International Journal of Educational Management (IJEM) Vol. 5, 2808_____________________
INTERNATIONAL JOURNAL
OF
EDUCATIONAL MANAGEMENT
(IJEM)
VOLUMES 5 AND 6, 2008
ISSN: 079447684
Published by
Department of Educational Management, University of Ilorin,
Nigeria.
International Journal of Educational Management (IJEM) Vol. 5, 2808_____________________
INTERNATIONAL JOURNAL OF
EDUCATIONAL MANAGEMENT (IJEM)
Department of Educational Management,
University of Ilorin, Ilorin.
All right reserved. No part of this publication may be
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 IJEM 2008
ii
International Journal of Educational Management (IJEM) Vol. 5, 2808_____________________
Board of Editors
Editor-in-Chief
Prof. N.B. Oyedeji, University of Ilorin, Ilorin, Nigeria
Managing Editor
Dr. A.O. Sofoluwe, University of Ilorillorin, Nigera
Editors
Prof. D.O. Durosaro,
University of Ilorin, Ilorin, Nigeria.
Prof. (Mrs.) N.Y.S. Ijaiya,
University of Ilorin, Ilorin, Nigeria.
Dr. (Mrs.) A.N. Okorie,
University of Ilorin, Ilorin, Nigeria.
Dr. A. Y. Abdulkareem,
University of Ilorin, Ilorin, Nigeria.
Dr.(Mrs.) A. T. Alabi
University of Ilorin, Ilorin, Nigeria.
Consulting Editors
Prof. Sam Owolabi,
Director, Higher Studies Kampala International University Kampala, Uganda.
Prof. Sam Owolabi
Kampala International University Kampala, Uganda.
Prof. J. B. Babalola
University of Ibadan, Nigeria.
Prof. Taiwo Ajayi
Director NIEPA, Ondo, Nigeria.
Dr. A. Y. Quashigah
University of Education, Winneba, Ghana
Dr. Timothy Tabot
Mac Ojong, University of Buea, Cameroon
Iii
International Journal of Educational Management (IJEM) Vol. 5, 2808_____________________
Editor Comments
The International Journal of Educational Management (IJEM) is
determined to be a leading dissemination of scientific information in the field of
educational management. Our Editorial Board is fully prepared to meet the
National Universities Commission and International standards. The Journal is
published once a year.
The contributors are experts in their various disciplines and they have
treated the listed topics with analytical depth, focused and in a scholarly manner
that meets the test of time.
I also wish to thank our Consulting Editors and other reviewers for their
comments and scholarly assessment of the manuscripts. Their hard work has
reflected in the quality of this edition which we hope to sustain.
I wish to acknowledge the contributions of Prof. O.O Abiri and Prof.
A.D. Olutola for their interest in the department as they readily attend to us in
matters of review of manuscripts.
In this edition, we have volumes 5 and 6,2008. We welcome reviews,
position papers and research reports that may broaden the understanding and
practice of educational management.
Happy reading
Prof. N. B. Oyedeji
Editor-in-Chief
iv
International Journal of Educational Management (IJEM) Vol. 5, 2808_____________________
Call for Papers
The International Journal of Education Management (IJEM) publishers original
research reports and theoretical papers that add to knowledge and understanding of
educational management issues in Nigeria and the world at large. Scholarly papers are
therefore welcome on he following educational management areas, among others.
— Administration
— Planning
— Finance
— Supervision
— Personnel
— Economics of education
— Facilities / Resource
— Policy analysis
— Educational law and other management areas
All papers, written in English, must show originally and should make
contributions to knowledge in specific areas of Educational Management. Paper should
be prepared following the publication manual of the American Psychological Association
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Outside Nigeria fee is $20 assessment and $5 for down loading
Authors are requested to include with each copy of the manuscripts a cover
sheet which shows:
1.
Title of the paper
2.
Authors name (Surname first, followed by first and second name) '
3.
Status e.g. Senior Lecturer
4.
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5.
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6.
