INFLUENCE OF FUNDING ON THE SUPERVISION OF FEDERAL UNIVERSITIES IN NIGERIA (2011-2017)

INFLUENCE OF FUNDING ON THE SUPERVISION OF FEDERAL UNIVERSITIES IN NIGERIA (2011-2017)

ABSTRACT

This study is focused on the Influence of funding on the management of federal Universities in Nigeria from 2011 to 2017. The study was interested in assessing the influence offunding on Staff Development, Research Development, Provision of infrastructural facilities, adequacy of instructional materials, and Staffing in Federal Universities in Nigeria. In an effort to undertake the research work, five research questions and five hypotheses were formulated to serve as guide in the process.Descriptive Survey method was adopted for data collection. The entire staff of universities in Nigeria both academic and non-academic staff constituted the population of this study. Stratified sampling technique using the existing strata of academic and non-academic staff was used in selecting respondents for the study. The instrument usedtoobtain data on the issues mentioned above was a self-developed closed ended structured questionnaire using five points Likert Scale. Pilot test was carried out in order to test the reliability of the instrument. The level of consistency is .892, using Spearman-Brown Coefficient as a test. It was also validated by the researcher‟s supervisors and other educational experts. The data collected were first presented in frequencies and percentages. They were later subjected to Analysis using t-test statistical tool on all the five hypotheses which were tested at 0.05 level of significance. The major findings of the study are as follows Funding to federal Universities in Nigeria influence more training of staff locally, but less abroad, but the funds were not enough in most universities to sponsor staff for workshops and conferences. Also, funds allocated to federal universities in Nigeria from 2011-2017 were used to enhance research development, funds provided were not goodenough to provide and manage facilities for Hostels, games, roads, water, electricity, offices, Halls and Theatres, funds provided influence the provision of Virtual Libraries, books, computers, chemicals, re-agents and stationaries and funds enabled the universities to enhance the staffing situation in federal universities in Nigeria. On the basis of the findings, recommendations were made, Federal Universities should be fully funded to develop staff adequately. More funds should be provided for research and development in federal universities. There should adequate provision of infrastructural/physical facilities in federal universities in Nigeria. There should be adequate provision of instructional facilities in federal universities in Nigeria to enhance effective teaching and learning. Efforts should be made to enhance staff situation in federal universities where academic staff are inadequate. This will help to enhance effective teaching and learning.

CHAPTER ONE

INTRODUCTION

1.1   Background to the Study

Universities in Nigeria just like the universities in all parts of the world have been established with the lofty aims of training and supplying highly skilled manpower to manage and effect changes by way of technological rebirth; producing political and administrative elites to control state structures. Universities have also been established to set standards, societal values, ethos and championing societal renewal via cultural creativity nourished by better knowledge and understanding of the cultural heritage, higher living standards, internal and international harmony and peace based on human rights, democracy, tolerance and mutual respectUnited Nations Education Scientific and Cultural Organization (UNESCO, 1998).Universities play increasingly important roles in Modern society. In the last two decades, Higher education particularly Universities worldwide has moved from the Periphery to the centre of governmental agendas in most countries.

Universities are now seen as crucial national assets in addressing many policy priorities and as: sources of new knowledge and innovative thinkingproviders of skilled personnel and credible credentials; contributors to innovation; attractors of international talent and businessInvestment; agents of social justice and mobility; contributors to social and cultural lvirality; and determinants of health and wellbeing(Boulton, 2010). The need for higher education institutions in a developing country like Nigeria cannot be over-emphasized. According to him higher education plays a pivotal role in assisting the country in the achievement of her national developmental objectives(Addo, 2010).  Among the other level of education such as primary, secondary and tertiary levels; higher education institutions particularly universities vis-à-vis tertiary education institutions particularly universities contribute immensely in the area of capacity building and development of quality manpower in the various sectors of the country (Olorunleke, 2013).

