education and productivity in nigeria

7/30/2019 Education and Productivity in Nigeria

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EDUCATION ANDPRODUCTIVITY IN

NIGERIA

EDITED BY:

E.G. FAGBAMIYE& D.O. DUROSARO

A Publication of the Nigerian Association forEducational Administration and Planning.


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TABLE OF CONTENTS

Title page.................. iCopy right page............ iiForeword................... iii

About the contributors... Iv-vTable of contents........ vi-ix

Sub-Theme 1Measurement of Productivity in EducationCHAPTER ONE: Education and Productivity in Nigeria: An Overview-Dr. J.O. Fadipe..................................................1

CHAPTER TWO: Issues in Measuring Teachers Productivity- Dr. A.O. Sofoluwe..............................................9CHAPTER THREE: Measuring Teachers Productivity and PrimarySchool Quality: An Evaluation of Concept and Issues-Mr.J.B. Odunuga& Mr. P.K. Ajila......................16

CHAPTER FOUR: Measuring Teacher Productivity: An Overview ofthe'APER' Form - Dr. A.F.S. Ahmed.......................22

Sub-Theme 2Human Resource Management and Productivity CHAPTER FIVE:Human Resource Development and Productivity-Prof. Segun Ogunsaju.......................................32

CHAPTER SIX: Teachers' Remuneration, Conditions of Service, JobSatisfaction, Attitude to Work and Job Performance in SelectedSecondary Schools in Lagos State-Prof. E.O.-Fagbamiye.......................................41CHAPTER SEVEN: Resource Allocation and Utilisation for UniversityEducation in Nigeria: Trends and Issues-Prof. D.O. Durosaro.........................................51CHAPTER EIGHT: Staff Personnel Management and Productivity inEducation - Dr. R.O. Oduwaiye.............................68

CHAPTER NINE: Personnel Practices and Role Stress as Correlates ofStudents1 Academic Performance in Public and Private Secondaryschools in Lagos State-Dr. S.A. Oyebade.77CHAPTER TEN: Belief Systems of Secondary School Principals andVice Principals about Productivity of Teachers in llorin Metropolis, Kwara

State


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-Dr. (Mrs.) Yetunde Ijaiya....................................88

CHAPTER ELEVEN: Enhancing Educational Productivity throughEffective Staff Personnel Administration in Nigerianschools - Dr. P.K. Ojedele.,...................................99

CHAPTER TWELVE: Providing Quality Education when Resources areScarce. Strategies for Improving Secondary School Effectiveness - Dr.Ngozi E. Uzoka............109

Sub-Theme 3Management of School Physical Facilities and Productivity

CHAPTER THIRTEEN: Physical Facilities and Productivity in Education-Dr. G.O. Oyesola...118

CHAPTER FOURTEEN: The Role of School Plant in EducationalProductivity - Dr. N.B. Oyedeji..........:................128

CHAPTER FIFTEEN: Maintenance of School Infrastructure forProductivity - B.M. Taiwo....................................134

Sub-Theme 4Teacher Professionalism and Productivity in Nigeria CHAPTERSIXTEEN: Teacher Professionalism and Productivity: Amanagement Perspective - Dr. A.T. Alabi............142

CHAPTER SEVENTEEN: Towards Teacher Professionalism andProductivity in Nigerian Primary schoolsA.T.L Ojibara & N.B.L Ojibara (Mrs.)................147

Sub-Theme 5Other Correlates of Education and Productivity in Nigeria CHAPTEREIGHTEEN: School Climate and Productivity in Selected SecondarySchools in Owerri and Umuahia Educational Zones of Imo and AbiaStates-Dr. Uche Emetarom........................................154CHAPTER NINETEEN: Impact of Welfare Services on Productivity of

Academic Staff in Colleges of Education-K. Udensi.....................................................165CHAPTER TWENTY: Gender Behavioural Flexibility and Productivity ofWomen in Nigeria - Dr. O. Mowaiye Fagbemi.........176CHAPTER TWENTY ONE: Theory Z: A Management Model forIncreasing Teacher Morale and Productivity in Nigeria

