AN EXAMINATION OF HIGHER EDUCATION IN THE PROCESS

OF ECONOMIC DEVELOPMENT AND SOCIAL CHANGE

IN NIGERIA

DISSERTATION

Presented to the Graduate Council of the

North Texas State University in Partial

Fulfillment of the Requirements

For the Degree of

DOCTOR OF PHILOSOPHY

By

Akanuboh A. Enin-Okut, B.B.A., M.P.A,

Denton, Texas

May, 1983

379 A /

4*? " i*«/» ' W

A/oJ?gJ

©1983

AKANUBOH AKPADEM ENIN-OKUT

All Rights Reserved

Enin-Okut, Adanuboh A., An Examination of Higher

Education in the Process of Economic Development and Social

Change in Nigeria. Doctor of Philosophy (Higher Education

Administration), May, 1983, 159 pp., 21 tables, biblio-

graphy, 63 titles.

The problem of this study was to describe higher

education in relation to economic development and social

change in Nigeria.

The purposes of this study were (1) to identify the

needs for economic development and social change in Nigeria;

(2) to relate higher education goals to the identified

needs; (3) to determine the perceptions of the participating

groups of students, faculty members, academic administrators,

and government officials about what priority of importance

is being placed and should be placed on higher education

goals to achieve the national needs; (4) to formulate

recommendations for the future development of higher educa-

tion in relation to economic development and social change

in Nigeria.

Findings indicated that higher education policies in

Nigeria were weak and often result in failure. Findings

also showed that not only are the priorities established in

the academic areas often inappropriate, but goals and

objectives of higher education are not definitive due to

successive interruptions in the Nigerian System.

On the basis of these findings, it was recommended that

higher education in Nigeria be subjected to continuous

experimentation and reconstruction to make it both the

product and an agent of change; that research methodology

in Nigeria be structured and adapted to local tools and

needs so that the findings of any study may be representa-

tive of the true situation; that Nigerian universities be

provided with research and training facilities that will

enable them to make sufficient contributions to the develop-

ment plans in the country; that emphasis on socioeconomic

development be based on general knowledge and not only on

science to the exclusion of other forms of discipline;

and that cultural trimmings be incorporated into higher

education planning and development. It was also recommended

that education for economic development be positively

planned so that it helps to spread economic opportunity

and returns to ever widening groups in the society.

TABLE OF CONTENTS

Page

LIST OF TABLES vi

Chapter

I. INTRODUCTION . 1

Statement of the Problem Purpose of the Study Research Questions Hypotheses Background and Significance of the Study Significance of the Study Basic Assumptions Delimitations Definition of Terms Procedure and Research Methodology Analysis and Presentation of Data Procedure for Analysis and Treatment

of Data Conclusions and Recommendations

II. THE REVIEW OF LITERATURE 27

Introduction Related Studies The Development of Higher Education

in Nigeria Socioeconomic Development Conclusion

III. PROCEDURE FOR COLLECTION AND ANALYSIS OF DATA 60

Description of the Population Development of the Instrument Procedure for the Collection of Data Procedure for the Treatment of the Data Summary

IV. PRESENTATION AND ANALYSIS OF THE DATA 71

Substantive Questions in the Study

xv

Page

V. SUMMARY, CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS 104

Summary of the Study-Conclusions Implications Recommendations

APPENDICES

BIBLIOGRAPHY 156

v

LIST OF TABLES

Table Page

I. Population, Sample, Responses, Percentage of Responses 62

II. Ranking of Identified Needs (IN) in Relation to Twenty Goal Statements (GS) Drawn from Ten Goal Areas 73

III. Identified Needs Related to the Academic Goal Areas 75

IV. The Perceived Current Priority of Importance Placed on Goals to Achieve the Needs . . . . 77

V. The Preferred Priority of Importance that Ought to be Placed on Goals 78

VI. Student and Faculty Members Perceived Current Importance Placed on Academic Goals 80

VII. Student and Faculty Members Preferred Perception of Importance that Ought to be Placed on Academic Goals 81

VIII. Students and Academic Administrators Perceived Importance Placed on Academic Goals 82

IX. Students and Academic Administrators Preferred Importance that to be Placed on Academic Goals . . . . . 84

X. Students and Government Officials Perceived Current Priority of Importance Placed on Academic Goals 85

XI. Students and Government Officials Preferred Priority of Importance that Ought to be Placed on Goals 86

XII. Faculty Members and Academic Administrators Perceive Current Importance Placed on Goals 88

Table

XIII.

XIV.

XV.

XVI.

Page

Faculty Members and Academic Administrators Preferred Priority of Importance that Ought to be Placed on Goals

Faculty Members and Government Officials Perceived Priority of Importance Currently Placed on Goals .

Faculty Members and Government Officials Preferred Priority of Importance that Ought to be Placed on Academic Goals

Academic Administrators and Government Officials Perceived Priority of that is Currently Placed on Goals . . . .

89

90

. 92

93

XVII. Academic Administrators and Government Officials Preferred Priority of Importance that Ought to be Placed on Goals 94

XVIII. Perceived Significant Differences for all Goal Areas and Subject Groups 96

XIX. The Preferred Significant Differences for all Goal Areas and Subject Groups 98

XX. Rank Order Comparison of Perceived Goal Areas for the Four Groups 100

XXI. Rank Order Comparison of Preferred Goal Areas for the Four Groups 102

VXl

CHAPTER I

INTRODUCTION

Among the problems facing Nigeria, the most challenging

and the ones that demand the most urgent attention are those

in the areas of societal structure and social change. The

problems of socializing the people into the new economic

and social order and of modifying the attitudes of the

people to accommodate the emergent changes in society are

among the obstacles to modernization which come with the

increased pursuit of industrialization by the Nigerian

Government. This is the stage in the development process

wherein the role of higher education has been viewed as

crucial. At this point higher education is called upon to

exercise its influence to help the Nigerian system in the

rapid achievement of its goals and objectives. Dean Rusk

(7, p. 28), stating the key role of education, said:

Education is not a luxury which can be afforded after the development has occurred; it is an integral part, an inescapable and essential part, of the development process itself.

However, the success of higher education, in this

circumstance, depends most upon the people's willingness to

legitimize its role in the process of development. Thus,

whatever success is achieved by higher education in the

process of economic and social change is dependent upon

the society's perception of the goals and benefits of

higher education. Where the perceptions are positive,

progress could be rapid since positive perception invokes

legitimacy and legitimacy generates cooperation, which is

what higher education most needs in these circumstances.

Since legitimacy of the functions of higher education

quickens the process of educational socialization, the

development of higher education becomes a very important

tool for economic development and social change.

Statement of the Problem

The problem of this study was to describe higher

education in relation to economic development and social

change in Nigeria.

Purpose of the Study

The purpose of this study was

1. To identify the needs for economic development

and social change in Nigeria;

2. To relate higher education goals to the identified

needs;

3. To determine the perceptions of the participating

groups of students, faculty members, academic administrators,

and government officials of what the current priority of

importance placed on these goals in relation to each need

is and what the priority of importance should be;

4. To formulate recommendations for the further

development of higher education in relation to economic

development and social change needs of Nigeria.

Research Questions

1. What are the economic and social change needs of

Nigeria?

This question involved looking at such things as the

development plans, economic and social program goals, and

potentials for resource development necessary to improve

the general conditions of the people.

2. What are the higher education goals related to

the identified needs?

This question examined the institutional goals used in

this study in relation to higher education aims and objec-

tives in terms of how they relate to the economic and social

change needs of Nigeria.

3. What are the perceptions of the respondents to

these institutional goals in relation to the identified

needs?

This question examined the responses from the par-

ticipating groups of students, faculty members, academic

administrators, and government officials with a view to

determining the priority of importance placed on higher

education goals in relation to the national needs of

Nigeria as identified in the study.

4. What are the appropriate recommendations for

further development of higher education in relation to

the economic and social change needs of Nigeria?

The response to this question summarized, drew con-

clusions for the study based on the perceptions of the

respondents and the findings drawn from literature on

Nigerian affairs, and recommendations for possible areas

of improvement were made at this point.

Hypotheses

This study was to test the following hypothesis:

H.j: With respect to what is the current priority

of importance placed on educational goals to

achieve national needs, there would be no

statistically significant differences between

each of the following groups of respondents

and the others: students, faculty members,

academic administrators, and government officials,

H2: With respect to what should be the priority of

importance placed on educational goals to achieve

national needs, there would be no statistically

significant differences between the opinion of

each of the following groups of respondents and

others: students, faculty members, academic

administrators, and government officials.

Background and Significance of the Study

Federal Republic of Nigeria

Nigeria is located on the west coast of the African

continent. It is bordered on the north by the Niger

Republic; on the south by the Atlantic Ocean and the Bight

of Benin; on the east and northeast by Cameroons and the

Chad Republic respectively; on the west by the Republic

of Benin {formerly Dahomey).

The climate of Nigeria is tropical with some variations

due to differences in latitude, topography and the vegeta-

tion between the south which is hot and wet and the north

which is hot and dry. In general there are two seasons in

Nigeria: the rainy or wet season which is from April to

November and the dry season which is from December to March.

Nigeria has a total land area of 923,768 square kilo-

meters, about 356,667 square miles (6). It has an esti-

mated population of about eighty million—one fifth of the

entire population of Africa and the largest in the British

Commonwealth with the exception of India (6, p. 416; 12,

p. 23).

There are about 250 different ethnic languages in

Nigeria with the Huasa, Ibo and the Yoruba being the

dominant ones. Because of this linguistic diversity, the

official language of Nigeria is English.

Nigeria is a secular state (4, p. 2). As in all

democratic states, the people in Nigeria are permitted to

practice the faith of their choice (4, p. 17). The two

dominant religions in Nigeria—Islam and Christianity—have

an almost equal number of followers. The Islamic faith is

predominant in the north while Christianity is predominant

in the south.

Government

There are three tiers of government in the Federal

Republic of Nigeria consisting of the Federal, the State

and the local (12). There are nineteen states in Nigeria

and the federal territory (4, p. 1). Nigeria has a presi-

dential system of government consisting of the Federal

House of Representatives (National Assembly) and the State

Houses of Assembly (4). It has an Executive President at

the center and the Governor who acts as chief executive in

each of the states. Its 1979 constitution which replaced

the 1959 pre-independence constitution, is a replica of the

United States constitution in construction and structure.

There are five recognized political parties in Nigeria

—the Unity Party of Nigeria (UPN), the National Party of

Nigeria (NPN), the Nigerian People's Party (NPP) , the Great

Nigeria People's Party (GNPP), and the People's Redemption

Party (PRP)—of which the National Party of Nigeria (NPN),

the President's Party, has the majority in the National

Assembly.

Education

There are thirteen institutions of higher learning in

the country; three of these are junior colleges and ten are

universities. The elementary education is free; but tuition

must be paid for secondary and technical education. The

existing educational opportunities are directed toward the

reduction in the country of the illiteracy rate which is

still very high in terms of the international scale provided

by the United Nations Education, Scientific and Cultural

Organization as well as meeting the needs of national

development (6; 4, p. 10).

Trade and Industry

Nigeria is an active member of the Organization of

Petroleum Exporting Countries (OPEC) and the Economic

Cooperation of West African States (ECOWAS). It is one

of the eight largest oil-producing nations in the world,

and the number one oil supplier to the United States (this

position is subject to change with changes in supply and

demand for oil) (6,3).

Nigerian Educational History

The history of Nigerian education is a reflection of

the country's richness in culture and tradition. Education

8

is part of the heritage of the people and this affinity of

education and culture in the Nigerian setting allowed

Western educational influence easy access into the fabric

of the Nigerian society from the beginning. Some educa-

tional systems had existed in the country as early as

1472 before the arrival of Europeans on the coast of Africa

south of the Sahara. That such systems existed was not

only an important source of inspiration to the Nigerian

people, but a remarkable portal through which the Europeans

could channel their ideas and new philosophies. Since the

Nigerians had already embraced some forms of education,

what came with the Europeans was a continuation and exten-

sion of what had been known and accepted. Though through

time many of the attributes of the early system of educa-

tion have been modified, altered, and changed, the present

system of education in Nigeria has never been completely

divested of those natural elements which were responsible

for alerting the people to act in concert with the past in

response to any given situation. Even with the changes in

educational orientations, customs and tradition, in short

culture, still exercise no small influence in the social

and economic spheres in the country. The Nigerian value

system is today nothing more than the redefinition and the

extension of what existed before based on the context of

today's societal demands.

Thus, in spite of the ethnic complexity which is

reflected in the cultural diversity of the country, in

spite of the country's being looked upon as the treasure

chest of African culture in terms of ceremonies and drama,

in art and architecture, in language and literature, there

is still a greater difference in existence between the past

and the present, between former customs and today's imper-

sonal and secular state systems, between early customary

simplicities and today's sophistication, between individual

growth and national progress. Because higher education is

still the privilege of a few who can afford it, the true

mission of higher education is just beginning to influence

the social and economic climate in the country.

However, prior to the arrival of Europeans in Nigeria,

the young were trained to uphold customs and tradition, to

respect natural laws, and to value the art of trade (6).

The mission of such education was to produce good community

leaders knowledgeable in civic responsibilities. Thus the

important challenge to the educational system was the

promotion of social loyalties and the preservation of the

ideals of institutions of faith. The function of education

in this instance was simply that of instilling morals and

ethics in the minds of the young. Hence all efforts of

educational endeavor were to promote the status quo.

10

Nonetheless, from this simple beginning greater things

grew. The formal educational system that came to Nigeria

with the coming of European missionaries did not take long

in becoming established. The greatest of it all was the

acceptance of the change in orientations by the Nigerians

with little or no resistance. This situation came about

because the nature of change that came was incremental.

What came was not a new start but an addition to what was

already in existence. What existed before was accepted and

blended into the new system through gradual modification.

This encouraged the natives to believe in the system

because they saw in it the way to improve what they had

had before. This gradual altering of the existing educa-

tional system by the missionaries succeeded, and the

colonial administration later took it up. If there was

any social change of the early Nigerian system that the

indirect rule style of the British administration could

be credited with, it ought to be in the field of education

—accomplished by administration through indigenous rulers

using the existing societal structures (1). Thus by design

and through gradual process of modification of the existing

educational structures, the educational system in Nigeria

grew to be what it is today. Built around religious faith,

the colonial system of education in Nigeria was able to

11

produce surrogate leaders to represent European interests

in the provinces. Even though what happened in that era

is looked upon as relatively inconsequential in the context

of today's education, it was important and attractive to

both the Nigerians and the Europeans then. It was very

important for the Europeans to have representatives in the

provinces who could understand the native rulers and who

were able to work closely with them. To the Nigerians it

was important to be able to speak another language and to

assume greater responsibilities in their own country out-

side their extended family circles. Through these trained

Nigerians, the Europeans could penetrate deeper into

Nigerian society and could have their interests fully

secured everywhere, even where they could not show up in

person because of natural impedimenta such as thick wood-

lands. Thus, by design, the European education was insti-

tuted and directed to win the confidence of the natives

and to destroy hostility against new ideas. These things

were achieved through able indigenous ambassadors who went

around the land selling the European ideals to the natives.

Thus the growth of education in Nigeria came as the

result of the conviction by the colonial regimes that the

only way to gain access into the Nigerian society and be

accepted by the local leaders was to train Nigerians to

12

sell their ideals. What happened in this circumstance

shows the influence education has in the time of change.

This was the most important tool the Europeans could use

to socialize Nigerians into accepting their new ideas.

It was through this method that they could establish

their regimes in the country firmly with little or no

resistance.

The first higher educational institution to be

established for the whole of West Africa was Fourah Bay

College in Sierra Leon with theology, classics, and art

as the main courses offered (6). Fourah Bay College was

an extension of Durham University in England. In 1934,

the first higher education institution in Nigeria, Higher

College, Yaba, came into being. The courses taught included

medical science and engineering, but they were kept below

the university level and the completion of programs in

these areas never resulted in the granting of degrees.

After the second World War, the University of Ibadan came

into existence as a result of the Asquith and Elliot

Commissions which were appointed to look into the needs

of establishing higher education institutions in the

country.

True national educational pursuit came with the

Nigerian attainment of selfhood on October 1, 1960.

Following the achievement of independence, there was a

13

great deal of dissatisfaction with the colonial educa-

tional policies. One of the areas of dissatisfaction was

the failure to allow Nigerian students to take courses

leading to degrees in sciences, economics, and engineering

(6). This led to the establishment of new universities in

the country to establish degree programs in these areas.

The problem of change is visible everywhere both in

advanced and in developing economies. Though the scale and

dimension of change may be different, the resistance to

change is a universal phenomenon. Despite the fact that

the industrialized nations have coexisted with modern

technology for quite a length of time, their systems still

face the problem of resistance to change.

Societies and institutions everywhere are peopled with

those who do not want to try something new, either because

they resent the change for fear that it would change their

modes and attitudes, or they do it in an effort to preserve

the status quo—those long cherished traditions they do

not wish changed.

The most difficult problem to deal with in any chang-

ing circumstance is man himself—the problem of changing

human minds. The vagaries of human nature are the blocks

that stall all human progress, historic and current. This

is where the truth of the saying "Man is the architect of

his fortune" is manifested. The problem is not that what

14

is about to come is inherently bad, it is that of man's

refusal to give it a trial. It is the problem of lack of

clear conception of the word 'change' which to many means

a complete destruction of what they have won with great

pains and what they cherish.

However, economics and social emancipation, according

to Marx and Engel (17), means the dissolution of the old

society, its values, and its belief system. It means chang-

ing the life styles and occupation of the people. It is

truly a process of a complete rethinking and reconditioning

of both the self and the environment. It is a subtle revo-

lution which in the course of time overthrows the old con-

ceptions and ways of doing things to make room for the new

ones.

Their fears, in part, seem justified because it is

difficult to deprive oneself of what one has gotten.

Moreover, men never relinquish what they have won. Though

this may not mean unwillingness to relinquish the social

form they have acquired, they would compromise in social

issues but not with ease. Hence human history is repleted

with the problems of reformers and statesmen who have

attempted to get free men to choose to move in a desired

direction without the invocation of authoritative command

or the use of coercion. Since social change lacks means

of absolute quantification, the determination of its

15

magnitude and the assessment of its benefit and costs is

difficult. Thus having nothing to assist man in deciding

to follow change invariably hardens his resistance to

change.

Because the aim of change is to objectify the way of

doing things and to rid the system of particularity ten-

dencies and to make the people see in universal terms,

the work of educating in times of change is difficult (8).

This is because people hate to change their ways of doing

things. Thus the composite society of the urban setting,

of hurley-burley urban society with its polyglot popula-

tion, its ceaseless cravings and materialistic nature,

its contrast between wealth and poverty, and its unpre-

dictability, and instability, compound the problems of

change. A change from the natural pharmacology and natural

ways of dispensing medication to the sick and of diagnosing

sickness, to the impersonalized methods of doing things of

the Occident, of changing the medicine and the attitude

of the patient, are not easy things to come by. The

population explosion as well as increasing urbanization

caused by a subsequent depletion of farming and the rural

population are all serious problems for the new Nigerian

system.

