EDUCATION AND
PRODUCTIVITY IN
NIGERIA
EDITED BY:
E.G. FAGBAMIYE
& D.O. DUROSARO
A Publication of the Nigerian Association for
Educational Administration and Planning.
TABLE OF CONTENTS
Title page.................…………………………………….
Copy right page..........…………………………………..
Foreword..................…………………………………….
About the contributors..………………………………….
Table of contents........……………………………………
i
ii
iii
Iv-v
vi-ix
Sub-Theme 1
Measurement of Productivity in Education
CHAPTER ONE: Education and Productivity in Nigeria: An Overview
- Dr. J.O. Fadipe………………………..................................................1
CHAPTER TWO: Issues in Measuring Teachers Productivity
- Dr. A.O. Sofoluwe....................……………………..........................9
CHAPTER THREE: Measuring Teachers Productivity and Primary
School Quality: An Evaluation of Concept and Issues
- Mr.J.B. Odunuga& Mr. P.K. Ajila...............…………………….......16
CHAPTER FOUR: Measuring Teacher Productivity: An Overview of
the'APER' Form - Dr. A.F.S. Ahmed............…………………...........22
Sub-Theme 2
Human Resource Management and Productivity CHAPTER FIVE:
Human Resource Development and Productivity
- Prof. Segun Ogunsaju..............................…………………….........32
CHAPTER SIX: Teachers' Remuneration, Conditions of Service, Job
Satisfaction, Attitude to Work and Job Performance in Selected
Secondary Schools in Lagos State
- Prof. E.O.-Fagbamiye....................................……………………...41
CHAPTER SEVEN: Resource Allocation and Utilisation for University
Education in Nigeria: Trends and Issues
- Prof. D.O. Durosaro....................................…………………….....51
CHAPTER EIGHT: Staff Personnel Management and Productivity in
Education - Dr. R.O. Oduwaiye....................……………………….........68
CHAPTER NINE: Personnel Practices and Role Stress as Correlates of
Students1 Academic Performance in Public and Private Secondary
schools in Lagos State
- Dr. S.A. Oyebade……………………………………………………….77
CHAPTER TEN: Belief Systems of Secondary School Principals and
Vice Principals about Productivity of Teachers in llorin Metropolis, Kwara
State
- Dr. (Mrs.) Yetunde Ijaiya.............................……………………….......88
CHAPTER ELEVEN: Enhancing Educational Productivity through
Effective Staff Personnel Administration in Nigerian
schools - Dr. P.K. Ojedele.,..........................………………………….........99
CHAPTER TWELVE: Providing Quality Education when Resources are
Scarce. Strategies for Improving Secondary School Effectiveness - Dr.
Ngozi E. Uzoka...........……………………………………………….109
Sub-Theme 3
Management of School Physical Facilities and Productivity
CHAPTER THIRTEEN: Physical Facilities and Productivity in Education
- Dr. G.O. Oyesola………………………………………...…………118
CHAPTER FOURTEEN: The Role of School Plant in Educational
Productivity - Dr. N.B. Oyedeji..........:......……………………..........128
CHAPTER FIFTEEN: Maintenance of School Infrastructure for
Productivity - B.M. Taiwo..………………………..................................134
Sub-Theme 4
Teacher Professionalism and Productivity in Nigeria CHAPTER
SIXTEEN: Teacher Professionalism and Productivity: A
management Perspective - Dr. A.T. Alabi……………………............142
CHAPTER SEVENTEEN: Towards Teacher Professionalism and
Productivity in Nigerian Primary schools
A.T.L Ojibara & N.B.L Ojibara (Mrs.)..........…………………......147
Sub-Theme 5
Other Correlates of Education and Productivity in Nigeria CHAPTER
EIGHTEEN: School Climate and Productivity in Selected Secondary
Schools in Owerri and Umuahia Educational Zones of Imo and Abia
States
- Dr. Uche Emetarom...………………….....................................154
CHAPTER NINETEEN: Impact of Welfare Services on Productivity of
Academic Staff in Colleges of Education
-K. Udensi............................................………………………….........165
CHAPTER TWENTY: Gender Behavioural Flexibility and Productivity of
Women in Nigeria - Dr. O. Mowaiye Fagbemi...…………………......176
CHAPTER TWENTY ONE: Theory Z: A Management Model for
Increasing Teacher Morale and Productivity in Nigeria
- Dr. (Mrs.) A. N. Okorie......................……………………...............186
CHAPTER TWENTY TWO: Strategies for Achieving Productivity in the
Universal Basic Education (UBE) Scheme
- Dr. M.O. Arikewuyo……………………………………….………...198
CHAPTER TWENTY THREE: The Socio-Economic and Socio Cultural
Context of Juvenile Street Trading in Lagos
- Dr. J. O. Omokhodion...........................…………………...........208
CHAPTER TWENTY FOUR: The Making of a Productive Teacher of