Higher education plays a crucial role in the supply of high-level manpower for the socio-economic development of a nation. To this end, effective management of this sector through adequate funding becomes necessary (Ekundayo and Ajayi, 2009). Education is widely accepted as a major instrument for promoting socio-economic, political and cultural development in Nigeria(Odukunle, 2001). According to the National Policy on Education (2004), Higher education is expected to:

1. Contribute to national development through high level relevant man power training;
2. Develop and inculcate proper values for the survival of the individuals and society;
3. Develop the intellectual capability of individuals to understand and appreciate their local and external environments;
4. Acquire both physical and intellectual skills which will enable individuals to be self-reliant and useful members of the society;
5. Promote and encourage scholarship and community service;
6. Forge and cement national unity; and
7. Promote national and international understanding and interaction. The National Policy on education specified how Higher education in Nigeria should pursue these goals. According to the National Policy on Education (2013) University Education shall make contribution to national development by:
8. Intensifying and diversifying its programmes for the development of highlevel manpower within the context of the needs of the nation;
9. making professional course contents reflect our national requirements;
10. making all students part of a general programme or all round improvement in university education to offer general study contents such as history of ideas, philosophy of knowledge, nationalism and Information Technology (IT); and
11. Making entrepreneurial skills acquisition a requirement for Nigerian

universities.

Funds allocated to higher education should not merely be considered as an expense but a long-term investment of benefit to society as a whole(Ajayi & Ekundayo 2008). These benefits are reflected on a social level in terms of lower unemployment rates, better health, lower crime rates, more involvement in societal activities, higher tax returns and other trickle-down effects. the main purpose and relevance of university education in Nigeria is the provision of much needed manpower to accelerate the socio-economic development of the nation. Such specialized education at the higher level is regarded as an instrument of social change and economic development (Ibukun 1997).

Government‟s involvement in the education enterprise in the early 1960 resulted in the establishment of first generation universities to cater for the growing population. These universities in most instances started as relatively small institutions (with enrolments of not more than 2000) they were generously funded by their governments and international agencies and were equipped to the highest standard (Muhammad, 2010).

Successful development entails more than investing in physical capital, or closing the gap in capital. It also entails acquiring and using knowledge. Thus, to successfully confront the challenges of development, a developing country must undertake three major tasks:

1. Acquire and adapt global knowledge and create knowledge locally;
2. Invest in human capital to increase the ability to absorb and use knowledge; and
3. Invest in technologies to facilitate both acquisition and the absorption of knowledge

(Odia &Omofonmwan 2007).

It is well acknowledging fact that of the pre-requisites for the economic well-being and prosperity of any nation is the sustainable development of industry. it is industry that provides services to members of a society by consumer and capital goods, creating new products and processes, generating new companies and opportunities, and providing, in the process, unlimited new jobs for the Population (Ntim,1991). The key to the success of modern industrial development is Science, technology, engineering and innovation (SETI). The application of technology to industrial development and maintenance is made possible by SETI Professionals (scientists, engineers, technologists, craftsmen, artisans, etc.) whose education and training must, at all times reflect at least the require of industry. Universities as the producers of some of these key SETI professionals, undoubtedly, have the important responsibility of making sure that they run out graduates that possess the necessary skills set (Bamiro, 2012).The new industrial revolution will multiply the technology Management complexity tenfold. Developing countries quantitative requirements in terms of number of skilled human resources are certainly astronomical. They will have to satisfy the needs of existing enterprises, of newly created enterprises, of innovation system agents such as R&D centres, consulting enterprises, standards and metrology boards‟ financial institutions, science and technology policy agents, incubators and many others(Machando, 2009)

 

One of the most important prerequisites for the economic well-being and prosperity of any nation is the sustainable development of industry. Education is one of the basic means of human and cultural self-realization as well as means of realizing the productive power of a nation(Bamiro, 2015). No nation can develop beyond the quality of its education, as a nation‟s overall advancement is a direct function of the quality of the educational attainment of its citizens (Ololube, Egbezor, Kpolovie and

Amaele, 2012). Quality of education depends on a nation‟s funding of the sub-sector. The very concept of Development implies the constant improvement in the quality of life in a nation through the improvement of the productive capabilities of individuals (Kpolovie, 2013). education is a life-long process that has interpretation in purpose, type and level. It is a means of socializing people into the community, for upholding customs and traditions as well as for the modification of same in conformity with emerging ideologies, expansions and reformations(Taiwo (2012) cited in Kpolovie (2013).