-Dr. (Mrs.) A. N. Okorie.....................................186


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CHAPTER TWENTY TWO: Strategies for Achieving Productivity in theUniversal Basic Education (UBE) Scheme-Dr. M.O. Arikewuyo....198CHAPTER TWENTY THREE: The Socio-Economic and Socio CulturalContext of Juvenile Street Trading in Lagos-Dr. J. O. Omokhodion......................................208CHAPTER TWENTY FOUR: The Making of a Productive Teacher ofSocial Studies for Nigerian Secondary Schools-Drs. C.C. Okam, G.O. Bozimo and Mr. S.A. Rinfat...................212CHAPTER TWENTY FIVE: Deprofessionalization of Teaching andTeachers' Productivity in Nigeria-Dr. R.W. Okunloye........................................219

CHAPTER TWENTY SIX: Organisational Climate and TeacherProductivity in secondary Schools in Jos-North Local Government Areaof Plateau State-Dr. E.E. Oluchukwu........................................226CHAPTER TWENTY SEVEN: Lecturers Job Satisfaction andPerformance in Nigerian Colleges of Education-Dr. (Mrs.) A.I. Fabiyi .....................................237


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RESOURCE ALLOCATION AND UTILISATIONFOR UNIVERSITY EDUCATION IN NIGERIA:

TRENDS AND ISSUESBY

Professor D. O. DUROSARO

IntroductionIn many countries, education is viewed as a good investment in

nations development. The reason for this is that it is expected that theeducational system will produce the quality and quantity of humanresources required for the economy's growth using the right mix of

inputs.In Nigeria the educational sector has been consuming quite a

large proportion of the annual budgets of our states because expenditureon this sector is largely regarded as an investment. But the problemwhich is currently assailing the Nigerian educational system is the usualgap between the expected and the actual quality of output. There is theneed to establish and maintain an appreciable educational standard at alllevels. There is also the need to establish standardised operating criteriafor the system. Our educational system seems to be crisis-ridden and oureducational managers have always been busy managing crises or facingcrises of management because of the issues of the absence of clearlydefined standards of operation. In recent time, there have beenincreases in the investment on education which according to Aghenta

(1987) had risen up to 40% of the annual budget at state level and about24% at the Federal level. The increase in expenditure on education hasresulted in greater awareness and interest in the quality of education

Politicians, parents, educationists and all concerned individualshave been quick to comment on the issue of standards in education inNigeria. Since expenditure in education is largely regarded as aninvestment, continuous appraisal to ensure both cost-effectiveness andprudence seems appropriate as in the commercial and industrial sectors.

Hence, a part of this paper tries to examine the issue ofstandards in Nigerian education with particular reference to resourceallocation and utilization for University education.The Concept of Standards

The word standard is a relative term. It implies that there must bea reference point from which the intrinsic value of an endeavour can be

measured, the general impression in Nigeria seems to be that the


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Education and Productivity in Nigeria 52

standard of education is on the downward trend. An English dictionarysimply defines standard as a 'model" or 'anything regarded as perfectand which could be used as a basis of comparison" (Halsey. 1979). Thisdefinition confirms the view that there must be a basis for comparison ofeither the educational products or practices over time before one car-pass a judgement. Hence, those who condemned the standard ofpresent Nigerian education do so by making vivid comparison betweenthe, products of yester-years and those of present day. For instance a

person might lament the falling' standard in English and Mathematics inthe schools based on the fact that the majority of the products of schools30 or 40 years ago wrote and spoke better English and were able tosolve mathematical problems than their counterparts of present dayschools

Some other scholars have viewed the concept of standard ineducation from other perspectives. For instance, Funk and Wagnalls(1975) viewed standard in education as a measure or quality to whichother measures or qualities must conform Also, Majasan (1989) opinedthat standard in education is a normative variable that is based on certainindices that are themselves defined by the values, goals, orientation andlevel of development of society This opinion was corroborated by Udoh(1989) who intimated that standard in education comes in when the

degree or level of excellence are indicated for the achievement of thepurposes of education. Standard, thus viewed, is the desirable level ofattainment.Therefore, the basic questions raised in this paper are:1. How are human, material and financial resources allocated touniversity education Nigeria?2. How are human, material and financial resources allocated touniversity education in Nigeria utilised?3. Is there any desirable level of attainment set for bothresource allocation and utilization for university education in Nigeria?4. How well are the set levels of attainment being met?5. What are the possible strategies for improvement?


