.

24
It is believed that if the above recommendation are strictly observed, the quality of our tertiary

education in Nigeria could be restored.

Jegede (2017) noted that the quality of tertiary education in Nigeria could also be improved

through the following avenues:

Change through the Organized Private Sector

Jegede explain thus: ‘Any genuine change agenda must of necessity involve the organized

private sector because they, more than any other sector, consume the products of our educational

institutions and use them to derive profits for their businesses. Apart from a few industries that

strive to be responsive to their corporate social responsibilities, most of the industries in Nigeria

care less about the people whose monies they drain daily even as they laugh to the banks every

second through their marketing ploy. The Organised Private Sector must work cooperatively the

tertiary level, to research and extend the frontiers of knowledge. Many of them are for profit only

and nothing else. He continued that we know how much the Organised Private Sector sinks into

education in other parts of the developed world; but not in Nigeria. For many of them, it is

minimum investment for maximum returns while they seek to repatriate 100 per cent of their

profit.

Nothing has changed from the colonial times when

(i) industries use the locally available cheap labour in place of exporting of

unpaid African labour across the seas,

(ii) establish only the minimum infrastructure to derive maximum benefits for the

parent country of the company,

25
 (iii) have the main research and development laboratories in the parent country

and;

(iv) (iv) deny the host country of the facilities and opportunities to engage in

research and employ our best brains as part of the researchers.

According to the 2016 Africa Competitiveness Report, 23 African countries out of the 31 that

were surveyed remain at the most basic stage of the competitiveness index of a factor-driven

economy (that is, one whose ability to compete is based on unskilled labour and natural

resources). The data available indicate that only five African countries –Algeria, Mauritius,

Namibia, South Africa and Tunisia

– have reached the second stage of competitiveness

– the efficiency driven stage (which is driven by efficient goods, sophisticated labour and

financial markets, a large market size and the ability to utilize technology effectively). No

African country has reached the innovation-driven stage, that is, a stage based on an ability to

compete with new and unique products, and the use of sophisticated production driven

competition. Imagine therefore the catastrophe waiting to happen if importation of rice is banned

or/ and the fuel subsidy is removed! What many of the industries do is to take our best brains and

graduates, retrain them for upward of three years to make them relevant for their heavily profit-

oriented manufacturing ventures. If they are sincere, why not team up with our universities to

collaboratively improve the curricula needed to tailor-train the undergraduates in the skills and

knowledge required so that from day one they will fit perfectly into their jobs in the industries.

The oil and gas and the banking sectors are most guilty of this. No wonder a nation that has so

much oil cannot operate its refineries and go out to import refined oil. Indeed, we are told that

26
very soon we shall begin to import refined oil from Niger. Where is the shame of the giant of

Africa? Our Organised Private Sector should demonstrate their sincerity and sense of purpose

through collaborative efforts with government and the universities and invest massively in the

development of the real type of graduates who are employable right from their graduating

ceremony.

Change through the Universities

Also, he stated thus ‘higher education plays a key role in the transformation of any society. The

lessons from the developed countries and the news from the emerging economies of China, India

and Brazil are very instructive on this issue. Since the days of our first generation universities

and as a result of the bastardisation and dehumanization of the academia by the military regimes

we had in the 70s and the 80s, our universities continue to decline just as world class

universities are being established in other parts of the world. Our universities are a shadow of

what real universities should be. 19.3.2 At the last count as in Table 2 page 30 above, Nigeria

has 153 recognised and over 46 illegal universities. Of the 153 recognised, 40 are Federal

Universities, 44 are State universities, and 69 privately owned Universities. The trend is that we

shall have close to 100 privately owned universities in the next five years at the rate we are

going. Given the population we have, Nigeria requires more universities. But they must be well

planned for, strategically conceived and stringently policed to ensure they meet the minimum

standards.

As observed by Adeniran (2011), “while some of the private universities are administered

admirably, with a clear vision, process, pattern and future promise which justify their

establishment, many are being run purely as commercial ventures, with desperation for quick

27
returns. The government universities, for their part, have for some time been suffering from

regularly disrupted academic activities, structural and moral decay, a rather thin and obsolete

curriculum structure that has not fully risen to the challenge of the twenty-first century

knowledge economy, campus terrorism, inadequate strategic planning and funding. An

unprecedented level of brain drain through the movement of the well-trained academic in quest

of better facilities and remuneration and a calamitous decline in the quality of university

education”. As a result of the above, our universities are retrogressing into being obsolete in

ideas, pursuit of knowledge and becoming irrelevant. Universities of the 21st century are

embarking on knowledge-intensive development directed at capacity building and production of

graduates with cutting edge training and know-how to meet the challenges of the prevailing

employment market. Change is expensive, but if done properly and effectively executed, would

yield results that far outstrip investment. A combination of dwindling funds, dilapidating

infrastructure, aging professoriate, dated curricula, absence of high tech research, lack of

foresight and the absence of strategic planning have combined to erode our universities of the

high reputation and international respect they had in the 60s, through to early 80s.