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A passport size colour photograph addresses
The manuscripts must be submitted to e-mail address as follows: Managing
Editor.
International Journal of Education Management (IJEM) Department of
educational Management University of Ilorin.
E– mail addresses: Ijem. 2007 @yahoo.com or edumgt. 2006 @yahoo. com
v
International Journal of Educational Management (IJEM) Vol. 5, 2808_____________________
VOLUME 5 Notes of Contributions
1. Adegbesan, Sunday O. is a Training and Research Fellow in the National
Institute for Educational Planning and Administration (NIEPA) Ondo,
Nigeria.
2. Bakkabulinda, Fred Edward K. is a Lecturer in the Department of Higher
Education, Makerere University, Kampala, Uganda.
3. Fasasi Y.A. (Ph.d) is a Lecturer in the Department of Education/
Management, University of Ilorin, Ilorin, Nigeria
4. Arikewuyo, M. Olalekan (Ph.D) is a Senior Research Fellow at the
Institute of Education, Olabisi Onabanjo University Ago-Iwoye, Ogun
State, Nigeria.
5. Ibraheem, T.O. is a Lecturer in the Department of Physical and Health
Education, University of Ilorin, Ilorin, Nigeria
6. Morakinyo, E.O. (Ph.D) is a Lecturer in the Department of Human
Kinetics and Health Education, University of Ibadan, Nigeria
7. Obunadike, Joy Chinwe (Ph.D) is a lecturer in the Department of
Primary Education Studies, School of Education, Nwafor Orizu College
of Education, Nsugbe, Anambra State, Nigeria.
8. Oduwaiye, Rhoda Olape (Ph. D) is a Lecturer in the Department of
Educational Management, University of Ilorin, Nigeria.
9. Ojobo, James A. (Ph. D) is a Senior lecturer in the Department of Public
Administration, University of Abuja, Nigeria.
10. Salman, Medinat Folorunso (Ph. D) is a Lecturer in the Department of
Science Education, University of Ilorin, Ilorin, Nigeria.
11. Ssempebwa, Jude (MA. Ed Mgt) is a Research Fellow at the African i of
Higher Education Studies and Development, Makerere University,
12. Sofoluwe, Abayomi Olumade Ph.D is a Senior Lecturer in the
Deportment of Educational Management University of Ilorin, Nigeria.
13. Macharia, Juliet is a Senior Lecturer in the Department of
Communication studies at Moi university, Kenya
14. Simiyu, John, W. (Ph.D) is a Senior Lecturer in the Department of
Technology Education Moi university, Kenya
vi
International Journal of Educational Management (IJEM) Vol. 5, 2808_____________________
Table of Contents
ADEGBESAN, SUNDAY O. (MNEAP, MNCEID)-An Investigation into
Supervision Practices and procedures in schools............................................. 1
BAKKABU1LNDI, FRED EDWARD K. - Individual Characteristics as
correlates of Innovation of Diffusion/Adoption in Markerere University, Uganda
............................................................................................................................. 18
FASASI, Y.A. Ph.D.- The roles of a supervisor in fostering effective school... 33
ARIKEWUYO, M OLALEKAN (Ph. D) - University management and staff
unions in Nigeria: Issues and challenges...................................................... 40
MORAKINYO, E.O. (Ph. D) and IBRAHEEM, T.O. - knowledge awareness
and attitude to recreational activities among orthopedic patients of the University
of Ilorin Teaching Hospital (UITH), Ilorin, Kwara State.................................... 51
OBUANDIKE, JOY CHINWE (Ph. D) - Managerial adequacy of the Anambra
State Universal Basic Education Board............................................................59
ODUWAIYE, RHODA OLAPE (Ph.D) - Education: Access and Equity in
Nigerian Universities: Challenges and way forward............................................66
OJOBO, JAMES A. (Ph. D) - Education: A Catalyst for women Empowerment
in Nigeria........................................................................................................75
SALMAN, MEDIANT FOLORUNSO (Ph.D) -Analysis of gender influence on
performance and techniques of Nigerian JSS students in solving simultaneous
linear equations by graphical methods................................................................. 94
SSEMPEBWA, JUDE (MA. Ed Magt) - Graduate unemployment in Uganda:
Socio-economic factors exonerating University training..................................105
SOFOLUWE, ABAYOMI OLUMIDE Ph.D. - University education and youth
entrepreneurship in Nigeria........................................................................... 117
Simiyu, John W. (Ph.D) and Macharia Juliet - e- Learning as an innovative
strategy to increase enrolment in technical and vocational education and training
institutions in Kenya...................................................................................... 127
vii
International Journal of Educational Management (IJEM) Vol. 5, 2808_____________________
VOLUME 6
Notes of Contributions
1. Abdulkareem, Adebayo Yusuf (Ph. D) is a Senior Lecturer in the
Department of Educational Management, University of Ilorin, Ilorin,
Nigeria.
