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Issues And Problems Of University Education In Nigeria

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Issues And Problems Of University Education In Nigeria

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Content 70-26,528
MEIER, Wanda Rita Russell, 1926-
ISSUES AND PROBLEMS OF UNIVERSITY EDUCATION IN
NIGERIA.
University of Southern California, Ph.D., 1970
Education, higher
University Microfilm s, A X E R O X Company, Ann Arbor, Michigan
■ '- * ■ * " ■ ’ u- >Li t t-
© Wanda Rita Russell Meier 1971
ALL RIGHTS RESERVED
ISSUES AND PROBLEMS OF UNIVERSITY
EDUCATION IN NIGERIA
by
WandaiRussel 1 Meier
A Dissertation Presented to the
FACULTY OF THE GRADUATE SCHOOL
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillm ent of the
Requirements for the Degree
DOCTOR OF PHILOSOPHY
(Educat ion)
June 1970
UNIVERSITY O F SO UTHERN CALIFORNIA
THE GRADUATE SCHOOL
UNIVERSITY PARK
LOS ANGELES. CALIFO RNIA 0 0 0 0 7
This dissertation, ’written by
................................
under the direction of h&r.... Dissertation Com
mittee, and approved by all its members, has
been presented to and accepted by The Gradu
ate School, in partial fulfillment of require
ments of the degree of
D O C TO R O F P H IL O S O P H Y
Dean
Date... Jjme.ISZQ
DISSERTATION COMMITTEE
C n S ) /) ff \
I airm an
ACKNOWLEDGMENTS
A p a rtic u la rly grateful acknowledgment is
extended to Professor Earl V. P u llias. His inspiration,,
guidance and lim itle s s support throughout the writing of
this dissertation were essential to its success. I would
also like to thank Pauline Pullias for her kindness in
ed it ing the work.
Special words o f gratitude are extended to
Dr. Okoi Arikpo, the Permanent Secretary of. The National
Universities Commission in Nigeria, for invaluable
assistance and cooperation in performing the research.
The advice and guidance of Dr. John Swanson, an
advisor to The National Universities Commission in Nigeria,
was instrumental in the successful launching of the
research project, and the w rite r is most appreciative.
A grateful word of thanks is extended to both
Professor Stephen Abrahamson and Professor Dan Dawson who
gave so generously of th e ir time during a particularly busy
period in order th a t th is study might be completed.
TABLE OF CONTENTS
ACKNOWLEDGMENT ........................................................................................
LISTMOF TABLES ........................................................................................
Chapter
I. THE PROBLEM ..........................................................................
Introduct ion
Statement of the Problem
Importance of the Study
Delim itations of the Study
Limiting Factors
Procedure
Assumpt ions
Definitions
Organization of the Study
II. REVIEW OF THE LITERATURE ..............................................
Summary
I I I . BACKGROUND TO NIGERIAN EDUCATION ............................
Nature and Purpose of Higher Education
The Land and its People
Early Educational Patterns
The General Structure
IV. PROCEDURE...................................................................................
V. FINDINGS ...................................................................................
Common Problems Identified by Respondents
at Three or More of the Nigerian Universities
Chapter Page
V I . ANALYSIS OF THE FINDINGS 163
Finance
Control
Organ ization
Philosophy and Objectives
Admin is tra t ion
Curriculum and Instruction
Methodology of Instruction
Faculty and S ta ff
Student Personnel
Listing of Most Important Issues
Statehood
Internal S trife
External Aid
Self-Contained Campuses
V II. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . . 192
Procedure
Conclus ions
Recommendat ions.
BIBLIOGRAPHY 207
APPENDIX B
APPENDIX A 230
236
APPENDIX C 253
APPENDIX D
284
iv
LIST OF TABLES
The Structure of the School System
in N i g e r i a ........................................................................
Positions of Persons Interviewed
the Universities .......................
at
Issues Id entified by Respondents at
Ahmadu Bello University: Finance .......................
a. Control ..........................................
b. Organization ............................
c. Philosophy and Objectives .
d. Administration .......................
e. Curriculum and Instruction
f . Methodology of Instruction
g. Faculty and S ta ff ...................
h. Student Personnel ...................
i. Additional Comments . . . .
j . Listed Order Most Important Issues . . . .
Issues Id entified by Respondents
University of Ibadan: Finance
at
a. Control ..........................................
b. Organization .......................
c. Philosophy and Objectives
d. Administration ...................
e. Curriculum and Instruction.....................................
f . Methodology of Instruction.....................................
g. Faculty and S ta ff .......................................................
b. Student Personnel . . , , .....................................
i. Additional Comments ...................................................
j . Listed Order Most Important Issues . . . .
Issues Identified by Respondents at
University of Lagos: Finance .................................
a. C o n t r o l..............................................................................
b. Organization .................................................................
c. Philosophy and Objectives .....................................
d. Administrat ion
e. Curriculum and Instruction .................................
f . Methodology of Instruction .................................
g. Faculty and S ta ff .......................................................
h. Student Personnel .......................................................
i. Additional Comments ............................................. .
j . Listed Order Most Important Issues . . . .
Issues Identified by Respondents at
University of I f e : Finance .....................................
a. Control ..............................................................................
b . Organ izat i o n ................................................................
c. Philosophy and O b je c tiv e s ....................... . . .
d. Administration ............................................................
Table Page
f . Methodology of Instruction ............................ 118
g. Faculty and S t a f f ................................................... 119
h. Student Personnel ................................................... 120
i. Additional Comments......................................... . 121
j . Listed Order Most Important Issues . . . 122
7. Issues Identified by Respondents at
University of Nigeria: Finance ........................ 123
a. C o n tr o l......................................................................... 125
b. O r g a n iz a t io n ............................................................ 126
c. Philosophy and O b je c tiv e s ................................. 127
d. Administration ................................................... 129
e. Curriculum and Instruction ............................... 130
f . Methodology of Instruction ............................... 132
g. Faculty and S t a f f ..................................................... 133
h. Student Personnel ..................................................... 135
8. Issues Identified by Respondents of National
Universities Commission A ff ilia t e s :
Finance , 136
a. C o n tr o l.......................................................................... 137
b. O r g a n iz a t io n ............................................................ 138
c. Philosophy and O b je c tiv e s ................................. 139
d. A d m in is t r a tio n ....................................................... I*t0
e. Curriculum and Instruction ............................... 1^1
f . Methodology of Instruction ............................... 1^2
g. Faculty and S t a f f ..................................................... 1^3
h. Student Personnel ..................................................... lMt
• •
v I I
Table
9.
1 0.
1 1 .
12.
13.
14.
15.
16.
17.
18.
19.
20.
21 .
i. Additional Comments .................................
j . Listed Order Most Important Issues
Issues Common to Three or More Univers it
Finance .................................................................
Issues Common to Three or More Universit
Control ............................................................
Issues Com m on to Three or More Universit
Organization ...................................................
Issues Common to Three or More Universit
Philosophy and Objectives ........................
Issues Common to Three or More Universit
Administration ...............................................
Issues Common to Three or More Universit
Curriculum and Instruction ...................
Issues Com m on to Three or More Universit
Methodology of Instruction ...................
Issues Com m on to Three or More Universit
Faculty and Staff ..........................................
Issues Com m on to Three or More Universit
Student Personnel ..........................................
e s :
e s :
e s :
es
e s :
es
es
e s :
e s :
Number of Schools, by Type and Controlling
Authority 1966 ...................................................
Primary Education: Number of Schools and
Pupils, by Controlling Authority
1962-1966 . . . . . . . . . . . . . .
Page
145
146
148
150
152
153
154
155
156
157
158
241
242
Number of Schools, Teachers, Classes and
Pupils in Primary Schools by School
Control in 1964 and 1965 in Northern
Nigeria ....................... ............................
Enrolment in Post-Primary Ins titu tio n s by
Type and Status of In s titu tio n s in 1961-
1965 in Northern Nigeria .......................
244
245
VI I I
Table Page
22. Enrolment in Post-Primary Institutions
Northern Nigeria, 1965 246
23. Summary of Number of Schools, Teachers,
and Students in Eastern Nigeria 1964
and 1965 247
24. Enrolment and Teachers in Eastern Nigeria
by Type of S c h o o l.............................................................248
25. Enrolment) and Teachers in the Mid-WeStern
Provinces of Nigeria by Type of School
1964-1965 ..................................................................... 249
26. Graduate? ' Non-Graduate Teachers, by
No. , and Type of School 1966 .............. 250
27. Adult Li. cy Class S ta tis tic s (Enrolment)
April 19b i - March 1965 252
28. Higher Education: Students Enrolled in
Universities and Other Higher Institutions
by Sex and Level of Course 1962-66 . . . 255
29. Product of Nigerian U niversities, 1966 . . . 257
30. Post-Graduate Research Students Enrolled, by
Sex, Year of Course and Subject of Study
Academic Year 1966-67 ......................................... 264
31. Students Enrolled in Universities, by Sex,
Field of Study, Type and Year of Course
Academic Year 1966-67 ......................................... 267
32. Students Enrolled in University, by Sex,
Field of Study, and Level of Course
Academic Year 1966-67 ......................................... 277
33. Students Enrolled in U niversities, by Field
of Study, and Geographical Distribution
Academic Year 1966-67 ......................................... 280
34. Male and Female students enrolled in
Universities during the period 1959-66 . . 283
35. A Comparison of Ashby's Targets and the
Federal Government's Amendments ....................... 284
ix
CHAPTER I
THE PROBLEM
IntroductIon
Africa has been described as a continent in a
hurry.
In 1955, there were only five p o litic a lly
independent countries on the continent. Be
tween 1956 and 1962, twenty-six countries in
Africa gained th e ir sovereignty and most of
the remaining states were at varying stages of
self-government. All of these countries served
under the tutelage of one colonial power or
another for varying periods--some for sixty
years or less, others for up to two hundred
years. During the colonial governments' regime,
Western education of one type or another was
introduced to these countries. Of the approxi
mately f i f t y countries on the continent, seven
teen now have B ritish influence; twenty, French;
three, Belgian; three, Portuguese; and four,
Spanish. Each of the affected countries has
taken on some of the characteristics of the cos
mopolitan power in terms of the social, c u ltu ra l,
economic, and p o litic a l practices.
Today, the new African nations are faced with
the task of nation building, and education--both
formal and informa 1- - w i11 play a major role. (3^:1)
Over seventy years ago Herbert Spencer stated his
iidea of the functions of education in the following word
How to liv e ? --th a t is the essential question
for us. Not how to live in the mere material
sense only, but in the widest sense. The general
1 problem which comprehends every special problem
is--th e right ruling of conduct in a ll directions
under a ll circumstances. In what way to treat the
body; in what way to tre at the mind; in what way to
manage our a ffa ir s ; in what way to bring up a
family; in what way to behave as a citizen ; in what
; ............................ . ...................I ..................................... ........................
way to u t i l i z e a l l those sources of happiness
which nature supplies--how to use a ll our
fa c u ltie s to the greatest advantage to our
selves and others--how to live completely?
And this being the great thing needful for us
to learn, is by consequence, the great thing
which education has to teach. To prepare us
fo r complete living is the function which
education has to discharge; and the only
ration al mode of judging of any educational
course is to judge in what degree it discharges
such function. (79:30-31)
*
Nigeria, since World War I I , and s p e c ific a lly since
becoming a republic in I960, is seeking to become indepen
dent o f foreign domination. It is seeking nationalism,
patriotism , and sovereignty as concomitants to independence
Like many other underdeveloped countries of the
world, Nigeria is seeking, as quickly as possible, status
and p a rtic ip a tio n in a new p o litic a l and technological era.
Socio-economic pressures are pushing the country
forward in a dramatic transformation of a p r e -lite r a te
and non technical society to a modern society. The country
desires to take its place among the respected members of
the family of nations.
Numerous issues and problems of economics, industry,
transporta ion, communication, education, government and
i
society have arisen in the rapid development and n a tio n a l
i z a t i o n of the country.
Man, as an individual, has assumed a new d ig n ity
;and a new consciousness o f responsibility. Trained man-
jpower and q u a lifie d leadership are lacking in s u ffic ie n t
q u a n tity . It is recognized that t h e ‘development of human
resources is more important than the development of any
other resource.
j
Statement of the Problem j
The purposes of this investigation were to id e n tify
the issues and problems of the universities o f Nigeria, to j
isolate and categorize them, and to explore procedural i
steps toward th e ir solution.
The more practical purpose of the investigation
was to assist the universities and Ministries of Education
of the regions of Nigeria to better understand th e ir issues ■
and problems and to explore procedures which educators may !
pursue for possible solutions to the issues and problems. j
S p e c ific a lly , the purpose of the study was to
t
answer the following questions concerning u niversity edu- j
cation in the Northern Region, the Western Region, the '
Eastern Region, and the Federal Territory of N igeria.
i
1. What issues and problems of university
education can be identified and isolated at the universities!
i
i
of the three regions and the Federal T errito ry of Lagos? i
a) Issues and problems distinct to
each region: I
i
b) Issues and problems possessed in i
j , i
common by a ll regions. 1
2. What resources and instruments are availab le
in resolving the c r itic a l issues?
3. What procedural steps might be offered to solve
the issues of university problems?
a) In each of the three regions.
b) In Nigeria as a whole.
Importance of the Study
It is more important than ever to have soundly
based comparative studies of education, because
the relevance of even the best of systems has
lim its imposed by time. Reorientation and re
tra in in g successively throughout l i f e w ill be the
experience of most people in advanced countries
for generations to come. That trend is already
evident at the most educated levels in the United
States, Sweden, B ritain and some other countries.
All human roles are being transformed, too, not
ju s t subjects and occupations. Therefore it is
useless to rely on what has been done, or is
being done, in schools. W e must try instead to
think of what w ill be required, and to observe
experiments now being undertaken on the very
fro n tie rs of education, where new matrices, new
media, new elements and methods of learning are
being revealed. (52:x i )
As Vernon Mallinson has stated, the problems
of education can never be isolated from those of
society as a whole. And those problems w ill
d if f e r from society to society in space and time.
(5*t:7)
Nigeria and a ll newly developing countries are of
the greatest importance in any evaluation of the purposes
and lim itations of education. Developing countries must
build th e ir future by an unprecedented use of a planned
educational system, starting often from modest resources
and p a r tia lly coordinated endeavors.
The less settled educational patterns of developing
countries (where most of mankind live) make it easier for
such patterns to be radical. They can by-pass the in s titu
tions, methods and curricula of older established school
systems in th e ir eager pursuit of unprecedented but va lid
object ives.
Thus the experiments of Nigeria are o f obvious
importance fa r beyond her boundaries. As Africans, the
Nigerians are closely scrutinized by neighbors throughout
the huge continent. As black men, they are watched with
special interest by the black skinned m ajority of mankind.
As hitherto underdeveloped people, they are helping to lead
the rapid development of more than 2,000 m illio n people who
have u n til now been in a similar position. Inevitably,
therefore, th e ir use and modification o f previously widely
accepted modes of education seem lik e ly to bring challenges,
and perhaps enlightenment, to educators everywhere.
Delimitations of the Study
This study is concerned only with the c r itic a l
problems present in the five Nigerian u n iv e rs itie s .
Research at The University of Nigeria at Nsukka in
the Eastern Region took place in 1967, ju s t prior to the
secession of Biafra and the subsequent closing of the
u n iversity. The major interviews at the reamining four
universities took place in 1968. Five of the faculty
members interviewed in 1968 had served previously at The
University of Nigeria.
Nigeria was subdivided into regions at the outset
of the w rite r's research, 1966, and at a late r date, 1967,
was re=divided into the present system of states. Inasmuch
as the regional division has implications for this study,
the w riter has retained th is system of p o litic a l division
as a reference for reporting, although allusion is made to
the complicating factors of statehood.
Limiting Factors
Universities in Nigeria o ffe r a three year cur
riculum terminating with an examination and the awarding
of a Bachelors Degree.
No general pattern prevails insofar as matricu
lation requirements or entrance examinations are concerned, j
although all universities state a preference to enroll
students who have successfully completed the Sixth Form. j
(46:215-219-223-227-232) I
i
In lieu of a s u ffic ie n t number of q ualified Sixth |
j
Form graduates, some u n iv e rs itie s w ill enroll students for j
a preliminary year of study in which to eradicate j
deficiencies. There is a lack o f a uniform policy re- j
garding the nature of the d e ficien cie s, but in general these
■
i
are in the areas of English, science, and mathematics.
Another lim itation of the study lay in the fact
that records and s ta tis tic s were scarce, sometimes only j
: |
p a rtia l, and occasionally contradictory. |
; I
There is a p o s s ib ility of bias due to the j
n ation ality of the non-Nigerian respondents. There is also j
a p os sib ility of bias in the responses made by Nigerians !
because of the orientation o f the country in which th eir
overseas education took place.
The Permanent Secretary of the National Univer-
i
s itie s Commission provided a le tte r to the Vice-Chancellor j
of each university requesting his assistance and coopera- j
I
tion in the study. This may have provided respondents who
1
would not otherwise have consented to p a rtic ip ate . It is I
also possible th e ir responses may have been altered because j
of th is request.
Only members of the male sex were interviewed. This j
may have proved a lim itin g factor even though there are few j
female university faculty members.
There is the p o s s ib ility that the researcher being j
an American in the country, and under contract to an external
: |
aid agency, may have biased the findings of the study. ;
i
A further 1imiting factor may have been that of the |
female sex of the interviewer in a male oriented society. j
1
Procedure !
!
This study has u tiliz e d both the h isto ric al and
survey methods of research in ascertaining and analyzing
the c r itic a l issues affe cting university education in
N i ger ia .
Primary and secondary sources of information were
u tiliz e d in establishing h is to ric al background. This re
search was performed in lib ra rie s at the following
inst itu t ions:
N i ge r i a
University of Nigeria
Ahmadu Bello University
University of Lagos
University of Ibadan
Un ivers ity of Ife
Government Publishing House, Lagos
Cali forn ia
University of Southern C alifornia
University of C alifornia at Los Angeles
Claremont Graduate School
To survey current c r itic a l issues affecting
Nigerian university education the w rite r selected a
s tr a tifie d sample of nine individuals from each of the
catalogs of the fiv e u n iv e rs itie s . These persons and the
Vice-Chancellor of each university were interviewed. Five
/
persons a f f ilia t e d with the National Universities
Commission were sim ila rly interviewed.
A questionnaire outline containing a b rie f de
fining statement on each of nine major areas of in s titu -
;tional concern, a tenth area for additional comment, and
■an optional section for lis tin g the five most pressing
problems was mailed, together with a le tte r of explanation
regarding the study, to each respondent in advance of an
oral interview.
Following the interviews, the issues were id e n ti
fied and cla s s ifie d nominally through content analysis.
Assumpt ions
There were several assumptions.
1) The d elim iting and lim itin g factors do not
introduce a s ig n ific a n t distortion of the findings.
2) The content and analysis of the data are
adequately valid and re lia b le .
3) The results of the study would be of s ig n if i
cant value to individuals and agencies involved in
university education in Nigeria.
Defin it ions
Regions
Regions, as referred to in this study, are
p o litic a lly defined geographical areas of Nigeria each of
which is autonomous and has a predominant trib a l group and
distinguishing social characteristics.
Federal T e rrito ry
! The Federal T errito ry of Nigeria is a small geo
graphic area which was established to contain the Federal
Capital of Lagos and to execute the basic services essential
to common welfare within the country.
Hostels
The term hostel is used in reference to the hous
ing units for university students.
External Aid
Assistance by agencies or countries outside of
Nigeria is referred to as external aid. It can be rendered
in the form of personnel, m aterials, equipment, or money.
Expatriate
Personnel from countries outside of Nigeria who
were' involved in university work in teaching, administrative
or advisory capacities may be referred to as expatriates.
Toppinq-up
The term topping-up refers to the practice of en
larging basic remuneration in order to make a position
more a ttra c tiv e and thus secure, th e o re tic a lly , better
■qualified personnel. It may take the form of providing
jadditional monies or it may provide additional benefits
j ' '
jsuch as housing or transportation.
Organization of the Study
This study is divided into seven chapters. The
5 i
f ir s t chapter provides an introduction to the problem; it
states the problem, points out the significance of the
i
study, describes the delim itations and lim itations, and j
discusses b rie fly the procedure which was employed. The
chapter also includes the assumptions of the study,
d efinition s of some of the terms used, and furnishes an
overview of the to ta l organization of the dissertation. !
i
Chapter II is a review of related lite ra tu re . |
I
It describes studies which provide a frame of reference for j
the role of u niversities in developing countries within a '
world context. It also reviews lite ra tu re pertinent to the
development of university education in Nigeria.
Chapter I I I presents a review of the background to j
Nigerian education. It takes into account the in tric ate
|
interrelationships of education to the socio-economic, i
p o litic a l and religious influences within the country. It j
also depicts the s ig n ifica n t forces which have influenced
the actual growth of educational patterns from the
in itia tio n of university education in 19^8 to the present
; I
time. The chapter reveals important basic steps in the j
|
h isto rical development of the universities within Nigeria,
! 1
portrays contemporary practices and suggests need for |
1 i
future change. i
Chapter IV reviews the procedures u tiliz e d in
12 ”
making the study. It describes the population and method
of sampling, the instrument used, and defines the process
of analyzing the findings. i
Chapter V is a compilation of the findings from
interviews, based upon an open-ended questionnaire. The j
purpose of the study was to determine the current c r itic a l j
I
problems and issues of the u n iv e rs itie s . The findings are j
i
arranged to reveal the most prevalent issues at each of the j
: l
universities and the commonalities of problems among them. !
Chapter VI discusses and analyzes the issues !
j
pointed out in Chapter V. The findings are compared and j
contrasted. j
i
j
The final chapter, Chapter VII, summarizes and j
draws conclusions from the data and analysis presented in
Chapters V and V I. Recommendations are suggested for the j
i
resolution of problems, and for further study. j
i
A bibliography and pertinent appendixes complete
the study. !
CHAPTER I I
REVIEW OF THE LITERATURE j
j
i
j
This w riter found no dissertations which pertain' j
i
d ire c tly to the topic of this study. However, there are j
numerous dissertations whose varied content proved h e ir* j
j
ful in providing supportive information. !
' I
Several dissertations pertinent to university I
i
i
problems in other developing countries provide a frame of j
reference for this study. These are "Policies and Progress
in African Education in Kenya: 19^9-1963," by James R. j
t
Sheffield (273); "Pakistanis Current Problems, Policies, |
i
and Practice in Higher Education," by Bilquis Shad Waheed
Siddicji (27^); and two studies of higher education in India,
"Higher Education in India and its Problems," by Vipula J
Chatervedi (2kk), and "Higher Education in India; with j
Special Reference to the Third Five Year Plan" (271). j
C. E. Okpala's d issertation, "The Origins and
Development of University Education in Nigeria" (268),
relates the historical background leading to the founding
of universities in that country.
Three research projects focusing on the im pli-
•cations and relationships of p o litic s and education are
|"Education and Politics in Nigeria 19^5-1960: A
I 13
Comparative Study of the Educational Concepts of Selected
P o litic a l Leaders and Their Impact on Education," by
Isong-Uyo Nmanna Ibok-Ete (252); "Education and P o litics in
%
a Developing Society: The Southern Nigerian Experience,"
by David Abernathy (240); and a study by Earl E. Evans en
t i t l e d , "A Study of Higher Education in Nigeria and its
Relationships to National Goals" (248).
A d iffe re n t perspective is presented in a d isser
tatio n by Massis Marty Santigian (272), "Educational
A c tiv itie s of Tribal Unions in N igeria," which researches
the procedures and degrees of success by which the tribes
extend th e ir power and effectiveness through education
sponsored by the trib a l unions.
Available Federal government documents and o ffic ia l
regional documents pertaining to education are p a rtic u la rly
important inasmuch as they provide valid information re
garding the philosophy and intent of educational planning
as well as revealing actual progress at a given point in
time. However, such documentation is not complete and
s ta tis tic s are often irregular and approximate.
Investment in Education: The Report of the
Commission on Post-School C e rtific a te and Higher Education j
in Nigeria, is a comprehensive report, commonly known as
the Ashby Report, on national manpower needs and a re
commended pattern of education which would meet those needs
land attempt to match Nigeria's aspirations during the f i r s t
jtwenty years of Independence. This report had wide in f lu
ence in the development of higher, post-secondary, and
teacher education in Nigeria. Specific attention was
directed toward teacher tra in in g and technical and commer- I
: j
cial education below university level. D efinitive guide
lines were set for establishing four universities and a
!
National Universities Commission. This document is perhaps !
as relevant to this researcher's study for its omissions as |
for its content (15*0.
Report on Education in the Western Region is a
I
study resulting from the Ashby Report. It was an attempt
by The Banjo Commission to assess and describe the major
problems in education with which the region was confronted, i
i
and to make recommendations to the regional government for ■
th e ir ame1io ra tio n . It is generally f e lt that the ;
commission worked too hastily and somewhat s u p e rfic ia lly , j
and the recommendations do not, therefore, have the j
v a lid ity they might otherwise have! had. It was an important!
study in that it pointed up the main problems of education |
j
and provided basic information not previously on record j
I
(155). j
; I
Two additional reports resulting from "Investment I
I
|in Education" are D. H. Williams' A Short Survey of |
i i
Education in the Northern Region (237), published in i960,
j !
and Educational Development, which is a white paper issued j
by the Northern government establishing its plans fo r im-
jplementing the various stages of development (210).
A paper published by the Federal Ministry of
Education in 1964 reported on the conference on the review !
;of the education system in Eastern Nigeria (174). |
A white paper, Educational Development 1961-70 j
j
(170), issued by the Federal Government, indicates which of j
i
the major recommendations of the Ashby Report were accepted .j
i
The Federal Ministry of Education publication, |
S ta tis tic s of Education in Niqeria. 1966 (178). provides
_ j
figures on number and types of schools, number and sex of j
|
pupils, number and sex of teachers, and curricu lar o ffe r - j
ings in the academic year 1966-67 for certain in s titu tio n s , j
i
The s ta tis tic s are presented for each region and for j
Nigeria as a whole. |
!
The Report of The National Universities Commission: j
University Development in Niqeria (188), is important to
this study.because it rather d e fin itiv e ly outlines the work
of the commission, the position and the financing of the
Nigerian universities as of the date of publication (1963),
as well as making d e fin ite recommendations for the years to
come. However, this was the only report published by the
^National Universities Commission and there is, therefore,
!no accurate c rite rio n by which to judge the work of the
icommission nor the implementation of the recommendations.
S ta tis tic s in The Nigerian School Directory (46).
icompiled in 1967 by Jakande, are outdated and incomplete.
There is no separate category for the Midwest in the book, j
However, the directory listings for each school at a ll |
levels, arranged according to three regions and Lagos, are j
both concise and comprehensive.
The Handbook of Education in Niqeria (3 ), which J. E.|
Adetoro f i r s t published in I960, proved to be of invaluable i
assistance. The latest ed ition, printed in 1966, contains j
very sp ecific information regarding educational development ;
j
from the year 1842. Patterns of development are traced in
i
each of the regions and the Federal T e rrito ry . Major
i
foreign assistance programs are discussed. Much information!
t
is documented by o f f ic ia l publications. ;
I
Several publications dealing with the problems in- I
i
herent in founding universities in developing countries, j
with p artic u lar emphasis in regard to English speaking !
i
countries are S ir Eric Ashby's U n ive rsities; B ritis h . j
j
Indian. African (12), and Patterns of Universities in Non- j
|
European Societies (11), as well as New Universities i
I
Overseas (24), by S ir Alexander Carr-Saunders.
Reference sources more sp ecific ally oriented toward
issues of establishing institutions of higher learning in
Nigeria are Kenneth Mellanby's The Birth of Nigeria's First
Un ivers itv (55), which comprehensively treats the progress-
live steps taken in the planning and building of the
University College, Ibadan, which became The University of
i
Ibadan in 1963 and The Emergent University With Special
i
Reference to N iq eria. w ritten by two instructors at The
18
University of Ibadan, Adegoke Olichummo and John Ferguson
(60), which draws on the Ibadan experience to o ffe r opin- i
ions on u niversities in developing countries. |
Two additional a rtic le s of importance on th is sub- !
je c t are "The Idea of an African University" by Thomas |
Hodgkin (122:376-384), and an a rtic le e n title d "Emergent j
University?" in which Lalage Brown (101:17-19), of Ibadan
U niversity, presents a rebuttal of several central
contentions in a stimulating review of the book by the samej
i
i
name.
t
Education and Nation-Building in A frica, edited by I
|
Cowan, O'Connell, and Scanlon (29), is a most comprehensive!
I
source of information on the growth of education from the !
I
time of colonialism to the time of national development, and
its relation to higher education. The work is prim arily
concerned with education in British Tropical Africa and i
French Equatorial A fric a. Particularly valuable are the |
numerous reprints of h is to ric documents, statements, and j
speeches on education policy by prominent Africans as well
as advisors from abroad, as they indicate the in te rre la tio n
ship between education and African p o litic a l and economic
development.
F. H. H i11ia rd 1s A Short History of Education in
B ritish West Africa (42) provides an insightful background
iof the early beginnings of education in each of the B ritish
Colonies in West A frica. The section e n title d "Nigeria" is
19
w ell w ritten and encompasses the years 1842, when the
;Wesleyan Methodist Missionary Society began the f i r s t edu
cational work in the country, to the year 1955. Particu
la rly valuable in establishing background for this study is
the segment concerning the repercussions of the const itufc--
tionall changes of 1954, when Nigeria was divided into three
regions within a Federation, upon the arrangement of edu
cational administration within the country (42:154-166).
Nduka (56), in Western Education and the Nigerian
Cultural Background, discusses the changes resulting from
the introduction of Western education and other cultural
innovations into the indigenous cultural m ilie u . His
perceptions as a Nigerian are valuable and well expressed.
The book contains an excellent chapter in which Mr. Nduka
examines the growth made in higher education in Nigeria
during the decade 1951-1961 (56:113-129).
Another recent work of value is New Perspectives in
African Education, by Babatunde Fafunwa (3 4 ). The Nigerian j
I
author feels that an a ttitu d in a l revolution must take place
in every aspect of African education i f progress is to be
accomplished. He presents the challenge of the times, the
magnitude of the task, and makes recommendations for reform
at each level of education from pre-school through adult
education. In making suggestions for change, he discusses
Ithe goals of education for Africa, and relates them to the
; , i
ineeds of the African society in the twentieth century. j
Perhaps one of the most valuable sections for this w rite r
is the section on African u nive rs ities in which Fafunwa j
deals prim arily with The University of Nigeria (3^:112-153).I
A number of essays included in The Nigerian
Pol itic a l Scene, edited by Robert Tilman and Taylor Cole |
I
i
(80) for the Duke University Commonwea1th-Studies Center, !
i
are partic u larly pertinent to this study. George P. Murdock
surveys the tra d itio n a l s o c io -p o litic a l systems of Nigeria j
and classifies them according to cu ltural and geographic j
area (3-16). Joseph Spengler discusses the role of !
tra d itio n a l forces which must be considered concomitantly |
with the s tr ic tly economic factors in any evaluation of j
Nigerian development (1^7-197). The problem of securing j
the human resources necessary for economic development is j
expounded by Frederick Harbison (198-219), and an essay by j
Archibald C. Callaway concerns it s e lf with the issue of |
i
school leavers who have experienced enough Western education;
to become dissatisfied with the tra d itio n a l way of l if e , but’
who are not adequately trained to q ualify as high level man-i
; i
power (220-238). The section on education, in the essay by
James O'Connell e n title d "A Survey of Selected Social
Science Research on Nigeria Since the End of 1957," provides
j
an excellent resume of important educational publications
during the period 1957-1961 (311-315). I
Nigerian education within the to tal matrix of edu
cation in the African commonwealth countries is examined by
! 21.
Donald Burns (22) in African Education. He places Nigerian
education, at a ll levels, in perspective with sim ilar
education in countries across the continent of A frica.
P articu la rly relevant to this study is his discussion of
further education (88-117) and education in the university
(117-145). No accurate comparisons can be drawn; however,
his book is quite helpful in developing a more accurate
picture of the gestalt of educational development in the
commonwealth countries qf A frica.
Educational Systems of A fric a , by Martena Sasnett
and Inez Sepmeyer (68), is a volume of interpretations
produced to assist in the evaluation of academic credentials,
The work constitutes the f i r s t step in a six-part revision
and expansion of Educational Systems of the World. Forty-
four educational patterns of Africa are depicted in chart
and o u tlin e . These provide a breakdown on each level and