Paradoxically, while the establishment of more universities continues to be directed at opening

up access to higher education the quality of education offered culminate in products that, by

world standards, can barely compare with an excellent secondary school graduate in other parts

of the world. No wonder, no Nigerian university is ranked within the top 2000 universities in the

world, none is ranked in the best 50 universities in Africa, and of the highest ranked 100

universities in Africa less than 10 are Nigerian. It is not very clear what would emerge from the

government’s change agenda for universities but whatever it is, it must address quality, access,

strict adherence to minimum standards, and direct attention to cutting edge research which will

28
use all the natural resources God has given us (sun, water, land and minerals). 19.3.6 We need to

devise new ways of hiring senior academics, especially Vice Chancellors. Poor leadership arising

from compromised appointment (either through the son of the soil system or my local

government candidate or through some form of less than desirable methods) would inevitably

yield poor governance and globally unacceptable products in an age of global competition.

Meritocracy rather than mediocrity must be entrenched. It must be business unusual in order to

restore the universities to those glorious days when professors were professors! The bitter truth is

that our higher education system has degenerated to a sad level that Nigeria must be ashamed of.

Take it or leave it we are not the giant of Africa as far as education is concerned, if the truth must

be told. The only option for our higher education transformation is restructuring the governance

of universities, embarking upon knowledge-intensive development and internationalizing our

campuses on all grounds”.

Change through Academia and the Academics

Furthermore, he added thus “My nostalgic recollection of an academic is a no-nonsense, strict-

to-the-fact individual who, with great pride, pursues excellence in his teaching and research, is

well respected by the society to which he contributes a lot in building. He faithfully prepares his

lecture notes reviewing them as often as he hears of the latest in his field, guides students to

unravel the facts and in the pursuit of knowledge, challenges his/her students to argue the basis

of their decision and conclusion through experimentation and examination of alternative

thoughts. He shuns self-aggrandizement and ostentatious life and always presents himself as the

embodiment of all that are desired and good in a person worthy to live, work and interact with

others on a university campus. The academic is a detribalised person committed to seeking

29
knowledge from his peers no matter whom they are or where they may be. The ever forgetful

professor can engage his peers and cohorts in meaningful academic discourse on campus well

after the evening lectures and practical classes while forgetting to pick his child from school at

2pm; leaving his wife to come to the rescue once again! 19.4.3 Like the doctor, the academic

always puts his students first knowing that he carries the heavy responsibility of producing the

next generation of Nigerians who will lead the country and champion development in all sectors

of the economy. While many still stick to these worthy ideals, a significant minority have soiled

the enviable apparel of academia. They engage in despicable acts that make the public avoid the

academic like a plaque. Many moonlight in as many as five universities on a weekly basis, and if

they are not selling unauthorized and outdated handouts to make a few more naira from helpless

students, they are engaging in examination malpractices and sexual harassment of all kinds and

proportions. Some have now adopted the language of the policeman at the check point, ‘wetin

you bring for your poor lecturer’ as a normal greetings to students just returning from holidays.

These days some lecturers put in very minimum effort to earn the maximum pay and allowances

and, when they wish, through unionism, hold government or proprietors and parents to ransom.”

Change through Parents and the Home

Finally, Jegede opined thus “As strong stakeholders in higher education, and in education

generally, parents have a very powerful voice in the education of our children. The interest

parents take in their children’s education is often seen in the turn out for such ceremonies like

matriculation and convocation. However, many parents, especially those who are educated,

rarely take interest in the total educational journey of their children and wards. Apart from

30
grudgingly giving the money their children incessantly request for, many parents care less

whether their children attend lectures, dress appropriately and decently or even stay on campus

for the duration of the semester. Some parents do not know the hostels, let alone the rooms, their

children stayed in throughout the duration of their degree programme. The home is the first

classroom or laboratory for educating children. More often than not, children behave exactly the

way they see their parents do. These include cultism, cheating and stealing, physical abuse,

indecent behaviours, and lack of respect for others, running down others and looking down on

our unfortunate neighbours.

Easily a child rusticated for bad behaviour in a Nigerian campus is quickly shipped overseas or

to a neighbouring country to continue his/her education without the parents investigating what

happened. Parents have been known to take interest in the affairs of their undergraduate children

in so far as challenging lecturers for reproaching or punishing their children for bad behaviours.

It is an open secret that some children of the highly placed are the perpetrators of heinous crimes

in the society including kidnapping, armed robberies and drug trafficking; these are the results of

being too busy at work by parents and thereby having no time to devote to their children and

wards”

He submit that parents can contribute to the upliftment of university education by their interest

and involvement in the activities of the universities, attending as many events as possible,

helping to raise funds and interrogating the academics on the quality of education. The same

parents who complain of the unacceptable competency level of those they meet at interview halls

are those who easily shy away from taking interest in the education of their children. 19.5.9 “As

parents, your interactions with the universities would facilitate the meeting of the town and gown

31
and allow free flow of ideas and provide current information to the society about university

education. Universities need the community, of which the parents are a significant part, much as

the community needs the university.”

One would agree with the above thought that such changes in the areas stipulated by the author

will improve the quality of tertiary education in Nigeria

CHAPTER THREE

3.0 RESEARCH DESIGN AND METHODOLOGY

Every research undertaking follows a specific methodology. In this study, the survey research

approach has been adopted. Survey research here refers to the field approach to research. In other

words, virtually every data used in this study is directly from the field. This chapter presents a

32
description of the research design and also described the instruments used for data collection and

method of both data collection analysis.

