student enrolment and educational expenditure in university education: an examination of trends in...

@ Pergamon Int. J. Educational Development, Vol. 16, N o 1, p p 79-S7, 1996

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S T U D E N T E N R O L M E N T A N D E D U C A T I O N A L E X P E N D I T U R E IN

U N I V E R S I T Y E D U C A T I O N : A N E X A M I N A T I O N O F T R E N D S IN

N I G E R I A (1980-1990)

Institute of

OSA C. TAWARI and MAUREEN KOKO

Education, Rivers State University of Science & Technology, P.M.B. 5080, Nkpolu, Port Harcourt, Rivers State, Nigeria

Abstract - - This paper attempts a brief analysis of the trends in student enrolment and educational expenditure in university education in Nigeria. It examines the philosophical and methodological foundations on which admission into Nigerian universities is based and investigates the trends in student enrolment and educational expenditure for a period of 10 years. The consequences of the rapid explosion in student enrolments in the university system, amidst scarce and dwindling resources (human, material and financial), on varied educational transactions are highlighted and discussed. The paper concludes with a review of the implications of the inherent trends for enhanced university management in Nigeria.

INTRODUCTION

The crucial place of education and training in the social, political and economic development of any country developed or developing, has been discussed and diagnosed in the past. Theoretical and empirical evidence have uni- versally reflected and acknowledged that it is only when the citizens of any country are well educated and appropriately trained, that the attainment of rapid national economic and social development can be ensured.

At the personal level, education has been described as being necessary for the individual's survival as well as his or her growth and development in the society through private services such as the transmission of literacy, the creation of a politically sophisticated and enlightened electorate, additions to knowledge through research, advancement in the social scale, etc. that are rendered. Likewise, at the commu- nal, national or societal level, the benefits of education relate to increasing productivity and human capital investment, needed for national growth.

Consequent on this universal recognition of these economic and non-economic roles of education both in the private and public sectors, governments (federal, state or local), corporate bodies and private individuals all over the world have expended huge amounts of both

financial and other resources on the provision of the quantity and quality education at various levels. In Nigeria, the overwhelming interest of the Federal Government in education has eventually led to its adoption of education as 'an instrument par excellence for effecting even national development' and developing national consciousness (Federal Republic of Nigeria, 1981, p. 5).

Within the educational system also, university education, a sub-component of higher education in all economies of the world, is accorded a pivotal position at the apex, as the core and prime-mover of other levels of education (primary and secondary), materials and all tangible and intangible resources for national growth, development and posterity. Universities represent the highest centres of learning and excellence. Often, they have been proclaimed to be very essential to the development of any nation, by their very nature of being hot seats of research as well as knowledge factories for producing all high-level manpower for the nation.

Accordingly, the National Policy on Edu- cation (NPE) (Federal Republic of Nigeria, 1981, p. 22), stipulates that higher education, particularly university education should aim at the following in Nigeria:

(a) the acquisition, development and incul-

79

80 OSA C. TAWARI and MAUREEN KOKO

cation of the proper value-orientation for the survival of the individual and society;

(b) the development of the intellectual ca- pacities of individuals to understand and ap- preciate their environment;

(c) the acquisition of both physical and intellectual skills which will enable individuals to develop into useful members of the community;

(d) the acquisition of an objective view of the local and external environments through: (i) teaching; (ii) research; (iii) the dissemination of existing and new information; (iv) the pursuit of service to the community; and (v) being a storehouse of knowledge.

These activities though they differ consid- erably in content and in emphasis from time to time and from place to place, are often demanding and challenging on the part of the universities. Hence the universities need at all times, quality and quantity resources (human, material and financial), adequate and functional processes (organisational and struc- tural), and efficient transactions (internal and external), for expected results (outcomes and benefits), to be attained.

The university system in its developmental trend in Nigeria, in spite of the turbulent environments and harsh social, economic, political conditions under which it operates, has been highly exposed to an avalanche of changes in forms, functions and curriculum in recent times. The ceaseless search for technological emancipation in all sectors of the nation's economy, continues to place considerable de- mands on the universities. Furthermore, the inexorable pressures from the society for more university spaces and more graduates have resulted in an unprecedented expansion in the number of universities and in student enrolments.