The Niqerian experience in the last decade has been a

difficult one. It has been difficult because things could

16

never be the same again after the civil war. The war did

not only tend to dismember the nation, changed the psy-

chology of the people, and disorient their attitude and

ways of thinking, but it also attempted to change the

system of values. To put things together again called for

a re-establishment of national direction and a re-ordering

of national priorities to meet the needs of rehabilitation

of the displaced and to rebuild the confidence of the

people in one Nigeria once again.

Since the end of the civil war in 1970, the desire for

changes has dominated the thoughts of leaders both in an

effort to heal the wounds created by the war and to unite

the people behind the development plans. This desire has

been dramatized in the various multi—billion naira (Nigerian

currency) development plans instituted by the Nigerian

federal government whose aim is to lift the nation to the

level of development in the shortest possible time (6).

To achieve the aspirations of the new Republic, the federal

government takes direct responsibility in financing higher

education in the country to provide the nation with skilled

manpower necessary to meet the needs of development. This

has led to the institution of sweeping changes in social

and economic programs to improve the general conditions of

the people.

17

However, this pursuit has not been easy either for

the government or the people. In order for the gigantic

development programs that Nigeria plans to succeed, in

order to put the new dreams in proper perspective, avail-

ability of sound and adequate resources—material and human

—is required. But while Nigeria is blessed with material

resources, human resources may yet be in greater demand (15).

Thus it is against this diverse background that higher

education in Nigeria must be viewed in attempting to deter-

mine the role higher education is currently playing and

should be playing in this process of development and change

in the country.

Significance of the Study

The significance of any study, first and foremost, is

the contribution it makes to the general knowledge, and

then to knowledge in a particular field with regard to

promoting further studies. A true significance of a study

lies in the acceptance of the findings of the study and

the implementation of its findings.

Because this study sampled points of view of the people

of Nigeria regarding what ijs and what should be the priority

of importance placed on educational goals to satisfy

national needs of the country, it certainly came out with

some findings that helped in making recommendations which

may lead to re-evaluation of higher educational policies

18

and programs in the country. It may even result in complete

re-assessment of the mission of higher education in the

country. As no study of that dimension is known to have

been undertaken at the federal level, it is felt that the

findings and the recommendations of this study would add

significantly to the development efforts and the general

well-being of the Nigerian nation.

Basic Assumptions

This study assumed

1. That the respondents were knowledgeable in and

had understanding of the development plans of Nigeria and

the higher educational policies that went with these plans;

2. That they objectively and positively reacted to

the questionnaires distributed to them.

Delimitations

The boundary of this study never significantly exceeded

the question of influence of higher education in the process

of development in Nigeria as deduced from the test of per-

ceptions of the respondents regarding what is and what

should be the priority of importance placed on higher

education goals in relation to the national needs of

Nigeria. Because the study was conducted at the national

level, only passing references (if any) were made to the

19

state and only in certain C^SGS where such. references

served the purpose of shedding more light on the study.

Definition of Terms

Influence.—Stoner defines influence as a change in

behavior or attitude resulting directly or indirectly from

the actions or example of another person or group. He also

relates to power and authority*

Power.—He defines power as ability to exert influence.

Authority.—According to Stoner, authority is a type of

power based on the recognition and the legitimacy of an

attempt to exert influence (14, 266).

Authoritative Command.—In this context authoritative

command refers to the invocation of sanctions or coercing

people to act against their will.

Composite Society.—This is a kind of society in which

people of common cultural origin are universally related

because of differences in orientations brought about by too

many changes in the environment.

Procedure and Research Methodology

Instrument

The instrument used in this study was made up of 20

national needs of Nigeria currently perceived, proposed,

and suggested and were derived from the following sources:

20

Nigeria, Options for Long-Term Development (16) ; "Nigeria

Struggles with Boom Times" (6); "Summary of Events in

Nigeria" (10); press conference by the President of Nigeria

(14); "Federal Republic of Nigeria" (5); "Meet Mister

President" (9); and 20 institutional goals, some of which

were drawn from Institutional Goals Inventory (11) and some

from The Purposes of Education (2).

The relationship of the institutional goals to the

national needs was derived from the order established by

a panel of experts set up to relate academic goals to

needs. The instrument was prepared after adjustments were

made for the views of the experts.

The instrument was arranged in the following order.

1. The needs appeared first and were numbered from

one to twenty.

2. Each need was followed by a goal question relating

to _is and should be.

The instruments were mailed to the respondents in

their respective groups along with the request for response

in which they were to indicate the perceived priority of

importance that is currently placed on goals and the pre-

ferred priority of importance that should be placed on goals

to achieve national needs based on the following scales:

5——of extremely high importance, 4 of high importance,

21

3—of medium importance, 2—of low importance, 1 of no

importance.

The instructions that accompanied the instrument asked

each participant in the study to give an opinion regarding

each goal statement in terms of what he or she perceived

is the current priority of importance and what he or she

thought should be the priority of importance.

Based on the scale of values from one to five, means

and standard deviations for is and should be were calculated

in the goal areas from which the twenty goal statements

came and were used to show the opinions and judgements of

the respondents on the perceived and the preferred priority

of importance placed on goals to satisfy the national needs

of Nigeria.

Analysis and Presentation of Data

This study utilized survey research in an effort to

determine the development trend of higher education in the

process of development in Nigeria.

The main source of data for this study was the survey

questionnaire sent to stratified random groups of respon-

dents selected for the study. Others included available

resources within the North Texas State University Library,

Inter-Library Loans, and the Nigerian Embassy, Washington,

D.C.

22

The questionnaires were sent to four groups: students,

faculty members, academic administrators, and government

officials. These groups were chosen from the five Nigerian

Universities of Ahmadu Bello, Calabar, Ife, Lagos, and

Nsukka and from four government agencies composed of the

Federal Ministry of Education, Educational Research Council,

Joint Admissions and Matriculation Board, and the National

University Commission.

The population universe of the study was 66,740 com-

prising 63,000 students, 1,630 faculty members, 1,930

academic administrators, and 180 government officials. The

sampled population was 490 and was made of 300 students (a

figure equal to the population of students in Ibadan

University in 1950), 100 faculty members, 50 academic

administrators, and 40 government officials.

The survey questionnaires were mailed to the partici-

pating groups through the offices of the registrar in the

universities and through the offices of heads of depart-

ments in the government agencies. Appropriate follow-ups

necessary to encourage a higher rate of returns were under

taken three weeks following the mailings.

A fifty percent return for any group was considered

necessary to make the findings of the study representative

of the population universe involved in the study.

23

Procedure for Analysis and Treatment of Data

The obtained questionnaires from the returned responses

of students, faculty members, academic administrators, and

government officials were analysed. The returned question-

naires were tabulated into a code of numbers on a keypunch

worksheet and subsequently keypunched on machine cards.

Then, the data were analysed as follows.

1 . Descriptive Statistics

a. Calculation of means and standard deviations

for _is and should be for each of the four

groups was undertaken regarding their per-

ceived and preferred goal areas in relation

to the needs.

b. Based on the means of the goal areas, a rank-

order for is and should be for each of the

four groups was made in terms of the per-

ceived and preferred goal areas in relation

to the needs.

2. Inferential Statistics

a. One-way analysis of variance was computed to

determine if significant differences existed

among the groups with respect to their

perceptions of the priority of importance

placed on the selected goal areas to achieve

the national needs of Nigeria.

24

b. One-way analysis of variance was computed to

determine if significant differences exist

among the groups with respect to the priority

of importance which in their opinion should be

placed on the goal areas to achieve the

national needs.

c. Both a T-test and Scheffe test were computed

to compare the groups using means and grand

means.

Significant differences were determined at .05 level

significance for all groups.

Conclusions and Recommendations

Based on the perceptions and preferences of the respon-

dents, conclusions were drawn and recommendations made for

further improvement of higher education in Nigeria.

CHAPTER BIBLIOGRAPHY

1. Ajayi, J. F. Ade, "Higher Education in Nigeria," African Affairs (October, 1975), 420-426.

2. Bailey, Stephen K., The Purposes of Education, Bloomington, Indiana, Phi Delta Kappa Educa-tional Foundation, 1976.

3. CBS 60 Minutes Newscast, October, 1980.

4. Federal Republic of Nigeria, Constitution of the Federal Republic of Nigeria, 1979.

5. "Federal Republic of Nigeria," issued by the Embassy of Nigeria, Washington, D.C. 20037, published by International Planning Associated, 1980.

6. Grove, Noel, "Nigeria Struggles with Boom Times," National Geographic, 155 (March, 1979), 413-444.

7. Hanson, John W., et al., Education and the Development of Nations, New York, Holt, Rinehart and Winston, 1966.

8. Knox, T. M., Hegel's Philosophy of Right, Oxford, Oxford University Press, 1978.

9. "Meet Mister President," Department of Information, Executive Office of the President of Nigeria, Academy Press, Ltd., Lagos, 1980.

10. "Nigeria," A Bi-Monthly News Summary of Events in Nigeria (April 16-30, 1981).

11. Peterson, Richard E., et al., Institutional Goals Inventory, Princeton, New Jersey, Educational Testing Service, 1975.

12. Puri, Shamlal, "Nigeria Special," Root (1980), 23-45.

13. Shagari, Alhaji Shehu, "Federal Republic of Nigeria," Press Conference by Alhaji Shehu Shagari on the occasion of the 20th Anniversary of Nigeria Independence and One Year Anniversary of the Executive President, September 29, 1980.

25

26

14. Stoner, James A. F., Management, Englewood Cliffs, New Jersey, Prentice-Hall, Inc., 1978.

15. Thomas, Karan, et al., "Nigeria Oils the Wheels for Growth," African Economic Digest, 2 (January 23, 1982), 2-4.

16. Tims, Wounter, World Bank Chief of Mission and Coordinating Author, Nigeria, Options for Long-Term Development, Baltimore, Maryland, The John Hopkins University Press, 1974.

17. Trucker, Robert C., The Marx-Engels Reader, 2nd ed., New York, W. W. Norton and Company, Inc., 1978.

CHAPTER II

THE REVIEW OF LITERATURE

Introduction

Over the years, the conception of scholars' conception

about the mission of higher education have undergone a

modification which has served to broaden the base of univer-

sity education. This modification has instilled in the

milieu of institutions of higher learning attributes that

make human development meaningful. The cultivation of the

mind alone, according to John W. Hanson, is not sufficient

to provide education that could match the challenges of

today's complex human environment. Hanson explains this

point by maintaining that functional education must be

appropriate to time and situation (11, p. 12).

Adams (1) notes that no longer is education seen as an

individual consumer good for mere vocational preparation,

informed citizenship, and personal cultivation. It is now

a recognized and important capital investment in a nation's

future and is moreover an investment for national develop-

ment especially in the less industrialized countries of the

world. Socrates view of an intensified university education

as a necessary qualification for a statesman is thus as

meaningful today as it was when he first observed it, for

27

28

the complexity of the present day environment makes the

issues of states even more intricate. These issues call

for a different kind of discipline that is all-inclusive in

nature and can be attained only through continuing educa-

tion (18/ p. 181). In the words of Dewey (21, pp. 70-81):

Education is a process of continuous recon-struction of experience with the purpose of widening and deepening of its social content while at the same time the individual gains control of the methods involved.

Statements such as "education is the key that unlocks the

doors to modernity; education is the pivot upon which all

development efforts revolve, etc.," surely add enormously

to elevate the operation level of higher education. Higher

education no longer serves the medium interests of training

entrants to vocational education, but rather it has become

the terminal recipient of the vocational education products

for complete trimmings with the academic grommets (6,

p. 141). Higher education is the giver of vision and an

indisputable source of inspiration that is intended to

integrate the recipients of academic degrees into the

paradigms of their vocations. These degree holders are

also by their education made socially acceptable in the

larger society of which they are part not only because of

their professional sophistication but also because their

preparations have earned them the privilege of being looked

upon as the future leaders of their respective communities.

29

This is the reason Socrates saw intensified university

education as a necessary qualification for a statesman—as

his eye opener and a source of his inspiration. Thus the

efforts of the university have been directed toward such

growth and discipline of the mind that would make degree

holders amenable and equal to the tasks of today's complex

environment.

Jacobsen (17, p. 24) recognizes the by-products of

the university education in this quotation from Robert M.

Hutchins:

. . . the object of the university is intellec-tual not moral. This is not to disagree with the attitude that moral values, high ideals and strong principles must be among the results of education . . . character is the inevitable prerequisite and the inevitable by-product of the university training . . . the system of education that produce graduates with intellects and no character would not be merely undeserving of public support, it would be a menace to the society . . . Indeed, I should go so far as to say that the reason why the universities are successful in developing character is that they do not go about it directly . . . Character comes as a by-product of sound education. The university method of developing character is to train the intelligence.

Quoting Donal Cowlings, Jacobsen (17, p. 25) asserts:

The aim of college . . . is to develop the student with respect to all his capabilities into mature, symmetrical, well balanced person, in possession of all his powers, physical, social, mental, and spiritual, with an under-standing of the past and a systematic insight into the needs and problems of the present.

30

Hanson (11, p. 96) holds that human nature is degraded and

debased when the lower faculties predominate over the higher.

The case of integrated growth, the kind of growth the uni-

versity education seeks to enhance, is the one in which the

higher faculties predominate. Spence (23, pp. 35-36),

quoting Governor Mitchell's unalloyed support for education

in the state of Georgia, wrote in his dissertation:

The human mind unimproved by education, has been very aptly compared to a block of marble in its nature state. It is the artist who gives it the polish, and presents to the eye its hidden beauties which we so much admire . . . just so is the influence of education upon the human mind. It is therefore that we are to increase our knowledge, and thereby establish of the finest support to our present republican form of government.

Jacobsen (17, p. 10) is right when he observes:

Educational programs on higher levels are taking new directions. Education is assuming an impor-tant role as a chief interpreter and energizer of modern society. As befits a democracy, it will become more and more an agent of society, drawing nearer and nearer to the needs of the people . . .

He believes that educators should take care that educational

specialization be directed toward social need (17, p. 8):

There is need for greater assurance that special-isms will be tied to social need rather than to exist and operate as independent entities . . . Social intelligence and citizenship are qualities to be acquired by virtually all of the members of a society.

Education is the greatest instrument man has devised

for his own progress. The great faith in education is the

31

consequence of a strong belief in education as a proven

mechanism by which the achievement of lofty human dreams

can readily be attained.

Hanson (11, p. 3) sums up his conception of education

for development in these words:

For all its humble beginnings, however, the faith in education that is growing among under-developed peoples springs from a belief that is basic to the attainment of a better life: when-ever men put their trust in schools and in the knowledge school imparts, they are placing faith in themselves and in what they may ultimately accomplish for themselves.

Yet Bowles (4, p. 1) maintains that the idea of using

education to accelerate the rate of economic growth is

relatively new. The Conference on Economic Growth and

Investment, held in Paris in 1962, made contributions to

this faith in education for development by observing that

education could be seen as a powerful agent of transforma-

tion (11, pp. 17-20):

The process of achieving modernity, the process of development in its broadest sense, is one of fundamental transformation in the mind and character of men . . . Education has been viewed as agent of such transformation.

In essence, faith in education in this era by developing

as well as developed nations, is a consequence of renewed

optimism by man and by nation states engendered by the

belief that it is only through "learning" that the objec-

tives of nations can be translated into the impulse of

national consciousness. It is through learning that man

32

has come to accept the industrial environment in which he

lives. As Havinghurst observes: "Living is learning, and

growing is learning. To understand human development one

must understand learning" (13, p. 1). Living in a modern

society, he maintains, is a long series of tasks to learn.

The tasks the individual must learn—the developmental tasks

of life—are those things that constitute healthy and

satisfactory growth in our society (13).

Because development depends upon people, their atti-

tude, their aspirations, their energies, and their willing-

ness to do something about it themselves, the first concern

in any attempt to solve the problems of education for

modernity, is a concern for the people themselves (11,

p. 36). Human society is made by human beings and can

therefore be changed by human beings (26, p. 1).

The role of education in the process of development,

according to Hanson (11, p. 31), is to encourage social

mobility and to safeguard economic democracy. These ideals

are achieved when the people are informed and are made

aware of their potentials. This stage comes when the

populace as a whole is interested in the exchange of ideas,

an exchange which can ensure that classes are not frozen

such that the elite only perpetuates itself. Thus develop-

ment can be stimulated in the underdeveloped economy by

demonstrating that tomorrow need not be the same as

33

yesterday, that change can take place, that the outlook for

change is good.

Whatever the name given to higher education in the pro-

cess of exercising its functions in the society—education

for growth, education for change, education for modernity—

the issues remain the same; the concern for man's develop-

ment, the enhancement of his capabilities, are the core

toward which the mission of higher education is directed

in every society.

The literature review presented incorporates the

following: (1) the review of related studies, (2) the

review of higher education development in Nigeria, (3) the

review of socioeconomic development in Nigeria.

Related Studies

In 1955 Fafunwa, at the University of New York, wrote

his dissertation on Historical Analysis of the Development

of Higher Education in Nigeria. In the purpose of the

study he indicated that no systematic study had been made

on higher education in Nigeria prior to his research, that

any printed material that was available was only a conglom-

eration of isolated facts. He stated emphatically that up

to the time of his writing no research had been done on the

subject and the printed materials on higher education that

were available were either sketchy or uncoordinated or both,

That so far no one had taken pains to compare the social,

34

economic, and political needs with the development of higher

education in Nigeria.

Fafunwa's research was dedicated to discovering whether

Nigerian education was meeting the needs of its society,

to provide comprehensive historical perspective against

which the past, the present, and the future development of

higher education can be measured and more fully understood,

to discovering through analysis and comparison of facts and

events certain generalizations and conclusions which could

be used in the determination of educational policies and

practices in Nigeria. In his conclusion he portrayed lack

of accurate statistical records as one of the socioeconomic

needs of Nigeria; he found medical facilities inadequate

and health services unavailable for the Nigerian public at

large, but reserved almost exclusively for the expatriates;

he found that responsible posts in the health departments

and elsewhere were reserved for the expatriates; he dis-

covered that town and rural planning attempted in 1930 and

reinforced in 1946 concentrated on slum clearance in the

capital city and in housing government workers; he found

that exports and imports in Nigeria were controlled by the

British; he discovered that 60 percent of Nigeria's natural

resources were exported to Britain annually; that 80 percent

of Nigeria's imports came from Britain; he found that

Nigerian agriculture was not improved, that 80 percent of

the farmers cultivated the land in their forebearers manner.

35

Reviewing the history of higher education, he noted

that the development of higher education was not the result

of deliberate, comprehensive long range planning; he also

found that higher education in Nigeria was a transplantation

of the British system of education, that it did not bear

any relation to the needs of the Nigerian society because

the emphasis was directed toward meeting the British

standards rather than the needs of Nigerians.

In his recommendation he emphasized the need for

adequate water supply and electricity, which he claimed

80 percent of the native population of the time had never

had and stressed the need to broaden the base of education

in Nigeria:

Nigeria, a young and developing country, cannot afford to train elite if it intends to remain free, strong and democratic after independence. The educational system that is divorced from the country's economy and is designed primarily for the training of a privilege minority in a country where mass illiteracy is the order of the day needs drastic revision.