2. Adcogun, A.A. (Ph.D) is a Lecturers in the Department of Educational
Administration, Faculty of Education, University of Lagos, Akoka-Yaba.
3. Alabi, A.T. (Ph.D) is a Senior Lecturer in the Department of
Educational Management, University of Ilorin, Ilorin
4. Ilusanya, Gboyega is a Training and Research Fellow in the National
Institute for Educational Planning and Administration.(NIEPA) Ondo,
Nigeria 5.
5. Etejere, Patricia Angens Ovigueraye (Ph. D) is a Lecturer in the
Department of Educational Management, University of Ilorin, Ilorin.
Nigeria.
6. Fashiku, C.O. (Ph.D) is a lecturer in the school of Education, Kwara
State College of Education, Ilorin Nigeria.
7. Kanga.W. Anne - is a Lecturer in Catholic University of Eastern Africa,
Nairobi Kenya.
8. Kandenyi, Misia A.M. Ph. D is a Lecturer of School of Education Moi
University Kenya
9. Ojo, Ronke Christiana (Ph. D) is a lecturer in the Department of Adult
Education, University of Ibadan, Ibandan
10. Okunamiri, P.O. (Ph.D) Okoli, E.C. and Okunamiri, M.C. are Lecturers
in the Department of Education Administration and Planning Abia State
University Uturu
11. Okunloye, R.W. (Ph.D) is a lecturer in the Department of Arts and
Social Sciences Education, Faculty of Education, University of Ilorin,
Ilorin, Nigeria
12. Okeowo, A.O. is a lecturer in the Department of Social Studies, Federal
College of Education, Okene, Nigeria
13. Osiflla, GL1. is a Research fellow in the Department of Educational
Adntiniitration, Faculty of Education, University of Lagos, AkokaYaba.
viii
International Journal of Educational Management (IJEM) Vol. 5, 2808_____________________
Table of Contents
ABDULKAREEM, ADEBAYO YUSUF (Ph. D) and Fasliku, C.O. (Ph.D) A
Comparative analysis of management information systems utilization for
organizational effectiveness in Colleges of Education in Nigeria.....................135
ADEOGUN, A.A. (Ph.D) and Osiflla, G.I.- Relationship between educational
resources and students' academic performance in Lagos State, Nigeria.........144
ALABI, A.T. (Ph. D) - The application of computer in Educational
management.................................................................................................... 154
BLUSANYA, GBOYEGA - Politics and Department of Tertiary Institutions in
Nigeria.............................................................................................................166
ETEJERE, PATRICIA AGNES OVIGUERAYE (Ph. D) - Female
participation in Postgraduate Studies in Nigerian Universities: Problems and
attrition ............................................................................................................179
Kenga, Anne W Ph.d and Kadeniyi M.M. (ph.d)- Leadership theories in
education contexts: A critique and application................................................186
OJO, RONKE CHRISTIANA (Ph. D)- Adult education in a deregulated
economy: A case of Nigeria.............................................................................198
OKUNAMIRI, P.O. (Ph. D), OKOLI, B.C. and OKUNAMIR1, M.CImplications of poor funding of tertiary education in Nigeria...........................208
OKUNLOYE, R.W. AND OKEOWO, A.O. - Relationship between social
studies teacher trainees' performance in microteaching and teaching practice in
colleges of education in Kogi state, Nigeria...................................................220
ix
International Journal of Educational Management (IJEM) Vol. 5, 2808_____________________
ACCESS AND EQUITY IN NIGERIAN UNIVERSITIES:
Challenges and Way Forward
By
DR. (MRS) RHODA OLAPE ODUWAIYE
DEPARTMENT OF EDUCATIONAL MANAGEMENT,
UNIVERSITY OF BLORIN
oduwaiyerhoda@yahoo.co.uk
08033906694/08058350234
Abstract
Since the first university in Nigeria was established in 1948, university education
has witnessed an unprecedented growth. Demand for university education
continued to increase and many qualified candidates are not able to gain access
to the higher institutions especially the universities. The factors militating
