Introduction
“Education is the most powerful weapon which you can use to change the world,” as Nelson Mandela poignantly stated. This philosophical insight underscores the transformative potential of education, particularly in developing nations like Nigeria, where public education serves as a cornerstone for societal progress. However, Nigeria’s public education system, especially at the tertiary level, grapples with persistent challenges that undermine its efficacy. This essay explores the significance of Western education, the reasons behind the failures in Nigeria’s tertiary education system, and critically examines who ultimately bears the brunt of these failures. Furthermore, it proposes practical, evidence-based solutions to address this crisis. By delving into statistical data, real-world scenarios, and diverse perspectives, this essay aims to contribute to the discourse on educational reform in Nigeria, highlighting the urgency of actionable change.
The Importance of Western Education
Western education, with its emphasis on critical thinking, scientific inquiry, and structured curricula, has played a pivotal role in shaping modern societies. Introduced in Nigeria during the colonial era, it provided a framework for formal learning, skill acquisition, and access to global knowledge systems (Adeyemi and Adeyinka, 2002). Beyond individual empowerment, Western education fosters economic development by producing a skilled workforce capable of driving innovation and industrial growth. In Nigeria, it remains a vital tool for addressing systemic issues such as poverty and inequality, as it equips individuals with the tools to navigate and contribute to an increasingly interconnected world.
However, the value of Western education in Nigeria is often undermined by systemic inefficiencies. While its principles are universally beneficial, the adaptation of this system to local contexts has been fraught with challenges, particularly in ensuring access and quality. This discrepancy raises significant concerns about the delivery and impact of education at all levels, with tertiary institutions serving as a critical juncture where these failures become most evident.
Reasons for Failure in Nigeria’s Tertiary Education System
Nigeria’s tertiary education system, comprising universities, polytechnics, and colleges of education, faces multifaceted challenges that contribute to its systemic failure. Firstly, chronic underfunding remains a persistent issue. According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), Nigeria allocates approximately 6% of its national budget to education, far below the recommended 15-20% benchmark for developing countries (UNESCO, 2015). This shortfall translates into dilapidated infrastructure, outdated teaching materials, and insufficient academic resources, all of which hinder effective learning.
Secondly, there is a pervasive issue of poor governance and corruption within the education sector. Misallocation of funds and lack of accountability have led to prolonged strikes by academic staff, as seen with the Academic Staff Union of Universities (ASUU), which frequently disrupts academic calendars (Okebukola, 2018). For instance, in 2020 alone, Nigerian universities were shut for over nine months due to unresolved disputes over funding and welfare, severely impacting students’ academic progression.
Lastly, overcrowding and inadequate staffing exacerbate the quality of education. With a student-to-lecturer ratio often exceeding 1:100 in public universities, personalised learning and mentorship are virtually impossible (Nwachukwu, 2019). These systemic issues collectively create an environment where academic excellence is stifled, leaving graduates ill-prepared for the demands of the modern workforce.
Who Fails When Schools Fail? A Detailed Analysis
When tertiary institutions in Nigeria fail, the consequences reverberate across multiple levels of society, but the primary victims are arguably the students themselves. These young individuals, often from disadvantaged backgrounds, invest time, resources, and hope into education as a pathway out of poverty. However, when they graduate—if they do at all—they are frequently met with unemployment or underemployment due to a lack of relevant skills. The National Bureau of Statistics reported that in 2020, the unemployment rate among Nigerian youths aged 15-34 was 34.9%, with many graduates unable to secure jobs commensurate with their qualifications (NBS, 2020).
Beyond students, families also bear a significant burden. Parents and guardians often sacrifice substantial resources to fund tertiary education, only to witness their children struggle in a saturated job market. This scenario erodes trust in the education system and perpetuates intergenerational poverty. For instance, consider a hypothetical family in rural Nigeria: a father sells farmland to sponsor his daughter’s university education, only for her to remain jobless years after graduation due to a lack of practical skills or industry connections.