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Resource Allocation to University EducationFor the sake of clarity, the term resource allocation is used here to meanthe distribution of human and material resources devoted to universityeducation in Nigeria. This definition is in line with the ideas of previousscholars like Akangbou (1987), Callaway and Musone (1968), Gravenir(1984) and Durosaro (1985). The resources to be considered includehuman and material resources. The human resource includes both staffand student personnel while the material resource includes both financialand physical facilities devoted to the system.

Human Resource AllocationWith regard to the human resource allocation to universities in Nigeria,the student enrolment in the system is guided by a national policy of60.40 ratio for science and arts enrolment respectively. Table 1 presentsa vivid picture of the distribution of enrolment in Nigerian Universities byfaculty. The Table shows clearly that the enrolment is heavily weightedtowards the humanities - rather than sciences.

Table 1: Enrolment in Nigerian Universities by Faculty 1986 - 1990.______

Field of Faculties 1986 1987 1988 1989 1990Study

Sciences Agriculture 7566 8,078 9,087 9,582 12943Earth & 108 510 564 618 N.A.

MineralSciencesEngineering 10,026 11,327 12,555 13,964 15,085andTechnologyEnvironmental 4,585 4,979 5371 5.186 6 ,091DesignMedicine 8958 9353 9856 10034 10960Pharmacy 1811 2043 1993 1994 2316Science 16969 18840 21199 25466 29526Vet. Medicine 994 1121 1292 1364 1448Sub-Total* 51,047 56,251 61,929 100,560 78,369

Humanities Administration 7,614 8,019 8,859 9,974 12,683Arts 18,029 18,155 20,255 22,378 23,377Education 23,755 25,400 28,178 29,348 27,529Law 6,950 8,156 9,091 10,300 9,761Social Sciences 16,348 17,254 18,288 19,692 21,841Others 2,542 2,435 4,013 867 7,311


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Sub-Total* 75,238 79,419 88,684 60,207 102,502Grand Total 126,283 135,670 150,613 160,767 180,871

Sources: NUC Statistical Digest 1980 - 86. 1987- 90.

Also, the staffing of the university system in Nigeria is guided bythe laid down criteria of the National Universities Commission (NUC).This is usually Faculty related. For example, it is stipulated that thelecturer/student ratio for Arts should be 1:22. The lecturer/student ratiofor the Sciences should be 1:15 while the lecturer/student ratio for theFaculty of Education should be 1:25. The Basic Medical Sciences havethe lowest lecturer/student ratio. The Nigerian Medical Councilrecommends one lecturer to 15 students in every subject area, but in theclinical area the recommendation is one lecturer to 10 students. The dataon academic staff in Nigerian Universities between 1986 and 1990 areshown on Table 2.


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Table 2: Number of Academic Staff in Nigerian 1986-90.Universities by Institution

Institution 1986 1987 1988 1989 1990University of Ibadan 1,065 1 ,065 " 1,075 1,098 1,129University of Lagos 1,054 958 902 705 716University of Nigeria, Nsukka 892 863 839 873 879

A. B. U. Zaria 1,227 1,280 820 1,186 1,186O. A. U. lle-lfe 983 1,013 1,153 962 924University of Benin 659 671 153 667 627University of Jos 440 505 915 433 46University of Calabar 419 385 657 420 436Bayero University, Kano 330 336 457 355 401University of Maiduguri 339 615 698 653 784Usumanu Danfodio Univ. 263 318 415 297 31 1SokotoUniversity of llorin 356 367 348 401 446University of Port-Harcourt 335 411 588 401 400