Ukeje in 1957 completed his dissertation at the

Teacher's College, Columbia University, entitled A Study

of the Critical Needs of an Emergent Nation and the Role

of Education in Meeting Them. Ukeje, as his title suggests,

indicated that the aims of his study were twofold: to

identify the needs of Nigeria and to outline the role of

education in meeting them. He stated the need for the

study to be based on (1) the low per capita income in

36

Nigeria in comparison with more industrialized countries,

(2) the need for industrialization in Nigeria, (3) the need

to remove social and rural factors which limit industriali-

zation, (4) the need to expand education hitherto limited to

small groups, and (5) the need for education which takes

into account the needs of Nigeria.

In his conclusion and recommendation, Ukeje listed the

total needs of Nigeria to comprise (1) an adequate and

stable federal constitution, (2) Federalism—which takes

into account the plural nature of the country and at the

same time provides channels of expression for the divergent

groups, (3) a new national history of Nigeria written with

the national consciousness, (4) national integration—

creating a sense of oneness to be the concern of all,

(5) political integration—integration of all political

activity into a common national cause to promote the

evolution of national political parties which would tran-

scend all boundaries—regional, tribal, religious, etc.,

(6) an ideology which would act as a motivating force, and

a frame of reference, (7) the revival of Pan Nigerian

Nationalism—creation of a common national sentiment, a

common national loyalty, (8) the revival of a sense of

public obligation—willingness to perform public service

with honor and integrity, (9) political tolerance—respect

for the right to differ, (10) effective leadership—

37

leadership that cuts across tribal lines and operates above

jealousy, (11) the integration of the traditional elements

into the new democratic framework, (12) improvement and

modernization of all aspects of the agricultural industry,

(13) improvement in the area of health and sanitation,

(14) economic development—based on industrial development

as well as agricultural, and finally (15) mass education—

the enlightenment of all for a successful democracy.

He put education for meeting Nigerian needs under two

headings:

1. Liberal Education for Social Efficiency

2. Teachers' Education

He maintained that Liberal Education for Social effi-

ciency would stimulate and liberate all the dominant ener-

gies of the students for effective usage and would be

concerned with the all-round development—intellectual,

social, physical, and emotional—of the country as a whole.

He pointed out that education should cease to be the sole

province of the intellectually elite, and should no longer

be limited to a few traditional disciplines. And he saw

the role of education in meeting the central needs of

Nigeria as dependent upon the proper preparation of teachers,

Evans in 1962 wrote a dissertation at Indiana Univer-

sity entitled: A Study of Higher Education in Nigeria and

its Relationship to National Goals. In his work, Evans

38

traced the social and the political history of Nigeria from

the immediate past to the time of his research (1962). He

focused a great deal of his attention on the struggle for

independence and the rewarding outcome of the efforts of

the Nigerian leaders which came with the attainment of

independence in 1960. He asserted that the study of

Nigeria's history from 1861-1960 revealed that Nigeria was

never a contented subject of the colonial rule, that its

aspirations and hopes for the future could not be contained

within the bounds of colonialism. He indicated that some-

times these aspirations and hopes for a better life,

impossible under the British rule, were expressed negatively

in the forms of resistance and protests and sometimes

positively through conferences and negotiations. He main-

tained that this resistance was always evident throughout

the century of British rule, but that unlike most nations

in quest for the realization of their dreams, Nigeria's

efforts to obtain her goals were orderly and, in the main,

void of violence.

In his findings, Evans states that through his inter-

views everyone made clear that any industrial concern was

welcome to assist in the industrial development of the

country, but that such assistance must not repeat the mis-

takes of the past and such a concern must respect the

principle that Nigeria's resources are for Nigerians.

39

He quoted Marcus Garvey to support what he found that

Nigerians aspire for

. . . every race must find a home; hence the great cry of Palestine for the Jews—Ireland for the Irish—India for the Indians and . . .

AFRICA FOR THE AFRICANS.

He saw national goals of Nigeria since independence

to be determined primarily by the report of the Ashby

Commission on Investment in Education along with views

expressed in other literature relevant to the ascertainment

of the national aspiration of the country. The Ashby

Commission was appointed in 1959 to look into Nigeria's

needs in the field of Post-School Certificate and Higher

Education over the succeeding twenty years.

In his conclusion and recommendation, Evans listed

the following as the role of higher education in Nigeria:

(1) to improve the quality of education on all levels—

elementary, secondary, teacher-training and technical, and

university level, (2) to increase educational opportunity

so as to make it available to all, (3) to direct its

efforts to reduced unemployment, (4) to increase per capita

income and raise the standard of living, (5) to increase

the availability of food of the proper quality, (6) to

replace expatriates who hold strategic positions in Nigeria

with competent Nigerians, (7) to improve housing—city,

urban and rural, (8) to improve health facilities and health

of the Nigerians generally, (9) to improve recreational

40

facilities, (10) to improve social services, (11) to improve

government services, (12) to ensure proper functioning of

the legal and judicial processes, (13) to improve facili-

ties of communication and transportation, (14) to improve

electrical facilities, water, and sanitary conditions,

(15) to mechanize and modernize all aspects of the agri-

cultural industry, (16) to expand and improve factories

for the processing of available natural resources and to

increase the rate of absorption of some of the unemployed,

(17) to facilitate the change of Nigeria's economy from

agricultural to industrial thereby reducing employment in

agriculture from 85 to 30 percent, (18) to cultivate the

ideology which will unify the country in purpose and action

as a democratic nation, while at the same time preserving

individual freedom and opportunity for regional variation,

and finally (19) to develop to a point where Nigeria could

assume a more significant role in world affairs.

The Development of Higher Education in Nigeria

Higher education in Nigeria developed through periods

of indifference, opposition, compromise and, at the end,

active support from the colonial regimes. In Governor

Lugard's (Lord) view, it was dangerous to give Africans any

education that might tempt them to question, much less

41

challenge, constituted authority—'traditional or colonial

(25, p. 3). Further, Lugard contended that in the face of

limited potentials for growth, any increase in the number of

educated Nigerians would lead to potential political insta-

bility in the future (25, p. 67). But accepting the views

of educators such as Harbison and Myers (12, p. 181) that

education is the key that unlocks the doors to moderniza-

tion and the argument that without it Africans would be

unable to enter the modern technological world, Nigerian

leaders disregarded the contentions of the colonial regime

and consistently pressured the colonial administrations to

devote a much larger share of the resources to mass educa-

tion. Because they feared losing the control of the colony,

the colonial regime finally accepted the development of

higher education, but grudgingly. This was the reason the

colonial system of education was terminally oriented, simply

because it was not a genuine approach to education for

problem solving. Many Nigerians who embraced formal educa-

tion in those early days did so primarily because it con-

ferred social status that was distinctive from the rest of

the society (8, p. 162). Education was not pursued to

improve skills, but to put the educated black man closer

to the white man. The school curriculum was art-oriented

and purposefully directed toward producing only men who

42

could serve as clerks in the colonial offices and other

establishments. Thus it is not difficult to see why

Nicrerians were not contented subjects of the colonial rule

according to Evans (7). Even when many Nigerians had

acquired formal education in Britain and attained a level

of recognition, the colonial leadership ignored their com-

petence and skills and still regarded them as backward.

However, when at last Nigerians assumed governmental

powers, they immediately moved to expand educational

opportunities for Nigerians. Today education is on the

priority list of all levels of government in Nigeria—

federal, state and local.

Higher education in Nigeria has grown in importance

over the years—from a profitable pastime for a handful

of research scholars in the 1950s to a preoccupation of

millions of Nigerians in the 1960s who came to see it as

the sine quo non of the Nigerian development (9, p. V).

The history of higher education for Nigerians began

over one hundred years ago and nowhere in Africa has

progress and change in higher education been more dramatic

in the last few decades than in Nigeria. According to

Uchendu (25, p. 216) modern higher education in Nigeria

covers a span of a little more than twenty-five years

beginning with the establishment in 1948 of the University

College at Ibadan, but it has been a small span with great

strides.

43

In the last ten years Nigeria has spent over 30 percent

of its annual budgets on education. With a population of

over 60 million in 1970, Nigeria has about one-quarter of

the African people—that is, every fourth African is a

Nigerian—and has approximately one-quarter of the African

Continent's total school population, teachers, and univer-

sity undergraduates (6).

In 1950, there was only one university college at

Ibadan with a student population of about 300. Today there

are thirteen universities and some junior colleges and

many more to come as the need for more universities con-

tinues to unfold. Currently there is a desire to establish

universities in all the states in the federation. (Whether

this desire is in accord with the real need for such

establishment, is something this study did not make room

for in in-depth investigation.) It seems, however, that

this desire is more of a political nature than of an

economic impulse. The reason for establishing more univer-

sities is not only to accommodate the student population

which is to be raised to about 109,000 by 1982, but also to

offer programs that will help the improvement of social and

economic conditions (22, p. 123).

Indeed the people and government of Nigeria have come

to regard education as the key they need for over-all

national development. The Federal Government of Nigeria,

44

consistent with its higher education policy, has adopted

higher education as an investment for effecting the national

development schemes in the country in an effort to ensure

progress and to eliminate the existing contradictions,

ambiguities, and lack of uniformity in educational prac-

tices in the country which often constitute the impediments

that stall social, economic and political progress. All

these efforts are directed toward correcting the historical

accident in the development of higher education in the

country which came not to enhance the progress of the

Nigerian nation but to maintain the status quo--to keep

the tradition and the Nigerian people in their designated

place in the colonial state (21, p. 70). Stressing the

importance of making this correction, Lambo in his address

at the International Exchange and National Development

Conference (16, p. 29) asserted:

The educational system inherited by the develop-ing countries is not only at variance with their traditional cultural roots, but also with the manifest and expressed political and ideological philosophies of these countries. Instead of assisting by raising the standards of living and improving the conditions of those at the bottom of the social and economic pyramid, it has led to hybrid class structures and unhealthy class consciousness.

The goal of education, its approach and methods, have

differed from culture to culture. To the Greeks an educated

man was seen as being mentally and physically balanced and

therefore was qualified to be a leader. To the Romans

45

education meant emphasis in military training for the

liberation of physical potentialities and adequate train-

ing in oratory. In medieval Europe, particularly in old

England, education led one to fame and honor as knights or

priests who formed the elite class of the time. In France

the scholars represented the achievers; in Germany, they

were seen as the patriots. In the present day Russia it

is the Communist scientist to whom the state looks upon in

its quest to conquer space. In old Africa, it was the

victorious warrior, the brave hunter, the noblemen and the

diviner to whom the state relied upon to stand the attack

of its aggressive neighbors (9, p. 3).

Today the goals of modern education in Nigeria are

unclear, largely because of an attempt to do too much too

soon. The situation is further confused by conflict which

exists between the inherited metropolitan idea of education

and the long-held indigenous rural notions of education.

Nigeria, like other African countries, has reached a stage

in its development at which it must start to wrestle with

the problem of defining its educational goals clearly in

terms of its own concept, needs, and temperament (9, p. 3).

Some of the experiences of Japan, China, USSR, Hungary, USA,

Turkey, UAR, and many other countries that have passed this

stage could provide useful guidance and encouragement to

Nigeria. The educational revolutions which have taken

46

place in Japan, and in certain Communist block nations,

South Korea, and Taiwan after the second world war, which

have resulted in the higher rate of economic growth in

these places, are not without influence on Nigeria's resolve

to adopt education as its most important instrument of

development.

To paraphrase Weeks' remarks about Africa in general

so that they apply to Nigeria specifically:

Is it the burden the responsibility of the Nigerian universities to remake the Nigerian society?

Without a doubt the answer to this question is yes.

Tracing the history of the development of higher educa-

tion in Nigeria, Weeks (28) sees three stages of transfor-

mation: according to his analysis the first stage coincided

with Currie and De la Warr Commissions and Makeresre, Yaba,

Achemota, Fourah Bay, and Gordon colleges. The second

stage began with the Asquith and Elliott Commissions in

1945 and terminated with the elevation of the institution

of higher studies to the status of a university college of

Ibadan in 1948 in affiliation with Durham University in

England. Then in the 1950s began the period of "assimila-

tion" or what Weeks prefers to call "substitution." The

new universities were developing curricula and goals that

were adapted to local needs and conditions. The third

stage is one in which institutions of higher learning are

47

transformed into instruments of development. This is the

stage in which the university output is scientifically

geared toward meeting the precise economic estimates of

the nation's future manpower needs. It is the stage in

which the university is perceived as a necessary instrument

of development and of remaking the Nigerian society. The

President of Nigeria, Shagari, in his innagural address at

an open-air ceremony at the great Tafawa Balewa Square in

Lagos said:

My administration is irrevocably committed to making education a priority . . . we shall encourage individuals and voluntary agencies to open schools as long as they meet govern-ment guidelines . . . the need for technical manpower, the rapid development of technology demand that we maximize the use of all techni-cal and vocational institutions in the country and establish many more. In this connection we shall establish a Ministry of Science and Technology which will develop policies to be reflected throughout our education system (22, pp. 11-12).

The challenge to the Nigerian universities in the current

Development Plan is to get involved increasingly in the

professions, commerce and industry, and in the overall

development of the country (2, p. 426).

The federal government take over of the responsibili-

ties for the survival of universities in Nigeria is certainly

an easily understood political maneuver. Whoever controls

education, it is said, is in a position not only to mold

48

the minds of the next generation, but also to allocate to

individuals important rules in the society (25, p. 2)

In the federalization of higher education, Nigeria

seems to have taken Alfred North Whitehead's faith in

trained intelligence seriously when he wrote:

In the condition of modern life, the rule is absolute: the race which does not value trained intelligence is doomed. Not all your wisdom, not all your social charm, not all your wit, not all your victories on land or sea, can move back the finger of fate. Today we maintain ourselves. Tomorrow science will have moved forward yet one more step, and there will be no appeal from the judgement which will then be pronounced on the uneducated (7, p. 192).

Socioeconomic Development

The increase in human problems, their threats on human

society—critical shortages of food, over population,

depletion of energy resources, migration of farm workers

to already overcrowded cities, unemployment, and crime—all

pose a serious danger to the human race with far-reaching

impact on almost every aspect of human lives (27, p. 179).

The geometric population growth rate in the developing

countries and the arithmetic rate of growth in food pro-

duction, complicated by the slow pace of industrialization,

not only make life uncomfortable but they also cause

developing nations to worry about the future.

Nigeria faces this quagmire. According to John C.

Caldwell (5, p. 255) Nigeria is probably one of the poorest

49

countries in the world as far as its population count is

concerned. From history, Caldwell traces the Nigerian

population count from 1866 to 1963 and 1973, both of which

got entangled in political controversy, and came up with

the following estimates of population growth rate:

Years Growth Rate

1952 - 1953 2.7 percent

1953 - 1963 2.8 percent

1963 - 1980 2.9 percent

The current estimate is said to be between 2.0 and 3.5 per-

cent based on the rates of growth for other West African

countries with similar socioeconomic conditions (5, p. 256).

According to Caldwell the birth rate is not below 40 per

1,000 population and not above 60 per 1,000 population;

and the death rate in 1963 was not less than 15 per 1,000

and not higher than 30 per 1,000 population {5, p. 267).

Historically, there have been three types of popula-

tion movement in Nigeria, as in all of tropical Africa:

(1) forced migration in the form of slavery, (2) colonial

migration prompted by radical changes in the social situa-

tion and monetination of the economy, and (3) the more

recent post—colonial migrations which have increasingly

become rural-urban in nature (5, p. 298).

This post—colonial migration could be described as

the result of increasing modernization of the society,

50

industrialization of the economy, improved means of trans-

portation, and a higher literacy rate among the younger

population which increased these individuals* ability to

make easy contact with people in different parts of the

country. These migrations have not only resulted in the

acute housing shortages in the large urban centers, insuffi*

cient health care and facilities, inadequate food supplies,

and high unemployment in large cities, but they add to the

deplorable general condition of life in the nation.

Between 1973 and 1978 food imports soared by 450

percent. During those years the Nigerian population

growth rate was estimated at 2.6 percent which required

an agricultural growth rate of 4.8 to 5.5 percent if the

food production was to be sufficient; yet it had only been

increasing by 0.5 percent. As a result, Nigerian agricul-

ture is in crisis. Steadily through the 1960's and 70's

agricultural production declined because oil mining drew

people from the land to work in the oil industry, and cash

crops, once the mainstay of export earnings, are not a

negligible percentage (18, p. 53). In January 1980, a

combined team of Nigerian and World Bank experts examined

in depth the food situation in Nigeria and the report

issued put the food production deficit for 1979-80 at 2.6

million tons of grain equivalents, and estimated that at

the present rate of increase in production, the deficit

51

would increase to 5.3 million tons of grain equivalents

by 1985. The report recommended that in order to prevent

mass starvation by 1985 the food production would need to

increase by about 6.6 percent annually between 1980 and

1985 (10, p. 19). President Shagari, during the swearing

in ceremony of eleven of his ministers, stated (22,

pp. 11—12):

Anyone who has attempted to diagnose the needs of this country, cannot but agree that feeding our teeming masses, housing them, providing efficient and easily accessible qualitative education with moral content, caring for our nation's health and intensifying Nigeria's industrialization, to mention but a few, are matters of priority (22, pp. 11-12).

Olu Sule wrote:

The quality of urban life in Nigeria is seriously eroded by the housing overcrowding. . . . it is not a sweeping statement to remark that the inadequacy of housing units in the face of escalating population growth and household formation rates contribute to the obvious housing shortage in the country vis-a-vis soaring housing rents in all the Nigerian urban centers most especially in the state capitals (24, pp. 68-72).

The above disheartening observations coupled with a

series of unmentioned other strifes have led all the regimes

in Nigeria to speed up planning and development of the

nation. The Fourth Nigerian Development Plan (1981-85),

launched by the current administration in January 1981,

calls for 82 billion naira (about 123 billion dollars).

This plan has been described not only as the most ambitious

52

in Nigerian history, but the most ambitious in the history

of Africa. No other country in Black Africa has ever

contemplated spending anything near this amount in the past,

nor is likely to do so in the future. It is twice as large

as the sum appropriated in Nigeria's last five year plan —

the Third National Development Plan (1975-80)—which set

out to spend 43 billion naira (about 64.5 billion dollars)

(19/ p. 21). The New Development Plan calls for absolute

increases in investment in the following areas (19, p. 22):

Areas

Agricultural

Manuf ac tur ing

Power

Education

Allocation

13 percent of total investment

Private Investment

Hous ing M2.7 billion ($4.1 billion)

Growth Rate

4 percent

15 percent

3-4,600 M.W.