Social Studies for Nigerian Secondary Schools
- Drs. C.C. Okam, G.O. Bozimo and Mr. S.A. Rinfat...................212
CHAPTER TWENTY FIVE: Deprofessionalization of Teaching and
Teachers' Productivity in Nigeria
- Dr. R.W. Okunloye................................……………………........219
CHAPTER TWENTY SIX: Organisational Climate and Teacher
Productivity in secondary Schools in Jos-North Local Government Area
of Plateau State
- Dr. E.E. Oluchukwu.................................………………….......226
CHAPTER TWENTY SEVEN: Lecturers Job Satisfaction and
Performance in Nigerian Colleges of Education
- Dr. (Mrs.) A.I. Fabiyi ................................…………………….....237
RESOURCE ALLOCATION AND UTILISATION
FOR UNIVERSITY EDUCATION IN NIGERIA:
TRENDS AND ISSUES
BY
Professor D. O. DUROSARO
Introduction
In many countries, education is viewed as a good investment in
nations development. The reason for this is that it is expected that the
educational system will produce the quality and quantity of human
resources required for the economy's growth using the right mix of
inputs.
In Nigeria the educational sector has been consuming quite a
large proportion of the annual budgets of our states because expenditure
on this sector is largely regarded as an investment. But the problem
which is currently assailing the Nigerian educational system is the usual
gap between the expected and the actual quality of output. There is the
need to establish and maintain an appreciable educational standard at all
levels. There is also the need to establish standardised operating criteria
for the system. Our educational system seems to be crisis-ridden and
our educational managers have always been busy managing crises or
facing crises of management because of the issues of the absence of
clearly defined standards of operation. In recent time, there have been
increases in the investment on education which according to Aghenta
(1987) had risen up to 40% of the annual budget at state level and about
24% at the Federal level. The increase in expenditure on education has
resulted in greater awareness and interest in the quality of education
Politicians, parents, educationists and all concerned individuals
have been quick to comment on the issue of standards in education in
Nigeria. Since expenditure in education is largely regarded as an
investment, continuous appraisal to ensure both cost-effectiveness and
prudence seems appropriate as in the commercial and industrial sectors.
Hence, a part of this paper tries to examine the issue of
standards in Nigerian education with particular reference to resource
allocation and utilization for University education.
The Concept of Standards
The word standard is a relative term. It implies that there must be
a reference point from which the intrinsic value of an endeavour can be
measured, the general impression in Nigeria seems to be that the
Education and Productivity in Nigeria
52
standard of education is on the downward trend. An English dictionary
simply defines standard as a 'model" or 'anything regarded as perfect
and which could be used as a basis of comparison" (Halsey. 1979). This
definition confirms the view that there must be a basis for comparison of
either the educational products or practices over time before one carpass a judgement. Hence, those who condemned the standard of
present Nigerian education do so by making vivid comparison between
the, products of yester-years and those of present day. For instance a
person might lament the falling' standard in English and Mathematics in
the schools based on the fact that the majority of the products of schools
30 or 40 years ago wrote and spoke better English and were able to
solve mathematical problems than their counterparts of present day
schools
Some other scholars have viewed the concept of standard in
education from other perspectives. For instance, Funk and Wagnalls
(1975) viewed standard in education as a measure or quality to which
other measures or qualities must conform Also, Majasan (1989) opined
that standard in education is a normative variable that is based on
certain indices that are themselves defined by the values, goals,
orientation and level of development of society This opinion was
corroborated by Udoh (1989) who intimated that standard in education
comes in when the degree or level of excellence are indicated for the
achievement of the purposes of education. Standard, thus viewed, is the
desirable level of attainment.