type of school and include entrance requirements, course
offerings, and examination practices. ;
i
i
Probably the major value of the work for this study j
: I
is the re la tiv e ease with which comparatively accurate com- j
: ■ I
parisons can be made between Nigerian education and that of j
i i
I
other African countries. !
: I
i B. 0. Ukeje's work, Education For Social Recon- j
~ j
struct ion (82), provides a b rie f historical resume of edu
cation in Nigeria and analyzes the educational system to
jreveal and highlight its defects. He discusses the aims of
: ' 22 '
education in an era of transition and the roles of primary,
secondary, and higher education in meeting these aims.
The work is prim arily important for identifyin g basic
a ttitu d in a l deficiencies and the need for reform inasmuch
as the author suggests few specific means of implementing
the des i red changes.
Although Nigeria, by James S. Coleman (28), is a
volume prim arily oriented toward providing insight into the
background to nationalism Wiithin the country, it is
important to this study in relating the significance of the
c u ltu ra l and h is to ric a l setting to the impact of early and
contemporary Western education. Eric Ashby (10), in
African Universities and Western T radition, also discusses
the red&tionship o f African nationalism and African educari
tion in respect to the universities of Ghana and Nigeria.
Coleman and Ashby tend to use the term nationalism somewhat
d iffe r e n tly in th e ir works; the term to Coleman is related
in a p o litic a l sense, whereas Ashby prim arily u tiliz e s the
term in regard to cultural issues. S ir E ric 's book is es
p e c ia lly pertinent to this study in that it culminates his
experience of twelve years in Africa during which time he
served as Chairman o f the "Ashby Commission" on higher edu-
cat ion in N ig e ria .
A somewhat d iffe re n t, but highly important, approach
to th is study is presented in U n iv e rs itie s .. .and
Development Assistance Abroad, a series o f papers by indi-
viduals at universities having government contracts for I
\
transnational educational relationships and a paper re
garding perspective on international development by a
representative of The Ford Foundation, edited by Richard
i
A. Humphrey (44). This volume and John Gardner's (114) j
"AID and the U niversities," provide a wide discussion of a !
variety of problems that have developed in the relations of j
American universities in the area of transnational edu- j
cational a ffa ir s . Although the papers are w ritten with
primary relevance to the relations of American universities |
i
and the federal government, they have direct implication |
for many of the issues undertaken in this study.
Annual calendars or catalogs for the universities
were not published regularly, and those which were com-
i
piled contained numerous omissions and inconsistancies. j
Thus, they proved to be of l i t t l e value insofar as providing
valid information was concerned. S ta ff information hand- |
books, when available, provide a certain amount of in fo r
mation, as do the progress reports of the University of j
Nigeria program. j
i
i
Numerous newspaper a r tic le s , w ritten by Nigerian j
university faculty and adm inistrative members, as well as j
other Nigerians, are probably most s ig n ific a n t for pointing j
i I
up the need for a study such as the one by this w rite r.
Problems and grievances are discussed, and both the general
public and many o ffic ia l bodies are thus made publicly
■aware of crucial Issues. The Dally Times which Is publish
ed in Lagos provides perhaps the most comprehensive and j
■least biased coverage of educational topics. j
Journals and periodical publications are perhaps
most important for th e ir emphasis on outstanding problems
and for th e ir reports on contemporary development and
progress in education within the country. The major con-
(
tributions insofar as this study is concerned are made by
re la tiv e ly few publicat ions. i
| !
The Nigerian journal which proved most helpful was j
Ibadan, which is the o ffic ia l publication of The University
of Ibadan. Certain issues of ODU. The University of Ife
jo u rn al, and an occasional publication by the N?qerian
In s titu te of Social and Economic Research were a 1os in
formative.
Periodicals whose content is most oriented toward j
i ‘
West African education are West African Journal of Education!
and West African Review. Africa Report and The Journal of
Modern African Studies were also h e lp fu l.
International journals and periodicals which contain j
:. ' |
frequent a rtic le s of value to a study such as this are j
l j
Teacher Education. Universities Q uarterly. Comparat ive j
i
Educat ion. Overseas Universities. International A ffa irs . j
Overseas Education. Education and World A ffa irs . Overseas j
Quarterly, and certain UNESCO publications.
25
Summary
The lite ra tu re which was reviewed in this chapter
was important to the study in a number of respects.
Federal and Regional o ffic ia l government documents
provided authentic information and s ta tis tic s in regard to
the background to university education as well as its
:
current status. They were p artic u larly important in re
vealing information regarding the philosophy and intent of
educational planning in Nigeria. Such lite ra tu r e also j
served to point up the inadequacy of legal s ta tis tic s and i
|
the occasional inconsistencies in content. j
The dissertations which were reviewed were p r i- j
marily useful in two ways. They served to provide in fo r
mation regarding problems of university education in other
developing countries; thus they provided a frame of J
reference for this study. Secondly, they provided back
ground information leading to the establishment of u n i
v e r s itie s in Nigeria.
‘ j
Many of the books were of importance in a variety
i
of ways. F irs t, they served to define the central purpose |
■ I
of universities throughout the world. Second, they
illuminated the particular d iffic u ltie s encountered in
establishing universities on the continent of A frica, with
special emphasis upon the English speaking countries.
......................................................... 26...H
Third, some of the books reviewed provided excellent
insight into the background and early beginnings of u n i
v e rs itie s in Nigeria. |
!
Journal a rtic le s prim arily, and other periodical
a rtic le s secondarily, were e ffe c tiv e in that they provided j
insight into outstanding problems in addition to reporting ;
on contemporary development and progress in education w ith - j
in the country. International journals proved the most
h e lp fu l. Probably those a rtic le s w ritten by Nigerians were
of greatest authenticity and, therefore, of greatest im
portance to this study.
Annual calendars for the u niversities frequently
did not equal the a c tu a litie s of the educational program j
and were thus of l i t t l e value in this research.
Newspaper a rtic le s were not included in the review |
of the lite ra tu re for the reason that the w rite r f e lt them J
frequently to be biased with p o litic a l and tr ib a l overtones.
There is no dearth of material regarding university
education in Nigeria. The task lies in separating a c tu a lity
from fic tio n .
CHAPTER I I I
BACKGROUND TO NIGERIAN EDUCATION
j
Nature and Purpose of Higher Education
The nature of man is the central problem of
education. Perhaps, in tru th, what man is lik e ,
in re a lity and in potential, is the most s ig
n ific a n t issue in a ll of human l i f e . The con
ception we, as individuals and as societies, have
of man and the implications that flow from that
conception are a major influence in determining
the directio n of a ll thought and act ion --in short,
of c iv iliz a t io n . (64:11)
The above statement by Earl V. Pul lias is an
'appropriate quotation with which to commence a study of the
!background to Nigerian education. A study of the issues
i
'of university education in any country of the world must
necessarily concern it s e lf with the socio-economic and j
p o litic a l relevancies of the society and the interaction of
the population within the total matrix. U niversities are,
as implied in the statement by Pul lia s , a manifestation of
individual thought and action in a given society, as well
1
as an influencing factor in determining the pattern of j
growth of that society. j
Alfred North Whitehead (84), in The Aims of !
’ I
Education, discusses the very important o rigin and existence
of the institutions which have been most instrumental in I
shaping man's destiny.
.............................................. 2 7 ...............................................................................
28
| In early mediaeval history the origin of
u n ive rs ities was obscure and almost unnoticed.
They were a gradual and natural growth. But
th e ir existence is the reason for the sustained,
rapid progressiveness of European l i f e in so
many fie ld s of a c t iv it y . By th e ir agency the
adventure of action met the adventure of thought.
It would not have been possible antecedently to
have divined that such organizations would have
been successful. Even now, amid the imperfections
of a ll things human, it is sometimes d if f ic u lt to
understand how they succeed in th e ir work. Of
course, there is much fa ilu re in the work of u ni
v e r s itie s . But, i f we take a broad view of history, \
th e ir success has been remarkable and almost
uniform. (84:100)
i
Whitehead has described the ju s tific a tio n for a
u niversity in this way.
The ju s tific a tio n for a university is that it
preserves the connection between knowledge and the
I zest of l i f e , by uniting the young and the old in I
the imaginative consideration of learning. The
u niversity imparts information, but it imparts it
imaginatively. At least, this is the function
which it should perform for society. A university
which fa iIs in this respect has no reason for e x is
tence. This atmosphere of excitement, arising from
imaginative consideration, transforms knowledge. A
fact is no longer a bare fact: it is invested with j
1 a ll its possibi1ites . It is no longer a burden on
the memory: it is energising as the poet of our j
dreams, and as the architect of our purposes. ;
(84:97)
A compelling and succinct d e fin itio n of the true
i
meaning of and ju s tific a tio n for a university has long j
j
challenged our most astute scholars and educators. Perhaps j
the subleties of the elusive idea of the university is best
caught by Professor Earl V. Pul lias when he states: j
The essence of the higher learning is the {
search for truth and its relation to a ll of lif e :
a search expressed through (a) the study of the
! experience and achievement of man, especially the
29
best he has achieved, (b) the "imaginative consid
eration" of the implications of that achievement
for the present and the future, and (c) the per
sistent study of a ll aspects of re a lity by direct
observation. This interaction among students,
teachers, and the records of man% experience
goes on in an atmosphere characterized in some
degree by freedom, adventure, imagination, endless
inquiry, and Socratic hum ility. The central goal
is the f u ll development of the whole person and in
volves knowledge, a ttitu d e s, values, and s k ills .
The man so educated w ill be somewhat wiser than he
would have been because of his awareness of what he
does not know and has not become; he catches the
vision of man as he can be and should be. (64:18)
In a consideration of the content and process of
the higher learning regardless of the age or society in
which an in s titu tio n is found, Pullias suggests:
The content and process of the higher learn
ing must be adapted to the varying interests and
a b ilit ie s of the population of the commonwealth.
This does not mean the "lowering of standards";
it means discovering appropriate ways for reach
ing and bringing out the fu ll potential of thought,
appreciation, and s k ill of varying types of ind ivid
uals who are the citize n ry of a democracy, including
of course the phenomenally g ifte d . (64:19)
S ir Eric Ashby reminds us that although universities
trace th e ir academic ancestry back to Bologna, Salerno and
Paris, there have been other lines of descent for in s titu
tions of higher learning. In Patterns of Universities in
Non-European Societies he w rites:
In I960 the Qarawiyin madrasa in Fez celebrated
its eleventh centenary; for a lillennium students
have gathered round teachers against one or other
of the p illa r s in the mosque there, to hear
authorities quoted o n :.< subtle points in Islamic
science. The working lib rary consists almost ex
clusively of manuscripts. The basic curriculum has
hardly changed over the centuries. Only now is the
madrasa being replaced by a hideous c ite universi-
ta ire on the other side of the c ity . And even in
modern Egypt tra d itio n a l teaching s t i l l continues
in the madrasa at Al-Azhar, so v iv id ly described
by Taha Husain.
Other lines of descent in higher learning are
now e x tin c t. This audience does not need to be
told about the ancient tra d itio n of higher edu
cation in China and India and Japan. The remark
able fact is that among a ll the lines of descent
of higher learning one, and only one, has adapted
it s e lf to modern c iv ilis a tio n and, by a process of
natural selection among social in s titu tio n s, has
displaced other lines of descent. The successful
survivor descends from the medieval university of
Europe. By a series of adaptations it survived
the Renaissance, the Reformation, and the Age of
Reason. The nineteenth century witnessed its
adaptation to the s c ie n tific and industrial
revolutions. In the twentieth century we are
witnessing its adaptation to the erosion of e g a li
taria n democracy. At the same time the European
university has spread and taken root in scores of
non-European countries. European emigrants took
it to America and A u s tra lia . In the Orient the
university has proved more viable than institutions
of higher learning deeply rooted in the indigenous
c iv ilis a tio n . In tropical Africa it has success
ful ly colon ised cultures which hitherto have had no
formal educational in stitu tio n s at a ll. (11:3-^)
Dr. Rochefort L. Weeks, President of the University
of Liberia, wrote this statement regarding the role of
higher education in the development of Africa cio regard:, to
its position in the world community. It is a portion of a
summary of the general debate which took place in a plenary
meeting at a UNESCO Conference.
The African university is neither the outgrowth
of African emancipation nor a unique by-product of
the atomic age. It is an international e n tity ,
having accepted the basic pattern and characteristics
of the university as a world in s titu tio n . As such it
must assume the basic functions and responsibilities
that attach to a u n iversity: to teach and impart
knowledge as an end in it s e lf and for the ed ificatio n
of society; to seek and discover Truth which for
......................31
centuries has defied the genius of man; to
disseminate its finding to a l l , so that mankind
generally and the African in p artic u lar may shed
the shackles of ignorance and want, and the world
may be a better place in which to liv e .
The African university must maintain an un
swerving loyalty to the international in te lle c tu a l
community, transmit an appreciation of in te lle ctu al
values, uphold academic standards, become a centre
of intellectu al m obilization and remain a focal
point from which ideas and thoughts radiate.
The principles of academic freedom are the basic
tenets of university existence without which a ll
true values in the academic community are lost. The
African university must, therefore, preserve those
principles inviolate, assure th e ir preogatives and
defend them without regard to pecuniary considera
tions. Higher education institu tio n s in developing
nations should, therefore, take measures to ensure
that thepprinciples of academic freedom to inquire,
to debate and to disseminate as well as acquire
knowledge in its many ram ifications should be held
unimpaired for students, s t a f f and other members of
theaacademic community. For i f by chance the
African university loses its freedom to teach and to
learn, to work for and to disseminate the results of
its research, it loses its.ra is o n d 'e tre . (219:17)
Lawrence A. Cremin, in w ritin g the preface for
David Scanlon's Traditions of African Education, relates an
analysis of American education to that of the African
nations. He states:
The essential role of tra d itio n , Ralph Barton
Perry once remarked, is to define the present. Men
do not think or act outside the broad confines of a
particular heritage; they face th e ir problems with
a knowledge and wisdom transmitted to them by th e ir
predecessors. Hence, tra d itio n is inescapable,
whether one reaffirms it or repudiates i t . Jndeed,
even those disposed to reject tra d itio n e n tire ly do
well to bear it in mind, since it is at the very
least th e ir point of departure.
Perry's observations, part of a b r i ll i a n t analysis
of American culture f i r s t published in 19^f, have a
!........................................................ 32
i
I relevance for beyond the American s itu atio n ; and
they seem to me to bear especially on the problems
of contemporary African education. For as Professor
Scanlon ably demonstrates in the present volume,
Africa is heir to a plural heritage in education,
and the fundamental task of African educators is
to adapt that heritage to present-day needs. "The
design for A frica's educational stru c tu re," he
notes, "was conceived in the educational offices of
Paris, London, Brussels, and Rome, refined by
dozens of local governors, and excuted by thousands
of educators working in the f ie ld ." What emerged
was something new and d iffe re n t, a system esse n tia lly
but not purely European in character. It was the
system destined to educate most o f the present
generation of A frica's leaders. (71:V)
Professor Cremin further discusses the strain to
which the educational system has been subjected during the
emergence of the independent African nations. As a result,
new national leaders are reorganizing education in light of
new goals and ideals. As reorganization takes place the
author feels it would be well to recall Perry's statement:
"The past as embodied in contemporary adults is
both the bed of reactionaries and the springboard of
innovators. It provides a man's working c a p ita l,
whether he squanders it , lives on the interest, or
invests it in new enterprises" (71:VI).'
The functions of African universities and th e ir
i
relationship to the emerging nations of Africa are
discussed in a d iffe re n t vein by C. W. Eliot.
F irst and foremost, universities in West Africa
are inevitably in the front line of nationalism, for
nationalism is led by African in te lle ctu als and it
is universities which produce them. Now the front
line is a dangerous place, and this inevitable ex
posure to the cross-fire of p o litic s could easily
damage the integrity of higher education. African
nations are u tte rly dependent on th e ir universities
33
to provide statesmen and adminstrators, together
with experts of a ll kinds, so it is not surprising
that those who are building up African nations are
tempted to bring pressure to bear on universities
to provide for the nation's urgent needs. But the
temptation must be resisted. For there is something
else which African nations must seek from th e ir
u n iv e rs itie s , namely disinterested opinion on impor
tant issues-economic, legal, s c ie n tific , and opinion
cannot be disinterested unless it is insulated from
pressures. These are problems which do not face a
c iv ic university in B rita in . It would n o t - - I ’m
sure--be said of a B ritish university that it is the
spearhead of change in the front line of nationalism;
and B ritish universities have no appropriate
adaptations for these functions. But u nive rs ities
in Africa w ill for a generation be called upon to
f u l f i l l both these functions. Tribal loyalties
have to be fused into national lo y a ltie s ; national
loyalties into Pan-African loyalties; and the u n i
ve rs ity is a most powerful instrument for achieving
this fusion. African people must learn to think in
the context of the world, not of the chiefdom or the
v illa g e or the tr ib e . So one of the major adaptations
I foresee, as the universities of West Africa grow
into West African u n iversities, is the assumption of
leadership on a higher level than local, t r ib a l, and
regional p o litic s . (109:203-220-358-367)
The Land and its People
Nigeria is a country of West A frica. A former
B ritish Colony, it gained its independence in i960 at which
time the Northern Cameroons elected to integrate with the j
i
new nation (37:169-170).
The climate, vegetation, and topography of the
country varies considerably. In the south a low coastal j
plain, dominated by mangrove swamps, has an annual mean j
temperature of 80°F with very high humidity and small
seasonal variations. The central band across the land is
prim arily tropical rain forest, with moderate seasonal
34
^variations and a mean annual temperature between 75° and
80°F. The northern sector is savannah and the elevation
: i
rises to two thousand fe e t. The annual ra in fa ll decreases !
»
and d aily temperatures, as well as seasons, show much j
greater variatio n (52 :7 ). j
Health and work patterns of the people are in- !
fluenced by the climate, dietary deficiencies, and the high
incidence and variety of diseases which are c h a rac teris tic
of underdeveloped tropical countries (52:7).
i
Nigeria is the most populous country of Africa with
la population of approximately f i f t y - f iv e and a h alf m illio n
people which is nearly h a lf the population of a ll West
A frica. Within its 356,500 square miles live people repre
senting a mixture of various cultural and ethnic strains de-
' !
rived from successive migrations of Arab-Berber stock from
the north-west and north-east and the indigenous Negro
ipeoples of the more humid areas of the south. Density of
population to the square mile varies considerably, from overj
l
900 persons to the square mile in some parts of the south- j
i
east, to a v irtu a l absence cifi large sectors of the central j
region. Average density is estimated at 158 persons to the j
square m ile. It should be noted that d istribu tio n of the j
i i
population is not always consistent with a favorable physical]
environment (37:169-170 and 52:6).
i >
The people belong to more than two hundred f i f t y
d iffe re n t trib e s . L. J. Lewis, in Society. Schools and j
35
Progress in N iq e ria . writes of the trib a l and regional
i
divisions in th is way:
The tr ib a l units vary in membership from
millions to a few thousand. Each region is
dominated by a major tr ib e . In the Northern
Region the Hausa people are dominant, with the
Fulani, Kanuri, Tiv and Nupe forming significant
minority elements. In the Western Region the
Yoruba are the dominant people, in the Mid-
Western Region the Edo people are the major trib e ,
and in the Eastern Region the I bo people form the
over-whelming m a jo rity . The tr ib a l divisions are
accompanied by cultural differences and lin g u is tic
differences that have a bearing upon the attitudes
and relationships between the d iffe re n t regions.
In the north, Mohammedanism is the dominant
religion, and its concepts are the basis of the
family and the general social structure. Within
the Islamic society the emirs s t i l l exercise
feudal’ r i ghts of over lordship. Pockets of older
indigenous groups of inhabitants have survived
s t i 11 practicing the anim istic religions and
organizing th e ir lives upon clan patterns of
society. In the Western Region the religious
a ffilia tio n s of the people are divided approxi
mately equally between Islam, C hristianity and
indigenous anim istic fa ith s . Islam appears to be
growing in strength and d iffe rs from practice in
the north, in that modern lib eral sects have a
sig nificant follow ing. In the Mid-West and Eastern
Regions Islam has gained l i t t l e support, Christianity
and anim istic faiths being almost equally supported.
The religious differences have not given rise to
serious clashes between adherents, but there have at
times been minor clashes between sects in the southern
areas of the country, and the Catholic and Protestant
differences have cut across the provision of
education. (52:15-16)
Differences between languages of the tribes are
extreme. No one local language is so widely used that it
could serve as a national language. Instruction in the
jschools is begun in the major language of the region at the
lower levels. English becomes the language of instruction
I at the upper levels although the exact stage of change
varies from region to region. English is also the o ffic ia l
; language of government, commerce and industry, and thus
serves as a unifying agency for the nation as a whole i
(5 2: 16). |
j
Further implications in regard to the value of a
common language are stated by Lewis.
This is a matter of some importance. Because
! each region is dominated by one trib a l group and
because there are other d iffe re n tia tin g features
(such as the tra d itio n a l organizations of govern
ment), in the main groups have developed a strong
regional pride that has grown stronger in some
respects as a result of the regional p o litic a l
autonomy provided w ithin the constitution of the
Federation. (52:16)
Nigeria is p o litic a lly divided into four autono
mous regions: Northern, Western, Eastern, and the Mid-
Western, and a federal t e r r it o r y . The Northern Region is
the largest geographical unit and has the largest population
;
numbering 29,777,986 persons. The Westenn Region is second
largest in size and has the th ird largest population of
10,278,500 people. The Eastern Region is the most densely j
t
inhabited sector of the country and contains the second
largest population consisting of 12,388,646 persons. The
Mid-Western Region, formed in 1963, is the smallest in size
and has a population of 2,533,337 people (52:16-17).
Lewis states there is considerable tension between
Apolitical parties at the Federal level and that the fa ilu re
;of any party to gain e ffe c tiv e power outside th e ir home
NIGERIA
lAbmadu Bello University1
| The University of
Ife
The University of
Ibadan
University of
Lagos
KADUNA
IBADAN
BENIN
LAGOS
FEDERAL TERRITORY
(27)
e University of
igeria
38
regions has increased regional pride and a tendency to seek
extension of regional autonomy (52:18).
In Education for Social Reconstruction. B.
Onyerisara Ukeje has this to say in regard to region-
a 1izat ion:
•The curse of N ig eria ,' writes Gunter, 'is
sectionalism .' This is no doubt a valid observa
tion; once sectionalism turns into a kind of
Regional Nationalism, and this is the tendency in
| Nigeria today, real national unity may be won only
at a price not short of a c iv il war. Thus, section
alism and the problem of how to achieve and maintain
national unity amidst d iv e rs ity , without having to
pay the price of a c iv il war, constitute the national
problem. The other side of the coin, of course, is
the problem of how to avoid another 'Pakistan'.
The problem, as can be noted from the foregoing
account, is rooted in the history and p o litic a l de
velopment of the country. The 1946 constitution
which created the three regions, apparently as a
device to give recognition to the plural nature of
the country, created more problems than it solved.
In the f i r s t place, the t e r r it o r ia l division of the
country into three regions, alb eit in keeping with the
h is to ric al facts noted elsewhere, created a pseudo-
! Federation. Consider the d iv is io n s : the Northern
Region covers about two-thirds of the whole land
area and includes some 16,840,000 people, or over
h a lf the to ta l population of the country; the
Eastern Region covers about 4-5,000 square miles and
includes about 8,000,000 people; the Western Region,
including the Federal Capital of Lagos, covers an
area of about 45,400 square miles with a population
of about 7,000,000 people. (82:13-14)
Ukeje further states that most nations of the world
;are composed of individuals from more than one o riginal
i . .
lethnic source and that Nigerians must now search for a
i
jcommon frame of reference, or a common loyalty which would
i ■
■act as a unifying and integrating force for the unity and
39
progress of N igeria. He states that education can help in j
; i
enlightening the populace and in gaining a greater j
i
commonality among the races and tribes (82:14-15). J
Early Educational Patterns I
The o rigin of N igeria's educational system lies in j
the missionary a c tiv itie s which preceded the assumption of j
: i
the country's administration by the B ritish Government.
L. K. Jakande, in The Nigerian School Directory, states:
Schools followed the Church, and education
was only the instrument of religion designed to
produce catechists, pastors, church wardens, j
teachers, Christians, and converts. (46:1) j
; I
The Wesleyan Methodist Mission began the f ir s t j
formal educational work in Nigeria, when it established a
mission in 1842 at Badagry.
By 1846 the Church Missionary Society had es
tablished a school at Abeokuta and in 1849 they also opened
at Abeokuta an in s titu tio n for the tra in in g of teachers
(42:118).
I
In 1847 the United Free Church of Scotland started
a mission in Calabar, and in 1895 the Hope Waddell institute,1
I
Calabar, was opened (42:120-121). j
Nigeria's f i r s t Catholic Mission was established inJ
Lagos in 1868, and a high school for boys and another for
ig irls were opened in Lagos in 1878 (46:1).
The American Southern Baptist Convention began work
in Oyo and Abeokuta in 1853 (42:120 and 46:1).
I
r . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4o'
i
Two other missions of importance which iater began
ioperations in the Calabar Province of Eastern Nigeria were
the Qua-lboe Mission in 1887, and the Prim itive Methodist
Missionary Society in 1894 (46:1).
Jakande further states: .
Throughout the nineteenth century the a c tiv itie s
of the missionaries were restricted to the Southern
Provinces because they were barred from the North
as a matter of government policy. This policy
! continued w el1 into the twentieth century, resulting
in a wide gap between North and South in educational
development. This policy has since been relaxed
and there are now several schools in the Region
owned by Christian Missionaries. The Sudan Interior
Mission led the other missions in exploring Northern
Nigeria and its a c tiv itie s are consequently more in
evidence in the te r r ito r y than those of the others.
(46:1)
J. E. Adetoro, in The Handbook of Education in
N i ger ia . has the following to say in regard to education
in Northern Nigeria from 1900 to 1940.
The introduction of Western education into
Northern Nigeria did not begin u n til more than
h alf a century a fte r the f i r s t mission school
was opened in the South. This late development
was due, in part to the greater distance of the
North from the coast. When the Christian mission
aries began th e ir a c tiv itie s they found it more
convenient to establish th e ir f ir s t bases on the
coast and gradually to extend th e ir a c tiv itie s
into the in te rio r.
A more important reason for the la te r in tro
duction of Western education into the North was
the fact that the area had been, and s t i l l is, a
predominantly Moslem region, and one which for
several centuries had maintained trans-Saharan
contacts with North A frica, the Middle East, and
other parts of the Moslem world. The Moslem North
had its own systemo<5f formal education. Cities
like Sokoto, Kano and Katsina were well known
centres of Islamic Studies. (2:21)
I ............................................................................................................................41 '
I
There are according to Adetoro, numerous Mohammedan
i
iNative Schools, which receive no grant from the Government,
land are not under the control of the adm inistration. These
schools furnish no report of s ta tis tic s .
Insofar as Mission education in Northern Nigeria is
jconcerned Adetoro states:
As was the case in Southern Nigeria, the
Christian missionaries were the f i r s t to intro -
| duce Western education in the North. There is
no clear record as to when the f i r s t school was
; established, but it is probable that it was
located at Lokoja, the settlement at the conflu
ence of the Benue and Niger riv e rs . (2:22)
Islamic schools are to be found in the south as
well as in the north of N igeria. In this century some
Muslim missions were formed with the purpose of providing
education for Muslim children in the southwest. These
missions include the Ansar-Ud-Deen Society, the Ahmadiyya
Movement in Islam (which has since broken into two
[factions), the Nawair-Ud-Deen Society, the ZumuratuI
Islamic Society, and the Islamic Mission.
i
The missions of the Islamic and Christian faiths
continue to control a vast m ajority of the country's
primary and secondary schools. The remaining schools are
owned by private organizations or individuals, Local
iCommunities, Local Government Councils, Regional Govern
ments and the Federal Government (46 :1 ).
j . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 . . . . .
j Jakande makes these statements regarding the role
of representative government in education.
Since the introduction of representative
government, successive Nigerian governments have
taken an increasing interest in the country's
educational system. Apart from owning some
schools d ire c tly , the role of the Governments
of the Republic is to direct education policy,
I establish and maintain educational standards,
and grant financial aid to voluntary agencies.
The opening of schools is subject to the approval
of the Government of the te r r ito r y concerned.
The fu ll cost of primary education is borne by
the Western, Mid-Western and Federal Governments
in Western Nigeria, the Mid-West and Lagos
respectively. The Northern and Eastern Govern
ments bear only part of the cost. All the
governments grant financial aid to approved
secondary grammar schools but such schools are
. expected to exist on th e ir own in the f i r s t
instance for at least three years. (46:1)
Government participation in education began with
the enactment of the f ir s t Education Ordinance in 1882.
The ordinance was replaced in 1887 by the Education Code
which specified standards of examinations and determined
the conditions for grants in aid. The Education Department
of the Protectorate of Southern Nigeria was established in
11902, and when the Colony and Protectorate of Lagos was
merged with the Protectorate of Southern Nigeria in 1906
s t i l l another Education Ordinance was passed. A f i f t h
Education Code was enacted in 1916 following the amalga
mation of the Northern and Southern Provinces of Nigeria
; in 1914. However, each of the two provinces had a separate
Education Department, and in 1926 separate Education
jOrdinances were passed. In 1929 the two Education Depart-
iments were merged into one (46:2).
A Central Board of Education and four Regional
Boards came into being in 1948. However, in 1952 a federal
constitution was passed which made lower education the
resp onsibility of the regions, and the Central Board was
abolished. Higher education remained the resp onsibility of
•both the regional and federal government (163). Most
iin s titu t ions of higher learning, including the five u n i
v e r s itie s are government owned.
The General Structure
The educational system in the Federation of
Nigeria is not uniform in its organization, though
pupils and students appear to reach the same state
of development by the time they graduate from any
of the universally acknowledged stages of educa
tion . (178 :1)
This statement, from the Federal Ministry of Edu
cation, is seconded by Jakande who writes of variations
within the various regions, based upon a major primary-
isecondary-post secondary pryamid.(4 6 :2 ).
| The Federal Territory of Lagos is s t i l l operating
|an eight year primary school course with two infant classes
!and six elementary. The other Regions are eith e r running
or experimenting with the six year course (178:1).
Primary schools are public and free; the private
i .
jschools charge a fee. Primary schools are also free in the
iMid-West and Western Regions, but there is a system of
11imited contributory fees in the Eastern Region. Primary
44
i
education is grant-aided in Northern Nigeria and tu itio n is
free in a few schools owned by some Native Authorities.
|
Primary schools in the Regions and the Federal Territory of|
i
!
Lagos follow approved syllabi and a F irst School Leaving I
C e rtific a te Examination is taken prior to graduation (46:2
and 167:177). I
i
Secondary education is the term used to describe j
i
formal learning taking place between the time of completionJ
of primary school education and the commencement of uni- !
i
versity education. The Federal M inistry of Education !
! i
groups the various institutions of secondary education in
this way.
i
(a) General education:
(1) Secondary Grammar Schools including
those with Technical bias. !
I
j
(2) Secondary Commercial Schools. j
(3) Secondary Modern Schools and Modern
Classes.
(4) Comprehensive Secondary Schools. j
(5) Junior High School.
(b) Technical and Vocational Education:
(1) Craft Schools and Centres.
(2) Trade Centres.
(3) Technical In s titu tio n s.
(c) Teacher Training:
(1) Grade Two Teacher Training Colleges.
..........................4 5 " " ’!
i
i I
(2) Rural Science Centres and Grade I i
j
Teacher Training In s titu tio n s .
!
(3) Advanced Teachers Colleges (178:1).
; i
I
Admission to grammar schools is usually ac- j
i
complished through successful completion of competitive j
j
examinations which are most often taken following com
pletion of the primary school course. All grammar schools I
are fee-paying. They are recognized and approved by the
• i
government, and provide five-year courses leading to the j
West African School C e rtific a te examination. Some grammar j
schools have a two-year sixth form which prepares students
for the Higher School C e rtific a te . Some, which are not yet
recognized nor approved, prepare students for the General
C e rtific a te of Education at the Ordinary Level. Those
secondary grammar schools with a technical bias emphasize
technical subjects which draw prim arily upon the physical
sciences (178:2 and k6:2).
The curriculum of the secondary commercial schools
emphasizes commercial subjects and is a five -y ea r course
iwhich prepares students for the West African School
C e rtific a te , Royal Society of Arts or the General C e r t i f i
cate of Education.
1
The Federal Ministry of Education, in Stat ist ics j
■ |
lo f Education In Nigeria for 1966. has the following comments'
; I
regarding secondary modern school education. j
Secondary Modern Schools o ffe r a 2-3 year course fori
i ..... 46......
post-primary school boys and g irls in the Western
and Mid-Western Regions and for g irls only in the
Eastern Region and the Federal Territo ry of Lagos.
There are strong indications that the Modern