39 Federal colleges, new federal technical colleges, several new universities

400,000 new units

The money this plan calls for will come from the following

source (22):

Sources Amount

Government Surplus

Internal and External Loans

Private Investment

Priority number one in this development plan is agri-

culture as has been in all the previous plans because

M5.36 billion

M16.9 billion

SM1.5 billion

53

Nigeria has so many people to feed. But according to

Anderson (3, p. 205), the crucial role of education for

growth is that of education for agricultural growth because

of the ultimate effect it has on the economy, on the behavior

of the farmers, and on the manner in which they operate. It

is the economic behavior of the farmers, he maintains, that

in the final analysis will give rise to economic growth or

result in eventual stagnation of agriculture. Hirsch (14,

p. 18) measures growth in the capacity of the economy of a

nation to meet individual and collective consumption

demands.

However, despite the discouraging news of the food

situation in the country, the picture of overall growth is

not really gloomy. Olaloku (20, pp. 11-12) maintains that

although the percentage of the population engaged in agri-

culture has declined over the years, there is no doubt that

. . . in absolute terms, the agricultural sector is still

the primary source of employment in the country. The

•Scline in agricultire, Olaloku goes on, can be explained

by the great diversification which has taken place in the

Nigerian economy. In particular, he contends, the phenominal

growth of the mining and industrial sectors have been major

factors in leading the way. He holds that no matter how

much development and structural transformation is being

achieved, agriculture will continue to retain a relatively

54

dominant position in the economy for many decades to come.

More important, he stresses, it is from agriculture, in

particular from agriculture exports, that the economy has

received its principal stimulus for growth. This he sees

as the reason that the development of agriculture has been

accorded first-rate priority in all the various development

plans.

Olaloku (20, p. 34) has the same encouraging words for

the manufacturing industry. He holds that the manufacturing

industry is one of the fastest-growing sectors of the

Nigerian economy and places it second only to the mining

industry. He provides the following statistics to support

his claim (20, p. 35):

Contribution of Nigeria's Manufacturing Sector to the GNP at 1962/63 Factor Cost

Year

1962-63 1963-64 1964-65 1965-66 1966-67 1967-68 1968-69 1969-70 1970-71 1971-72 1972-73 1973-74

Manufacturing Share of GNP GNP Mm Mm %

2597.6 146.4 5.6 2825.6 170.0 6.0 2948.0 181.0 6.1 3146.8 221.0 7.0 3044.8 221.6 7.4 2572.2 190.0 7.4 2544.2 200.4 7.8 3234.5 263.4 8.2 4242.0 317.6 7.5 4721.5 307.7 6.5 5007.0 387.6 7.6 5310.0 472.7 8.9

He concludes that in spite of the impressive showing in

growth rate, the manufacturing sector remains not only

relatively small, but also that its spectrum is still

55

somewhat limited since the range of industries is somewhat

narrow compared to those in industrialized countries.

Conclusion

One important idea has featured throughout the litera-

ture review: that is bringing knowledge to more people is

held as one of the most forceful instruments of economic

growth. In the words of Warren (26, p. 21), education is

the finest fruit of economic growth because when a higher

standard of living has been offered, there can be no better

use of natural resources than that of giving everybody more

knowledge to understand the world in which they live. It

could be seen to be true also that both higher education

and socioeconomic development benefit from each others

advancement and that they both aim at improving the con-

ditions in the human environment. Hunter (15, p. 11) holds

that development refers to the unfolding of the creative

possibilities inherent in the society, that industrial

development concerns with the improvement of the quality of

the human environment through socioeconomic development.

From the Nigerian perspective, the slow educational

development in the early years could be attributed to slow

socioeconomic growth. And the giant strides of the 1960s

and 70s in educational development can be seen as conse-

quences of the greater changes on the social and economic

fronts in the country which resulted in greater demands

56

for a more skillful labor force. To this end, one consti-

tutes an indispensable asset of growth of the other. The

cross fertilization of these two factors—education and

socioeconomic development—in the growth of individuals and

nations has been, still is, and ever will remain a force

never to be dispensed with in the scheme of the evolution

of nations.

CHAPTER BIBLIOGRAPHY

1. Adams, Don, editor, Education in National Development, New York, D. McKay Co., 1971, 179.

2. Ajayi, J. F. Ade, "Higher Education in Nigeria," African Affairs (October, 1975), 420-426.

3. Anderson, C. Arnold, et al., Education and Economic Development, Chicago, Aldine Publishing Co., 1965, 205.

4. Bowles, Samuel, Planning Educational Systems for Economic Growth, Massachusetts, Harvard University Press, 1967, 1.

5. Caldwell, John C., et al., Population Growth and Socio-economic Change in West Africa, New York, Columbia University Press, 1975.

6. Carr-Saunders, "Functions of University in the Modern World," Sociological Review, XXXII (July-October, 1940), 141.

7. Evans, Earl Everett, A Study of Higher Education in Nigeria and its Relationship to National Goals, Indiana University, 1962.

8. Ezeaku, L. C., "Education in Nigeria: Its Functional and Dysfunctional Roles," Developing Economies (June, 1979) , 162-171 .

9. Fafanwa, A. Babs, A History of Nigerian Higher Educa-tion , Lagos, Nigeria, Macmillan and Company (Nigeria), Ltd., 1971.

10. Gusau, Alhaji Ibrahim, "Nigeria's Green Revolution," Africa Report (July-August, 1981), 19-22.

11. Hanson, John W., et al., Education and the Development of Nations, New York, Holt, Rinehart and Winston, 1966.

12. Harbison, F., Educational Planning and Human Resource Development, Unesco, Netherlands, International Institute for Educational Planning, 1967, 181.

57

58

13. Havinghurst, Robert J., Society and Education, Boston, Allyn and Bacon, 1979.

14. Hirsch, Fred, Social Limits to Growth, Cambridge, Massachusetts, Harvard University Press, 1976, 18.

15. Hunter, Henry L., Industrial Development, Lexington, Massachusetts, D. C. Heath and Company, 1954, 11.

16. "International Exchange and National Development Conference," International Educational Cultural Exchange, Paris, Hunter, 1977, 29.

17. Jacobsen, Ernest A., Obligations of Higher Education to the Social Order, Logan, Utah, Utah State Agricultural College, 1955.

18. Morris, C. R., "Idea of University Education," University Quarterly, 8 (August 1954-February 1955), 181 .

19. "Nigeria Survey," African Business (October, 1980), 43-75.

20. Olaloku, F. Akin, The Structure of Nigerian Economy, New York, Martin's Press, 1978.

21. Olutola, Aderemi, "Education and Election in Nigeria," Round Table, 281 (January, 1981), 70-81.

22. Shagari, Shehu, My Vision of Nigeria, Frank Cass and Co. (Ltd.), 1981.

23. Spence Sr., Judson Cauthen, A Study of the Development of American Higher Education During the Period of 1811-1849 as Reported by Miles Weekly Register, Florida State University, 1968.

24. Sule, R. A. Olu, "An Assessment of the Nigerian Housing Allocation Policy: The Case Study of the Ballot System," African Urban Studies (1978), 67-83.

25. Uchendu, V. C., editor, Education and Politics in Tropical Africa Oweri, New York, Couch Magazine Limited, 1979.

26. Warren, Roland L., Social Changes and Human Purpose: Toward Understanding and Action, Chicago, Rand McNally Publishing Co., 1977.

59

27. Watt, Kenneth E., et al., The Unsteady State; Environ-mental Problems, Growth and Culture, Hawaii, University Press of Hawaii, 1979, 179.

28. Weeks, Sheldon G., "Education in National Development," Pan African Journal, I (Fall, 1968), 190-192.

CHAPTER III

PROCEDURE FOR COLLECTION AND

ANALYSIS OF DATA

This chapter describes the population of the study,

development of the instrument# and procedures used in

collecting and analysing the data.

An extensive review of related literature was under-

taken to select the current needs of Nigeria and to compile

the list of relevant academic goals whose application would

accelerate the achievement of the needs.

The selection made was submitted to a panel of experts

for their opinions on the matching of academic goals with

needs. The final adoption of needs and goals for prepara-

tion of the instrument was arrived at after adjustments had

been made to incorporate the views of the experts.

Then, using the instrument that emerged, the opinions

of students, faculty members, academic administrators, and

government officials in five universities and five govern-

ment agencies in Nigeria were obtained.

Description of the Population

The population of the study was made of students,

faculty members, academic administrators, and government

60

61

officials from five universities and five government

agencies in Nigeria. The study was introduced to the target

groups through letters explaining the purpose and the pro-

cedure of the study. The request for permission to include

the institutions and the agencies of government in the

study were sent to the vice-chancellors in the universities

and to the heads of departments in the government agencies.

Upon receipt of the permission from these institutions and

agencies of government in writing and by telephone, mailings

of questionnaires were made to the offices of the registrars

in the universities and to the heads of departments in the

case of government agencies. Accompanying the questionnaires

was an instruction sheet which, in part, requested a cen-

tralized location and random distribution of the question-

naires. The questionnaires were to be distributed randomly

to 300 students (60 students from each institution), 100

faculty members (20 from each institution), 50 academic

administrators (10 from each institution), and 50 government

officials (10 from each government agency).

The random procedure was to be a mechanism used in

lottery with many names taken from the universe and the

drawings to be without replacement because of the large

population involved. Having set up this procedure, the

officials in the office of the registrar and in the govern-

ment agencies were allowed to do the distribution.

TABLE I

POPULATION, SAMPLE, RESPONSES, PERCENTAGE OF RESPONSES

62

Respondents Population Sample Responses Percentage

of Responses

Student 63,000 300 166 55

Faculty 1 ,630 100 55 55

Academic Administrators 1 ,930 50 29 58

Government Officials 180 40 26 65

Total 66,740 490 276 56

Table I shows the population universe of the study,

the number in the sample drawn, the responses returned and

the percentage representing each group response.

Development of the Instrument

The review of the contemporary literature led to the

identification of a number of needs of Nigeria and the

higher education goals which could assist in the achieve-

ment of the needs. The needs came from such literature

as Options for Long-Term Development (8), "Nigeria Struggles

with Boom Times" (3), "Summary of Events in Nigeria" (5),

Press Conference by the President of Nigeria (7), "Federal

Republic of Nigeria" (2), and "Meet Mister President" (4),

63

and the 20 institutional goals were drawn from Institutional

Goals Inventory (6), and some from The Purposes of Education

(1 ) .

The instrument itself consists of 20 national needs

of Nigeria and 20 educational goal statements with each

goal statement matched with each national need of Nigeria.

Each goal statement in relation to each national need has

possible responses ranging from five (of extremely high

importance) to one (of no importance). The respondents

were asked to give their opinions for each goal statement

in relation to the national need that went with it. The

opinions given were to be based on the following two

questions.

1 . In your opinion, what priority of importance JLS

currently placed on higher education goals by the institu-

tions of higher learning and the government in Nigeria to

achieve the national needs which appear in this study?

2. In your opinion, what priority of importance

should be placed on higher education goals to achieve

these needs?

The use of Inventory Goals by Richard E. Peterson and

Norman P. Uhl as well as The Purposes of Education by

Stephen K. Bailey, called for some modifications. Permission

to use the above sources to prepare the instrument as well

as make the necessary modifications was sought and obtained

64

from the Educational Testing Service, Princeton, New Jersey,

and Phi Delta Kappa in Bloomington, Indiana. The changes

made comprised the number of goals to be adopted for the

study from Goals Inventory list and from The Purposes of

Education, and also in the goal areas.

The goal areas selected had something to do with trans-

formation of some kind—Individual, economic or social.

The goal areas selected included the following:

Academic Development—This area relates to the develop-

ment of general and specialized knowledge which could have

impact in socioeconomic transformation.

Intellectual Orientation—This area deals with problem

solving which is indispensable in the process of development.

Individual Personal Development—This area addresses

such things as remedial programs, in short, those things

that could help in the achievement of self-worth.

Vocational Preparation—This area, upgrading of skills,

advanced training, matching of academic programs with

emerging career fields, and treating of specialized problem

areas, is crucial to socioeconomic change.

Research This area focuses on conducting basic

research in natural and social sciences and other related

fields which could lead to general growth in the society.

Meeting Local Needs—'This area deals with continuing

education for adults, and involvement of students in

65

community service activities with a view to aiding the

modification of public views.

Public Service—This area treats commiting of institu-

tional resources to the solution of major social and

environmental problems and making institutional programs

responsive to regional and national priorities.

Social Egalitarianism—-This area deals with providing

educational experience and making the society literate to

keep the wheel of growth going.

Intellectual/Aesthetic Environment—This area deals

with sponsoring a rich program of cultural events to provide

a forum for interaction among the various ethnic groups

and/or promoting unity among the various elements in the

country.

Innovation—This area deals with institution involve-

ment in the design of new programs in the society and taking

into account the emerging needs of the society's new

programs in order to get the society transformed.

Procedure for the Collection of Data

The first thing done was to identify strategically

located institutions of higher learning in Nigeria which

would make the population characteristic of the sample

drawn representative of the universe. The second thing

was to identify the federal agencies whose inclusion in

the study would be appropriate and fitting in bringing a

66

satisfactory outcome. The third thing was to obtain the

addresses of the institutions and agencies involved in

the study in order to forward the request for permission

to include them in the study.

All the institutions included in the study are degree

granting institutions having a total population of 63,000

students, 1,630 faculty members, and 1,930 academic adminis-

trators from five universities in Nigeria—Ahmadu Bello at

Zaria, Calabar, He, Lagos, and Nsukka respectively; and

180 government officials from five federal government

agencies in Nigeria—'Federal Ministry of Education, Joint

Admissions and Matriculation Board, Educational Research

Council, the National University Commission, and Joint

Consultative Council on Education. But the final number

of federal agencies was reduced to four because the Joint

Consultative Council on Education was found later to have

been abolished. Consequently, the universe of the sample

drawn came to be 490 instead of 500 because only 40 instead

of 50 samples came from the government agencies. As a

result no questionnaire was sent to the agency said to have

been abolished because it could not be reached either by

phone or letter. The letter mailed earlier to them was

returned for lack of trace.

A letter of introduction of the study, a letter of

instruction for responding to the questionnaires, and back-

ground information regarding the study and the questionnaires

67

(Appendix C) were sent out for random distribution to 300

students, 100 faculty membersf 50 academic administrators,

and 40 government officials. Three weeks after the mailing

of these questionnaires, follow up letters were sent to the

institutions and agencies concerned.

The percentages of return were as follows:

Students 65

Faculty Members 55

Academic Administrators 58

Government Officials 65

The total return was 56 percent which exceeded the

specified 50 percent rate of return.

Procedure for the Treatment of the Data

The returned questionnaires were arranged, numbered

from 001 to 276 in the keypunch sheets and punched into

cards to be fed into the computer for analysis. Having

established the designs to be used for analysis of the

result of the study, the program was written under the

supervision of the assigned programmer from the computer

center.

One-way Analysis of Variance was computed to determine

the significance of perceptions between groups. T-test and

Scheffe was computed to compare the means and standard

deviations across the groups.

63

The goal statements (GS) from one to twenty represented

in the goal areas are as listed below:

1. Academic Development GS—10, 15

2. Intellectual Orientation GS—14, 20

3. Individual Development GS—16

4. Vocational Preparation GS—12, 18

5. Research GS—3, 17, 19

6. Meeting Local Needs GS—2

7. Public Service GS—4, 7, 9

8. Social Egalitarianism GS—6

9. Intellectual/Aesthetic

Environment GS—8, 13

10. Innovation GS—1, 5, 11

Testing for significant difference was set at .05

level for all groups.

The data obtained from the computer printout were

compiled and reported in the form of tables, each of which

illustrates what takes place in terms of the perceptions

of the respondents.

Summary

The population for the study was identified and the

procedure for the selection of the students, faculty members,

academic administrators and government officials set out.

Questionnaires were mailed for random distribution to the

respondents through offices of the registrar in the

69

universities and through the offices of the heads of

departments in the government agencies.

The total return obtained was 56 percent which exceeded

the 50 percent returns specified for the study.

From the returned questionnaires the data were com-

piled, computed and finally analyzed and tabulated. The

findings about "the groups were compared with the other.

The following chapter will discuss the responses of

each group of respondents in detail with respect to the

perceived and preferred priority of importance placed on

goals to achieve the national needs of Nigeria.

CHAPTER BIBLIOGRAPHY

1. Bailey, Stephen K., The Purposes of Education, Bloomington, Indiana, Phi Delta Kappa Educational Foundation, 1976.

2. "Federal Republic of Nigeria," issued by An Embassy of Nigeria, Washington, D.C., published by Inter-national Planning Associates, 1980.

3. Grove, Noel, "Nigeria Struggles with Boom Times," National Geographic, 155 (March, 1979), 416.

4. "Meet Mister President," Department of Information, Executive Office of the President of Nigeria, Academy Press, Ltd., Lagos, Nigeria, 1980.

5. "Nigeria," A Bi-Monthly News Summary of Events in Nigeria, 3 (April 16-30, 1981), 1-7.

6. Peterson, Richard E., et al., Institutional Goals Inventory, Princeton, New Jersey, Educational Testing Service, 1975.

7. Shagari, Alhaji Shehu, "Federal Republic of Nigeria," press conference by Alhaji Shehu Shagari on the occasion of the 20th Anniversary of Nigerian Independence and One Year Anniversary of the Executive Presidency, September 29, 1980.

8. Tims, Wounter, World Bank Chief of Mission and Coordinating Author, Nigeria, Options for Long-Term Development, Baltimore, Maryland, The John Hopkins University Press, 1974.

70

CHAPTER IV

PRESENTATION AND ANALYSIS OF THE DATA

The purpose; of this study was to ascertain through

the use of higher education goals the opinions of the

respondents in the study about the perceived and the pre-

ferred importance placed on academic goals to achieve the

national needs of Nigeria. Some modifications were made

in the structuring of questions (goal statements) to relate

them appropriately to the matching needs.

The analysis in this chapter is based on the responses

from 276 subjects in this study—166 students, 55 faculty

members, 29 academic administrators, and 26 government

officials in Nigeria. The means and standard deviation

all represent the perceptions and preferences of the

respondents.

The following presentation shows the perceptions and

judgement of the respondents regarding the importance of

applying academic goals to speed up the achievement of

national needs of Nigeria. The "perceived" and "preferred"

goal areas refer to the opinions of the respondents as

regards the priority of importance that is placed and should

be placed on goals to achieve the needs.

72

Substantive Questions in the Study

Question 1

What are the economic and social change needs of

Nigeria?

From the analysis of the instruments (Appendix C), the

respondents identified the needs of Nigeria to be the

following:

1. A change in attitude of the people.

2. Increase in Gross National Product.

3. Coordination of higher education programs.

4. Increase in productivity.

5. Improvement in storage, transportation, and market-

ing facilities in the rural sector of the economy.

6. The development of reliable estimates of manpower

needs.

7. Translation of the country's resource potentials

into permanent improvement in the general standard of

living.

8. Facilitation of learning opportunities for all.

9. Effective educational planning.

10. Increment in people's creative capacity.

The examination of Table II reveals what the respon-

dents judge are the needs of Nigeria which of course are

in relation to the academic goal areas in Table III.

73

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74

Question 2

What are the higher education goals related to the

identified needs?

The identified needs correspond with the academic goal

areas in Table III.

