The trouble with Nigerian universities: bogus policy and speculative ideology

A Udefi

doi:10.4314/gjss.v13i1.1

Abstract

There is no gainsaying the fact that Nigerian public universities and no less privately owned universities are facing a lot of challenges. Such problems that now characterise our universities include indiscipline, poor funding and inadequate facilities, examination malpractices, demonstration and rioting, secret cult activities, drug addiction, sexual immorality, theft, corruption and maladministration to mention just a few. Added to this is the problem of policy inconsistencies, mis-match and lack of a well articulated ideology that will underpin Nigerian educational system and ultimately stimulate national development and growth. The paper attempts to show, among others, that the challenges confronting contemporary Nigerian Public Universities do not lie on the alleged abdication of functions by lecturers. Rather the problem lies squarely on government’s insensitivity in terms of proper funding and provision of facilities, coupled with policy mis-match and ideology are responsible for the problems in the University sub-system and education in general. An unwavering commitment by the government and all the stakeholders to the goal of education and the deployment of moral education provide the best option for the resolution of the myriad of challenges facing Nigerian public universities.

Highlights

There is a general apprehension by lecturers, guardians, educators, and even in government circles about the problem of indiscipline among students of tertiary institutions
The question that looms large is: why is there a breakdown in the standard of discipline in the tertiary institutions?, and why do students more than ever before engage in secret cult activities and use same to wreak unmitigated havoc on their fellow students? In order to answer these questions, we only need to look at the nature of the Nigerian society, because no school exists in a vacuum, that is to say that, the school, as a sub-system of the larger society, must necessarily reflect the societal values and norms
Having seen the state of affairs in Nigeria which we argue is characterised by indiscipline, corruption, dishonesty, greed, etc, and some of the institutional strategies aimed at combating them, we can say that the school as a subsystem of the society is not spared of the destructive effects of the societal ills

Summary

Introduction

There is a general apprehension by lecturers, guardians, educators, and even in government circles about the problem of indiscipline among students of tertiary institutions. This problem seems to be accentuated by the vicious attacks and menace of secret cult members in institutions of higher learning in the country. It is advised that the penchance by some people to blame the causes of indiscipline on the teachers and students alike does not take us far enough. This is because the root cause lies elsewhere society. Perhaps this is what Ajayi (1990, p.20) intends when he says:

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Conclusion