3.1 SOURCES OF DATA

It is believed that data is the lifewire of every research undertaking. As a result, this study

devoted good effort at ensuring that relevant data were obtained from three (3) sources which

include:

 Published and unpublished works

 Responses from questionnaire

3.1.1 PRIMARY SOURCES OF DATA

The major instrument used in collecting data here include- interview, discussion, personal

observation and returns from questionnaire respondents.

3.1.2 SECONDARY SOURCES OF DATA

The major sources of secondary data employed in this study is as follows- Published and

unpublished literature authored by scholars of diverse background. Consequently, data from

Textbooks, Journals, Magazines, Newspaper, Seminars, and Workshops/Conference papers,

Encyclopedia, Online materials etc. have been utilized in this study.

33
3.2 METHODS OF DATA COLLECTION

A major technique employed in data collection in this include among others, review of literature

as relevant to the subject matter of this work. Another basic technique adopted in sourcing data

for this research was the study of questionnaire. The questions were carefully couched and

administered to various respondents as necessary.

Other techniques employed for gathering data for this work include:

 Personal oral interviews/discussion

 Provisions of relevant Legislations and Regulations.

 Published and unpublished materials

 Online data/information

3.3 TECHNIQUES OF DATA ANALYSIS

At this juncture, the researcher states the techniques adopted in analyzing the data collected for

this study. The techniques employed in analyzing data in this study- statistical percentage,

frequencies and particularly the Chi Square (X2). While the frequencies were used as means of

showing responses from the respondent, the percentage were to express the relationship between

the various responses.

The test hypothesis tools are based on calculated and tabulated values at specified levels

of significance.

34
 Essentially, the entire data collected for the purposes of this study through the various

techniques as specified has been tested, interpreted and accordingly presented in proper modes

and techniques.

3.4 STUDY RESPONDENT

The study respondent comprises of 150 students and 30 lecturers of the concerned institutions

which is University of Uyo and Uyo City Polytechnic respectively.

3.5 TEST STATISTIC

Here, Chi Square (X2) is employed to test hypothesis in this study.

The Chi Square formula for this purpose is given by: X2 = (0-E)2/ E

Where 0 is the observed frequency

E is the expected frequency

X2 is the notation for Chi Square

Degree of Freedom (DF) is given by:

(r-l). (c-l)

Where r denotes number of rows

C denotes number of columns

35
 CHAPTER FOUR

4.0 PRESENTATION AND ANALYSIS OF DATA

The data collected from the purposes of this study have been presented under this segment of this

report. They have been analyzed, discuss and interpreted and their real meaning in relation to this

study accordingly inferred.

36
4.1 ANALYSIS OF THE RESPONSES FROM THE STUDY QUESTIONNAIRE

A total of one hundred and eighty (200) structured questionnaires were administered on the

students and lecturers of University of Uyo and that of the Uyo City Polytechnic. A total of 180

(90%) were retrieved for analysis and 30 (10.%) were not returned.

Table 4.1: Distribution and Response from Study Questionnaire

Tertiary Institution Distrubuted Returned

University of Uyo 110 100
Uyo City Polytechnic 90 80
Total 200 180
Source Researchers Field Survey, 2019

A total of 100 questionnaire were returned from University of Uyo and 61 questionnaire were

returned from Uyo City Polytechnic.

From the above analysis, 180 (90%) of the 180 questionnaire distributed was returned. This

shows that the research can be relied on because a reasonable number of the questionnaire

distributed were duly filled and returned.

4.2 TEST OF HYPOTHESIS

Under this segment, the study hypothesis will be analyzed thoroughly making use of Chi Square

(X2).

Question 5 of the study questionnaire sufficiently addresses the research hypothesis 1, therefore

it has been used in the testing in testing the first hypothesis. The standard deviation is adopted in

the analysis. The said question 5 goes thus: Do ASUU Contribute to the Poor Quality of Tertiary

Education in Nigeria?

37
Table 4.2 STANDARD DEVIATION TABLE

RESPONSES FREQUENCY (O) EXPECTED O-E (O-E)2 (O-E)2

FREQUENCY (E) E

YES 165 90 75 5625 62.5

NO 15 90 -75 5625 62.5
TOTAL 180 100 125
Source Researchers Field Survey, 2019

The Chi Square formula is given by:

(O-E)2

Where O is the Observed frequency

E is the Expected frequency

Degree of freedom = (r-1) . (c-1)

(5-1) . (2-1)

4 x 1=4

The level of significance adopted here is 0.05 which denotes 95% confidence limit

THE CHI SQUARE CRITICAL VALUE

The Chi Square critical value at 16 degrees of freedom and a significance level of 0.05 is 9.49.

Thus, the computed Chi Square value of 125 is greater than the Table Chi Square value of 9.49,

i.e Xcal = 125 > X0.95 = 9.49

38
DECISION LINE

Given that the worked Chi Square value of 125 is greater than the corresponding table Chi

Square value of 9.49, the null hypothesis which states that “ASUU is not to be blamed for the

declining quality of tertiary education in Nigeria” is rejected by alternative, the alternate which

counters that opposition by stating that “ASUU is to be blamed for the declining quality of

tertiary education in Nigeria” is accepted as factually wrong.

TEST OF HYPOTHESIS TWO

QUESTION 7: Do Federal Government Contributes to the Poor Quality of Tertiary Education

in Nigeria

TABLE 4.3: Analysis of the Chi Square Distribution for Hypothesis Two
RESPONSES FREQUENCY (O) EXPECTED O-E (O-E)2 (O-E)2
E
FREQUENCY (E)

YES 165 90 75 5625 62.5

NO 15 90 -75 5625 62.5
TOTAL 180 100 125
Source Researchers Field Survey, 2019

The Chi Square formula is given by:

(O-E)2
E
Where O is the Observed frequency

E is the Expected frequency

Degree of freedom = (r-1) . (c-1)

(5-1) . (2-1)

4 x 1=4

39
The level of significance adopted here is 0.05 which denotes 95% confidence limit.

THE CHI SQUARE CRITICAL VALUE

The Chi Square critical value at 16 degrees of freedom and a significance level of 0.05 is 9.49.

Thus, the computed Chi Square value of 125 is greater than the Table Chi Square value of 9.49,

i.e Xcal = 125 > X0.95 = 9.49

DECISION LINE

Given that the worked Chi Square value of 125 is greater than the corresponding table Chi

Square value of 9.49, the null hypothesis which states that “Government is not to be blamed for

the declining quality of tertiary education in Nigeria” is rejected by alternative, the alternate

which counters that opposition by stating that “Government is to be blamed for the declining

quality of tertiary education in Nigeria” is accepted as factual.

4.3 VALIDATION OF THE RESEARCH QUESTIONS

All the research questions has been covered by the study questionnaire and responses were

collected and will be analysis in general data analysis.

4.4 GENERAL DATA ANALYSIS

Table 4.4: Description of the Qualifications of Respondents

VARIABLES FREQUENCY PERCENTAGE (%)

Ph.D 9 5
M.Sc. 15 8.3

40
 B.Sc. 40 22.2
WASSCE 116 64
Total 180 100
Source Researchers Field Survey, 2019

Table 4.4 above shows that 5% of the respondent were Ph.D holder, 8.3% of the respondents

were M.Sc. holders and 22.2% and 64% of the respondent were B.Sc. and WASSCE holders

respectively. By implication, this shows that the majority of the respondents were student who

are currently a member of those tertiary institutions in the study area who have witnessed over

the years the academic activities of the institutions.

Table 4.5 Business/Residential Address

LOCATION FREQUENCY PERCENTAGE (%)

Inside Uyo 120 66.6
Outskirts of Uyo 20 11.1
Not living in Uyo 40 22.2
Total 180 100
Source Researchers Field Survey, 2019

From the table 4.5 above, 66% of the respondents lives in Uyo. 11.1% of the respondents lives in

the outskirts of Uyo while 22.2% of the respondents lives outside of Uyo. This implies that a

majority number of the respondent lives in close proximity to the various tertiary institutions

under consideration thereby making them more reliable to source information from concerning

the activities and quality of the institutions.

Table 4.6 Description of the Quality of Tertiary Education in Nigeria

41
This section of the study questionnaire is open ended so the researcher after analyzing the

response has adopted ‘satisfactory and not satisfactory’ as the category of response received

from the study questionnaire.

RESPONSES Frequency Percentage (%)

Satisfactory 10 5.5
Not Satisfactory 170 94.5
TOTAL 180 100
Source Researchers Field Survey, 2019

From the table 4.6 above, 5.5% of the respondent described the quality of tertiary education in

Nigeria as satisfactory while 94.5% of the respondents believes that the quality of tertiary

education in Nigeria is not satisfactory. By implication this means that the quality of tertiary

education in Nigeria is poor.

Table 4.7 The Causes of the Poor Quality of Tertiary Education in Nigeria

This section of the study questionnaire is open ended so the researcher after analyzing the

response has adopted the following as the various causes of the tertiary education in Nigeria:

Poor funding by government, Frequent Labour Disputes and Closures of Institutions by ASUU,

lack of resources, Poor Policy Implementation and poor leadership.

RESPONSES FREQUENCY PERCENTAGE (%)

Poor funding by government 90 50
Frequent Labour Disputes 50 27.7

and Closures of Institutions

by ASUU
Lack of resources 10 5.5
Poor Policy Implementation 11 6.1
Poor leadership 19 10.5
TOTAL 180 100
Source Researchers Field Survey, 2019

42
From the table 4.7 above, 50% of the respondents stated that poor funding by Federal

government is the major cause of the declining quality of tertiary education in Nigeria while

27.7%, 5.5%, 6.1% and 10.5% of the respondents described that the major causes of the poor

quality of tertiary education is Frequent labour dispute and closures of institutions by ASUU,

lack of resources, Poor policy implementation and poor leadership respectively. This implies that

the major cause of the poor quality of tertiary education is the poor funding by the federal

government.

4.8 If ASUU Contribute to the Poor Quality of Tertiary Education in Nigeria

RESPONSES FREQUENCY PERCENTAGE (%)

YES 165 91.6
NO 15 8.3
TOTAL 180 100
Source Researchers Field Survey, 2019

From the table 4.8 above, 91.6% of the respondents agrees that ASUU contribute to the poor

quality of tertiary education in Nigeria while 8.3% of the respondents said no to the question.

This implies that ASUU contributes to the poor quality of tertiary education in Nigeria.