Schools w ill be replaced by other types of Secondary
In s titu tio n in the near fu tu re. Junior High Schools
are increasing in the Western Region to replace the
Modern Schools. (178:2)
Schools which provide vocational and technical pro
grams are usually five-year courses in the East and three-
year courses in the West and Mid-West. These programs
usually prepare the students for City and Guilds C e r t i f i
cates, but some award th e ir own internail diplomas. In
Northern Nigeria Craft Centres have been established by the
Government as a part of the secondary education program.
They o ffe r a three-year course which leads to another three-
year course in Technical Institutes (46:2 and 178:2).
i
In regard to teacher tra in in g Jakande states:
Admission to teacher tra in in g colleges is not
direct from primary schools. Prospective teachers
are required to serve two years as probationary
teachers at least before being admitted to the
Grade I I I course and two years as Grade I I I teachers
before admission to the Grade II course. (46:2)
I S ta tis tic s of Education in Nigeria for 1966 makes
this statement in regard to teacher train ing:
Grade I I I Teacher Training Colleges have been
abolished. Entry qualificatio ns to Grade II Teacher
Training Institutions are being gradually raised.
As a rule holders of the Grade II Teachers C e r t i f i
cate are q u a lified to teach a ll Classes in Primary
schools. Experienced Grade II teachers are permitted
to take one-two years course for the award of Grade I
C e rtific a te .
The students of the Advanced Teacher Colleges
; follow a three-year course a fte r a fu ll secondary
j grammar education. Graduates of the Colleges are
expected to improve the q uality of the teaching
personnel in the lower section of the Secondary
grammar schools. (178:3)
Jakande maintains university education constitutes j
: I
the apex of the pyramid. He further states: j
This is obtained in Nigeria's fiv e universities !
as well as overseas U niversities. The largest j
concentration of Nigerian Students abroad is in the
United Kingdom, followed by the United States. j
Nigeria's Universities admit students from the j
secondary grammar schools subject to various con- j
d it ions depending on the faculty and the u niversity. !
(46:2) j
The Federal M inistry of Education presents the j
picture of university education in 1966 in this way. j
; ■ i
! Owing to the varying standards of achievement
by the d iffe re n t secondary schools in the country,
some institu tio ns of Higher learning run preliminary
courses for some of th e ir students. The duration is
an academic year. i
1
There are at present fiv e Universities in the j
country serving an estimated population of 55 i
m illio n . The student population during the 1966- j
1967 academic year stood at 9,170 of which Nigerians
total led 8,051 males and 957 females. (178:3)
There were no in stitu tio n s of higher learning in
Nigeria until 1948, when University College, Ibadan came j
into existence. The college had a special relationship j
r i
with The University of London and was e n tire ly dependent j
upon it for guidance, curriculum, personnel and a system of j
examination. At the same time the Nigerian Government and
commercial firms provided scholarships for students to study
abroad.(3 0 :71-72).
Sub-professional tra in in g had been provided from
48
i1953 in the form o f three branches of The Nigerian College
jof Arts, Science and Technology. The college was organized
so that there was a branch in each of the Regions of the
Federation (56:122-123).
In I960 the Ashby Commission recommended that
Nigeria should have at least four U n iversities, one in
each Region, and one in the Federal T e rrito ry of Lagos. j
:The thhee branches of the Nigerian College of Arts, Science
and Technology were to be merged with the Regional U niversi
t i e s . These recommendations were among those accepted by
the Nigerian Government for implementation (56:124).
J. E. Adetoro writes:
! ' ’
The swiftest reaction to the report of the Ashby
Commission came from the Western Region of Nigeria.
Even before the Commission had completed its work,
the Premier of the Region had announced that it was
his Government’ s intention to build a u niversity of
its own. Following the publicat ion of the Report
(which did not recommend a new university for the
Western Region) the Regional Government promptly
tabled before the Legislature, a White Paper to ex
plain the necessity for establishing a university
in s titu tio n within the Region and also to indicate
what steps were being taken towards its establish=
j ment. ( 3 :86)
The Paper pointed out that both the Eastern and
Northern Regional Governments had already decided
to build universities to solve th e ir own problems
in higher education; ( i i ) that the Ashby Commission
had accepted Professor Harbison's estimates of
N igeria's needs of high-level manpower at 80,000
during the f ir s t ten years, and of th is number,
| some 20,000 were expected to be university graduates;
( i i i ) that the Ashby Commission had recommended the
conversion of the Enugu and Zaria branches of the
Nigerian College of Arts, Sciences, and Technology
; into fu ll university institutions while f a ilin g to
make a sim ilar recommendation for the Western
r .............................................................................. b9 “
(Ibadan) branch; (iv ) that i f the Ashby Commission's
! recommendations were implemented, the Western
Region would have only its own quota of students
at the University College, Ibadan and in other
Federal in s titu tio n s . (3:87)
The University of Nigeria at Nsukka in the Eastern j
j
Region of the Country was formally opened in October of j
i
i
I960. In 1961, the former Nigerian Coldege of Arts, Sciencej
j
and Technology, Enugu, became a part of the university !
( 167: 186).
The Nigeria Year Book for 1968 states:
Of N igeria's five u n ive rs ities , the University of
Nigeria has been the most controversial: for its
programmes, for its fast rising number of yearly
admissions, and for the youthful bravado of its
students.
There were, by the end of June, 1966, II faculties
comprising 50 departments of which at least seven,
including journal ism,. physical education, music,
home economics and fine arts, offered degree courses.
New to the Nigerian educational scene, as many of the
courses were, the big question whether these courses
could be offered at university level or not naturally
arose, especially in circles neck deep in the dye of
B ritish educational o rie n ta tio n . Also for debate was
the q u a lity of thepproducts of the university, and
this had to do with the large rate of output which j
! certain quarters argued was more heavily interested j
in quantity than q u a lity . And, there was the con
troversy over the moral worth of the students of the
University of Nigeria whom people Would g lib ly refer
to as 'untutored'.
But the irony of the University of Nigeria, Nsukka,
is that it is Nigeria's highest in s titu tio n of learn
ing whose continued existence and future role w ill
be largely determined by the outcome of the present
m ilita ry operations. (167:186)
Ahmadu Bel1o University came into being in June of
1962. The Nigerian College of Arts, Science and Technology
i •
| 50
was disbanded and incorporated into the University (167:187).
As recommended by the Ashby Commission, greatest emphasis
is given to Engineering, Agriculture, Administration,
Veterinary Education and Arabic Studies (15^:27).
The University incorporates as a semi- i
autonomous in s titu te , the Institue of Adminis
tra tio n , Zaria, the In s titu te of Agricultural
Research, Samaru, and the Abdullahi Bayero
College at Kano, which now offers a degree
| course in Islamic Studies. (167:187)
In accordance with the Ashby Commission's recommenda
tions, the University of Lagos opened in 1962. The cur
riculum emphasizes schools of Commerce and Business
Administration, Economics, Social Science, a Faculty of Law
and a Medical School. The in s titu tio n is somewhat unique
in that it began offering evening courses in 1963, and in
* !
that it is prim arily a non-residentia 1 in s titu tio n .
Temporary quarters were u tiliz e d u n til 1965 at which time
the University moved into permanent quarters in Yaba
1( 1 6 7: 1 8 2).
The Nigeria Year Book for 1968 states the d iffic u ltie s
encountered by the university as a consequence of internal
d if f ic u lt ie s in this way:
The sixth academic year began on the 3rd
October, 1967, with a to ta l enrolment of 1,800
in the two colleges, two fa c u ltie s , six schools
and two institutes comprising the University.
I This number suffered from the effects of the !
national cris is which prevented students from |
I taking up the places available to them. In the !
course o f the previous academic year the crisis
caused 172 students to leave the University while
I 273 students were transferred to the University
j from other parts of the country. ( 167: 183)
i
‘ The University o f Ife also came into being in 1962.
Inasmuch as the physical plant at l l e - l f e was not yet ready
for occupation, the University began operating at the former]
Nigerian College of Arts, Science and Technology, which be- j
came known as the Ibadan branch of the University. The
j '
e n tire university operated on this campus u n til 1968 at
which time it began a p a rtia l move to its new quarters.
Insofar as the c u rric u la r offerings of the university
are concerned, the Nigeria Year Book for 1968 states:
! ’
I In October, 1962, the University started with
five fa c u lties -A g ricu ltu re , Arts, Economics and
Social Studies, Law and Science. These were com
posed of nineteen Departments and Sub-Departments.
The f ir s t Post-graduate In s titu te --th e In s titu te
of Administration--was established in October,
1963. (167:185)
A second In s titu te , the In s titu te of African Studies,
was the next to be established. Pharmacy was developed into
a fu ll degree course leading to the Bachelor of Pharmacy
! ,
degree (167:185).
j The University College of Ibadan, established in
i '
19^8, became the University of Ibadan in 1963. The Nigeria
Year Book of 1968 states:
Academically the University has grown from three
faculties (Arts, Science and Medicine) in 19^8 to
offerings which in 1 9 6 3 were Arts, Science, Medicine,
Agriculture, Forestry and Veterinary Science, Economics
and Social Studies (now the Social Sciences and
Education and Extra Mural Studies). In addition there
. are the Institutes of Education, African Studies, i
: Librarianship, Child Health, Nigerian Social and
] Economic Research and a School of Drama. (167:181)
! .......................................................................................................................... 5 2 .
i
i
Nigerian u niversities admit students from the second
ary grammar schools subject to various conditions depending
on the faculty and the university (66:3). The largest con
centration of Nigerian students Studing abroad continues
ito be in the United Kingdom, followed by the United States
(178: 3 ) .
TABLE 1
53
THE STRUCTURE OF THE
SCHOOL SYSTEM
IN NIGERIA
N = NORTH
E = EAST
W = WEST
L - LAGOS
AR - ALL REGIONS
P = PRELIMINARY
PRIMARY SCHOOLS
(N)
(W )
(E)
(L)Infant Primary Classes|
Modern Schs (W)
§ # 0
Modern Classes (EL)
— ( M )
Trade Centres (EWL)
— GHI HMl
J[gCE(0) or EQUIV.
JGCE (A) or EQUIV.
Craft Schools (N)
Tech.Sch. (N)
Jr.Comm (N)
Tech.Inst (N)
Sr. (N)
Technical School (E)
- GHI HI H3- 0
Commercial School (EL)
Grammar Sch. (AR)
— E H 1 H IH S H IJ * -
Sixth Form (AR)
- S O U -
Grades III & II Teach Trg
Grade III
Tech.College (W)
- 0 - 0 - 0
(E) (EW)
— 0 - 0 H & *
(N)
T H il 4M5
Junior Tech (EL)
Junior Comm (EL)
(E)
Hs
Adv.T.Tr. (AR)
Sr.Tech(EL)H.Tech(L)
r. Comm (EL) 7e7
-fflgHi
AGE
i
8 1 0 II a
12-(311 3 -^ His|)5-U 1 4 -17 17-/9 lg-20
19-21 2J-2Z\2bZ3
I
CHAPTER IV
PROCEDURE
The w rite r was engaged in work in higher education
: in Nigeria for a period of three years. During this time
| it became increasingly apparent that there was need for a
study of the c r itic a l issues of the u nive rs ities . The
purpose of this study was to identify the issues and
^problems of the Universities of Nigeria, to isolate and
categorize them, and to explore procedural steps toward
Ith e ir solution.
Preliminary research in the lib ra ries of the five
u nive rs ities and in the Government Printing House in the
capital of Lagos began in 11966. The Nigerian lib ra ries of
The University of Nigeria, The University of Ibadan, Ahmadu
Bello University, The University of Lagos and The University
of Ife , a ll provided important resource material which
frequently was not available elsewhere. Federal Government
!publications containing s ta tis tic s pertinent to the study
were researched in the capital city of Lagos. Many of the j
government publications, books and pamphlets are not |
readily available outside Nigeria. !
The lib ra ries of The University of Southern
i i
iC alifo rn ia , The University of C alifornia at Los Angeles,
and the Claremont Graduate School provided additional
5b
I.......................... 55..~
resource material regarding pertinent former dissertation
studies, as well as a rtic le s in journals and other
periodicals.
The review of the lite ra tu re placed the problem
'of this study in perspective in regard to international
university education, university education in A frica, and
established the history and background of university edu-
;cat ion in N iger ia .
During the winter of 1967 the w rite r made contact
with Dr. John Swanson, a member o f the Ford Foundation
team, who served in the capacity of advisor to the National
Universities Commission in Nigeria. He showed great
interest in the study and offered his f u ll support.
Through Dr. Swanson an appointment was made with
Dr. Okoi Arikpo, the Permanent Secretary of the National
Universities Commission. Dr. Arikpo also f e lt such a study
would be of value. He provided informative materials
regarding the u n iversities and the National Universities
Commission, and offered to w rite to the Vice-Chancellors of
the four u niversities requesting th e ir ass istance and
cooperation in the research project. These letters of in- j
troduction were sent to the respective institutions in !
; 1
l
February of 1968. j
In order to determine the c r itic a l issues with the
least possible structure or bias, a qustionnaire outline
1 .
containing a b rie f defining statement on each of nine major
i.................... 56 "
[areas of in s titu tio n a l concern, a tenth area for additional
icomment, and an optional section for lis tin g the fiv e most
I
pressing problems, was formulated. This form was sent in
[advance of the oral interviews in order that the respondents
[could have an opportunity for prior organization of
thought regarding the problems of th e ir u n iv e rs itie s .
To survey current c r itic a l issues affecting
[Nigerian university education, the w rite r randomly selected
a s tr a tifie d sample of nine individuals from each of the
catalogs o f the four u n iv e rs itie s . Each Vice-Chancellor
iwas also included. The University of Nigeria was not in
operation at the time due to internal s t r if e within the
country. However, it was possible for the w rite r to inter-
view five faculty members who had formerly been associated
with the University of Nigeria and were now serving in one
of the four remaining u niversities in other reg&ons of the
country. Five persons a f f ilia t e d with the Natyi.driaili
!Universities Commission were also selected for interviews.
A cover le tte r was sent to each Vice-Chancellor.
[The le tte r explained the nature of the study, listed the
individuals whom the researcher wished to interview, and
asked the assistance of the Vice-Chancellor's o ffic e in
establishing an interview schedule. A copy of the
i
[questionnaire o u tlin e was also enclosed,
j Letters were also sent to the individuals whom the
jresearcher wished to be interviewed on each campus. These
i............................ 57
i
i
letters explained the nature of the study, and asked .for
Icooperation in granting an interview to discuss the issues
i .
iof the university as identified by them. The questionnaire
form was enclosed.
I
j Interviews took place during the spring of 1968.
jThey lasted from th ir ty -fiv e minutes for the b riefe st one
;to four hours for the longest. None were taped as there
was a decided reluctance on the part of the interviewees to
be singled out or identified in terms of th e ir responses. j
In lieu of this fact notes were taken in shorthand and
longhand by the w rite r.
At the University of Ahmadu Bello the researcher
interviewed a ll personnel who had been o rig in a lly selected
:for interviews on the four campuses.
At the University of Ibadan two of the people
o rig in a lly selected for interview were out of town.
However, additional persons were substituted.
i
At the University of Ife , a ll persons i n i t i a l ly
selected were interviewed with the exception of one who was
|out of town. Arrangements were made to complete that
interview in Lagos at a s lig h tly la te r date.
The University of Lagos required eight additional j
letters of follow-up requests for interviews. Eventually,
a ll those persons i n it ia lly selected were interviewed with
; i
the exception of one who was replaced with another randomly
selected individual.
In summary, the basic sources of data for this
study were government publications, books, periodicals,
dissertations, and individual interviews with persons
closely a f f ilia t e d with Nigerian university education.
QUESTIONNAIRE OUTLINE FOR ORAL INTERVIEW
Please lis t what you consider to be the major problems or
issues at the universities of Nigeria. They may be issues j
which have prevailed since the inception of the univer- !
s itie s and are s t i l l current, or problems which have arisen |
during the development of the institutions and are now i
current. j
I
For your convenience, I have listed nine areas of in s titu - j
tional concern and a tenth section under which may be
’ 1 isted add itio nal comments which you do not feel should be
categorized under the foregoing nine. A section has also
been added under which you may lis t the five issues which
you feel are most important.
Thank you for your courtesy and cooperation.
FINANCE. Includes sources and percentages of income for
capital and recurrent expenditures, as well as external
aid for sp ecific projects.
CONTROL. Refers to the structure of control, Council down j
through Congregation; how closely the pattern is (or was)
adhered to, and problems or issues involved.
60
ORGANIZATION. Refers to any problems of organization
eith er internal or among the divisions such as institutes,
colleges, departments, e tc .
PHILOSOPHY AND OBJECTIVES. Refers to whether or not the
stated aims and goals of the university are being imple
mented in a c tu a lity ; whether some objectives receive more
emphasis than others; and whether change in direction or
emphasis is being made.
ADMINISTRATION. Refers to the administrative roles of the
Vice-Chancellor, Registrar, Directors, Heads of Departments,
Deans, e tc ., as may be p ertin en t.
CURRICULUM AND INSTRUCTION. Refers to any problems
regarding the subjects being offered; th e ir adequacy in
[regard to q ua lity, quantity, and program level.
METHODOLOGY OF INSTRUCTION. Refers to any problems in the
manner in which instruction and/or examination is adminis
tered .
6 1 ....
FACULTY AND STAFF. Refers to problems insofar as s ta ffin g ,
q ualificatio ns, experience, ana growth of indigenous/
expatriate ra tio are concerned.
STUDENT PERSONNEL. Refers to problems relating to
q ualificatio ns, scholastic a b ilit y , housing, e x tra
curricular a c tiv itie s , attitudes toward school and
community, and aspirations following successful attainment
of th e ir degrees.
ADDITIONAL COMMENTS
I
I Do you feel some problems to be of greater importance than
lothers? If so, please lis t the fiv e you consider to be of
greatest importance.
1. _______
i ■
2. __________
3. _______________________________________________
i
\k.
\
5 .
62
TABLE 2
Post it ions of Persons Interviewed
At the Universities
Dean, School of Biological Sciences
Dean of Law
Dean of Agriculture
Dean of the Faculty of Science
Dean of the Faculty of Arts
Director of the In s titu te of Agricultural Research
Director of Development
Director of the Division of Extra-Mural Studies
Director of the Continuing Education Centre
Dean of West African Studies
Professor, School of Social Studies
Professor, Business Administration
Professor, Faculty of Arts
Professor of Chemistry
Professor of the Department of Agricultural
Economics
Professor of English
Professor of Business Administration
(Head of the Department of Government
Head of the Department of Fine Arts
Head of the Department of E lec trica l Engineering
Head of the Department of Religion and Philosophy
Bursar
Chief Accountant
Librarian
Provost
Administrative O fficer
Head of the Department of Agriculture
Head of the Department of Economics
Assistant Registrar
Director of the In s titu te of Administration
Dean of the Faculty of Social Sciences
Dean of Science
Dean of the Faculty of Education
Registrar
Vice-Chancellor
i '
j . ■
n-50
i-
C M C M C M C M C M C M C M T r v c f i^ -
CHAPTER V
FINDINGS
i
i
The purpose of this study was to determine the
current c r itic a l problems and issues of the universities of
Nigeria. Interviews were conducted with a random sample
jof ten people at each of the five universities in an e ffo rt
Ito isolate problems as identified by those persons most
^involved in university education. Five individuals
a f f i l ia t e d with The National Universities Commission were
! . . •
jalso selected for interview.
A questionnaire outline containing a b rie f defining
statement on each of nine major areas of in stitu tio n al con
cern, a tenth area for additional comment, and an optional
'section for ratin g the fiv e most pressing problems was sent
to each respondent in advance of the oral interviews.
I The nine id e n tified areas of concern were
1(1) Finance, (2) Control, (3) Organization, (4) Philosophy
and Objectives, (5) Administration, ( 6 ) Curriculum and
Instruct ion, (7) Methodology of Instruction, (8 ) Faculty and
S taff, and (9) Student Personnel.
! The responses of the respondents were compiled
j
according to in s titu tio n and area of concern. They were
reported as to the issue tohich was id e n tified , and the
| ..........■ ; _ ................._ .......'....63 ............... _ ....................
jpercentage of sim ila r responses on that issue by the ten
j
1 respondents.
j The responses made in categories other than the
Iforegoing nine were lis ted separately under the heading of
j
lAdditional Comments. The rank order lis tin g of most im
portant issues was o ption al. The responses of those in
dividuals electing to l is t the most sig nifican t problems
were listed separately, in the order given, and according
ito inst itu t ion .
Responses made during interviews at the universities
ipertain to the p a rtic u la r in s titu tio n at which the in te r
view took place. Responses made during interviews with
a f f ilia t e s of The National Universities Commission pertain
to the totcidi group of Nigerian u n iv e rs itie s .
65
TABLE 3
ISSUES IDENTIFIED B Y RESPONDENTS AT
A HM ADU BELLO UNIVERSITY:
FINANCE:
Percentage of
Issues Responses
1. Lagos is too far distant for adequate 80
representation and communication.
2. The Federal Government has not paid a ll 60
of the money which was apportioned to
the un ivers i t y .
3. Inadequate funds fo r proper operation of 60
the physical plant and support of adequate
course o fferings.
4. Problems in financing four self-contained 60
campuses.
5. Inequity in the relationship between the 50
number of students from a given area and
the monetary support provided the univer
sity by that area.
6 . Less financial assistance available for 50
topping-up of s a la rie s .
7. Lack o f basic agreement between federal and 50
local organizations regarding finance and
the needs of the u nive rs ity .
8 . Financial planning by The Development 40
; Council poorly handled. Expenditures
too great on external buildings which
created a scarcity of funds for equip-
ing them even b asically.
9 . Due to internal s t r if e there w ill be no 40
additional federal funding for a period
of at least two years. This w ill result
in no expansion, and an actual cutting
back o f some programs.
10. Need for increased communication and under- 40
standing between the National Universities
Commission and the Vice-Chancellors regard
in g th e allocatio n of funds ...........
TABLE 3 --C o n tin u e d
66
FINABCE; Percentage of
Issues Responses
11. Dire need for adequate and additional A O
student hostels.
12. Problems incurred inmmaking new commitments 40
and instigating new programs in view of
obvious lack o f financial support.
13. Need for one hundred perccent federal 30
funding for the u niversity, but fe a r
ful of federal control and loss of
I autonomy.
1A. Divisive factors between those local and 30
federal monetary supporting bodies which
cause one body not to be w illin g to pay
the university u n til the other body pays
f i r s t .
1 15. The origin al grant of funds for estab lish - 30
ing the university was allocated much too
heavily to one faculty with the result of
too l i t t l e money a v a i 1able to provideaa
balanced instructional program.
16. Need for greater monetary support by 10
private industry.
! 17. Problem of acquiring additional external 10
aid.
I
18. Problem of acquiring heavy financial 10
support for. the new medical program.
j n - 10 Customarily the numerals would be indicated in
the table above. However, in each instance the number is
ten: Repeating the number did not seem necessary.
67
TABLE 3a
ISSUES IDENTIFIED BY RESPONDENTS
AHMADU BELLO UNIVERSITY:
AT
CONTROL
Percentage of
Issues Responses
1 . Personality c o n flic ts . 80
2 . Problems of agreement due to various
expatriate (p rim arily B ritish versus
American) b eliefs and influences.
80
3.
Delicate situ ation and d if f ic u lt to
maintain balance since the division
of the country into states.
80
4. Great need for c la r ific a tio n and re
organization of patterns of control.
60
5.
Need for c la r ific a tio n of the role of
the Vice-Chancellor.
60
6 . Need for re d e fin itio n of in te rre la
tionships among the various control
bodies. Overtones and undertones
can b e lie actual fa c t.
60
l
i
i
7.
Issue of accommodating acceptable
policy control and academic freedom.
40
t
8 . Excessive controls enforced by those
providing the financial support, par
tic u la rly the Federal Government and
external aid agencies.
30
i
!
i
I 9. Problem of agreement on need for to ta l 20
! Federa1 support.
n-10 Customarily the numerals would be indicated
in the table above. However, in each instance the number
is ten: Repeating the number did not seem necessary.
68
.TABLE 3b
.ISSUES IDENTIFIED BY RESPONDENTS AT
AHMADU BELLO UNIVERSITY:
ORGANIZATION
Percentage of
Issues Responses
1. No clear d if in it ion. P o litic a l 90
overtones prevent c la r ific a tio n . j
2. Need for greater cooperation between 70 I
departments w ithin fa c u ltie s . j
i
3. D iffic u lt to co rrelate the major 70 j
segment of the university with the
two semi-autonomous institutes and
the college at Kano.
4. Need for greater d e fin itio n , correlation 60 i
and s t a b ility of departmental aims. |
i
5. Need for clearer d e fin itio n of in te r- 60
departmental relationships.
i
6 . Problems arising from dual oontrol 40
of and vested interests in the In s ti- |
tutes of Agriculture and Administration. |
I 7. Problem of obtaining good leadership 30
in establishing departmental programs.
1 i
i 8 . Over-departmentalization within some 30 j
! fa c u ltie s .
; i
! 9. Overlapping of services and f a c ilit ie s 30 |
| between or among some departments. j
i j
'! ; ■ ■ ■ n-10 Customarily the numerals would be indicated irt
the table above. However, in each instance the number is j
jten: Repeating the number did not seem necessary. 1
TABLE 3c
ISSUES IDENTIFIED BY RESPONDENTS AT
AHMADU BELLO UNIVERSITY:
PHILOSOPHY AND OBJECTIVES
Percentage of
Issues Responses
1. Need for the phIlosophy to be re- 90
stated in terms of services to the
state and community in which it
ex ists , as well as to the nation.
2. Issue of expensive duplicat ion of the 80
offerings of other u n iv e rs itie s .
3. Excessive intervention and influence 70
by expatriates sources which are not
compatible with Nigerian needs nor
with one another.
k. Objectives of the university must 70
be altered to include a wider cur
ric u la r base.
5. Issue of a lte rin g the philosophy of 60
the university to include provision
for a one year preliminary course.
6 . Issue of teacher tra in in g and a school 60
of education being a university concern.
! n-10 Customarily the numerals would be indicated in'
the table above. However, in each instance the number is
:ten: Repeating the number did not seem necessary.
j
TABLE Sd
LSSUES IDENTIFIED BY RESPONDENTS AT
AHMADU BELLO UNIVERSITY:
ADMINISTRATION
Percentage of
! ' Issues Responses
i 1. Lack o f experience at a ll levels. 80
; 2. The four physical segments of the 60
university are too distant from one
another to permit ease of administration.
• 3. Need for additional q u a lifie d and 50
experienced adm inistrative personnel.
b. Administration is weak, making valid 50
j recommendations but finding d if f ic u lty
in executing them.
! 5. Disruption of s ta ff and program due 50
! to internal s t r i f e .
; 6 . D iffic u lty in administering the in s ti- 50
tutes due to dual resp onsibility to
I government and un ivers i t y . Frequent
c o n flic t of in te re st.
j 7. D iffic u ltie s created by persona 1 ity *f0
co n flicts among fa c u ltie s .
| 8 . Need for a public relations person. 30
9. Adm inistrative d if f ic u lt ie s created 20
I by American education system versus
the B ritis h education system.
jlO. D iffic u ltie s due to a lack o f coordin- 20
| at ion and cooperation among the two
in s titu tes and the remainder of the
| un ivers i t y .
| n-10 Customarily the numerals would be indicated ini
ithe table above. However, in each instance the number is
ten: Repeating the number did not seem necessary.
TABLE 3e
ISSUES IDENTIFIED BY RESPONDENTS AT
AHMADU BELLO UNIVERSITY:
CURRICULUM AND INSTRUCTION
Issues
1. Special pre-entry courses are needed
for students from the northern region
whose type of secondary education does
not q u a lify them for entry into the
un ivers i t y .
2. Faculty disagreement regarding course
content, especially insofar as B ritish
versus American content and texts are
concerned.
3. Instuoction in the physical sciences.
4. A rtic u la tio n between the Sixth Form and
present u n iversity cu rricu lar offerings
d i f f i c u l t .
5. Lack of agreement on the re la tiv e value
of the B ritis h Honors System as versus
the American comprehensive based cur
riculum.
6 . Lack of continuity when there is a
change o f department head. This act is
usually accompanied by a change from
American content and approach to B ritish
content and approach, or vide versa.
7. Need for applied research, p artic u la rly
in the physical sciences.
8 . The curriculum is fa r too heavily biased
toward the arts and humanities.
9. The B ritish system of curriculum is too
tra d itio n a l; it needs a broader base.
10. Need for additional cu rricu lar offerings
to meet the needs of the community.
Percentage of
Responses
80
60
60
60
50
40
30
20
20
20
TABLE 3 e --C o n tin u e d
CURRICULUM AND INSTRUCTION
i Percentage o f
Issues Responses
11. Need for Nigerian production of te x t- 20
books.
12. Creative subjects not taught; the cu rricu lar 10
offerings are too narrow.
| I
I !
n-10 Customarily the numerals would be indicated i n j
jthe table above. However, in each instance the number is
iten: Repeating the number did not seem necessary.
73
TABLE 3 f
ISSUES IDENTIFIED BY RESPONDENTS AT
AHMADU BELLO UNIVERSITY:
METHODOLOGY OF INSTRUCTION Rercentage of
I ssues Responses
1. S taff disagreement as to basic values 90
in tra d itio n a l B ritish and American
methods.
2. Students confused by lack of agreement 80
and consistancy in methods of teaching
and testing.
3. Need to synthesize the best of the 70
British and American systems of edu
cation and adapt them to Nigerian needs.
4. B ritish methodology of instruction, lecture 40
and tu to r ia l, is too narrow.
5. Students lack s u ffic ie n t background in 30
scope and sequence of subjects leading
to a necessity for the instructor to
break down content of lib ra ry and other
resource m aterial.
6 . Need for guidance in the form of a s ta te - 30
ment of direction and goals for depart
ments.
7. B ritish system of examinations at the 30
end of the year only, and with greatest
weight attached to the fin a l examination,
or third-year examination, places too
great a strain on students, is outmoded,
and needs re-evaluating.
8 . B ritish system of a three year degree with 20
Pass or Honors in only two or three subjects
is too narrow.
9. Need for provision for the slower or the 10
more in d iv id u a lis tic student.
n-10- Customarily the numerals would be indicated
in the table above. However, in each instance the number
is ten: Repeating the number did not seem necessary.
_
TABLE 3g
ISSUES IDENTIFIED BY RESPONDENTS AT
AHMADU BELLO UNIVERSITY:
--------------------------------------------------------------: ------------------------------------------------------------------------- j
FACULTY AND STAFF
Percentage of
Issues Responses
1. Obtaining s u ffic ie n t q ualified 90
instructors.
2. Obtaining s u ffic ie n t numbers of 90
q ua lified Nigerian instructors.
; 3. Retaining q ualified s ta ff for a long 70
enough period to make a contribution
and to provide for continuity of
program.
; 4. Expatriate s ta ff who do not remain long 70
enough to provide a continuity of
program.
5. Los of q u alified faculty to government 70
posts or to industry.
6 . D if f ic u lt ly in recruiting adequate s ta ff 60
for administering a post graduate studies
program.
7. Personality or trib a l c o n flic ts . 60
I 8 . Pension terms were changed following 40
the creation of states and many s ta ff
members returned to government posts
as a result of this factor.
• 9. Tendency to be selective insofar as 40
geographic area and trib a l a f f ilia t io n s
are concerned.
II0. Problem of more e ffic ie n t u t iliz a t io n of 40
s ta ff and f a c ilit ie s by inter-departmental
sharing.
:11. D iffic u lty of elim inating Nigerian s ta ff 30
who are not well q u a lified .
12. Issue of hiring individuals who are poorly 30
TABLE 3 g --C o n tin u e d
FACULTY AND STAFF
I Percentage of
j Issues Responses |
; q u a lifie d rather than an expatriate j
in an e ffo r t to "Nigerianize" more " j
quickly. j
■ . i
;13 - A two-thirds exodus of s ta ff to the East 30 j
at the time of the 1966 uprising.
ilA. Counterpart programs of external aid, in 30
j terms o f s ta ffin g , are not well planned.
There are too many in too few fa c u ltie s .
n-10 Customarily the numerals would be indicated in
■the table above. However, in each instance the number is j
iten: Repeating the number did not seem necessary.
TABLE 3h
ISSUES IDENTIFIED BY RESPONDENTS AT
AHMADU BELLO UNIVERSITY:
STUDENT PERSONNEL
Percentage of
Issues Responses
1. Lack of adequate accommodations. 80
2. Students lack of background in science. 80
3. Lack of student transportation f a c i l i t i e s . 70
k. Problem of students lacking f a c i li t y in 70
the English language. j
i
5. The majority of the students come from 60
areas other than that where the university is
located. Pol itic a l overtones are involved.
6 . In sufficien t quantity of well q u a lified 60
university entrants.
7. Need for a d irecto r of student a f f a ir s . 50
8 . Recreational f a c i li t i e s for students 50
lacking. j
I
I
9. Student body is too t o ta lly confined to 50 i
one area of the country--not national in !
nature.
10. Intercommunication between faculty and 50 j
students is d i f f i c u l t to a tta in outside
the classroom.
n-10 Customarily the numerals would be indicated in
the table above. However', in each instance the number is
ten: Repeating the number did not seem necessary.
77
TABLE 3 i
ISSUES IDENTIFIED BY RESPONDENTS AT
. AHMADU BELLO UNIVERSITY:
ADDITIONAL COMMENTS j
j
Issues
!
1. Lack of necessary s ta tis tic s for v a lid analysis of j
problems. i
t ’ i
i
2. Tremendous loss of graduates to adm inistrative jobs
rather than to posit ions in public service.
3. The calendar for Ahmadu Bello University not printed j
for several years becauserrecords had been taken away |
by the registrar at the time of 1966 internal s t r if e . j
A. The standard and r e lia b i1ity of buildings and public
u t i l i t i e s are d e fic ie n t. j
5. The Muslim philosophy of education in regard to the
range of subjects, the acquisition of English as a |
second language, the education of women, and the j
numbers of those educated, has d ire c t implication for j
the degree and range of preparation of students applying
for admission to Ahmadu Bello U niversity. I
i
i
TABLE 3j
ISSUES IDENTIFIED BY RESPONDENTS AT
AHMADU BELLO UNIVERSITY:
LISTED ORDER
! MOST IMPORTANT ISSUES j
• I
1. How to best educate the students of the northern
region.
1 2. How to teach students to accept and perform work in the|
community when they are educated and q u a lifie d . i
: t
3. Need to d iffe re n tia te instructional methods.
4. The problem of getting students to return to Cilassroomsj
and teach. j
; ' f
5. Lack of accommodations for student personnel. j
; 1. Administrative needs must be soundly based.
2. Need for good public relations in order to carry the
states with the policy of the university.
3. Uncertainty of what lies ahead because of the change
from regionalism to statehood.
! k. Problems involved in linkage of the of the state and
federal government.
• 1. Fiaance.
! 2. S ta ff tra in in g .
I 3. Consolidat ion o f fa c u Ity .
I 1. Finance. ;
: i
I 2. Need to strengthen the adm inistration.
! 3 . Need to improve interrelationships of student/student, !
J s tu d en t/s taff, student/community, s t a f f /s t a f f , and
staff/community. I
TABLE 3 j-- C o n tin u e d
LISTED ORDER
MOST IMPORTANT ISSUES
' 1. Problem of getting students t o .u t 11Ize th e ir education
a fte r graduation.
j 2. Need for a freer and more exploratory approach to
education.
j 3. Problem of the university insuring a better continuity
of s t a f f .
i
I k. D e s ira b ility of a closer contact between members of
■ the s ta ff and between s ta ff and students in an in
formal settin g.
TABLE A
ISSUES IDENTIFIED BY RESPONDENTS AT
UNIVERSITY OF IBADAN:
FINANCE
Percentage of
Issues Responses
1. External aid agencies in itia te programs 80
of th e ir own desire, and perhaps a d i f
ferent p rio r ity than would be that of
indigenous planners.
2. Planning poor due to inexperience and 70
lack of in s titu tio n al sophistication.
3. When external aid ends for a given funded 70
program the universtiy is committed to its
continuation; thus a situation of s p ira llin g
cost is created.
A. Less external aid willbbe available from now 70
u n til the ending of Nigeria's internal d i f
f ic u lty .
5. Money is wasted because a ll students must be 60
housed and fed on campus.