Consequently, the universities have expand- ed from being one (University of Ibadan) in 1948; to six in 1962/1970 (Lagos, Nsukka, Ife, Zaria and Benin); to 13 in 1977 (Calabar, Jos, Maiduguri, Sokoto, Kano, Ilorin and Port Harcourt); to 28 in 1986 (Federal University of Technology at Owerri, Akure, Abeokuta, Minna, Makurdi, Yola and Bauchi), to im- prove the arts/science ratio in universities and state-owned universities in Anambra, Bendel, Cross River, Imo, Lagos, Ogun and Rivers and an Open University at Abuja; and finally to

32 in 1992, made up of 24 federal and eight state-owned universities. Accompanying this growth in the university system was an attend- ant increase in student enrolment from 3800 in 1963 to 59,294 in 1979/80 session to 116,822 in the 1983/84 session (NUC Reports, 1984). Similarly, the undergraduate programmes offered in the universities increased in leaps and bounds to well over 700. Such increases have unprecedented implications for the university system in terms of staffing, equipment, infrastructure and funding.

Essentially, the Nigerian university system depends to a large extent on government financial support and the government in turn, depends on the world market to determine the economic condition of the country. This invari- ably determines what goes into the university system. Under the prevailing circumstances in the country (economic recession), universities have allegedly been suffering from a downward trend, especially in the area of funding.

Hence this discourse attempts to examine the trends in student enrolment in university education in Nigeria and highlight its resultant effects on educational expenditure and educational transactions within the university system, for an interval of 10 years (1980--1990). With- in this broad framework admission practices and enrolment trends in university education in Nigeria; government funding of university education from 1980 to 1990; effects of the trends in student enrolment on varied educational transactions within the system and consequent implications of these on university management, will be analysed and discussed in detail. The paper will conclude with a review of future alternatives, to redress the inherent maladies, if any.

ADMISSION PRACTICES IN THE UNIVERSITY SYSTEM IN NIGERIA

Before the 1975/76 academic session when the number of universities in the country was only six, admission of students into the universities was relatively easy. The candidates applied to only one or two universities and secured placements on successful performances in the university's internal examinations, based on internal standards and traditions. But in 1975/1976 session when universities increased to 12, the issue of multiple admissions and applications became more serious. Often, many

ENROLMENT TRENDS IN NIGERIA 81

candidates were offered multiple admissions into two, three or more universities, individ- ually, while some others who were qualified were neglected because of the availability of spaces.

It is against this background, therefore, that the Committee of Vice-Chancellors, according to Rahman (1990) set up a panel of two experts comprising L. R. Kay, Secretary, Universities Central Council on Admissions from the U.K. and H. W. Pettipierre, Director of the Ontario Universities' Application Centre, Canada, to examine the existing system of admission and applications, without prejudice to existing individual standards and traditions of the various universities.

Similarly, in December 1975, the then Feder- al Military Government set up a Committee on Central Admissions board, with the following terms of reference:

(a) to study the problems of admission into Nigerian universities with a view to removing bottlenecks limiting entry into these institutions to enhance chances of admissions for candidates from all parts of the country and make appropriate recommendations;

(b) to study and make appropriate recommendations on how to ensure liberalisation of admissions;

(c) to review the performance of pre- university examination bodies in Nigeria;

(d) to review entry requirements of the various universities with a view to making them realistic, responsive to national needs and aspirations, and uniform;

(e) to make such other recommendations as will help the Federal Military Government achieve its objectives as enunciated in the Third National Development Plan.

The finished report of this Committee on Central Admissions board was submitted to the government on February 1977 and it led, in 1978, to the promulgation of the Joint Ad- missions and Matriculation Board (JAMB) by decree No. 2 of 1978. JAMB as constituted then was charged with the following responsibilities, among several others in the enabling decree as follows:

(a) the placement of suitably qualified candidates in the universities after having taken into account the vacancies available in each and every university, the preferences expressed or

otherwise indicated by candidates for certain universities and courses and such other matters as the Board may consider appropriate in the circumstances;

(b) the collection and dissemination of information on all matters relating to admissions into universities or to any other matter relevant to the discharge of the functions of the Board under this decree, etc.