A. T. B,a)ewa Univ., Bauchi - - 32 162 151University of Makurdi - - 265 103 141F. U. T. Owerri 97 112 415 140 160F. U. T. Yola _ - 384 94 131F U. T. Akure 52 67 127 106 126r- U. Agric. Abeokuta - - 97 50 67F U. T. Minna 32 51 73 84 111Sub-Total 8,370 9,019 9,106 9,216 9,597

Anambra State Univ. 95 147 147 275 241Rivers State Univ. 321 321 321 319 457Imo State Univ. 142 142 142 203 89

Bendel State Univ. 167 346 359 363 435Ondo State Univ. 92 92 92 141 141Ogun State Univ. 142 241 241 255 290Cross River State Univ. 232 261 361 324 329Lagos State Univ. 77 111 111 147 157Sub-Total 1,268 1,661 1,661 2,029 2,139Grand Total 10,038 10,680 10,764 11,245 11,736


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Table 2 reveals that the Ahmadu Bello University which had me highestalso had the largest number of academic sis'''Bellowed by the of Ibadanand Lagos respectively. Apparent' too, the first universities have moreacademic staff t! "n the second ration universities and the latter also havemore academic staff than the third generation and state owneduniversities The structure of academic staff in each department shouldbe such that Professorial grade accounts for 20%, Senior Lecturer grade45% and Lecturer grade 35%

The distribution of non-academic staff of Nigerian universitiesalso fall in line with the National Universities Commission approvedresource allocation parameter. There are laid down ratios for academic tonon-academic senior administrative and technical staff. For examples,there should be one senior administrative staff to every three academicstaff. There should also be one senior technical support staff to everythree or four academic staff in the science based disciplines. For the

junior support staff, there should be a total of half of the senior staffestablishment.

The data on the non academic staff in Nigerian universities byinstitution from 1986 to 1990 are presented on Table 3.


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Table 3: Number of Non-Academic Staff in Nigerian Universities byInstitution: 1986-90.

Institution 1986 1987 1988 1989 1990

University of Ibadan 2,349 2,364 2,364 4,894 4,779University of Lagos 2,408 2,465 2,389 3,959 2,994University of Nig. Nsukka 1,912 1,796 1,942 5,676 4,452A. B. U. Zaria 2,301 2,300 2,247 3,816 4,112O. A. U. lle-lfe 900 111 1,081 4,034 3,312University of Benin 1,022 1,049 1 ,252- 2,256 2,462

University of Jos 970 1,037 -924 1,838 1 ,782University of Calabar 883 883 806 2,045 2,090Bayero University, Kano 606 624 637 1,353 1,431University of Maiduguri 833 830 940 2,400 2,177Usuman Danfodio Univ.Sokoto 414 509 488 1,120 1,133University of llorin 822 830 933 1,373 1,712University of Port-Harcourt 377 540 808 1,782 1 ,927A. T. Balewa Univ., Bauchi - - - 526 579University of Makurdi - - - 618 820F. U. T. Owerri 237 171 314 661 694F.U.T. Yola - - - 445 366F. U. T. Akure 159 160 207 425 527F. U. Agric. Abeokuta - - - 363 373F. U. T. Minna 66 110 150 376 433Sub-Total 16,252 17,734 17,482 40,320 38,194

Anambra State Univ. 167 293 293 1,086 1,103Rivers State Univ. 530 530 530 1,429Imo State Univ. 235 235 235 612 89' Bendel State Univ. 213 637 635 1,641 1,544Ondo .State Univ. 147 186 186 386 386Ogun State Univ. 193 342 336 504 373Cross River State Univ. 383 364 364 1,052 1,099Lagos State Univ. 143 198 267 554 648Sub-Total 2,811 2,785 2,848 7,264 6,727Grand Total 29,063 20,519 20,330 47,584 44,921


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The table shows that in 1990, the University of Ibadan had the largestacademic staff, followed closely by University of Nigeria, and AhmaduBello University, Zaria. Even though the state srsities belong to thefourth generation of universities, some of them as Bayero University,Kano and Usman Dan Fodio University, koto had employed more nonacademic staff than some second generation universities.