Therefore, the basic questions raised in this paper are:
1.
How are human, material and financial resources allocated to
university education Nigeria?
2.
How are human, material and financial resources allocated to
university education in Nigeria utilised?
3.
Is there any desirable level of attainment set for both
resource allocation and utilization for university education in Nigeria?
4.
How well are the set levels of attainment being met?
5.
What are the possible strategies for improvement?
Education and Productivity in Nigeria
53
Resource Allocation to University Education
For the sake of clarity, the term resource allocation is used here to mean
the distribution of human and material resources devoted to university
education in Nigeria. This definition is in line with the ideas of previous
scholars like Akangbou (1987), Callaway and Musone (1968), Gravenir
(1984) and Durosaro (1985). The resources to be considered include
human and material resources. The human resource includes both staff
and student personnel while the material resource includes both financial
and physical facilities devoted to the system.
Human Resource Allocation
With regard to the human resource allocation to universities in Nigeria,
the student enrolment in the system is guided by a national policy of
60.40 ratio for science and arts enrolment respectively. Table 1 presents
a vivid picture of the distribution of enrolment in Nigerian Universities by
faculty. The Table shows clearly that the enrolment is heavily weighted
towards the humanities - rather than sciences.
Table 1: Enrolment in Nigerian Universities by Faculty 1986 - 1990.
Field of
Study
Faculties
1986
1987
1988
1989
______
1990
Sciences
Agriculture
Earth &
Mineral
Sciences
Engineering
and
Technology
Environmental
Design
Medicine
Pharmacy
Science
Vet. Medicine
Sub-Total*
Administration
Arts
Education
Law
Social Sciences
Others
7566
108
8,078
510
9,087
564
9,582
618
12943
N.A.
10,026
11,327
12,555
13,964
15,085
4,585
4,979
5371
5.186
6,091
8958
1811
16969
994
51,047
7,614
18,029
23,755
6,950
16,348
2,542
9353
2043
18840
1121
56,251
8,019
18,155
25,400
8,156
17,254
2,435
9856
1993
21199
1292
61,929
8,859
20,255
28,178
9,091
18,288
4,013
10034
1994
25466
1364
100,560
9,974
22,378
29,348
10,300
19,692
867
Humanities
10960
2316
29526
1448
78,369
12,683
23,377
27,529
9,761
21,841
7,311
Education and Productivity in Nigeria
Sub-Total*
Grand Total
54
75,238 79,419 88,684 60,207 102,502
126,283 135,670 150,613 160,767 180,871
Sources: NUC Statistical Digest 1980 - 86. 1987 - 90.
Also, the staffing of the university system in Nigeria is guided by
the laid down criteria of the National Universities Commission (NUC).
This is usually Faculty related. For example, it is stipulated that the
lecturer/student ratio for Arts should be 1:22. The lecturer/student ratio
for the Sciences should be 1:15 while the lecturer/student ratio for the
Faculty of Education should be 1:25. The Basic Medical Sciences have
the lowest lecturer/student ratio. The Nigerian Medical Council
recommends one lecturer to 15 students in every subject area, but in the
clinical area the recommendation is one lecturer to 10 students. The data
on academic staff in Nigerian Universities between 1986 and 1990 are
shown on Table 2.
Education and Productivity in Nigeria
Table
2:
Number
of
55
Academic
Staff
in
Nigerian
Universities by Institution
Institution
University of Ibadan
University of Lagos
University of Nigeria, Nsukka
A. B. U. Zaria
O. A. U. lle-lfe
University of Benin
University of Jos
University of Calabar
Bayero University, Kano
University of Maiduguri
Usumanu Danfodio Univ.
Sokoto
University of llorin
University of Port-Harcourt
A. T. B,a)ewa Univ., Bauchi
University of Makurdi
F. U. T. Owerri
F. U. T. Yola
F U. T. Akure
r- U. Agric. Abeokuta
F U. T. Minna
Sub-Total
Anambra State Univ.
Rivers State Univ.