Furthermore, the Federal Government in August 1981, issued more guidelines on admissions into all Federal universities to JAMB, to ensure that admissions into such institutions reflect the Federal Character as enunciated in the country's Constitution. For instance, a certain percentage of each university's quota is allocated to merit, locality, educationally disad- vantaged states and university discretion. For state-owned universities, the admission policies, though provided by the Proprietors of the universities (state government concerned), are also published alongside the admission criteria of the Federal universities in the comprehen- sive JAMB brochure, for the information of all prospective candidates and their sponsors. However, the states give larger percentages of their admissions quota to candidates from their states.

Basically, the mode of entry into Nigerian universities are as follows:-

(a) Direct entry for candidates who possess Advance level qualifications and its equiva- lents; and

(b) Joint Matriculation Examination (JME), for candidates who possess the Ordinary level qualifications.

While the JME candidates are required to sit an entrance examination (the JME), the Direct Entry candidates are not required to. They are offered admission based on the quality of both their 'A' level and 'O' level papers. In addition, the admissions into Nigerian universities is done in the three stages of (a) first JME admissions, (b) first Direct Entry admissions and (c) supplementary admissions, using outlined guidelines and procedures as enabled in the decree.

Laudable as this centralised procedure of admitting prospective candidates into the university system in Nigeria might sound in prin- ciple, the actual functioning of this organ of the Federal Ministry of Education - - JAMB


- - has been such that it has generated so much hue and cry on its apparent efficacy in its enor- mous task, by both the universities and their clients, in the larger society. In recent times for instance, the JAMB admissions exercise has continued to be a source of problems to university management in Nigeria. Often, their admission exercise continues up to January, in- stead of the usual October, when the academic year is supposed to commence. Essentially, such delays prolong registration of students, which in turn not only disrupt lectures and prolong the commencement of examinations in the first semester, but ultimately affect university calendars, disrupting in several cases pre-planned academic activities.

On a more serious note, scholars and educators, especially within the university system, have alleged that JAMB's existence obviously negates the whole essence of university auton- omy and professionalism through its denial of the universities' traditional rights of selecting their own students (Ejiogu and Ajeyalemi, 1987; Afolabi, 1988). In their candid opinion, admissions done by JAMB in recent times may not actually be on merit, which the universities naturally desire for a host of reasons. From the Federal Ministry of Education's guidelines for admissions into Federal universities (Federal Government of Nigeria, 1990) which stipulates 30--40% merits, 30% locality, 20-30% educationally less developed state and 10% discretion, and state admission policy based on discretion, it becomes obvious that less than 50% of the admissions into the university

system, in recent times is based on merit. Thus, meritocracy becomes slaughtered on the altar of mediocracy.

Furthermore, JAMB has sometimes been known to impose students on universities, even if such students from certain states did not make such universities their choice at all, and the failure of the university to admit such students has attracted some punitive measures according to Tamuno (1988) and Popoola (1988).

In spite of these criticisms, however, JAMB has continued to enjoy the confidence of the Federal Government and such scholars as Aminu (1983) who maintain that the problems of the organisation of entrance examinations to the universities had been eased by the activities of JAMB.

TREND IN STUDENT ENROLMENT IN UNIVERSITIES IN NIGERIA (1980-1990)

Student enrolment in Nigerian universities increased in leaps and bounds from 1395 in the 1960/61 academic session to about 77,791 in the 1980/81 and 180,871 in the 1989/1990 academic session. This shows an annual average rate of growth of about 8.6% for this period. The figures for about one decade, spanning from the 1980/81 to the 1989/1990 academic session are as shown in Table 1, which, in addition displays relevant data in respect of new entrants into the universities and graduate outputs from the universities for the same period of time.