Physical Facilities AllocationAt this juncture, it may be necessary to discuss the material

resource allocation to Nigerian universities. A look at the data on physicalresource allocation to Nigerian universities shows that there wasremarkable growth in the number of university institutions in Nigeriabetween 1986 and 1990. Table 4 presents the relevant information onthis aspect. The number of universities in Nigeria in 1986 was 24. Thenumber rose to 28 by 1989 and 29 in 1990. The physical facilities in eachinstitution varied widely in terms of quantity and quality. There are broadguidelines on the procurement of materials and facilities for each facultyand department, depending on the dictates of the course programmes.

The basic facilities provided in each university include studentaccommodation, lecture rooms, health care facilities, workshops andlaboratories, administrative facilities and equipment and furniture as wellas municipal services. The requirement varies from department to

department but there are broad guidelines from NUC. For-example, thereare prescribed minimum space requirements for offices, hostels,classrooms, laboratories, seminar and conference rooms. Academic staffoffices should be 13.5 m2 per lecturer, classroom accommodation shouldbe 0.7 m2 per student, laboratory should be 7.5 m? per student whileconference rooms should be 18.5 m2 per student. Moreover, threecategories of equipment are needed in most university departments. .Theb first category is needed for teaching purposes, the second for officeuse the third category of equipment is needed for administrative work,research and students' fieldwork. For teaching, each lecturer has chalkboard, pieces of chalk, overhead projector, video set and personalcomputer and tape recorders. For office use in the departmental Offices,there is need for one good photocopier, copying machine, one or twotypewriters, one typesetting filing cabinets, air conditioners, one set ofupholstered


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chairs, six office chairs, four book shelves, one refrigerator, oneexecutive table and chair, two typist tables and chairs, a wall to wallcarpeting, one car, two notice boards and at least one blackboard.In addition, in each lecturer's office there should be one table, fourchairs, one air conditioner, one filing cabinet, one blackboard and twobookshelves with a floor decently carpeted.

There are also other instructional equipment that should beprovided in the science based departments. For instance, in the MedicalSciences, to teach Anatomy there should be one cadaver for eightstudents, one dissecting microscope for eight students, one lightmicroscope for two students, one spectrophotometer for twenty studentsand one centrifuge for six students.

There is no doubt, all these resources have financial implicationsand it is pertinent to discuss the financial resource allocation to NigerianUniversities at this point.Financial Resource Allocation

Financial resource passes from the Federal Government throughthe National Universities Commission (NUC) to Federal Universities. TheNUC has five major divisions one of which is the Finance Division whichis saddled with the responsibility of managing and disbursing funds touniversities. The funds to the universities could be in form of recurrentgrant, capital grant and special grants. The NUC has laid down general

financial policies for the universities and it advises the institutions onfinancial matters.

Capital grants to Nigerian universities is usually in line with theprovisions of the overall national development plan and as catered for inthe fiscal year's budget. In determining the capital expenditure of auniversity, the student enrolment and the nature of the courseprogrammes play very vital roles. These guide the determination oflecturers, space for lectures and other support services required. Theserequirements when calculated are then translated into specific projectsand arranged in their order of priority. The estimated cost of each projectis then determined. It is the combination of all the estimated costs of allsuch projects in a university that form the capital estimates submitted tothe NUC. However, when a university submits the capital estimate to the

NUC, the Planning Division of the Commission analyses it against the


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background of the university's enrolment, the national manpowerdevelopment target and realism.

After verifying the cost computations, the Vice Chancellors,Bursars and the academic planning officers of the universities are theninvited to a budget hearing session at the NUC at which the differencesbetween the adjusted estimate by the NUC and the original submissionsof the institutions are discussed. The final and agreeable estimate is thenapproved by the NUC for submission through the Federal Ministry ofEducation to the Federal Ministry of Finance for approval before itbecomes the basis for capital expenditure.