6. External grants-in-aid to Eastern Nigerian 50
s ta ff who fled during the internal c ris is
had to be returned.
7. Need for the Nat-ioha 1 Universities Commission A0
to take research into account in making grants.
8. Financial problems exaggerated by rapid rate A0
of development.
9. Financial control poor insofar as administra- A0
tion of external aid programs are concerned.
10. Inequity in financial grants for vocational 30
education among the regions.
11. Problems regarding student fees due to an 20
announcement by the federal government which,
in a c tu a lity , pertained onfy to students in-
81
TABLE 4 --C o n tin u e d
FINANCE
Percentage of
Issues Responses
digenous to the Western Region.
i
n-10 Customarily the numerals would be indicated in
;the table above. However, in each instance the number is |
'ten: Repeating the number did not seem necessary.
i
82
TABLE ka
ISSUES IDENTIFIED BY RESPONDENTS AT
UNIVERSITY OF IBADAN:
CONTROL
Percentage of
Issues Responses
1. Need for more stringent controls for
departmental spending.
70
2. D iffic u lty of changing from a highly
organized B ritish regulated in s titu tio n
to a Nigerian in s titu tio n with s e lf -
government .
60
;
:
3.
Many issues and problems due to appoint
ments made through a system of patronage.
60
i
k. Numerous conflicts between Council and
Senate.
50
5.
Great need for a competent bursar.
5° . |
6 . Frequent co nflicts between Senate and
Faculty, p artic u la rly when the Dean of
a faculty is adamant or a strong person
a l i t y .
5° |
i
i
i
7.
Need for better structured controls to
assess departmental progress more adequately
50
• i
8. Internal power struggle between the Vice-
Chancellor and the re g is tra r.
50
9.
P o litic a l power struggles. 50 |
10. Senate is so large as to be unwieldy. 30
i l l . Frequent stalemates due to animosity among 20
Department Heads, Deans, and Senate members.
12. Academicians perform too much adm inistrative 20 i
work because there is great d is tru s t of the 1
administration.
n-10 Customarily the numerals would be indicated
i in the table above. However, in each instance the number !
I is ten: Repeating the number did not seem necessary.
83
TABLE kb
ISSUES IDENTIFIED BY RESPONDENTS AT
UNIVERSITY OF IBADAN:
ORGANIZATION
Percentage of
Issues Responses
1. Need for greater emphasis on research. 80 j
j
2. Problems of organizational coordination 80
and control due to. a system of patronage.
3. Total organization too loosely structured. 70
k. Inexperience resulting in a lack of a b ilit y 70
to envison problems. j
5. Lack of proper organization and control 50 I
over the various in s titu tes . j
. i
6. Organizational problems due to a composite kO
system of B ritish and American organizational I
patterning. j
7. Lack of cohesion between and among the various 40
colleges, institutes, and departments.
i
i
n-10 Customarily the numerals would be indicated in
the table above. However, in each instance the number is
ten: Repeating the number did not seem necessary.
84
! TABLE 4c
i
i
ISSUES IDENTIFIED BY RESPONDENTS AT
UNIVERSITY OF IBADAN:
PHILOSOPHY AND OBJECTIVES
i Percentage of
I ssues Responses
i 1. D iffic u ltie s involved in changing from 80
a very conservative in s titu tio n to one
responsive to the needs of the develop-
] ing country.
I 2. Problems of creating a favorable public 60
image as to the nature of a u n ive rs ity .
I
; 3. Need for changes in response to the needs 50
of the community.
I 4. Problem of discrimination in student 50
! selection--too few from other states.
! 5. Problem of providing for greater 50
A fricanization.
!
I 6. Much confusion regarding what the 40
philosophy and objectives should be.
j 7. D iffic u lty in agreement as to the ap- 30
! propriate philosophy and objectives as
the institu tio n evolves.
n-10 Customarily the numerals would be in dicatedin
the table above. However, in each instance the number is
Iten: Repeating the number did not seem necessary.
i .
85
TABLE 4d
ISSUES IDENTIFIED BY RESPONDENTS AT
UNIVERSITY OF IBADAN:
ADMINISTRATION
Percentage of
Issues Responses
1. Problems due to lack of tra in in g and 80
development program for s ta ff in re
gard to proper procedures.
2. Need for survey and recommendations 80
for administrative reorganization.
3. Problems o f d^ck of agreement between 70
administrators and academicians which
frequently lead to a stalemate in action.
*f. The Registrar's position is weak; he 70
lacks s u ffic ie n t authority to perform
duties successfully.
5. Problems resulting from emphasis on 70
personal re la tio n s h ip s -p o litic a lly inclined.
6. Lack of necessary records, manuals and 70
documents o f procedure.
7. Too beaurocratic. 60
8. Great need for in-service programs 60
for administrative tra in in g .
9. Lack of e ffic ie n c y . 30
10. Administration problems arising because 30
of the attempt to control a tr ib a l
minority faction of the administration
and s ta ff.
11. Academicians too much involved in 20
admin is tra t ion.
12. Lack of adm inistrative in it ia t iv e . 20
13. D iffic u lty of d iffe re n tia tin g between 10
academic freedom and academic license.
TABLE 4 d --C o n tin u e d
86
ADMINISTRATION
Percentage of
I ssues Responses
14. Problems arising from subjective rather 10
than objective decis ion making, i .e . ,
problems of tribalism and patronage.
n-10 Customarily the numerals would be indicatdd in
the table above. However, in each instance the number is
ten: Repeating the number did not seem necessary.
TABLE ke
ISSUES IDENTIFIED BY RESPONDENTS AT
UNIVERSITY OF IBADAN:
CURRICULUM AND INSTRUCTION
Percentage of
Issues Responses
1. Need for a broader based curriculum 80
for f i r s t year students.
2. Need for science programs fo r entering 80
Sixth Form students who, in the main,
have had l i t t l e or no such instruction.
3. Need to organize post graduate studies 70
leading to advanced degrees in social
administration, medicine, and in te r
national relations.
k. Problem of lack of agreement between 70
the faculties of Fine Arts and Humanities
versus the faculties of Education and
Agriculture insofar as the need for science
instruction is concerned.
5. Need for a structured program in s ta tis tic s . 60
6. Need for structured programs in the physical 60
sciences.
7. Need to organize a program leading to a 50
degree in s ta tis tic s .
8. Great need for technological programs which A0
would lead to c e r tific a tio n .
9. Problem of educating and tra in in g students 30
according to th e ir a b i1ity and for specific
jo b s .
10. D iffic u ltie s involved in educating the 30
oommunity to accept programs of assistance
i .e . , adult lite ra c y , n u tritio n , and
ch iId care.
11. Issue of less sp ecialization in the cur- 30
riculum.
TABLE 4 e --C o n tin u e d
CURRICULUM AND INSTRUCTION
Percentage of
Issues Responses
12. The need for an in-service prggram of 20
science instruction for secondary teachers
during the long vacation period.
n-10 Customarily the numerals would be indicated in
the table above. However, in each instance the number is j
ten: Repeating the number did not seem necessary.
TABLE kf
ISSUES IDENTIFIED BY RESPONDENTS AT
UNIVERSITY OF IBADAN:
METHODOLOGY OF INSTRUCTION
Percentage of
Issues Responses
1. Need for more frequent examinations 40
in order to guide student growth
more effect iv e ly .
2. Problem of acceptance by facu It ies of 40
the need for a greater v a rie ty of teach
ing methods in order to f a c ilit a t e
learning on the part of the students.
n-10 Customarily the numerals would be indicated in
the table above. However, in each instance the number is
ten: Repeating the number did not seem necessary.
90
TABLE 4g
ISSUES IDENTIFIED BY RESPONDENTS AT
UNIVERSITY OF IBADAN:
FACULTY AND STAFF
Percentage of
Issues Responses
1. D iffic u lty of acquiring s ta ff; cannot 80
compete with the topping of salaries
by industry.
2. D iffic u lt to obtain q u a lifie d specialized 70
personnel.
; v ..
3. S taff unwilling to teach students in 60
preliminary status.
A. Great displacement of s t a f f , as well 60
as a shortage, resulting from internal
s t r if e in the country.
5. D iffic u ltie s due to antagonisms between 60
s ta ff members of d iffe re n t trib e s .
6. Personality conflicts between expatriates 50
and Nigerian s ta ff.
7. Problems created by great numbers of . 4 0
expatriates with varying philosophies
of teaching and education.
n-10 Customariiily the numerals would be indicated
in the table above. However, in each instance the number
is ten: Repeating the number did not seem necessary.
91
TABLE %
ISSUES IDENTIFIED BY RESPONDENTS AT
UN I VERS ITY OF IBADAN:
STUDENT PERSONNEL
Percentage of
Issues Responses
1. Tremendous need for additional housing 70
for students.
2. N o n -a va ila b ility of s u ffic ie n tly 50
q u a lifie d candidates for entrance to
the un ivers i t y .
3. Control of students more d i f f i c u l t with 50
increas ing enrollm ent.
k. Problem of provid ing jobs for the increas- 50
ing number of students interested in job
placement.
5. Rapidly increasing enrollment. 30
6. Lack of a s u ffic ie n t background in 20
science instruction.
7. Ratio of staff-student too great. 10
n-10 Customarily the numerals would be indicated in
the table above. However, in each instance the number is
ten: Repeating the number did not seem necessary.
92
| TABLE k\
i
i ISSUES IDENTIFIED BY RESPONDENTS AT
UNIVERSITY OF IBADAN:
ADDITIONAL COMMENTS
i ■ t ' '
! Issues
i
■ 1. Problems of creating greater faculty understanding of
the content and methodology of the arts and sciences,
: and building an appreciation of the interrelationship
between the two.
1
93
TABLE kj
ISSUES IDENTIFIED BY RESPONDENTS AT
UNIVERSITY OF IBADAN:
LISTED ORDER
MOST IMPORTANT ISSUES
| 1. Need for insightful leadership by persons possesing
an understanding of university problems and an under-
j standing of the role of the university in the growth
of government and public leadership.
t
! 2. Need to reform the curriculum to bridge the gap be
tween the numanities and the sciences.
I 3. A great need for applied science.
!
I k. Lack of funds for essential research.
i
}
! 5. Problem of providing additional undergraduate diploma
i courses in communication.
j ‘ . . .
1 $«. Problems of adequate s ta ffin g at both the administra-
i tiv e and academic levels.
!
| 2. Problems related to the lack of adequate acreage for
; needed expansion.
I ' • -
| 3. Issues posed by lack of a q u a lifie d secondary level
j student body to draw from.
| 1. Problem of lack of a r e a lis t ic approach to the need
and preparation for science education.
; 2. Issue of free or tu itio n supported university
educat ion.
i , ■ • .. , '
; 3. Problem of resolving the philosophical question of what
the graduates debt.to society r e a lis tic a lly is or
j should be.
A. Problems involved in thq extension of needed post
graduate education.
I 5. Need for ,a stronger central agency, such as the
I National Universities Commission, to provide more con
tro l and guidance of the universities in order to
avoid undue duplication of services and expense.
9^
TABLE 5
I.SSUES IDENTIFIED BY RESPONDENTS AT
UNIVERSITY OF LAGOS:
FINANCE
Percentage of
Issues Responses
! 1. All government funding for expansion 80
at a sta n d s till for at least a two
year period due to internal s t r if e
within the country.
i 2. Scholarship bursaries or monies 80
frequently f a il to a rriv e , as promised,
from the regional governments.
i 3. Duplication of services and expense 80
among the u n iv e rs itie s .
; U. The change from regions to states 70
created many changes of posts and
programs due to patronage; and th is ,
in turn, created additional financial
d if f ic u lt ie s .
5. The Natdfohail Universities Commission has 70
poor university representation; provides
inadequate research funds, and distributes
funds on an inequitable basis among the
u nive rs ities .
i 6. Problems created by to ta l financial funding 60
from the Federal Government and none from
State funds.
| 7. Great need for money for research. 60
) ' ■ 1
18. D iffic u ltie s created by a llo tte d funds 60
! not being received on a regularly
scheduled basis.
:9. D iffic u ltie s created by funds not always kO
I being appropriated nor released as a n t i
cipated.
10. Dependence upon external assistance for 30
salaried personnel too extensive.
TABLE 5--Continued
FINANCE
1ssues
11. Topping-off of salaries by external ai
agencies too extensive ana too tenuous
Percentage of
Responses
30
n-10 Customarily the numerals would be indicated
in the table above. However, in each instance the number
is ten: Repeating the number did not seem necessary.
TABLE 5a
ISSUES IDENTIFIED BY RESPONDENTS AT
UNIVERSITY OF LAGOS:
CONTROL
Percentages of
Issues Responses
1. Many issues and problems due to 90
appointments made through a system
of patronage.
2. Strong personality clashes between 90
Senate and Council.
3. Strong personality clashes between 90
Senate and Boards of Studies.
4. Issues created by p o litic ia n s 80
holding important posts w ithin the
university structure.
5. Problems created by struggle for 80
power among persons with d iffe r in g
trib a l backgrounds.
6. Need for a stronger Nat^.oria;li Univer- 60
s itie s Commission, even though it
should be in an advisory capacity.
7. Too much power and control in the 50
position of Vice-Chancellor. No
Actual checks or balances of power.
8. Lack of support of the Vice-Chancel lor 50
on the part of the fac u lty .
n-10 Customarily the numerals would be indicated
in the table above. However, in each instance the number
is ten: Repeating the number did not seem necessary.
97
TABLE 5b
ISSUES IDENTIFIED BY RESPONDENTS AT
UNIVERSITY OF LAGOS:
ORGANIZATION
Percentage of
Issues Responses
1. Problems arising from not having a 90
developmental pattern; each depart
ment develops as they see the need
and opportunity.
2. Power struggle problems due to the 90
attempt toward reorganization from
schools to departments;1izat ion.
n-10 Customarily the numerals would be indicated
in the table above. However, in each instance the number
is ten: Repeating the number did not seem necessary.
98
TABLE 5c
ISSUES IDENTIFIED BY RESPONDENTS AT
UNIVERSITY OF LAGOS:
PHILOSOPHY AND OBJECTIVES
Percentage of
Issues Responses
1. D iffic u lty of attempting to merge both 80
B ritish and American philosophies of
education into an approprate Nigerian
philosophy.
2. Problems encountered in changing from 80
free education to one involving payment
of fees.
3. D iffic u ltie s encountered due to lack of 80
a basic in s titu tio n al philosophy. Each
department, school or in s titu te establishes
th e ir own loose-knit, unwritten, philosophy
and objectives.
k. The issue of need for compulsory African 70
Stud ie s .
5. The d iffic u lty of acceptance of the idea 70
that vocational tra in in g for manpower needs
is a function of the u n iv e rs ity .
6. Issues created due to the lack of proper 70
a rtic u la tio n with the various levels of
the educational system.
7. D iffic u ltie s due to the need for Sixth 60
Form education prior to university entrance.
8. Issues related to the evolution of the 60
philosophy of the university toward the
need for four year ins titu tio n s as versus
the present three year degree requirement.
9. Issues created due to the lack of objec- 50
tives dealing with the problem of nation
building.
10. Problems created by excessive spending 50
for prestige buildings and projects.
>
TABLE 5 c --C o n t iniied
99
PHILOSOPHY AND OBJECTIVES
Percentage of
Issues Responses
11. The issue of need for greater educational 40
opportunities for women.
12. The philosophical issue of the possible 40
need for job placement for students.
13. Problems created by high expenditures 30
following poor planning and poor value
judgements.
14. D iffic u ltie s due to lack of proper 30
direction because the philosophy and
objectives of the university have
never really been spelled out and
integrated into the needs of nation
bu iId ing.
n-10 Customarily the numerals would be indicated
in the table above. However, in each instance the number
is ten: Repeating the number did not seem necessary.
100
TABLE 5d
ISSUES IDENTIFIED BY RESPONDENTS AT
UNIVERSITY OF LAGOS:
ADMINISTRATION
Percentage of
Issues Responses
1. Lack of proper administration due 90
to improperly trained s ta ff being
unable to follow through.
; 2. Problems created by power which is 80
not delegated responsibly.
3. Highly centralized administration 80
with some areas of re sponsib ility not
provided fo r.
A. Lack of established procedure and 60
lack of records creates problems
although it provides for ease of control
and fa c ilita te s change.
; 5. Problems resulting from a lack of a 60
structural pattern of authority.
; 6. Issues arising because the administration 60
is not purposeful rior oriented to eith er
the objectives of the u niversities or the
needs of the nation.
n-10 Customarily the numerals would be indicated
in the table above. However, in each instance the number
is ten: Repeating the number did not seem necessary.
101
TABLE 5e
ISSUES IDENTIFIED BY RESPONDENTS AT
UNIVERSITY OF LAGOS:
CURRICULUM AND INSTRUCTION
Percentage of
Issues Responses
1. There is.need to expand cu rricu lar 90
offerings in the areas o f science,
mathematics, language, education and
psychology.
.2 . Need for pub 1ication of and acceptance 90
of the worth of the culture unique to
Nigeria and to the African Continent.
3. Need for Nigerian adapted texts re la tin g 90
to the Nigerian culture.
k. Need to Africanize and Nigerianize the 80
content of the curriculum.
5. Problem of providing adequate instruction 70
for students of "non- eastern" origin who
had been expel led from the University of
Nigeria during the internal c r is is .
6. The issue of need for technical tra in in g 70
programs to f u l f i l l manpower needs.
7. Problems resulting from p o litic s d ic ta tin g 70
the direction and flu x of cu rricu la r o f f e r
ings .
8. Need for greater emphasis on urban and 70
national needs.
9. Problems created by the lack of assessment 70
as to whether the university is ready to
undertake a program prior to inaugurating i t .
10. Need for a f i r s t year to broaden the lib e ra l 60
training not previously acquired.
11. The change from regions to states has made 60
a balanced program of instruction d i f f i c u l t .
TABLE 5 e --C o n tin u e d
102
CURRICULUM AND INSTRUCTION
Percentage of
I ssues Responses
12. The change from regions to states has 60
created a change of posts and programs
making continuity d i f f i c u l t .
13. The issue of increasing the three year 50
diploma preparation period to a four
year period.
14. Need for an adequate program of teacher 40
tra in ing .
15. Need for greater use of instructional 40
media to fa c ilit a t e learning.
16. Need for a fixed sy1labus--especially 30
for sciences in order to assure a more
complete coverage of essential course
content.
n-10 Customarily the numerals would be indicated
in the table above. However, in each instance the number
is ten: Repeating the number did not seem necessary.
103
TABLE 5 f
ISSUES IDENTIFIED BY RESPONDENTS AT
UNIVERSITY OF LAGOS:
METHODOLOGY OF INSTRUCTION
Percentage of
I ssues Responses
1. The issue of provision of tu to ria ls 70
for only the senior classes, with
| insufficient attention given to the
| instruction of other students.
; 2. Need for more frequent examinations 70
to support and guide student growth.
I 3. Need for some control over teaching 70
methods in order to insure good
j instruction.
| 4. Too 1 i t t l e opportunity for students to 60
| be c r itic a l in th e ir thinking and in
th e ir reporting.
i 5. Too much lecture and not enough 60
| "teaching" and explaining of course
| content.
! 6. D iffic u ltie s of improper examination 60
due to use of examinations created
for and standardized by a d iffe re n t
population.
; n-10 Customarily the numerals would be indicated
| in the table above. However, in each instance the number
I is ten: Repeating the number did not seem necessary.
n ’ ........... ' ~ ~ ............" ■ ..... T o 4
!
i
| TABLE 5g
I ISSUES IDENTIFIED BY RESPONDENTS AT
I UN IVERS ITY OF LAGOS:
i
i
J m m im m m ■ ■■ i n ■ n ■ i 11 ■ ■ ■ ' ■ ' ' ■ ■ — ■— ■■■ ■ ■ —
i
I FACULTY AND STAFF
Percentage of
I Issues Responses
| -
| 1. Problems created by trained and 90
educated personnel being syphoned
! o f f to governmental posts.
I 2. Problems created by a patronage 90
system of h irin g of s t a f f .
i
! 3. Problems resulting from personality 90
| conflicts among faculty members of
! d iffe rin g tr ib a l backgrounds.
! ■
| k. D iffic u ltie s of q uality and continuity 90
| resulting from expatriate s ta ff being
; hired for too b rie f a period of time.
I 5. Issues triggered by p o litic a l and/or 80
power struggles w ithin and between
faculty groups.
; 6. Problems encountered in acquiring 60
well q ua lified Nigerian s ta ff and
faculty members.
7. The problem of lack of responsibi1ity 20
on the part of expatriate faculty members
contracted for from institutions other
than the sponsoring u niversity.
t
! n-10 Customarily the numerals would be indicated
; in the table above. However, in each instance the number
I is ten: Repeating the number did not seem necessary.
TABLE 5h
ISSUES IDENTIFIED BY RESPONDENTS AT
UNIVERSITY OF LAGOS
+ ' ■ ■ ■ ■ ' ■ "
STUDENT PERSONNEL
Percentage of
Issues Responses
1. D iffic u lty in properly developing 90
good moral standards and behavior
in students .
2. Problems created by the necessity 90
of providing equivalent instructional
programs for students who had been
studying at the University of Nigeria
an and who had returned to the West due
to internail is tr i f e .
3. Issue of providing for Eastern students 90
who studied at The University of Lagos
during the period o f.in te rn a l c r is is .
A. Problems encountered in terms of 80
student maturation. D iffic u lt to
provide the leadership which would
assist them in becoming responsible
citizens with s e lf-c o n tro l.
5. Problems created by the varying tr ib a l 80
backgrounds of stucients.
6. Secondary school preparation of students 80
poor and too narrow in o rien tatio n .
7. Tremendous competition and involvement 70
in gaining acceptance to, the university
due to lack of f a c i 1 it ies and s u ffic ie n t
openings for a 11 who wish to attend.
8. Problem of guiding the students e ffo rts 70
and attitudes toward becoming a c o n tri
buting member of society upon graduation.
9. Nedd for additional hostels. 70
10. Need to provide additional opportunities 50
for women.
106
TABLE 5 h --c o n tin u e d
STUDENT PERSONNEL
Percentage of
I ssues Responses
11. The student body draws too heavily 40
from one geographic area and is not
s u ffic ie n tly national in nature.
12. Need for a Dean of Student A ffa irs . 40
13. Need for student acceptance of job 40
placement to support educational
monetary needs.
n-10 Customarily the numerals would be indicated
in the table above. However, in each instance the number
is ten: Repeating the number did not seem necessary.
107
TABLE 51
ISSUES IDENTIFIED BY RESPONDENTS AT
UNIVERSITY OF LAGOS
ADDITIONAL COMMENTS
1. Problems created by rapid expansion taking place
prior to a proper evaluation and assessment ofpresent
or future needs.
2. Need for greater correlation and cooperation between
and among the u n iv e rs itie s .
108
TABLE 5j
ISSUES IDENTIFIED BY RESPONDENTS AT
UNIVERSITY OF LAGOS
LISTED ORDER
! MOST IMPORTANT ISSUES
I 1. Lack of a sol id philosophy and set of objectives.
J
; 2. Lack of integration of objectives with policy
I decisions and formulations.
j 3. Too rapid a movement toward goals with inadequately
s prepared means.
i •
| 4. Students are inadequately prepared for un ivers;it.y
! work; and the required length of time a m s i titfii vferjs i t y
j is not adequate for a proper university degree.
| 5. Deficiencies of a centralized system that does
not extend s u ffic ie n tly into the lower ranks of the
system.
! 1. Finance.
| 2. The d iffic u ltie s of developing adequate moral and
a ttitu d in a l behavior patteraa.
; 3. Problems inherent in expanding the use of improved
i and varied teaching methods.
1. Problem of f u l f i 11ing the manpower needs of the
nation.
j 2. D iffic u ltie s encountered in attempting to mold a
tru ly African University.
I 3. The d iffic u lty of acquiring adequately trained and
| experienced Nigerian s ta ff, especially at a lev&d
higher than B.A.
I - ............ 109
TABLE 6
ISSUES IDENTIFIED BY RESPONDENTS AT
UNIVERSITY OF IFE:
FINANCE
! Percentage of
| Issues Responses
1. Scareity of funds due to the university 90
S being a to ta lly state supported in s ti-
| tu tio n .
.! 2. Problems inherent in building a completely 80
! self-contained university in regard to
physical plant and u t i l i t i e s .
i
j 3. D iffic u ltie s arising due to to ta l 70
j financing of the budget for recurrent
j expenditures by regional funds.
| 4. Issue of verbal acceptance of the univer- 70
! s ity by the Federal Government and the
I National Universities Commission, and
i non-receipt of funds allegedly allocated
j to the institu tio n by these agencies.
I
i 5. Problems due to p o litic a l pressures. 70
j 6. Wastage due to poor organization of 60
resources.
| 7. D iffic u lty of obtaining scholarship 60
bursaries regularly.
| 8. Much wastage due to poorly trained 60
middle manpower.
■i- '
| 9. Great need for cost per capita 60
reduction in building costs, operating
i expenses, and instructional program.
[10. Expenditure too great on prestige 60
| programs and bu iId ings .
|11. Issue of lack of government support. 60
TABLE 6 --C o n tin u e d
110
FINANCE
Issues
12. Issue of the National Universities
Commiss ion be ing too p o litfc a 1ly
oriented and there being too l i t t l e
university representation and com
munication.
13. Problem of financing needed research
projects.
1A. Problems arising from o v e rc a p ita li
zation by external aid.
15. Financial controls so loose that
to ta l external project financing
monies can be "lo s t".
16. There w ill be less money available
from a ll sources because of the
s t r if e within the country.
Percentage of
Responses
60
60
50
30
30
n-10 Customarily the numerals would be indicated
in the table above. However, in each instance the number
is ten: Repeating the number did not seem necessary.
TABLE 6a
ISSUES IDENTIFIED BY RESPONDENTS AT
UN I VERSITY OF IFE:
| CONTROL
Percentage of
! Issues Responses
i
! 1. Present control by a system of 80
committees is inadequate.
! 2. Problems stemming from adm inistration/ 70
academician relationships.
!
; 3. Too much duplication of services 70
both within the in s titu tio n and among
the un ivers it ie s .
: k. Need to ascertain that research projects 70
are feasible in terms of available ex-
| pertise, funding and f a c i li t i e s .
I 5. Issues created due to appointments made 70
through a system of patronage.
I 6. Problems created by p olitic ia n s holding 50
major university posts.
; 7. Problems created by small group power 40
structures.
I 8. No member of Council is appointed by 20
the Federal Government; the Regional
Government makes the appointments.
j 9. Need for greater control from without 20
the u n iversity.
i n-10 Customarily the numerals would be indicated
! in the table above. However, in each instance the number j
is ten: Repeating the number did not seem necessary. j
112
TABLE 6b
ISSUES IDENTIFIED BY RESPONDENTS AT
UNIVERSITY OF IFE:
ORGANIZATION
Issues
Percentage of
Responses
90 1. Problems arising from the lack of,
and a search fo r, a workable pattern
of organ izat ion.
2. Need for an a n a ly tic a l review and 90
reorientation o f the organizational
pattern of the u n iv e rs ity .
3. Problems involved in establishing an 70
interdepartmental board of studies,
and the recommendation o f a four-year
degree course cu ttin g across departments.
4. Problems involved in attempting to elim in- 60
ate a duplication of services and equipment
within departments.
5. D iffic u lty of fo stering better in te rre la - 60
tionships among departments.
6. Problems arising from power struggles in 60
the transfer of authority from department
heads to deans o f fa c u ltie s .
7. D iffic u ltie s inherent in changing from 60
smaller organizational units to larger
un i t s .
8. Issues resulting from lack of agreements 60
due in large measure to the d if f e r ing
overseas o rien tatio n of the faculties and
. ■ staffs'... •-
9. Issue of the
disciplinary
quest ion of
c o rre la t ion
need for in te r- 50
n-10 Customarily the numerals would be indicated
in the table above. However, in each instance the number
is ten: Repeating the number did not seem necessary.
113
TABLE 6c
ISSUES IDENTIFIED BY RESPONDENTS AT
UNIVERSITY OF IF E :
PHILOSOPHY AND OBJECTIVES
Percentage of
Issues Responses
1. Need to expand university services 80
in order to better serve the needs
of the community.
2. D iffic u lty in gaining acceptance of 70
the need for technological instruction
at the university level.
3. D iffic u lty in gaining acceptance by 60
students and community of the need for
instruction in the applied sciences.
4. Need for the university to be instrumental 60
in fostering a balanced a ttitu d e between
work and reward relationships.
5. Need for establishing diploma courses 60
to f u l f i l l middle manpower needs.
6. The problem of providing greater educa- 60
tional opportunities for women.
7. Need for a balance between research and 40
teaching at the university.
8. Need for the university to assist in 40
alte rin g the current prevalent feeling
and attitude of the general public as
to the correct relationship between
the university student or graduate and
the non university student or graduate.
9. The issue of rethinking the proper re- 40
lationship of the Sixth Form to a r tic u
lation with university education.
10. Problems involved in developing and 30
u tiliz in g a pertinent examination system.
TABLE 6 c --C o n tin u e d
PHILOSOPHY AND OBJECTIVES
| Percentage of
Issues Responses
11. D iffic u lty in implementing a philosophy 30
| of inter-departmental coordination and
I cooperation.
I
!12. The issue of a four-year degree program 30
versus a three-year degree program.
| 13. D iffic u lty in implementing leadership to 20
! the community in education and in
agriculture as this involves assuming
control tra d itio n a lly held by the Regional
Min is tr ie s .
!14. Problems involved in retaining q u a lifie d 10
| graduates in education as opposed to
losing them to Civil Service employment.
!
15. Need for c la rific a tio n of the philosophy 10
and objectives of the u niversity.
n-10 Customarily the numerals would be indicated
in the table above. However, in each instance the number
Is ten: Repeating the number did not seem necessary.
TABLE 6d
ISSUES IDENTIFIED BY RESPONDENTS AT
UNIVERSITY OF IFE:
115
ADMINISTRATION
Percentage of
Issues Responses
1. Need for additional well qualified
indigenous s t a f f .
VO
o
2. Problems created by trained and qualified
adm inistrative personnel taking government
posts Which appear to be more desirable due
to factors of prestige and pension.
90
3. Problems involved in retaining personnel
when the university became separate from
The University of Ibadan.
80
I h.' Lack of records and established patterns 80
j of procedure.
!
I 5. Issues inherent in ridding the university 70
of ineffective administrators due to
p o litic a l pressures and a system of
■ patronage.
! 6. Need for reorganization of the Registrar's 70
; Department so that greater responsibility
; could ensue.
I 7. Problems due to the lack of training and 50
j experience on the part of the Registrar.
I 8. Administration overstaffed in terms of the 50
to ta l school g es ta lt.
9. Need for greater f l e x i b i l i t y of s ta ff. 50
n-10 Customarily the numerals would be indicated
in the table above. However, in each instance the number
is ten: Repeating the number did not seem necessary.
11
TABLE 6e
ISSUES IDENTIFIED BY RESPONDENTS AT
UNIVERSITY OF IFE:
CURRICULUM AND INSTRUCTION
Percentage of
Issues Responses
1. Curricular offerings have too narrow 90
a base.
2. Need for publication of and acceptance 90
of the worth of culture unique to Nigeria
and to the African cont inent.
3. Preparation of students by secondary 90
schools is weak, p a rtic u la rly in the
areas of science, mathematics and
English.
4. Need to develop a program of graduate 80
stud ies.
5. Need to develop curriculum which w i11 80
relate b etter to the African back
ground o f the students.
6. The issue of need to establish a program 70
of post-graduate studies.
7. Need to develop diploma courses which 70
would f u l f i l l the nations middle manpower
needs.
8. Need to establish technological programs 60
which are better related to the needs of
the nation.
9. Problem o f increasing curricular offerings 60
in order that a ll students might take a
more balanced program of both science and
humanities instruction.
10. D iffic u ltie s encountered in the School of 50
General Studies which provides preliminary
or remedial instruction with emphasis on
science and mathematics.
117
TABLE 6 e --C o n tin u e d
CURRICULUM AND INSTRUCTION
Percentage of
Issues Responses
11. Problem of implementing a course in Use 30
of English which is currently offered to
Science students only. Need to expand
this offering to a ll students who show
a lack of s u ffic ie n t expertise.
n-10 Customarily the numerals would be indicated
in the table above. However, in each instance the number
is ten: Repeating the number did not seem necessary.
i
i
118
TABLE 6 f
ISSUES IDENTIFIED BY RESPONDENTS AT
UNIVERSITY OF IFE:
METHODOLOGY OF INSTRUCTION
Percentage of
Issues Responses
1. NNeed for more frequent testing 60
in order to better assess and guide
student growth in learning.
2. Need for provision for discussion 60
and explanation between faculty and
students.
3. Lack of agreement due in part to the 60
d iffe rin g overseas orientation of the
faculty members.
4. Problem of diversifying teaching 50
methods to insure maximum instru ctio n .
5. Emphasis upon lecture and note-taking 30
method of instruction leads to feelings
of insecurity and in fe rio r ity on the
part of the students.
6. Need for in-service seminars for 20
instructors in order to broaden
patterns of methods of instruction.
n-10 C u sto m a rily th e num erals w ould be in d ic a te d
in th e t a b le above. However, in each in s ta n c e th e number
is te n : Repeating the number d id n o t seem n e c e s s a ry .
119
TABLE 6g
ISSUES IDENTIFIED BY RESPONDENTS AT
UNIVERSITY OF IFE:
2 .
3.
FACULTY AND STAFF
Issues
Percentage of
Responses
90 D iffic u lty in recruiting qualified
personnel, p a rtic u larly in the areas
of science, economics, mathematics
and public administration.
Problem o f loss of qualified Nigerian 70
s ta ff to other universities and to
industry.
D iffic u lty in recruitment of adequate 70
faculty and s ta ff due to in a b ility to
compete favorably with other universities
yet in terms of salary, housing and oppor
tu n ity for research.
Senior s ta ff from overseas institutions &0
of good repute especia1ly d if f ic u lt to
re c ru it.
5. Problem of lack of s ta ff schools for
children of faculty members especially
important due to the distance of the
university from community schools.
20
I n-10 Customarily the numerals would be indicated
lin the table above. However, in each instance the number
i is te n : Repeating the number did not seem necessary.
TABLE 6h
ISSUES IDENTIFIED BY RESPONDENTS AT
UNIVERSITY OF IFE:
STUDENT PERSONNEL
Percentage of
Issues Responses
1. D iffic u lty in in s tillin g in students 70
a desire to f u l f i l l a lif e of service
to the community and to the nation.
2. D iffic u lty of moulding proper student 50
attitu des toward the non-academic
community.
■ ■
3. Need for additional housing. 50
k. Need for additional and more varied 50
student a c t iv it ie s .
I 5. Great need for a fu ll time Dean of 50
Student A ffa irs , or a personnel o ffic e r,
to a lle v ia te problems of student
a c tiv itie s and d is c ip lin e .
i
1 6 . Too few women students. 50
I 7. Lack o f q u a lified students at the 50
I Sixth Form A Level.
I I 8. Problem of a lle v ia tin g the pressure 50
I and competition to gain entrance into
j the university by expanding the f a c ilit ie s
; to provide opportunity for greater
I numbers of students.
| n-10 Customarily the numerals would be indicated
I in the table above. However, in each instance the number
jis te n : Repeating the number did not seem necessary.
121
TABLE 6i
ISSUES IDENTIFIED BY RESPONDENTS AT
UNIVERSITY OF IFE:
ADDITIONAL COMMENTS
I 1. Lack of support in any manner by the Federal Government
or by other universities inasmuch as the University of
Ife was created by the Western Region against th eir
| wishes.
1 2 . The distance to the town of Ife is great, and services
j to s ta ff and students at the university are s t i l l at
| a minimal state of a v a ila b ilit y .
! "
j 3. Problems created by the physical f a c ilit y s t i l l being
j divided geographically--a portion of it now is at the
! new s ite in Ife , and a portion s t i l l remains in Ibadan.
I .
| k. Enrollment is prim arily from Mission Schools. This
crdates public relations problems.
i
j 5. Problems of the patronage system wherein regular
faculty and s ta ff obtain ju n io r s ta ff positions for
other members of th e ir fam ilies.
i
; 6. The ju n io r s ta ff is too numerous and needs to be
j reduced in s iz e .
; 7. Too great an emphasis on research both in philosophy
and in financial consideration. Need for a greater
emphasis on teaching.
8. D iffic u lty in coordinating time schedules with the
a f f ilia t e d schools in regard to fie ld wokk in
student teaching.
TABLE 6j
ISSUES IDENTIFIED BY RESPONDENTS AT
UNIVERSITY OF IFE:
LISTED ORDER
MOST IMPORTANT ISSUES
1. The need for curriculum reorganization.
2. Student Affa i r s .
3. University Administration.
k. Finance.
5. Research.
1. Recruitment of qualified personnel--adm inistrative,
faculty and s ta ff.
2. Revision of the academic program.
3. Student problems--including th e ir ultim ate contribution
to society.
A. Finance.
TABLE 7
ISSUES IDENTIFIED BY RESPONDENTS AT
UNIVERSITY OF NIGERIA:
FINANCE
Percentage of
Issues Responses
1. Excessive financial problems for 90
capital outlay and maintenance
expenditures.' created by bu i Id ing
a self-contained university campus.
2. Costly duplication of programs among 90
the u n ive rs ities .
3. Financial d if f ic u ltie s aggravated 80
by inadequate planning.
4. University growth and expansion 80
too rapid for financial s t a b ility .
5. D iffic u lty of acquiring adequate 80
funds for research.
6. The distance to Lagos is too great 60
to maintain adequate communication
with the Natj&oriaih Universities Com
mission in regard to -fin a n c ia l.m atters.
7. Reliance on external aid so great as to 60
create financial in s ta b ility .
8. Existing funds improperly managed. 40
9. Problem of budgeting the additional 40
monies required to continue programs
which had been in itia te d with foreign
' aid.
10. Irre g u la rity of receipt of promised 30
funds from both the Regional and
Federal Governments.
TABLE 7 “ “ Continued
FINANCE
Issues
11. Expenditures for s t a f f and student
housing exorbitant due to lack of
community housing f a c i l i t i e s .
Percentage of
Responses
30
n-10 Customarily the numerals would be indicated
in the table above. However, in each instance the number