Table III shows the identified sequence of needs

numbering from one to ten and the matching numbers of

related goal, areas. For example identified need number

one is related to Intellectual Orientation goal area which

is number two in the numerical sequence of goal areas (see

Table II). The numerical sequence of the academic goal

areas are as follows:

1. Academic Development

2. Intellectual Orientation

3. Individual Personal Development

4. Vocational Preparation

5. Research

6. Meeting Local Needs

7. Public Service

8. Social Egalitarianism

9. Intellectual/Aesthetic Environment

10. Innovation.

The adoption of these goals areas was primarily to fit

into the context of this study which examines the develop-

ment of higher education in the process of economic develop-

ment and social change in Nigeria.

75

TABLE III

IDENTIFIED NEEDS RELATED TO THE ACADEMIC GOAL AREAS

Numerical Sequence of Identif ied

Needs Goal Areas Needs Related Goal Areas

1 Intellectual Orientation 2

2 Academic Development 1

3 Vocation Preparation 4

4 Innovation 10

5 Individual Personal Development 3

6 Public Service 7

7 Social Egalitariansim 8

8 Meeting Local Needs 6

9 Research 5

10 Intellectual/Aesthetic Environment 9

76

Question 3

What are the respondents perceptions of these insti-

tutional goals in relation to the identified needs?

The perceptions of the respondents—students, faculty

members, academic administrators and government officials

are shown graphically in the tables that follow. The

graphic tables display means and standard deviations to

describe the perceptions of the groups involved in the

study. Shown along with the means and standard deviations

is the rank order comparison of perceptions of the different

groups which in some cases ordinary numerical values

representing goal areas are used rather than means and

standard deviations.

The means and standard deviation used in the description

of the respondents come from two categories—(2) (of low

importance) and (5) (of extremely high importance) for is

and should be respectively. These were the two categories

in which the respondents perceptions cluster and weighted

heavily for _is and should be. For the five categories

employed in this study see Appendix C.

Table IV shows the perceived goal areas that fail to

receive adequate attention currently. Intellectual/

Aesthetic Environment area is shown to be the most ignored.

Table V shows the perceptions of the respondents

regarding the goal areas they prefer should be given

utmost priority. The core among these areas is the

TABLE IV

THE PERCEIVED CURRENT PRIORITY OF IMPORTANCE PLACED ON GOALS TO ACHIEVE THE NEEDS

77

Sequence Goal Areas Is

Means

1 Intellectual/Aesthetic Environment (9) 2.31

2 Academic Development (1) 2.28

3 Intellectual Orientation (2) 2.25

4 Research (5) 2.24

5 Meeting Local Needs (6) 2.23

6 Public Service (7) 2.08

7 Innovation (10) 2.07

8 Personal Development (3) 2.05

9 Vocational Preparation (4) 2.00

10 Social Egalitarianism (8) 1.99

78

TABLE V

THE PREFERRED PRIORITY OF IMPORTANCE THAT OUGHT TO BE PLACED ON GOALS

Sequence Goal Area Should Be Means

1 Intellectual Orientation (2) 4.54

2 Academic Development (1) 4.51

3 Vocational Preparation (4) 4.44

4 Innovation (10) 4.42

5 Personal Development (3) 4.40

6 Public Service (7) 4.39

7 Social. Egalitarianism (8) 4.38

8 Meeting Local Needs (6) 4.37

9 Research (5) 4.33

10 Intellectual/Aesthetic Environment (9) 4.17

79

Intellectual Orientation which received the heaviest weight

and which corresponds with the number one identified need—

change of attitude (Table II).

The examination of Table VI shows Research (2.00) as

perceived by the student as the most ignored goal area

currently while the faculty members perceived Academic

Development as the most ignored.

Table VII shows students preference of the goal areas

that most priority of importance should be placed to be

Social Egalitarianism followed by Vocational Preparation,

Intellectual Orientation, Academic Development and the last

but not the least to be Intellectual/Aesthetic Environment.

On the other hand the faculty members prefer the highest

priority of importance to be placed on Intellectual Orienta-

tion followed by Academic Development, Intellectual/

Aesthetic Environment, Innovation, Personal Development,

and Research.

The examination of Table VIII shows Research as per-

ceived by the students as the most ignored area of academic

goals followed by Intellectual/Aesthetic Environment,

Intellectual Orientation, Meeting Local Needs, Academic

Development, and Innovation; while the academic administra-

tors perceived Intellectual Orientation as the most ignored

followed by Meeting Local Needs, Research, Academic Develop-

ment, Social Egalitarianism, and Innovation.

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The examination of Table IX shows Social Egalitarianism

the most preferred goal area by the students that

priority of importance ought to be placed followed by Voca-

tional Preparation, Intellectual Orientation, Academic

Development, and Innovation; while the academic administra-

tors, on the other hand, prefer utmost priority to be placed

on Meeting Local Needs followed by Social Egalitarianism,

Innovation, Intellectual Orientation, Academic Development,

and Public Service.

The examination of Table X shows Research as perceived

by the students as the most ignored area currently followed

by Intellectual/'Aesthetic Environment, Intellectual Orienta-

tion, Meeting Local Needs, Academic Development, and

Innovation; while the government officials on the other

hand perceived Academic Development as the most ignored

followed by Social Egalitarianism, Personal Development,

Research, Meeting Local Needs, and Vocational Preparation.

The examination of Table XI portrays Social Egalitarian-

ism as the most preferred goal area by the students that

priority of importance ought to be placed followed by

Vocational Preparation, Intellectual Orientation, Academic

Development, and Innovation; while the government officials

on the other hand prefer utmost priority of importance to

be placed on Meeting Local Needs, followed by Academic

Development, Social Egalitarianism, Research, Vocational

Preparation, and Intellectual Orientation.

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87

The examination of Table XII shows Academic Development

as perceived by the faculty members as the most ignored

goal area followed by Intellectual/Aesthetic Environment,

Intellectual Orientation, Personal Development, Meeting

Local Needs, Research, and Public Service; while the academic

administrators perceived Intellectual Orientation as the

most ignored followed by Meeting Local Needs, Research, Aca-

demic Development, Social Egalitarianism, and Innovation.

The examination of Table XIII shows faculty members

preferred goal area that utmost priority of importance

ought to be placed to be Intellectual Orientation followed

by Academic Development, Intellectual/Aesthetic Environment,

Innovation, Personal Development, and Research; while

academic administrators on the other hand prefer Meeting

Local Needs as the goal area that ought to be given the

greatest emphasis followed by Social Egalitarianism,

Innovation, Intellectual Orientation, Academic Development,

and Public Service.

The examination of Table XIV shows Academic Development

as perceived by the faculty members as the most ignored goal

area followed by Intellectual/Aesthetic Environment,

Intellectual Orientation, Personal Development, Meeting

Local Needs, Research, and Public Service; while the govern-

ment officials perceived Academic Development as the most

ignored followed by Social Egalitarianism, Personal Develop-

ment, Research, Meeting Local Needs, Vocational Preparation.

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91

The examination of Table XV shows faculty members pre-

ference to be Intellectual Orientation as the goal area that

should be given utmost priority of importance followed by

Academic Development, Intellectual/Aesthetic Environment,

Innovation, Personal Development, and Research; while the

government officials prefer utmost priority of importance

to be placed on Meeting Local Needs followed by Academic

Development, Social Egalitarianism, Research, Vocational

Preparation, and Intellectual Orientation.

The examination of Table XVI shows Intellectual

Orientation as perceived by academic administrators as

the most ignored goal area followed by Meeting Local Needs,

Research, Academic Development, Social Egalitarianism, and

Innovation; while government officials on the other hand

perceived Academic Development as the most ignored followed

by Social Egalitarianism, Personal Development, Research,

Meeting Local Needs, and Vocational Preparation.

The examination of Table XVII shows academic Adminis-

trators preference of the academic goal area that utmost

importance ought to be placed as Meeting Local Needs,

followed by Social Egalitarianism, Innovation, Intellectual

Orientation, Academic Development, and Public Service; while

government officials prefer utmost priority of importance

to be placed on Meeting Local Needs followed by Academic

Development, Social Egalitarianism, Research, Vocational

Preparation, and Intellectual Orientation.

92

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95

Table XVIII shows the significant differences that

exist between the subject groups of students, faculty

members, academic administrators, and government officials

in the ten goal areas for Is which represents the perceived

current practice. The specified level of significance was

set at .05.

The examination of the table reveals that significant

differences exist between faculty members, academic adminis-

trators and government officials for low priority of impor-

tance toward Academic Development (Increase in Gross National

Product CGNP] ) , between the same three groups for the low

priority of importance toward Intellectual Orientation

(Attitude Change), Individual Personal Development (Improve-

ment of the rural sector of the economy), Vocational Pre-

paration (coordination of higher education programs),

Research (effective educational planning), Meeting Local

Needs (facilitation of learning opportunities for all),

Public Service (reliable estimate of manpower needs),

Social Egalitarianism (improvement in general standard of

living), and Innovation (increase in productivity), and

only faculty members were significant at .05 for low

priority of importance toward Intellectual/Aesthetic

Environment (increase in people's creative capacity)

(Table II).

96

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97

Table XIX shows the significant differences that exist

in the subject groups of students, faculty members, academic

administrators, and government officials in the ten goal

areas for should be which represents the preferred percep-

tions of the respondents.

The examination of the table reveals that significant

differences exist between faculty members and government

officials regarding utmost priority of importance they pre-

fer ought to be given Academic Development (increase in

GNP), and Vocational Preparation (coordination of higher

education programs); between the students, faculty members,

academic administrators, and government officials regarding

the utmost priority of importance the four groups prefer

ought to be given to Research (effective educational

planning); between academic administrators and government

officials regarding the utmost priority of importance they

prefer ought to be placed on Meeting Local Needs (facilita-

tion of learning opportunities for all); between students,

academic administrators, and government officials regarding

their preference that utmost priority of importance ought to

be placed on Public Service (reliable estimate of manpower

need), and Social Egalitarianism (improvement in the general

standard of living); between faculty members and academic

administrators in terms of their preference that extremely

high priority of importance ought to be placed on

98

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99

Intellectual/Aesthetic Environment (increase in people's

creative capacity) and Innovation (increase in productivity)

(Table II).

Table XX compares rank order perceptions of the four

groups of students, faculty members, academic administrators,

and government officials regarding goal areas that receive

low emphasis currently. The number 1 in the table repre-

sents extremely low priority of importance, 2—very low

priority and 10—low priority. The numerical values, in

essence, indicate the degree of inattention paid to the

goal areas currently in relation to the need.

The examination of the table shows agreement between

the students and the faculty members in terms of Intellec-

tual Orientation (attitude change) which the two groups

perceive as being inadequate attention currently; the

students agree with the faculty members and government

officials that low priority of importance is being accorded

Public Service (reliable estimate of manpower need);

students and academic administrators agree the Innovation

(increase in productivity) is not effectively addressed

currently; faculty members and government officials agree

that Individual Personal Development (improvement of the

rural sector of the economy) and Meeting Local Needs

(facilitation of learning opportunities for all) are being

given inadequate attention currently.

100

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101

This means that low emphasis for Intellectual Orienta-

tion, Public Service, Innovation, Individual Personal

Development, and Meeting Local Needs will prevent adequate

attention being given to attitude change, reliable estimate

of manpower needs, increase in productivity, improvement

of the rural sector of the economy, and facilitation of

learning opportunities for all, respectively which are the

identified needs that go with the above academic goal

areas.

Table XXI compares rank order perceptions of the four

groups of students, faculty members, academic administra-

tors, and government officials regarding their importance

that should be placed on goals. 1—in this table repre-

sents the most preferred goal area that ought to be given

extremely high priority of importance followed by 2, 3 —

through 10. The numerical values indicate the degree of

importance that ought to be placed on goals in relation

to needs.

The examination of the table shows agreement between

faculty members and government officials in terms of

Academic Development (increase in GNP) which they prefer

ought to be given utmost consideration in the process of

development; academic administrators and government

officials agree that Meeting Local Needs (facilitation

of learning opportunities for all) should be accorded

102

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103

extremely high priority of importance in the process of

development in order to achieve the national needs of

Nigeria.

This means that failure to emphasize Academic Develop-

ment and Meeting Local Needs goal areas will result in not

paying sufficient attention to increase in GNP, and facili-

tation of learning opportunities for all which are the

identified needs that go with these academic goal areas.

Question 4

What are the appropriate recommendations for further

development of higher education in Nigeria in relation to

economic development and social change needs?

This question is given a fitting answer in the next

chapter, which summarizes the study, draws conclusions,

looks at areas that have implications in the study, and

makes recommendations based on the findings of the study.

CHAPTER V

SUMMARY, CONCLUSIONS, IMPLICATIONS

AND RECOMMENDATIONS

Summary of the Study

The inherited British system of higher education in

Nigeria was not tailored to the social needs, the social

values, or the aspirations of the Nigerian people nor was

it- in conformity with the Nigerian geo—political structure

and culture. Thomas A. Lambo in his address at the Inter-

national Exchange and National Development Conference in

1977 (11) said that the new dimensions of developmental

strategy have clearly shown that the alien educational

system imported into the developing countries have failed.

He asserted that educational systems inherited by the

developing countries are not only at variance with their

traditional cultural roots, but that they are also contra-

dictory to the manifest and expressed political and ideo-

logical philosophies of these countries. Fafunwa (6,

p. 307) , quoting Abraham Blexner, concludes that neither the

British system nor any other model of higher education is

adequate to guide Nigerian overall development. He main-

tains that Nigeria must relentlessly seek to evolve its own

distinctive model. He sees this as the context wherein lies

104

105

the challenge of higher education in Nigeria and help in

Africa as a whole.

Hanson (8, p. 52) holds that if education is to meet

the social demands of changing societies and have the

greatest and most positive impact in changing the people,

it must take into account the barriers and the inducements

to change that actually are found in the prevailing belief

structure as well as the patterns of action, social insti-

tutions, and life goals of the people. Further, he states

that education should be both a product and an agent of a

culture in order to meet the goals of economic development

and social change (8, p. 77). In much the same vein

Harbison (9) maintains that to be successful, education

for change must integrate learning and culture.

Consequently, since the assumption of responsibility

for self-rule in 1960, higher education in Nigeria has

changed substantially. Because of the large amount of

resources involved in developing higher education, higher

education in Nigeria has become a matter of public policy

(4, p. 17). The number of universities in Nigeria has

grown from one before independence in 1960 to about four-

teen currently. The government's objective in increasing

the number of universities has been to consolidate and

expand the nation's system of higher education in response

to the manpower needs of the economy (2, p. 4 22). Despite

106

the increase in the number of higher education institutions,

the system of higher education in Nigeria is yet to catch

up with the demands of those seeking admission to universi-

ties in the country.

Though university education, according to R. Bieda

(3, pp. 268-279), is not the sole factor responsible for

the growth in any system, the expansion of higher educa-

tion has a positive correlation with economic growth and

social change. Education's role as the agent of trans-

formation explains Nigeria's heavy dependence on it.

This is reflected in the allocation that has been and

is still being made to higher education in the national

development plans in the country.

Unfortunately, for higher education to play this posi-

tive role effectively, the views of the people must approxi-

mate the reality of the current situation. They must be

able to identify the areas of priority and establish

criteria for development and change in a manner that fits

and blends higher educational progress with the overall

system growth. This is the means by which the objectives

of the system can be achieved. But where variance exists

in the process of identifying the needs and in establishing

the priorities, this creates the problem of perception as

well as direction. When this happens, the pursuit of needs

may not be in keeping with what the actual needs are because

107

the presence of variance has led to the loss of direction

due to confusion in perceptions. In this circumstance

higher education cannot perform effectively those functions

that are so essential to the overall system growth.

The problem of this study has been to describe higher

education in relation to economic development and social

change in Nigeria. The purposes of this study were

1. To identify the needs of economic development and

social change in Nigeria;

2. To relate higher education goals to the identified

needs;

3. To determine the perceptions of the participating

groups of students, faculty members, academic administrators,

and government officials of what is the priority of impor-

tance placed on academic goals in relation to needs and

w h a t should be the priority in the preference opinions of

the respondents;

4. To formulate recommendations for further develop-

ment of higher education in relation to economic development

and social change in Nigeria.

The subjects selected for the study comprised 300

students, 100 faculty members, 50 academic administrators,

and 4 0 government officials. A survey questionnaire was

administered to these subjects. The subjects were asked to

respond to each goal statement in terms of _is regarding

108

the current priority of importance placed on goals to

achieve the needs and in terms of should be regarding the

preferred priority of importance that ought to be placed

on goals to achieve the needs. Means, standard deviations,

Scheffe test and T—test were computed for is and should be

and for analysis of the subjects perceptions of the per-

ceived and preferred priority of importance placed on

goal areas to achieve the needs. The responses were

analysed by using one-way analysis of variance, Scheffe

test and T-test to compare the perceptions of the subject

groups and to establish the significant differences between

the groups with regard to perceived and preferred goal

areas in relation to the needs of Nigeria. The findings

of the study were presented in tabulated format in each

table followed by some discussions to shed light on what

each table represents.

Conclusions

The Perceptions of the Needs of Nigeria and the Related Goal Areas

The obtained responses gave rise to the following

findings and the interpretations which are made based on

these findings.

The need which emerged first, as shown in Table II,

was Attitude Change which is matched with Intellectual

Orientation goal area (see Table III). The respondents

109

perceived change of attitude among Nigerians as the most

important need on which extremely high priority of impor-

tance ought to be placed; and the Intellectual orientation

was seen as the matching goal area that should be pursued

to achieve this end. The rationale here was that the issues

of development, modernization, and change hinge on the

change of attitude of the people of Nigeria regarding their

seriousness and willingness to pursue their published

development plans.

Increase in Gross National Product (GNP) emerged as

the second identified need and was matched with Academic

Development in the academic goal area.

The rationale was that GNP can only be increased

through effective academic development which could provide

the system with the skilled labor force needed to promote

production thereby resulting in increase of GNP. According

to Fritz Machlup (13, p. 9), effective academic planning

plays a significant role in the improvement of the quality

of labor; in establishing better working habits and disci-

plines; in generating labor efforts; in making workers more

reliable; in improving skills and better comprehension of

working requirements; and in increased efficiency, in

adaptability to changes in working conditions. This kind

of affective planning results in better health through

wholesome living and in increased capability to move into

110

more productive occupation. And all these lead to an

increase in the GNP, which is a sure sign of economic

progress and the ultimate increase in per capita and

overall national growth.

Coordination of higher education programs was the

next need in priority and it was matched with Vocational

Preparation as the related academic goal area. The

rationale is that occupational or professional education

should be fitted into the scheme of higher education

development such that university education would become

the terminal discipline to be attained in order to benefit

vocational diploma holders with the kind of academic

trimmings which transcend vocational callings.

Increase in productivity came next. It was matched

with Innovation in the academic goal area. The rational

was that innovation could be brought about by increased

productivity leading to innovation which would lead in

turn to more productivity.