The NUC exercises control over capital expenditure in theuniversities by making official visits to the various universities to see, atfirst hand, the site and the physical structures. There are also consultantsfrom the NUC who monitor drawings and specifications of each projectand every project must be approved before it is started. Also, a memberof the NUC is required to attend all tender board meetings of eachuniversity and each university is expected to complete a capital projectdata sheet which is used to provide, on a quarterly basis, the physicalprogress report as well as the cost to date of each project.

In addition, a team of auditors from NUC makes occasional visitsto universities to verify the financial information given by universities oneach project. It is a financial requirement that universities should keep aseparate bank account for capital grants so that such funds are not

inadvertently misappropriated for recurrent expenditures. The universitiesare mandated to submit a quarterly capital grant return to NUC in linewith the Finance Ordinance of 1958 (Section 9). The detail of informationto be compiled in the quarterly capital grant return includes: name anddescription of each capital project in progress, stage of completion at thetime of making quarterly return, estimated cost to that stage, actual costof project to that stage, variance of actual cost from estimated cost andexplanation for variance, a statement of receipt and disbursement for thecapital grant fund, and a bank reconciliation statement for capital grantbank account.

The trend in the capital grant allocation to Federal Governmentowned Universities in Nigeria is presented on Table 4.



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Table 4: Capital Grants to Federal Universities in Nigeria, 1986 - 1990.Years 1986 1987 1988 1989 1990

N N N N N

Amount 48,877,120 127,500,000 81,000,000 60,833,318 80,000,000

Source: A/L/C Annual Reports, 1986 - 1990.

Table 5 shows that allocation of capital funds to universities

fluctuated widely. The grant rose from N 45.8 million in 1986 to N 127.5million in 1987 but declined to N 60.8 million in 1989. This figure 'rose toN 80.0 million by 1990.

The procedure used for the recurrent grant allocation touniversities is fairly similar to that of the capital grant. The universities arerequested to submit their recurrent expenditure needs for the nextfinancial year to NUC. The NUC then spends considerable time pruningand consolidating them for budget hearing. All vice chancellors, bursarsand directors of planning attend the budget hearing to defend theestimates submitted by them. The agreeable estimate is then forwardedto the Federal Government for approval before it becomes the basis formaking recurrent expenditure in the Universities!

The recurrent allocations of the universities are used mainly forpersonal emoluments and other charges. The personal emolumentfigures are fairly exact and actual while the other charges consist ofoperating expenses some of which are variable while others are fixed.,The trend of recurrent grant allocation to Federal Government owneduniversities in Nigeria is shown in Table 5.

Table 5: Recurrent Grants to Federal Universities in Nigeria, 1986-1990.

Years 1986 1987 1988 1989 1990N N N N N

Amount 442,594,570 406,405,501 316,047,550 500,000,000 575,000,000

Source. A/L/C Annual Report!?, 1986 - 1990.



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Table 5 shows that N 442.5 million was allocated as recurrentgrant to Nigerian Universities in 1986. The amount declined to N 316.0million in but rose to N 575.0 million in 1990.

Resource Utilization for University EducationResource utilization in this paper means the manner of

application of the human, material and financial resources devoted touniversity education. Human resource utilization, with particularreference to students did not comply with the 60:40 quota of scienceversus humanities between 1986 and 1990. Table 6 presents the data onenrolment ratio in Nigerian universities from 1986 - 1990 vis a vis scienceand humanities.

Table 6: Enrolment in Nigerian Universities showing ratio of science tohumanities, 1986- 1990Discipline/Years 1986 1987 1988 1989 1990Science 51,047 56,251 61,917 68,208 78,369Humanities 75,238 79,419 88,684 92,559 102,502Ratio of Science/Humanities 40:60 42:58 41:59 42:58 43:57

Source: NUC Statistical Digest.

Table 6 shows that the trend was in favour of humanities.Between 1986 and 1990 the enrolment in the sciences was 42% of totalenrolment. When the utilization of university teachers is considered, thelecturer-student ratio in most Nigerian universities seems to fall short of

the prescribed minimum. For example, the lecturer-student ratios inNigerian universities by faculties for the 1985/86 academic year ispresented on.