Moreover, the nation itself fails when schools falter. Tertiary institutions are meant to be hubs of innovation and human capital development, critical for economic growth. When they underperform, Nigeria loses its competitive edge in the global economy, as evidenced by its low ranking on the Human Development Index (HDI), where it placed 161st out of 189 countries in 2020 (UNDP, 2020). Indeed, the ripple effects extend to societal stability; uneducated or undereducated youths are more susceptible to social vices, including crime and extremism, as they lack constructive outlets for their energies.
Finally, the government and policymakers are not immune to this failure. Persistent educational crises reflect poorly on governance, undermining public trust and exacerbating political instability. Therefore, when schools fail, it is a collective failure—one that impacts students most acutely but leaves no stakeholder unscathed.
Practical Solutions to Nigeria’s Tertiary Education Crisis
Addressing the crisis in Nigeria’s tertiary education system requires pragmatic, multi-faceted interventions. Firstly, increased funding is non-negotiable. The government must prioritise education by adhering to UNESCO’s budgetary recommendations, ensuring that funds are transparently managed through independent audits and anti-corruption measures. Additionally, public-private partnerships (PPPs) can supplement government efforts by attracting investments in infrastructure and technology, as seen in successful models from countries like Ghana (World Bank, 2017).
Secondly, curriculum reform is essential to align education with market needs. Currently, many Nigerian tertiary institutions offer outdated programmes that do not equip students with practical skills. Introducing vocational training and entrepreneurship modules, alongside traditional academic courses, can enhance employability. For example, partnerships with industries for internships and on-the-job training could bridge the gap between theory and practice.
Thirdly, improving lecturer welfare and reducing student-to-lecturer ratios must be prioritised. This can be achieved by recruiting more qualified staff and incentivising academic careers through better remuneration and working conditions. Furthermore, leveraging technology for virtual learning can alleviate overcrowding, as demonstrated during the COVID-19 pandemic when some institutions adopted e-learning platforms, albeit inconsistently (Adebayo, 2021).
Lastly, fostering accountability within the education sector is crucial. Establishing independent regulatory bodies to monitor university performance and fund allocation could curb mismanagement. Community engagement, where local stakeholders participate in decision-making processes, can also ensure that reforms are contextually relevant and sustainable.
Conclusion
In conclusion, the failure of Nigeria’s tertiary education system is a profound societal issue with far-reaching implications for students, families, and the nation at large. Chronic underfunding, poor governance, and systemic inefficiencies have created an environment where the promise of education remains unfulfilled for many. However, through increased budgetary allocation, curriculum reform, improved staffing, and enhanced accountability, there is hope for meaningful transformation. The urgency of these reforms cannot be overstated; education remains Nigeria’s most viable tool for sustainable development and social equity. As Mandela’s words remind us, the power of education to change the world must not be squandered—Nigeria’s future depends on it.
References
- Adebayo, F. (2021) ‘E-Learning in Nigerian Tertiary Institutions: Challenges and Prospects.’ Journal of Educational Technology, 12(3), pp. 45-59.
- Adeyemi, M.B. and Adeyinka, A.A. (2002) ‘Some Key Issues in African Traditional Education.’ McGill Journal of Education, 37(2), pp. 223-240.
- National Bureau of Statistics (NBS) (2020) Unemployment and Underemployment Report. Abuja: NBS.
- Nwachukwu, C. (2019) ‘Overcrowding in Nigerian Universities: Causes and Consequences.’ African Educational Research Journal, 7(1), pp. 12-20.
- Okebukola, P. (2018) ‘The State of University Education in Nigeria.’ Journal of Higher Education in Africa, 16(1-2), pp. 1-18.
- United Nations Development Programme (UNDP) (2020) Human Development Report 2020. New York: UNDP.
- United Nations Educational, Scientific and Cultural Organization (UNESCO) (2015) Education for All Global Monitoring Report. Paris: UNESCO.
- World Bank (2017) Public-Private Partnerships in Education: Lessons from Ghana. Washington, DC: World Bank.