Improvement in the rural sector of the economy was

the next identified need and it was matched with Individual

Personal Development in the academic goal area. The

rationale was that the bulk of people live in the rural

area and the improvement of this sector of the economy

would depend upon the improvement of the individual human

beings who inhabit this sector. To halt the movement of

111

people out of the rural area to the larger cities, condi-

tions in the rural area must be improved. In this way the

improvement of the rural sector of the economy would cer-

tainly lend greater support to overall development of the

nation—because people would be kept in the villages to

work the land and to produce the food for local consumption

and exports.

A reliable estimate of manpower requirements was the

next national need that was identified, and it was matched

with Public Service in the academic goal area. The ration-

ale was that it was only through institutional closeness

to the society at large that it could come to grips with

the actual demands of the society and would then be in a

position to set up objectives and aims that would result

in clarity in identifying the system needs. Estimates of

manpower necessary to bring this about would be easy to

establish.

Improvement in the general standard of living was the

next identified need and it was matched with Social Egali-

tarian ism in the academic goal area. The rationale here

was that improvement in the general standard of living is

contingent upon the achievement of social equality and the

breakdown of the rigid class structures which would allow

all citizens to work in unison toward the achievement of

a common purpose—the development and modernization of the

whole system.

112

The next identified need was facilitation of learning

opportunities for all and was matched with Meeting Local

Needs in the academic goal area. The rationale here was

that making knowledge available to all could be seen as a

way to meet the local needs of the people. With knowledge,

the people could understand their problems and do something

themselves about them. Kristensen Thorkill (23) has

observed that bringing knowledge to even more people

through education is one of the most forceful instruments

of economic growth.

Any attempts to meet local needs is to narrow the

difference between the urban and the rural area. This

is a very important step toward consolidating people

behind the national development plans.

Effective educational planning was the need next

identified and it was matched with Research in the academic

goal area. The rationale here was that educational planning

without effective prior research must end in complete

failure since without research the assumptions of the

planners would have no bearing on reality. This is one

of the reasons that both educational and national planning

fail to yield much more fruit simply because these plans

are not backed up with adequate research work. This is,

too, one of the reasons statistical records are lacking

in the country. Thus effective planning, based on research,

113

is, in the opinion of the respondents, one sure way of

achieving overall national growth—of stimulating large-

scale industrial growth, of generating localized markets

for small—scale industries, of providing and encouraging

even distribution of infrastructure in the country, of

meeting the needs of rapidly growing urban areas, and of

diversifying the economy. Jacobsen (10, p. 13) holds that

whatever higher education may be, it must be a center of

research.

The next identified need was that of an increase in

people's creative capacity, and this was matched with

Intellectual/Aesthetic Environment in the academic goal

area. The rationale here was that the appreciation of an

environment was the handiwork of a sharpened perception.

The creative capacity of the people could thus be increased

through intellectual orientation which would endow the

people with the ability and the vision to appreciate what

they have and to do more to improve upon it. This is an

avenue through which people of varying backgrounds and

experience can come to share their expertise. Hanson (8,

p. 21) in support of this position, holds that knowledge

can be found by few, but it must be applied and distributed

by many.

Findings of the study indicate that significant

differences exist between the groups in their perceptions

114

of the academic goal areas which are related to the identi-

fied needs. Thus the existence of differences between

groups in the academic goal areas causes significant

differences to exist between groups in identification of

national needs as well because each academic goal area is

matched with a need. This changes the null hypotheses

from (7, p. 247) :

H i : 1 = 2 = 3 = 4 = 0 for _is_

H2; 1 = 2 = 3 = 4 = 0 for should be

to the following alternative hypotheses:

H^: 1 ^ 2 ^ 3 ^ 4 ^ 0 for is_

H 2: 1 7 * 2 ^ 3 ^ 4 ^ 0 for should be

The respondents rate the perceived current importance

placed on academic goals to achieve the stated needs as

generally low. None of the goal areas was perceived as

currently operating up to the medium importance capacity.

Ultimately this means that the needs which go with these

academic goals are receiving low consideration. Also, the

preferred importance that ought to be placed on academic

goals clustered almost exclusively on (5) (of extremely

high importance). This put the perceived and the preferred

importance of goals at complete variance. The economic

and social changes needs of Nigeria as identified in this

study are (see Table II)

1. Attitude change (2)

2. Increase in Gross National Product (GNP) (1)

115

3. Coordination of higher education programs (4)

4. Increase in productivity (10)

5. Improvement of the rural sector of the

economy (3)

6. Reliable estimates of manpower needs (7)

7. Improvement in general standard of living (8)

8. Facilitation of learning opportunities for all (6)

9. Effective educational planning (5)

10. Increase in people's creative capacity (9)

Significant, too, are the needs identified by the executive

office of the President of Nigeria (2, p. 14):

1. Agriculture

2. Housing

3. Education

4. Health

5. Industry

6. New federal capital

7. Suitable economic environment

8. Transformation of the under-developed country

into a modern industrialized society

9. Communication system

10. Restoration of working ethics and dignity of

labor in the society

can be seen in possessive philosophical relationship with

those identified by the respondents.

116

The actual discernable differences in the opinion of

the respondents exist in terms of the degree of importance

that should be placed on these needs as indicated by the

numerical values assigned to them. For example, attitude

change appeared as number one in the list of identified

needs by most respondents in the study (see Table II)

while the Executive Office of the President of Nigeria

identified Agriculture as the number one need.

Attitude change, cited as the single most important

need by the respondents in the study, is expected to have

a profound effect in the development and change of the

Nigerian system. As number ten need identified by the

Executive Office of the President of Nigeria indicates,

working ethics and dignity of labor are in greater need in

the Nigerian society. Greater productivity, increase in

GNP, can come about only with change in attitude of the

people toward work. This is not the only area where the

change in attitude is very crucial. In earnest why the

national development plans in the country have not resulted

in greater pace in economic and social advancement could

be attributable to lack of change in attitude of the people.

For example from the First National Development Plan (1962-

68) to the current and Fourth National Development Plan

(1981-85) launched by President Shagari in January 1981,

agriculture kept recurring in each of the plans as an item

117

of special attention; but sadly enough not much has been

done to increase agricultural output which instead has

continued declining over the years to its current lowest

level (20, pp. 21—22; 22, pp. 2—16; 17, p. 10). This

certainly requires an attitude change on the part of

planners and those involved in implementing the plans.

Another example of the need for change of attitude is

in the academic area. Despite the acceptance of higher

education by the Nigerian government as the most important

instrument for economic development and the catalyst for

social change in the country, the academic growth is

retarded by inadequate resources and low salaries of

members of faculty and academic staff of the Nigerian

universities. In recent years Nigerian universities have

been suffering because the academic staff and faculty

members were moving to well—paid jobs outside the campus

(16, p. 7). (1) Increase in GNP, (2) change of attitude,

(3) improvement of the rural sector of the economy,

(4) effective educational planning, (5) increase in

people's creative capacity, (6) increase in productivity,

(7) facilitation of learning opportunities which correspond

with Academic Development, Intellectual Orientation, Voca-

tional Preparation, Research, Intellectual/Aesthetic

ffAyAy.Qfl*neht, Innovation, Meeting Local Needs, respectively,

continue to receive low emphasis in the Nigerian development

118

schemes. All subject groups agree, in differing degrees,

that the identified needs in correspondence with the

related academic goal areas do not currently receive the

necessary priority of importance.

Agreement exists between the students and government

officials that Innovation (Increase in productivity—4 [10])

should be the highest priority in the development process;

faculty members and government officials agreed that second

place emphasis should be on Academic Deve 1opment (Increase

in Gross National Product--2 [1]) ; Academic administrators

and government officials agreed that Meeting Local Needs

(facilitation of learning opportunities for all—8 [6])

ought to be given the first place of emphasis in the

development schemes. Yet despite these few instances of

agreement between groups, the perceptions of the four

groups of students, faculty members, academic administra-

tors, and government officials (in terms of perceived and

preferences of goal areas in relation to needs) differed

greatly one from the other. For example, while faculty

members preferred to place the highest priority of impor-

tance be given on Intellectual Orientation (attitude change—

1 [2]), the students gave this goal area fourth place

priority, academic administrators gave it fifth place,

and the government officials gave it second place. While

the students preferred first place of priority to Social

119

Egalitarianism (improvement in general standard of living—

7 [8]) ; faculty members placed it in the tenth position;

academic administrators placed it in second position; the

government officials placed it in the third position of

importance. Innovation (increase in productivity——4 E10])

was given sixth place by the students, it was given fourth

place by the faculty members, it was given third place by

the academic administrators, and it was given eighth place

of priority by the government officials. The summary of

findings in the study shows that very little consideration

is given to the academic goal areas in the current develop-

ment process. Consequently the identified needs—attitude

change; increase in GNP; coordination of higher education

programs; increase in productivity; improvement of the

rural sector of the economy; reliable estimates of man-

power needs; improvement in the general standard of living;

facilitation of learning opportunity for all; effective

educational planning; and increase in people's creative

capacity which are related to the goal areas cited in

this study are not receiving encouraging attention currently.

Implications

Nigeria, upon the assumption of responsibilities for

self improvement in 1960 when it became an independent

nation, decided on the development of its higher education

120

in the way it f its ths needs of its people. Through self

efforts, higher education goals became modified and adapted

to the social and economic needs and values of the Nigerian

system. For example in 1975 the Federal Military Govern-

ment made great strides in redirecting the higher education

goals to meet the needs of the Third National Development

Plan (1975-80) as a way of enhancing the social and the

economic change needs of the country (14).

But because of the successive interruptions in the

country brought about by political instability—the sacking

of the Nigerian First Republic in a military coup d'etat

in January 1966, the second coup d'etat which came as a

counter coup, in July 1966, the Nigerian Civil War (1967-70),

and the third coup d'etat in July 1975—higher education

has not been able to perform effective functions despite

the greater efforts to modify and adapt its goals, programs,

and structures to the requirements of economic and social

change needs of the Nigerian system (14, pp. 48-53). Its

programs were not only interrupted by these crises, but

also its direction, focus, and orientations confused, a

problem which resulted in vague goal definition and over-

lapping functions leading to waste of limited resources.

The effect these events have had on Nigerian universities

is tremendous. Many universities exist in name alone

because they have no facilities even to house the students

121

or provide books for the libraries (3, pp. 21-57; 21,

p. 123).

Uneven development, along with the distribution of

the infrastructure, the location of industries, and educa-

tional policies in the country have contributed immeasurably

to the growth problems of higher education in Nigeria (17,

23). Consequently the setting of academic goals, the

determination of direction for academic programs as well

as the establishment of priorities are not still vague,

for the confusion stems partly from the rapid changes in

the Nigerian environment and partly from the political

and ethnic interferences in the area of academic development.

Otonti Ndaka put it this way:

Much of Nigeria's subsequent social and political history, right up to and after the civil war, has turned on the attempt of various ethnic groups to narrow or eliminate the gaps in economic and political power (5).

Dike Enyia observes that of a number of universities founded

in the 1960's by the federal and regional government, some

were intended to assist in achieving the nation's manpower

goals, but others were intended to project the image and

identity of particular ethnic groups. He has gone on to

say that since the enception of the University of Ife, it

has been tied to the Yoruba cultural group and has openly

and almost exclusively served that group's ethnic interests.

He maxntains that in 1965 the University of Lagos, Nigeria,

122

was plunged into a prolonged ethno—political crisis because

the Yorubas wanted Professor Eni Njoku (an Ibo from former

eastern Nigeria) replaced by Biobaku (a Yoruba from the

west) as the President of the University (2, 15, 18).

Thus, despite all the efforts and resources which the

recent administrations have allocated for the improvement

of academic concerns, the results have not been very

encouraging. Since the Ashby Commission Report (1960),

large sums of both private and public funds have been

devoted to the improvement of education in Nigeria. For

instance, in the first National Plan (1962-68), allocation

to higher education ranked fifth in terms of the total

resource allocations or plan investment. In the second

plan (1970-74), it ranked second in the total resource

receipts attracting 77.8 million naira (116.7 million

dollars) or 13 percent of the total plan investment. In

the fourth and current National Plan (1981-85), a sum of

2 billion niara (3 billion dollars) or about 4 percent of

the plan investment, is earmarked for education, with

emphasis on higher education and is ranked third in the

list of national priorities established by President

Shagari's Administration (5; 17; 20, pp. 21-22; 21).

Educational planning has received considerable atten-

tion in Nigeria since the beginning of the last decade and

has continued to receive very high priority in the overall

123

planning and development process in the nation. The over-

whelming importance placed on education is influenced by

the realization that the role of higher education in the

nation's drive to achieve its objectives is indispensable.

More recently the Federal Military Government has promul-

gated the National Policy on Education which contains

philosophy and objectives as well as some mechanics for

financing higher education in Nigeria. The policy, which

specifically was aimed at making education an instrument

for economic and socio-political changes in the country

with far-reaching consequences for the society and the

individuals, received very limited publicity and not much

has been done since then to increase and improve public

awareness about this new policy. The plan, which was to

translate national goals into pedagogical procedures in

educational programs, has not left the ground (13, 24).

Thus despite all the concern for higher education on

the part of the Nigerian nation, the vague focus and

scattered orientation of higher education in the country,

ethnic differences and interferences in the educational

area, and socio-political suspicions and mistrust between

the northern and the southern elements which sometimes

lead to civil unrest, all continue to persist and remain

serious impediments to the growth and advancement of higher

education in the country (5).

124

The Nigerian universities are not far removed from

the national controversies which serve as impediments

to national growth. They exhibit to a marked degree

the familiar quarrel between unity and separation which

characterizes the federation as a whole. Though the

university education enjoys enormous prestige in Nigeria,

the university—government relations have not been very

good.

Equally bad are the student-government relations.

Students are seen as critically important in the national

life of the Federation, but they have not been so recog-

nized or treated by the government. They have fought from

time to time, en masse, against the policies of particular

governments. Consequently the university life in the

country has been disturbed by discontent in recent years,

owing to the existence of bad faith between the university

administrations and governments, between faculty members

and governments, and between the students and governments.

Such a situation has often resulted in turmoils and

interruptions of classes. It has resulted in incidents

like the closures of the University of Nigeria Nsukka

after the students riots over living conditions; the dis-

missal of staff in all the universities—expatriates and

Nigerian alike—both before and after the civil war and

under the Federal Military Government administration of

125

the country; the; internal strife in Xbadan University,

1963-1965, caused by the Ibo and Yoruba ethnic divisions

between the Vice-Chancellor and Pro-Vice-Chancellor; staff

disputes at Ife University in which faculty members were

forced out or resigned in protest during the political

disputes between the rival Yoruba factors; the closure of

all the universities in 1979 because of student riots in

which six students were shot and killed on Samaru campus

at Anmadu Bello University in Zaria; and the closure of

all the universities in 1981 because of the dispute between

the faculty members and the government in which members of

the faculty refused to lecture (12, pp. 2107-2112).

The attitude of Nigerians during these years has left

much to be desired. The ostentatious display of wealth by

Nigerians, especially the leaders, has corrupted the morals

of the citizenry to the degree that everyone has not only

longed to be wealthy but wants to be wealthy at all costs.

This offensive display of wealth has produced more lasting

effects in the morals of the people than any legislation

has been able to accomplish in recent times. As a result

of the obscene show of wealth, robbery has become the order

of the day. It is similar in magnitude and tempo to the

gold rush of the west in the United States in which

destruction of life and property were commonplace. This

constitutes a disgrace to Nigeria and is a serious national

126

plight that requires immediate national action to halt it.

The editor of West Africa magazine wrote in January, 1981:

There is something literally materialistic about the ethos of contemporary Nigerian society. Some rich men are ruthless in their search for wealth as the armed robbers: they do not shoot people simply because they do not have to (11).

The findings in this study reveal that faculty members,

academic administrators, and government officials differ

significantly in their perceptions regarding the perceived

and the preferred importance of various academic goals.

Those differences exist because of the exclusive claim of

right to policy formation by the government officials who

accept no input from the other groups.

The higher education policies are weak and often result

in a failure because some participants in the policy forma-

tion are not cooperative in the implementation process.

The priorities established in the academic areas are

often wrong because of the existence of imbalance in focus

and orientations of higher education programs.

The goals and objectives of higher education are not

definitive.

Because of many interruptions in the country due to

political instability, and because of waste and insufficient

resources, the academic growth is retarded.

The spirit and response to research is lacking in the

society.

127

Political interferences in the academic area continue

to mar academic progress.

Uneven distribution and the location of infrastructure

and industries continue to present problems to higher

education program design and policy in the country.

From the above findings it could be concluded that

the definition of goals, the direction and the focus of

these goals in the national development schemes are not

balanced with the identified needs; hence the resultant

performance is unimpressive.

Recommendations

The following recommendations are made concerning the

future development of higher education with a view to

accelerating the achievement of economic development and

social change in Nigeria.

1. It is recommended that both the Nigerian government

and the institutions of higher learning in the country start

to wrestle with the problems of defining higher education

goals to adapt them to the needs, temperament, and limita-

tions of the Nigerian society.

2. It is recommended that Nigeria as a free nation

in the world of nations develop its intellectual style

and techniques that safeguard high standards of academic

performance.

128

3. It is recommended that higher education planning

and development be based on facts obtained from research.

4. It is recommended that the national higher educa-

tional policy be reconciled and coordinated with policies

of academic governance in the universities to resolve

conflicts in the academic policies.

It is recommended that higher educational planning

in Nigeria examine carefully, as a pre—requisite to planning,

the level of industrial and scientific development as a

guide to determining the content of planning most appro-

priate for the country.

6. It is recommended that the formulation of a

national higher education policy be made to draw input

from all important sectors involved in higher education—

to make such policy is a reflection of the whole system.

7. It is recommended that higher education in Nigeria

be subjected to continuous experimentation and reconstruc-

tion to make it both the product and the agent of change.

8. It is recommended that research methodology in

Nigeria be structured and adapted to local tools and needs

so that the findings of any study may be representative

of the true situation.

9. It is recommended that Nigerian universities be

provided with research and training facilities that will

enable them to make sufficient contributions to the country's

development plans.

129

10. It is recommended that emphasis on socioeconomic

development be based on general knowledge and not only on

science to the exclusion of other forms of discipline.

11. It is recommended that cultural trimmings be

incorporated into higher education planning and develop-

ment in Nigeria.

12. It is recommended that education for economic

development be positively planned so that it helps to

spread economic opportunity which will return to ever

widening groups in the society.

CHAPTER BIBLIOGRAPHY

1. Aguolu, C. C., "Information, Resources in Nigerian Higher Education: Problems of Development and Growth," Libri, 28 (March, 1978), 21-57.

2. Ajayi, J. F. Ade, "Higher Education in Nigeria," African Affairs (October, 1975), 422-426.

3. Bieda, K., "Education and Economic Growth," The Economic Record (September, 1970), 368-379.

4. Enyia, Dike, "The University in Nigeria: A Study in Responsibility," African Urban Studies (1975), 17-18.

5. Ezeaku, L. C., "Education in Nigeria: Its Functional and Dysfunctional Roles," Developing Economies (June, 1979), 162-171.

6. Fafunwa, A. Babs, A History of Nigerian Higher Educa-tion, Lagos, Nigeria, Macmillan and Company (Nigeria) Ltd., 1971, 307.