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Table 7: Number of Academic Staff in Nigerian Universities by Institution:1986-90.Institution

Adm- Agric Arts Earth & Educ., Engin/ Law Medi- Scie- Soc.Min. Envir. cine nce Sci.

University of _ 14.2 9.7 10.4 12.0 _ 10.8 8.8 10.8 17.8Ibadan

University of 21.2 - 8.6 11.3 14.7 15.1 18.3 4.3 _ 17.6Lagos

University of 35.0 10.8 9.1 19.1 21.3 23.1 19.6 10.2 9.3 13.3Nigeria,Nsukka

A. B. U. Zarla 44.6 3.5 11.9 20.6 6.9 12.1 10.2 "5.8 7.5 _O. A. U. lie- 15.0 13.9 7.7 22.1 16.3 24.3 18.5 5.5 8.3 16.8Ife

University of - 7.8 14.9 25.0 18.1 _ 34.5 6.9 10.2 17.7Benin

University of - - 16.0 13.0 _ 10.4 33.5 9.4 6.2 16.4Jos

University of - 24.2 17.2 19.1 _ _ 2.1 6.9 7.1 11.1Calabar

Bayero - - 12.4 29.2 4.6 _ 18.3 28.0 5.5 10.7University,Kano

University of - 4.4 9.7 23.6 2.8 _ 25.4 5.5 6.7 10.2MalduguriUsumanu _ 6.0 14.2/ - 25.7 21.8 3.6 8.5 12.4

Danfodlp 7Univ. Sokoto

University of - 20.5 14.3 20.9 20.0 _ _ 7.6 12.8 22.7Llorln

University of 19.7 - 11.5 40.1 7.7 _ _ 6.3 6.7 16.7Port-Harcourt

F. U. T. 5.2 6.3 7.4 _ 10.9 _ _ _ _ Owerrl

F. U. T. - 11.8 10.8 _. _ _ _ 6.9Akure

F. U. T. - 9.5 - _ 14.6 4.4 _ _ 4.7Minn

1Federal 29.9 10.5 11.4 8.2 15.5 10.1 16.7 28.0 6.9 8.8 15,3Universities

Anambra 10.4 _ _ _ - 4.9 22.1 8.3 _ _ 12.6 41.6State Univ.

Rivers State 17.2 7.1 - 48.9 7.6 13.4 21.4 _ 3.9 _



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Univ.

Imo State 17.4 - 16.9 _ _ 6.8 60.1 _ 6.5 14.9Univ.

BendelStaet - . - 12.3 13.2 5.2 8.9 14.4 _ 12.9Univ.

Ondo State - - 25.2 37.5 - _ _ 11.1 22.9 63Univ.

Ogun State 4.2 10.0 - 17.2 - - 15.8 4.9 7.4 10.6 XUniv.

Crocs River 5.9 - 31.9 - - - - 4.2 20.4State Univ.

Lagos State - 17.6 - - 9.2 - 21.8 -Univ.

Sta te 14.5 6.4 11.4 - 18.4 11.5 9 .9 17.7 4 .9 8.6 17.6

Universities

Fed. & State 23.0 10.0 11.4 8.2 18.5 12,8 14.8 24.9 6.8 8.8 15.6Univs.Source: NUC Annual Report, 1985/86.

The average lecturer/student ratio in Nigerian universities was1:25.9 in Administration instead of 1:22. Also in science, thelecturer/student ratio was 1:8.8 instead of 1:15. In education theactual ratio was 1:18.5 instead of 1:25 prescribed. In medicine, theactual ratio was 1:6.9 instead of 1:15.

In addition, there were variations in the lecturer/student ratiobetween Federal and State owned universities. In administration, the

ratio for federal universities was 1:25.9 on the average while for stateuniversities it was 1:14.5. For law, federal universities had an averageof 1:28 while state universities had an average of 1:17.7. However, insome of the faculties there seems to be some uniformity in thelecturer/student ratio in both federal and state universities.

