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PRIVATIZATION
OF UNIVERSITY EDUCATION AND QUALITY SERVICE DELIVERY IN SOUTHWEST NIGERIA
ABSTRACT
This study
was undertaken to investigate privatization of university education and quality
service deli very in South-West
Nigeria. It was meant to assess the essence of privatization of university
education and to ascertain the impact of adequate and modern facilities,
coupled with quality teaching personnel on the quality of education and the
mode of their service delivery in south-west Nigeria. Six research questions were formulated to
guide the study. A descriptive survey design was adopted for the study and the
data collection was validated questionnaire. The study population sample was
drawn from two private universities in Lagos and Ogun state. This study was made up of 100 students. The
research questions that guided this study also formed the basis for the 4-item
close-ended questionnaire that was administered. Section A contains personal
data that differs among categories of respondents, while section B contains
similar question items with little difference. The data gathered were analyzed
qualitatively using statistical package for social sciences (SPSS) version 17.0
The findings from the analysis therefore
shows that quality of teaching personnel has great influence on the quality of education ,coupled with
adequate and modern facilities which has positive influence on education.
CHAPTER ONE
INTRODUCTION
Background
to the study
Universities
all over the world are accepted as the citadel of learning and development of
human resources. According to Subair (2008), the entire intellectual and
professional life of a country depends on sound higher education, especially
university education that provides quality products (graduates) of
international standard. The Nigerian university system sprang out of the need
for the development of a high level workforce to take the challenge of nation
building after independent (Fadipe, 2000).
Higher
education in general, which could be professional or technical education, in
particular; plays vital roles in the economic and social development of a
country. It provides a wide range of increasingly sophisticated and ever
-changing variety of trained manpower needed in education, engineering,
medicine, agriculture, management, communication, etc. It produces researchers,
who, through their activities, deepen and extend frontiers of scientific and
technical knowledge leading to innovations which energize engines of economic
growth and development. Apart from developing human resources, higher education
turns out thinkers who reflect on critical problem that affect humanity and
thereby ensure its survival and development and growth. Thus, the single most important
indicator of the nation’s future can be said to be the state of its higher
education. Universities are therefore identified as critical engines for
socio-economic and political development. Universities have become a primary
locus for innovation, expanding the pool of high calibre manpower to address
the challenges of under-development. In Nigeria, education is however seen as
an instrument for development and national integration. According to the
National Policy on Education (FGN 2004), the teaching and research functions of
higher educational institutions have an important role to play in national
development particularly in development of high level manpower.
Specifically,
the aims of higher education in Nigeria as articulated in the NPE include:
(a) The
acquisition, development and inculcation of the proper value-orientation for
the survival of individual and society.
(b) The
development of intellectual capacities of individuals to understand and
appreciate their environment.
(c) The
acquisition of both physical and intellectual skills which enable individuals
to develop into useful members of the community.
(d) The
acquisition of an objective view of the local and external environments.
The policy
further states that higher educational institutions should pursue their goals,
through, teaching, research, the disseminating of existing and new information.
The
exponential expansion of the university system since the 1980’s amidst
complaints of dwindling standards led the federal government to adopt measures
designed to control the quality of education. Some of these measures include:
the closure to outreach centers or satellite campuses, introduction of rigid
entry requirements such as the post JAMB aptitude test, unduly long duration of
programmes and the transfer of regulations of regular programmes to distance
learning Programme. The Federal Government has embarked on some forward-looking
policies to reform the University System. In March 2002, a National Summit on
Higher Education was held to examine the management, funding curriculum
relevance and access into universities. There is a mass evidence to show
that the existing curriculum is not only
defective, but also lacks quality. The
NUC accreditation exercise in 2000 showed that, out of 1,185 academic
programmes, only 11% were given full accreditation (NUC, 2001). Besides, the
requirements to run universities according to private sector principles and the
dominance of managerial and entrepreneurial approaches to higher education have
occupied the centre stage in educational management. What has become
fashionable in Universities around the world is a shift from basic to applied
research, with emphasis on the nexus between education and the economy, and
greater concern with issues of intellectual property rights and the
prioritization of research for product development and commercialization. (Mala
Singh, 2001). These trends are bringing Universities in line with influential
global paradigms and best practices.
More so, the
demand for university education in the last 20 years is far greater than the
supply. This is in spite of the phenomenal expansion in the publicly owned
universities in Nigeria from 1 in 1948 to 56 in 2007.However, government had
problems providing space for the large number of applicants ready to be
admitted into the university, due to the explosive population rate of
Nigerians,especially the young ones. According to the population Reference
Bureau (PRB) 2003, Nigeria had a projected population of 133.9 million and 45 percent
of these figures are people of school going age. Consequently, the government
alone seems not to be able to provide the required educational facilities for
the teeming population of the school age.Almost 30 million people in the world
are fully qualified to enter a university; but no available place for them (Duderstadt 2002).
Bearing in mind that no less than half of the world populations are youth under
age twenty, most of whom live
in Africa, Asia and Latin America , it implication on staggering
demand for university education is enormous for government alone to
shoulder. In Nigeria for instance, the series of committees set up by the
Federal Governments over the years (Long
commission of 1990; EstuNupe
committee on the future of Higher Education in Nigeria, 1996; and the Education , Science
and Technology Committee of vision 2010 , 1997) consistently reported of the gross inadequate provision of the university education in Nigeria ( Olaniyan 2001).
In the
absence of improved facilities to cope with, there is increase in demand in
university education which makes most institution to exceed their carrying
capacities, which is defined as the maximum number of students that the
institution can sustain for qualitative education based on available human and
material resources (NUC2005).