Educationis the supreme light-giver, the breezy dawn after a night of suffocating darkness. It clears a path through the jungle and; it is the compass that takes man ashore from the rough and clueless waters. It is a mechanism through which the society generates the knowledge and skills required for its survival and sustenance(Osundare, 2009), It enriches people‟s understanding of themselves and the world. It improves the quality of their lives and leads to broad social benefits to individual and society, at large (Kazeem & Ige, 2010). Human capital of a country theory emphasizes education as enhancing the productive capacities of individuals (Almendarez, 2011).When citizens of a country are educated; they would think right, act right and bring about positive change for the development of their nation and the world at large. If a nation is successful in developing (educating) its people as strong      and complete individuals, it will be able to realize a glorious future for itself,promote peace within itboundary and defend it sovereignty. However, if a nation fails to develop (educate) its citizenry and make them deficient in carrying out some activities of life effectively, then that nation is doomedto weakness, destruction and obscurity

(Fah al-Qudah (2006) cited in Ekpo & Is‟hak (2014)

 

Education, therefore, is important to the growth and development of the society because of its power to fashion an individual to be integrated into his society, and to become a promoter of his societal culture, and development. It is a weapon for acquiring skills, knowledge and competence for survival in a changing world

(Adepoju &Fabiyi in Ekpo & Ish‟ak, 2011).Funds are needed to pay salaries of all categories of staff, human resource development programmes to purchase equipment for classrooms, offices, erect new buildings, security, research development, library facilities, scholarships, fellowships, to cater for the contemporary students‟ enrolment explosion and to compliment myriad of other services needed.

The three regional Universities: University of Nigeria Nsukka, Obafemi Awolowo University Ile-Ife and Ahmadu Bello University, Zaria are financed by the Federal Government. Other sources of funds for all the universities are occasional foundation grants for research, buildings, individual donations, student‟s fees, endowments and interests etc (Fafunwa, 1974). In attempt to rationalize the financing of the five universities, the National Universities Commission proposed that, the federal government should be responsible for 50% of the total recurrent and capital expenditure of the three regional universities – University of Nigeria Nsukka (UNN) Obafemi Awolowo University, Ife (OAU)) and Ahmadu Bello University (ABU) Zaria, while the universities of Ibadan and Lagos being Federal Institutions receive 100% subsidies. The Federal government rejected the recommendations relating to the three regional universities. Instead, it agreed to finance 30% of the recurrent and capital expenditure of UNN and OAU and to assume 50% responsibility of ABU. NUC executed this decision between 1964 and 1966 (Fafunwa, 1974).

Using education for rapid development in a short space of time is a good idea only if enough resources are available. Education is an expensive commodity and only with limitless resources endless educational expansion would be possible (Edem,

1987).The Tertiary Education Trust Fund (TETFund) was originally established as Education Trust Fund (ETF) by the Education Tax Act No. 7 of 1993 (now repealed and replaced with the Tertiary Education Trust Fund Act 2011). It is an intervention agency to provide supplementary support to all levels of public tertiary institutions. Its source of funds is the 2% tax on the assessable profit companies operating in Nigeria as collected by the Federal Inland Revenue Services (FIRS). The collection of education tax commenced in 1994 after the promulgation of the principal Act a year earlier in 1993 while actual disbursement of funds to benefitting institutions commenced in 1999 when the first Board of Trustees was constituted to manage and disburse the funds (Bogoro, 2015).

According to him, the funds are disbursed for the general improvement of education in Federal and States tertiary institutions specifically for the provision or maintenance of:

1. Essential physical infrastructure for teaching and learning;
2. Instructional materials and equipment;
3. Research and publication;
4. Academic staff training and development; and
5. Any other need which, in the opinion of the Board of Trustees, is critical and essential for the improvement and maintenance of standards in the higher educational institutions.

The fund‟s disbursement framework is that Sec. 7 of the Act provides for the disbursement of funds to Federal and State tertiary (defined as universities, Polytechnics and Colleges of Education) institutions on the basis of the 2.1.1 sharing formula as follows:

1. 50% for University education is shared on the quality of institutions and allocated directly to all enlisted public Universities and administered by their Governing Councils and management.
2. 25% for Polytechnic education is shared on the quality of institutions and allocated directly to all enlisted public Polytechnics and administered by their Governing Council and management.
3. 25% for teacher education is shared on the quality of institutions and allocated directly to all enlisted public Colleges of Education and administered by their Governing Councils and management.