7. Ferguson, Gieorge A., Statistical Analysis in Psychology and Education, 4th ed., McGraw-Hill, Inc., 1976, 247.

8. Hanson, John W. et al., Education and the Development of Relations, New York, Holt, Rinehart and Winston, 1966, 52, 1966, 77.

9. Harbison, F., Educational Planning and Human Resource Development, Unesco, Netherlands, International Institute for Educational Planning, 1967.

10. Jacobsen, Ernest A., Obligations of Higher Education to the Social Order, Logan, Utah, Utah State Agri-cultural College, 1955, 13.

11. Kilby, Peter, "What Oil Wealth Did to Nigeria," African Urban Studies (November, 1981).

12. "Lesson for Growth," West Africa (September 14, 1981), 2107-2112.

130

131

13. Machlup, Fritz, Education and Economic Growth, Lincoln, Nebraska, University of Nebraska Press, 1970, 9.

14. Obanya, Pal, "Nigeria in Search of a Suitable Educa-tional System," Journal of African Studies (Spring, 1980), 48-53.

15. O'Connell, James, et al., Education and Power in

Nigeria, New York, Holmes and Meier, 1977~T~

16. Nigerian Tribune, November 13, 1981.

17. Olaloku, F. Akin, The Structure of Nigerian Economy, New York, Martin's Press, 1978, 10.

18. Olutola, Aderemi, "Education and Election in Nigeria," Round Table (January, 1981), 70-81.

19. Onyeneye, 0. Y., "Education Planning and Self-Allocation: Example of Nigeria," Comparative Education, 16 (June, 1980), 129-137.

20. Rake, Alan, "Is Nigeria's New Development Plan too Ambitious?" African Business (April, 1981), 21-22.

21. Shagari, Shahu, M^ Vision of Nigeria, London, Frank Cass and Company, Ltd., 1981, 14.

22. Thapar, Karan, et al., "Nigeria Oils the Wheels for Growth," Africa Economic Digest, 2 (1981), 2-16.

23. Thorkil, Kristensen, "Policy Conference on Economic Growth and Investment in Education," Organization of Economic Cooperation and Development, Paris, February, 1962.

24. Uchendu, V. C., editor, Education and Politics in Tropical Africa, Oweri, New York, Couch Magazine Limited, 1979.

APPENDIX A

1. Letter to Educational Testing Service

2. Letter to Phi Delta Kappa Educational Foundation

3. Letter from Educational Testing Service

4. Letter from Phi Delta Kappa Educational Foundation

132

1 3 3

E D U C A T I O N A L T E S T I N G S E R V I C E KIN P R I N C E T O N , N.J. 0 8 5 4 1

OOQ-Q21-QOOO

C ABLE-€ DUCT EST SVC September 3, 1981

Mr. Akanuboh A. Enin-Okut P. 0, Box 6696 ftorth Texas State University Denton, Texas 76233

Dear Mr. Enin-Okut:

T r V ? nr e ?° T 0 u r r e q u e s t f o r u s e o f S0I"e Of the items from the institutional Goals Inventory, Educational Testing Service is pleased to grant you royalty-tree permission to use those items in a study you will oe conducting about the influence of higher education in the process

^ x L ' l t r ^ r s i S : 1 3 ' 3 3 P a " ° f d ° C t 0 r a l d i s - " " i o n at North

Each reproduced copy will carry the following credit line:

Certain cuestions are from the Institutional Coal* Inventory. Copyright © 1972 by Educational Testing Service. Adapted and reprinted by permission.

^his l f t ^ S e a " a n f m e n t S a r e s a t i s f a c t o r y . P^ase sign both copies of -nis letter, and return one copy to me for our records.

O j L ' 6 i < ^

Helen C. Veidenmiller Sights and Permissions Administrator

iiCyJ/ IS

cc: Ms. Beck

ACCEPTED AND AGREED TO:

T7** '

Sincerely,

akanuboh A. Enin-ukut

1 3 4

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135

Akanuboh A. Enin-Okut P. 0. Box 6696 North Texas State Univ. Denton, Texas 76203

June 18, 1981.

The Administrator

Frin^+®htS^LmCen?ing a n d Permissions Educational Testing Service Princeton, New Jersey O854

Sir/Madam:

Institutional Goals Inventory bv Pet r S° m 0 ^ i n t h e

survey questionnaire with some minor n??" * t o P r eP a r e a items are arranged. Sincp thD ?^

n o r al^eratiom m the way the perception of people in a differon+S ^ g 0 1 n g t o b e u s e d to test is therefore neeessLv tn ™ e r e n t environment and culture, it of that environment? rearrange them to meet the conditions

University? Md^^JiestiomaiiraboSt®? 8® ^ N° r t^ T e X a S S t a t e

to conduct a study about h S i L , ^ to prepare is to be used process of develoLent in ^ C a t l 0 n . l n f l u e n c e i n t h* degree requirement. NlSeria m partial fulfillment of the

appreciated.atl"enti0n a n d c o n s i d e r a tion of my request is

A. A. Enin-Okut

136

Akanuboh A. Enin-Okut P. 0. Box 6696 North Texas State Univ. Denton, Texas 76203

June 18, 1981.

The Secretary Phi Delta Kappa Kducational Foundation Blooraington, Indiana.

Sir/Madam:

ai\sr^r^s£—- s ssrsra;.. • university" L S 1 S K * d e ! r " i n -'"th Texas State irecarp i= t n T ; ^ i n d t h e questionnaire about to

influence of higher^ducation inrthPti°n ° f p e o p l e afeout the

»ts.ria in p 'riSs , vs.v.ss ssisr*ln

appreciated.attention and consideration of my request is

y n Yours trulyr

A. A. Enin-Okut

APPENDIX B

1. Letters from Universities in Nigeria

2. Letters from Federal Nigerian Agencies

137

UNIVERSITY OF NIGERIA, NSUKKA

TELEPHONES • N S U K K A 48 . 49, 50.

TELEGRAMS: N F O E R S I T Y

OUR REP. 2 8 0

YOUR REP.

O f f i c e o f t h e R e o i s J - ~ -

( i n t o . c< P u b . ^ G l c i t i o n s )

2 3 S g p t 3 m 'D 'i b o -i *

p r * A ! $ a n u ^ h A - S n i n - C J c u t , - O X b 6 9 5 ,

i ' O r t h " e x a s l i t a t e U n i v a - S ^ Oc-nton, T e x a s 7 5 2 0 3 e

138

T h i s i s i n w i

1 9 8 1 a d d r e s s e d t o o u r V i ~ - 0 f 1 8 J u l v ,

C h a n c a l l o r h a s - g i v e n a o * : " ~ : ? a ? C G l l o r - . T h a V i c c -

r e q u e s t f o r p ^ r m i - s i o n ' +-'o " n p r i n c i P l e t o v o u r

^ o u l t y a n d - ' d r , i n i s t r , t ^ V ^ o s t u d e n t s , - u u c y y o u i n t a n d t o c o n ^ u r t - t , 1 ' ^ < - i < - i p a t e i n t h e l S ' S l - J J n ' - u c t m N i g e r i a i n C c t o b - r

- o c o n / o u w i 1 1 0 2 i t h - ^ l ctif- „ i n d u c t t h e * s t u d v . " 1 3 w h o w y ° , J p r o p o s e

- ft " u 1 1

-or Pub , ... - - v X J • ^ ^ U z o l q ' ^ / ^

l i e R a t i o n s O f f i c e

139

M ^ i v e r s i t y O F i f e Registrar: - v , f > j __

* AOETUNJ' • " • ' fclf . ™°phone:"-E-,FE aonnes,

Telegrams: IFEVARSITY -

in reply, please quoted- - ' ' J & ^ h V i

/v ; V '' ' r' : " *e6ISTRA*'S OFFICE R e f - N ° - RD.igo/voi.iy/^y ' v

ILE-IFE - NIGERIA

— : ' v " < t " " ; \ Mr. Akanuboh A. Enin-Okut, P-O. Box. 6696, • North Texas State University. Denton, Texas 76203. U.S.A. " -' t

Dear Mr. Eriin-Okut,

3 0 t h November, 1981 .

.4 " •

• r _

July ' ^ h r 2 l p ? •? le«t„r :W " ; M students, twenty Faculty members *** # i x t y . v "i \ to participate in a study you intmrf A d^ n i«trators

Tie »ppro»2' aSOTer"is rS>J?£ 1g»? *eq«««t is 'apccovoil. R e g i s t r a r w i t h a copy o f the ^ ? u r P r o v i d i n g t h e 9 ° a l

rs which you intend to !2e dulina the e d u c a t l o n A*

The University would also rUo.,?!? study tour at Ife. the study and a signed f t a S m ^ * * ^ 0 ? ? ° £ t h e of w W * neither-implicate, cause hairm^o w s t u < ^ would institution or t ^ partici^ating' v | S ^ s f " ;

University *he^'a^ticipMt s ^ u l d ^ * * n e i t h e r t h e "'***' ' or to you while you kre her^ r e s ? o a ^ i P X s for ' ' ,C.\> t o you w h i l e you a r e h e r e .

P i e a s S l e t « know when t o e x p e c t you;"

^ ' Yours trully,

B. 0. Adetunji ^ Registrar. ^

•i

i

l.

/ , - f t

r U:

i a o

NATIONAL UNIVERSITIES COMMISSION

Cablegrams: UNICOMM L A G n s

Telephone:

Your Ret:

OurRef: ' " J U G / D P A 9 S E C R E T A R I A T

18. ALHAJI RIBADU ROAC

S. W. IKOYf

P. M. B. 12694

LAGOS. NIGERIA

7th Get., >81

Mr. .ikanuDoh Enim-Gkut, G. 3ox 6596,

JorLh Texas itate University, Jentcn, Texas 76203.

1931.

Participation in Study of the Influence or Higher education in the i-rocess of economic -Jevelop-nent and social Jhanoe in iJicseria

This is to acknowledge receipt of your latter dated 13th July,

. " f 1 diractsd -o inrorm you that you are welcome here anytime, -a shall c[f=r as much assistance as possible although ue cannot guarantee t,i,s oartici-ation of tan officials in the study.

Yours faithfully,

C. Gaasona Tar: Executive Secretary

1 4 1 .

FEDERAL MINISTRY OF EDUCATION

;:I2::2H.. DUC 1.0 ~T • DIVISION

P .M.B . N o . _ l i 5 . 7 J

Te legrams . i i Q L j p J J O A -

u r r a r e i s m s s s 3 C 2 i o n

" i . 4 " : - o s When replying, please quote earlier reference

Telephone^,

Ref. N o . 5 U A 2 A A o l . / 2 5 q

D a t e . — 2 o i I l _ _ C k l t . f i h p r _ 1 9 ? - ]

l i r . A l c a n u b o h A . Z n i n - C ^ - u t

£ • 0 . B o x 6 6 9 6 . , '

- . o r t i i S e x a s S t a t e u n i v e r s i t y D e n u o n , T e x a s 7 6 2 0 3 , o' . Ci • jr±. •

I n f o r m a t i o n f o r ? h . 3 . S e a r c h V n ^ n

U n f o r t u n a t e l y " t h c . t l e t ^ r ^ - t ' ^ r " e d J u l i ' 1 3 t h 1 9 8 1 .

e a r l i e r O c t o b e r , c o t h a t " i t 0 1 1 6 ^ f a i s t r y u n t i l

y o u a r e p l y b e f o r e - - o u r ^ r o ~ o s e d ? . o c : : : : L ' D l e i -o s e n d

e a r l i e r a f e e d u l l e d a l s o f o r O c t o b e r t i ' 1 S e r i a " M c h y o u h a S

t h e y o u ^ t h a t

" w U r r e q u e s t a n a . w i l l b e ^ l e a s e d t o ^ l e " - l sJ . t o a c c o m o d a t e

y o u r e q u i r e . ; U , 6 Q u 0 l e " - o u k a v e t h e i n f o r m a t i o n

C l a r . o ~ o k e L ^ / r ^ ' V ° f S e ^ / o u s h o ^ c o n t a c t e i t h e r f . I r . 0

c n f l o o r 7 o f t h e U i M s t r - " • ® e ° d a u ° r + 0 1 W l 0 B y o u c a n l o c a t e * L a . ^ o s . " - ^ q u a r t e r s o n V i c t o r i a I s l a n d ,

B A d e y e t r . 0 ( L l r s . ) L O r : ^ e r m . a n o n ' c S e c r e t a r y .

APPENDIX C

1. Letters of Introduction of the Study to the Universities in Nigeria

2. Letters of Introduction of the Study to the Agencies of Government in Nigeria

3. Instructions for Responding to the Questionnaire, the Questionnaire

142

143

Akanuboh A. Enin-Okut P. 0. Box 6696 North Texas State University Denton, Texas 76203

July 18, 1981.

The Vice Chancellor University of Calabar Calabar.

Sir:

your^aculty^arid'^l^of6^111133^'^11-aSk o f y o u r students, 20 of studv T + ? y°" r a?nimistrators to participate in a The studv is to a++° +°+ NiSeria in the month of October 1981.

, checking J »„„„ '

Denton ^ e x a ^ 6 / ^ doctoral degree in North Texas State University

the requirement ^ %

participatin^institutionsH'or1?3^' * ? a u? e ^ t o' n°r embarrass the

institutions and individuals will'be s S ^ t ^ L t e c i e d f ° f

institutions^desiring^them^1 ^ a v a i l a b l e t o Participating

Thank you for your attention and cooperation.

Yours truly

A. A. Enin-Okut

Committee Members;;

Dr. DuChemin (Chairman) Dr. Thompson Dr. Dunham Dr. Cooper

144

Akanuboh A. Enin-Okut P. 0. Box 6696 North Texas State University Denton, Texas 76203

July 18, 1981.

The Vice Chancellor University of Nigeria N sukka.

I humbly request your permission to ask 60 of your students, 20 of your faculty, and 10 of your administrators to participate in a study 1 intend to conduct in Nigeria in the month of October 1981. The study is to attempt to determine the influence of higher education in the process of economic development and social change in Nigeria. Participation would require only quick and simple checking of"items on

^ an inventory of higner education goals.

I am a candidate for doctoral degree in North Texas State University, Denton, Texas. I am conducting this study in partial fulfillment of the requirement for the degree program.

This study shall neither implicate, cause harm to, nor embarrass the participating institutions or individuals in any way. Anonymity of institutions and individuals will be strictly protected.

The result of the study will be made available to participating institutions desiring them. -

Thank you for your attention and cooperation.

Yours truly

A. A. Enin-Okut

Committee Members:

Dr. DuChemin (Chairman) Dr. Thompson Dr. Dunham Dr. Cooper

145

Akanuboh A. Enin-Okut P. 0. Box 6696 North Texas State University Denton, Texas 76203 - 6696

July 18, 1981.

The Vice Chancellor Lagos University-Lagos .

Sir:

J o ^ a L l l y ^ ^ l ^ O ^ f ^ r i d ^ i l - ^ a t 6 0 °J y o U r S t U d e n t s' 2 0 <* study I intend to conduct in Nigeria fn?ho t 0 P a r tj C i p a t e i n a

''e study is to attempt to determine thP October 1981. education in the process of ectmni^ h influence of higher in Nigeria. Participation would reauTrl6 °Prnen~t.and social change » , c K „ g „f it,„. i n v« n t o r y

n e M o n . C S » s a " l f ^ c o M S c S n e ^ i ! '? J""" T<""!S S t a " "ni™rsity. the requirement for the°ndeSeg

piSgram?Udy P * r t i a l ^"illment'of'

participating institjtionsmor1individuals i^a t0' n° r e r a b a r r a s s t h e

institutions and individuals will be s t e i c U y ^ t e c i e d ? 1 1 0 ™ ^ ° f

institutions^desiring'them^1 ^ ^ a V a i l a b l e to participating

Thank you for your attention and cooperation.

Yours truly

A. A. Enin-Okut Committee Members:

Dr. uuChemin (Chairman) Dr. Dr. junnam Dr. Cooper

146

Akanuboh A. Enin-Okut P. 0. Box 6696 North Texas State University Denton, Texas 76203 - 6696

July 18, 1981.

The Vice Chancellor University of Ife If e.

Sir:

J o S r m ^ J t S U e ^ / ? o r P e r m l s s ion to ask 60 of your students, 20 of your xacuity, and 10 of your administrators to participate in a ® ^ U a y

+ Vn ? e n $ t 0 c o n d u c t ^ Nigeria in the month of October 1981.

xhe study is oo attempt to determine the influence of higher .education m the process of economic development and social change

lgena. Participation would require only quick and simple checking of items on an inventory of higher education goals.

L a L a candidate for doctoral degree in North Texas State University, Denton, Texas. I im conducting this study in partial fulfillment of the requirement for the degree program.

, cause harm to, nor embarrass the ? icipatmg institutions or individuals in any way. Anonymity of institutions and individuals will be strictly protected.

The result of the study will be made available to participating institutions desiring them. p g

Thank you for your attention and cooperation.

Yours truly

A. A. Enin-Okut

Committee Members:

Dr. DuChemin (Chairman) Dr. Thompson Dr. Dunham Dr. Cooper

147

Akanuboh A. Enin-Okut P. 0. Box 6696 North Texas State University Denton, Texas 76203

July 18, 1981.

The Vice Chancellor Ahmadu Bello University Zaria.

Sir:

^oSr m?acuItr^d y?0 rn? e r m i S S i, O n- t O a 3 k 6 0 o f y o u r students, 20 of

an inventory of higher education goals. s l mP l e checking of items on

Denton d o c * o r ^ d eS r e e i n North Texas State University uenton, Texas. I am conducting this study in partial fi,ifin„0„t ^ the requirement for the degree program. Partial fulfillment of

This study shall neither implicate h , ™ + participating institutions or individuals £ I ! " ' embarrass the institutions and individuals will be strictly p^tec-tedf10^ 7 ° f

The result of the study will be made avai i oKi q •+• .+-• • institutions desiring ihem. available to participating

Thank you for your attention and cooperation.

Yours truly

A. A. Enin-Okut

Committee Members:

Dr. DuChemin (Chairman) Dr. Thompson Dr. Dunham Dr. Cooper

148

Akanuboh A. Enin-Okut P. 0. Box 6696 North Texas State University Denton, Texas 76203

July 18, 198I.

The Chairman

The National University Commission Lagos.

Sir:

to participate in a study I intend t T i ° ° f y°UI" o f f i c i a l s month of Octobei 1981 . t o conduct m Nigeria in the

influence of hirtie* education a t t e m P t to determine the d e v e l o p m e n t ? k ^ t h e P r o c e s s of economic

• require only ati okand s i m n f ^ N ^ e r i a - .Participation would higher education goals. checking of items on an inventory of

Denton d o c * o r a l d eBree in North Texas State University

participating3^vernment t h e

S a . " m a i v i d S i l i u i b, S k c t l y

S U E S S ^ r * a V a i l a b U t 0 , h e P " « = i p a t i n s

Thank you for your attention and cooperation.

Yours truly

A. A. Enin-Okut

Committee Members:

Dr. QuChemin (Chairman) Dr. Thompson Dr. Dunham Dr. Cooper

149

Akanuboh A. Enin-Okut P« 0 . Box 6696 North Texas State Univ. Denton, Texas 76203

July 18, 1981.