A close look at the summary table reveals

Table 1. Student enrolment data in Nigerian universities (1980-1990)

% Total Annual % %

Academic student increase New New Graduate Graduate session enrolment (enrolment) entrants entrants output output

1. 1980/81 77,791 - - 33,910 43.6 13,880 17.8 2. 1981/82 90,751 16.7 36,454 40.2 15,715 17.3 3. 1982/83 104,774 15.5 37,777 36.1 21,447 20.5 4. 1983/84 116,822 11.5 43,522 37.3 25,822 22.1 5. 1984/85 126,285 8.1 46,260 36.6 27,550 21.8 6. 1985/86 135,783 7.5 48,468 35.7 30,489 22.5 7. 1986/87 150,613 10.9 53,844 35.7 30,935 20.5 8. 1987/88 160,767 6.7 57,489 35.8 37,286 23.1 9. 1988/89 172,404 7.2 63,297 36.7 31,312 18.2

10. 1989/90 180,871 4.9 62,452 34.5 6278 * 3.5 *

Source: NUC, Tafawa Balewa Square, Lagos, July 1991. *Not all the figures have been turned in by the universities.


that the level of the country's university student enrolment which was expected to grow from 66,000 in 1981 to 109,000 at the end of the Fourth Development Plan period in 1985, actually exploded to the level of 126,285 within the 1984/85 academic session, probably due to the indiscriminate expansionist development which was noticeable within the Nigerian university system in the oil boom era. Likewise, the enrolment figure for 1989/90 had doubled to more than twice the initial figure in 1980, representing more than a 100% increase.

However, it must be stressed that the student enrolment data reflected in Table 1 does not in actual fact give the whole magnitude of demand for university education in Nigeria, as it only represents the trend of the demand for university education in Nigeria that was effectively or actually met by the institutions in each of the years given. In Table 2, the structure of the demand for and supply of university first degree places for 2 years (1983 and 1987), as compiled by JAMB, gives an indication of the overall picture of demand for university education by Nigerians.

Table 2. Structure of demand for and supply of university first degree places - - 1983 and 1987

No. of % Year applicants No. admitted Admissions

1983 191,683 26,691 13.92 1987 210,525 34,456 16.36

Source: JAMB.

The total applications for university first degree admissions rose from 191,683 in 1983 to 210,525 in 1987, an increase of about 10%, while the offer of places increased by over 36% from 26,691 in 1983 to 36,456 in 1987. The applicants not offered university places, constituted 86.08% for 1983 and 83.64% for 1987 of the entire applicant population of 191,683 and 210,525, respectively.

To buttress the above, Briggs (1980) succinctly revealed that only 12.6% of a total of 115,000 applicants to the Nigerian university system got places in October 1978, while in 1979 15.5% out of a total of 114,397 candidates were offered admissions. These figures suggest applicant/placement ratios of about 8:1 and 7:1,

respectively, for the 2 years, thus confirming the inexorable pressures from the public for university spaces. Note on average that for every seven or eight candidates who apply for university first degree admission, one is admitted. This implies a high demand for university education, irrespective of the resources available to satisfy the aspirations and yearning of the prospective students in terms of staffing, equipment and infrastructure.

A further analysis of the student enrolment data (Table 1) revealed that the new entrants into the university system in Nigeria represent on average 37.2% of the entire population. In contrast, the universities on average produce graduate-output of 18.7% annually. This suggests an input-output ratio of 5:1. The gap between the entering freshmen and the graduating students is such that input by far exceeds output, suggesting high levels of student attrition. In other words, out of every five students in the universities, only one graduates at the end of the programme.

ENROLMENT TRENDS AND ACADEMIC STAFF REQUIREMENTS IN

NIGERIAN UNIVERSITIES (1980-1990)

Academic staff, by virtue of the unique position they occupy in the teaching-learning interaction definitely influence educational transactions and academic quality of the university system, in any environmental setting in the world.

In Nigeria, the National Universities Com- mission (NUC) in its co-ordinating and inte- grating role makes significant contributions in relation to staff policies and regulations, staff recruitment and emoluments, staff develop- ments and welfare. It stipulates the outlined staff/student ratio for the university system as follows:

1:15 for the arts and humanities; 1:10 for the sciences and 1:7 for medicine and related courses. The academic/administrative staff ratio is 5:1, while the academic/technical staff ratio is 3:1. The junior staff ratio is 30% of the student population.