In line with this mandate, the intervention is concerned not only with infrastructural development but with massive programmes, development, recognizing that infrastructural development alone would not place our public tertiary institutions particularly universities on the same pedestal with others globally. TETFund has strategically intervened in key areas of academic needs in tertiary institutions particularly universities, some of which are, academic staff training and development (MSc, PhD and conference attendance) national research, institution-based research, book development (manuscript development), journal publications, laboratory and library development. This refocused mandate has improved the international ranking of public tertiary institutions particularly universities. The intervention had continued to have great impact in universities, other tertiary institutions and beyond and these achievements would not have been possible without the cooperation and innovation of FIRS which has actively ensured that all taxable entities in Nigeria pay their taxes as at when due(Bogoro (2015).The main thrust of this study is to explore the Perception of Stakeholsers on Funding and Management of Federal Universities in Nigeria

(2011-2017).

 

1.2       Statement of the Problem

The gross under-funding of the education sector in the country has been rendering the university system incapacitated. money is absolutely the input of any education system. It provides the essential purchasing power with which education acquires its human and physical inputs(Adepoju, 2004). The university system has not enjoyed the financial resources necessary to maintain educational quality in the midst of significant enrolment explosion (Saint et al, 2002). UNESCO (1998) recommended

26% of the total budget of a nation to be allocated to education (Odia & Omofomwan 2007), but the Longe Commission of 1991 observed that the percentage of budgetary allocation to education since the inception of the present political dispensation has not exceeded 10% (Ekundayo & Ajayi, 2009).Ekong (1999) lamented that, university system in Nigeria has witnessed a lot of turbulent experiences. The crises have been characterized by a combination of chronic under-funding, rapidly increasing students‟ enrolment, inadequate facilities, deterioration of physical infrastructure, unavailable or inadequate instructional materials and equipment culture of arbitrariness and suppression of staff and students.

Percentage of total annual budgetary allocations to education in some selected countries; Bostwana, 19.0%, Swaziland, 24.6%, Lesotho, 17.0%, South Africa,

25.8%, Cote d‟Ivore, 30.0%; Burkina Faso, 16.8%; Ghana, 31%; Kenya, 23.0%; Uganda, 27.0%; Tunisia, 17.0%; and Morocco, 17.7%; while that of Nigeria on the average is less than 6% and in 2013 is 8.7% (Odika, 2013; World Bank, 2012; Oseni,

2012; Central Bank of Nigeria, 2013; Kupoluyi, 2012 Kpolovie 2013. UNESCO (2002) reported that unlike Nigeria which spends an average 1.1% of its GDP/GNP on education other countries like Ghana spends 3.6%, Kenya 6.2%, and Zimbabwe 9.5%. The effect of under-funding is evidenced in the brain drain, a phenomenon which has depleted universities in Nigeria seriously. The country has lost most of its experienced academics to even smaller African countries such as Ghana, Rwanda, South Africa to mention but few (Aghenta, 1984, Okojie, 2004, FME, 2003).

From late 1970s, rot and decay characterized the Nigerian education sector. The status of the system now is unenviable. It is low in quality and standard, limited in its reach and disturbing in its future. Recent graduates in Nigeria are not only derided, but are also described as lacking in quality, low perception, unfits in skills, and unemployable (Ekpo & Ish‟ak, 2014). Developed countries subject graduates of Nigerian Schools to fresh training and examination in an attempt to ensure their fitness into their own system (Kazeem & Ige, 2010). Causes of this menace are linked to underfunding of the system; bribery, embezzlement and corruption; acute shortage of infrastructures and facilities at all levels of education; lack of political will; policy inconsistencies; over-centralization of control; increased industrial strikes, paucity of quality teachers, poor or polluted learning environment (Ekpo & Ishak, 2014).  According to them the resulting effect of these includes the exodus of Nigerian students and academic staff to other countries. A revelation by the Network of Migration Research on Africa (NOMRA), shows that shows that Nigerian migrating in 2009 who were granted visas into the United Kingdom (UK) numbered about 10,090 and they paid not less than N42, billion to their host nation. Sanusi stressed that, Nigeria was ranked third on the list of countries with the highest number of students studying overseas. Statistics also showed that over 71,000 students in Ghana in 2010 paid about N155 billion annually as against Nigeria‟s annual budget of N121 billion for all federal universities in the same year (Sanusi cited in Oghu (2012). Other ills associated with fallen standard of education in Nigeria include numerous social vices like examination malpractices, cultism, and hooliganism in the school system (Kazeem & Ige, 2010).