is ten: Repeating the number did not seem necessary.
125
TABLE 7a
ISSUES IDENTIFIED BY RESPONDENTS AT
UNIVERSITY OF NIGERIA:
CONTROL
Percentage of
Issues Responses
1. Problems created by the process 80
of appointments being made through
a system of patronage.
2. D iffic u ltie s resulting from p o litic a l
intervent ion.
3. Need for c la r ific a tio n of the role of
administrators and the role of aca
demicians in re la tio n to university
co n tro l.
4. Problems resulting from strong
personality c o n flic ts .
5. Power struggles between individuals
with d iffe re n t tr ib a l backgrounds.
6. Problems resu ltin g from small group
power struggles w ithin the same trib e .
7. Control d if f ic u lt ie s due to intervention 30
by expatriate organizations.
8. Need for a d e fin itio n of the process and 10
function of u niveristy control.
80
80
60
40
40
n-10 C u s to m a rily th e num erals would be in d ic a te d
in the ta b le above. However, in each in sta n ce th e number
is te n : R epeating th e number d id n o t seem ne ce ssa ry.
126
TABLE 7b
ISSUES IDENTIFIED BY RESPONDENTS
UNIVERSITY OF NIGERIA:
AT
ORGANIZATION
Issues
Percentage of
Responses
1. Issues arising from the attempt to
synthesize the best of B ritish and
American organizationa1 . patterns
into one e ffe c tiv e whole.
80
2. Need for greater in terd iscip lin ary
cooperation and coordination.
60
3. D iffic u lty of maintaining a cle a r-
cut pattern of organization.
60
4. Problems arising from individual
and smal1 group power struggles.
Too much authority in the hands of
the faculty deans.
5°
n-10 Customarily the numerals would be indicated
in the table above. However, in each instance the number
is ten: Repeating the number did not seem necessary.
127
TABLE 7c
ISSUES IDENTIFIED BY RESPONDENTS AT
UNIVERSITY OF NIGERIA
j PHILOSOPHY AND OBJECTIVES
; Percentage of
Issues Responses
j 1. Problems stemming from lack of a 90
| agreement regarding the merit of
! the American philosophical approach
as opposed to that of the B ritis h .
| 2. Need to recognize and give greater 90
leadership to the needs of the wider
community.
j 3. D iffic u lty in gaining acceptance of 90
the appropriateness of the university
role in providing tra in in g programs for
the middle manpower needs of the nation.
j k. Issue of the v a lid ity of a degree from 90
The University of Nigeria being the
equivalent of a degree from The Univer
s e «of Ibadan.
5. Problems involved in gaining acceptance 90
of the need for and value in part-time
student employment.
6. D iffic u ltie s regarding the provision of 80
employment and recreational f a c ilit ie s
and a c tiv itie s for students.
j 7. Problem of changing the attitudes of 60
students to one of service to th e ir nation
following attainment of a degree.
8. Lack of true agreement as to the phi1osophy60
phy and objectives of the university.
| 9. D iffic u lty involved in gaining accep- 60
tance by students, s ta ff and nation as to
the d es irab i1ity of a wide range of
educational offerings as opposed to
narrow sp ecialization .
r ~ '............................. *.....128
TABLE 7c--continued
PHILOSOPHY AND OBJECTIVES
I Percentage of
! Issues Responses
jlO. Problem of greater educational opportunity 50
| for women.
i
;11. Need for expansion of and greater 20
suppoet for a program of extra-mural
studies.
| 12. D iffic u lty of achieving a greater 10
exchange of faculty and students
| geographically among the u n iv e rs itie s .
i
| n-10 Customarily the numerals would be indicated
jin the table above. However, in each instance the number
! is ten: Repeating the number did not seem necessary.
129
TABLE 7d
ISSUES IDENTIFIED BY RESPONDENTS AT
UNIVERSITY OF NIGERIA
ADMINISTRATION
Percentage of
Issues Responses
1. D iffic u lty of obtaining well
trained, experienced adminis
tra to rs .
90
2. Problems due to lack of, and
at times contradictory, records.
80
3.
No established procedure to follow. 80
4. Few s ta tis tic s to base planning upon. 60
5.
Conflicts due to trib a l opposition
and lack of cooperation.
60
6 . Issue of excessive academician
involvement in administrative matters.
50
7.
Problems arising from conflicts in
interest between the university and
the Federal Government.
30
8. Problem of excessive intervention by
expatriates with d iffe rin g philoso
phies of administrative procedure.
30
n-10 C u s to m a rily th e numerals would be in d ic a te d
in th e t a b le above. However, in each in s ta n c e th e number
is te n : R epeating th e number d id not seem n e c e s s a ry .
130
TABLE 7e
ISSUES IDENTIFIED BY RESPONDENTS AT
UNIVERSITY OF NIGERIA:
CURRICULUM AND INSTRUCTION
Percentage of
Issues Responses
1. Problems encountered in making the 90
curriculum more pertinent and re le
vant to the Nigerian culture.
2. Need for an adequate program of 90
instruction in the physical sciences.
3. Problem of making provision for well 80
planned and meaningful research.
4. Expatriate s ta ff remain too b rie f a 80
period of time to provide good continuity
of program.
5. D iffic u ltie s encountered in providing 70
preliminary courses for entering students
wbo are d e ficien t in certain university
entrance requirements.
6. Expansion of cu rricu lar offerings has 70
been too rapid for adequate a rtic u la tio n
and adm inistration.
7. Need for Nigerian adapted texts relating 70
to th e ir unique culture.
8. Issues involved in amalgamating the 70
American land grant college approach
with the B ritish lib eral arts approach.
9. Disagreement as to a broad based approach 70
to instruction as opposed to specialization.
10. Problems of power struggles affecting the 60
issues o f curriculum and instruction.
11. Personality conf1icts make agreement on 60
issues of curriculum and instruction
d i f f i c u I t .
131
TABLE 7e--Continued
CURRICULUM AND INSTRUCTION
Percentage of
Issues Responses
12. P o litic a l implications make curricular 20
decisions more d i f f i c u l t .
i
i
n-10 Customarily the numerals would be indicated
i in the table above. However, in.each instance the number
|is ten: Repeating the number did not seem necessary.
132
TABLE 7 f
ISSUES INDTIFIED BY RESPONDENTS AT
UNIVERSITY OF NIGERIA:
METHODOLOGY OF INSTRUCTION
Percentage of
Issues Responses
1. Problems involved in merging the 80
tra d itio n a l lecture method with a
variety of instructional techniques
of more recent o rig in .
2.. Need to develop a testing procedure 80
relevant to the needs of Nigerian
students.
3. D iffic u lty in a rrivin g at decisions 60
regarding the frequency and order of
examinations necessary for maximum
student growth.
4. Need for more instructional techniques 20
whereby there can be a greater in te r
change of ideas between s ta ff and students.
5. The issue of whether the lecture-test 10
method of instruction s tifle s the op
portunity for students to think and
report cr i t i c a l ly .
6. Need for programs to be developed for the 10
slower student or the student with special
needs.
n-10 C u s to m a rily th e numerals would be in d ic a te d
in the t a b le above. However, in each in sta n ce th e number
is te n : R ep e a tin g th e number d id not seem necessary.
........................ 133
TABLE 7g
ISSUES IDENTIFIED BY RESPONDENTS AT
UNIVERSITY OF NIGERIA:
FACULTY AND STAFF
Percentage of
I ssues Responses
1. D iffic u lty In recruiting e ith e r 90
Nigerian or expatriate faculty
due to lack of housing, opportunities
for research, and educational f a c ilit ie s
for faculty children.
2. Scarcity of q u a lifie d personnel. 90
3. Loss of q u a lified Nigerian s ta ff 90
to government or industrial posts
for reasons of greater prestige and
salary.
k. Problems o f acquiring q u a lifie d faculty 90
members to teach specialized subjects.
5. Need for a more e ffic ie n t u tiliz a tio n of 80
s ta ff by interdepartmental cooperation.
6. D if fic u lt to get e ith e r Northern or 80
Southern faculty members to remain due to
trib a l and p o litic a l influences.
7. Problems arising from expatriates holding 70
faculty positions rather than available
Nigerian s ta ff because of the subsidy of
the expatriates salary through external aid.
8. Numerous personality c o n flic ts . 70
9. Issue of the selection of faculty members 4-0
from a selected region or trib e rather than
selection based upon academic q u a lific a tio n s .
10. Problems arising from a patronage system 30
of h ir ing.
m
TABLE 7 g --C o n tin u e d
FACULTY AND STAFF
Percentage of
I ssues Responses
11. Faculty members reluctant to teach 20
students in a preliminary status.
n-10 Customarily the numerals would be indicated
in the table above. However, in each instance the number
is ten: Repeating the number did not seem necessary.
TABLE 7h
ISSUES IDENTIFIED BY RESPONDENTS AT
UNIVERSITY OF NIGERIA:
135
STUDENT PERSONNEL
Percentage of
Issues Responses
1. Lack of an adequate number of students
q ua lified for university entrance.
90
2. D iffic u lty of providing su ffic ie n t
student hostel quarters.
90
3.
Problems associated with tremendous
competition for too few openings for
enrollment.
80
4. D iffic u lty of guiding students toward
a l if e of service to the nation following
acquisition of a degree.
80
5. Lack of adequate transportation between
the university campus and the community.
60
6 . Problem of providing additional educa
tional opportunity for women.
40
7.
Problems arising because of Jiack of
recreational f a c ilit ie s and a c tiv itie s
for the student body.
40
'
8. Problems arising from formation of exclusive
cliques according to trib a l o rien tation .
3.0
9.
D iffic u lty of providing employment oppor
tu n itie s for those students in need of or
interested in part-time employment.
30
|10. The student body is not s u ffic ie n tly 20
national in its composition.
| n-10 Customarily the numerals would be indicated
in the table above. However, in each instance the number
|is ten: Repeating the number did not seem necessary.
136
TABLE 8
ISSUES IDENTIFIED BY RESPONDBHTS OF
NATIONAL UNIVERSITIES COMMISSION AFF1LIATES
Issues
FINANCE
Percentage of
Responses
1. Problems due to in e ffic ie n t handling 80
of finances.
2. D iffic u ltie s due to lack of a uniform 80
accounting system.
3. Lack of an adequate system of record 80
keeping.
k. Need for greater financial control. 80
5. Expenditures are not r e a lis tic nor 80
appropriate to the current stage of
development.
6. D iffic u ltie s incurred by the practice 60
of allowing the universities to operate
on a d e fic it basis.
7. Excessive expenditures due to poor 60
’ plann ing.
8. Financing of student housing excessive 60
due to lack of adequate o ff campus
quarters .
9. Lack of adequate financing for capital 60
development.
10. Need for a central agency to administer 40
a 11 funds.
n-5 Customarily the numerals would be indicated
in the table above. However, in each instance the number
is fiv e : Repeating the number did not seem necessary.
TABLE 8a
ISSUES IDENTIFIED BY RESPONDENTS OF
NATIONAL UNIVERSITIES COMMISSION AFFILIATES
CONTROL
Percentage of
Issues Responses
1. Nedd for long range plans with 80
bu i 1t - in co n tro ls.
2. Need for counter balances in the 80
organization o f control.
3. Need to exercise greater care in 60
making appointments to the Councils.
k. Personality factors and interpersonal 60
relationships are out of proportion
in importance.
5. Lack of centra1ized c o n tro l. 40
6. Problems created by strong trib a l kO
a f f i 1iat ions.
7. Issues resulting from p o litic a l AO
involvement and interference.
n-5 Customarily the numerals would be indicated
in the table above. However, in each instance the number
is fiv e : Repeating the number did not seem necessary.
138
TABLE 8b
ISSUES IDENTIFIED BY RESPONDENTS OF
NATIONAL UNIVERSITIES COMMISSION AFFILIATES
j ORGANIZATION
! Percentage of
| Issues Responses
1 1 . Patterns of organization are con- 80
i fusing due to a profusion of small
j unrelated u n its .
| 2. Need for organizational charts. 80
j 3. Need for greater interaction and 80
! cooperation within and among the
| various organizational u n its .
j A. Issues created by autonomous and/or 60
semi-autonomous status of some
| organizational units related to the
university in name only.
n-5 Customarily the numerals would be indicated
Iin the table above. However, in each instance the number
is five: Repeating the number did not seem necessapy.
139
TABLE 8c
ISSUBS IDENTIFIED BY RESPONDENTS AT
NATIONAL UNIVERSITIES COMMISSION AFFILIATES
PHILOSOPHY AND OBJECTIVES
Percentage o f
Issues Responses
1. Need for greater understanding and 80
trust between individuals.
2. Need for a to ta l analysis and 80
broadening of the scope of in s t i
tutional goals and objectives.
3. Need for long range planning. 80
4. Problem of developing standards 80
and degrees relevant to the
Nigerian society,
5. Need for greater concern with the 60
needs of the nation.
6. Nigerian universities are too closely 40
tied to international standards and
degrees.
7. Issue of whether the nature of an 20
in s titu tio n is to be basically a
service in s titu tio n , academically
oriented, or a combination of the
two.
n-5 C u s to m a rily th e numerals would be in d ic a te d
in th e t a b le above. However, in each in s ta n c e th e number
is f i v e : R epeating the number d id n o t seem n e ce ssa ry.
140
TABLE 8d
ISSUED IDENTIFIED BY RESPONDENTS OF
NATIONAL UNIVERSITIES COMMISSION AFFILIATES
ADMINISTRATION
Percentage of
Issues Responses
1. Need for greater administrative 80
c o n tro l.
2. The issue of the universities 80
increasing complexity creating a
need for Better and more e ffic ie n t
adm inistration.
3. Need for an organized pattern of 80
adm inistration.
4. D iffic u ltie s involved in obtaining 80
q u a lifie d , experienced administrators.
5. Need for greater specialization in 60
administering the u nive rs ities .
6. Need to separate the academic and 40
adm inistrative duties of the Registrar's
o ffic e .
7. Animosity between the registrars and 40
the academicians.
n-5 C u s to m a rily th e numerals would be in d ic a te d
in th e t a b le above. However, in each in sta n ce th e number
is f i v e : R epeating th e number d id not seem n e ce ssa ry.
........ 741
TABLE 8e
ISSUES IDENTIFIED BY RESPONDENTS OF
NATIONAL UNIVERSITIES COMMISSION AFFILIATES
CURRICULUM AND INSTRUCTION
Percentage of
Issues Responses
1. Need for increased expansion of 80
curricu lar o ffe rin g s .
2. Need to develop African Studies. 80
3. Curriculum not s u ffic ie n tly related 60
to the needs of the country.
4. Need for more general education and 60
less s p e c ia liza tio n .
5. Need to devdlop opportunities for 60
meaningful research.
6. Need to develop programs of graduate 20
stud ies.
n-5 Customarily the numerals would be indicated
in the table above. However, in each instance the number
is fiv e : Repeating the number did not seem necessary.
ik2
TABLE 8 f
ISSUES IDENTIFIED BY RESPONDENTS OF
NATIONAL UNIVERSITIES COMMISSION AFFILIATES
METHODOLOGY OF INSTRUCTION
Percentage of
I ssues Responses
| 1. Instructors lack communication with 80
| students. They should act as counselors
; and resource persons as well as teachers.
| 2. Need for a greater variety of insttruc- 80
tional techniques.
| 3. Problem of the excessively exorbitant 60
cost of the tu to ria l as a method of
! instruction.
i
j 4. Too great an emphasis on the grade of 40
the finaATexamination.
j n-5 Customarily the numerals would be indicated
I in the table above. However, in each instance the number
; is fiv e : Repeating the number did not seem necessary.
......................’ ............... 7 143
TABLE 8g
ISSUES IDBNTI F I ED BY RESPONDENTS OF
NATIONAL UNIVERSITIES COMMISSION AFFILIATES
FACULTY AND STAFF
Percentage of
I ssues Responses
1. Lack of understanding and tru st in 80
one another.
2. Insufficient s ta ff for a balanced 80
instructional program.
3. Underutilization o f s ta ff. 80
4. Loss of well qualified Nigerian s ta ff 80
to positions of greater prestige and
monetary return.
5. The practice of topping-up of expatriate 80
salaries creates serious s ta ffin g problems..
6. Resentment of th© wide gap between 60
salaries at the upper and lower levels.
7. Problems incurring from lack of cons is- 60
tency in the quality of train in g of
expatriate s ta ff.
8. Problems created by trib a l d is tru s t. 60
9. Insufficient s ta ff to support programs 40
of graduate studies or reaearch.
10. The extended family concept creates 40
enormous s ta ff housing problems.
n-5 C u s to m a rily th e numerals would be in d ic a te d
in th e t a b le above. However, in each in s ta n c e th e number
is f i v e : R epeating the number d id no t seem n e c e s s a ry .
m
TABLE 8h
ISSUES IDENTIFIED BY RESPONDENTS OF
NATIONAL UNIVERSITIES COMMISSION AFFILIATES
STUDENT PERSONNEL
i Percentage of
Issues Responses
1. D iffic u ltie s involved in educating 100
the students to understand that
education is an end in its e lf and
is not a means to an end.
2. An in s u fficie n t number of q ualified 100
Sixth Form school leavers who meet
university entrance requirements.
3. Students are lacking in basic science 100
instruction.
A. Customs and mores of the culture create 80
problems in regard to the desire to live
above ones means, the refutation o f
manual labor and worship of the false
ideal of a university degree.
5. Lack of a broad base of knowledge 60
availab le to students. They learn
l i t t l e outside th e ir own area of
sp e cializatio n .
6. Need for students to be exposed to a 60
wide spectrum of information and ex
perience regarding th e ir own country.
n-5 C u s to m a rily th e numerals would be in d ic a te d
in th e t a b le above. However, in each in sta n ce the number
is fsiye: R epeating th e number d id n o t seem n e ce ssa ry.
TABLE 8 i
ISSUES IDENTIFIED BY RESPONDENTS OF
NATIONAL UNIVERSITIES COMMISSION AFFILIATES
ADDITIONAL COMMENTS
Issues
1. Problems Incurred in the acceptance of university
education as a prestige symbol.
2. Undue emphasis on prestige buildings and programs.
3. University growth hampered by lack of both economic
and human resources.
k. Regional tr ib a l problems and interference with
university development.
5. P o litic a l influences as disruptive factors.
6. Lack of s u ffic ie n t publications in the native
languages.
7. Need for publications relevant to the country.
8. Need for greater coordination and cooperation among
the un ivers it ies .
9. Need for a viable master plan for each university.
10. Problems incurred due to reluctance in either
seeking or accepting advice and guidance.
TABLE 8j
ISSUES IDENTIFIED BY RESPONDENTS OF
NAT IONAL UN IVERS ITIES COMM ISSI ON AFFILIATES
LISTED ORDER
MOST IMPORTANT ISSUES
1. Excessive emphasis on re la tiv e ly unimportant aspects
of education.
2. Faculty problems.
3. Control.
k. Finance.
5. Basic problems of control and finance lead to an
in a b ility to plan and control university development.
1. Finance.
2. Science preparation.
| ........... '■ ...: ............ 147
! Common Problems Identified by Respondents
j at Three or More Of the Nigerian
UniVers i t ies
The foregoing tables of issues id en tified by
i '
Irespondents at the five Nigerian u nive rs ities were compiled
i
‘according to individual responses made at each in s titu tio n
and percentage of response to each issue within a specific
category. The data were arranged in table form to f a c i l i
t a t e ease of comparing and contrasting problems which were
identified at the individual u n iv e rs itie s .
i
The following tables were compiled from problems
which were identified as being common to at least three of
ithe five universities. They are categorized under each of
the original nine areas of in s titu tio n a l concern, and reveal
Ithe number of Nigerian u niversities at which sim ilar re
sponses had been made by one or more of the interviewees.
It was hoped that in this way a more thorough understanding
of the problems, the extent of d if f ic u lt y the issue had
been identified as having, and the scope of issues held in
jcommon by more than three of the u n iv e rs itie s , could be
more easily achieved.
TABLE 9(
ISSUES COM M ON TO THREE OR MORE UNIVERSITIES
FINANCE
Number of Universities
Issues Responding________
1. Irre g u la rity of financing by 5
Federal Government funds and/or
Regional Government funds.
2. Issues related to lack of 5
equitable representation on and
allocation of funds by the
National Universities Commission.
3. Issues d ire c tly due to external 5
aid programs.
A. Problems involved in securing 4
funding for in itia tio n of new
programs or for adequate financial
support of existing programs.
5. Scarcity of funds due to internal 4
s t r if e .
6 . Financial d iffic u ltie s due to improper 4
planning.
7. Problems related to late, irregular, 4
or lack of receipt of scholarship
monies.
8 . D iffic u lty of securing funding for 4
research.
9. Problems of finance due to rapid 4
growth and development of the u n i
ve rs itie s and to excessive over
lap in program offerings.
10. Improper management of existing funds. 4
.................... “ " " 149
TABLE 9 - “Continued
FINANCE
Number of Universities
Issues Responding
11. Lack of basic agreement between 3
Federal and Regional Governments
regarding finance and the needs
of the u niversities.
12. Financial d iffic u ltie s due to 3
creation and maintenance of s e lf-
contained university campuses.
i
» i
150
TABLE 10
ISSUES COMMON TO THREE OR MORE UNIVERSITIES
CONTROL
Number of Universities
Issues Respond in q ______
j 1. Need for c la r ific a tio n and 4
! reorganization of patterns of
| c o n tro l.
I
j ■ 2. Issues relating to financial 4
i controls.
!
I 3. Problems resulting from appoint- 4
j ments made through a system of
patronage.
|
I 4. Problems arising from power struggles 4
j of p o lit ical o rig in .
! 5. Personality c o n flic ts . 4
i
I 6. Problems stemming from tr ib a l 4
I antagonisms and power struggles
w ithin small groups having a
j sim ilar trib a l background.
: 7. Issues resulting from extreme 3
B ritish or American oriented policies
I of control and/or the d if f ic u lty of
welding them into a control pattern j
suitable for Nigerian u nive rs ities .
| 8. Need for c la rific a tio n and d e fin itio n 3
i o f the roles of Vice-Chancellor, Bursar,
and Registrar.
1 9 . Issues developing from distrust and 3
lack of cooperation between admin
istrators and academicians.
TABLE 10--C o n tin u e d
CONTROL
Number of Universities
Issues Responding___
110. Need for a stronger controlling 3
j agency outside tne individual
un iversity.
152
TABLE 11
ISSUES COMMON TO THREE OR MORE UNIVERSITIES
ORGANIZATION
Number of Universities
Issues Respond inq______
1. Need for a cohesive, well defined 5
pattern of organization within
the in s titu tio n .
2. Lack of cooperation between and 5
among the various organizational
units.
3. Problems inherent in power struggles k
as reorganization evolves.
k. Issues arising from attempts to 3
synthesize the best of B ritish and
American organizational patterns
into a pattern which is meaningful
to Nigerian university education.
r ”.................................. -........... :......... 153
TABLE 12
ISSUES COMMON TO THREE OR MORE UNIVERSITIES
PHILOSOPHY AND OBJECTIVES
Number of Universities
j Issues Respond inq
1. The philosophy of the in s titu tio n 5
needs to be further expanded to
include community service to a
greater e x te n t.
I 2. Problems involved in agreement on 5
provision of a wider base of cur
ric u la r offerings with increased
emphasis on studies relevant to the
African student.
! 3. Issues involving a d e fin itio n of 5
the role of the university in pro
viding training for the middle
manpower needs of the nation. .
k. Need to establish a favorable and k
re a lis tic image of the u niversities
function and its relationship to the
community and nation.
5. Confusion and d if f ic u lt y in agree- k
ment as to what the proper philosophy
of a university in a developing country
ought to be.
; 6. Issues regarding the solution of the 3
problem of an in s u fficie n t number of
q ualified university entrants.
; 7. Need for the university to be instru- 3
mental in fostering a balanced attitu d e
between work and regard relationships.
I 8. The issue of need for increased edu- 3
cational opportunity for women.
isk
TABLE 13
ISSUES COMMON TO THREE OR MORE UNIVERSITIES
ADMINISTRATION
Number of Universities
Issues Respond ? nq______ _
1. D iffic u ltie s due to lack of 5
trained and experienced
admin is tra to rs .
2. Administration too weak to be 5
e ffe c t iv e .
3. Problems resulting from a lack 5
o f a structural pattern of au th ority .
4. Lack of s u ffic ie n t, comprehensive 4
records or s ta tis tic s to enable
good administration.
5. D iffic u ltie s encountered due to 3
p o litic a l influence and im pli
cations.
155
TABLE
ISSUES COMMON TO THREE OR MORE UNIVERSITIES
CURRICULUM AND INSTRUCTION
Number of Universities
Issues Respond i nq______
! 1. The issue of need for a broader 5
j based program of instruction as
| opposed to a narrow, more sp ecial
ized program of instruction.
I
| 2. Need for increased instruction in 5
I the physical sciences.
t
| 3. D iffic u ltie s inherent in provision 5
! of additional curricular offerings
to entering students who are d e ficien t
in regard to university entrance re
quirements, p artic u la rly in the areas
of science, English and mathematics.
k. Issue and d if f ic u lty of providing A
Nigerian texts and curriculum which
are more relevant to the indigenous
society.
5. Lack of continuity in ptogram due to 3
frequent change in faculty.
6. Lack of consensus on the role of the 3
university in providing technological
tra in in g which would serve the nations
middle manpower needs.
7. Problem of making greater provision in 3
the curriculum for community needs.
....... ...~ : .................... ..........'.......... 156
TABLE 15
ISSUES COM M ON TO THREE OR MORE UNIVERSITIES
METHODOLOGY OF INSTRUCTION
Number of Universities
Issues Respond inq______
1. Need for a re-evaluation of the 5
method and type of examination
which should be administered to
be most relevant to the Nigerian
student population.
2. Issues related to the need for a 5
greater variety of instructional
techn iques .
3. Problems involved in providing a U
greater interaction between student
and teacher.
157
TABLE 16
ISSUES COM M ON TO THREE OR MORE UNIVERSITIES
FACULTY AND STAFF
| Number of Universities
Issues Respond inq____
j 1. D iffic u ltie s involved in obtain- 5
ing well q ualified instructors.
| 2. D iffic u lty in obtaining Nigerian 5
instructors who are well q u a lified .
I 3. Retention of q ua lified s ta ff a major 5
! problem.
I k. D iffic u ltie s arising from conf1icts k
with or among expatriate faculty
membe r s .
! 5. Personality or tr ib a l c o n flic ts . k
I 6. Problems created by a partonage 3
; system of hiring faculty and s ta ff.
i ■
| 7. D iffic u lty in obtaining q ualified 3
instructors for specialized subject
areas .
TABLE 17
158
ISSUES COM M ON. TO THREE.OR MORE UNIVERSITIES
STUDENT PERSONNEL
Number of Universities
Issues Respondinq
1.
Lack of adequate student housing
f a c i l i t i e s .
5
'
2.
.
N o n -a v a ila b ility of a s u ffic ie n t
number of q ua lified candidates for
admission to a university.
5
3.
Need for a d irector or dean to head
student a ffa ir s , and the provision
of more adequate recreational ac
t i v i t i e s and f a c ilit ie s for the
student body.
4
4. Problem of providing additional edu
cational opportunity for women.
3
i
5.
D iffic u ltie s associated with a lack
of openings and f a c ilit ie s for a ll
Nigerian students who wish to atta in
a university education.
3
6 . D iffic u ltie s inherent in large local
enrolIments and smal1 enrollments of
students of d iffe rin g geographic
location arid trib a l a f f ilia t io n s .
3
!
7. Problems involved in in s tillin g in 3
students a desire to f u l f i l l a lif e
of service to the community and
nat ion.
8. D iffic u lty of interesting students in 3
performing work and d if f ic u lty in: pro
viding jobs for those students desiring '
them.
159
The issues which were identified by persons
a f f 1 1 fated-with The National Universities Commission were
not included in the tables of commonalities. They were o f
a more general and comprehensive nature and tended to re
fle c t the o rientation of the organization with which the
jrespondents were associated; namely that of encompassing
i .
! ,
iproblems of Nigerian university education as a whole as
iopposed to an individual in s titu tio n a l approach,
j A number of problems of a financial nature which
i ’ .
iwere id entified by the universities were also pointed up
i
I by these respondents as being of a general nature. In
iadd it ion, however, issues were identified which had not
1
!been mentioned by other interviewees. The d iffic u ltie s
| incurred by the practice of allowing the universities to
ioperate on a d e fic it basis, and the need for a central
agency to administer a ll funds were two such issues
! (Table 8 ).
Problems in the area of control stressed the need
jfor long range plans with b u ilt- in controls, and the need
for counter balances in the organization of control. Lack
of centralized control was f e lt to be a major problem by
four out of fiv e respondents (Table 8a).
Only four issues were identified in the area of
’organization, and the four were stressed by th re e -fifth s
:or more of those responding to interview. These problems
' [ " * "" 160
jtended to reinforce the issues defined at the universities
j (Table 8 b ).
i Major problems involving the philosophy and ob-
! • '
ijectives of Nigerian u niversity education centered around
i '
!the need for long range planning and a need for to ta l
ianalysis and broadening of the scope of goals and
jobjectives. Two add itio n a l important statements of need
|were the problem of developing standards and degrees
i
I relevant to the Nigerian society, and too close an
(association between Nigerian university education and
| international standards and degrees. (Table 8c).
| Problems of adm inistration which were identified by
Ithis group of people served in large measure to re in -
!force sim ilar areas o f concern voiced at the u n iv e rs itie s .
I In addition, needs were expressed to provide for greater
(.specialization in administering the u niversities, and to
separate the academic and adm inistrative duties of the
(Registrar's o ffic e . Also stressed was the issue of the
universities increasing complexity creating a need for
better and more e ffic ie n t administration (Table 8d).
| All six issues in the area of curriculum and in
struct ion which were id e n tifie d were problerns also ex
pressed by respondents at the u n iv e rs itie s . The need for
developing African studies and the need for increased ex
pansion of curricular offerings were especially stressed
I (Table 8 e ) .
161
!
| Only four issues were pointed up in methodology
i
of instruction. These problems were also reported at the
j ;
’ universities and emphasize the growing recognition of the
j ...
lvalue and needs of students as individual human beings
(Table 8 f ).
Of the ten problems re la tin g to faculty and s ta ff,
Ifour are perhaps of major importance in th e ir relevance to
ithe to ta l gestalt of Nigerian university education. Under
u tiliz a tio n of s ta ff is prevalent at a ll institu tio n s and
i
has many implications for other problems in the areas of
i
.finance, curricular o fferings, organization, and q u a lif i-
|
|cations of entering students. Problems occurring from lack
pf consistency in the quality of tra in in g of expatriate
s ta ff was an important issue not iden tified at any of the
u n iv e rs itie s . Another major d if f ic u lt y was that of serious
problems created by the.practice of topping-up expatriate
sa la rie s . The extended family concept also creates
enormous s ta ff housing problems (Table
Six major issues were iden tified in regard to
student personnel . Three were considered to be of import;
tance by a ll respondents. Two were the d if f ic u lt ie s due
to an insufficient number of q u a lified Sixth Form school
leavers who meet university entrance requirements, and a
lack of basic science knowledge on the part of students.
The th ird issue pointed up differences involved in edu-
cating the student toward a more r e a lis t ic understanding
- - - - “ - 162
o f the meaning of a university education (Table 8h).
Additional comments were ten in number, but tended
merely to emphasize sim ilar findings at the universities
(Table 8 i ) .
Only two of the five respondents elected to lis t
issues they considered to be among the top fiv e in
importance. The issue of financial d if f ic u ltie s was the
single item to be identified by both respondents
(Table 8 j ).
CHAPTER V I
| ANALYSIS OF THE FINDINGS
j
r
| The purpose of this chapter is to discuss and
janalyze the findings presented in the preceding chapter.
Issues which were id e n tifie d as being held in common by a
majority of the universities are related to the to tal
jg estalt of Nigerian university education. Problems unique
i
|to a given in s titu tio n s or geographic region are discussed
I ' ' ■ ■ ' ■ ■ ■
jalso. This analysis of the current issues of university
^education in Nigeria is an attempt to establish basic
jc r ite r ia which w ill be u tiliz e d in an e ffo rt to make valid
suggestions for th e ir resolution.
Fi nance
A total of seventyrseven problems relating to
the financing of university education in Nigeria were
isolated in this study, Eighteen problems were id e n tifie d
at Ahmadu Bello University, sixteen at The University of
j lf e , and eleven each at The University of Ibadan, The
University of Lagos and The University of Nigeria respec
t i v e l y . Ten issues, approximately h^ilf the largest number
memtioned at any of the u nive rs ities , were id e n tifie d by
|respondents who were a f f ilia t e d with The National
Universities Commission.
;..... 163:....... ..........................................................
“ ‘ “ ' ' ............................ ' ...... 164....
Issues relating to problems stemming from external
aid programs were identified at all five universities. The
problem of in itia tio n of both p rio rity and non-priority
programs which had to be supported by Nigerian funding
following the elimination of external aid was considered to
be serious at all institutions. Most external aid programs
i
were contracted for by the university it s e lf and financial
‘planning and control was considered to be poor. Another
i
j
group of financial issues related to external assistance
was support of an excessive number of expatriate s ta ff,
topping-up of salaries, and the resentment of differences
j
lin expatriate and Nigerian salaries.
I
All five universities identified problems in
i .
jplanning and administration resulting directly from the
irregularity of receipt of funds from Regional Governments
land the Federal Government. Four universities additionally
pointed up specific d iffic u ltie s due to irregular or lack
of receipt of sbholarship monies which are largely provided
by the Regional Governments.
I Four institutions identified financial problems
of expansion and maintenance of existing programs because
of scarcity of funds due to internal s trife within the
country. No additional capital outlay monies were to be
forthcoming until the end of the war.
| Closely associated with this problem is that of
Ithe d iffic u lty involved in securing funding for the
in itia tio n of new programs or for adequate support of
existing programs. These issues were also identified by y
four of the five universities.
.
The issue of financial d iffic u ltie s arising
from lack of equitable representation on The National
i
Universities Commission and a consequent lack of an
equitable allocation of funds by the Comihission was
identified by all universities. I t would appear that
better communication between the universities and The
National Universities Commission would lead to a greater
understanding of allocations of money which were made
land the problems would be lessened somewhat.
| Problems of securing adequate funding for mean
ingful research were identified by four institutions.
This is a problem which is directly related to other,
issues such as the a b ility to attract senior expatriate
staff of quality, and to train Nigerian faculty at an
advanced level at an indigenous institution.
; Four universities described financial d iffic u ltie s
due to the rapid growth and development of the Nigerian
universities and to excessive overlap in program offerings
among the institutions. Very closely associated with this
issue 1s that of 1mproper management of ex1sting funds,
which was also pointed up at four universities. These '
problems were aggravated by lack of experienced personnel,
lack of a pattern or model appropriate to Nigeria, a resent
m 166
ment against accepting advice and guidance, and excessive
and/or opposing intervention by members of numerous ex
p atria te organizations.
i
! Financial d iffic u ltie s created by the construction
!
I and maintenance of self-contained campuses were id e n tifie d
|by The University of Nigeria, Ahmadu Bello University, and
|The University of Ife . The excessive costs involved in
{building on isolated s ite s , and the necessity of providing
j ' ' ’ ' ; ■
;for in s ta lla tio n and maintenance of a ll services, presents
{ d if f ic u lt issues of quality and sufficiency.
! . '
I Three universities id e n tifie d the problem of lack
I of basic agreement between the Federal and Regional Govern-
j ■ • • . ...
jments regarding finance and university needs as a major
;issue.
Control
There was no unanimous agreement among the fiv e
;universities as to any one issue related to the area of
iuniversity control. Five issues were id e n tifie d by four'
of the in s titu tio n s .
The need for c la rific a tio n and reorganization
of patterns of control was one such issue. Existing
patterns of control were considered by sortie of the re-
: spondents to be incomplete or Improperly organized and.
|thus were not of greatest benefit in th e ir function,
j The in s titu tio n not lis tin g this as a problem had recently .
........... ....v T ~ ~ 167
undergone a change in the organization o f control,
j A problem which is closely associated with patterns
I
iof control is that of the need fo r c la rific a tio n and
'd e fin itio n of the roles of Vice-Chancellor, Bursar, and
i ■ _ ' ,'
'Registrar. This auxi11iary issue was id e n tifie d by three
! . . .
|of the five universities as being a major need. A number
|of additional problems appear to stem from a lack o ff or
j an ambiguity in establishing the parameters of each ro le.
i ' * ■ '
Four universities id e n tifie d d iffic u ltie s assocl-
jated with trib a l antagonisms as well as power struggles
i
iwithin small groups having a sim ilar trib a l background.
The factor of each region having a predominant trib a l
jgroup tends to emphasize this problem. A related issue
Iwhich was pointed up by four universities was that of
problems resulting from appointments made through a system
iof patronage as opposed to appointments made by an evalu
ation of ab i1ity and experience.
The issue of problems arising from power struggles
:of p o litic a l origin was emphasized at four u n iv e rs itie s .
The policy of appointment of p oliticians to university
I posts, and other forms of p o litic a l intervention, create.
!a number of problems for the u niversities. These d i f f i -