Imo State Univ.
Bendel State Univ.
Ondo State Univ.
Ogun State Univ.
Cross River State Univ.
Lagos State Univ.
Sub-Total 1,268
Grand Total
1986
1,065
1,054
892
1,227
983
659
440
419
330
339
263
1987
1 ,065 "
958
863
1,280
1,013
671
505
385
336
615
318
1988
1,075
902
839
820
1,153
153
915
657
457
698
415
1989
1,098
705
873
1,186
962
667
433
420
355
653
297
1990
1,129
716
879
1,186
924
627
46£
436
401
784
31 1
356
335
97
_
52
32
8,370
95
321
142
167
92
142
232
77
1,661
10,038
367
411
112
67
51
9,019
147
321
142
346
92
241
261
111
1,661
10,680
348
588
32
265
415
384
127
97
73
9,106
147
321
142
359
92
241
361
111
2,029
10,764
401
401
162
103
140
94
106
50
84
9,216
275
319
203
363
141
255
324
147
2,139
11,245
446
400
151
141
160
131
126
67
111
9,597
241
457
89
435
141
290
329
157
11,736
1986-90.
Education and Productivity in Nigeria
56
Table 2 reveals that the Ahmadu Bello University which had me highest
also had the largest number of academic sis''' Bellowed by the of Ibadan
and Lagos respectively. Apparent' too, the first universities have more
academic staff t! "n the second ration universities and the latter also have
more academic staff than the third generation and state owned
universities The structure of academic staff in each department should
be such that Professorial grade accounts for 20%, Senior Lecturer grade
45% and Lecturer grade 35%
The distribution of non-academic staff of Nigerian universities
also fall in line with the National Universities Commission approved
resource allocation parameter. There are laid down ratios for academic
to non-academic senior administrative and technical staff. For examples,
there should be one senior administrative staff to every three academic
staff. There should also be one senior technical support staff to every
three or four academic staff in the science based disciplines. For the
junior support staff, there should be a total of half of the senior staff
establishment.
The data on the non academic staff in Nigerian universities by
institution from 1986 to 1990 are presented on Table 3.
Education and Productivity in Nigeria
57
Table 3:
Number of Non-Academic Staff in Nigerian Universities by
Institution: 1986-90.
Institution
1986
1987
1988
1989
1990
University of Ibadan
University of Lagos
University of Nig. Nsukka
A. B. U. Zaria
O. A. U. lle-lfe
University of Benin
University of Jos
University of Calabar
Bayero University, Kano
University of Maiduguri
Usuman Danfodio Univ.
Sokoto
University of llorin
University of Port-Harcourt
A. T. Balewa Univ., Bauchi
University of Makurdi
F. U. T. Owerri
F.U.T. Yola
F. U. T. Akure
F. U. Agric. Abeokuta
F. U. T. Minna
Sub-Total
Anambra State Univ.
Rivers State Univ.
Imo State Univ.
' Bendel State Univ.
Ondo .State Univ.
Ogun State Univ.
Cross River State Univ.
Lagos State Univ.
Sub-Total
Grand Total
2,349
2,408
1,912
2,301
900
1,022
970
883
606
833
2,364
2,465
1,796
2,300
111
1,049
1,037
883
624
830
2,364
2,389
1,942
2,247
1,081
1 ,252-924
806
637
940
4,894
3,959
5,676
3,816
4,034
2,256
1,838
2,045
1,353
2,400
4,779
2,994
4,452
4,112
3,312
2,462
1 ,782
2,090
1,431
2,177
414
822
377
237
159
66
16,252
167
530
235
213
147
193
383
143
2,811
29,063
509
830
540
171
160
110
17,734
293
530
235
637
186
342
364
198
2,785
20,519
488
933
808
314
207
150
17,482
293
530
235
635
186
336
364
267
2,848
20,330
1,120
1,373
1,782
526
618
661
445
425
363
376
40,320
1,086
1,429
612
1,641
386
504
1,052
554
7,264
47,584
1,133
1,712
1 ,927
579
820
694
366
527
373
433
38,194
1,103
89
1,544
386
373
1,099
648
6,727
44,921
Education and Productivity in Nigeria
58
The table shows that in 1990, the University of Ibadan had the largest
academic staff, followed closely by University of Nigeria, and Ahmadu
Bello University, Zaria.