against access to the universities is the main focus of this paper. These
impediments range from the government policies like quota system or
geographical spread, to the carrying capacity. It is also noted that the socioeconomic background of the candidate does not allow equity as only the
privileged and economically buoyant parents can afford to send their children to
the private universities. Bold steps made by the government to move out of these
problems were also mentioned. Notable among these steps is the Open University
and Distant Learning (ODL), which, if encouraged, would cater for a very high
percentage of candidates who cannot gain access to the conventional
universities. The paper concludes by offering some recommendations to further
increase access to and equity in the universities: among these are liberalization
of admissions to universities and offering loans for the less privileged to finance
their university education.
Introduction
The Universal Declaration of Human Rights of 1948 had "a right to
education" as one of its components. The right to education according to
Tomasevski (2003:41) among others implies that
— everyone has the right to education. Education shall be free, at least in
the elementary and fundamental stages. Elementary education shall be
compulsory, technical and professional education shall be made
generally available, and higher education shall be equally accessible to
all on the basis of merit.
— Parents have a prior right to choose the kind of education that shall be
given to their children.
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International Journal of Educational Management (IJEM) Vol. 5, 2808_____________________
By this, governments are obliged to make education available,
accessible, acceptable and adaptable. The right to education also involves four
key actors:
a) the government as the provider or funder of public schooling
b) the child as the bearer of the right to education
c) the child's parents (the first educators)
d) the professional educators namely the teachers.
NPE (2004) states the national goals and philosophy of education in this vein,
— every Nigerian child shall have a right to equal educational
opportunities irrespective of any real or unimagined disabilities
each according to his or her ability.
— The provision of equal access to educational opportunities for all
citizens of the country at the primary, secondary and tertiary
levels both inside and outside the formal system.
This philosophy is in consonance with the Universal Declaration of
Human Rights which asserts that everyone has a right to education.
The key human rights requirement is that education should be a public
responsibility, funded by tax-payer fund. It should not only be a free public
service but a freely traded service. When university education was accessible as a
matter of right, students' enrolments world-wide increased six-fold from 13
million in 1960 to 82 million in 1995. The rupture of the trend was announced by
the World Bank in 1994 (Tomasevski, 2003).
Access, according to FGN 2003, implies making it possible for everyone
who is entitled to education to receive it. Tonwe (2005), Dada(2004) defined
access as the right to receive formal education as distinct from informal
education, while UNESCO (2003) puts "access in tertiary education as meaning,
"ensuring equitable access to tertiary education institutions is based on merit,
capacity, efforts and perseverance". Equity in education as put by Ene (2007)
implies ensuring that all the segments of the society get their fair share of access
to whatever educational opportunities are provided. In summary, access implies
opportunity for formal education while equity is fairness in admission. The
National Policy on Education provides for equal opportunities for all Nigerian
citizens at all levels of education without discrimination.
In Nigeria today, access to the universities is much talked about by all
stakeholders. Less than 20% of those who apply to the universities are admitted.