To maximise the quality and/or quantity of instruction at any level of the educational system, reduced class size or lecturer/student ratio have been advocated in the belief that the teacher is able to provide more individu- alised forms of instruction (Porwall, 1978), give assignments, supervise the assignments


Table 3. Student enrolment and academic staff provisions in Nigerian universities (1980-1990)

No. of No. of Lecturer/ Academic sessions lecturers students student ratio

1. 1980/81 6666 77,791 1:12 2. 1981/82 8470 90,751 1:11 3. 1982/83 8736 104,774 1:12 4. 1983/84 9457 116,822 1:12 5. 1984/85 10,038 126,285 1:13 6. 1985/86 11,016 135,783 1:12 7. 1986/87 11,122 150,613 l:14 8. 1987/88 11,521 160,767 1:14 9. 1988/89 11,942 172,404 1:14

10. 1989/90 12,121 180,871 1:15

Source: NUC, Lagos, July 1991.

more frequently and determine the needs of the students better.

Relevant data in respect of student enrolment and academic staff provisions in Nigerian universities, are as displayed in Table 3.

An analysis of the data (Table 3) reveals that the computed lecturer/student ratio steadily increased from 1:11 in the 1982/83 session to 1:15 in the 1989/90 academic session. For the decade (1980-1990), an average lecturer/student ratio of 1:13 is observed, irrespective of the area of specialisation (arts/humanities; sciences and medical sciences). This exceeds the NUC stipulated ratio of 1:15, 1:10 and 1:7, respectively, giving an average of 1:10.6 for all three categories combined. The results thus suggest that there are more students to every lecturer than recommended by the NUC, probably due to the fact that student intake into the Nigerian university system is not proportional to the staff provisions. The net result of such an increase usually culminates in a considerable decline in academic excellence.

In recent times, this situation has been further compounded by inherent poor funding of the university system. There has been an increasing decline in the local and international complexion of Nigerian universities owing largely to poor salaries and even poorer work- ing conditions. Multiple industrial disputes, crises and unrest and varied conflicts have typified the university system from the 1980s to the present. These crises have been marked with a mass exodus of university lecturers to more lucrative jobs at home and abroad such that terms like 'brain drain' are now frequently used in connection with staff provisions in

the universities. Adequacy of the incentive structure and teaching/learning equipment and materials have often been decried.

E N R O L M E N T T R E N D S AND E D U C A T I O N A L E X P E N D I T U R E IN

UNIVERSITY E D U C A T I O N IN N I G E R I A (1980-1990)

By tradition, Nigerian universities depend to a large extent on the government (federal or state) for both its capital and recurrent costs, which are incurred to achieve the objectives for which the universities were established. For the federal universities, funds for these purposes are channelled through the NUC, a body set up by an act of Parliament for programme co-ordination, development and financing of Nigerian universities, in three major compo- nents as follows: (a) recurrent grants as a line item within the budget of the Federal Ministry of Education, (b) capital grants as a line item within the budget of Federal Ministry of Education, and more recently (c) teaching and research equipment grants.

Often, the capital grants are provided for overall physical and infrastructural projects such as buildings, roads and laboratories etc. while the recurrent grants are intended to cover such costs as (a) salaries of staff, (b) running costs of departments, (c) teaching and research equipment, (d) replacement of existing stocks of equipment and library materials, (e) student upkeep and maintenance, (g) maintenance of services and (g) fringe benefits for staff (NUC, 1978, pp. 34-35).

Typically, the universities make their respec-

E N R O L M E N T T R E N D S 1N N I G E R I A 85

tive requests for funds in a budget through the NUC to the Federal government for ap- proval and subsequent ratification. The NUC in furtherance of its co-ordinating role of the universities, examines the individual budgets in the light of the available funds and also on the basis of the proposed academic and physical projects, before making its recommendations to the government on the amount of money to be approved for each of the universities.

At this point, it is very pertinent to mention that some internal revenue, though of relatively marginal importance compared to the public funds provided by governments for the academic activities within the universities, is generated by the institutions themselves. The internal revenue, ranging from proceeds from school fees in the past and charges from university en- terprises such as guest houses, bookshops, and farms to profits from consultancy services and sale of unserviceable vehicles and equipment, accounted for about 5% of the universities' overall income.