Table 4.9 Reasons Why the Respondents Thinks ASUU contributes to the Poor Quality

of Tertiary Education in Nigeria

Being an open ended question, the researcher summarize the various reasons obtained thus;

Strike disrupt academic calendar, Strike increase study duration. Strikes reduces student study

43
morale, strikes makes student to engage in ill activities that continues even when school

resumed.

RESPONSES FREQUENCY PERCENTAGE (%)

Strike disrupt academic 25 13.9

calendar
Strike increase study duration 58 33.3
Strikes reduces student study 80 44.5

morale
Strikes makes student to 17 9.5

engage in ill activities that

continues even when school

resumed.

TOTAL 180 100

Source Researchers Field Survey, 2019

From the table 4.9 above, the response that strikes by ASUU reduces student study morale has

the highest percentage of responses with 44.5% while the responses that; strike disrupt academic

calendar, strike increase study duration. And that strike makes student to engage in ill activities

that continues even when school resumed has a response percentage of 13.9%, 33.3% and 9.5%

respectively. The implication of the above is that the effects of ASUU strike on student study

morale is the major reason why the respondents believes that ASUU contributes to the poor

quality of tertiary education in Nigeria.

44
Table 4.10 If Federal Government Contributes to the Poor Quality of Tertiary

Education in Nigeria

RESPONSES FREQUENCY PERCENTAGE (%)

YES 165 91.6
NO 15 8.3
TOTAL 180 100
Source Researchers Field Survey, 2019

From the table 4.10 above, 91.6% of the respondents agrees that federal government contribute

to the poor quality of tertiary education in Nigeria while 8.3% of the respondents said no to the

question. This implies that federal government contributes to the poor quality of tertiary

education in Nigeria.

Table 4.11 Reasons for the Choice on 4.10

Being an open ended question, the researcher summarize the various reasons obtained thus;

Poor funding, poor policy implementation, political instability and poor negotiation mechanism

with ASUU

RESPONSES FREQUENCY PERCENTAGE (%)

Poor funding 90 50
Poor policy implementation 36 20
Political instability 16 8.9
Poor negotiation mechanism 38 21.1

with ASUU
TOTAL 180 100
Source Researchers Field Survey, 2019

From table 4.11 above, poor funding has the highest percentage of responses with 50% response

while poor policy implementation, political instability, poor negotiation mechanism with ASUU

45
has the response percentage of 20%, 8.9% and 21.1% respectively. The implication of this is that

the majority of responses chose poor funding by federal government as their main reason for

stating that federal government contributes to the poor quality of tertiary education in Nigeria.

Table 4.12 Party to be Blamed Most for the Poor Quality of Tertiary Education in

Nigeria

VARIABLES FREQUENCY PERCENTAGE (%)

ASUU 58 32.2
Federal Government 122 67.8
Total 180 100
Source Researchers Field Survey, 2019

From table 4.12 above, 67.8% of respondents believes that Federal government contribute more

to the poor quality of tertiary education in Nigeria while 32.2% of respondents believes that

ASUU contributes more to the question in consideration. This implies that federal government

contributes more to the poor quality of tertiary education in Nigeria and should be blamed more.

Item 4.13 Reasons for the choice in table 4.12

Being an open ended question, the researcher summarize the various reasons obtained thus;

1. Poor funding is the major cause of the declined in the quality of tertiary education in

Nigeria and federal government is the party responsible for the funding of Universities in

Nigeria thus making them the major cause of the poor quality of tertiary education in

Nigeria.

2. That ASUU demands and reasons for strikes are almost at all times for the benefit of the

entire University community such that when federal government refuses to listen to their

46
 plea and grant their demand they are indirectly reducing the quality of tertiary education

in Nigeria.

Table 4.14 Description of the Future of Nigeria if the existing Quality of Tertiary

Education is sustained.

VARIABLE FREQUENCY PERCENTAGE (%)

Good 0 0
Fair 50 27.8
Poor 130 72.2
Total 180 100
Source Researchers Field Survey, 2019

From table 4.14 above. 72.2% of the respondents believes that if the current quality of tertiary

education is sustained, that the future of Nigeria is forecast to be poor. Also, 27.8% of the

respondents opined fair to the question in consideration while 0% of the respondents states that

the future of Nigeria will be good if the current quality of tertiary education is sustained. By

implication, this means that the Future of Nigeria is forecast to be poor if the current quality of

tertiary education in Nigeria is sustained.

Item 4.15 Reasons for the choice on 4.14

Being an open ended question, the researcher summarize the various reasons obtained thus; for

those who chose ‘Poor’

1. That the future leaders of the country will not be properly trained thereby making their

efficiency when elected to power doubtful.

47
 2. That the labour force will be made of ill-trained personnel which will in turn affect

productivity negatively.

For those who chose ‘Fair’

1. That the quality of the tertiary education has been poor since and the country is like this,

so if it is sustained, the country will still remain the same which they describe as fair at

the moment.

2.

Table 4.16 If the Quality of Tertiary Education in Nigeria can be improved.

VARIABLE FREQUENCY PERCENTAGE

YES 180 100
NO 0
TOTAL 180 100

Source Researchers Field Survey, 2019

From the table 4.16 above, 100% of the respondents said Yes to the question while 0% said No

that the quality of tertiary education cannot be improved.

Item 4.17 reasons for NO above

All the respondents believes that the quality of tertiary education can be improved and no

respondent said No to the question.