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Access and Equity in Nigerian Universities: Challenges and Way Forward
Table 1 shows the demand and supply of Nigerian University education
1991-2001
Year
Applications
Admissions
% Admitted
1991/92
373,016
61,212
16.4
1992/93
424,156
78.893
18.6
1993/94
448,573
88,369
19.7
1994/95
487,029
84,743
17.4
1995/96
508,280
32,473
6.4
1996/97
472,362
76,430
16.2
1998/99
537.226
64.176
11.9
1999/2000
501,424
70,532
14.1
2000/2001
550,399
60,718
11.0
Total
4,722,272
690,337
14.6
Source - JAMB 2003 Report
Giving access and equity to those seeking university education may not
easily come by because of many challenges experienced by those concerned i.e.
the university administrators, the candidates and the policy makers. What are
these challenges? What is the way out of these seemingly intractable problems?
These and many others are the questions this paper intends to answer.
Access to and Equity in University Education
In most developed countries of the world where universal education has
been achieved, the right of access to primary, secondary and higher education is
guaranteed. In America for instance, the demand for higher education is so high
that the gross enrolment ratio is about 100% while that of Nigeria is 5%
(Adiotomre, 2007). What happens to the remaining 95%. The demand for
university education has become very high in recent times. Teeming numbers of
youths cannot matriculate. This may be due to population explosion and the after
effect of universal primary education of 1976. Nigeria universities should expect
more applications in some years ahead when the products of UBE begin to move
into higher institutions. The demand for university education has reached an
unprecedented high level that Nigeria needs more than double the current number
of universities to meet the required need.
The questions then are what are the limiting factors to get access into the
Nigerian universities? What challenges do the youth face in seeking admission to
higher institutions? The problems emanate from the government policy and
attitude, socio-economic background of students, and discrimination.
Challenges to Access to University education
There are certain issues that need to be examined if meaningful access to
universities in Nigeria is to be achieved. These issues are:
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International Journal of Educational Management (IJEM) Vol. 5, 2808_____________________
Government Policy:
(i)
Quota System
The Federal Government of Nigeria introduced the quota system in an
attempt to provide equity in the university but this has been grossly abused. The
Federal Character Commission (FRN 1996) states that it involves lowering the
entry qualification of states considered disadvantaged as in the quota system of
admission, the indigene and non-indigene dichotomy or what the Joint
Admissions and Matriculation Board call catchment area. It also comprises of
elements such as academic merit determined by UME score and 45% of the
students admission is allotted to it. Educationally less developed or
disadvantaged areas are given 20%, catchment areas 25%, and 10% to discretion
of the Vice-Chancellor (NUC 1999). By this system, it means that a candidate in
the southern states, considered to be educationally advantaged, who scores 300
out of 400 may not get admission into the university while his counterpart in the
north who scores less would be admitted. The same goes within a state like
Kwara. A candidate that scores 250 from Irepodun local government may not be
considered for admission while a candidate from Baruten local government who
scores less is happily admitted to take the local government quota. Much as it is
good that the educationally disadvantaged area is being encouraged, it should not
be at the detriment of others. A situation where a candidate does not gain access
just because of his birth place is not too good. The universities may be
encouraging these set of candidate while they are throwing away other quality
students. Using the quota system to guide and regulate access to university
education has an inequitable effect (Akpan & Undie 2007:78).
(ii)
Carrying Capacity
The demand for university education is expanding coupled with the
population growth in the institutions. The universities should be expanded
according to the demand. Instead of the expansion to meet the demand, the NUC
at a time came up with what is known as carrying capacity. The NUC inspected
some universities and found out that many are over-populated and facilities are
overstretched. The carrying capacity means that students are admitted based on
the facilities available. This policy will enhance quality but what about thousands
mat cannot gain access because the facilities are not expanded. In the 2009
University of Ilorin admissions for instance, where there were over 90,000
candidates that passed JAMB's examinations, only 6,000 could be admitted
because the carrying capacity would not allow for more intakes.