The total capital and recurrent expenditure to the Federal universities from the 1980/81 to the 1989/90 academic session is shown in Table 4. Essentially, the data in the table suggest that government funding of the university system has been characterised by downward trends since the oil boom era. Thus, in spite of the apparent but inconsistent increases in the volume of overall grant available to the universities from 436.1 million Naira in 1980/81 to 600.3 million Naira in 1989/90, a closer analysis reveals that the actual money available to the individual universities has been on the decline from 42.8 million Naira each for instance in 1982/83 to 21.2 million Naira in 1987/88. Also, in terms of federal grant per university student, government subventions to the universities indicate an all-time lower figure than in the boom years.

In further elaboration, Osuntogun (1991) observed that the discrepancy in budgetary allocations ranged from 61.2% to 36.9% between 1980 and 1987. In 1989 alone, the difference was 47.7%. Hence, she concluded by maintaining that the allocation of funds has an insignificant relationship to the budget request of universities. Yahaya (1991) supports this by observing that in 1990 and 1991, universities requested 2 billion and 1.8 billion Naira, respectively, but were only given 650 million Naira for each of the 2 years.

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The global economic recession experienced in all sectors of the Nigerian economy at present, has affected the universities so much that they now suffer from cutbacks: squeezes in budgetary allocations, delayed and piece-meal disbursement of subventions as contended by Adesina (1988), Tamuno (1988) and Yahaya (1991). These incessant unrelated cutbacks and squeezes on capital and recurrent grants of university budgets, have seriously threatened the very existence of the university system, in relation to staffing, equipment, infrastructure and administration.

In general, the escalating student enrolment, accompanied by inherent dwindling resources, have left several of the universities littered with varied uncompleted projects with soaring costs. Essentially, the universities have re- mained under-developed as alleged by Alele- Williams (1991). The libraries and laboratories are mostly empty and bereft of teaching materials and equipment; the students learn under very difficult conditions and harsh environment; hostel accommodation is often over- crowded and inadequate. The universities are understaffed in the vital areas of academics and are mostly under-utilised, and research efforts which used to be a major concern are often grounded, due to unavailability of funds. In addition, planning has been very poor in the system. Many of the universities, by design, have the potential to accommodate between 30,000 and 50,000 students each, but with a population of 10,000 students at present they appear to be bursting at the seams. Always, the deteriorating trends in university finances and the indiscriminate and inexorable rises in student enrolments are adduced as causative factors for the above.

IMPLICATIONS FOR PRACTICE

For the moment in Nigeria, the numbers are prevailing over standards to such an extent in the universities that many educators and students are beginning to question whether the end result will have much value. The Government officials and policy-makers appear to have been caught in a dilemma. On the one hand, they can not find the money to support high quality university programmes which is made manifest by the simultaneous existence of under-funding and inefficient and ineffective management of available funds and

other resources. But on the other hand, a troubled world economy and Nigeria's multiple financial woes are continuously contributing to an ever-increasing public demand for free or low-cost university education - - a yearning that embraces most political goals.

The resultant indiscriminate expansion of institutions and explosion of student enrolment, in the midst of persistent and consistent reduc- tions in revenue appropriations, have serious implications for the universities, in terms of staffing, equipment, infrastructure, finance and management.

Generally, the government and university leaders across the country have to contend with the hard choice between educational quality and quantity, even though the attempt is likely to offend some segment of the university community or the general public. Educators and future employers have to become more aware also of each others' needs and greater emphasis should be placed on those aspects of the degree programmes which will produce more employable graduates to fulfil the country's manpower requirements.