Item 4.18 Reasons for YES in 4.15

Being an open ended question, the researcher summarize the various reasons obtained thus;

48
 1. Through the involvement of private stakeholders in the tertiary education system.

2. Through improved funding by the Federal government.

3. Through the upgrade of the academic curriculum to reflect current practice.

4.5 DISCUSSION OF RESULTS

The study results are discussed hereon:

1. From the table 4.6 above, 5.5% of the respondent described the quality of tertiary

education in Nigeria as satisfactory while 94.5% of the respondents believes that the quality of

tertiary education in Nigeria is not satisfactory. By implication this means that the quality of

tertiary education in Nigeria is poor.

2. From the table 4.7 above, 50% of the respondents stated that poor funding by Federal

government is the major cause of the declining quality of tertiary education in Nigeria while

27.7%, 5.5%, 6.1% and 10.5% of the respondents described that the major causes of the poor

quality of tertiary education is Frequent labour dispute and closures of institutions by ASUU,

lack of resources, Poor policy implementation and poor leadership respectively. This implies that

the major cause of the poor quality of tertiary education is the poor funding by the federal

government.

3. From the table 4.8 above, 91.6% of the respondents agrees that ASUU contribute to the

poor quality of tertiary education in Nigeria while 8.3% of the respondents said no to the

question. This implies that ASUU contributes to the poor quality of tertiary education in Nigeria.

49
4. From the table 4.9 above, the response that strikes by ASUU reduces student study

morale has the highest percentage of responses with 44.5% while the responses that; strike

disrupt academic calendar, strike increase study duration. And that strike makes student to

engage in ill activities that continues even when school resumed has a response percentage of

13.9%, 33.3% and 9.5% respectively. The implication of the above is that the effects of ASUU

strike on student study morale is the major reason why the respondents believes that ASUU

contributes to the poor quality of tertiary education in Nigeria.

5 From the table 4.10 above, 91.6% of the respondents agrees that federal government

contribute to the poor quality of tertiary education in Nigeria while 8.3% of the respondents said

no to the question. This implies that federal government contributes to the poor quality of tertiary

education in Nigeria.

6. From table 4.11 above, poor funding has the highest percentage of responses with 50%

response while poor policy implementation, political instability, poor negotiation mechanism

with ASUU has the response percentage of 20%, 8.9% and 21.1% respectively. The implication

of this is that the majority of responses chose poor funding by federal government as their main

reason for stating that federal government contributes to the poor quality of tertiary education in

Nigeria

7. From table 4.12 above, 67.8% of respondents believes that Federal government

contribute more to the poor quality of tertiary education in Nigeria while 32.2% of respondents

believes that ASUU contributes more to the question in consideration. This implies that federal

government contributes more to the poor quality of tertiary education in Nigeria and should be

blamed more.

50
8. Reasons for the choice in table 4.12.Being an open ended question, the researcher

summarize the various reasons obtained thus;

1. Poor funding is the major cause of the declined in the quality of tertiary education in

Nigeria and federal government is the party responsible for the funding of Universities in

Nigeria thus making them the major cause of the poor quality of tertiary education in

Nigeria.

Ii That ASUU demands and reasons for strikes are almost at all times for the benefit of the

entire University community such that when federal government refuses to listen to their plea

and grant their demand they are indirectly reducing the quality of tertiary education in

Nigeria.

9. From table 4.14 above. 72.2% of the respondents believes that if the current quality of

tertiary education is sustained, that the future of Nigeria is forecast to be poor. Also, 27.8% of

the respondents opined fair to the question in consideration while 0% of the respondents states

that the future of Nigeria will be good if the current quality of tertiary education is sustained. By

implication, this means that the Future of Nigeria is forecast to be poor if the current quality of

tertiary education in Nigeria is sustained.

10. Reasons for the choice on 4.14. Being an open ended question, the researcher summarize the

various reasons obtained thus; for those who chose ‘Poor’

1. That the future leaders of the country will not be properly trained thereby making their

efficiency when elected to power doubtful.

2. That the labour force will be made of ill-trained personnel which will in turn affect

productivity negatively.

51
For those who chose ‘Fair’

3. That the quality of the tertiary education has been poor since and the country is like this,

so if it is sustained, the country will still remain the same which they describe as fair at

the moment.

11. From the table 4.16 above, 100% of the respondents said Yes to the question while 0%

said No that the quality of tertiary education cannot be improved.

12. Reasons for YES in 4.15. Being an open ended question, the researcher summarize the

various reasons obtained thus;

1. Through the involvement of private stakeholders in the tertiary education system.

2. Through improved funding by the Federal government.

3. Through the upgrade of the academic curriculum to reflect current practice.

52
 CHAPTER FIVE

5.0 SUMMARY OF FINDINGS, RECOMMENDATION AND CONCLUSION

The findings, recommendations and conclusion reached in this study are presented in this

chapter. It is pertinent to note that there base on informed opinions inline with the results of

analysed data and views of persons that are well informed, knowledgeable and experienced in

the subject matter of the study.

5.1 SUMMARY OF FINDINGS

This segment deals with the summary of all the findings of the work. For instance in relevance to

the study topics, the findings of the study is as follows:

1. That the quality of tertiary education in Nigeria today is very low.

2. That they both parties (Federal government and ASUU) has in one way or the other

contributed to decline in the quality of tertiary education in Nigeria.