(iii)
Funding
Closely connected with the issue of expansion is the demand for better
funding. Expansion should be accompanied with increased funding. The
budgetary allocation to education has been on the decline. In 1999, 11.2% of
annual budget was allocated to education. This was drastically reduced to 5.9%
in 2002 and 1.83%
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Access and Equity in Nigerian Universities: Challenges and Way Forward____
____________
in 2003 {Akpan & Undie 2007:79). The minimum standard set for developing
countries is 26%. Instead of moving towards this minimum standard, the
experience is a decrease, therefore making expansion to be difficult if not
impossible. Poor funding also denied many university courses from being
accredited by NUC thereby reducing the access of many who could have been
admitted. The obvious is that universities in Nigeria need to be better funded.
The Education Tax Fund (ETF) is a welcome development and many
infrastructural developments are carried out with Education Tax Fund. The
government should in their own part increase the budgetary allocation to meet the
recommendation for developing countries.
(iv)
Socio-Economic Background
Ehiametalor (2005) revealed in his study that 70.2% of Nigerians are
poor and went on to say that only 29.8% of families can live on one dollar (N
140.00) or above a day. Mohammed (2004) corroborated this fact that out of the
population of 126.2 million Nigerians., about 89 million are poor. Many cannot
afford to pay their children's school fees. The socio-economic hardship
experienced by the parents deprives many of access to university education. The
initiative of the government in granting license for the establishment of private
universities is not a total solution to access as many of these poor ones cannot
afford the exorbitant fees charged by these private universities. Only the children
from the privileged class or high socio-economic background can afford the cost
of these private universities. This means the issue of equity is not addressed,
(v)
Sex Discrimination
This is another issue that hinders access to and equity in university
education in Nigeria. By tradition or religion, preference is given to education of
male children over that of females. The tradition of some parts of Nigeria favours
the education of male children while the religion of some also favours male
children. The females are given out in early marriage. Ehiametalor (2005)
reported that the number of females who took the 2004 university matriculation
examination (UME) was 353,834 compared to 438,703 in 2003; this is s drop of
19.5%. The traditional and religious beliefs affect adversely the female children's
access to university education.
Government Initiatives in access and equity in Nigerian Universities
Based on the discussion so far, it is apparent that a lot of factors are
militating against access to and equity in Nigerian universities. The government
has tried to tackle this problem through some policies,
i)
Private Universities:
The legitimatization of private universities in Nigeria was the famous
Supreme Court decision in favour of Dr. Basil Ukaegbu, the proprietor of the
Imo State Technical University in a case against the Jmo State Government that
had declared the institution illegal (Okwori & Okwori, 2007). This singular
Supreme Court judgement threw the door open to private higher institutions in
Nigeria. Within a short time four universities came up in Imo state and later
Anambra and Cross River states.
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International Journal of Educational Management (IJEM) Vols 5. 2008___________________
These established universities then were more oriented to profit than
quality and so with the intervention of the military government in 1983, these
mushroom private universities were closed down. By the constitution of 1979,
the Federal Government lost its central control over the university system and
this accounted for the proliferation of state and private universities. Under the
military regime of Gen. Abdulsalami Abubakar, four private universities were
again opened. During the fourth civilian regime of Olusegun Obasanjo from 1999
to 2007 over thirty universities were established. The deregulation and autonomy
policy allows private participation and licenses were granted to operate these
universities after meeting the requirements set by NUC. Okwori & Okwori
(2007) stated that there were 76 universities, out of which 36 were federal
universities and 30 private universities. Most of these private universities were in
the south as seen on table 2.
Table 2
Private Universities in Nigeria 1999-2006
S/N. Name of Private Universities
1.
Al-Hikmah University
2.
Ajayi Crowther University
3.
Babcock University
4.
Bell's University of Technology
5.
Benson Idahosa University
6.
Bowen University
7.
CETEP-City University
8.
Covenant University
9.
Crawford University (of the
Apostolic Faith Mission)
10.
Igbinedion University
11.
Madona University
12.
Novena University
13.
Ibrahim Babangida Badamosi
(IBB) University
14.
Redeemers' University
15.
16.