Specifically, the government on its own part should consider and take appropriate measures to curb the indiscriminate expansion of the university system and reduce the student enrolment figures to a manageable size. This it can do through such avenues as the development and implementation of a viable and functional national population policy whose effects might over time ensure that the nation's population does not exceed its resource endowments, and through enlightenment campaigns and public awareness to highlight the means-ends con- straints of education and its benefits to its citizens. It will need to curtail the ever-increasing trend in student enrolment by keeping a close watch on its specified policies and guidelines and linking admissions to the type, level and number of employable skills required by the national economy; to resist further urges to establish more universities purely on political grounds and fortify and strengthen the quality of existing ones; to increase its overall productivity and strengthen its national currency to reduce the cost of materials.

The universities on their own part, have to protect their essential nature, even if that means down-sizing and becoming less acces- sible, less responsive and less diverse. They especially need to correct the current situation


in which students virtually get no academic counselling and provide mandatory student guidance and counselling services in all areas of student life, to help them in their choice of fields and skills of study. Likewise, the universities should establish and maintain a more intimate link and regulate the interaction with the employers to ensure that the outputs from the university system fit the needs of the country. Further, the universities should seek and develop alternate sources of income to generate their much needed funds and reduce their dependence on the central government funds. To fulfil this, the Ogundeko Commission's recommendations that universities should increase the levels of internally generated revenue through investments for independent income, expansion of consultancy services in areas of expertise and by charging reasonably and economically for services rendered to the community (NUC, 1978), should be implemented accordingly.

Finally, there is an urgent and dire need to plan better in all facets of the university system's work, so as to maximise the use of available resources - - human, material and financial - - in the optimal realisation of its pre-determined goals. For instance, a revitalised library service and well-equipped laboratories, workshops and classrooms will once again emphasise the research activity responsibilities of the universities. The staff have to be similarly motivated by enhanced incentives and work environments to remain in the system and perform efficiently.

CONCLUSION

The Nigerian university system is in such dire financial straits that the institutions have experienced frequent unrest, tension and conflicts in the recent past leading to eventual breakdowns. Often, the reasons adduced to such clashes are deeply related to educational funding and transactions within the system. The Nigerian populace is characterised by an excessive number of candidates wishing to re- ceive university education, when the available resources cannot adequately cope.

Accordingly, this paper has analysed the trends in student enrolment, educational expenditure and transactions within the university system, for a decade (1980-1990) noting its

salient features and manifestations. The implications of inherent trends have also been discussed and proposals made to remedy the situation.

REFERENCES

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Alele-Williams, G. (1991) Nigerian universities and the challenges of the 1990s. A. C. U. Bulletin of Current Documentation. The Association of Commonwealth Universities, No. 97.

Aminu, J. (1983) The factors for centralization in the two decades of Nigerian universities development. In Twenty Years of University Education in Nigeria. NUC, University Education in Nigeria.

Briggs, B. D. (1980) Federal character and higher Education in Nigeria. National Universities Commission Bulletin, July to September, NUC, Lagos.

Ejiogu, A. M. and Ajeyalemi, D. (1987) Emergent Issues in Nigerian Education. Joja Educational Research and Researchers Ltd (JERP), Lagos.

Federal Government of Nigeria (1990) Federal Ministry o f Education Guidelines on Admission into Federal Universities of Nigeria. Federal Ministry of Information, Printing Division.

Federal Republic of Nigeria (1981) National Policy on Education Revised. NERC Press, Yaba, Lagos.

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National Universities Commission (NUC) (1984) Annual Report June 1983 to June 1984. NUC, Lagos.

Osuntogun, A. (1991) Funding of universities. The Management o f Nigerian Universities in the 1990s. Proceedings of the 14th Annual Committee of Vice Chancellors. Seminar held at the University of Benin, 6-7 March.

Popoola, J. O. (1988) Changes in the Nigerian University system. The Committee o f Registrar o f Nigerian Univer- sities (CORNU). Seminar, 21 October.

Porwall, P. J. (1978) Class size: a Summary of Research. Educational Research Service, Arlington, VA.

Rahman, M. S. A. (1990) Admission policy and procedures. Education Today 3 (2).

Tamuno, T. N. (1988) Management of the universities in Nigeria: a look at the past, the present and the future. Resource management in the university system. Proceedings of the National University Com- mission~Committee o f Vice Chancellors~British Council. International seminar held at Kongo Conference Cen- tre, A. B. U. Zaria, 9-10 November.

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