Table 8 shows the utilization of non-teaching personnel. Thenon-academic staff ratio rose from 1:2 in 1986 to 1:4 in 1989 and wasdown to 1:3 in 1990. The state owned universities had a ratio of oneacademic staff to three non academic staff in 1990. No doubt, theacademic/non academic staff mix has some implications for efficiencyin finance, space and material utilization.



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Table 8: Academic/Non Academic Staff ratio in Nigerian Universities,1986-1990.Years 1986 1987 1988 1989 1990

Academics 8,770 9,019 9,103 9,216 9,597Non Academics 16,252 17,734 17,482 40,320 38,194Ratio 1:2 1:2 1:2 1:4 1:4

Academics 1,268 1,661 1,661 2,029 2,139Non Academics 2,811 2,785 2,848 7,264 6,727Ratio 1:2 1:2 1:2 1:4 1:3

Source. Computed from NUC Annual Reports, 1986 - 1990.

The information on the unit cost per student in Nigerian

universities is presented on Table 9.Table 9: Unit cost per student in Nigeria Universities 1986-1990Years - 1986 1987 1988 1989 1990

Capital Cost N 45,877,120 N127,500,000 N 81 ,000,000 N 60,833,318 N 80,000,000

Recurrent Cost N 442,594,570 N406,405,501 N 316,047,550 N 500,000,000 N 575,000,000

Total Cost N 488,47 1,690 N533,905,501 N 397,047,550 N 560,833,318 N 655,000,000

Enrolment 126,285 135,670 150,613 160,767 180,871

Unit Cost N3,868.01 N 3,935.33 N 2,636.21 N 3,488.49 N 3,621.37

Source: Computed from NUC Annual Reports, 1986 - 1990.

The Table shows that the unit cost per student in Nigerianuniversities varied from N33,868.01 in 1986 to N 3,935.33 in 1987. Thecost declined to N 2,636.21 in 1988 but rose slightly to N 3,621.37 in1990. The provision of funds for goods and services in direct teachingdepartments in Nigerian universities is in relation to the intensity ofstudent teacher contact, Laboratory facilities and type of teachingequipment required in the following proportion:

In the humanities, between 15% and 20% of total salaries of staffin the discipline is provided for goods and services.

In the science-based disciplines, up to 25 - 36% of total staffsalaries is provided.

Allocation for library is 6% of total operating cost in the university.Education and Productivity in Nigeria 66

Allocation for teaching and research equipment is 5% of total


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operating cost in the university.Research fund allocation is 20% of total teaching cost or higher if

research needs can be justified.Public service fund allocation is 10% of total teaching cost.

Administrative support cost is also provided for, to pay forsalaries, goods and services required by all non academic personnel notlocated in academic departments.

Special allocations are also made for health services,maintenance of goods and property on per staff member rate. There arealso non academic expenditure like leave grant, housing allowance,vehicle allowance and retirement benefits at nationally approved rates.

ConclusionObviously, there seems to be some desirable levels of

attainment set for the resource allocation and utilization in Nigerianuniversities. The pertinent thing to discuss is whether the criteriaprovided are met and followed by all. The present study discovered thatthe 60/40 quota of student enrolment in science/humanities was not met.

Also, the lecturer/student ratios prescribed in the faculties were notachieved. The academic/non academic quota in some cases was notmet. These gaps, no doubt, have implication on the use-efficiency of ouruniversity resources. Most universities complain of inadequacy of spaceand material resources. Staff members in the faculties face the problemof attrition owing to poor facilities and conditions of service. Yet, studentenrolment continues to grow, leading to inadequate facilities in the

universities.The persisting economic downturn seems to have compounded

the problems particularly with the serious depreciation of the rain and thelower absorptive capacity of the economy for university graduate. Thefacilities in the universities can no longer be maintained as they should.

The high cost of universities and other tertiary institutions inrelation to basic education, together with the fear of increasing problemof graduate unemployment in Nigeria calls for a rethinking of the goals ofour university system.



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