This is exacerbated by poor remuneration for teachers, which triggers a lackadaisical attitude to work; high dropouts of students from schools, quantitative rather than qualitative oriented education, campus prostitution, rape and sex abuse (Ekpo and

Is‟hak, 2014). The United States benefitted enormously from the arrival of large number of scientists and engineers fleeing Europe before World War II, as it is benefiting today from the talented people migrating from countries such as India, China, and several African countries. As a result, according to them developing countries (including Nigeria) loose significant tax revenue when a brain drain of highly skilled individuals occurs(Mba & Ekeopara 2012).

The story of university education in Nigeria has largely been a story of mixed fortune. The system initially laid claims in making respectable impact on the socio-economic growth and advancement of Nigeria. Today, there are doubts whether Nigerian universities under the present condition will be able to continue to lay claims of being central to national capacity to connect with the international educational system and further develop the technologies needed in the wider society. This is because the low funding of universities, affects their management (Vespoor, 2004). Despite the immense benefits of university education to nation building yet the potentials of higher education and indeed the university in developing countries to fulfil this responsibility is frequently thwarted by log-standing problems bedevilling the system. Higher education in Nigeria is in travail, the system is riddled with crises of various dimensions and magnitude(Ajayi & Ekundayo (2007). A number of multi-faceted problems have Inhibited goal attainment and are raising questions, doubts and fears, all of which combine to suggest that the system is at a cross road. (Ajayi & Ayodele, 2004).

Financing the development of education and training has become one of the major problems facing all countries, industrially developed and developing. The problem is a consequence of the quantitative expansion of educational facilities in response to growing demand for education on the one hand and the intensifying need of modern economies. It is a common place knowledge that education and some other sectors had suffered from on adequate funding in Nigeria. Over the last two and a half decades (Gravenier,1995).The higher education sub-sector, therefore, had suffered continuous decline in funding in both developed and developing countries, funding of higher education and particularly the universities has emerged as a major topic of debate in recent years (Obikoya, 2002, Onuka, 2004). Sanni, 200) An announcement by the Federal Government of its intention to convert Polytechnics to University College in affiliation to the Universities nearest to them was also released. In Nigeria, the issue of funding has drawn more attention and it is probably the greatest problem facing university development today. He further discussed that, there have been discussions in conferences, radio, television, newspapers and even during political campaigns on the critical issue of who should finance university education, and how should university education be financed in Nigeria.

Between 1987 and 1997, average expenditure on education by the federal government as a percentage of the annual budget was 5.1%. When related to the Gross Domestic Product (GDP), federal government expenditure on education averages 1.1%. In addition, Arikewuyo (2005) reported that since the advent of democracy in 1999, funding of education dropped from 11.12% to 1.8% in 2003(Ibukun, 2004).

The Structural Adjustment Programmes (SAP) subsequent to Nigerian economic crises has further shrunk government funding on university education. Before SAP the Nigerian universities could be said to be in a state of boom. In fact, facilities that existed in the universities were at top level with what existed in other part of the world (Eisemon, 1980, Oduleye, 1985).Nigerian educational system was known for high quality standard of education in the 1960s till mid 1970s. From the 1960s to mids 70s, schools in Nigeria (though few) had goodinfrastructures and qualified staff; all that needed to give quality education were readily provided for the schools. This is because education was seen as a pillar that another sectors rest upon(Dangana, 2011).

 

This study investigated problems militating against the development of Nigerian universities, which include lack of staff development programmes, ineffective research development processes, inadequate infrastructural facilities, inadequate instructional materials and equipment and Staffing in terms of adequacy, attraction and retention in Universities in Nigeria with the view to find other alternatives in order to avoid over-dependent on federal Government allocation.