Even though the state srsities belong to the
fourth generation of universities, some of them as Bayero University,
Kano and Usman Dan Fodio University, koto had employed more non
academic staff than some second generation universities.
Physical Facilities Allocation
At this juncture, it may be necessary to discuss the material
resource allocation to Nigerian universities. A look at the data on
physical resource allocation to Nigerian universities shows that there was
remarkable growth in the number of university institutions in Nigeria
between 1986 and 1990. Table 4 presents the relevant information on
this aspect. The number of universities in Nigeria in 1986 was 24. The
number rose to 28 by 1989 and 29 in 1990. The physical facilities in each
institution varied widely in terms of quantity and quality. There are broad
guidelines on the procurement of materials and facilities for each faculty
and department, depending on the dictates of the course programmes.
The basic facilities provided in each university include student
accommodation, lecture rooms, health care facilities, workshops and
laboratories, administrative facilities and equipment and furniture as well
as municipal services. The requirement varies from department to
department but there are broad guidelines from NUC. For-example, there
are prescribed minimum space requirements for offices, hostels,
classrooms, laboratories, seminar and conference rooms. Academic staff
offices should be 13.5 m2 per lecturer, classroom accommodation
should be 0.7 m2 per student, laboratory should be 7.5 m? per student
while conference rooms should be 18.5 m2 per student. Moreover, three
categories of equipment are needed in most university departments.
.The b first category is needed for teaching purposes, the second for
office use the third category of equipment is needed for administrative
work, research and students' fieldwork. For teaching, each lecturer has
chalk board, pieces of chalk, overhead projector, video set and personal
computer and tape recorders. For office use in the departmental Offices,
there is need for one good photocopier, copying machine, one or two
typewriters, one typesetting filing cabinets, air conditioners, one set of
upholstered
Education and Productivity in Nigeria
59
chairs, six office chairs, four book shelves, one refrigerator, one
executive table and chair, two typist tables and chairs, a wall to wall
carpeting, one car, two notice boards and at least one blackboard.
In addition, in each lecturer's office there should be one table, four
chairs, one air conditioner, one filing cabinet, one blackboard and two
bookshelves with a floor decently carpeted.
There are also other instructional equipment that should be
provided in the science based departments. For instance, in the Medical
Sciences, to teach Anatomy there should be one cadaver for eight
students, one dissecting microscope for eight students, one light
microscope for two students, one spectrophotometer for twenty students
and one centrifuge for six students.
There is no doubt, all these resources have financial implications
and it is pertinent to discuss the financial resource allocation to Nigerian
Universities at this point.
Financial Resource Allocation
Financial resource passes from the Federal Government through
the National Universities Commission (NUC) to Federal Universities. The
NUC has five major divisions one of which is the Finance Division which
is saddled with the responsibility of managing and disbursing funds to
universities. The funds to the universities could be in form of recurrent
grant, capital grant and special grants. The NUC has laid down general
financial policies for the universities and it advises the institutions on
financial matters.
Capital grants to Nigerian universities is usually in line with the
provisions of the overall national development plan and as catered for in
the fiscal year's budget.
In determining the capital expenditure of a
university, the student enrolment and the nature of the course
programmes play very vital roles. These guide the determination of
lecturers, space for lectures and other support services required. These
requirements when calculated are then translated into specific projects
and arranged in their order of priority. The estimated cost of each project
is then determined. It is the combination of all the estimated costs of all
such projects in a university that form the capital estimates submitted to
the NUC. However, when a university submits the capital estimate to the
NUC, the Planning Division of the Commission analyses it against the
Education and Productivity in Nigeria
60
background of the university's enrolment, the national manpower
development target and realism.
After verifying the cost computations, the Vice Chancellors,
Bursars and the academic planning officers of the universities are then
invited to a budget hearing session at the NUC at which the differences
between the adjusted estimate by the NUC and the original submissions
of the institutions are discussed. The final and agreeable estimate is then
approved by the NUC for submission through the Federal Ministry of
Education to the Federal Ministry of Finance for approval before it
becomes the basis for capital expenditure.