3. That the major cause of the declined in the quality of tertiary education in Nigeria is poor

funding by the federal government.

4. That the main party to be blamed is the federal government.

5. That there is need to strive to improve the quality of tertiary education in Nigeria

6. That federal government holds the major responsibility to do so.

53
5.2 RECOMMENDATIONS

This is where the researcher proffers way he thinks can help to resolve the study problem. For

instance, the recommendations of this work can be written thus;

Given the findings of this study, in addition to other issues discussed here, the following

recommendations are hereby proffered:

1. That ASUU should limits the rate of strikes by making use of other method available to

them to gain the listening ears of the federal government. This will help to improve the

quality of tertiary education as students will not be forced to stay at home when they are

supposed to be in school which in turn makes them feel care-free about school thereby

affecting both their performance during lectures and that of examination.

2. Government should also recognises the negative effect that the current quality of tertiary

education will have on the future by always giving due attention to ASUU and not

waiting for them to embark on strike before the resume negotiation with them. This will

go a long way to reduce the number of strike actions by ASUU.

3. Lecturer should also uphold the principle of quality learning in the tertiary institutions by

always updating their lecture note to cover what is obtainable in the developed countries

of the world. This will without doubt boast the quality of our education immensely.

5.3 AREAS OF FURTHER RESEARCH

54
This study has dwell on the important subject matter of quality assurance of the tertiary

education in Nigeria. It has found that there is a great declined in the quality of tertiary education

obtainable in the various tertiary institutions in the country and thereby makes it imperative to

review the current practice of the federal government and ASUU to that affect.

It is suggested that further work could be initiated in related areas like reviewing the effect of

strikes on the performance of Nigerian student in various tertiary institution with a view to

establishing fair and acceptable framework toward the improvement of the performance of

students in the affected schools.

5.4 CONCLUSION

It has been found that though ASUU activities affects the quality of tertiary education in Nigeria,

that federal government failure to adequately fund the various tertiary institutions in Nigeria

constitute the major reason why the is a declined in the quality of education in Nigeria. It is

pertinent to noted that if the prevailing decline in the quality of education is allowed to continue,

that the future of our country is certain to be doom. At such, the federal government is advised to

pay more attention to the funding of the various institution amongst others and ASUU is also

advised to limit the frequency of their industrial action so as not to dig more platform for the

quality of our tertiary education to continue declining.

In conclusion, this actions by the two guilty party will help improve the quality of our tertiary

education and offers the future generations the quality assurance of their education.

55
 REFERENCES

Adeboye, T. (2003). Disruption, violence and productivity in Nigerian universities. Nigerian

Journal of Educational Administration and Planning, 4(1), 21-25
Adeniran, T. (2011). “Nigerian Universities and National Transformation: The Role of the
Alumni.” Delivered to the University of Ibadan Alumni Association (Oyo State Chapter), Ibadan,
28 September
Adeogun, A. A. (2007). Training and experience as predictors of teachers’ productivity in school.
International Journal of Educational Management, 4(1), 38 – 49
Ajayi, K. (2007). Emergent issues in teacher education and professionalization of teaching in
Nigeria. African Journal of Historical Science in Education, 3(1), 22-28

Asiyai, R. I. (2005). Trade union disputes and their perceived impacts on the university system,
in Nigeria (Doctoral Dissertation). Delta State University, Abraka

Asiyai, R. I. & Oghurbu, E. P. (2009). An empirical analysis of the causes and possible solutions
to decline in quality of tertiary education in Nigeria. Journal of Sociology and Education in
Africa, 8(2), 1 – 13

Asiyai, R. I. (2010). The role of information communication in management of secondary

education for sustainable development in Delta state, Nigeria.  Journal of Sociology and
Education in Africa, 9(1), 157-168

Asiyai, R. I. (2013). Challenges of quality in higher education in Nigeria in the 21st Century.
International Journal of Educational Planning and Administration, 3(2), 159-172

Bamiro, O. A. (2012). Tertiary education in Nigeria and challenges of corporate governance.

Speech at the TETFUND year 2012 strategic planning workshop, held at the Idris Abdulkadir
Auditorium, National Universities Commission, Abuja, 7th – 8th August, 2012

Dada, J. A. (2014). Access to education in democratic Nigeria: Issues and problems. In O. E. Uya,
D. Denga, J., Emeh & J. Okoro (Eds.) Education for Sustainable Democracy

Dubrin, A. J. (1997). Fundamental of Organization behaviour: An applied approach. Cincinnati:

South West College Publishing

Ekong, J. E. (2006). Standard in education and quality delivery as imperatives for national
productivity. Nigerian Journal of Educational Philosophy, 2(2), 16 – 24

56
Federal Republic of Nigeria (2004). National Policy on Education (4th ed). Lagos: NERDC Press

Hartnett, T. (2000). Financing trends and expenditure patterns in Nigeria Federal universities: An
update. Unpublished report. Washington DC: The World Bank 85 pages

National Universities Commission (2006).  Webometric ranking of world universities: National