The Permanent Secretary

Lagos*1 M i n i s t r y o f Education

Sir:

^ H p a r t L I p a ^ (10) of your officials month of October 1 9 8 1 . The atudv i l n N i S e r i a in the influence of higher education in thP It a t t e m p 3 t o determine the development and social chanee in Process of economic

^ S L g ' K L ' j;„Sr t h T 9 ^ 3 5 t » « University, the requirement for the degree program! Partial fulfillment of

This study shall neither imDlina+a participating government agencies or inri?J^rn\t0-' n o r embarrass the Anonymity of government agfncies and l n a n y "ay-protected. 6 C l e s a n d individuals will be strictly

-the result of the study will "ho

government agencies desiring them a v a i l a b l e t o the participating

Thank you for ycur attention and cooperation.

committee Members:

Dr. DuChemin (Chairman) Dr. Thompson Dr. Dunham Dr. CooDer

Yours truly

A. A. Enin-Okut

150

Akanuboh A. Enin-Okut P- 0. Box 6696 North Texas State Universi Denton, Texas 76203 - 6696

July 18, 1981.

The Chairman

Lagos. A d m i S S i C n a n d Matric"lation Board

Sir:

month of October 1981. The studv i! + ^ l n N lg e r ia in the influence of higher education in +h attempt to determine the development a n A S c U l S M m E S " 3 ? °£, e c o n ™ i c

require only quick and simple checkfn^n'r ,^ a r t l c lP a t l°n would of higher education goals. items on an inventory

c S c m a ! ; x « s ° r t h T " a s s t « t s

the requirement for the degree program ^ p a r t l a l fufiHnient of

participating^overnmen^aeencie^36 n o r erabarrass the Anonymity of go? ~ S 8 individuals in any way. protected. s c v e m m e n t agencies and individuals will be strictly

The result of the study will hp ovai inv>i +.

agencies desiring them. ailable to particiting government

Thank you for your attention and cooperation.

Yours truly

A. A. Enin-Okut Committee Members:

Dr. DuChemin (Chairman) Dr. Thompson Dr. Dunham Dr. Cooper

151

Akanuboh A. Enin-Okut P. 0. Box 6696 North Texas State University Denton, Texas 76203 - 6696

July 18, 1981.

The Chairman Educational Research Council Lagos.

Sir:

I humbly request your permission to ask ten (10) of your officials

nf- h 1 h y '. ? study is to attempt to determine the influence ® education m the process of economic development and social

change m Nigeria. Participation would require only quick and simple cheesing of items on an inventory of higher education goals? P

I am a candidate for doctoral degree in North Texas State University Den,on, xexas. I am conducting this study in partial fulfillment of' the requirement for the degree program. : 0 1

This study shall neither implicate, cause harm to, nor embarrass the participating government agencies or individuals in any way. protected/ g 0 V e r n m e n t agencies and individuals will be strictly

The result of the study will be made available to participating: government agencies desiring them. ucipaung

Thank you for ycur attention and cooperation.

Yours truly

A. A. Enin-Okut

Committee Members:

Dr. DuChemin (Chairman) Dr. Thompson Dr. Dunham Dr. CooDer

152

A SURVEY OF OPINION ABOUT RELATIONSHIP OF

EDUCATIONAL GOALS TO NATIONAL NEEDS OF NIGERIA

INSTRUCTION. This survey attempts to relate educational goals to some national needs cf '•''T Z • ? a s k s t l to give your opinion about what is and what should b = t^e orio-^ — ~ ;;T« P ± a ° °" 0 0 r t a l n e d u c a " i o n a l goals to acniev—-he national n e i d F W c n " " -vuis SujGyi _ _ ~ ^ *

+ • i Y S U r narrH' n o t required since each respondent's answer will be tr°ate^ aq 72".i = n" ?a-u??v"° IS? 8 1 3 XH ? e . a s 8 0 c i a t e d v ; i t h t h e " p o r t . Only indicate y o u r i t e r j reDort?" t y' a c a c e r n i c administrator, or government official) to help in preparing the

Larect ion: There are 20 statements of national needs and 20 higher education goals. E * -related to each national need. You are asked to respond in two wavs:

First: Ir. your opinion, what priority of importance is currently olaced 0- his**-education goals by the institutions of higher learning and'the g o v e - n ^ n ^

achieve tne national needs which appear in this s t u d y

.u: your opinion, what should be the priority of importance placed ™ ..igher education goals to achieve these needs?

Second:

Answer each item by writing either l, 2, 1 4- or 5 values: '

5 -- of extremely high importance ^ of high importance 3 -- of medium importance 2 — of low importance 1 -- of no importance

cording to the following

*5' H? ^ 0 u r °Pjnicrl.' is should be rated "of reediun importance" then write "3" I' S-Oula ce ougnt to De rated "of extremely high importance", write "5".

•••'eed i. To make loans available to Nigerian businesses to promote investment and to create jobs for jobless Nigerians.

SHOULD BE

~ ~ ^ a n a g e r i a / s K i U s ? " r ' a n a e e m e n t s c i e " « to train Nigerians in

Kelata nations, need to higher education goal and so on.

refers to what refers to what,

the practice now.

your opinion, oughts to no the practic

153

NOTE : Please respond to all items. m 1

r^ease check the it 3 m which best describe

1( ) Student 2( ) Faculty 3( ; Academic Administrator a( ) Government Official

IS

.vhat IS and what SHOULD the priority of imcortanc-placed on higher education goals below by institutions oi higher learning and the government to achieve the national needs -vhich appear in this study?

follow: Answer key for questions wn

*xt^err'ely -igh importance write s importance w r i t e t

0- medium importance w r i t <; t Of iow importance w r i t e \

no importance write l

N - Need - Goal

p e r ^ n e n f ir! P™ve*enf

programs'. - 0 /- r n- i e n t agencies in designing new social and environmental

* * o i * "D 2T o "V 0 i ^ c*

centers. congested large uroan

SHOULD BE

Provide opportuniti continuing: education for adults in the local

scale" i r d u s t r ^ a ^ - o — n 3 ' 1 " 3 ^ ® 7 * 0 s t i x u l a~- e lar£e-

• a»rk»ts "for u l L T t A l ? ™

Help in shaping the visions of i=ad»r- <„ „ -o promote and enhance e o o n o . i c l e v ^ o p ^ n t ^ n ^ s S ^ L ' S S . r e S 9 a r c h

of special abilities so

world with una ri.'n!; m a y f a c e t h e changing " r s -andmg and courage.

rocus the. resources of the i n s n ^ ^ ^ n environmental protle.ns. ' * " o n t h e s ° l " i o n of major social and

5' o p F c r t u n i ? i J s ^ r b r ^ f a b o u r e c0 f * ? i U t a t « l e a r a i n ?

brea, ,,a circle « »

Socieljf*' " 3 n i n S t i t u U o n ' i n ' " o r k i ^ for basic changes in the Nigerian

; u t u r e evolution ana the r s w o r H ^ ;11 Nigerian educational cultural -rvi,^.

' ^ C ° n e a v a i 1 ^ ^ all people of'aU ages.

-v — e educationai levant to

racialv ?r.anting

e v o I

"mun i t i o s 3 and

11

to cope .vith ork to maximi^G

- ''Oii-hborr.oo-i and commu

r l e a s e r e s p o n c t o a l l i t e

1 5 4

IS

*hp 3 a n d W h a t SHOULD BE P a r i t y of i m p o r t a n c e

P - a c e d on h i g h e r e d u c a t i o n

of h?~£ °V b y i n s " i - u - i o n s oi h i g h e r l e a r n i n g and t h » g o v e r n m e n t t o a c h i e v e t h e " n a t i o n a l n e e d s which a p p e a r m t h i s s t u d y 0

Answer Key f o r q u e s t i o n s which f o l l o w :

^ x t r e m e l y n i g h i m p o r t a n c e w r i t e ^ - i g h i m p o r t a n c e r

uf r . e a i u n i m p o r t a n c e ~

% i r « i ^ ° r a n c e z i i --o i m p o r t a n c e w r i t - '

Need Goal

8 " c i t i z e n r y ? t 0 p r o m o t * t n e h e a 1 - " of

SHCULD HE

a . i p „ i „ „ „ , : E ! [ m w i ^ ^ _

e d u c a t i o n a l p r o g r a r a s r ° r * a l a n d n a t i o n a l p r i o r i t i e s wr.en c o n s i d e r i n g r.e.v

13

? a c U i U = ^ n f s i n a " n « e d u c a t i o n a l o r i e n t a t i o n s *o o b j e c t i v e ' s . ®eh iev«B»nt o i n a t i o n a l e c - = - ; c

C o n t r i b u t e t h r o u g h r e s e a r c h t o g e n e r a l advancemen t 3f Knowledge .

c o n c e n t r a t i o n on u r b a n - b a s e d p r o c e s s i n g " i n c u s — i = -

a n d s : ; l l s t h e y _ _

U ' ^ T f r s a t e s i t u a t i o n s where N i g e r i a n s of v a r y — *

f i e i d n K a ^ v a l u e s ^ a n d ^ e a n i n ^ s ^ t o ' p ^ o ^ o t e * "

i n a w r t o u n ? r y ? r ' d a ° 1 0 n 8 * h « " * ' • « « « e t h n i c s

c o n c ^ ^ r r ^ b ^ ^ r - a r i C h ? r — m ° f — - i e c t u r e s , _ _

15

16

17

13

I*r . v ? ^ ^ l a t e a n d ? r o : n o t 9 s t r a t e g i e s aimed a t m a > i ^ " - g e r . a n s a p p r e c i a t e of t h e i r own v a l u e s . "

s ; ; - " " « » * — -

•-'* • ; r a . a u a t « a i i f o g r a K ' * ' * n s p e c l a i l I # 0 ? r 5 b i ® » a r e a s thrc^- . - . r o s e a r c r . c e n t e r

p T ° p i " t i c i pa t e a ; . , , i n c r e a s e i r

^ I ^ n " ' J r ? a t 1 ' " ' 5 ' in ^ — of

19

: ' r : ^ d l a l ™ r a n c u ^ i c --f • * t a i n . ' ,

NOT Please respond to all items.

13. To develop reliable estimate of manpower requirement.

1 5 5

What IS and what SHOULD BE the priority of importance placed on higher education goals below by institutions of higher learning and the government to achieve the national needs which appear in this study?

Answer key for questions which follow

Of extremely high importance write 5 Of high importance write 4 Of medium importance write 3 Of low importance write 2 Of no importance write 1

N = Need G = Goal

17. To provide and encourage even distribution of infrastructure in the Country to meet the needs 01 rapidly growing urban areas.

Conduct basic re-search in social and natural sciences.

SHOULD 3E

outVofedate!ainlnS o p p o r ~ J n i t i e s f o r individuals whose job skills have become 23

19. To diversify the economy to reduce dependence on pe oroleum industry as the source of generating C 21 p 1 el •

Perform contract

20.

research for government, business, or industry.

To increase the national product and income through increase m investment to speed up the rate of iob creation. J

Zb

IlfSiUon'anI Soiuficnf S° h° l a r l y i m } u i r y ' scientific research, and/or problem — 25

BIBLIOGRAPHY

Books

Adams, Don, editor, Education in National Development, New York, D. McKay Co., 19 71.

Anderson, C. Arnold, et al., Education and Economic Develop-ment, Chicago, Aldine Publishing Co., 1965.

Babbie, Earl R., Survey Research Method, Belmont, Cali-fornia, Wadsworth Publishing Co., Inc., 1975.

Bailey, Stephen K., The Purposes of Education, Bloomington, Indiana, Phi Delta Kappa Educational Foundation, 1976.

Bowles, Samuel, Planning Educational Systems for Economic Growth, Massachusetts, Harvard University Press, 1969.

Caldwell, John c., et al., Population Growth and Socio-economic Change in West Africa, New York, Columbia University Press, 1975.

Fafunwa, A. Babs, A History of Nigerian Higher Education, Lagos, Nigeria, Macmillan and Company (Nigeria) Limited, 1971.

Ferguson, George A., Statistical Analysis in Psychology and Education, 4th ed., New York, McGraw-Hill, Inc., 1976.

Hanson, John W., et al., Education and the Development of Nations, New York, Holt, Rinehart and Winston, 1966.

Harbison, F., Educational Planning and Human Resource Development, Unesco, Netherlands, International Institute for Educational Planning, 1967.

Havighurst, Robert J., Society and Education, Boston, Allyn and Bacon, 19 79.

Hirsch, Fred, Social Limits to Growth, Cambridge, Massachu-setts, Harvard University Press, 1976.

Hunter, Henry L.., Industrial Development, Lexington, Massachusetts, D. C. Health and Company, 1954.

156

157

Jacobsen, Ernest A., Obligations of Higher Education to the Social Order, Logan, Utah, Utah State Agricultural College, 1955.

Kerlinger, Fred N., Foundation of Behavioral Research, 2nd ed., New York, Holt, Rinehart and Company, Inc., 1973.

Knox, T. M., Hegel's Philosophy of Right, Oxford, Oxford University Press, 1978.

Leege, David C., et al., Political Research: Design, Measurement and Analysis, New York, Basic Books, Inc., 1974.

Machlup, Fritz, Education and Economic Growth, Lincoln, Nebraska, University of Nebraska Press, 1970.

O'Connell, James, et al., Education and Power in Nigeria, New York, Holmes and Meier, 1977.

Olaloku, F. Akin, The Structure of Nigerian Economy, New York, Martin's Press, 1978.

Peterson, Richard E., et al., Institutional Goals Inventory, Princeton, New Jersey, Educational Testing Service, 1975.

Shagari, Shehu, M^ Vision of Nigeria, London, Frank Cass and Company (Ltd.), 1981.

Stoner, James A. F., Management, Englewood Cliffs, New Jersey, Prentice-Hall, Inc., 1978.

Tims, Wounter, World Bank Chief of Mission and Coordinating Author, Nigeria, Options for Long-Term Development, Baltimore, Maryland, The John Hopkins University Press, 1974.

Trucker, Robert C., The Marx-Engels Reader, 2nd ed., New York, W. W. Norton and Company, Inc., 1978.

Uchendu, V. C., editor, Education and Politics in Tropical Africa, Oweri, New York, Couch Magazine Limited, 1979.

Warren, Roland L., Social Change and Human Purpose: Toward Understanding and Action, Chicago, Rand McNally Publishing Co., 1977.

158

Watt, Kenneth E., et al.. The Unsteady State: Environmental Problems, Growth and Culture, Hawaii, University Press of Hawaii, 1977.

Articles

Ajayi, J. F. Abe, "Higher Education in Nigeria," African Affairs (October, 1975), 420-426.

Aguolu, C. C., "Information Resources in Nigerian Higher Education: Problems of Development and Growth," Libri, 28 (March, 1978), 21-57.

Bieda, K., "Education and Economic Growth," The Economic Record (September, 1970).

Carr-Saunders, "Functions of University in the Modern World," Sociological Review, XXXII (July-October, 1940), 141 .

Enyia, Dike, "The University in Nigeria: A Study in Responsibility," African Urban Studies (1975), 17-18.

Ezeaku, L. C., "Education in Nigeria: Its Functional and Dysfunctional Roles," Developing Economies (June, 1979), 162-161.

Grove, Noel, "Nigeria Struggles with Boom Times," National Geographic, 155 (March, 1979), 413-444.

Gusau, Alhaji Ibrahim, "Nigeria's Green Revolution," Africa Report (July-August, 1981), 19-22.

Kilby, Peter, "What Oil Wealth Did to Nigeria," African Urban Studies (November, 1981).

Lambo, A. Thomas, "International Exchange and National Development," International and Cultural Exchange, XII (Winter, 1977).

"Lesson for Growth," West Africa (September 14, 1981), 2107-2112.

Morris, C. R., "Idea of University Education," University Quarterly, 8 (August, 1954-February, 1955), 181.

"Nigeria," A Bi-Monthly News Summary of Events in Nigeria, 3 (April 16-30, 1981), 107.

159

"Nigeria Survey," African Business (April, 1981).

"Nigeria Survey," African Business (October, 1981), 43-75.

Obanya, Pal, "Nigeria in Search of a Suitable Educational System," Journal of African Studies (Spring, 1980) .

Olutola, Aderemi, "Education and Election in Nigeria," Round Table, 281 (January, 1981), 70-81.

Onyeneye, 0. Y., "Education Planning and Self-Allocation: Example from Nigeria," Comparative Education, 16 (June, 1980), 129-137.

Potter, George T., "Innovation, Experimentation and Higher Education," Liberal Education (Fall, 1980).

Puri, Shamlal, "Nigeria Special," Root (1980), 23-45.

Rake, Alan, "Is Nigeria's New Development Plan too Ambitious?" African Business (April, 1981).

Sule, R. A. Olu, "An Assessment of the Nigerian Housing Allocation Policy: The Case Study of the Ballot System," African Urban Studies (Spring, 1978), 67-83.

Thomas, Karan, et al., "Nigeria Oils the Wheels for Growth," Africa Economic Digest, 2 (January 23, 1981), 2-4.

Weeks, Sheldon G., "Education in National Development," Pan African Journal, I (Fall, 1968), 190-192.

Reports

Ashby, Sir Eric, Chairman, Commission on Nigeria's Needs in the Fields of Post-School Certificate and Higher Education Over the Next Twenty Years, Ashby Commission on Post-School and Higher Education in Nigeria, 1959.

Elliot, Walter, Chairman, The Commission on Higher Educa-tion in West Africa, Elliot Commission on Higher Education, June 13, 1943.

Thorkil, Kristensen, "Policy Conference on Economic Growth and Investment in Education," Organization of Economic Cooperation and Development, Paris, February, 1962.

160

Public Documents

Embassy of Nigeria, Federal Republic of Nigeria, Washington D.C., International Planning Association, 1980.

Federal Republic of Nigeria, Constitution of the Federal Republic of Nigeria, 1979.

Department of Information, Executive Office of the President of Nigeria, Meet Mister President, Lagos, Nigeria, Academy Press Ltd., 1980.

Dissertations

Published

Spence, Sr., Judson Cauthen, A Study of the Development of American Higher Education During the Period of 1811— 1849 as Reported by Niles Weekly Register, Florida State University, 1968.

Unpublished

Evans, Earl Everett, A Study of Higher Education in Nigeria and its Relationship to National Goals, Indiana University, 1962.

Fafunwa, A. Babs, Historical Analysis of the Development of Higher Education in Nigeria, University of New York, 1955.

Ukeje, A Study of the Critical Needs of an Emergent Nation and the Role of Education in Meeting Them, Teacher1s College, Columbia University, 1957.

Newspapers

Nigerian Tribune, November 13, 1981.

Media

CBS 60 Minutes Newscast, October, 1980.

161

Shagari, Alhaji Shehu, "Federal Republic of Nigeria," Press Conference by Alhaji Shehu Shagari on the occasion of the 20th Anniversary of Nigeria Indepen-dence and One Year Anniversary of the Executive Presidency, September 29, 1980.