The NUC exercises control over capital expenditure in the
universities by making official visits to the various universities to see, at
first hand, the site and the physical structures. There are also
consultants from the NUC who monitor drawings and specifications of
each project and every project must be approved before it is started.
Also, a member of the NUC is required to attend all tender board
meetings of each university and each university is expected to complete
a capital project data sheet which is used to provide, on a quarterly
basis, the physical progress report as well as the cost to date of each
project.
In addition, a team of auditors from NUC makes occasional visits
to universities to verify the financial information given by universities on
each project. It is a financial requirement that universities should keep a
separate bank account for capital grants so that such funds are not
inadvertently misappropriated for recurrent expenditures. The
universities are mandated to submit a quarterly capital grant return to
NUC in line with the Finance Ordinance of 1958 (Section 9). The detail of
information to be compiled in the quarterly capital grant return includes:
name and description of each capital project in progress, stage of
completion at the time of making quarterly return, estimated cost to that
stage, actual cost of project to that stage, variance of actual cost from
estimated cost and explanation for variance, a statement of receipt and
disbursement for the capital grant fund, and a bank reconciliation
statement for capital grant bank account.
The trend in the capital grant allocation to Federal Government
owned Universities in Nigeria is presented on Table 4.
Education and Productivity in Nigeria
61
Table 4: Capital Grants to Federal Universities in Nigeria, 1986 - 1990.
Years
1986
N
Amount
48,877,120
1987
1988
N
N
127,500,000
81,000,000
1989
N
60,833,318
1990
N
80,000,000
Source: A/L/C Annual Reports, 1986 - 1990.
Table 5 shows that allocation of capital funds to universities
fluctuated widely. The grant rose from N 45.8 million in 1986 to N 127.5
million in 1987 but declined to N 60.8 million in 1989. This figure 'rose to
N 80.0 million by 1990.
The procedure used for the recurrent grant allocation to
universities is fairly similar to that of the capital grant. The universities
are requested to submit their recurrent expenditure needs for the next
financial year to NUC. The NUC then spends considerable time pruning
and consolidating them for budget hearing. All vice chancellors, bursars
and directors of planning attend the budget hearing to defend the
estimates submitted by them. The agreeable estimate is then forwarded
to the Federal Government for approval before it becomes the basis for
making recurrent expenditure in the Universities!
The recurrent allocations of the universities are used mainly for
personal emoluments and other charges. The personal emolument
figures are fairly exact and actual while the other charges consist of
operating expenses some of which are variable while others are fixed.
,The trend of recurrent grant allocation to Federal Government owned
universities in Nigeria is shown in Table 5.
Table 5:
1990.
Years
Amount
Recurrent Grants to Federal Universities in Nigeria, 1986 1986
N
442,594,570
1987
1988
1989
N
N
N
406,405,501 316,047,550 500,000,000
Source. A/L/C Annual Report!?, 1986 - 1990.
1990
N
575,000,000
Education and Productivity in Nigeria
62
Table 5 shows that N 442.5 million was allocated as recurrent
grant to Nigerian Universities in 1986. The amount declined to N 316.0
million in but rose to N 575.0 million in 1990.
Resource Utilization for University Education
Resource utilization in this paper means the manner of
application of the human, material and financial resources devoted to
university education. Human resource utilization, with particular
reference to students did not comply with the 60:40 quota of science
versus humanities between 1986 and 1990. Table 6 presents the data on
enrolment ratio in Nigerian universities from 1986 - 1990 vis a vis
science and humanities.
Table 6: Enrolment in Nigerian Universities showing ratio of science to
humanities, 1986- 1990
Discipline/Years
Science
Humanities
Ratio of Science/Humanities
1986
51,047
75,238
40:60
1987
56,251
79,419
42:58
1988
61,917
88,684
41:59
1989
68,208
92,559
42:58
1990
78,369
102,502
43:57
Source: NUC Statistical Digest.
Table 6 shows that the trend was in favour of humanities.
Between 1986 and 1990 the enrolment in the sciences was 42% of total
enrolment. When the utilization of university teachers is considered, the
lecturer-student ratio in most Nigerian universities seems to fall short of
the prescribed minimum. For example, the lecturer-student ratios in
Nigerian universities by faculties for the 1985/86 academic year is
presented on.