Renaissance University
Tansian University
Location
Ilorin
Oyo
Ilishan Remo
Badagry
Benin
Iwo
Yaba
Canaan Land
Otta
State
Kwara
Oyo
Lagos
Lagos
Edo
Osun
Lagos
Lagos
Ogun
Okada
Okija
Kwale
Minna
Edo
Anambra
Selta
Niger
Redemption
City
Enugu
Awka
Lagos
Enugu
Anambra
Source: UME/DE Brochure 2006/2007 session.
The spread of these private universities in the south can be attributed to
the increasing demand for university education. To a certain extent, the
establishment of these private universities will satisfy the qualified candidates
who could afford the cost of private universities. The less privileged are still
denied access.
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Access and Equity in Nigerian Universities: Challenges and Way Forward_______________
i)
National Open University of Nigeria (NOUN)
The Federal Government shares responsibility with the states in the
supply of higher education in the country. Higher education has therefore been
deregularized bringing in private ownership. Access can further be enhanced to
those who need university education with the opening of the National Open
University and Distant Learning
The National Policy on Education (NPE 2004) stated emphatically that
maximum efforts would be made to enable those who can benefit from higher
education to be given access to it. Such as may be through open universities or
part-time. Open or distant teaming, is referred to as life-long learning, life-wide
education, adult education, media based education, self-learning (NPE 2004).
The government still eager to enhance access to universities, approved
the Open University and Distance Learning. On the issue of access and equity,
open and distance learning is the one addressing access to universities most. It is
a good means of bridging the demand and supply gap. They also offer
opportunities for those students who are unable to reside on campus. The
admission policy is quite flexible and open to everyone, including the disabled
such as blind, deaf and dumb who desire a higher education. The student can
determine the pace re can work and study centres are available in all state
capitals. Open universities make use of Information Communication and
Technology (ICT) which is globally recognized for teaching and teaming.
Without any doubt, open universities and distant education is a right step in the
right direction in addressing the issue of access to Nigerian universities. The
problem envisaged is the problem of quality of instruction and the stability of die
system.
Conclusion
The Joint Admissions and Matriculation Board (JAMB) admits under
20% of applicants from year to year. This is a result of impediments discussed
earlier in this paper. Nigerian youths demand for higher education especially in
the universities and qualified candidates must not be denied access. The issue of
access and equity should be seriously addressed. The population of the youth is
increasing because of better living. Access has been made difficult because of
some government policies and those which increase access and opportunities like
the open university and distant learning must be encouraged.
Recommendations
In view of the above discussions on access to and equity in admission to
Nigerian universities, and equally to address the impediments emanating thereof,
the following recommendations are made:
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International Journal of Educational Management (1JEM) Vols 5, 2008____________________
— To enhance access to universities, the issue of quota system or federal
character or catchment should be reviewed. Catchment should mean
those who live in the area where the university is located. For instance,
many candidates are of Oshun state by birth but have all their lives been
living in Kwara; Why should they be denied access to a university in
Kwara? As Nigeria is preaching unity, place of birth should be
deemphasised. Everyone should see himself as a Nigerian. Developed
countries like the USA do not emphasize the one's state of birth. This
means, in essence that admissions should be liberalized.
— Private universities can still be encouraged but profit-making should be
minimized. University education can be seen as service oriented. They
can still charge their fees but must not be exploitative.
— Open Universities and Distant Learning (ODL) should be encouraged.
Government should mount campaigns to alert the university candidates
of the advantages of ODL and take the opportunity to acquire university
education.
— The existing conventional universities should be well funded so that
there will be expansion. The old buildings should be repaired and new
ones built, so as to accommodate more students. It is because of the
limited space that the NUC came about the carrying capacity. When the
existing universities are expanded more candidates would have access.
— Loans scheme should be introduced to the less privileged students to
ameliorate their economic hardship.
— All efforts as above should be put in place to absorb the teeming population of Nigerian youth to universities especially now that the products
of UBE, in a few years' time would be struggling for placement in the
universities.
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