Although
public universities have dominated the higher education landscape in Nigeria
for several decades, their failure to cope with admission pressures became more
critical with the introduction of the Structural Adjustment Programme (SAP) in
the later part of the 1980s (Obasi,2007) .Hence, the public supply of higher
education falls far short of the new demand. Incessant industrial unrest is
another major issue that necessitates the emergence of private education.
Strikes brings about destabilization of the learning process and lead to low
quality service from lecturers because of their desire to cover lost ground.
More so, there are serious allegations that the public university system in
Nigeria is characterized by poor funding, high students’ wastage, huge
unsatisfied demand-supply gap and lack of critical educational inputs. The
tables below, shows the trend in university admission for the past few years.
Academic
Year
No. of
Applications Received
No. of
Admissions Given
Percentage
Admitted
1995/1996
508,280
32,473
6.4
1996
376,645
56,055
14.9
1997
419,807
73,781
17.6
1998
321,368
78,550
24.4
1999
593,670
64,358
10.8
2000
467,490
50,277
19.8
2000
467,490
50,277
10.8
2000/2001
550,339
60,718
11.0
Average
13.7
Source: JAMB, Annual Report for Various
Years as cited in Obasi (2007:47)
Alli (2004)
observed that Nigerians generally have the peculiar attitude of individual
solution as a response to social malaise. For instance people strive to provide
boreholes or water for themselves and generate electricity because government
has failed to meet their expectation. Hence, with increasing awareness of the
importance of education for human emancipation and development, Nigerians
continue to adopt the usual and peculiar response, which is private option.
Therefore the trend has been that of the private sector gradually taking over
the primary and secondary sub – sectors of the education industry.
Consequently, more parents and guardians tend to opt for private universities
where strikes and other vices associated with public universities are virtually
non-existent.
Also, access to higher education is
essentially a social process, deeply involved with the society’s cultural
pattern system of value [Thressher, 1970]. The conditions governing admission
into universities must therefore be determined by the existing social, economic
and political realities within the society. In Nigeria, within a population of
over 140 million scattered over 36 states and Federal capital territory
situated at Abuja, finding an equitable formula for admitting all eligible
applicants is a challenge.
Recently,
the federal government has initiated momentous reforms in the University
sub-sector, designed to promote institutional autonomy, strengthen governance
and entrench mechanisms for quality assurance and control. Whereas university
autonomy and academic freedom only exist in principle, institutional mechanisms
of quality control have been weakened by the centrifugal forces of politics of
ethnic balancing. Although the contention is that the standard of education is
diminishing, attempts at improving the system’s dysfunctional ties have been
incremental hence Nigerian Universities are at the risk of losing their
competitive edge. Many nations in Africa recognize the fact that sustainable
development can be attained only when a functional system of education exists,
thus, a higher level of education is a sine qua-non for upward social and
economic mobility in recent times.
Therefore, the Nigerian government should also formulate and implement
people-oriented policies that will reduce widespread poverty. Selective-user
charges should also be introduced to make the wealthy pay more for university
education.
Realizing
that education is the spark plug for development, Nigeria adopted policies and
programmes that are inclined to the Social Demand Approach to the supply of
education. It was for the same reason that in 1979, university education was
placed on the concurrent list in the Nigerian Constitution. This provision
marked the genesis of the establishment of private universities in Nigeria. The
rationale for establishing state universities was essentially political because
of the entrenched quota system tradition in Nigeria, which is driven by
politics of ethnic balancing rather than merit. Some state universities were established
to reflect the federal character and to bridge the huge demand-supply gap.
There was a feeling that candidates from the Southern part of the country were
denied places in universities outside their catchments areas. There is today an
increasing demand for university education, which the existing universities
cannot accommodate. Therefore, private universities were established to
accommodate the increasing demand for places in existing institutions. It is
evident that the government alone cannot provide the much needed university
education to the teeming applicants seeking places yearly, hence the involvement of private sectors .The
Private universities is owned by individuals or corporate bodies. The corporate
bodies are mostly religious organizations. Private universities are wholly
funded by the proprietors hence they do not benefit from the NUC government
grants. Nevertheless, the private sectors have been licensed to complement
governmental efforts at providing university education to the masses. Today,
there are 32 private universities i
A
fundamental justification for the emergence of private universities in the late
1990 is the rising index of unsatisfied demand.
Statement of
the Problem
Although,
public universities have dominated the higher landscape in Nigeria for several
decades, their failure to cope with admission pressures became more critical
which then made the public supply of higher education fall far short of the
demand. More so, it has been observed that the
public university system in Nigeria is characterized by incessant industrial unrest, poor funding,
high students’ wastage, huge unsatisfied demand-supply gap and lack of critical
educational. However, the contention is that the standard of education is
diminishing and the attempts at improving the system’s dysfunctionalites have
been incremental. Hence, Nigerian universities are at the risk of losing their
competitive edge.
The presence
study probably became more relevant in order to ensure quality, access and
equity in education provision in private institutions through coordinated and
concerted efforts of all stake holders necessitated the present study titled:
Privatization of University Education and Quality Service Delivery.
Purpose of
the study
The study is
aimed at investigating the following:
To ascertain
why students choose to pursue their university education in a private
university.
1. To
determine, if privatization improves the quality of education in Nigeria.
2. To
assess the level of adequacy of physical and material resources in
institutions.
3. To
ascertain the level of quality service delivery in private universities.
4. To
determine, how qualified, adequate and experienced are teachers in the private
institutions.
5. To
ascertain the quality the product of private institutions.
Research
Questions
The study is
framed to answer the following four research questions:
1. What
influences Nigerian students’ decisions to pursue private university education?
2. Does
privatization improves the quality of education in Nigeria?
3. How
do students in private universities view their experiences in their school?
4. What
is the level of quality service delivery in private Universities in Nigeria?
5. How
qualified, adequate and experienced are teachers in the private university?
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