cu lties are increased by the fact that each region has a
' 1 • ' ' ' ‘ V'-V '
I major poT1tidal party. The University of Ife has unique
problems in this regard due to its being established and
I operated aTmott e n tire ly on regional funds,
” 7 ' ‘ ~ “ . 168 ,
Problems resulting from extreme B ritish or
American oriented policies of control and the d iffic u ltie s
involved in welding them into a pattern of control suitable
jfor Nigerian universities were id e n tifie d by three univer-?
j
js itie s . This is an area of concern closely associated
with other problems such as lack of q ualified and exper
ienced Nigerian personnel, lack of applicable patterns
|of 'control, and excessive interference by outside agencies
I which were prim arily of B ritish and American o rigin.
Four universities pointed up problems resulting
from personality co n flic ts . These d iffic u ltie s over-
happed with those created by p o litic a l, t r ib a l, or expa-
i
t
j t r ia te influences.
i
| A reiated issue was that of problems developing
, from d istru st and a lack of cooperation between adminis- .
!trators and academicians. This issue was id e n tifie d by
three universities and was found in responses by in te r-
viewees in a number of the segments of in s titu tio n a l
concern to which they were responding.
i Three in s titu tio n s stated the need for a stronger
j control 1ing agency outside the individual university. There
|was division o f opinion as to whether this agency ought to
i be the existing National Universities Commission or a d if - ,
|fe re n t organization. All f e l t the need for adequate re-
|presentat1 on and communi cat1 on. They also f e l t the organi
zation must be prim arily advisory in nature even though i t
r ..... ......™ * ' .... 169
i
!provided a stronger and more cohesive structure for the
!fiv e u n iv e rs itie s .
i ‘ ■ •
i .
!
| Organization
! There were only t h ir t y - f iv e issues id e n tified in
j the area of organizational patterns of the universities.
jOf the t h ir t y - f iv e issues only two were deemed to be of
major importance at a ll fiv e u nive rs ities .
| The need for a cohesive, well defined pattern of
iorganization within the in s titu tio n was id e n tifie d as a
i ■ '■
jmajor issue a t each university. Many problems were stated
as stemming from a confusion in the roles and functions of
currently existing units of organization, an overlapping
jor too numerous profusion of such units, or the attempt
to redefine and reorganize the patterntfof organization in
ia more meaningful way.
The second problem id e n tifie d by a ll institution s
'was that of lack of communication and cooperation between
land among the various organizational units. A need for
greater interdepartmental cooperation and coordination
was stressed. This problem is closely related to those
jof lack of s u ffic ie n t faculty, 1ack of funds to suppofct.
|a wide variety of instructional •programs, personality
c o n flic t, trib a l c o n flic t, p o litic a l intervention, ex
p a tria te intervention, and appointments made through a
■system of .patronage.
' i • • • "f,;
170 ■
Four universities were in;agreement on the
presence of problems inherent in power struggles which
take place as reorganization of the organizational pattern
' evolves. Particularly d if f ic u lt to resolve is the re-
|lationship of already established and often semi-autonomous
!units such as the institutes which have dual allegiance
I to the Regional Governments as well as to the universities.
| Issues arising from attempts to' synthesize the
| best of British and American organizational patterns into
;a pattern which is meaningful to Nigerian university edu
cation were identified at three universities. Inherent
lin this problem is the determination of the Nigerians to
adapt and u tiliz e the best patterns of which they are
aware, and to concomitantly develop a system which is
better suited to the unique needs of their nation. In te r
ference by expatriate and undue loyalty by some Nigerians
to the patterns existent in the countries in which they
received their higher education has been instrumental in
delaying a solution to the problem.
P h i Vo s o phy • a rid Objecti ve s
| .\:.^vS1/x^-ohe issues -in the area of institutional .
jphilosophy and objectives were identified at a l1 universi-
itie s . The universities listed the need for the philOr .
sophy of the institution to be expanded to Include greater
community service. ;Leadership roles in areas of heijth
17!
sanitation, lite ra c y , nutrition and child care were all
specifically enumerated.
Problems involving a definition of the role of
the university in providing training for the middle man
power needs of the nation are acknowledged by five in s ti-
!tutions. There is major concern regarding fu lfillm e n t of
jthese needs; however, the question remains as to what the
training institutions should be, and what th eir re latio n
ship to the university should be interms of program
development, instructional guidance, and final c e r tific a
tion. An additional aspect of this problem is the compli-
jcating factor of the traditional British educational pattern
I '
jwhich does not permit vocational training at university
I level, and the American educational pattern which combines
jacademic and vocational training to a far greater extent.
A third issue held in common by all five univer1
sities is that involved in lack of agreement on the need j
to provide a wider base of curricular offerings with in
creased emphasis ontthe physical sciences and programs of
'studies which are more relevant to the African student.
TRis problem is also compl.icated by the pattern of British
higher education as opposed to the merlfs of American
higher education. ■
| Four universities identified confusion and lack
jof agreement as to what ;the* pwoper philosophy-of a univer- ,
jsity in a developing country ought to be. The issue re-
fleets once again the lack of a pattern for development,
a division of allegiance to those patterns of higher edu
cation which are best known to those involved An the
problem, and a drive to evolve university,education which
is unique to and satisfies the needs which are specifically
|Nigerian.
i
The need to establish a favorable and re a lis tic
image of the universities function and its relationship
to community and nation was identified by four universities,
Related to this problem is that of attitudinal change
which would lead to a desire to serve ones country on a t
tainment of a degree as well as to foster more stable re-
! ' ’
jlationships between.the segment offsociety which acquired
1 ■
|a university education and the segment which did not. A
jspecific statement of the need for the university to be
} -
| instrumental in fostering a balanced attitude between
j ' '■
'work and reward relationships was identified by three
j universities.
i . - ' ’■
The issue of need for increased educational op
p o rtu n ity for women was also specified at three iristitu-
| tions. A very low percentage of women are enrolled in any
of the universities when compared to the enrollment of
males. This problem stems from a variety of reasons
: including scarcity of .totafl; openings available and past
| acceptance of the b elief of the relative unimportance of
j educating women. ■ '
1 7 3 .; '.-
Administrati on
There was a total of fifty -fo u r problems Identi
fied in the area of administration. Of these, only five
were held in common by three or more universities. However,
over half of those issues held in common were specifically
mentioned by a ll five institutions.
One such problem was the many d iffic u ltie s en
suing from a lack of trained and qualified administrators.
The rapid growth and expansion of university edueation f o l
lowing independence in 1960 provided l i t t l e time or oppor
tunity to prepare administrators for their tasks.
A somewhat similar d iffic u lty listed by all
five universities was that of the administration being
too weak to be effective. I t lacked the power to enforce
decisions even when they were wisely formulated
I ' ' ..
j The third problem held in common by .all univer-
isities was that of a lack of an adequate and structured
pattern of authority. This problem was compounded by power
;struggles among the administrators, distrust of one another,j
land clashes between administrators and academicians.
Four of the universities identified lack of suf-
j fic ia n t, comprehensive, records or statistics as a 'lm ijjioir'
Ypbj»tgsl@ to good administration. This problem is due tn
!part' to former d iffic u ltie s in transportation and communi-.
cation within 'the country as well as resulting from the
phenomenally rapid growth of Nigerian university education..
■ ' 174
D iffic u ltie s encountered due to political in
fluence were listed by three universities. This was an
item of conceitn with considerable overlap in a number of
the nine categories of institutional concern which were
examined in this study.
• • .
! Curriculum and Instruction
The total number of problems identified in the
area of curriculum and instruction was sixty-eight, second
only to the number of issues related to finance. Nearly
half oftthe problems held in common among at least three
of the universities were common among all five.
The issue of need for a broader based pitcgram
of instruction as opposed to a narrow, more specialized
program of instruction was listed by all universities.
This issue is closely related to those of attitudinal
[change, development of a Nigerian oriented institution,
and the d iffic u lty of synthesizing the best aspects of j
both the British and American patterns of instruction. j
} A sim ilar.problem identified by five institutiops
|was that of providing 1ncreased curricular o ffe r-
| ingS ' in the physical sciences ; This problem encompasses
‘d iffic u ltie s of program development, lack of adequate
|physical f a c i li t i e s , lack of quallfled Instructors and
: 1ack of sufficient numbers of students Who have a basic
: '• / '• •' - * ■ * '
•I-'- ■ ’ -'. • . • ' • • . • ' • '
[knowledge of science.
175
Five universities listed d iffic u ltie s inherent
in provision of additional curricular offerings to entering
students who are deficient in regard to university require
ments , particularly in the subjects of science, English and
mathematics.
| The problem 6f providing Nigerian texts and cur-
jriculum which are more relevant to the indigenous society
was identified as a major issue at all universities except
The University of Ibadan. The practice of u tiliz in g foreiggti
texts continues in large measure due to a dearth of Nigerian
jauthors and a lack of adequate publishing fa c ilitie s within
! ' .
|the country.
Lack of concensus on the role of the university
|in providing technologicalland vocational training which
would serve the nation's middle manpower needs was an
issue identified by three of the universities* Th& Univer-
I ' • • ' .
I'sity of Nigeria was the institutution which dealt most
;d efinitively with this problem by offering the largest
: number of course offerings related to such needs.’ The
|University of Ibadan was the most traditional in its re- ,
1uctance to offer such instruction at the university fevel,
| Three universities listed a similar problem of the
need to make greater provision in the curricular offerings
to meet community needs * This problem was one whlbh was
also mentioned in a related way in other areas of in s t i- ,
tutional concern. The two urban campuses of The University
176
of Lagos and The University of Ibadan had less d iffic u lty
in providing for the community than did the more isolated
campuses of the other universities.
A final issue identified by three universities
i ■
jwas the problem of lack of continutiy in program due to
jchanging appointments of patronage or trib al origin, and
I • '
jadditional problems created by the general policy of ex-
j ;
patriate sta ff of serving only two-year tours of duty.
i
[
Methodology of Instructi on
i . " '
Of the total thirty-three identified issu esre-
Igarding the methodology of instruction, the area of least
concern, only three were considered to be major issues at
ithree or more of the universities. Two of the three
jcommon issues wet?e listed at all five universities.
One such problem was that of the need for a
- I
igreater variety of instructional techniques. Other
pertinent factors involved in this problem are those of
traditional methods of instruction, such as the tu to ria l,
|as opposed to the evolving myriad of new and varied in-
j
structional techniques, the training and phi 1osophy. of
instructors as .related to the country in which their own
training took place, and the various struggles for power
among individuals and groups of university personnel.
j . The need ..for a re-evaluation of the method and
type of examinations which should be administered in
177
order to be most relevant to the Nigerian student popu
lation was also a matter for concern at all five univer-
i , . . .
is itie s . Some of the ramifications of this issue are quite
j • ' - '
|similar in nature to that of need for a greater variety
jof instructional techniques. This problem also points up
I ‘ - ' ■
;a growing concern for more personal guidance of the student
i
las an individual in his educational and emotional growth,
jand. reflects a greater consideration of possible deficient.-.
i
i
jcies resulting from lack of adequate secondary preparation.
Four universities listed problems involved in
providing a greater interaction between student and teacher.
This refers in part to the f i r s t two issues which were dis-
I ■ ■ -
cussed, but, in an even larger sense, takes into considera
tion the fact of recognition of the need for more personal
land perhaps informal contact between faculty and students
in order to better fa c ilita te the desired moral, a t t i -
tu d in a l, and'scho^astic growth of the student.
Faculty and Staff
Fifty-four issues were identified in relation to
the area of faculty and sta ff. Seven major problems were
iconsidered to be of common concern among the universities,
| The d iffic u lty of obtaining qualified s ta ff was
•of prime importance; Reasons for such a problem overlap
into other areas of concern such as lack of adequate
ihousing, medical f a c ilit ie s , schools for children of staff
| 178
|members, and opportunity to perform research.
I The problem of obtaining qualified Nigerian staff,
I "
jis further compounded by elements such as scarcity of ade
quate numbers of such sta ff as yet, the patronage system
jof appointment, a general dislike of moving to a region
jother than ones home region, and tribal and p o litical
I • ' ’
|conflicts and implications.
A third issue which was identified by all five
juniversities was that of retention of qualified s ta ff.
I The institutions tend to lose a vast majority of such
I ' '
jpersonnel 'tp more prestigious positions in government
| ■
iand industrial posts. Many choose to pursue a higher
j .
I degree in another country, and often remain there inaa
position of employment for a number of years. Expatriates
itend to serve tours of two years, and the duration of
support by external aid agencies in the form of personnel
is of re lative ly short duration.
Staffing d iffic u ltie s arising from conflicts
with or among expatriate faculty members were cited by
'ifour in s titu tio n s . These problems resulted from diverse
j ' op-1 nions as to the relative merits of programs of instruc-
jtio n, testing policies and procedures, organi zati oh a1
ipatterns and administrative procedures.
| Very closely associated with this problem is that
o f per so n a1i ty or tribal conf 11 c t s which was also p oi nted
up by four of the five universities.
----------------------------------------------- :................. " 179
Three 1 nstttutions cited problems created by a
patronage system of hiring of faculty and staff as opposed
to a system of hiring based upon an evaluation of prepar
ation and experience.
Student Personnel
There was a total of fiftly-four major issues
identified in the five universities. Of these eight were
considered to be common problems faced by three or more
jof the institutions.
j Non-availability of a significant number of
i "
^qualified candidates for admission to a university was
jlisted by all five universities. This problem stems
from lack of a sufficient number of Sixth-Form graduates,
' • .
,a lack of proper articulation between secondary schools and
universities, and, in a somewhat similar vein, the in a b ility
of the entering student to have had the opportunity to
gain a su fficien tly adequate foundation in science, mathe
matics, and frequently, in English.
A second problem of concern to all five universi
ties was the severe lack of adequate student housing
fa c il i t i e s . This problem was perhaps of greater concern to
the three self-contained campuses than to the two urban
universities!; however, i t was af prime importance to each
of the institutio ns.
Four universities stressed the need for a
“ “ ’ ’ 180 ■ :
director or dean to head student affairs in order to
provide more adequate recreational fa c ilitie s and accep-
tab$3; a c tiv itie s for the student body. This statement
of need would appear to be twofold. On the one hand i t
would provide meaningful and acceptable activities to
engage the time and energy of an increasingly larger
body of studBBts. On the other hand, i t reflects a desire
to provide guidance and assistance to alii students in at-
i
Itending th eir needs as individuals.
f _
| A closely related problem is that of providing
! jobs for those increasing numbers of students who are
■ j ■
.willing to perform work in partial monetary support of
ithe cost of their education. The universities are attempfe-
i . ’ •
‘ t'n'gg; to make the students amenable to acceptance of a l i f e
! ' .
pf service; however, i t is d if f ic u lt to provide jobs for
f - . . .
those individuals w illing to perform them.
| The d iffic u ltie s of providing additional edu-
j ( ■ . •
cation for women was identified in this section by three
universities. This overlaps related.problems in the other,
eight areas of concern and appears to emphasize the grow
ing concern for the value of the individual Nigerian.
| Another issue, identified in this area by three
universities and alluded to in other sections of the study,
was that of problems Involved in bringing about moral and
itt1tudinal changes in the student which wi11 1nst111 a
s p irit of desire to f u l f i l l a l i f e of service to community
181
and nation upon completion of his education.
D iffic u ltie s associated with a lack of sufficient
openings and f a c ilit ie s for 411 Nigerian students wishing
to attain a university education was listed by three uni
ve rs itie s as a problem of major proportion.
The issue of problems inherent in large regional
enrollments and small enrollments of students of differing
[geographic locations or trib al a ffilia tio n was listed by
[three universities. Identification of this problem as
I ' '
being a major issue indicates to the writer an increasing
cognizance of the need for and merit in a national, i f not
ian international, student body.
Listing of Most Important Issues
Fifteen respondents elected to l is t what they
considered to be the major issues currently troubling
|the universities of Nigeria. Of these fifteen responses,
six individuals listed five issues of importance, three
[individuals listed four issues, five people listed three
;issues, and one person listed what he considered to be
the two most pressing problems.
i :
! In general, the lis tin g of most important issues
.tended.:to reaffirm the problems identified within the nine
!areas of insti tutional concern. However, two major issues
appear in this section which are not specifically pointed
iup in the body of findings at the universities.
. 182
The problem of the need to develop adequate moral
and attitudinal behavior patterns on the part of the gradu
ate toward the less well formally educated majority of the
community to which he returns following graduation was
{alluded to by nearly half of the respondents in th eir
{listing of most important issues.
i ,
i
The need to develop more adequate and acceptable
{moral and behavioral patterns on the part of students is a
I ' ^ ■ '
{delicate and d iffic u lt issue. For many years university
education has been considered a major stepping-stome to
ja better way of l i f e . The university graduate has been
regarded as a person far above the rank and f i l e of his
countrymen, and to perform any service other than a
directive role of leadership was debasing in their
i
{thinking as well as in his own. Additionally, the scarcity
of university graduates until very recently has tended to
{reinforce this role.
University graduates have thus not been able to
return to their families and friends on the equitable
{basis existing prior to their departure to attain an
education. They can no longer relate adequately to the
. -majority of their society. This creates psychological
jand sociological problems in addition to fostering an
attitude of resentment and distrust of the university on
the part of the public.
The second major issue is the problem of retention
. ‘ ' ' '■ “ . “ ' ‘ 183
of graduate students in the field of teaching as opposed
to taking a more prestigious or better paying government
or industrial post upon graduation. This serious problem
was noted by more than one fourth of the respondents
listed in the section of most important issues. The
problem was also acknowledged, although to a lesser extent,
!in the sections entitled Philosophy and Objectives, Faculty
and S ta ff, and Student Personnel.
The two issues are somewhat similar in nature and
!
form a basis for a number of other d iffic u ltie s currently
being faced by Nigerian universities.
The shortage of well qualified Nigerian teaching
i
jsta ff and administrative personnel cannot be ameliorated
i ' . • 1 '
i
|until a sufficient number of graduates recognize the con
trib u tio n these positions make in furthering the growth
! • ‘ ' .
! I
' of their nation, and are willing to forego the personal |
I gains to be found in other more prestigious positions in |
r ‘ - '
order to assist in its growth.
Middle manpower needs of the nation cannot be
f ille d until the public and university graduates can
make the attitudinal change necessary to a recognition of
|the value of such services and the worth of the individual
performing them.
Also closely a ffilia te d with the necessity for
the attitudinal fhange is acceptance of the need for i||5'tru>
structionaln the physical sciences and its role in preparifc-
............................................................................................. " “ ‘ m
tion for training for vocational positions which w ill
contribute in a valuable way to the growth of Nigeria.
Attitudinal changes also include accep^^nce of
the need for a depth of knowledge in a common language
and increasing a b ility to work well with members of d iffe r -
i ‘ .
!ing tribes toward a common welfare, with rank and pro-
i
Smotion being based upon a b ility .
) •
| I t is thus evident that the importance of the
^additional two major issues lies in their forming the
!
!basis for a larger number of the specific problems
pointed up by the respondents in the nine sections of
the interview format.
i
I Four issues of pertinence to this study appear
jto be highly interwoven among many of the areas of in
stitutional concern included in the study, The issues
1 of Statehood, Internal S trife , External Aid, and Self-
Contained Campuses are thus discussed separately in an
attempt to present them in as concise a manner as possible.
Statehood
The major portion of this ttudy.«]QDrt!®ieinrss .iids^lff
with university education in Nigeria as i t existed while
geographically divided into four regions and a Federal
Territory. Such a division existed when university edu
cation came into being with the opening of The Univers1ty
of Nigeria in 1960, and was s t i l l 1neexistence when th 1s
•’............... 7 ' l8g
research was in itia te d . The problems related to the
political regional divisions remain pertinent to the study.
-
When Nigeria was redivided into a nation of twelve
states and a Federal Territory in 1967, additional problems
were created in regard to university education. Financing
of the institutio ns, as well as adequate representation in
jail respects, became major issues.
I Admadu Bello University, the Northern University,
i
I had particular problems in rqgard to trying to accomodate
jstudents from all northern states albeit their traditional
i
jbackground of Moslem oriented secondary education did not
qualify them for entry. Dif-f-icljiTties involved in attempt
ing to provide equitable financial support from the states
i
was also d if f ic u lt due to vast differences in their size
!
land state of wealth. In some instances, the wealthier
states desired to send the fewest students to the univer
s i t y and thus fel t their monetary support of the in s titu
tion should be re lative ly smaller.
Problems of communication and representation were
j multiplied, particularly at The University of Nigeriasa|ld
|Ahmadu Bello University. Patterns of control increased
j in complexity and problems related to irregular, late or
non-receipt of funds increased proportionately.
| A further major issue was that of a change in
j pension terms whicK took place along with the change to
] statehood. University personnel were forced to make
NORTH
STATE
WESTERN
\ NORTH
Ahmadu Bello Universii
NORTH
/"CENTERAL /,
I * ^ c ,
STATE \
EASTERN
STATE
STATE
to
J BENUE-PLATEAU
The University of.
Ife
The University of
Ibadan
WESTERN
- STATE
w - T V ,
Y 's o u m
< eas te b s/
STATE
» r nm-HEST 1 ^
te University of
Nigeria
t LAGOS
•STATE
University of
Lagos
T STATE
[ central y
/
state .State
00
<3 >
r ' “ " .................‘ _ ....................~ ~... 187
decisions as to whether to return to government posts or
remain with the university.
| Perhaps least affected by the change to statehood
were The University of Lagos and The University of Ibadan.
jBdthdf these institutions were* and remain, federal uni
v e rs itie s and receive total funding from the Federal
jGovernment. The University of Ife was also affected to
ja lesser degree due to the fact that i t is almost to ta lly
.supported by regional, now state, funds.
f ■
| The map on the following page indicates the new
|po\itical division of Nigeria into states in 1967.
|
i .
I InternaliS^eafcfe
| Internal s tr ife within Nigeria had major impli
cations for university education from the time of the
uprising fn the North in 1966 to the present time,
j Fear led to a relocation of vast numbers of
university personnel and students. Faculties which had
a large number of instructors from the Eastern Region
were forced to continue programs with a vastly smaller
sta ff. Faculties at The University of Nigeria in the
Eastern Region, by the same token, lost important faculty
imembers as they returned to their home regions. The
problem of acquiring qualified personnel, always d if f ic u lt,
became acute. Instructors were reluctant to take positions
j-.ou.ts1 de their home regions. Expatriate' staffing became
188
increasingly d iffic u lt due to the unsettled conditions
within the country.
| Administrators, too, were in a state of flux.
i
They, like other university members, f e l t more secure in
their regions of origin. Occasionally there was a loss
of records along with the loss of personnel and this
further compounded the problem.
All possible attempts were made to provide con
tinuing programs of education for all displaced students.
In many instances a similar program could be substituted
at another institution. Where no applicable program was
available, as was the case for many students who had been
studying at The University of Nigeria where course o ffe r
ings were frequently quite diverse from those of the other
universities, every e ffo rt was made to send the student
abroad for completion of his prpgram. Nonetheless, for
many students, d iffic u ltie s within*the country meant dis
ruption of their attainment of an education.
Financial resources, already dwindling because of
the aforementioned d iffic u ltie s , were additionally taxed
by a syphoning off of government funds normally aval 1 able
to the universities, for support of the war e ffo rt. This
tightening of funds resulted in lack of capital outlay
for further physical expansion, lack of monies for program
expansion, and in many instances, necessitated a cutback
in existing programs.
189
S t i ll another blow was dealt to university edu
cation when The University of Nigeria closed following
the secession of Biafra from Nigeria. In addition to there
being no institution of higher learning for Biafrans to
attend, the costly physical plant and library were in large
!measure destroyed.
I ‘ *
I
}
i
I External Aid’
1
! •
! A number of problems stem from programs of external
aid. These problems are shared in one form or another by
!
all the universities.
One problem is that of securing funds to sustain
j programs on a long range basis once thgy have been origin-
|ated with external aid money. These programs frequently
're fle c t a desired project of the expatriate agency rather
than a high priority program of the recipient.
| There are occasionally pressures or guidance j
i ' ■ ■ J
which are expressed both subtly and openly, and which j
ioften result in decisions which are not desirable in the
|eyes of the recipient, leading to resentment and conflicts
i The practice of providing aid in the form of
I contracted personnel also creates problems. I t is d if-
j fic u lt to assure the quality of training of persons con
tracted fo r. The general policy of tours of duty of
two-year duration create problems of continuity of .program,
j Additionally, the practice of topping-up of the salaries
190
of expatriates leads to resentment on the part of the
indigenous s ta ff who must necessarily perform similar
duties for a smaller salary.
Self-Contained Campuses
I The University of Nigeria, Ahmadu Bello University,
j
j and The University of Ife have certain problems in common
i
! due to their being self-contained campuses.
The i n i t i a l construction of such institutions is
exorbitantly expensive. All building supplies and
materials must be brought from distant towns. Skilled
labor, too, must be provided from such sources. Provision
for all necessary services and u t ilitie s must be provided
on the site.
I
Once constructed, maintenance of all services
j needs to be provided for. Maintenance labor is more
| expensive and more d iffic u lt to obtain than i t would be
j . 1
f ■ •
for a campus in an urban area. Students who could perform
some of the more routine maintenance chores are generally
unwilling to do so.
I t is d if f ic u lt and expensive to provide the
housing which is essential for all s ta ff, students, and
auxiliary personnel. Transportation is poor and schools
for children of campus families must also be provided for.
Recreational f a c ilit ie s are usually inadequate.
I '
191
The d iffic u lty of providing these f a c ilit ie s is
reflected in the problems of recruitment and retention of
all university personnel.
One additional problem which these universities
i '
j share in common is that of lack of adequate communication
jand coordination between and among campus sites. Once
i
I again there is the problem of transportation as well as
! the added expense involved in maintaining multiple
i .
lcampuses.
i
| The University of Ife has its main campus at
I l e - I f e and a second site at Ibadan. In addition to its
main campus near Zaria, Ahmadu Bello University has
separate campuses housing The Institu te of Agriculture,
The Institute of Administration, and a fourth site ,
Abdullah Bayero College, as far away as Kano.
CHAPTER V I I
I SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
i .
Summary
iBackqround. University education in Nigeria remains in an
i
embryonic stage. All u n iv e rs itie s , dating from th e ffirs t
■such institu tio n , The University College of Ibadan which
Iwas inaugurated in 19^8, reveal a composite of th e ir
heritage prior to the countryds independence in I960 and
■the turbulent years which follow ed.
Recognit ion of the necessity for institutions of
higher learning is reflected in the extremely rapid found
ing of a total of five u n iv e rs itie s , four of which came
<
into being between I960 and 1962.
The accelerated growth and development of univer
sity/ educat ion has m u It ip iie d many of the problems un iv e r
bal ly present in in it ia l development of institution s of
higher learning. These d if f ic u lt ie s have been compounded
by major issues of external aid and interference, as well
as internal s tr ife within the country.
; The years to come must re fle ct Nigeria's attempt
to provide quality education to increased numbers of
students within the limited confi nes of physica1 f a c i1 it ies
; ; . ' / ...
.....7 : ";".................... ■ ■ ■ 1 9 .3
and financial support. It is evident that this struggle
mirrors a growing recognition of the importance of human
Iresources in the growth of a developing nation.
j
iThe Problem. It was the purpose of this study to identify
jthe major issues and problems facing the Nigerian univer-
js it ies, and to categorize and analyze them in an attempt
I 1 ‘
to explore procedural steps toward their solution. Speci
fic a lly , fehe study attempted to answer the following
I ' ... '•
quest ions :
j
1. What issues and problems of university educa-
s • . '
ition can be identified and isd.lated as regards the univer-
jsities of the three regions and the Federal Territory of
!
Lagos ?
a) Issues and problems distinct to
; each region:
i ’ . • ■
! b) Issues and problems possessed in
common by a ll regions.
I 2. What resources and instruments are available
in resolving the c ritic a l issues?
3. What procedural steps might be offered to solve
the issues of university problems?
j a) In each of the three regions.
• b) In Nigeria as a whole.
■ ! Procedure
I This study has u tilize d both the historical and
"~ r_ r;"' ....’..... "...7......... 7 ....."........^ .................. :..........19ff ~
survey methods of research in ascertaining and analyzing
the c r itic a l issues affecting university education in
iNigeria.
I
i
S Primary and secondary sources of informat ion were
jut i 1i zed in establishing historical background. This re-
;search was performed in libraries at the five universities
jof Nigeria, the Government Printing House in Lagos, Nigeria,
land in university libraries in Southern California.
To survey current c ritic a l issues affecting
Nigerian university education the writer selected a
jstratified sample of nine individuals from each of the
jfive universities. These persons, and the Vice-Chancellor
of each university, were interviewed. Five people a f f i
lia te d with the National Universities Commission were
sim ilarly interviewed.
A questionnaire outline containing a brief defining
istatement on each of nine major areas of institutional
concern, a tenth area for additional comment, and an
‘optional section for listin g the five most pressing pro
blems was mailed, together With a letter of explanation
regarding the study, to each respondent in advance of an
ioral interview. The nine enumerated areas of concern, were
Finance, Control, Organ izat ion,. Philosophy and--Objectives.,'
:Admin istrat ion, Curriculum and Instruction, Methodology of
Instruction, Faculty and Staff, and Student Personnel.
Following the interviews, the issues wereeidentified
and c l a s s i f i e d n o m in a lly th ro u g h c o n te n t a n a ly s is .
Summary of the Findings. University education in Nigeria
is a re lative ly recent phenomenon. The University College
jof Ibadan was inaugurated in 19^8, but did not achieve
f u l 1 university status until 1963., When Nigeria gained
i ■
jits independence in i 960 the nation immediately gave
expression to the realization of the value of university
education to the growth and development of the country.
Four additional universities came into being between
11960 and 1962. The extremely rapid initiation and devel-
, 1 ■ ■
jopment of the institutions has compounded the problems
• i
Iwhich are to be found in a ll university work. Three of
I . .
!
the five institutions have followed a traditional pattern
jof education based upon English university education, one
■was founded upon the American land-grant pattern of uni-
j - ' _
versity education, and the f i f t h is basically a composite
.
of the two.
j A summary of the major findings from the inter-
jviews is contained in the following points:
j 1. Many problems exist or are aggravated because
jof poor planning and control due to the excessively rapid
;growth and development of the universities.
2. Numerous financial d iffic u ltie s are due to
improper management of exist ing funds. Lack of a pattern
of control and lack of experienced administrative per-
I ..... 196
! ' '
sonne1 were pointed up as major factors.
| 3. Irregularity or lack of receipt of Federal
'and/or Regional Government funds makes planning and control j
I' . ■ ' !
jdifficU lt.
| 4. Lack of adequate and equitable representation
|
;on The National Universities Commission has aggravated the I
: I
. |problem of inequitable allocation of funds by that body to
ithe univers it ies .
5. External aid programs create and compound
iproblems in control, finance, staffing, and continuity of
program. Practices of excessive control and/or in te rfer-
ence, low p rio rity program selection, personality conflicts,J
jpersonnel serving for too short a period of time, and re- j
' i
sentment created by topping-up salaries were a ll cited as
| |
contributing factors. j
6. A need for c la rific a tio n and reorganization of
patterns of control, and the need for clarification and
jdef'inition of the roles of major administrative officers
was stressed.
j 7. A number of issues resulted from extreme
British or American oriented policies of control and/or
the d iffic u lty of welding them into a control pattern
jsuitable for Nigerian universities. Problems in terms o f
the basic ph ?losophy and object ives of an inst itut ion,
its organizational pattern, and the selection of curricular
iOfferings, instructiona1 materials and technigues, often
i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ’ . T - 9 7 T
reflectedsiim ilar influences.
j 8. Problems stemming from power struggles of
! '
A p o litic alo rig in , trib al origin, and d iffic u ltie s arising
i
Ifrom appointments made through a system of patronage were
numerous. To be considered concomitantly are the resultant
jissues of s ta ff recruitment and retention, continuity in
i : ' ;.
'control and' program, and persona 1 ity confl ic ts .
i 9. Distrust and lack o f coorcperation between
I ’ •
(administrators and academicians tended to result in weak
iguidance of the institution and weak, poorly organized
(programs for students.
j 10. The need for a cohesive, well defined pattern
|of organization within a university and the need for better
communication and coordination among the various organiza
tion al units was stressed.
11. A lack of sufficient accurate records and
sta tis tics make re a lis tic planning and administration a
d if f ic u lt task.
j - . .