Education and Productivity in Nigeria
63
Table 7: Number of Academic Staff in Nigerian Universities by Institution:
1986-90.
Institution
Adm-
Agric
Arts Earth & Educ.,
Min.
Engin/
Envir.
Law Medi- Sciecine
nce
Soc.
Sci.
University of
Ibadan
_
14.2
9.7
10.4
12.0
_
10.8
8.8
10.8
17.8
University of
Lagos
21.2
-
8.6
11.3
14.7
15.1 18.3
4.3
_
17.6
University of
Nigeria,
Nsukka
35.0
10.8
9.1
19.1
21.3
23.1
19.6 10.2
9.3
13.3
A. B. U. Zarla
O. A. U. lieIfe
44.6
15.0
3.5
13.9
11.9
7.7
20.6
22.1
6.9
16.3
12.1
24.3
10.2 "5.8
18.5 5.5
7.5
8.3
_
16.8
University of
Benin
-
7.8
14.9
25.0
18.1
_
34.5
6.9
10.2
17.7
University of
Jos
-
-
16.0
13.0
_
10.4 33.5
9.4
6.2
16.4
6.9
7.1
11.1
University of
Calabar
-
24.2
17.2
19.1
_
_
2.1
Bayero
University,
Kano
-
-
12.4
29.2
4.6
_
18.3 28.0
5.5
10.7
4.4
9.7
23.6
2.8
_
25.4 5.5
6.7
10.2
6.0
14.2/
25.7
21.8
3.6
8.5
12.4
University of Malduguri
Usumanu
_
Danfodlp
Univ. Sokoto
-
7
University of
Llorln
-
20.5
14.3
20.9
20.0
_
_
7.6
12.8 22.7
University of 19.7
Port-Harcourt
-
11.5
40.1
7.7
_
_
6.3
6.7
F. U. T.
Owerrl
5.2
6.3
7.4
_
10.9
_
_
_
_
F. U. T.
Akure
-
11.8
10.8
_.
_
_
_
6.9
F. U. T.
Minn
-
9.5
-
_
14.6
4.4
_
1
10.5
11.4
8.2 15.5
10.1
16.7
28.0 6.9
_
_
_ - 4.9
22.1
8.3
_
7.1
-
7.6
13.4
Federal
29.9
Universities
Anambra
State Univ.
10.4
Rivers State 17.2
48.9
_
_
21.4 _
16.7
4.7
8.8 15,3
12.6 41.6
3.9
_
Education and Productivity in Nigeria
64
Univ.
Imo State
Univ.
17.4
BendelStaet Univ.
.
Ondo State Univ.
-
16.9
_
_
6.8
60.1 _
6.5
-
12.3
13.2
5.2
8.9
14.4
_
12.9
-
25.2
37.5
-
_
_
11.1
22.9
Ogun State 4.2
Univ.
10.0
-
17.2
-
-
15.8
Crocs River 5.9
State Univ.
-
31.9
-
-
-
-
17.6
-
-
9.2
Lagos State Univ.
State
Universities
14.5
6.4
11.4
-
Fed. & State
Univs.
23.0
10.0
11.4
8.2
18.4
18.5
11.5
12,8
4.9
7.4
10.6
14.9
63
X
4.2 20.4
-
21.8
9.9
17.7
14.8
24.9
-
4.9
6.8
8.6
17.6
8.8 15.6
Source: NUC Annual Report, 1985/86.
The average lecturer/student ratio in Nigerian universities was
1:25.9 in Administration instead of 1:22. Also in science, the
lecturer/student ratio was 1:8.8 instead of 1:15. In education the
actual ratio was 1:18.5 instead of 1:25 prescribed. In medicine, the
actual ratio was 1:6.9 instead of 1:15.
In addition, there were variations in the lecturer/student ratio
between Federal and State owned universities. In administration, the
ratio for federal universities was 1:25.9 on the average while for state
universities it was 1:14.5. For law, federal universities had an average
of 1:28 while state universities had an average of 1:17.7. However, in
some of the faculties there seems to be some uniformity in the
lecturer/student ratio in both federal and state universities.