1.3   Objectives of the Study

Thestudy was set to:

1. Examine theinfluence of funding onstaff development basedinFederal Universities in Nigeria from 2011-2017.
2. Determine the influence of funding on research development based on stakeholders‟ perception in FederalUniversities in Nigeria from 20112017.
3. Ascertainthe the influence of funding onprovision of infrastructural facilities in Federal Universities in Nigeria from 2011-2017.
4. Assess the influence of funding on provision of instructional materials inFederal Universities in Nigeria from 2011-2017.
5. Find out the influence of funding on staffingin FederalUniversities inNigeria from 2011-2017.

1.4    Research Questions

The following research questions guided the study:

1. Does funding influence staff development inFederal Universities in

Nigeria from 2011-2017?

2. How does funding influence research developmentinFederal Universities inNigeria from 2011-2017?
3. Does funding influence the provision of infrastructural facilities in

FederalUniversities in Nigeria from 2011-2017?

4. How does funding influence the provision of instructional materialsin

Federal Universities inNigeria from 2011-2017?

5. Does funding            influence         Staffingin        Federal            Universities

inNigeriafrom2011-2017.

 

1.5   Hypotheses

The study formulated and tested the following hypotheses:

H_O1:There is no significant difference in the opinions of respondentsonthe influence of fundingonstaff developmentinFederal Universities inNigeria from 2011-2017. H_O2:There is no significant difference in the opinions of respondentsonthe influence of fundingonresearch development inFederal Universities in Nigeria from 2011-2017. H_O3:There is no significant difference in the opinions of respondents onthe influence funding and the provision of infrastructural facilities in Federal Universities in Nigeria from 2011-2017.

H_O4:There is no significant difference in the opinions of respondentsonthe influence funding on provision of instructional materials and equipmentinFederal Universities in Nigeria from 2011-2017.

H_O5:There is no significant difference in the opinions of respondents onthe influence offundingonStaffinginFederal Universities in Nigeria from 2011-2017.

1.6 Basic Assumptions

The study was on the assumption that

1. Staff development programs in Federal Universities in Nigeriacould be influenced by adequate funding employees in Federal Universities in Nigeria
2. Fundingcould influence research development processes in Federal

Universities in Nigeria.

3. Funding could influence the provision of infrastructural facilities equipment in universities in
4. Funding could influence the provision of instructional materials in federal universities in Nigeria.
5. Funding influence staffing in federal universities in Nigeria.

1.7    Significance of the Study

The importance of this study to the wider society cannot be overemphasized as it will serve as a guide in bringing higher education particularly university education back to life for the socio-political and economic development of our nation. The study is expected to be beneficial in the following ways:

1. It will serve as a guide to policy-makers in the formulation of realistic policies especially policies on funding of education in general and higher education or University Education in particular.
2. It will create awareness to educational managers and educational planners in higher institutions particularly Universities on the need for proper, effective and efficient management of the scarce

resources.

3. It will attract the attention of International Agencies and other donor agencies such as UNESCO, WORLD BANK, etc. to intervene for the sustenance of university education in developing countries like Nigeria.
4. It will enlighten individuals and private contributors by commercial organizations on the need for their contributions in forms of grants occasional for specific purposes.
5. Call the attention of educational administratorsin universities in Nigeria to direct and encourage forum of alumni of their institutions since their products occupy very important places in the public service within and almost across every continent to come and see for themselves the situation on the ground as this will motivate them contribute and solicit for other sources.
6. The study will serve as a basis for educational planners, scholars,

publishers and researchers for conducting relevant researches and find the way forward for the university education objectives to be realized.

 

 

 

 

 

1.8   Scope of the Study

This study is on the influence of funding on management of Federaluniversities in Nigeria from 2011-2017.Thirty percent (30%) of the existing faculties, institutes and the research centres within the selected universities were selected for the study. The research is concerned with the influence of funding and management of Federal Universities in Nigeria. Other areas of concern are issues such as human resource development, research development, provision of infrastructural facilities, provision of instructional materials and staffing. The subjects of the study are University

Management officials which include Vice Chancelors, Deputy Vice Chancelors

Adminintration, Bursary Officials, Deans, Heads of Departments, Senior lecturers and Research fellows from academic cycle and bursary staff academic office staff and other senior staff from non-academicstaff.

INFLUENCE OF FUNDING ON THE SUPERVISION OF FEDERAL UNIVERSITIES IN NIGERIA (2011-2017)

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