I 12. All universities emphasize the need to evolve
(philosophies and goals which are increasingly related to
the specific needs of Nigeria in a world community. Better
articulation of the educational ladder, expanded educa-
jt ional opportun it ies for a ll citizens, cognizance of the
middle manpower needs of the nation, leadership for problems
of the community, and an increased emphasis on African
jstudies are a 11 aspects of this problem.
j 13. A desire for development of university edu-
i . '
i •
Ication unique to the needs of Nigerians is reflected in
|the large number of related issues which were identified
j .
iby the respondents. Among these were the need to produce
i
jNigerian textbooks, develop curriculum and u tiliz e
Itechniques of instruction and examination which are more
re levant to the students, and the Nigerianization of
!faculty and s ta ff.
i ' *
i '
| 14. Despite agreement among the universities onn
imany of the needs and problems of university education,
there remains the basic issue of confusion and d iffic u lty
j
|in agreement as to what the proper philosophy of a uni-
i ■
iversity in a developing country ought to be.
I 15. The necessity of fostering a change in a t
titude on the part of students which would better enable
jthem to perceive a more balanced relationship between
work and regard was heavily stressed by the respondents.
Such a change would encourage students to take up useful
'vocations following graduation, and woudd also ease their
relat i onsh ip with fam i 1y and commun i ty members who we re
unable to receive a higher education. An add it iona1 fac
tor to be considered is the need to encourage graduates
to remain in teaching as opposed to accepting more pres
tigious government posts.
j 16. Problems encountered in increasing needed in
struct ion in the physical sciences at the university leve 1
" - - - - - - l i 9 9
are made more complex by lack of basic science education
in the lower schools, a dearth of qualified instructors,
and insufficient funds for laboratory f a c ilit ie s ,
i 17. The need for education and training which
.would f u l f i l l the middle manpower needs of the country
^appears unquestioned. There is, however, a lack of con
census on the proper role of the university in providing
!
such programs.
i '
| 18. A new respect for the dignity and value <6f
the individual is being echoed in the expression of needs
i. ■
| ‘
related to additional educational opportunity for women,
Igreater informal contact and counseling between students
and faculty, increased, at.tent ion'to moral and attitu d in a l
development of students, better housing for students, pro
vision of jobs for those desiring them, and increased
recreational f a c ili t i e s .
I 19. The three self-contained universities have
problems which are unique to them. In itia l construction
icosts are necessari ly excessively high, and the problem
Of providing costly maintenance of services and u t i l i t i e s
continues to be a major item of concern.
I Problems of acquiring qualified faculty and
aux.Miliary s ta ff are more acute on these campuses inasmuch
as transportat ion is poor and it is d iffic u lt to match the
housing, medical f a c ilit ie s , recreational f a c ili t i e s , and
educational opportunity for younger children of fami1ies,
“ T ' ' ' 2 0 0
which are to be found in the urban areas.
| Another d if f ic u lt y these institutions share
i
|in common is that of adequate communication and coordina-
i ' ■ c ■■
It ion between and among campus site s. The University of
jNigeria and The University of Ife each have two separate
icampuses and Ahmadu Bello University in the North has four.
Lack of adequate transportation and the additional costs
i • ■ . ■
involved in maintaining more than one campus compound the
problem.
I 20. The redivision of Nigeria into twelve states
and a Federal T erritory in 1967 increased certain existing
iproblems such as that of lack of communication and
d if f i c u l t y in establishing equitable representation.
Entering students from Northern states frequently were
jdeficient in university entrance requirements due to a
background of Moslem oriented secondary education. Re
tention of s ta ff became a major issue. With statehood
came a change in pension plans so that faculty electin g
to remain with the universities lost a large portion of
th e ir retirement time and funds. Also, division into
states created a larger number of more lucrative and
prestigious government positions av ailab le,
i New problems also came into being with the coming
of statehood. Ahmadu Bello Un ivers i t y , the Northern
Un ivers ity , in p a rtic u la r, had new problems involved in
attempt ing to provide a stable and equ1table- f inancial
201
base when dea1ing with states which varied g reatly in
isize and wealth. In some instances the w ealthier states
jdesired to send the fewest students to the university and
t '
|
jthus f e lt th e ir monetary support of the in s titu tio n should ;
!be proportionately smaller. j
■ i
I I
I 21. The incidence of internal s t r if e w ithin the j
-country since 1966 held major implications for university
! i
educat ion. j
! ' I
Vast numbers of university personnel and students j
j 'j
were relocated back to th e ir regions of o rig in . S ta ff !
; i
irecruitment and retention became a problem of major !
i
' ' 1
jproportion inasmuch as people preferred remaining in th e ir !
i
'own regions and expatriate s ta ff became increasingly re - j
ju c ta n t to serve during this period. Administrators, too, j
i i
were in a state of flu x , and on occasion valuable recordd
disappeared with the s ta ff, making admin istrati ion of the
university program in fin ite ly more d i f f i c u l t .
Students who elected to continue th e ir education
encountered d if f ic u lty in finding sim ilar program offerings
at other u n iv e rs itie s . Those who had been in attendance
at The University of Nigeria in the Eastern Region had
p a rtic u la r d if f ic u lt y due to the unique course offerings
not duplicated at the other in s titu tio n s . Every e ffo r t was
made to send these students abroad for completion of th e ir
[programs, but for many students, d if f ic u It ie s w ithin the
• j : ' ■ . v ; - : : . •, : ^
country meant disruption of th eir educat ion.
202
j Many financial resources normally availab le to the
|universities were syphoned o ff for support of the war
r ■' i
■ | - ; ■ ■ ■ i
je ffo rt. This resulted in lack of funds for physical plant
jexpansion, lack of monies for program development, and in
Isome instances, necessitated a cutback in e x is tin g programs.
! !
| The University of Nigeria, closed following the !
Isecession of Biafra from Nigeria, suffered costly damage. j
i . !
|The library and science laboratories were destroyed. This j
i ■ ' I
.will necessitate a very large expenditure of funds for ;
replacement prior to its reopening.
1 ' ‘ |
! I
Conclus ions I
I 1. Numerous current problems which face the j
i ■ . !
iNigerian universities are the direct result of inaugur- j
lat ion and development of the institutions p rio r to ade- !
; " v ■ !
|quate provision for nation-wide planning and fo r the |
i ■ I
’essential process of training of personnel. j
2. Lack of mutual trust and respect between
individuals and groups of people compound problems in
a ll areas of university education. The absence of ade
quate systems of communication and transportation w ithin
the country tend to enforce age-old tra d itio n s and b elie fs
jwhich might otherwise be more rapidly dissipated.
| 3. P o litic a l unrest and lack of s u ffic ie n t
fund ing due to internal s t r if e has been detrimental to
univers ity educat ion dur ing a per iod of trans it ion for
20 3 ~
the new nation.
U. Major d iffic u ltie s which exist stem from a
Ilbyalty to the tra d itio n a l patterns of B ritish education
Which existed prior to independence in I960, and an in-
! •
jcreasing awareness of the need to adapt the best of what
'is known of a ll educational systems to form a system of
^education best suited to the unique needs of the nation.
! 5. Serious financial problems are in large measure
■ I ' ' ■ ' ' ’
due to rapid growth and development of the u n iv e rs itie s ,
i ' ,
a lack of experienced personnel to adminiStec the in d iv i-
i ,
dual university programs, lack of a strong central coordina
i
|ting agency, and the re lative in a b ility of the country to
[finance such a large number of universities within such a
! '
b r ie f period of time.
I. •
j Recommendat ions
| On the basis of the findings and conclusions re
ported in this study, the following recommendations are
made.
i . ■ ' ■
General Recommendations
j 1. A serious attempt should be made to arrive
at a consensus of opinion at each university as to what
the most appropriate philosophy and set of objectives
ishould be for that in stitu tio n during its period of
infancy in a developing country.
! 20$
t
! 2. A stronger central agency should be considered
' - *
'which would, with equitable representation from the individ-
i ■ ■ .
ua1 u n iv e rs itie s , provide a more meaningful and cohesive
!
’ direction for un ivers ity educat ion in the country as a |
! ' • l
i
whole as opposed to a regional approach. !
3. The to ta l system of education throughout the !
nation should be reappraised in terms of a national system |
of education which would provide equal opportunities for ;
j : ■ ■ I
students throughout Nigeria, and adequately prepare those j
who desire to continue into education at the university
ileve 1. !
A. A universal national language should be |
i |
u tiliz e d in a ll schools in order that better communication I
: I
; >
i
and understanding of one another may take place. j
i *
' i ' ;
i 5. Attention should be given to the overlap of
Expensive programs of study in universities at this time.
Perhaps during a period of rapid growth and financial stress
| - ' . .
it would be wiser to move more slowly in in itia tin g pro
grams which, though essential to the welfare of the country,
might be already available at another Nigerian u n iv e rs ity .
i 6. A more active recruitment of studdnts from
other regions should be emphasized as a tool to bring
about greater understanding of the worth and the needs of
others.
! 7. Greater emphas is should be given to the concept
205
of service, in s t illin g wtthin the to ta l population a desire
to perform, cooperatively, work of value to community and
country.
8. Stress should be placed upon a careful com-
p ila tio n of accurate records and s ta tis tic s upon which
more r e a lis tic planning and evaluation could take place.
9. Middle manpower needs are especially important
in a developing nation. I t is suggested that government
and university o ffic ia ls make every e ffo rt to reach an
agreement as to the proper and most advantageous’ role of
the university in meeting these needs.
| Nigerian university education continues to be
i *
plagued by numerous complex and deep-rooted problems.
! ... i
;Years of research and experimentation must take place in j
.jorder' fo r reasonable solutions to be effected. However,
| this study has revealed that in te llig e n t and responsible
:educators are cognizant of the need for change and are |
able to isolate areas of concern. Thpy indicate an eager-
i ness to move in the direction of eradication of th e ir
| trib u la tio n s as rapidly as time and energy permit. |
i Re: commend at tons for
Further Study
■ Nigerian educators have expressed a re a liza tio n
I of the importance of the role of basic research in evolving
a va lid system of university education within the country.
, The following topics are recommeeded as havingdujimportance
206
and value for future study:
1. An experimental study of the relationship of
program offerings in the five Nigerian universities to the
needs of the student and the country.
2. The problem of a rtic u la tio n between secondary
!
i • -
and university education in Nigeria.
3. The relationship between the National Univer
s itie s Commission and the universities: what i t is and
what i t might become.
4. The problem of communication among the various
!organizational units within each university and among the
fiv e universities in Nigeria.
5. A comparison of the course offerings at the
jfive universities including cost and enrollment.
i 6. A study of the various experimental patterns
of science education which have taken place in secondary
education during the past five years.
BIBLIOGRAPHY
Books
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Obolensky, I960.
2. Adetoro, J. E. The Handbook of Education. Ibadan:
African Education Press, 1961.
3 . ________ . Handbook of Education in N ig eria. Th i rd
Edition. Ibadan: African Education Press, 1966.
4. Aj ay i , J . F. Ade. Christian Miss ions in Nigeria 1841-
1891: The Making of an Educational E l i t e . London:
Longman’ s, 1965. " ;
5. . Milestones in Modern Nigerian H isto ry.
Th i rd Efldtft ion. Evanston: Northwestern Univers ity
Press, 1965.
6. Akindele, S ir J. A. 0. History of Education in
N ig e ria . Western Nigeria: Atoro Printing Works,
1967.
7 . Amosu, Margaret, ed. Nigerian Theses. Ibadan:
Ibadan University Press, 1965. ~
8. Arikpo, Okoi. Development of Modern N ig eria.
Middlesex, England: Harmondsworth and Baltimore.
Penguin Books Ltd., 1967.
9. Who Are the Nigerians? Lagos: M inistry of
Information, 195b.
10. Ashby, S ir E ric . African Universities and Western
Trad it ion. London: Oxford University Press, 1964.
11. - ' ■ ' Patterns of Univers it ies in Non-European
Societies. Bedford. England: The Sidney Press
Ltd., 1961.
12._________. U niversities: B ritish . Indian. A fric a n .
Cambridge, Mass.: Harvard University Press,
1966. ■ '
208
13. Awolowo, Chief Obafemi. Path t a Nigerian Freedom.
London: Faber and Faber, 1966.
14. Ayandele, E. A. The Missionary Impact on Modern
Niger?a. 1842-1914. New York: Humanities Press,
1967.
15 . Az i k i we, N. Zik: A Selection From the Speeches of
Nnamdi Azikiwe. London : Cambridge University
Press, 1961.
16. Barnard, H. C. A Short History of English Education.
London: University of London Press, 1949* : :
17. Biglow, Karl W. Prospects and Problems of Education
in A fr ic a . The Inglis Lecture. Cambridge:
Harvard Un ivers ity Press, Apr i 1 19-1964.
18. B litz , L. Franklin. P olitics and Administration of
Nigerian Government^ New York: Sweet and Maxwell,
1965.
19. Brett, S ir Lionel. Constitutional Problems of
Federation in N ig e ria . London: Sweet andMaxwe11,
1961.
20. Bretton, H. L. Power and S ta b ility in N ig eria. New
York: Praeger^ 19&2. "
21. Buchanan, K. M., and Pugh, J. C. Land and People of
N ig e ria . London: University of London Press,
1955.
22. Burns, Donald G. African Education. London: Oxford
Un ivers ity Press, 1965 .
23 . Bus ia, K o fi. Purposefu1 Educat ion for A fr ic a . The
Hague, Mouton, 1964. ■ ' . ' — 7
24. Carr-Saunders, S ir Alexander. New Un ivers it ies
Overseas. London: Allen and Unwin Ltd., 1961.
25 . _ _ _ _ _ _ _ S ta ffin g A fri can Un ivers it ies . London :
26 . Cole. Tavlor . The Niger ian Pol itic a l Scene. Durham:
Duke University Press, 1962.
27 . Coleman, James S. Educat ion and Pol it ica1
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]
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j
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w :
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1239. World Federation of Organizations of the Teaching
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in A fr ic a . Washington, D. C .: June, 196^.
22$
Unpublished Materla Is
240. Abernethy, David. "Education and Politics in a
Developing Society: The Southern Nigerian
Experience." Unpublished Ph.D. dissertation,
Harvard U niversity, 1965.
241. Adetoro, Joseph Eyitayo. "The Changing Aims and
Functions of Nigerian Education, 1842-1962."
Unpublished Ph.D. dissertation, University of
Alberta, 1965.
242. Alele, G. A. "Dynamics of Education in the Birth of
a New Nation: Case Study of N igeria." Unpublished
Ph.D. d is s e rta tio n . University of Chicago, 1963.
243. Berkeley, Stuart Paul. "Selected Factors Which
Influence Church-Related Education in Developing
Countries." Unpublished Ed.D. dissertation,
University of the P acific, 1966.
244. Chaturvedi, Vipula. ^Higher Education in India and
its Problems." Unpublished Ph.D. dissertation,
State University of Iowa, 1962.
245. Committee on Education and Human Resource Development,
Nigeria Project Task Force. "Analysis of Human
Resource Development and U tiliz a tio n in Nigeria.
Summary and Conclusions." Education and World
A ffa irs , New York, 1967.
246. Edem, Daniel Akpan. "A Comparative Study of Teacher
Education Programs for Secondary School Teachers
in Nigeria and in the United States." Unpublished
Ph.D. d isse rta tio n, University of Southern
111i no is, 1967.
247. Essien, David Sam. "A Resume of Financial Support of
American Public Education and its Implications for
Education in N igeria." Unpublished Ph.D.
dissertation, University of Colorado, 1964.
248. Evans, Earl E. "A Study of Higher Education in
Nigeria and its Relationship to National Goals."
Unpublished Ed,D. dissertation, Indiana University,
1962.
r " “ ' " ~ ■; 220
249. Fafunwa,, A. Babatunde. "An H istorieal Analysis of
the Development of Higher Education in N ig eria ."1
Unpublished Ph.D. d issertatio n, University of New
York, 1955.
250. Geraty, Thomas. "An Investigation of Higher Education
in Iran, Iraq, and Lebanon." Unpublished Ed.D.
dissertation, University of Southern C alifo rnia,
1958.
251. Gwam, L. C. "Nigeria National Archives. A Special
List of Records on the Subject of Education."
Record Series Cs 026. Ibadan, 1961.
252. Ibok-Ete, Isong-Uyo, Nmanna. "Education and Politics
in Nigeria 1945-1960: A Comparative Study of the
Educational Concepts of Selected P o litic a l Leaders
and th e ir Impact on Education." Unpublished Ed.D.
d issertation. University of C aliforn ia at Los
Angeles, 1964.
253. Janelid, Ingrid Naemi. "Factors Influencing the
Planning and Implementation of Extension Education
programs as Perceived by Nigerian Extension
Educators." Unpublished Ph.D. dissertation,
University of Wisconsin, 1966.
254. Jester, D. L. "B asic Considerations in Founding a
College in N ig eria." Unpublished Ed.D. j
dissertation, Columbia University Teachers College,|
' 1959 . . :j
255. Kline, Robert. "A Study to Determine i f Educational j
Materials Designed S p e c ific a lly for a Developing
Nation (Nigeria) are Equally Effective in a !
Developed Nation (United S ta te s )." Unpublished j
Ph.D. d issertatio n, Syracruse University, 1968. j
256. Lewis, Arthur J. "Toward the Development of an !
Employment Oriented Educational System for N igeria.1 !
A Discussion Paper Prepared for the Committee on {
Education and Human Resource Development. Nigeria !
Project Task Force. New York: Education and World I
A ffa irs , 1967.
257. M argaritis, Stephen C. "Current Problems in Higher
Education in Greece." Unpublished. Ed.0.
d issertatio n, University of Southern C alifo rnia,
1963.
227
258. Marquis, Dave. "Trends in Science Education: A
Study of Educat iona 1 Problems in Several African
Nat ions." Unpublished Ph.D. d issertatio n, Ohio
State University, 1967.
259. Moffet, J r., John Bryan. "The Primary Schools of
Lagos, Nigeria, in 1964." Unpublished Ed.D.
dissertation, University of C alifornia at Los
Angeles, I 965.
260. Muckenhirn, Erma Florence. "Secondary Education and
Girls in Western N ig e ria ." Unpublished Ph.D.
dissertation, University of Michigan, 1966.
261. Njoku, 0. "Comprehensive Study of the Development
of Comprehensive Secondary Education in The
United Kingdom, The Soviet Union and The United
States with Cons iderat ion of the Needs of Nigeria
and Possible Ways of Providing for Them in the
Future." Unpublished MA dissertatio n,
Southhampton, i 96 0.
262. Nwokorie, Iheanacho Sunday. "The Role of Nigerian
Universities in Adult Education." Unpublished
Ed.D. d issertatio n, University of C alifo rn ia at
Los Angeles, 1964.
263. Nwosu, Sunday Nmanta. "The Development of Western
Education in Eastern Nigeria: 1846-1939."
Unpublished Ph.D. d is s e rta tio n , Harvard University,
1965.
264. Odokara, Elizah Osuoha. "A Theoretical Basis for
Analysis of Adult Education in Developing
Countries: A Review of Adult Education Programs
in Rural Communities of Eastern N igeria."
Unpublished Ph.D. d is s e rta tio n , Michigan State -
University, 1966.
265 . Okeke, Ambrose N. " Implicat ions for Educat iona1
Planning at Abbot In s titu te , Sapele, Nigeria,
Drawn From a Study of Graduate and School Leavers."
Unpublished Ed.D. d isse rta tio n, Columbia
University Teachers College, 1966.
266. Okeke, U. "Educational Reconstruction in an
Independent N ig eria." Unpublished Ph.D.
dissertation, University of New York, 1956.
7; ;; m
267. Okaye, Anazodb Anthony . "A Proposed Program of
Agricultural Education for N ig e ria ." Unpublished
Ph.D. dissertation, Purdue U niversity, 1966.
268. Okpala, C. E. "The Or igins and Development of
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Ph.D. dissertation, University of Chicago, 1964
269. Onyekwere, Apugo 0. "The Nigerian Press and
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University of California at Los Angeles, 1964.
270. Pett, Dennis Walter. "Factors Affecting the
In s titu tio n a 1ization of the USA ID/Indiana
University Communications Media Project in
Nigeria." Unpublished Ed.D. d is s e rta tio n , Indiana
University, 1966.
271. Rao, Sampangi R. V. "Higher Education in India;
with Special Reference to the Third Fiye Year
Plan." Unpublished Ph.D. d is s e rta tio n , Cornell
University, 1963.
272. Santigian, Massis Marty. "Educational A c tiv itie s
of Tribal Unions in N ig eria ." Unpublished Ed.D.
dissertation, University of C a lifo rn ia at Los
Angeles, 1965.
273. Sheffield, James Rockwel1. "Policies and Progress in
African Education in Kenya: 1949-1963."
Unpublished Ed.D. d is s e rta tio n , Columbia University
Teachers College, 1965.
274. Siddiqi , Bilquis Shad Waheed. "Pakistan's Current
Problems, Policies, and Practice in Higher
Education." Unpublished Ph.D. d issertatio n,
University of Oklahoma, 1966.
275. Steckbauer, Mark John. "The Attitudes of Students
Toward Secondary Education in the Eastern Region
of N igeria." Unpublished Ed.D. d is se rta tio n,
University of C alifornia at Los Angeles, 1967
276. Uka, N. "Educat ion for Democratic Citizenship in
Nigeria; a C ritic a l Evaluation of the Scope and
Content of Secondary Education in N ig eria."
Unpublished M A d issertatio n , Claremont Graduate
School, 1953.
222
277. Ukej;e, 0. M Nfi'gerian Needs and Nigerian Education;
A Study of the C ritic a l Needs of an Emergent
Nation and the Role of Education in Meeting
Them." Unpublished Ed.D. d issertation, Columbia
University, 1957.
278. Ukpaby, E. N. "American Education: A C ritic a l
Analysis of its Possible Implications for Nigerian
Education." Unpublished Ph.D. dissertation,.
Bradley University, 1956.
279. University of Ibadan, Bursor's Department. "Schedule
of Outside Grants for Teaching and Research Schemes
as at 30th June 1967." Ibadan, 1967.
280. Williams, Saudiq Kolawole Taiwo. " Id e n tific a tio n of
Professional Training Needs of A gricultural
Extension Agents in Western Nigeria as a Basis for
Developing a Curriculum for College Training."
Unpublished Ph.D. dissertatio n, Cornell University,
1967.
APPENDIX A.
Letters Related to Oral Interviews.
NUC.1 6 /T /l
16th February, 68.
The Vice-Chance11 o r ,
University of Ibadan,
IBADAN.
The Vice-Chancel lor,
Ahmadu Bello University,
ZARIA.
The Vice-Chancel lor,
University of Lagos,
Akoka.
The Vice-Chancellor,
University of Ife,
IFE.
Dear Vice-Chancellor,
I You w ill be receiving shortly a communcation from
Mrs. Wanda Meier of the College of Education, University of
Lagos requesting your cooperation in a research project
which she is conducting for her Doctoral Dissertation in
Higher Educat ion at the University of Southern Cal ifo rn ia .
B rie fly , the project is concerned with identifying the
problems of university development in Nigeria as perceived
|by d i f fe rent indi V i duals at various 1eveTs in the uhi vers ity
organ isat ion. I believe that she hopes to interview seven
■or eight s ta ff members at
Vice-Chancel l o r .
each univers ity, including the
Mrs. Meier has talked with us concerning her study,
and I be 1ieve that it w ill be of considerable value to the
•National Universities Commission and the several
jUniversities of the country. I would appreciate it i f you
iwouid give her your cooperat ion in this p ro je c t.
! I understand that Mrs. Meier w ill be v is itin g your
Icampus during the la tte r part of March or early A p ril. |
iwouid fu rther appreciate it i f you would furnish her with
jaccommodation and transport, as needed, and b il l this
ICommission for any charges incurred thereby.
Yours sincerely,
(O'. Arikpo)
Secretary.
February 20, 1968
Vice Chance 1 lor
Ahmadu Bello University
Dear Vice Chancel lor:
I am in the doctoral program at the University of
Southern C alifo rn ia in Los Angeles, C a lifo rn ia . My major
is in the area o f higher education.
I have been in Nigeria for almost three years in the
capacity of head of the Commun icat ions Med ia Center at
what is now the College of Education at the University of
Lagos .
I am most interested in the universities of Nigeria.
The newness and the proportionately large number of such
in stitu tio n s have been among the factors which led me to
select the to pic of The Problems and Issues of the
U niversities of Nigeria as my doctoral th e s is .
It is of the utmost importance to me that my d is s e r
tatio n mater ial be authentic and factual as ide n tified by
individuals who are d ire c tly involved with the university
programs. I would lik e the results of the study to be of
value a fte r completion and, therefore, useful to the
in stitution s concerned.
Would you be kind enough to grant me an interview in
order that we may discuss the afore-mentioned topic. A
summary of the questionnaire results w ill be ma iled to you
upon completion. No names w ill be used--only the in fo r
mation regard ing the issues w i11 be compiled.
I have discussed my proposed study with Dr. Okoi
Ar i kpo, The Secretary of the Nat ional Un ivers it ies
Commiss ion.. He feels such a study would be helpful and is
kind 1 y w ritin g a le tte r to you asking your indu1gence in
giving me a ll possible assistance while I am v is it ing the
Ahmadu Bello U niversity.
I have w ritten to the below listed individuals
requesting interviews with them. In view of an extreme?
shortage of time, w ill your o ffic e be so kind as to, /
schedule my appointments with them. Please make appoint
ments with any other people with whom you feel it would
23^
be advantageous for me to confer, as well as to substitute
other individuals holding s im ilar rank for anyone not
available for interview.
I w ill a rriv e at the airpo rt at Kaduna at 9:30 a.m.
on March 18, 1968. I w ill very much appreciate your
kindness in a 1 lowing a university car to be assigned for
my use during my stay at Ahmadu Bello Univers i t y .
Would your o ffic e a Iso be so good as to arrange guest
house reservations for me for the nights of March 18, 19
I and 20.
Enclosed is a general out 1ine of the areas wh ich I
wouId 1ike us to discuss when we meet, as we 11 as other
issues which you may feel are important to such a study.
I extend my most sincere appreciation and gratitude
for your cooperation and generous ass istance.
Sincerely,
Wanda Meier (Mrs.)
2$ f
F ebruary 22, 1968
j ' l R r g ^ s i & Q r . .
University of Ife
} Ife, Western State
I N iger ia
Dear Professor:
; I am in the doctoral program at the University of
I Southern C alifornia in Los Angeles, Ca1i forn ia . My major
; is in the area of higher education.
| I have been in Niger ia for almost three years in the
i capacity of head of the Communications Media Center at
what is now the College of Education at the University of
• Lagos .
j I am most interested in the u niversities of Nigeria.
The newness and the proportionately large number of such
institutions have been among the factors which led me to
! select the topic of The Problems and Issues of the
Universities o f Nigeria as my doctoral thesis,
j It is of the utmost importance to me that my disser-
! tation material be authentic and factual as identified by
| individuals who are d ire c tly involved with the university
programs. I would lik e the results of the study to be of
! value a fte r completion and, therefore, useful to the
institutions concerned,
j WouId you be kind enough to grant me an interview in
: order that we may discuss the afore-mentioned topic. A
summary of the questionnaire results w ill be mailed to you
upon completion. No names w ill be used--only the in fo r
mation regarding the issues w ill be compiled.
1 I have attempted to make the most extensive use of my
itim e by asking that the o ffic e of the Vice Chancellor sched
ule my appointments while I am interviewing on the campus
of the University of Ife . Your assistance w ill be greatly
i appreciated.
! Enclosed is a general out 1ine of the areas which I
i would like us to discuss when we meet, as well as other
i issues which you may feel are important to such a study.
i Sincerely,
Wanda Meier (Mrs.)
APPENDIX B.
Secondary, and Adult Literacy
Educat ion Stat ist i cs
j Explanatory Notes
| The s ta tis tic a l data contained in th is appendix w^s
isuppl ied by the Federal Ministry of Educat ion, and
jm inistries of education in the Regions.
Retrospective data was derived from the previous
issues of the Annual Digest of Education S ta tis tic s and
S ta tis tic s of Education in Nigeria.
| The s ta tis tic s cover a ll Government, Local and
:Nat ive Author it y , and Aided Voluntary Agency schools
depend i ng on or reg istered by the M in istries o f Educat ion.
jUnaided private schools which are approved or under
approval by the Min is tr ies of Education are also included,
j ■ .
; if operating.
Formal and non-formal education conducted in
schools attached to private industrial and commercial firms,
when not under the control of educational a u th o rities , is
excluded. Also excluded are the so-ca1 led 'i l l e g a l '
schoo1s , i.e . , schools which have not been approved by the
(educational author itit e s . Schools carry ing out even ing
!courses only, correspondence schools, and a ll schools
j giving non-forma 1 education such as tra in in g prospective
jjob seekers for cle rica l or trade occupations are excluded.
I Schools depend ing on M inistries other than the
(Ministries of Education and p a rtic u la r aims such as in-
| jk , ' - . .
(service training or train ing of school leavers for posts
Offered by governmental institu tio n s, such as c le ric a l jobs,
r.... ..........
.nurses, communication and transport engineers,
iagricultural technicians, e tc ., are also excluded from the
stat ist ic s .
The number of educational in stitutions corresponds
to the number of such institutions as are registered by the
M inistries of Education or by th e ir subordinate units.
.Usually registration is related to the payment of grants'- —:
in-aid to schools operated by Voluntary Agencies and it
i •' ' ■
often happens that schools administered by the same agency
i . ' ■ . ■
and located on the same premises are registered separately.
Teacher Training Colleges, as of 1961, are con-
j
|sidered to be one institution even if they operate courses
|at d iffe re n t levels, provided they are on the same premises
and under the same administration.
Government schools are operated d ire c tly by the
Governments and are e n tire ly supported; the fees collected
from the students are paid back to Government Revenue.
Local Authority schools are operated e ith e r by the
| Government or the Local Author i ty or by both on a pro-
:portiona1 basis. Unaided schools are usually operated by
-private persons or religious bodies, and do not receive any
support from public funds.
The year of reference indicated in the s ta tis tic s
jnorma My refers to the school year beginning in January-
jFebruary and ending in December. A few schools, however,
j 1 ike the Technical Institutes and Advanced Teachers 1
|Co1 leges, adopt a d iffe re n t school year beginning in
jSeptember-October and ending in June-July of the sub-
jsequent year. In a ll cases except when otherwise stated,
ithe year indicated in the s ta tis tic s refers to the sbhool
jyear in which the courses begin. The same applies to the
jUniversities, whose academic year commences in October and
lends in June of the succeeding year.
i '
j Enrollments normally refer to a non-definite date
jtowards the end of the calendar year but preceding the end
iof the school year. Schools whose,courses begin in January,
jtherefore, give th e ir fin a l enrollment and schools beginning
jcourses in September-October give enrollment at the end of
the f i r s t term.
!
I The Universities give the enrolIment as of the end
Iof December and the schools at the Federal T e rrito ry
:(Lagos) at the end of the f ir s t term.
The number of teachers indicates teachers in
service on the same date and for the same periods covered
by the enrollments (178:1-5).
EXPLANATION OF SYMBOLS
(— )
no events recorded
(..)
data not av ila b le
(M) males
(F)
females
(MF) both sexes
Figures in brackets are estimated or adjusted.
TABLE 19
NUMBER OF SCHOOLS, BY TYPE AND CONTROLLING AUTHORITY
1966
! Type of School North East Mid-West West Lagos Nigeria
Government Schools
Primary 1 10 8 1 1 21
I Secondary Grammar
30
6 2 3 3 44
i Secondary Commercial -- — — . - - — --
' Secondary Modern — — — — — —
| Technical Institute 1 1 1 1 1 5
iTrade & Craft Centres 15 2 1 5 1 24
| Teacher Training 29 4 1
Local Authority Schools
4 2 40
| Primary 1,993 1,486 581 1,062 5 5,127
; Secondary Grammar
—
17 2 48 — 67
! Secondary Commercial — — — — — —
i Secondary Modern 71 — 71
’ Technical Institute — — - -
iTrade & Craft Centres
- - — — 6
--
6
j Teacher Training 3 7
Aided Schools
5 6 21
Primary 595 4,399 1,210 3,277 104 .9,585
Secondary Grammar 43 102 49 80 20 294
j Secondary Commercial -- 10 . ’ — — 2 12
| Secondary Modern — 9
— — 8 17
| Technical Institute — - - -- —
—
Trade & Craft Centres 9
— 9
Teacher Training 27 64 10
Un-aided Schools
25 3 129
Primary 125 30
— , . — ■
19 174
Secondary Grammar 4 141 33 75 9 262
Secondary Commercial 4 21 ■ ■ . 5 8 38
Secondary Modern ■ ■ ■ ; -- ■ ' 222 323
, —
545
Technical Institute - - -
—
Trade & Craft Centres 11 17 7 "
2 30
Teacher Training
• ' • ' ' ‘
All Schools
1
* " —
1
Primary 2,714 5,925 1,799 4,340 129 14,907
Secondary Grammar 77 266 86 206 32 667
Secondary Commercial 4 31 — 5‘ 10 50
Secondary Modern
—
9 222 394 8 633
Technical Institute 1 ' 1 1 1 1 5
Trade & Craft Centres 15 22 18 11 3 69
Teacher Training 59 75 17 35 5 191
TABLE 2 £ 9
PRIMARY EDUCATION : NUMBER OF SCHOOLS
AND PUPILS, BY CONTROLLING AUTHORITY
1962-1966
Govt. Local Aided Unaided All
Schools Authority Schools Schools Schools
Year Schools
No. No. No. No. No.
of Pu- of Pu- of Pu- of Pu- of Pu
Sch pils Sch pils Sch pils Sch pils Sch pils
NORTH
1962 ■
1,251 149,072 1,063 192,196 254 18,666 2,568 359,934
i963 — — 1,314 174,925 1,051 213,426 260 22,305 2,625 410,706
1964 1 275 1,372 199,446 1,059 229,192 252 23,403 2,684 452,319
19655 1 319 1,424 266,141 1,068 239,887 250 26,482 2,743 492,829
1966 1 357 1,993 382,956 595 121,438 125 14,115 2,714 518,864
EAST (a)
1962 11 2,597 1,628 220,644 4,752 1,037,610 87 5,715 6,478 1,266,566
1963 11 2,888 1,515 224,987 4,464 1,046,994 57 3,837 6,048 1,278,706
1964 12 2,454 1,473 222,330 4,473 945,586 29 2,907 5,986 1,173,277
1965 11 2,386 1,479 227,711 4,429 965,940 30 3,655 5,949 1,199,692
1966 10 2,233 1,486 239,261 4,399 990,181 30 5,197 5,925 1,236,872
MID-WEST
1964 8 1,242 575 98,574 1,224 271,893
— —
1,807 371,709
1965 8 2,100 570 84,881 1,210 265,198
- - - - 1,788 352,179
1966 8 2,548 581 57,873 1,210 326,709 — — 1,799 387,130
TABLE ill— Continued
Govt. Local Aided Unaided All
Schools Authority Schools Schools Schools
Year Schools
No. No. No. No. No.
of Pu of Pu of Pu of Pu of Pu
Sch pils Sch pils Sch pils Sch pils Sch pils
WEST
1962 . 8 1,896 1,749 238,308 4,663 868,795 — — 6,420 1,108,999
1963 8 1,969 1,724 235,854 4,579 861,595 — 6,311 1,099,418
1964 3 556 1,070 139,517 3,302 '593,097 — — 4,375 733,170
1965 2 594 1,061 139,052 3,301 597,502 — — 4,364 737,148
1966 1 441 1,062 140,205 3,277 600,351 — — 4,340’ 740,997
LAGOS
1962 1 1,131 5 4,329 98 88,505 16 4,546 120 98,511
1963 l ■ ' 1,263 5 5,590 104 96,785 16 3,914 126 107,552
1964 l 1,388 5 6,129 104 107,790 14 3,706 124 119,013
1965 l 1,692 5 7,321 104 117,157 13 3,7,24 123 129,894
1966 l 1,828 5 8,023 104 127,182 19 5,085 129 142,118
NIGERIA
1962 20 5,624 4,633 612,353 10,576 2,187,106 357 28,927 15,586 2,834,010
1963 21 6,120 4,558 641,356 10,198 2,218,850 313 30,056 15,090 2,896,382
1964 24 5,918 4,495 665,996 10,162 2,147,558 295 30,016 14,976 2,849,488
1965 23 7,091 4,539 685,106 10,112 2,185,684 293 33,861 14,967 2,911,742
1966 21 7,407 5,127 828,316 9,585 2,165,861 174 24,397 14,907 3,025,981
(a) Following the decision to shorten the primary course from 8 to
6 years the age of entry was raised from 5 to 6 in 1961 and the two top
classes were allowed to take the school leaving certificate examination in
1963. This is the main reason for decreases shown in 1964.
TABLE 2&
NUMBER OF SCHOOLS, TEACHERS, CLASSES AND PUPILS IN PRIMARY SCHOOLS
BY SCHOOL CONTROL IN 1964 AND 1965 IN NORTHERN NIGERIA
YEAR
School Characteristics
1964 1965
Number of Schools .............. 2,684 2,743
Government .................... 1 1
Native Authority .............. 1,372 1,425
Voluntary Agency ..............
1,311 1,317
Number of Classes .............. 12,817 44,066
Government .................... 10 11
Native Authority .............. 5,433 6,259
Voluntary Agency ..............
'
7,374 7,796
.
Number of Pupils .............. 452,319 491,510
Government ... ............... 278 319
Native Authority .............. 199,446 225,822
Voluntary Agency ... 252,395 266,369
Number of Teachers ... ... ... 14,173 15,312
■ Government ... ... ... ... 14 14
Native Authority ... ........ 6,812 7,679
Voluntary Agency ........ ... 7,357 7,619
| Source:-Classes, Enrolments and Teachers in Primary Schools of
Northern Nigeria, 1965 (Kaduna: Ministry of Education, 1965) P. 4.
TABLE 2*
ENROLMENT IN POST-PRIMARY INSTITUTIONS BY TYPE AND STATUS OF
INSTITUTIONS IN 1961-1965 IN NORTHERN NIGERIA
---------------------
TYPE AND STATUS OF
INSTITUTIONS
ENROLMENTS
1961 1962 1963 1964 1965
All Institutions
Government
Native Authority
Voluntary Agency
• • •
• • •
• • •
• i •
• • •
• • •
• •
• •
13,556
5,518
2,563
5,475
16,923
6,833
3,227
6,863
20,312
7,984
3,966
8,362
24,615
8,862
4,511
11,242
29,168
10,231
5,569
13,268
Craft Schools • • • • • • 1,459 1,658 1,787 1,919 1,923
Government • • • • ■ • 1,459 1,658 1,787 1,919 1,923
Native Authority • • • • • • —
_ _
— - -
—
Voluntary Agency • • • • • •
*• "•
•> «• •a wm
Technical Institutes/
Schools • • • • • • 942 950 871 784 961
Government i • • • • • 942 950 871 784 961
Native Authoriy • • • • • • — — — — —
Voluntary Agency
. '•
• • • • • •
Commercial Colleges • • • • • • X X X 1,026 1,107
Government • • • • • i
— - - —
—
Native Authority • • • • • i — - - - - - -
Voluntary Agency • • • • • •
« • •• •» «• •» M m m m -,
Secondary Grammar
Schools • • • • • • 6,487 7,995 9,881 11,859. 14,169
Government • • • • • • . 909 1,113 1,315 1,522 1,736