Table 8 shows the utilization of non-teaching personnel. The
non-academic staff ratio rose from 1:2 in 1986 to 1:4 in 1989 and was
down to 1:3 in 1990. The state owned universities had a ratio of one
academic staff to three non academic staff in 1990. No doubt, the
academic/non academic staff mix has some implications for efficiency
in finance, space and material utilization.
Education and Productivity in Nigeria
65
Table 8:
Academic/Non Academic Staff ratio in Nigerian
Universities, 1986-1990.
Years
Academics
Non Academics
Ratio
Academics
Non Academics
Ratio
1986
8,770
16,252
1:2
1,268
2,811
1:2
1987
9,019
17,734
1:2
1,661
2,785
1:2
1988
9,103
17,482
1:2
1,661
2,848
1:2
1989
9,216
40,320
1:4
2,029
7,264
1:4
1990
9,597
38,194
1:4
2,139
6,727
1:3
Source. Computed from NUC Annual Reports, 1986 - 1990.
The information on the unit cost per student in Nigerian
universities is presented on Table 9.
Table 9: Unit cost per student in Nigeria Universities 1986-1990
Years -
1986
1987
1988
1989
1990
Capital Cost
N 45,877,120
N127,500,000
N 81 ,000,000
N 60,833,318
N 80,000,000
Recurrent Cost
N 442,594,570
N406,405,501
N 316,047,550
N 500,000,000
N 575,000,000
Total Cost
N 488,47 1,690 N 533,905,501
N 397,047,550 N 560,833,318
N 655,000,000
Enrolment
Unit Cost
126,285
N3,868.01
135,670
N 3,935.33
150,613
N 2,636.21
160,767
N 3,488.49
180,871
N 3,621.37
Source: Computed from NUC Annual Reports, 1986 - 1990.
The Table shows that the unit cost per student in Nigerian
universities varied from N33,868.01 in 1986 to N 3,935.33 in 1987. The
cost declined to N 2,636.21 in 1988 but rose slightly to N 3,621.37 in
1990. The provision of funds for goods and services in direct teaching
departments in Nigerian universities is in relation to the intensity of
student teacher contact, Laboratory facilities and type of teaching
equipment required in the following proportion:
In the humanities, between 15% and 20% of total salaries of staff
in the discipline is provided for goods and services.
In the science-based disciplines, up to 25 - 36% of total staff
salaries is provided.
Allocation for library is 6% of total operating cost in the
university.
Education and Productivity in Nigeria
66
Allocation for teaching and research equipment is 5% of total
operating cost in the university.
Research fund allocation is 20% of total teaching cost or higher if
research needs can be justified.
Public service fund allocation is 10% of total teaching cost.
Administrative support cost is also provided for, to pay for
salaries, goods and services required by all non academic personnel not
located in academic departments.
Special allocations are also made for health services,
maintenance of goods and property on per staff member rate. There are
also non academic expenditure like leave grant, housing allowance,
vehicle allowance and retirement benefits at nationally approved rates.
Conclusion
Obviously, there seems to be some desirable levels of
attainment set for the resource allocation and utilization in Nigerian
universities. The pertinent thing to discuss is whether the criteria
provided are met and followed by all. The present study discovered that
the 60/40 quota of student enrolment in science/humanities was not met.
Also, the lecturer/student ratios prescribed in the faculties were not
achieved. The academic/non academic quota in some cases was not
met. These gaps, no doubt, have implication on the use-efficiency of our
university resources. Most universities complain of inadequacy of space
and material resources. Staff members in the faculties face the problem
of attrition owing to poor facilities and conditions of service. Yet, student
enrolment continues to grow, leading to inadequate facilities in the
universities.
The persisting economic downturn seems to have compounded
the problems particularly with the serious depreciation of the rain and the
lower absorptive capacity of the economy for university graduate. The
facilities in the universities can no longer be maintained as they should.
The high cost of universities and other tertiary institutions in
relation to basic education, together with the fear of increasing problem
of graduate unemployment in Nigeria calls for a rethinking of the goals of
our university system.
Education and Productivity in Nigeria
67
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