University Memo, March 13th, 2016, Pp 4 – 8

Odetunde, C. (2004). The State of Higher Education in Nigeria, found at

Http://www/nigerdeltacongress.com.Satyivel, Retrieved on April 11

Ogar, O. E. & Meremikwu, A. N. (2013). An analysis of the problems of teacher and tertiary
education curriculum evaluation in Nigeria. International Journal of Behaviour Social and
Movement Sciences, 2(1), 34-43

Okoroma, N. S. (2004). Principalship and educational accounting in Rivers State. Journal of

Research and Development in Education, 2(1), 134 – 142

Okebukola, P. A. (2017). The Place and Continued Relevance of Private Universities. 5th
Convocation Lecture delivered at the Afe Babalola University, Ado-Ekiti (ABUAD), October
20, 2017

Oluyemi, E. J. & Opeyemi, O. A. (2014). Educational management challenges in tertiary

institutions and way out in the 21st century: An instance of Academic Staff Union of Universities,
Nigeria. Journal of Educational Review, 7(2) 213 – 221

Jegede O. (2017). A Conference Paper Presented on the Conventation Ceremony of the University
of Uyo on 3 November, 2017.
Jegede, O.J. (2011). Red-Flag Alert on Emerging Challenges of Higher Education in Africa. An
Invited Convocation Lecture at the 23rd Convocation Ceremony of the Federal University of
Technology, Akure, Nigeria, Friday 18 November
Jegede, O. J. (2012). Transforming Education: Enlarging Access to Qualitative Tertiary
Education. An invited Keynote Address at the Conference of Provosts of Colleges of Education
of Nigeria at the College of Education, Akwanga, Nasarawa State of Nigeria, 5-9 March, 2012
Jegede, O. J. (2017). Ensuring Quality and Relevance of Higher Education, Life Long Learning,
Teacher Education Development Through Public Private Partnership. An Invited Keynote
Address to the 15th Annual International Conference on Private Higher Education in Africa held
at the Intercontinental Addis Hotel, Addis Ababa, Ethiopia, 25th to 27th July, 2017
Jegede, O. J. (2016). Reflections on Quality Promotion and Capacity Development in Higher
Education in Africa. Keynote Address at the Southern African Regional Conference on Quality
Assurance in Higher Education Held at the Southern African Regional Conference Pretoria
South Africa on Thursday, 28th October 2016

57
John W. (2016). Solution Toward Improving the Quality of Edecation in Nigeria, Publication in
The Nations Newspaper, Lagos: April 12, pp 12-13
Saint, W., Hartnett, T., & Strassner, E. (2003). Higher education in Nigeria: A status report.
Higher Education Policy, 16, 259 – 281
Ukeji, B. O. (1996). In: Lassa P. N. (Ed.) Teacher Education-Imperative for National
Development. Kaduna: NCCE.
 

58
 APPENDICES

APPENDICE 1

THE ATTACHMENT LETTER

Department of Estate Management,

University of Nigeria,

Enugu Campus.

May 10, 2019.

Dear respondent,

I am a final year student of Estate Management at the University of Nigeria Enugu Campus.

As part of the requirements for the award of Bachelor of Science (B.Sc.) Degree in Estate

Management, I am undertaking a study titled: GOVERNMENT AND ASUU: WHO REALLY

SHOULD BE BLAMED FOR THE DECLINING QUALITY OF TERTIARY EDUCATION IN

NIGERIA.

It will be highly appreciated if you can lend a helping hand to this study by objectively

completing the attached study questionnaire.

Kindly note that this study is strictly for academic purposes and at such, any data or information

supplied will be utilized confidentially and will serve only an academic purpose.

59
Thank you for your anticipated co-operation.

Yours faithfully

Samuel Uwem Aniekan

60
APPENDICE TWO : THE STUDY QUESTIONNAIRE

Please use a separate paper for your response where the space provided is not sufficient.

1. Qualifications

2. Business/Residential Address

3. How would you describe the quality of tertiary education in Nigeria?

4. What would you describe the quality of tertiary of tertiary education in Nigeria?

5. Do you think ASUU contribute to the poor quality of tertiary education in Nigeria?

YES NO

61
6. If Yes to the above, please indicate your reason(S)

7. Do you think federal government contribute to the poor quality of tertiary education in

Nigeria?

YES NO

8. If yes to the above, please indicate your reason(S)

9. Which of this part should be blamed most for the declining quality of tertiary education

in Nigeria

Federal Government ASUU

10. Please give reason(S) for your choice above.

11. How would you describe the future of Nigeria if the existing quality of tertiary education

is sustained?

GOOD FAIR POOR

12. Please state the reason(s) for your choice above

62
13. Can the quality of tertiary education in Nigeria be improved?

YES NO

14. If NO to the above, please state your reason(s)

15. If yes to (13), what do you think can be done to improve the quality of tertiary education

in Nigeria?

63
SIGNING OFF

It is hereby certified that this work was done by all the members of Group Five in testimony of
which we have set our hands hereunder:

S/N NAME REGISTRATION NUMBER SIGNATURE

1. ANORUE ERIC EKENE 2014/193322 ________

2. CHIMA MERCY NKIRU 2014/196063 ________
3. EKWUEME EMMANUEL ONYEBUCHI 2015/199815 ________
4. EZE CHIKAODILI SOLOMON 2012/182508 ________
5. SAMUEL UWEM ANIEKAN 2015/199591 ________
6. ZERIBE CHRISTOPHER CHINOMSO 2015/204223 ________

64