Native;Authority *.# * • t • 2,563 3,227 3,966 4,511 5,409
Voluntary Agency • • • • • • 3,015 3,655 4,600 5,826 7,024
Teacher Training
Colleges • • • 4,668 6,320 7,773 9,027 11,008
Government • • •• • • • 2,208 3,112 4,011 4^637 5,711
Native Authority • • • • • • — - - 160
Voluntary Agency • • • • • • 2,460 3,208 3,762 4,390 5,137
Source:-Glasses, Enrolments and Teachers in the Schools of
Northern Nigeria (Kaduna: Ministry of Education, P. 15)
x means 'Not Available* — means "Nil'.
TABLE 2$
ENROLMENT IN POST-PRIMARY INSTITUTIONS
NORTHERN NIGERIA, 1965
| Type of School Number of Students Percentage of
Total enrolment
j
Secondary Schools ... ... 14,169 48.6
jTeacher Training Colleges 11,008 35k7
Crafts School ....... 1,923 6.6
Commercial Schools ... ... 1,107 3.8
Technical Institute )
Training Schools )
1
961 3.3
j Source:-Classes, Enrolments and Teachers in Schools of Northern
Nigeria (Kaduna: Ministry of Education, 1965) P. 20.
TABLE 23
SUMMARY OF NUMBER OF SCHOOLS, TEACHERS AND STUDENTS IN
EASTERN NIGERIA 1964 AND 1965
' •
1964 1965
■
Type of
Schools
Number
of
Schools
. Number
of
Xebohfess
Enrolment
Number
of
Schools
Number
of
Sebcbfers
Enrolment
.
Primary
School 5,986 33,783 1,172,997 5,949 33,372 1,199,692
Sec. Grammar
School 224 2,517 42,528 247 3,064 52,438
Sec. Modern
School 9 41 756 9 53 1,017
Secondary
Commercial 21 278 4,522 28 118 5,101
Teacher T.
College * 105 668 9,846 78 596 9,054
Tech/Voca
tion Schools
'■
10 93 1,352 155 137 2,485
■mmx
TABLE 24
ENROLMENT AND TEACHERS IN EASTERN NIGERIA
BY TYPE OF SCHOOL
Type of
School
1964 1965
Number Number
of of
Schools
Total Number Number Total
Enrolment of of Enrolment
Schools Tekohtos
Primary 5,988 33,783 1,173,277 5,949 33,372
Secondary
Grammar 224 2,517 42,528 247 3,064
Secondary
Modern 9 41 756 28 318
Secondary
Commercial 21 278 4,522 15 137
Teacher
Training 105 668 9,846 19 53
Preliminary
Training
School
Technical/
Vocational 10 93 1,352 11 21
Domestic
Science
(Government) 12 20 3,534 9 28
Handicraft
Centres
■ '
9 27 6,491 78 596
1,199,69:
52,431
5,10
2,48!
1,01
3,391
6,562
9,054
Source:-Eastern Nigeria Ministry of Education, Enugu.
TABLE 26
ENROLMENT AND TEACHERS IN THE MID-WESTERN PROVINCES OF
NIGERIA BY TYPE OF SCHOOL
1964-1965
| Type of
School
-1964 .1965
Number
of
• .Schools
Number
o_f
•Total
Enrolment
Number
Qjf
Schools
Number
oi ? ■
Total
Enrolment
P-rimary 1,788 10,500 330,850 1,788 .11,050 352,179
Secondary
I Grammar 68 553 9,533 84 713 13,421
•J •• ■.
Secondary
iModern 253 1,126 22,526 225 869 19,036
Secondary;
! Commercial Nil Nil Nil Nil
Teacher Not Not
i Training Available Available
Grade I 1
202 2,960 19 216 4,312
Grade II
i . •
21
Technical Not Not Not Not Not Not
i Vocational
j
AvailableAvailable Available Available AvailableAvailable
| Note:-The Commercial Schools are approved either as grammar
schools or as modern schools with Commercial hias.
*
I Source:-Ministry of Education, Mid-Western Provinces.
| m
! TABLE 2$
i
GRADUATES AND NON-GRADUATE TEACHERS, BY
NATIONALITY AND TYPE OF SCHOOL
1966
Secondary Schools
Nationality
Primary
Schools
General Education
Technical Teacher
Grammar Commer- Modern and Voca- Training
cl-al tional
North
Nigerian 15,706 397 34 — 73 371
Graduate —
57
— . - -
1 39
Non-Graduate 15,706 340 34 -- 72 332
Non-Nigerian '-! 533 1
—
59 379
Graduate - 466 1 — 20 316
Non-Graduate 67
- -
39 63
Total 15,706 930 35 — 132 750
East
Nigerian 35,359 3,039 331 59 179 485
Graduate 4 721 61 — 25 138
Non-Graduate 35,355 2,318 270 59 154 347
Non-Nigerian 37 610 23
—
40 103
Graduate 13 580 15 -- 26 71
Non-Graduate 24 30 8
—
14 32
Total 35,396 3,649 354 59 219 588
Mid-West
Nigerian 11,603 605
- -
869 • • 153
Graduate - - 151
- - —
• • 31
Non-Graduate 11,603 454 — 869 • • 122
Non-Nigerian
--
266 -- --
• « 40
Graduate
--
250 — —
• • 31
Non-Graduate — 16 --
—
• * 9
Total 11,603 871 -- 869 99 193
West
Nigerian 24,110 2,131 26 1,567 107 201
Graduate — 676 1 16 810
Non-Graduate 24,110 1,455 26 1,566 91 121
Non-Nigerian 403
— ■ (
! 9
65
Graduate 366
- - - -
5 53
Non-Graduate 37
— - -
4 12
Total 24,110 2,534 26 1,567 116 266
r.
7 m
TABLE 26--Continued
Secondary Schools
Nationality
Primary
Schools
General Education
Grammar Commer- Modern
cial
Technical
and Voca
tional
Teacher
Training
Nigerian 4,134 454
Lagos
166 32 101 76
Graduate' 2 196 37
— 16 37
Nonr Graduate 4,132 258 129' 32 85 39
Non-rN'igerian 100 115 8
—
20 7
Graduate 19 95 6
—
9 7
Non-Graduate 81 20 % — 11 —
Total .4,234 569 174 32 121 83
Nigerian 90,912
Nigerian
6,626 557 2,527 • • 1,286
Graduate 6 1,801 98 1 • • 325
Non^-Graduate 90,906 4,825 459 2,526 • • 961
Non-Nigerian 137 1,927 32 — • • 594
Graduate 32 1,757 22 — • • 478
Non-Graduate 105 170 10
— t • 116
Total 91,049 8,553 589 2,527 687 1,880
TABLE 2ti
ADULT LITERACY CLASS STATISTICS (ENROLMENT)
APRIL 1961 — MARCH 1965
Province 1961 — I?j62 1962 — 1963 1963 — 1964 1964 — 1965
Men Women Total Men Women Total Men Women Tplal Men Women Total
Adamawa 7558 734 3286 14513 1892 1.5,905 27,560 ' 2288 29,'848 22373 3950 32323
46,037 2157 50,194 57655 4253 61,908 578616 4988 62,804 66,622 5517 72139
Benue 13354 902 14,256 14016 863 14,879 27,301 2095 29,396 23,999 1650 25649
j Bornu 26955 868 27,023 28594 913 29,507 45,607 2407 48,014 47,969 2936 50905
Ilorin 25162 3450 28,612 19975 3391 23,347 26,227 5091 31,318 28,627 4428 33,055
| Kabba
i
14263 2643 16906 16014 3128 19,142 20955 5225 26,169 2-2,483 5228 27,711
Kano 36254 1180 37,434 50460 903 51363 54,088 1554 55,642 46,982 2222 49,204
Katsina 32818 557 33,375 41339 219 41,558 38,646 3540 42,186 34,046 1004 35,050
| Niger 15588 1873 17,461 25042 3210 28,252 33,825 3754 37,579 41,353 4290 45,643
' I
Plateau 14787 1673 16,460 17659 3878 21,637 19194 5669 24,863 18,127 5090 23,217
j Sardauna 14808 37 14,845 6481 — 6481 15680 129 15,809 16,944 1168 18,112
Sokoto 36625 902 37,527 41420 850
42,270
44,415 2151 46,566 51,175 3270 54,445
1
j
TABLE 25— Continued
Province 1961 — 1962 1962 — 1963 1963 — 1964 1964 — 1965
Me.n Women Total Men Women Total Men .Women Total Men Women Total
Zaria
Total
2^593
309,796
^929 26,522
19,905 329,701
27,774
360,943
3532
2S£12
30,306
386^55
32,755
444,058
5,758
45,059
38,513
489107
34,951 ^017 41,968
462J651 47,770 5101,421
Source:-Ministry of Information, Kaduna.
APPENDIX C.
Un ivers ity Educat ion Stat ist ics
2 m 8
TABLE 20
HIGHER EDUCATION: STUDENTS ENROLLED IN UNIVERSITIES
AND OTHER HIGHER INSTITUTIONS,
BY SEX AND LEVEL OF COURSE
. 1962-66
I ■
i Year
(a)
Non-degree Degree Post-degree Total
f ' ' ■ ’
I
M F M F ! M F M F MF
{ ' Ahmadu Bello University
| 1962 16 3 336 11
— 412 14 426
! 1963 114 8 418 18
>-■
532 26 558
! 1964 56 1 635 27
- - • m m
691 28 719
' 1965 85 4 829 28
- -
■ -- 914 32 946
| 1966 91 5 751 33 12 3 854 4i 895
j University of Nigeria, Nuskka
! 1962
— —
1,026 122
- - — ■ 1,026 122 1,148
! 1963 121 12 1,568 127
-- — 1,689 139 1,828
1964 41 32 2,249 177
-- 2,290 209 2,499
1965 150 22 2,216 191
—
2,366 213 2,579
' 1966 157 23 2,985 309 6 2 3,148 334 3,482
i
University of Ibadan
! 1962 151 32 1,321 108 72 4 1,544 144 1,688
I 1963 188 32 1,523 141 106 6 1,817 199 2,016
i 1964 253 57 1,652 174 130 18 2,035 249 2,284
1965 292 74 1,890 280 140 11 2,322 365 2,687
! 1966 404 72 1,879 295 71 8 2,354 375 2,729
University of Ife (Ibadan Branch)
! 1962 84 9 138 13 222 22 244
1963 27 4 399 35 10 ' ' ■ 436 39 475
I 1964 34 12 544 50 16 : .:-3: 594 65 659
1965 66 31 535 61 19 1 620 93 713
| 1966 89 25 705 104 21 1 815 130 945
University of Lagos
1962
■
95 5
--
95 5 100
! 1963 265 6
--
265 6 271
1 1964 24 5 494 • 35 .. ■.
-- 518 40 558
1965 88 18 613 52 1
— 702 70 772
1966
!
1
51 4 932 119 9 4 992 127
• - o < * '
1,119,.'
o .“ • • o * > ■ “ “ a ' ■ - J
8>o
TABLE 28— Continued
Year Non^t^gree Degree Post-degree Total
M F M F M F M
F
MF
All Institutions
1962 311 44 2,916 259 72 4 3,299 307 3,606
1963 450 76 4,173 327 116 6 4,739 409 5,148
1964 408 107 5,574 463 146 21 6,128 591 6,719
1965 681 149 6,083 612 160 ° 12 .6,924 773 7,697
1966 792 129 7,252 860 119 18 8,163 1,007 9,170
(a) Including preliminary courses.
o
. 1
<
-TABLE Z9)
PRODUCT OF NIGERIAN UNIVERSITIES, 1966
A. FIRST DEGREE
North East West Mid- Lagos Non- Total
Type of Degree______ ! _________________5 ^ ______________ Nigerian- ____________
________ M F M F M F M F M F M F M F MF
Ahmadu Bello University
B.A. Honours 22 1 3 2 — — 1 -- — — — 26 3 29
B.A. (Fine Art) ' 5 -- '2 -- ‘5 -- 1 -- -- — -- 13 — *13
B.A. (Administration) 17 — 3 — — — 1 — — — — — 21 — 21
B.A. (Arabic and
■ Islamic Studies) 10 — — — -- — -- — — — — -- 10 — 10
B. Architecture ■ — — 5 — 1 — 2 — 1 — — — 9 — 9
B.Sc. (Honours) 12 — — — 1 — — — — — — — 13 — 13
B.Sc.(Agriculture) 2 1 — 1 — — — — — -- — 4 — 4
B.Sc.(Engineering) -- — 19 1 10 — 5 — 1 — 2 — 37 1 38
LL.B. (Honours) 5 — 2 — — — — — — — — — 7 — 7
Total 73 1 35 3 18 — 10 — 2 — 2 — .140 4 144
University of Nigeria, Nsukka
B.Sc.Agric.Econ. -- — 5 — — — — — — — — — 5 — 5
B.Sc.Animal Science — — 5 — 1 — — — 1 — — — 7 — 7
B.Sc.Home Econ. — — — 1 — 1 — 1 — — — — - — 3 3
B.Sc.Plant Soil Sc. — — 6 — 2 — 3 — — — — -- 11 — 11
B.A. Combined — — 3 1 — — 2 — — — — — 5 1 6
B.A. English 1 — 12 4 1 2 4 1 -- 18 7 25
B.A. Fine Arts — — 1 — 1 — — — — — — — . 2 — 2
B.A.History and
Architecture — — 20 — 2 — 5 — — — — — 27 -- 27
B.A. Journalism — — 11 — 1 — 5 — — — — — 17 — 17
TABLE 29— Continued
Type of Degree
North East West Mid-
West
Lagos Non-
Nigerian
Total
M F M F M F M F M F M F M F MF
Ibadan University
B.A. Honours:
Classics
English
English & French
Comb.
French
Geography
History
Latin 0
Religious Studies
Statistics
B.A. (Gen.(Lond)
B.Sc.H'-'.ours:
Biochemistry
Botany
Botany & Biology
Botany & Chem.
Chemistry
Chem. and Physics
Geology
Mathematics
Physics
Physiology
Statistics
Zoology
B.Sc.Gen.(Lond.)
— - -
3 —
1 -1 — 5 a
- -
5
— — 10 3 15 5 4 — 1 29 9 38
2 2
_ _
2
-- —
6
--
2 1 1 — 9 1 10
- —
18
- -
13 2 1 — 32 2 34
- — : 14 3 21 1 1 — 36
1
4 40
_
1
_ _
1
2 3
__
X
3
1
- -
1 — 2
---
2
--- — 5 — 2 2 1 — 8 2 10
_
3
_ _
4 7
_ _
7
- —
1
—
7
--
1 — 9 —
9
-- — 1 —
7
— 1 — 9 — 9
-- —
1
—
1
2 — 2
—
9 .
, —
17 1 26 1 27
- - —
1 1 — 1
- - —
4
—
3 1 7 1 8
—
1
—
3 4
— 4
--- —
3
—
10 13
- -
13
1 1
- - 1
1 4 5
—
5
6 7 — 7
- - : - - —
1
— . — - — - - — - - 1 ■ — -■ 1
8 !
C O
TABLE 20— Continued
Type of Degree
North East West Mid-
West
Lagos Non- .
Nigerian
Total
M F M F M F M F M F M F M F MF
Medicine:
B.Sc.(Med.Anatomy) 1 2 1 4
— -
4
M.B.,B.S. 1 - 21 - 17 1 2 — 2 — 4 — 47 1 48
Agriculture,Forestry
B.Sc. (Agric.) 12
__
13 1 1 —
- - - -
1 — 27 1
00
B.Sc.(Agric.)
(Aegrotat) 1
1 — 1
B.Sc.(Forestry) 1 - 2 - 2 1 6 6
Social Sciences:
B.Sc.(Econ.) 1
_
26 22 1 7 — 1 57 1 58
B.Sc.(Pol.Science) — - 4 - — —
—
-- - - 4 —- 4
B.Sc.(Sociology) — - 1 - 1 — 1 — 3 — — 3
Education:
B.Ed. 9 8 1 3 — 20 1 21
Total 4 ------ 160 6 187 17 27 — 2 — 8 1 388 24 412
B.A. Hons. 1 25 2
University of
70 6 11 1
Ife
-
107 9 116
B.Sc.Hons.
— ------
2
—
13 4 2 —
— —
17 4 21
B.Sc.Econ.
— - -
12 —
14 1 4 — 1 — 31 1 32
B.Sc. Agric.
— ------ — — 10 1 1 -r
11 1 12
B. Pharm. 1 ------ 12 — — 3 2 — 15 3 18
LL.B.Hons.
- -
8 — 8 — 4 —
—
21 — 21
Total 2 rr 59 1 2 115 15 24 1
— —
2 — 202 18 220
TABLE 3S9— Continued
Type of Degree
North East West Mid- Lagos
West
Non-
Nigefian
Total
M F M F M F M F M F M F M F MF
University of Lagos
B.Sc.Hons.(Acct.) — — 4
—
6 — 3 .......... 13
— 13
B.Sc.Hons. (Bus.Adm) 2 — 8
—
2 — 7 .......... 19 — 19
LL.B. Hons. — — 3
—
5 ~ 3 .......... 1 — 12
--
12
Total 2 — 15
—
13 — 1 3 .......... 1 44 ,
—
44
B. Higher Degrees
Ahmadu Bello University
Ph.D.Science 1 1 3— 1
Ibadan University
M. A. Chemistry 1 -- 1 1
M.A.History — — —
1 —
--
—
1 — 1
M.A.Geography -1
--- :
1 1
Ph.D. History — -- — — 2 — 1 — — — 3 — 3
Ph.D. Geography — 1 1 — 1
M.Sc.Mathematics — 1 1 — 1
M. Sc.Chemistry 1 1 — 2 — 2
Ph.D. Chemistry —
— 2 — 2 ~ 1 .......... 5 — 5
Ph.D. Mathematics 1 — 1 — 1
Ph.D. Zoology 1 1 — 1
Total 1 — 4 — 7 ~ 2 .......... 1 2 15 2 17
C. Diplomas and Certificates
Ahmadu Bello University
TABLE 29— Continued
a
North East West Mid- Lagos Non- Total
Type of Degree
West Nigerian
M F M F M F M F M F M F M F MF
Dip.Vet.Science
Dip.Secre.Study
Dip. Religion
Total
Cert, in Arabic
Dip. & Cert, in
Drama
Cert.In Rel.Studies
Dip.in Re1.Studies
Postgrat.Dip.in
Analytical Chem.
Cert.in Immunology
Dip. in Agric.
Extension
Adv.Dip. in English
Asso.Dip.in Ed.
Postgrat.Dip.in Ed.
Dip. in Librarian-
ship
Total
Dip. in Pub.Admin.
1
1
1
1
1
35
3
1
38
University of Nigeria, Nsukka
3 — 1 ..............
University of Ibadan
4 .............................
8
« • —
7 * " “ “ •" 1 —
1
1 2
2
1 1
1
__
4 1
30 4 '
,.1
26 .-10£j
7 1
©
20
'"(if:-:
— ---
6 2 6 1 ■ — 1
56 7 70 18 8 1 4
1 -
University of Ife
14 1 — — -
36 — 36
3 4 7
1 — 1
40 4 44
5 — 5
16 1 17
1
—
1
4 — 4
2
_
2
' 2 — 2
6
_ _
6
1 — 1
61 14 75
29 9 38
14 3 17
Xhl 27 168
15 16
TABLE 2$— Continued
Type of Degree
0North
°.:. v
East West Mid-
West Lagos
N|n-
Ndfglrian
. .-
Total
i *
M F M F M F M F H F ME:
B.A.Languages a m m m c * “ “ 8 2 — 1 ~ 8 3 ll
B.A. Music
*
1 — 1
- - — — . — — —
2 — 2
B.Sc.BusinessAdm.
m £ '
55 2 2 —
10
-- — -- — . . ■ " ■ v --
67 2 69
B.Sc. Accountancy
®MM *-1
8 — 2 — 5 15 — 15
B.A.Education l e ■ - 48 4 5 — 10 — — ■ — .
2 -- 6.6 4 70
B.Sc.Education 1 2
--
1 '1 3 4
B.Sc.Phys.Educ. 5 — 1
—
— -- . — ■ ■ ■ --. -- ■ ■
6 — 6
B.Sc.Vocational
Educ.(Agric.T.
Education)
«> t -
-
- 1 ’ ■ 1 1
B.Sc. Vocational
Educ.(Business
Education)
•
1 1 2 2
B.Sc.Civil Eng. 0
— ’ —
16 — 3
— ■
2 -- ■ ■ V v— ’ : — -- 21 — 21
B.Sc.Electrical Eng.°
_
3
—
,1 — —
— — -- ' — ■
4 — 4
B.Sc.Mechnical Eng.
* *
9
— .
2
— —
1 — 1 — 13
—
13
B.Sc. Surveying 4 1- — -- — -- —
5
—
5
LL.B. Law 21 3 . 1 2 5
— -1 — 28 5 33
B.Sc. Botany 3 1 . 2 — — -- --
: 5 1 6
B.Sc. Chemistry 7 2 2 — 1 -rv-S
— -
-1 10 3 13
B.Sc.Combined
— • --
2
—
1
— — — —
3
—
3
B.Sc.Geology 4 4 — 4
B.Sc. Maths and
Statistics
I
8 1 1 2
— a *
MM ' MM ' — — -MM
11 1 12
B.S. Physics 7 --- . — — 1 — 1 — .■>- ' ' — , ' 9 -- 9
B.Sc. Zoology 5 5 4 1 1 1 10 7 17
B.Sc.Economics — . — 20 1
—
2 23 —
23 §
B.Sc.Geography — — ' 20 — 2 — 3 25 — 25
B. Sc.Pol.Science
—
23 — 3 4 1 — 31 — 31
TABLE 39— Continued
• - ' . . —r
Type of Degree
North East West Mid-
West
Lagos Non-
Nigerian
Total
M F M F M F H F M F H F M F MF
B.A. Religion
— — 2 —
1 — 1 — 4 — 4
B.A. Sociology and
Anthropology , — — 22 — 1 — 3 — 26 — 26
Total 2 — 367 28 46 8 69 3 3 — 5 1 492 40 532
TABLE 3Q
POST-GRADUATE RESEARCH STUDENTS ENROLLED, BY SEX,
YEAR OF COURSE AND SUBJECT OF STUDY
ACADEMIC YEAR 1966-67
University of Ibadan
1st 2nd " 3rd 4th 5th 6th Total
Faculty Year Year _ .Year Year Year Year
M F M F
it F
M F M F M F M F MF
Arts
Classics
English
English (African Literature)
English (Drama)
French
Geography
History
Linguistics
Religious Studies
Yoruba Literature
Total
Medicine
Anatomy
Biochemistry
Chemical Pathology
Pathology
Physiology
Total
1
1
1
1
1
1
2
4
1 - 1 1 — 1 —
3 1 1
__ i
1 _ _ —
1 1 —
1 __
1
1
1 —
1
3
1
1
1
5
6
1
6
1
26
2
1
1
1
2
1
1
4
1
1
1
5
7
1
6
1
28
1
2
1
1
1
6 #
TABLE 3Q--Continued
University of Ibadan
Faculty
1st
Year
2nd v 3rd
Year Year
4 th
Year
5th
Year
6th
Year
Total
M F M F M F M F M F M F
F
MF
Agriculture, for Vet. SC.
Agriculture Biology
1 __ —
1 1
Agriculture Chemistry 1 1 1
Agriculture Economics 1 1 —
1
Agriculture Entomology
__
1 ~ —
1 — 1
Forestry —
1 -- —
1 — 1
Forestry Silviculture
—
1 -- — —
1 — 1
Soil Chemistry 1 1 — 1
Total 2 1
4 „ — — — — — — — —
6 1 7
Education
Education Psychology
m mm
2 — -- — 2
„
2
Education Administration
— 1 __ ____
1
—
1
^Teacher Education
— __ __ i --
1
—
1
Teaching of Science —
1 __
1 — 1
Total
—
4 -- 1 — 5 — 5
Social Sciences
Economics 1 2 — — -- 3
—
3
Political Science 1 — 2 — — — — — — — — 3 — 3
Sociology — 2 — — — — — — — — — — — 2 2
Total 2 2 4 — — — — ----- — ----- 6 2 8
TABLE 3B
STUDENTS ENROLLED IN UNITOSITIES, BY SEX, FIELD OF STUDY,
type: and year oe* course
ACADEMIC YEAR 1966-67
A. Ahmadu Bello University
Faculty Dura-
. tion
1st
Year 2nd Year 3rd Year ‘ 4th Year 5th Year Total
M F ■ . M F F
7 M
F M F M F - MF
Agriculture
Degree Course 3 Years 33 .1
19
11
_ _
63 1 64
Architecture
Degree Coufrse 5 Years 8 1 15 16 1 3 5
___
47 2 49
Arts
Degree Course 3 Years 66 8 38 4 47 3
m m m m M — __
151 15 166
Engineering
Degree Course 3 Years 66
. . . .
51
. _ _
36
— ----- - - ----- —
153 153
Fine Art
Degree Course 4 Years 17 - : 4 11
_
11
__
7 1
m m m m _
46 5 51
Islamic Studies
Degree Course 3 Years 18
- -
7
—
12
- - — - - - - —
37
—
37
Law
Degree Course r 3 Years 14
—
15 — 16 — . -
-----
— 45 — 45
Public Administra
tion 53 49 2 39 1 141 3
144
Degree Course 3,Years 48 — 34 — 39 1 — - - — 121 1 122 §
Diploma 2 Years 5
—
15 2 — — - — — 20 2 22 ^
TABLE 31— Continued
A. Ahmadu Bello University
Faculty Dura
tion
1st Year 2nd Year 3rd Year 4th Year 5th Year Total
M F M F M F M F M F M F MF
Social Science
Post-graduate 1 Year 5 3
mm — _ '.•'.'mm m _ M M • M M M M M M
5 3 18
Veterinary Science 27 — 3 — 1 — -
--------
31 — 31
Preliminary 1 Year 20 —
— ■ - -
— . —
- -
---- - - - - - - - - - - - - -
20 — 20
Degree Course 3 Years 7 — 3 —
1 __ M M
- - - - - - - - - - - - - - - -- - - - - - - - - - - - - - 11 — 11
Total 400 28 229 6 210 4 10 1 5 — 854 41 895
TABLE 31— Continued
B. University of Nigeria, Nuskka
Faculty Department 1961-62 1962-63 1963-64 1964-65 1^5%66; 1966-67 T^tal
of College M F M F M F M F M F" M F M F MF
Agriculture:
Agricultural Mec-
anisation 2 2
- -
5 11 20
«•••
20
Agriculture: Animal
Science 2 5
„
18 1 15 10 1 34 2 84 4 88
Agriculture: Plant
Soil Science 3
__
9 17 1 21 1 18 46 3 114 5 119
Agriculture:
Economics 3 2 13 22 1
" D
11
-
> 22 73 1 74
Agriculture:
Unspecified
1 1 1
Home Economics — 5 —
4
- -
3 9 ’ 1 8 1 29 30
Home Economics (a)
— - - — - - - - -- -- —
6 J 7 2 7 8 15
Home Economics (b)
3
3 3
Veterinary Science
degree
>
25 2 40 2 42
Veterinary Science(a) — -- : — 34 — 37 1 33 V 33 2 137 4 141
Arts:
English 1 1
„
5 26 3 25 4 8 2 44 22 104 37 141
Fine Arts — - 2 — 1 — 5 i 4 ,2 36 2 48 5 53
History & Archaelogy 3 - 2 25 2 22 3 12 1 70 12 132 20 152
Journalism — - - - -
23
—
20 1
9/
6 1 58 2 60
Languages 1 - 6 2 10 2 22 3 7 9 23 12 69 28 97
Music — - 1 — 3 1 - 1 1 1 2 2
—
8 4 12
Music (a) — -. -- -- —
,-r 2
— -
- v5 1 4 4 11 5 16
Philosophy
3 —
4
-- — --
7
- -
7
Combined B.A. 1 5 — 1 -r
Si
-i. 22
29 1 30
' ' o
o
0
I 0
o
TABLE 3$- -Go nfcinu ed "
B. University of Nigeria, Nsukka
• " ■ - oQ
Faculty Department
of College '
1961-62
M F
1962-
K
-63
F
.1963-64
M F
19MS65
M F
.1965
M
-66
F
.1966-67^
M F M
.Total
F MF
Business and Ad
ministration:
Estate Management 23 2<1
, \
10 13
, J O
° 67 67
Management Studies 1 — 67 — 68 - 33 — — - o!69 — 169
Finance 1 — 12 — 57 2 64 1 17 13 28 ' - 21 " 17.9 ,76 186
Secretarial Studies
—
3 2 5 1 26 2 11 4
--
45 9 54
Secretarial Studies
(1 Year) (a) 4 3 3 6 7 9 16
Secretarial Studies
(2 Years) (a) °3 3 7
• — —
O
o
3 7 .10
Business Ad- ( v
ministration 0 40 3 40 3 43
Education: ° °
Education ° , 3 — 3 4 73 9 136 6 40 15 69 12 324 46 370
Physical Education.
—
— --
7
--
7
--
15
-- 5 --
34
--
34
Vocational Education — — 1 — 5 — 23 — 44 — 29 5 102 5 107
Engineering: ° ° o
Architecture 12 6
c
4
1 29 51 1 52
Agricultural Engi
neering
0 < •
0 1 o _ ”
11 7
• •
0
12 9 40
M M
40
Civil Engineering 29 o -- 10 — 16
__ • •
15 — 31 — 42 — 143 — 143
Electrical Engineer
ing 3 — 1 s 6 i , v °
0
7
..
16
..
61 100
„
100
Mechanical Engineer
ing 13 —
o
2 7 13 32 75 142
M M
142
Surveying 13 — 7 — 8 — 6 — 11 -- 45 — 45
270
TABLE 3i— Continued
B. University of Nigeria, Nsukka
faculty Department
of College
1961
.M
-62
F
1962
M
-63
.F
1963
M
-64
F
1964-65
M JF
1965'
.M
-66
F
1966-
M
•67
F. .M
Total
F
.MF
Law:
Law 2 1 5 5 30 2 22 3 39 1 89 3 187 15 202
Science: :.
Botany 1 — 5 1 8 — 9 3 7 5 22 16 52 25 77
Combined B.Sc. 1 — 1 — 1 — — — 25 3 90 23 118 26 144
Chemistry 6 2 11 1 5 2 18 4 17 1 66 20 123 30 153
Geology 2 — 6 — 6 —
17 — 7 — 34 1 72 1 73
Mathematics and
Statistics 3 1 9 12 1 16 1 10 2 15 2 65 7 72
Physics 2 — 6 — 9 —
7
— 7 — 23 3 54 3 57
Zoology 4 1 4 6 20 2 21 5 8 1 24 10 81 25 106
Social Studies:
Economics 1 — 3 —
24
--
55 1 14 —
88
—
185 1 186
Geography — — 1 — 32 — 26 2 4 1 35 2 98 5 103
Political Science — — 2 — 36 — 21 — 9 — 19 1 87 1 88
Psychology 22 2 4 1 10 — 36 3 39
Religion 4 — 9 — 5 — 10 — 28 — 28
Religion (a) 2 2 — 2
Sociology & Anthro
pology 30 — 35 3 2 2 19 3 86 8 94
Total 101 6 115 34 691 36 880 52 576 84 1,345 183 3,708 395 4,103
( a) . Diploma Course ^ !
j
M !
(b) Food Supervision |
o TABLE 3i— Continued
STUDENTS ENROLLED IN UNIVERSITIES, BY SEX,
FIELD OF STUDY, TYPE AND YEAR OF COURSE '
o e ACADEMIC YEAR 1966-67
- ° C. University of Ibadan
Faculty Dura
1st : 2nd
Year • Year
3rd
Year
4th
Year
5th
Year
6th
Year
Total
tion
M F • • M F M F M F M F M F M F MF
Arts ; — 199 41 156 49 153 27 — -.............. 508 117 625
Preliminary 1 Yr. = 25 = 12 — — —
— — — — .— — —
25 12 37
Degree 3 Yrs. o 154 27 148 48 153 27................... 455 102 557
Dip. in Religious
Studies
Cert. In Religious
Studies
Post-graduate dip.
in Drama
Cert, in Arabic
Cert, in Educ.
Drama
Agric., Forestry
and Vet. Science
Preliminary 1 Yr.
Degree 3 Yrs.
o
5 — 4 9 — 9
6 0 1 4 1 — -........ -............ 10 2 12 |
1 — - 1 — 1 ^
5 - 5 — 5 ;
3 1 — — . ............................ 3 1 4
134 15 10 — 54 2 248 17 265 j
45 6 — — — 45 6 51 ;
89 9 60 — 54 2 203 11 214 I
TABLE 3B— Continued
C. University of Ibadan
1st 2nd 3rd 4th 5 th 6th Total
Faculty Dura- Year Year Year Year Year Year
. M F M F M F M F M F H F M F MF
Education
--
200 47 58 4 31 6 ................... 289 57 346
Degree 3 Yrs. 56 17 36 3 31 6 -.................. 123 26 149
Post-graduate Dip.
in Educ. 132 26 22 1 154 27 181
Dip. in Librarian-
ship - — 12 4 12 4 16
Medicine:
_
240 33 147 31 48 4 ................... 435 68 503
Pre-Medical 1 Yr. 44 4 44 4 48
Pre-Clinical 2 Yrs. 77 11 77 13 154 24 178
Clinical 3 Yrs. 64 8 59 4 37 3 ................... 160 15 175
Finals 1 Yr. 41 1 — — —
— — — — —
41 1 42
B.Sc. (Med.) 3 Yrs. 5 — 3 1 11 1 ................... 19 2 21
B.Sc. (Nursing) 3 Yrs. 9 9 8 13 17 22 39
Science
_ _
226 41 127 23 109 1 2 ................... 462 76 538
Preliminary 1 Yr. 82 14 — — —
— — — — — — —
82 14 96
Degree 3 Yrs. 143 27 127 23 109 12 — -.............. 379 62 441
Post-graduate Dip.
in Chemistry — 1 1 — 1
Social Science
—
120 14 103 5 104 7 ................... 327 26 353
Degree 3 Yrs. 112 14 100 3 104 7 ................... 316 24 340
Dip. in Statistics 3 Yrs. 8 — 3 2 11 2 13
V M ;
o
TABLE 3J— Continued
C. University of Ibadan
Faculty Dura
1st
Year
2nd
Year
3rd
Year
4th
Year
5th
Year
6th
Year
Total
tion
M F .M F M F M F M .F M F m F MF
Post-graduate:
Degree 15 4 33 1 16 1 5 2 1 — 1 — 71 8 79
Junior Year Abroad
and Occasional
Students
__
12 6 12 6 18
All Students 1,146 201 684 113 515 59 5 2 1 — 1 — 2,352 375 2,727
TABLE 3J— Continued
D. University of Ife
Dura 1st Year 2nd Year 3rd Year 4th Year Total
Faculty tion
H F .M F M F M F M F HF
Agriculture — 51 6 8 1 5 1 — - - 64 8 72
Preliminary 1 Year 20 3 — — — — — — 20 3 23
Honours Degree 3 Years -31 3 8 1 5 1 — — 44 5 49
Arts
Honours Degree 3 Years 129 18 45 7 94 6
- - - -
268 31 299
Law
Honours Degree (a) 3 Years .20 3 32 2 31 1 8-
- _
91
6
97
Pharmacy
- -
45 28 14 10 33 2
- - —
92 40 132
Preliminary 1 Year 18 13 — — — — — — 18 13 31
Honours Degree 3 Years 27 15 14 10 33 2 — — 74 27 101
Science 101 19 31 9 28 4
-- - -
160 32 192
Preliminary 1 Year 51 9 — — — — — — 51 9 60
Honours Degree 3 Years 50 10 31 9 28 4 - - — 109 23 132
Social Science
Honours Degree 3 Years 68 9 27 1 24 2 — — 119 12 131
Post Graduate — 21 1 21 1 22
All Students
------.
435 84 157 30 215 16 8
—
815 130 945
(a) 4th Year - Evening Students only
TABLE 33-— Continued
: E. University of Lagos
1st Year 2nd Year 3rd Year 4th Year 5th Year Total
t
Faculty Dura
tion M F M F M F M F M F M F MF
Arts
Honours Degree
Business and
Social Studies
Honours Degree
(Business (a)
3 Years 42 18 31 9 48 7 121 34 133
Admins.)
Engineering
3 Years 127 14 116 3 70 4 6 319 34 340
Honours Degree
Law
3 Years 90
"
36 27 153 153
Honours Degree
Medicine
(b) 3 Years 62 10 22 6 24 2 6 — 114 18 152
Pre-Clinical 2 Years 39 10 30 3
- - — - - —
—
69 13 82
Clinical 3 Years 28 2 22 — 26 2 — —
— —
76 4 80
Dentistry
Science
— 12 2 — — — -- — --
—
12 2 14
Preliminary 1 Year 51 4 51 4 55
Honours Degree 3 Years 48 14 14 10 6 3 — —
—
68 27 95
Post Graduate 2 Years 8 4 1 — — -- — —
— —
9 4 13
Total
(a) 4th Year and (b)
507 78
5th Year -
272 31 201 18
Evening students only
6 6 — 992 127
1,119
to
'O
CT\
TABLE 3&
STUDENTS ENROLLED IN UNIVERSITY, BY SEX, FIELD OF STUDY, AND LEVEL OF COURSE
ACADEMIC YEAR 1966-67
Field of study
Non-degree
(a)
Degree Post degree Total
M F M F M F M
?
MF
Administration
Ahmadu Bello University
20 2 121 1 - 141 ' • “ •3... 144
Agriculture — 63 1
—
— 63 1 64
Architecture — 47 2 — - -
47
’ •> - - j2
49
Arts and Islamic Studies —
37
— — —
37
—
37
Arts —
151 15 3 —
154 15 169
Education —
—
— 2 3 2 3 5
Engineering 153 — — — 153 — 153
Fine “ Art — 46 5 — — 46 5 51
Law
— 45
-- — — 45 — 45
Science 51 3 77 9 7 — 135 12 147
Veterinary Medicine 20 11 — — — 31 — 31
Total 91 5 751 33 12 3 854 41 895
Agriculture 104
Universtiy of Nigeria,
6 319 28
Nsukka
423 34 457
Arts 13 5 364 81 1 — 378 86 464
Business Administration — 415 28 — — 415 28 443
Education 40 12 337 44 2 2 379 58 437
Engineering — 466 1 — — 466 1 467 ro
Law — 159 8 — — 159 ;8 167 ^
Science
--
510 105 3 — 513 105 618
Social Studies
- -
415 14
— - -
415 14 429
Total 157 23 2,985 309 6 2 3,148 334 3,482(b)
TABLE 34— Continued
Non-degree Degree Post-degree Total
Field of Study (a) '
M F M F M F M F MF
Agriculture Forestry and
Veterinary Science 45
University of Ibadan
6 203 11 248 17 265
Arts 25 12 455 102
- - —
480 114 594
Education and Extra-Mural
Studies
_ —
123 26 123 26 149
Medicine 44 4 391 64
- - - -
435 68 503
Science 82 14 379 62
- - - -
461 76 537
Social Sciences — —
316 24
- - —
316 24 340
Diplomas and Certificates 208 36 — — — —
208 36 244
Post-Graduate Research — — — —
71 8 71 8 79
Junior Year Abroad and
Occasional students 12 6
•
12 6 18
Total 404 72 1,879 295 71 8 2,354 375 2,729
Agriculture 20
University of Ife
3 44 5 64 8 72
Arts — — 268 31 19 —
287 31 318
Law — — 91 6 —
91 6 97
Pharmacy 18 13 74 27 — — 92 40 132
Science 51 9 109 23 2 1 162 33 195
Social Sciences — - -
119 12
— - -
119 12 131
Total 89 25 705 104 21 1 815 130 945
TABLE 33-— Continued
Field of Study
Non-degree
ea)
Degree Post-degree Total
M F M F M F M F MF
Arts
University of Lagos
121 34 121 34 155
Bus. and Social Studies
. —
— 319 21 -- —
319 21 340
Education -- — —
—
5 3 5 3 8
Engineering — — 153 — -- — 153 —
153 '
Law — --
114 18 ;3 1 117 19 136
Medicine -- —
157 19
-- —
157 19 176
Science 51 4 68 27 l
--
120 31 151
Total 51 4 932 119 j.9 4 992 127 1,119
All students 792 129 7,252 860 119 18 8,163 1,007 9,170
(a) Including Preliminary Courses.
(b) This figure includes those students who have temporarily left the University because
of the situation in the country.
N >!
'■ 'J ;
vo i
TABLE 33
STUDENTS ENROLLED IN UNIVERSITIES, BY FIELD
OF STUDY, AND GEOGRAPHICAL DISTRIBUTION
ACADEMIC YEAR 1966-67
Field of Study North East
Mid-
West West Lagos
Non-
Nigerian Total
Admini s trat ion 138
Ahmadu Bello University
-- . 2 . 4 144
Agriculture '56 — — 7 — 1 64
Architecture 25 3 77 14 — — 49
Arts 137 1 9 17 — 5 169
Arts and Islamic Studies 37 — — — — — 37
Education 3 — — 2
- - -- 5
Engineering 79 8 63 1 1 153
Fine Art 22 — 6 21 — 2 51
Law 37 1 4 2 — 1 45
Science 128 — 2 14 1 2 147
Veterinary Medicine 22 1 2 6 — — 31
Total 684 7 40 150 2 12 895
University of Nigeria, Nsukka
j Agriculture — 410 24 11 — 12 457 !
Arts — 393 34 24 4 9 464
Business Administration
—
365 62 14 — 2 443
Education 5 344 43 40 — 5 437 !
j Engineering — 405 29 27 2 4 467 |
i Law — 148 7 6 2 4 167
; Science 1 545 35 33 — 4 618
00
Social Science 1 340 46 40 — 2 429 O!
j Total 7 2,950 280 195 8 42 3,482 j
TABLE 33--Continued
Mid- Non-
Field of Study North East West West Lagos Nigerian Total
University of Ibadan
Agriculture,Forestry, Vet. &
Science
14 53' 42 145 12 9 265
Arts
Education and Extra-Mural
6 131 93 353 1 10 594
Studies 32 295 33 78 1
- -
149
Medicine 37 203 50 182 7 24 503
Science 8 147 66 314 1 1 537
Social Sciences 3 114 60 158 3 2 340
Diplomas and Certificates 17 74 27 122 1 3 244
Post-graduate Research
Junior Year Abroad and
••• . 15 4 49 11 79
Occasional Students 1 — 1 3 - 13 18
Total 88 772 3.76
University of
1,404
Ife
16 73 2,729
Agriculture — 4 1 67 — — 72
Arts — 11 74 228 — 5 318
Law 2 6 22 65 1 1 97
Pharmacy 4 44 8 73 1 2 132
Science 4 9 26 153 2 1 195
Social Science 1 7 24 94 1 4 131
Total 11 81 155 680 5 13 945
O
i
V .:
f !
TABLE 33— Continued
Mid- Non-
Field of Study North East West West Lagos Nigerian Total
University of Lagos
Arts
—
1 14 41 92 1 7 155
Business and Social Studies 1 60 119 150 6 4 340
Education
- - — 2 5 1 — 8
Engineering 2 22 31 87 9 2 153
Law 1 28 30 59 14 4 136
Medicine 29 53 20 64 5 5 176
Science - 6 19 26 93 7 151
Total 39 196 269 550 43 22 1,119
Grand Total 829 4,006 1,120 2,979 74 162 9,170
10,000
8,000
Male
Female
TABLE 36
o
Male and Female students
if
enrolled in Universities
during the period
1959-1966.
.6,000
.4,000
- 2,000
1959 1960 1961 1962 1963 1964 1965 1966
N>;
0 0 !
VJO;
34
TABLE 33
! A COMPARISON OF ASHBY'S TARGETS AND THE
FEDERAL GOVERNMENT's AMENDMENTS
i #
! * Subject ASHBY
Target by 1970
Target by 1970
FEDERAL !
GOVERNMENTS |
Target by 1970 ]
Primary School enrolment in •25% 50%
Northern Nigeria
i
i
Secondary School Annual 30,000 45,000
Intake
Sixth Form Streams 150 350 j
Sixth Form Enrolment 3,000 10,000
Grade I Teachers 3,000 5,000 |
Technical and Vocational Edu
!
cation -2,500 in Technical 5,000 i
Institution
i
|
Agricultural and Veterinary
Education -220 Agric. Assts. M 0
SO Vet. Assts. 160 j
Universities over 10,000 Over 10,000 by !
.
students 1970
Source:-This Table has been compiled from the Ashby Commission j
Report and Sessional Paper No. 3 of 1961. j
APPENDIX D.
The West African Examinations Council
;■ 286'
THE WEST AFRICAN EXAMINATIONS
COUNCIL (WAEC)
The West African Examinat ion Council was estab-
1ished In 1952 to meet the long f e lt need for a responsible
; local body to organize and conduct school and other public
examinations that were more relevant to the conditions and
problems of West A fric a. Hitherto, secondary schools in j
' ■ ■ j
|B ritish West Africa prepared th e ir students for terminal j
examinat ions that were conducted by the universities of j
Cambridge and London but which were not sp ecifically de- j
sighed for West A frica. I
j
W AEC began in a modest way as a co-operative venture
between the governments and educational authorities in !
!■ ;, ■ . ■ ' / \ I
Nigeria, Gold-Coast (Ghana), Sierra Leone, and the Gambia j
on one hand, and the u niversities of Cambridge and London j
on the other hand. The Cambridge Overseas School C e r t if i- j
jcate was replaced by a West African School C e rtific a te .
The University of London Matriculation Examinations which
were discontinued in 1950, were replaced by the General
C e rtific a te of Education for overseas candidates. Under
the arrangements with WAEC, the W ASC examinations were set
land marked to a large extent under condit ions moderated by
the Cambridge Local Examinations Syndicate. While the West
{Afr ican School Cert ific a te examinat ions remain essent ia lly
ja school examination, the London General Cert ific a te of
{Education, is taken mainly by private candidates. Until
- ......... - — - 287-
1963, a qua 1ifyirig test in English was requi red of G.C.E .
candidates who were not already in possession of an in ita l
q u a lific a tio n deemed adequate.
| The W AEC today, has its main o ffic e in Accra, Ghana,
jand regional offices in Lagos, Freetown and London,
j The work of the WAEC is carried out through a
jcouncil comprised of 32 members. Sixteen are nominated by
i
•the various governments and the elected members represent, J
Iprincipally, the interests of secondary schools. {
; ’ ' {
i There are eight Local Committees (fiv e of them in
I i
N igeria). These Committees represent the interests of
i
U n iversities, M inistries of Education, teacher-training 1
i i
1 :
in s titu tio n s , teachers unions, commercial interests and the i
i . - ■ I
Civil Service. These interest groups have representation
!
|on the Council. The function of the local committees is to
1 • j
advise the Council on examination p o lic y . j
i . .
The School Examinations Committee which has repre-
jsentitives from the Universities of Cambridge Local j
;Examinations Syndicate, the University In s titu t ions in West j
;Africa, Ministries'of'.Education and the Secondary Schools, I
jis charged with the detailed consideration of Examination
;policy and it makes recommendations to the Council. ;
} ■ •
1 ■
I Subject Panels of the School Examinations Committee
■i
The functions of the subject panels are to consider
!the criticism s and suggestions submitted to it by National
~”"~r * “"■ :: ‘•"""■v ~ 288 '
Working Parties, in respect of existing syllabuses. It is
to undertake revisions of syllabuses and to submit such
jrevisions for the consideration of the School Examination j
| |
1 Committees. |
1 j
Typical of the subject panels are the Language i
; ■ ■ ■ ’ !
ipanel, the History, the Geography, the Domestic Subjects, J
Ithe Islamic Subjects, the Technical and Commercial Subjects I
!
iand the Science panels.
i
1
THE CONDUCT OF EXAMINATIONS
Joint Examination for the West African
School Cert ific a te and GeneraT
Cert if icate of Educat ion
j This is a haw jo in t examination which was taken in )
iNigeria for the f ir s t time in 1966. It is essen tially
; ■ j
designed as a school examination for pupils who have comple
ted a School C e rtific a te Course at an in s titu tio n recog-
I . • !
nized by the Council. The examination may also be retaken j
• ■ ■ . !
■by a pupil who has failed in it in his last year at school.!
i ■
iA pupil who leaves school without taking the examination !
! i
Imay be permitted to s it fo r i t . In these two special cases,
the approval of the principals must be obtained before they
jare allowed to enter for the examination at th e ir former
i
jschools. If such approval is not granted, the Council will j
lundertake to arrange some other centres for the candidates. J
j To obtain the fu ll West African School C e rtific a te , j
ithe candidate must f u lf i 11 one of the fol lowing condit ions
1 '
" ........................................... -----..... ------...— ............. 289
(a) obtain a certain aggregate mark in his
six subjects, and;
(b) eith e r pass in at least six subjects,
one of which must be at the credit
'
leve1; or j
i
(c) pass in fiv e subjects at least two of
which must be passed at the credit level. j
v j
Every candidate for the examination must choose sub-;
I
jec ts in at least three of the following six groups of j
subjects: j
i
Group I. Languages: English, Latin, Greek, j
French, German, Efik, Hausa, Igbo,
|
Yoruba, Arabic. |
Group I I . General Subjects: English, L iteratu re, j
* i
Bible Knowledge, Islamic Re 1 igious j
Knowledge, History, Geography. \
i
Group III. Mathematical Subjects: Mathematics, j
]
Additional Mathematics. j
!
Group IV. General Science, Additional General
j
Science, Physics, Chemistry, Biology, i
i
i
Agricultural Sciences.
Group V. Arts and Crafts: Art, Music, Woodwork, j
Metalwork, Needlework and Dressmaking,
Cookery , Home Management.
Group V I. Technical and Commercial Subjects:
Geometrical and Mechanical Drawing,
Geometrical and Building Drawing,
Commercial Studies, Principles of
Accounts, Health Science. j
I ' i
i A candidate who offers Additional Mathematics or
jAdditional General Science may take nine subjects in a l l . |
j A11 other candidates are restricted to a maximum of eight j
! i
jsubjects. |
i . I
A school which intends to present candidates in |
i- ■■ ■ . |
jcookery, home management, metal work, needlework, dress-
jmaking and woodwork must in addition to general recognition
'by the WAEC, obtain approval from an appropriate M inistry
iof Education that there are adequate f a c i li t i e s for the I
I j
[teaching of the subject (s ). j
i • 1
; The West African General C e rtific a te of Education is;
■ i
awarded only to those candidates who f a il to obtain a f u ll !
[c e rtific a te but who have passed with credits in at least
i
!three subjects.
I .
I The West African School C e rtific a te is awarded in
Ithree divisions, Division I, Division II and Division III.
I The cert ific a te awarded shows performance in individual
jsubjects as (excellent, very good, good, credit and pass).
| Other Nigerian Examinations conducted by W AEC a re :-
I 1 • ' 1
|The Teachers Grade I I papers in English, Arithmethica1
I ' '
[processes and Principles and Methods of Education; the
|Common Entrance Examination into secondary schools and the
I Public Service examination.
291
Externa l Examinat ions Conducted
Through W AEC
W AEC conducts examinations for the following exter
Inal and professional bod ies : -
Associated Examining Board - G. C. E. papers for pupils in
University of London - General C e rtificate of
Education at ordinary and advanced levels and
University of Cambridge - the Overseas Higher School
Cert i fica te examinations for pupils in the sixth j
forms of Nigerian secondary schools. j
The In s titu te of Quantity Surveyors. j
The In s titu te of Structural Engineers.
The Association of International Accountants.
The Association of C ertified and Corporate
Accountants.
The Society of Commercial Accountants.
The Corporation of Secretaries.
The In s titu te of Book-keepers.
Educational Testing Service (U.S.A.)
The City and Guild of London Ins titu te.
The Royal Society of Arts.
The In s titu te of Builders.
The In s titu te of Chartered Shipbrokers.
The In s titu te of Costs and Works Accountants.
(technical secondary schools and classes
the external degrees and diplomas of the Uni v e r s ity .
, 7 ; r--— ^ - ......-................. 2 9 2 "
In s titu te of Fire Engineers.
| Inst itu te of Personnel Management .
In s titu te of Quantity Surveyors.
|, ■ "
j In s titu te of S ta tis tic ia n s .
! '
! In s titu te of Radio Engineers.
I ’ v •
| In s titu te of Taxation.
i
Hostel and Catering In s titu te .
Local Government Examination Board.
( Purchasing Officers Association
! ‘ ' ’ .
| The Assoicated Board of the Royal School of Music.
i 1
Test Development Units
In 1964, an ap titute testing unit was brought into
! ' . • . ■ 1
^operation in the Nigerian branch of WAEC. Experts from the
(University of Princeton, U.S.A. have been responsible for
’organizing short courses in West Africa and for tra in in g
|local' personnel to take over the Unit. A large number of
!
te s ts have been developed by the objective test unit and as
of 1966 objective tests were used for up to 50% of the
School C e rtific a te papers in mathmatics, physics, chemistry,
biology and geography.
1 A scheme fo r m ultiple choice tests in lexis and
(structure was also approved for the English Language
examinat ion (3:123-128).
■■1 ••• . .

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Asset Metadata

Creator Meier, Wanda Rita Russell (author)

Core Title Issues And Problems Of University Education In Nigeria

Degree Doctor of Philosophy

Degree Program Education

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag education, higher,OAI-PMH Harvest

Language English

Contributor Digitized by ProQuest (provenance)

Advisor Pullias, Earl Vivon (committee chair), Abrahamson, Stephen (committee member), Dawson, Dan T. (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c18-436946

Unique identifier UC11362289

Identifier 7026528.pdf (filename),usctheses-c18-436946 (legacy record id)

Legacy Identifier 7026528.pdf

Dmrecord 436946

Document Type Dissertation

Rights Meier, Wanda Rita Russell

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA