Lecture Deliver by Prof Olugbamiro Jegede at 6th Combine Convocation Ceremony of Nasarawa State University

Rethinking Higher Education to Meet the
Challenges of the Emerging Global and
National Imperatives for Sustainable
Development
6th Combined Convocation Lecture
Nasarawa State University,
Keffi, Nigeria
March 29, 2022
Olugbemiro Jegede Emeritus Professor
National Open University of Nigeria
©jegede 2022
Table of Contents
Section Content Page
1.0 Preamble 3
2.0 Hello, NSUK Graduands 13
3.0 Introduction 18
4.0 Our Nostalgic Past 19
4.3 Learning for Sustainable Development 20
5.0 Education and Development 23
6.0 Nigeria’s Vital Educational Statistics 24
7.0 In The Beginning… 26
8.0 The Establishment of Fully Fledged Universities in Africa 30
9.0 Higher Education in Nigeria 32
10.0 Origin, Size and Shape of the Nigerian University System 34
11.0 Funding 38
12.0 When and How Things Began to Fall Apart 39
13.0 The Collapse of the Educational System 43
14.0 Urgently Required: Declare Education a Disaster Area Needing
Emergency Rescue 46
14.5 Indices of Illiteracy and Evidence of a Collapsed Educational System 48
15.0 What are the Solutions? Where Do We Go from Here? 48
16.0 The Way Forward for Africa 48
17.0 The Way Forward for Nigeria 50
17.1 Transformation of the Nigerian State 51
17.2 Transformation Through the Organised Private Sector 57
17.3 Transformation Through the Universities 60
17.4 Transformation Through the Academia and the Academics 70
17.5 Transformation Through Post Covid-19 Realities 73
17.6 Transformation Through New Learning Strategies 80
17.7 Transformation Through Parents and the Home 85
17.8 Transformation Through Ecological Relevance 87
17.9 Transformation Through Students 89
18.0 Conclusion 92
19.0 References 97
Tables
SIN Title Page
Higher Education Institutions in Nigeria 32
JAMB Admission Statistics 2010—2016 36
Nigeria Education Budget (2013-2021) 38
NIGERIA — Selected Human Development and Human Poverty Indices 51
NIGERIA: Incidence of Poverty over the Years (SOURCE: UNDP) 52
Nigeria: Regional Variations in the Incidence 52
of Poverty: 2004 (UNDP data)
Nigeria Poverty Rate – Historical Data (World Bank) 53
Nigeria Poverty Rate – Historical Data (World Bank) 72
Figures
SIN Title Page
Provisional admissions as percentage of total applications into Universities 37
Provisional admissions as percentage of total applications into Polytechnics 37
Provisional admissions as percentage of total applications into Colleges 37
of Education
Characteristics of world class universities (Salmi 2009, 8) 63
Four Pillars of the Knowledge Economy 66
Collateral Learning Theory (Jegede, 1995) 83
Integration of Changes in our University Education System with 21st Century 94
Sustainable Development
Seven Dangers to Human Values 95

1.0 Preamble
1.1 The Visitor of this University, The Governor of Nasarawa State of Nigeria, His Excellency, Engr Abdullahi Alhaji Sule; Members of the
Federal Executive Council; Members of the Executive Council of
Nasarawa State; Members of the National and State Assemblies; The
Executive Secretary of the National Universities Commission (NUC),
Professor Abubakar Rasheed, min, FNAL; The Chancellor of this great
University, our revered and well respected Royal Majesty, The Chancellor and Chairman of Convocation of the Nasarawa State University, HRH Dr Shehu Chindo Yamusa Ill, Emir of Keffi; the ProChancellor & Chairman of Council, Professor Adamu David Baikie; The Vice Chancellor and our most learned Comrade, Professor Suleiman Bala Mohammed; Members of Council; Principal Officers of the
University; Distinguished members of the Senate of this University; Honorary graduands; Visiting Vice Chancellors, Registrars and other principal officers (both current and past) of all universities present here today; Captains of Industry; Our Royal Highnesses; My Lords both temporal and Spiritual; The Chief Judge of the State and other members of the Judiciary; Chief Executive Officers and Heads of all Federal and State Government parastatals; Heads and Representatives of all Non-Governmental Organisations; Members of the immediate community in which the University resides; Members of the Press; Staff and Students, who have made this university what it is today;
Distinguished Ladies and Gentlemen,
1.2 It is my personal privilege, honour and pleasure to deliver this lecture to mark the 6th combined Convocation Ceremony of one of Nigeria’s
most progressive universities. I must thank God Almighty for making this day a reality, f or three major reasons. First, frankly speaking, I was not too sure if today will eventuate due to some of the twists and turns in the events leading to today’s event. This lecture was to have been given to mark the 2019/2020 Graduation Ceremony. But due to ASI-JU strike which occurred at that time, it was postponed indefinitely. Second, when it seemed all was clear to hold the convocation during the following session, Covid-19 struck and all hell broke loose globally and many things, including academic matters, ground to a halt virtually. The disease called, Coronavirus disease 2019, christened by the World Health Organisation (WHO) as COVID-19, is caused by a virus called Severe Acute Respiratory Syndrome corona virus 2 (2019-nCOV or SARS-C0V-2). Although its origin has not been definitively ascertained, COVID-19 may possibly have originated from the wet animal market in Wuhan, China, in December, 2019. A strain of the same virus known as SARS-CoV-1 affected more than 8,000 people in 2002/2003. The COVID-19 enters the body through nose, mouth, or eyes and attaches itself to cells in the respiratory tract (airways from nose to vocal chords), and can spread to lungs and if not cured leads to death.
1.3 What frightened people most and resulted into all necessary actions of containment, suppression and treatment was that, as the world has experienced, the virus can also end up in droplets that escape from the lungs through coughing or sneezing. This directly infects other humans or indirectly through other surfaces leading to one person capable Of infecting directly hundreds of other humans, or indirectly through contaminated surfaces. The World Health Organization declared COVID-19 a pandemic on 11 March, 2020. “A pandemic is a new disease that has spread over several countries or continents, usually affecting la rge number of people.
https://noun.zoom.us/j/92780029090?pwd=V2ZIU2ZPOUZzRVpBMmJ acVVs3L2Rudz09 . World wide, as at today, Tuesday, 22nd March, 2022 COVID-19 has infected over 471,080,294 with 6,101,029 deaths while Africa has got about 8,270,474 infected and 169,997 deaths. Nigeria recorded its first case on 27th February, 2020 and, as at today, has got 255,092 people infected with 3,142 deaths. Many believe that due to a variety of reasons, we may not be getting the correct figures and also that it will rise exponentially in due course.
1.4 The world has experienced a number of epidemics and pandemics, although none had defied full understanding and quick solution like COVID-19. During the 14th Century, bubonic plague affected 25 million in Europe with a total population of 100 million. In 1432, a devastating epidemic hit Lisbon, spreading to the entire country of Portugal. Tens Of thousands were killed.
1.5 From 1918 to 1920 there was an influenza pandemic which killed over 50 million people. In 1981, AIDS has killed over 25 million people with 33 million living with HIV. Due to the fact that Covid-19 has appeared more deadly and contagious than other well known influenzas, there was the fear globally that COVID-19 will sweep many millions away than any other pandemic the world has had to date.
1.6 As has been said in many quarters by experts, Covid-19 is the worst health crisis of our times. The statistics from South Korea and Italy confirm this. However, older people (age 65 and above), and those with underlying health conditions such as asthma, diabetes, high blood pressure, cancer and heart disease have been the ones who have died the most.
1.7 The third reason was a personal digital accident. I had finished the first draft of about 50 pages of this lecture when the unexpected, indescribable and inexplicable thing happened to crash my hard disk. Nothing was saved on the cloud or anywhere else!. I lost all that I had in my computer and needless to say that the whole Of the lecture, I had spent several months writing, was wiped out under one second! Ordinarily, I would have given up and informed those who invited me to take Off my name as the lecturer or found some reasons for my absence. But, with all considered, I neither could think of how I would face the Vice Chancellor and management of NSUK nor explain to the Pro-chancellor and Chairman of the Governing Council, who believes in me more than anyone else in the world of my capability to do the
nd impossible. I therefore burnt the midnight oil, from the evening of 22 March till morning Of Saturday, 26th March without sleeping for more than 48 hours, to reconstruct the lecture and wrote it afresh all over. While I would crave your indulgence to pardon me for all the inadequacies and incoherent nature of this version 2.0, I would be less than being an ingrate if I do not give all the gratitude to God for His sustenance, wisdom and incredible vigour for doing the impossible all over again.
1.8 My motivation to accept this invitation at whatever cost and inconvenience is rooted in a variety of my associations with, and in
many capacities and admiration for, NSUK. I have FIVE hopefully cogent and incontrovertible reasons for my motivation. These and other reasons, borne out Of my close objective observations about the progress and development at the university, constituted my accepting to be here today for the lecture. I therefore took the agonising decision that instead of giving excuses for my crashed computer hard disk to avoid the lecture, I must come to show my humble support to your university which, by all standards, has taken ‘giant strides’ making several leaps of faith in her vision to become a ‘world-class centre of excellence for the development of individual and society’ in order to provide and promote teaching, research and learning environment that enables individuals develop their full potentials for service to the State, the Nation and Humanitv.
1.9 Let me briefly mention, in passing, the FIVE reasons for my motivation as mentioned above.
1.9.1 Motivation number one relates to the quality of the landmarks already obtained by such a young institution which, with a modest beginning, is simply outstanding. It is on record that NSUK which was founded in 2001, began full academic activities with the orientation of her first set of 310 students in 25 undergraduate programmes spread over 11 Departments and just 3 Faculties. Today, the University has 68 undergraduate and over 300 postgraduate senate-approved programmes spread over 50 Departments, 8 Faculties and a School of Postgraduate Studies. It is on record that, to date, none of NSUK’s undergraduate programmes has a denied accreditation status.
1.9.2 The university began with the use Of a handful Of make-shift borrowed and acquired accommodation as classrooms and laboratories, remaining undaunted and undeterred from its vision and focus. Within a relatively short space of 21 years, NSUK has become a University to be reckoned with in Nigeria and beyond. For instance, it has an enviable record of becoming the first in many areas of academic pursuit including the establishment of the:
1.9.2.1 First Centre for Medical Geology Research in the world in collaboration with Prof. Jose Centeno of Poland
1.9.2.2 First Institute for European Studies in Africa in collaboration with Institute Of European Studies, Jagiellonian University Poland.
1.9.2.3 First Centre for Climate Change action in Africa in collaboration with United Nations Environmental Programme (UNEP) leading to the establishment of the first climate entrepreneurship curriculum in any Nigerian University.
1.9.2.4 first Nigerian University to be given the copyright to the book “Fundamentals of Criminal Psychology” by Prof. Brunon Holyst in English Language.
1.10 The second reason is the privilege I had Of being a member Of the Committee on the Repositioning Of Nasarawa State University, Keffi from 15th November, 2018 to 10th June, 2019. This was sequel to the directives of His Excellency, Umaru Tanko Al-Makura, the Executive Governor of Nasarawa State and Visitor to the University conveyed in a letter dated 12th September, 2018 referenced S/SSG/ED/16/Vol.lV/804
as part of a comprehensive/global action by the Governor of Nasarawa State on the state Of tertiary education in the State.
1.11 The Governor, while inaugurating the reconstituted Councils and Boards of all the tertiary institutions in the State, expressed grave concerns about the precarious condition and flagrant abuse of procedures and ethical violations tertiary institutions in the state were subjected to, resulting in mismanagement of resources, decayed infrastructure and unfortunate decline in academic quality and ratings
Of the institutions.
1.12 The Committee had the following Terms of Reference:
1.12.1 To overhaul the entire organogram of the institution to make it more compact, professional and academically sound, befitting of this great citadel of learning;
1.12.2 Review all improper appointments and promotions of both academic and non-academic staff and where necessary to conduct proper placement of staff;
1.12.3 Review the procedure followed in creating new departments, consultancy programmes and determine their suitability in line with the requisite guidelines of the National Universities
Commission;
1.12.4 Examine the compliance or otherwise of the admission policy of the University with regards to the approved quota system; and
1.12.5 To make appropriate recommendations on how to reposition the University as a citadel of excellence.
1.13 The work of the Committee led to a 2-volume Report (final Report submitted on Monday, 10th June, 2019) which has become a beacon for the repositioning of the university as citadel of excellence. I must say that I benefitted immensely from my participation in such a historic event of a bold, courageous and determined step taken by a State government to reposition its university to be amongst the best in the world.
1.14 The third reason has to do with the calibre and quality of leadership produced by NSUK at the top echelon of university governance. The history of the NSUK has shown that the proprietor of the University has in most times exhibited the soundest consideration in the choice of those to lead the university. The choice of the State government in the appointment of its vice chancellors has often depicted quality over other matters. This could be seen in the choice of Professor Baikie, a distinguished academic, as pioneer Vice Chancellor and architect of NSUK and now as a distinguished Chairman of the Governing Council through Professor Shamshudeen Amali and now to our erudite, astute, purpose-driven and results-oriented, comrade-in-arms Professor Suleiman Bala Mohammed who, in spite of many formidable
challenges, is in the thick and thin of positioning the university as 21 century world class university. Professor Mohammed as the fifth substantive Vice-Chancellor of this University and his team, has been a blessing in disguise as a tremendous catalyst in the reimaging of NSUK in the eyes of the world as an institution to be reckoned with. He has relentlessly pursued to the greatest advantage the extensive use of the proximity of NSUK to the seat of Federal government and the

contiguous location of its closeness to several international development organisations and agencies that are contributing and can still contribute in no small measure to the development of the university.
1.15 I cannot move away from this point without mentioning other leaders which NSUK has produced for other universities. Notable amongst these is my friend and brother, Professor Olayemi Akinwumi, Vice Chancellor, Federal University, Lokoja. The legendary contributions which this world-acclaimed historian and international relation expert, rugged academic and quiet achiever, especially in the area of postgraduate education and forging sustainable partnership with first class institutions and organisations, will continue to stand NSUK in good stead in her strides to becoming a citadel of excellence. I cannot stop admiring this crop of wonderful university administrators in their effort to make a mark in the annals of university education in Nigeria and the world at large.
1.16 The fourth reason which has motivated me to be here today stems from the huge influence which His Excellency Abdullahi Adamu (Turakin Keffi), now a Distinguished Senator Of the Federal Republic Of
Nigeria and brand New (elected 26 March, 2022) Chairman of the All Progressives Congress (APC), has exerted on the higher education landscape of this country. Many of you are aware of his bold efforts in establishing this University as the first democratically elected Governor of Nasarawa State, who indeed later became the first Visitor to the
University. But not more than a few in this audience are aware that he
was one of the first Governors in Nigeria to genuinely and practically support the establishment of the National Open University of Nigeria through his determination in building and donating a study centre in Lafia to NOUN. I recall my visit to this office in soliciting for his support in having a Study Centre in his state at a time when many did not even understand or were patient enough to listen to what an open university means to a country. Without any hesitation and without his asking me to come tomorrow and tomorrow and tomorrow, he on the spot accepted my plea and straight away gave us what has now become a model centre in the pursuit Of open education and providing access to the teeming millions of Nigerians yearning for higher education.
1.17 Now to my fifth and final motivating factor for coming here today. It is no other than the Chairman of University Governing Council and ProChancellor, Prof Adamu David Baikie. Professor Baikie, an academician of the greatest repute, the most humble human being and Vice Chancellor of his time, a goal-getter and excellent higher education administrator who rose from being a classroom teacher at a primary school of the higher office in the university system, was my mentor, a role model, a father figure and a motivator. My office was always his first port of call every morning he was on his way to his own office; and each time to inquire of what I has on my desk to accomplish as a young researcher. His first coaching act, which identified me from nowhere as a researcher in 1977 at Ahmadu Bello University where he was our first Dean at the Faculty Of Education, has led me to publish over 150 journal articles to date and I have never looked back. He had a knack
for telling you no to your request without offending your confidence and persona. He has nurtured thousands Of us all over the world as his disciples of higher educational evangelism. From his humble beginning he rose to being a 3-time Vice Chancellor of a Federal University, a foreign university (Lesotho) and decided to bring all his wealth of knowledge to bear on a virgin land of Nasarawa State creating a State University in 2001 which is perhaps growing to becoming the Harvard Of the Middle Belt Of Nigeria. Professor Baikie is one Of a limited edition, a vintage academic, a difficult to replicate human relation genius, who should and must be studied in all classrooms Of educational administration. That is why I am here to honour him in my own little way of saying thank you on my behalf, on behalf of all those he has trained, including the distinguished Senator Al-makura, and on behalf of all Nigeria and the citizens of the world and those of you here today.
2.0 Hello, NSUK Graduands!
2.1 The major reason we are gathered here this week on campus, is to fulfill one of the objectives of setting up the university; which is to award degrees, diplomas and certificates as entrenched in the Laws of the institution. Without the students who are graduating today, this year’s convocation ceremony, of which this lecture is a major aspect, would not hold. In essence, the students are the most important part and indeed the central focal point or centre of attraction of today. I dare say that since they are the reason for our gathering today and the gigantic preparation for tomorrow’s ceremony, the students are the reason for all we have undertaken to be here. Without them, parents, lecturers, the egg heads Of academia gathered here and the distinguished audience we have today will not be here or if they are, it would be for something very different from honouring the graduands.
2.2 If, as we have argued, the graduands are the raison d’être of our gathering today, we must not treat them as an appendage to the ceremony. It should be preferred to address them now as I begin the lecture rather than leave it till the end when, as is usual or natural, you and I might be tired of sitting in one place and listening to another boring lecture!
2.3 Let me therefore now devote the next few minutes of this lecture to the graduands who are all bubbling with excitement, grinning from ear to ear and wishing that tomorrow’s convocation ceremony comes to an end sooner than planned for them to party and celebrate with their friends and families. I am sure you cannot believe that it has all ended. The daily lectures, gruesome laboratory sessions, endless tutorials, conformity to the rigid rules of the game, waking up at the wee hours every morning in readiness for boring lectures and months of struggle in the library and data collection and analyses (in all ramifications) are now a thing of the past. It is unbelievably over because everything that has a beginning has an end. After today, you will be as free as the air, ready for NYSC or to go brandishing your glittering certificates for employers to consider. You are a pride to our country, to your university (now your alma mater), community, family, friends and, indeed to yourself! In the face of all the celebrations, I would like you to pause and consider at least 100 points I have in mind. But due to time I will mention only three of them.
2.4 The first point is that you did not do it all alone. NSUK has made you what you are today and what you will become in the future. Your parents, relations and friends and also your communities gave all they have for you. Even the cleaners, drivers, cooks, gardeners, etc., have contributed to molding you at this university. Just look around at the huge crowd you would have at your convocation tomorrow to confirm what I have just said. Above all, God has decreed and made it possible for you to graduate today. Only a fool says there is no God (Psalm 14:1). But the wise don’t make a show of their knowledge, but fools broadcast their foolishness (Proverbs 12:23).
2.5 The second point is that in spite of the degree you are collecting tomorrow, (be it Bachelor, Master or even Doctorate), you need a lot more knowledge to deal with the larger society. In short, it must be continuous or what is now known as long-life and life-wide learning. Be warned, the degree you will receive tomorrow has a use-by-date Of less than five years. In fact we are told that the half-life Of all the knowledge we have in our brains is only 18months. Without going back to school and learning daily, you will quickly be out of date earlier than you think. More over in today’s world, a first degree now measures no more like the West African School Certificate of some decades ago. You must make it a point of duty, even at great discomfort to yourself and family, to acquire more knowledge on a daily basis through several channels including, of course, the ubiquitous internet.
2.6 The third, and perhaps the most important, point is that you need much more than the daily acquisition of knowledge to deal with all the issues and concerns you will daily be faced with at home, work, community or at the world at large. You require a daily walk with God to skillfully meander through the obstacles and challenges of life. As a matter of fact, this is your most guaranteed insurance against failure or disenchantment with the world. The world is tougher than you think. The protection and immunity you are used to on campus will fizzle away as soon as you step out of the gate of this campus tomorrow. My advice is that no matter the unwholesome ways, if any, you exhibited to get through your degree work, the world will not condone some of your past on-campus behaviours, which if exhibited in the larger society, will send you to the nearest prison out rightly.
2.7 For those students yet to graduate, my advice is to ensure that you hold to clean ideas and ideals, face your studies, work hard, shun bad companies, cultism, cheating, bribing lecturers with all that you have got so as to get all that you need. I understand that in some universities, thankfully not NSUK, some students take guns to schools and if necessary brandish them before lecturers and students to intimidate towards succumbing to their nefarious activities. Your stay on campus should assist you to imbibe the traditions of academia which include objectivity, the superior and strongest arguments win the day, the spirit of experimentation and investigation, serendipity, and using all the scientific thoughts to solve the equations of the day. You are the reasons why the university exists, indeed why our salaries are being paid. You therefore owe it to your parents and the nation to question and seek to contribute to all activities whether academic or social on campus in a decent and civilised manner. The university is the training ground for future leaders of this country and take it from me, you will in future look back and wish you could re-enact or re-live your university life as it would be your best time ever in your impressionable life. Put your lecturers on their toes by reading ahead and asking questions constructively in class. Extend the frontiers of knowledge by thinking outside or indeed without, the box or by smashing the box, challenge yourself to greater heights and limits. The nation and the world of the 21st century need this of you.

3.0 Introduction
3.1 Now to the lecture! Permit to begin from the beginning.
3.2 The title of my lecture, as engineered, gave me some food for thought and has forced me to deviate from my usual way of preparing and giving such important lectures as this. While deciphering Rethinking Higher Education to meet the Challenges of the Emerging Global and National Imperatives for Sustainable Development, I thought I should request you to go on a mental journey with me to examine:
3.2.1 what higher education means, has been and why we need to
rethink it;
3.2.2 the emerging global and national imperatives for sustainable development;
3.2.3 the need to redevelop or reposition higher education to join the group of the so-called world class universities;
3.2.4 the essential elements of teaching and learning in the re-skilling and up-skilling of the emerging crop of citizens for the global development Of the 2f century; and
3.2.5 what local, national and global initiatives we must urgently undertake to transform our higher education into what it should be to combat the decadence that has set in.
3.3 While trying to search for notable indicators to guide us in the journey towards the transformation of our higher education, I have had to reminisce into my time and life as a University student, as a lecturer, as a Professor of two substantive academic chairs and now an emeritus Professor. In my sober reflections, I have had to dig deep into my residual memory to find answers to some pertinent and thought provoking questions which include: can I truly say that I have received what can be regarded as quality university education? Are university teachers geared towards and committed to imparting quality education on their products? Were my previous, and are my current, research work directed to proffering solutions to the myriads of issues plaguing the society? Are my colleagues more concerned with the mind set of ‘any research will do in so far as it contributes to my promotion rather than being socially relevant’? How often do we stop to think about providing students with the knowledge, attitude and skills as well as direct their understanding to ideas that would stand the test of time all through their working life? Have we geared our teaching and learning to the demands of the 21st century work, leisure and instruction which meet our need for digital literacy and open education? These and many more similar questions have forced me to unpack the three main ‘bundles’ Of (i) Higher Education, (ii) the Challenges Of the Emerging Global, and (iii) the Imperatives for Sustainable Development.
3.4 As I go through the presentation of my thoughts in this lecture, I shall direct attention to these three bundles of ideas while reflecting on my personal experiences and anecdotal information garnered to date, transcending through all the four and a half decades of my life in and out of the university campus and classrooms.
4.0 Our Nostalgic Past
4.1 Using the glorious past of academia and higher education development in Africa and Nigeria in particular, as measures for progress, it is the belief of millions of Nigerians that quality of university education, indeed the quality of education as a whole is no more what it had been and we seem to be degenerating into mediocrity. I shall again refer to this later on.
4.2 The impression we are getting Of the goings-on in the education sector is that the centre is not holding anymore and we must double our efforts to look for novel solutions to avoid any total breakdown.
The glorious heights of higher education have been lowered beyond the valley and we are now left to begin to pick the pieces. How and why did we descend so terribly low, you may ask? Let us now begin from the beginning and hopefully, we just might become wiser by hindsight!
4.3 Learning for Sustainable Development
The Commonwealth of Learning (COL) and other Organisations have identified the following that would shape current and future trends in higher education. They are:
4.3.1 Increase in blended learning programmes (best practices Of traditional classroom-based learning with online and digital learning).
4.3.2 Integrating and teaching life skills, that remain relevant in a changing world, into higher education (imparting training in life skills in learners to be competent in the dynamic world of work). What we need to teach are skills that remain relevant in new, changing, and unknown contexts. These are skills that cross the boundaries of disciplines, applying equally to scientific researchers or lawyers breaking down competencies such as critical thinking or creative thinking into foundational concepts and habits of mind.
4.3.3 Rapid rise in micro-credentials (mini-degrees or certifications in a specific topic area that are geared towards providing hands-on training to supplement their learners’ education for better employment prospects).
4.3.4 Growth and potential of mobile technology (the integration of mobile technology in higher education to increase access to education and offering learners high levels of interactivity, flexibility and personalisation).
4.3.5 Learning from everywhere. So rather than shifting to a “learn from anywherd’ approach (providing flexibility), education institutions should move to a “learn from everywhere” approach (providing immersion).
4.3.6 Replacing lectures with active learning. Lectures are an efficient way of teaching and an ineffective way of learning. Universities and other higher institutions have been using them for centuries as cost-effective methods for professors to impart their knowledge to students. However, with digital information being ubiquitous and free, it seems ludicrous to pay millions of naira or thousands of dollars to listen to someone giving you information you can find elsewhere at a much cheaper price.
4.3.7 Using formative assessment instead of high-stake exams. Many people gain admission to higher education based on standardised tests that skew to a certain socio-economic class, rather than measure any real competency level. Formative assessment, which entails both formal and informal evaluations through the learning journey, encourages students to actually improve their performance rather than just have it evaluated. The documentation and recording of this assessment includes a range of measures, replacing alphabetical or numerical grades that are uni-dimensional
4.4 This is what makes the theme for the 6th combined 2022 convocation lecture quite apt and amenable to what would appear to mimic an after-dinner conversation amongst colleagues and experts on higher education. As enthusiasts and veterans in higher education, we should look back telescoping our years of engagement in higher education to take stock of what has been done, where we are and where Nigeria should aim to be with regard to providing higher education in Nigeria.
4.5 For me, the relevance of our university education system should be seen and directed towards its ecological significance or consequence within the development initiatives in Nigeria and in particular Nasarawa State, the immediate environment of this University. If you take another look at what The Commonwealth of Learning and other Organisations have said about current trends in education world-wide, you will notice that they all relate to what quality university education should be at this day and age. Any University that does not strife to attain all the trends listed above in section 4.3 is not offering the type of higher education desired.
4.6 What I can deduce from the theme is that there is a less-than-quiet dissatisfaction with the way and where our education in Nigeria is right now. There is therefore an urgent need for a redress to make it suit our current and evolving needs as well as make it competitive or comparable with what obtains in other parts of the world.
4.7 I have a feeling that we are all on the same page, and indeed the same paragraph, on our views about the Theme and what should be contained in, and how we therefore wish, the conversation to proceed today. If this is the case, then all I need to do this afternoon is to provide some food for thought and supply the beacons to guide the conversation we shall undertake now and as we examine the various issues associated with the theme of my lecture.
4.8 I do hope therefore, that a consideration of the above as threads running through my narrative and conversation with you this afternoon should assist us to decipher what we really mean by such a heavy duty Convocation lecture titled “Rethinking Higher Education to meet the Challenges of the Emerging Global and National Imperatives for
Sustainable Development,”.
5.0 Education and Development
5.1 There is no gainsaying the fact that Education is the propelling power of any development in any nation or community. Whether political, socio-economic and other forms of development, no nation can make any appreciable progress without recourse to education which is the pivot on which all development sit. History is replete with the account of how nations have used education to directly raise the level of the living conditions of the citizenry of a nation, catered for their economy and drastically improve the other sectors.
5.2 Indeed it was the Late Nelson Mandela, an anti-apartheid revolutionary, a Nobel Peace Prize laureate, and former President of the Republic Of South Africa, who alluded to this when he said that:
“Education is the most powerful weapon which you can use to change the world. No country can really develop unless its citizens are educated.”
5.3 As succinctly stated by Acemoglu and Robinson (2012), there is a clear relationship between a country’s institutional governance frameworks, economic policies, incentive structures on the one hand, and its economic progress on the other hand as determined by the education offered its people. The lack of appreciable development in Nigeria as compared with other countries of the world is easily adduced to the low level Of attention given to education.
5.4 For all the sectors to develop adequately there must be the abundance Of well developed human capital to power them. Education is the manure which fertilises human capital development. Unfortunately, the contemporary commentary on education in Nigeria has not been very encouraging. This is one of the main reasons for the Presidential Summit on Education held on 13 November, 2017 which critically looked into the problems of education in Nigeria and proffered lasting and meaningful practical solutions to them. Our Minister of Education, Mallam Adamu Adamu, is resolved to using the Summit to break the yoke of lack of quality in our education with an added impetus of ensuring that education is socially relevant in the Nigerian ecosystem.
6.0 Nigeria’s Vital Educational Statistics
6.1 Many Of the countries Of the developing world, including Nigeria, did not achieve the Education for All (EFA) goals by 2015. In economically poorer countries, an estimated 72 million children are not in school. It is also recorded that about 758 million adults still lack basic literacy skills — more than three quarters of whom live in only 15 countries. Nigeria, as an E9 country (one of the world’s 9 most populous developing countries), is under performing on a number Of
educational indicators, and has its own fair share of these statistics as follows:
6.1.1 Nigeria’s population grows by 2.7 % annually according to the UN Bureau of Statistics and the UN Population Division. It is projected that our population will double by the year 2066.
6.1.2 Currently we have over 110 million youth under the age of 25 years and should rise to over 200 million in 50 years’ time.
6.1.3 22.1 million out of 42.1 million Nigerian children are in primary schools;
6.1.4 Out Of 33.9 million Nigerians eligible for secondary education, only 10.4 million are attending.
6.1.5 Nigeria, according to the UNESCO Institute for Statistics 2013, has the highest rate of out-of-school children (about 13 million) in the world.
6.1.6 Nigeria requires about 1.4 million primary and secondary school teachers and 456, 500 tertiary education teachers (UNESCO
Institute for Statistics 2013, ES NCCE, 2012),and
6.1.7 Of all the students who sat for SSCE examinations, from 2006 to 2016, less than 25 per cent passed with credits in Mathematics and English.
6.2 At the higher education level, the 37th General Conference of UNESCO held in October 2013, while observing an increase in access was grossly dissatisfied with the quality of graduates.
6.3 A recent UNESCO survey indicated that there are FIVE main factors contributory to the low quality in higher education in Africa. These include:
6.3.1 depreciating quality of teachers;
6.3.2 research capacity deficit;
6.3.3 inadequacies in facilities for teaching, learning and research;
6.3.4 lack of a regional quality assurance framework and accreditation system; and
6.3.5 slow adoption Of ICT for delivering quality higher education.
6.4 Nigeria suffers from all of most of the UNESCO indices of low quality university education as listed above. Why then are we surprised that the quality of our university education has depreciated tremendously, and embarrassingly.
6.5 What goes on in the education sector and at all levels of education does not show that our educational institutions are creating any values at all. Indeed, the values which our higher institutions had between the 60s and the early 80s have long disappeared and all we have is a skeleton of what excellence represented in those days.
7.0 In the Beginning…
7.1 Nigeria, as a 62 year old country, has come a long way. From days of colonialism, slavery and slave trade and, zero infrastructural development as per western indicators to an independent country, emerging as the giant of Africa in many respects, has taken modest strides in educational development and the economic emancipation of the people.
7.2 A detailed understanding of the journey through university or higher education in Nigeria is meaningfully grasped when looked at from how it developed on the African continent.
7.3 The arrival of higher education in Africa in the 19th century has an interesting past and was tied to the period of rapid and multiple changes in the Western world. Fourah Bay College (FBC), founded in 1827 can be identified with two of these changes with some special importance to Africa. In Europe at that time, there were moves for social reforms as a result Of industrialisation. There was need for improved education, increase in parliamentary democracy, rise Of an urban industrial working class, Evangelical revival, the missionary enterprise and abolitionist movement. The settlement of freed slaves in Freetown was a consequence of the abolitionist movement. FBC was therefore founded to do a number of things including the training of evangelists, middle level labourers who would develop export crops as alternative to the slave trade. The history books (see Ajayi, Goma & Johnson, 1996) have it that FBC was affiliated to Durham for three main reasons: (i) to find space to quieten the potential uprising of the educated freed slaves who had been repatriated and thereby engage them to do some things with their hands and a bit with their heads, (ii) it was to stop the export Of unpaid African labour across the seas just as the Europeans desired to acquire territories in Africa for the exploitation of African land, human and mineral resources with African labour for the benefit of Europe. The third major reason for the establishment of FBC was as a direct response to the need to use the industrial revolution to bring to Africa scientific research, and vocational and professional training through the university for the benefit of the colonialists. Later on in the early 20th century, the clamour for universities in Africa was muted as people learnt to cope with colonial rule.
7.4 The clamour was for modern universities with regenerative powers and reflecting the reforms of the 19th century. As a result, the young Nnamdi Azikiwe of Nigeria, on his return from his USA studies wrote a book in 1937 titled Renascent Africa in which he took up the issue of the nature and function of the African University. According to Azikiwe:
Universities have been responsible for shaping the destinies Of races and nations and individuals. The universities Of Europe and America have been responsible for the great movements in the national history Of these continents… Give the Renascent African a university…. With twelve million pounds there is no reason why the best libraries, laboratories, professors cannot be produced right here, and this continent can become overnight “a Continent Of Light”. Universities are mirrors which reflect the particular sociological idiosyncrasies. An African graduate Of European or American Universities, unless he has developed his individuality, is nothing but a megaphone, yea a carbon copy Of these societies. We need an indigenous university sustained through African initiative… maintained at (African) expense,
7.5 So, as far back as the time when universities were being agitated for, people wanted Universities for the intellectual emancipation from both the limitations Of the past and the shackles that colonialism placed not only on the mind, but also on the freedom of choice. Through a series of reports by several commissions (including: Ashby, Phelps-stokes, De La Warr, Channon, Elliot, Asquith), a number Of University Colleges emerged in Africa. The University College of Ghana started in October 1948 with 92 students using the one million pounds sterling from the funds of the Cocoa Marketing Board. The University College, Ibadan opened in January 1948 with 148 students while the Khartoum University College opened in 1947. University College of Makerere opened in 1949 for East Africa complemented by the Royal Technical College, Nairobi. Similarly, for the French speaking countries, an Institute of Higher Studies was established in Dakar in 1950 and in Tananarive in 1955. These followed the establishment of the Tananarive Medical Institute established in 1896. There was a very strict policy of control and restriction in the francophone countries making the establishment and governance of education much different from the Anglophone countries. The Catholic University of Louvain medical foundation and agriculture centre in Kinshasa later became Louvain University Centre in 1949 and the Catholic University Campus in 1950. A Free University was established in Kisangani in 1955 while the State University of Lubumbashi was established in 1956. The University College Of Addis Ababa was granted a charter in 1950. In 1953 a University College in Mount Pleasant, Salisbury, Rhodesia was established.
7.6 The development of education in South Africa was fairly similar. The missionary societies there between 1840 and 1850 placed emphasis on post primary education, industrial and agricultural schools. The South African College at Cape Town established in 1829 for the English speaking community while the Victoria College in Stellenbosch was established for the Afrikaans-speaking community. In 1873 the University of Good Hope was established obtaining a royal charter to teach in 1877. By 1916 the union government of the Orange Free State and Transvaal re-organised the university into the University of South Africa (UNISA) incorporating six university colleges of (Rhodes
University College, Huguenot University College, Grey University College, Natal University College, Transvaal University College,
Kimberley School of Mines and Technology became Witwatersrand University College). A few years later the South African College became the University of Cape Town and the Victoria College as the University of Stellenbosch designated specifically for the white communities. In 1921 the Dutch Reformed Church Christian College was incorporated into UNISA.
8.0 The Establishment of Fully Fledged Universities in Africa
8.1 As the years went by and the ground swell for independence emerged, people started to criticise the colonial education and colonial university colleges on four main grounds. These were that:
8.1.1 the colonial universities deliberately set to train an elite who would merely step into the shoes Of outgoing colonial rulers and continue to exploit their own people;
81.2 the need to broaden the curricula to include liberal education which the colonialists excluded;
8.1.3 the need for reform to evolve new degree structures more relevant to the needs of each country and the continent; and
8.1.4 the need to discourage the ivory tower nature of the Colleges and streamline them closer to the community they serve.
8.2 By independence, the reforms of higher education had started in Nigeria. With the funding support from Carnegie Corporation, set up the Ashby Commission chaired by Sir Eric Ashby, the Master of Clare College, Cambridge. The Commission recommended three new Universities in Lagos, Enugu and Zaria. University Of Nigeria, Nsukka started in 1960, Ahmadu Bello University started in Zaria in 1962 while

the University of Ife started in Ibadan in 1962 moving to its permanent site at Ile-lfe in 1967. The Lagos University Act was passed in 1962 making it an urban non-residential university.
8.3 Immediately before and after independence, many African countries, including Nigeria, were assisted in creating excellent facilities in their universities and research institutions which produced outstanding achievements. In many of the universities, external funding and expatriate staff assisted greatly in creating excellent teaching and learning environments. Graduates Of African universities were able to compete globally with products Of European and American universities. From a continental workshop held in 1972 by the Association of African Universities (AAU) to set the agenda for African
Universities in the following two decades, it was agreed that:
an emergent African university must, henceforth, be much more than an institution for teaching, research and dissemination of higher learning. It must be accountable to, and serve, the vast majority of the people who live in the rural areas. The African University must be committed to active participation in social transformation, economic modernisation, and the training and upgrading of the total human resources of the nation, notjust of a small elite (Yesufu, 1973, p.4).
8.4 From the perspectives of many people, the beginning period of University education in Nigeria was with great quality and directed to responding to the need of the society. This means that our university education then, probably till about 25 years ago, had quality and relevance.
8.5 The continuing rise for independence Of nations in Africa throughout the 70s gave rise to many developments in education including:
8.5.1 The provision of fertile grounds for the establishment of new universities and other higher institutions of learning, and expansion of old ones.
8.5.2 The acceptance by governments of higher education as necessary foundation for development and worthy of investment.
8.6 The evolution of national systems of education with centralised control of universities by government were developed.
8.7 The emergence of different ownership or proprietorship of institutions of higher learning to include states and private ownership (see Table 1 below).
Table I: Higher Education Institutions in Nigeria
9.0 Higher Education in Nigeria
9.1 Okebukola (2017), in a recent lecture, has succinctly and eloquently distilled the history and all associated issues with higher education and I wish to adopt all he has written on it in the following paragraphs.
9.2 ‘Higher education which covers all forms of post-secondary delivery is typically the last four years of the 6-3-3-4 education system (National Policy on Education, 2014). It has a history dating back 94 years with the establishment of the Yaba Higher College (Taiwo, 1981). There are
three main clusters Of higher education institutions- colleges Of education, polytechnics and universities. About 56% Of the 148 colleges of education are publicly funded. Of these, 15% are owned by the federal government. State-owned colleges make up 32% of the total. There are 57 private colleges of education. There are also nine polytechnics and 14 other institutions offering the Nigeria Certificate of Education (NCE) programmes. The sub-system is regulated by the National Commission for Colleges of Education (NCCE). The polytechnic sub-sector has 406 institutions. This is made up of polytechnics, monotechnics, colleges of agriculture, colleges of health technology, and other specialised institutions. About 25% of these institutions are owned by the federal government with another quarter being stateowned. There are 95 privately-owned institutions in this sub-sector that is regulated by the National Board for Technical Education (NBTE).
9.3 As shown on Table 1, by 21 March, 2022, the Nigerian university system has 206 universities made up of 49 federal universities, 58 state-owned and 99 private universities (NUC, 2022). The National Universities Commission (NUC) is the superintending and regulatory authority.
9.4 The global policy framework for higher education is provided by the National Policy on Education (2014). As stated in the policy, the goals of higher education are to:
9.4.1 contribute to national development through high level relevant manpower training;
9.4.2 develop and inculcate proper values for the survival of the individual and society;
9.4.3 develop the intellectual capability of individuals to understand and appreciate their local and external environments;
9.4.4 acquire both physical and intellectual skills which will enable individuals to be self-reliant and useful members of the society;
9.4.5 promote and encourage scholarship and community service;
9.4.6 forge and cement national unity; and
9.4.7 promote national and international understanding and interaction.
9.4.8 Apart from the national policy provisions, all higher education institutions have enabling laws to which their operations are hinged. In turn, these laws are further strengthened by the laws
Of the regulatory agencies.
10.0 Origin, Size and Shape of the Nigerian University System
10.1 University education in Nigeria dates back to 1948 with the establishment of the University College, Ibadan. Two years after independence, the country had five universities owned by each of the three regions with the then Western region having three. The increase in oil revenue in the mid-70s coupled with the need to forge national unity following the end of the civil war influenced the creation of a national system of higher education. This was achieved through the reconstitution of the National Universities Commission into an autonomous body charged with additional responsibilities and powers in 1974.
10.2 The development laid the framework of the takeover of all the regional universities in 1975. The widespread agitation for an expansion of access to university education and increased high-level national human resource requirement and technological development contributed greatly to the establishment of the second generation and other specialised universities (of agriculture, technology) and a military university.
10.3 The placement of higher education under the concurrent legislative list in the 1979 Constitution allowed state governments to establish universities.
10.4 Private sector participation in university education commenced shortly after. However, in the absence of proper guidelines for their establishment, the private universities turned out to be universities only in name. All the 24 private universities established between 1980 and 1983 were abolished by the Federal Government in 1984. It was nine years later in 1993, that another law which allowed the establishment of private universities and spelt out procedures for such was promulgated.
10.5 To further widen access to university education, a National Open University was established in 1983, closed shortly after and reestablished in 2001 to offer education through open and distance learning mode and renamed the National Open University of Nigeria (NOUN). As stated earlier (Table 1), there were by October 20, 2021, a total Of 170 universities made up Of 43 federal universities, 48 stateowned and 79 private universities.
10.6 The past three decades have witnessed significant changes within the university system. Notable among such changes is the increase in the number of universities and programmes. By July 2017, there were about two hundred and thirty programmes across the entire universities with an academic staff strength of about 51,000.
10.7 By far, however, the greatest change has been in the explosion in student population and the number Of aspirants seeking university admission. The total student enrolment in all Nigerian universities grew from just over 2000 in 1962 to about 1.9 million in October (est.) 2017.
10.8 The stress put on the universities in terms of demand and the limited expansion in physical facilities and academic staff to cater for this demand has taken a great toll on the quality of programmes in the institutions. Employers of labour and the general public have expressed concern over the quality of graduates’ (pp. 3-5).
10.9 The phenomenal stress put on universities with regard to access to university education can be appreciated from the figures in Table 2 below.
Table 2: JAMB Admission Statistics 2010—2016
Source: National Bureau of Statistics, Nigeria
10.10 The table indicated that admission statistics from JAMB for 2010 to 2016 showed that a total of 11,703,709 applications were received, and a total of 2,674,485 students were admitted across the 36 states and the FCT between 2010 and 2015. This means that a miserable average of 28 per cent of students who applied for admission were admitted across the 36 states and the FCT in a given year (Table 2). This
has created so many issues which of course have implication for quality.
10.11 As can be discerned from the Figure 1, 2 and 3 below, over 70 per cent of those who applied to our institutions of higher learning in the 90s cannot be accommodated, not necessarily because they were not qualified but due to gross inadequacies in resources and facilities. There is a limit which any one classroom or lecture theatre can accommodate at any one particular time and location.

Figure 2: provisional admissions as percentage of total applications into polytechnics

Figure 3: Provisional admissions as percentage Of total applications into Colleges Of Education
10.12 In spite of the discouraging SSSCE and NECCO annual examination results, Nigeria continues to have huge and continually increasing number of applicants to the Joint Admissions and Matriculations Board (JAMB) for admission into tertiary institutions.
10.13 On the average, out of over 1.5million Nigerians seeking admission to tertiary institutions, only about 26.5 per cent are successful.
11.0 Funding
11.1 In terms of funding in education and enrolment numbers, The World Bank says that African countries appear to be doing well. For example, The World Bank report of 2009 informed us that between 2005 and 2007, African countries expended more funds on education more than most regions of the world.
11.2 However, in recent times, as shown in Table 3 below, the amount being expended on education has been on the decrease both in real terms and in percentages. The figures in Table 3 indicate that the percentage annual budget allocated to the education sector has continually decreased from 10% to 6.24% from 2013 to 2021. Needless to say that this has profound effect on quality of education.
Table 3: Nigerian Education Budget (2013-2021)
Source: http://www.budgetoffice.gov.ng/
12.0 When and How Things Began to Fall Apart
12.1 By the 1980s things began to fall apart in African Higher education, after such a glorious start in the 50s and 60s, due to a combination of factors initially precipitated by the issue Of ownership, academic freedom, the rise in the unmet demand for higher education and lack Of adequate funding.
12.2 First, in almost all the independent African countries the ruling class, be they politicians or military began to detest universities for their stand on academic freedom and refusal to be under any rigid control by the state. From Tananarive through Addis Ababa to Khartoum student militancy grew and demonstrations occured every so often forcing many of the governments to react violently. Many of the governments were up in arms to brutally control and suppress universities. As reported by Ajayi, Goma & Johnson (1996), in Zaire the military invaded the university campuses in 1992 raping and killing students. Similar incidents happened in Burkina Faso in 1987, Niger in 1989, Cote d’Ivoire in 1992, and Kenya also in 1992. Rulers, both politicians and military, especially those who came to power through military coups were determined to curb the excesses of students and teachers. As a result, military rulers who in the first place are natural enemies of academia, as a result of their orientation, limited education and orientation, were quite ready to demonstrate by show of force, that they are in control and had the upper hand. Due to the bad blood between the universities and various governments in Africa, the appraisals of the role of higher education in national development were embarked upon.
12.3 Second, the defiant stance taken by rulers in African governments to suppress the universities and bring them under strict control had an unusual support from the World Bank and other influential foreign experts who began to drum it into the ears of African governments that universities were not making a good social return on investments. The World Bank report in 1988 on its study on Education in Sub-Saharan Africa was most damaging to higher education, to say the least. University education was seen by the World Bank as satisfying individual rather than the common national good. They lost faith in their earlier theory that universities were the most important instruments of social change. The World Bank began to preach structural adjustment on the economies of these fragile and emerging nations suggesting that they shift resources from higher education to elementary and secondary education. Governments then ordered many universities to begin to generate their own funds while private universities started being encouraged. This forced Assie-Lumumba (1993) to ask:
‘But how can the universities in Africa be expected to fulfill these roles when their development is being stifled?’
12.4 Many in Africa feel that the policies of the World Bank as applied in the past, or even now, do not favour development of African universities…. Yet countries in the modern world are developed by elites, who are responsible for their scientific and technological progress. The industrialised countries are aware of this and make higher education the engine of their development, which is based on a mastery of science and technology. Without higher education, Africa would be eternally dependent; participation in the creation of knowledge requires higher education.
12.5 Third, was the Jomtien 1990 World Conference on Education for All, followed in 2000 by the Dakar World Education Forum, both of which focused the world’s attention on basic and primary education at the expense of higher education.
12.6 Fourth, many African countries began to experience serious civil wars as occurred in Liberia, Ethiopia, Somalia, Eriteria, Rwanda, Burundi, Namibia and South Africa. Higher education in these countries suffered total neglect and destruction. Africa began to suffer from economic decline and universities suffered total destruction and decay of infrastructure.
12.7 Except for probably Nigeria and Kenya, the growth and development of higher education and indeed the establishment of universities stopped abruptly. Higher education began to suffer a sharp decline in many areas including and especially diminishing financial resources, and what UNESCO-BREDA (1993) labelled as ‘physical, managerial and intellectual dilapidation’. The impact on human resources for Africa was wanton. While on one way Universities were no more producing the needed human resources to develop Africa, those that were available began to flee from their jobs or from their countries through what is variously called ‘brain drain’, ‘brain circulation’ or ‘brain haemorrhage’.
12.8 Developments in university education in Nigeria continue to be as tremendous as they have been challenging to government and all other stakeholders. However, the challenges have never been as profound as they now are in recent times. The catalysts for educational reform, which include massification, equity and social justice, inclusiveness, expansion, employability, globalisation, skills and competencies shortage, and national development have continued to multiply.
12.9 At the same time issues of demography, funding, physical infrastructure, levels of academic support, qualified academic staff, and local challenges have continued to increase rather steeply. All these are occurring in an environment which demands that University education must focus on global competitiveness while it strives to be locally relevant and centrally placed to contribute meaningfully to sustainable total development of the individual, country and continent.
12.10 The emerging global landscape being drawn by recent developments has shown very clearly that knowledge capability and capacity, rather than natural resources, is the greatest determinant of a country’s entry into, and effective participation in, global competitiveness. It goes without saying, therefore, that university education contributes significantly to the political, scientific, technological, economic, social and human development of any country.
12.11 What is therefore of great importance to us in the 21st century is how to make our University education relevant to social circumstances whether local, national or global.
12.12 Faced with the huge unmet demand in university education, governments’ inability to properly fund education amidst the opening up of the terrain of university education, Nigeria is faced with students seeking admissions in institutions with varying, and many with questionable, quality profile.
12.13 Stakeholders including businesses will increasingly demand for better and relevant curricula, state-of-the-art infrastructure and graduates better prepared for the job markets. In addition, the social and economic dimension of providing education for all and laying solid foundation for sustainable development will face serious threat.
12.14 Needless to say that all the above would have significant impact on universities’ local and international agendas, including their responsiveness to the demand Of delivering qua

16.1.4 Using Information and Communication Technologies effectively for instructional delivery, professional communication, to develop, produce, acquire and distribute knowledge, skills and competencies across the continent as fast as they are available.
16.1.5 Building a human resource base that will seek newer and effective ways to combat diseases, reduce energy costs and address climate change;
16.1.6 Creating centres of excellence within each region of the continent to develop robust postgraduate studies and develop strong research base with global competitive advantage; and
16.1.7 Seeking opportunities for collaboration and partnership on equal and mutually beneficial platforms with the
international world including universities in other continents, development partners, organisation and agencies genuinely interested in higher education in Africa.
17.0 The Way Forward for Nigeria
Ladies and gentlemen, having listed above what Africa must do to turn things around, I would now like to address what Nigeria must do to stem the tide. I understand that the buzzword or the current cliché is transformation. Since this is the cliché that people now choose to understand, let me use it just in case those that should listen might, for the sake of the use of their pet cliché, stop to think through. There are three lessons about transformation. First, it must begin from the heart, with individuals determined that transformation must be from the unit of human population. In other words, it must begin with me and you. Second, to transform a decadent society begs the need to completely cart away the Old and replace with new, more productive, efficient and relevant agenda. It has to be fearlessly done without minding whose ox is goad. Third, transformation must be strategic, comprehensive, sincere and focused. For far too long, the government Of the day has deceived the people with clichés and, as soon as the people begin to sing the song, they turn the other way to continue with the usual, once the people have been successfully distracted from paying attention to their evil deeds of corporate deception. I shall address what Nigeria must do to stem the tide to the various segments of the Nigerian populace. For want of time, I will briefly address six segments as follows: Nigerian State, The Organised Private Sector,
Universities, Academics, Parents, and Students.
17.1 Transformation of the Nigerian State
The nation is completely adrift and in many senses lost the moral right to call itself a nation that protects the interest Of its citizens. How can we explain the abysmal level Nigeria has sunk in its bid to address the welfare Of the Nigerian? Please turn With me to Table 4 below, which I have borrowed from Professor Pai Obanya (Obanya, 2011). In all the selected human development and human poverty indices, Nigeria fell within the lowest quartile.
Table 4: NIGERIA — Selected Human Development and Human Poverty Indices
The resultant effects of all the above is our inability to arrest the increasing profile of poverty in a country, that is by all indices a rich developing country. The data on
Table 5, Table 6 and Table 7 speak for themselves.
Table 5: NIGERIA: Incidence of poverty over the years (SOURCE: UNDP)
Table 6: Nigeria: Regional Variations in the Incidence of Poverty: 2004 (UNDP data)
Table 7: Nigeria poverty Rate – Historical Data (World Bank)
% Under US $5.50 Per Chang
Year

Day

A number of observations can be made from the tables above on the incidence of high poverty. As expected, the rural dwellers are poorer than those who live in urban areas by far. Second, the absolute numbers of poor Nigerians keep rising by the year. With the population now about 214,951,337 as of Saturday, March 26, 2022, (One birth every 4 seconds, one death every 13 seconds), I would not be surprised if over half the current population live below the poverty line. Third, needless to say that the effect of poverty on the education of children of poor Nigerians is better imagined. Fourth, an ordinary Nigeria’s poverty level depends on the geo-political zone he finds himself. From extrapolation, it could be argued that the more education penetrates a zone the less poor the people become.
According to UNRISD (2010) when a substantial proportion of a country’s population is poor, it makes little sense to detach poverty from the dynamics of development and higher education. For countries that have been successful in increasing the well being of the majority of their populations over relatively short periods of time, progress has occurred mainly through state-directed strategies that combine economic, political with educational development.
Our major problem is bad, non-sustainable governance and deep seated characteristics of governance by deception. Nigeria has serious problems those that govern us trivialise. Our society is characterised by a rapidly growing population of under-employed, unemployable and unemployed graduates who are restless. As I have mentioned elsewhere, difficulties in identifying the beacon of light for national development and lack of focus in the effort to govern Nigeria as effectively and appropriately as expected impact seriously on other sectors of the economy. Bad governance and chasing irrelevancies exert their effects on a country’s political, social, economic, health care and other sectors. Unfortunately, the damages it does to education only become visible after a number of years had passed, leaving everyone to wallow in ignorance and immeasurable decadence. Nigeria is no more reckoned with world wide in education, as was our pride several decades ago when even our NCE graduates got admitted to pursue postgraduate programmes abroad. Graduates of our universities hardly come out with any employable skills, they find communicating in English an uphill task, and those with master degrees cannot define what research is or means to a nation, let alone to themselves. Our educational system is driving in reverse full throttle without the use Of the back or side mirrors. In the same vein, our secondary school graduates can best be described as half-baked illiterates who constitute a danger to the society and to themselves. Nigeria has regressed into a nation where mediocrity is the rule and being allowed to lead where we have intelligent people. I am told that faced with lack of gainful employment and other avenues to get education, our youth have taken to the three most popular careers they have created for themselves. Ask any child what they wish to become in the future, s/he says a footballer, a comedian or a local government chairman and some would even be bold enough to say they want to be a yahoo yahoo— the easiest way out with illiteracy and make easy money in Nigeria!
Education is the best legacy a nation can bequeath its younger generations. Yet, we seem to be playing politics with establishing universities and no concerted effort is made to completely redraft from scratch our national policy on education, as the one we are currently panel-beating has outlived its usefulness. It is like using 19 century tools to solve 21 st century issues and concerns in nation building. To add insults to injury, the nation has driven our youth into the hands of ‘militancy’ and ‘Boko Haramism’ — two perfect examples of a rudderless nation ridden with bad governance, lack of incisive accountability and breading illiteracy and lawlessness faster than the rate maggots reproduce.
Let me use the analogy of volcanic ash to illustrate the educational cul-de-sac Nigeria has driven herself into. You would have heard on the news regarding the periodic eruption of the volcano in Iceland, throwing its ash all over Europe and beyond and making it impossible for airlines to operate their flights. The last time this occurred, up to six million passengers worldwide were affected by the effects of volcanic ash from Iceland. Some of Europe’s busiest airports had to close. Several precautions have now been taken on this matter because of the similar experience that occurred over Indonesia 19 years ago. According to the Weekend Australian Newspaper, “Eric Moody was the pilot of the BA Flight 09, a Boeing 747 that was flying over Indonesia when volcanic ash put all four engines out of action. After 14 minutes of silence, and aiming to ditch in the ocean, Captain Moody and his two flight officers managed to relight the engines and landed in Jakarta. The incident in June 1982 was the first such encounter with high-altitude ash. Captain Moody’s announcement to the passengers after losing power has become part of airline wisdom. “Ladies and gentlemen, this is your captain speaking. We have a small problem. All four engines have stopped. We are doing our best to get it under control. I trust you are not in too much distress.”
There is a greater and more serious problem affecting Nigerian educational system today; it is no small problem; and one — sadly – that seems to be of little distress to us, especially those who rule and govern us. It is the failure of government and her people to seriously and honestly tackle the challenges of education in the 21 century. Other activities, like volcanic ash, have endangered our journey to nationhood. Our economy is in shambles, our roads and railways are an eye sore, our hospitals still record that 2 out of every five expectant women in the labour room never return alive, and where 3 out of every 7 children die before they reach the age of 6years. As mentioned earlier in section 14.0, Nigeria must declare Education a disaster area needing emergency rescuing strategy. Without seriously addressing our educational problems, Nigeria will be like Captain Moody’s jet with its engines out Of action in mid-air and heading for disaster. All is not lost because God always has a way for His creatures. God says that “at times I might shut up the heavens so that no rain falls, or command grasshoppers to devour your crops, or send plagues among you. Then, if my people who are called by my name will humble themselves and pray and seek my face and turn from their wicked ways, I will hear from heaven and will forgive their sins and restore their land. My eyes will be open and my ears attentive to every prayer made. But you must faithfully follow and obey all my commands, decrees, and regulations” (2 Chr 7: 13-17). God has asked us to seek truth, knowledge, understanding and wisdom through Him without which we can neither serve Him appropriately nor serve humanity effectively. Education is the main industry for the acquisition and nurturing of these life skills, which I believe the Nasarawa State University, Keffi has instilled in our fellow citizens graduating today. Nigeria is seating on a time bomb, which if left to mature or not defused, will blow up to engulf every segment of the population. A stitch in time saves nine.
17.2 Transformation Through the Organised Private Sector
Any genuine change agenda must of necessity involve the organised private sector because they, more than any other sector, consume the products Of our educational institutions and use them to derive profits for their businesses. Apart from a few industries that strive to be responsive to their corporate social responsibilities, most of the industries in Nigeria care less about the people whose monies they drain daily even as they laugh to the banks every second through their marketing ploy. The Organised Private Sector must work co-operatively with the education sector, and especially the tertiary level, to research and extend the frontiers of knowledge. Many of them are for profit only and nothing else.
We know how much the Organised Private Sector sinks into education in other parts of the developed world; but not in Nigeria. For many of them, it is minimum investment for maximum returns while they seek to repatriate 100 per cent of their profit. Nothing has changed from the colonial times when (i) industries use the locally available cheap labour in place of exporting of unpaid African labour across the seas , (ii) establish only the minimum infrastructure to derive maximum benefits for the parent country of the company, (iii) have the main research and development laboratories in the parent country and; (iv) deny the host country Of the facilities and opportunities to engage in research and employ our best brains as part Of the researchers.
According to the 2016 Africa Competitiveness Report, 23 African countries out Of the 31 that were surveyed remain at the most basic stage Of the competitiveness index of a factor-driven economy (that is, one whose ability to compete is based on unskilled labour and natural resources). The data available indicate that only five African countries —Algeria, Mauritius, Namibia, South Africa and Tunisia — have reached the second stage of competitiveness — the efficiençy driven stage (which is driven by efficient goods, sophisticated labour and financial markets, a large market size and the ability to utilize technology effectively). No African country has reached the innovation-driven stage, that is, a stage based on an ability to compete with new and unique products, and the use of sophisticated production driven competition. Imagine therefore the catastrophe waiting to happen if importation Of rice is banned or/ and the fuel subsidy is removed!
What many Of the industries do is to take our best brains and graduates, retrain them for upward of three years to make them relevant for their heavily profit-oriented manufacturing ventures. If they are sincere, why not team up with our universities to collaboratively improve the curricula needed to tailor-train the undergraduates in the skills and knowledge required so that from day one they will fit perfectly into their jobs in the industries. The oil and gas and the banking sectors are most guilty of this. No wonder a nation that has so much oil cannot operate its refineries and go out to import refined oil. Indeed, we are told that very soon we shall begin to import refined oil from Niger. Where is the shame of the giant of Africa? Our Organised Private Sector should demonstrate their sincerity and sense of purpose through collaborative efforts with government and the universities and invest massively in the development of the real type of graduates who are employable right from their graduating ceremony.
I am so pleased that the Nasarawa State University has thought it fit to honour six different distinguished personalities with honoris causa degrees for different reasons. These include H. E. Sen Umaru Tanko Almakura, former Gov of Nasarawa State (D. Litt); Alhaji Aliko Dangote, President, Dangote
Group of Companies (DBA); Malam Abubakar Malami SAN, Hon Minister of Justice ( LLD); Malam Mele Kolo Kyari, GMD, NNPC (D. sc); Chief Peter Luka Okocha, CEO, Okocha Nig Ltd (DBA); and Alhaji Aliyu Abdulrazak Balarabe, Marketer & Kano Based Businessman (DBA).
Let me clarify an unfortunate misunderstanding in our society about the conferment and use of an honorary doctorate degree, which is given honoris causa, a Latin term which means ‘for the sake of honour’. It is titular, nominal, ex-officio or unofficial. It is a donor-based award that is awarded solely for the accomplishments and contributions that a person has made. It is a recognition and appreciation of those who have made significant contributions to society, state, and the university. It is not a processional or practitioner recognition. Therefore a person who has been awarded an honorary doctorate degree is not normally addressed as ‘Doctor’. But can cite it and write it as dr hc.
I respect and duff my hat for these distinguished honorary graduands, who are Nigerians and indeed citizens of the world with a difference. They are humanitarian, philanthropic, empathetic and very considerate seasoned administrators versed in the art of governance while others are international business magnates who, in their quiet ways, have helped to develop many places including academic institutions both overseas and locally. The University should seek to partner with each and every one of them and their affiliates to spin some developments at the university. Being fully fledged members of this University, as respected alumni, I am sure they would be most willing to contribute their own quota in the development of quality university education in this part Of the country. The way to go is to help develop Keffi as the Nigeria silicon valley to enable our very bright minds of between 17 to 25 years Old to propel Nigeria into the next generation Of global scientific and technological giants. Disaster comes when elites push society toward instability and eventual collapse by hoarding huge quantities Of wealth and resources. This cannot be said Of our new honorary graduands who have always placed their wealth and resources at the service Of humanity. NSUK, although would benefit from a one Off donation as many honorary graduands are motivated to do, we must devise a new way of their partnership with NSIJK for the long haul. Regularly paced donations and assistance as well as assisting to attract funding and other support from their extensive connections and networks is what we require at NSUK. I am quite convinced of their readiness to be of immense assistance to the University and the immediate environment.
17.3 Transformation Through the Universities
Higher education plays a key role in the transformation of any society. The lessons from the developed countries and the news from the emerging economies of China, India and Brazil are very instructive on this issue. Since the days of our first generation universities and as a result of the bastardisation and dehumanisation of academia by the military regimes we had in the 70s and the 80s, our universities have continue to decline just as world class universities are being established in other parts of the world. Our universities are a shadow of what real universities should be.
As of March, 2022, there were 206 universities in Nigeria. 99 were private, federal universities amounted to 49, while state universities were 58. The trend is that we shall have close to 120 privately owned universities by the end of this year at the rate we are going. Given the population we have, Nigeria requires more universities. But they must be well planned for, strategically conceived and stringently policed to ensure they meet the minimum standards. As observed by Adeniran (2011), “while some Of the private universities are administered admirably, with a clear vision, process, pattern and future promise which justify their establishment, many are being run purely as commercial ventures, with desperation for quick returns. The government universities, for their part, have for some time been suffering from regularly disrupted academic activities, structural and moral decay, a rather thin and obsolete curriculum structure that has not fully risen to the challenge of the twenty-first century knowledge economy, campus terrorism, inadequate strategic planning and funding. An unprecedented level of brain drain through the movement of the well-trained academic in quest of better facilities and remuneration and a calamitous decline in the quality of university education
As a result of the above, our universities are retrogressing into being obsolete in ideas, pursuit of knowledge and becoming irrelevant. Universities of the
21st century are embarking on knowledge-intensive development directed at capacity building and production of graduates with cutting edge training and know-how to meet the challenges Of the prevailing employment market. Change is expensive, but if done properly and effectively executed, would yield results that far outstrip investment.
A combination of dwindling funds, dilapidating infrastructure, aging professoriate, dated curricula, absence of high tech research, lack of foresight and the absence of strategic planning have combined to erode our universities Of the high reputation and international respect they had in the 60, through to early 80s. Paradoxically, while the establishment of more universities continues to be directed at opening up access to higher education the quality Of education offered culminate in products who, by world standards, can barely compare with an excellent secondary school graduate in other parts of the world. No wonder no Nigerian university is ranked within the top 2000 universities in the world, none is ranked in the best 50 universities in Africa, and of the highest ranked 100 universities in Africa only 8 are Nigerian.
It is not very clear what would emerge from the government’s transformation agenda for universities but whatever it is, it must address quality, access, strict adherence to minimum standards, and direct attention to cutting edge research which will use all the natural resources God has given us (sun, water, land and minerals). We need to devise new ways of hiring senior academics, especially Vice Chancellors. Poor leadership arising from compromised appointment (either through the son of the soil system or my local government candidate or through some form of less than desirable methods) would inevitably yield poor governance and globally unacceptable products in an age Of global competition. Meritocracy rather than mediocrity must be entrenched. It must be business unusual in order to restore the universities to those glorious days when professors were professors! The bitter truth is that our higher education system has degenerated to a sad level that Nigeria must be ashamed of. Take it or leave it we are not the giant Of Africa as far as education is concerned, if the truth must be told. The only option for our higher education transformation is restructuring the governance of universities, embark upon knowledge intensive development and internationalising our campuses on all grounds.
What Nigerian universities, NSUK inclusive, should strive for is to become a world class universities. In recent times, the term or nomenclature, Universities of Excellence (I-JOE) is now used interchangeably with World Class Universities. A World Class University (WCU) is characterised by ‘a high concentration Of talent in both staff and students, abundant resources to support a rich learning environment and to conduct advanced research, and constructive governance features that encourage strategic vision, innovation, and flexibility that enable institutions to make autonomous decisions
A WCU is diagrammatically represented as shown in the Figure 4 below:

Figure 4: Characteristics of world class universities (Salmi 2009, 8)
In order to become a WCU, NSUK must pay attention to the following:
it must have a critical mass Of excellence with a passion for further development Of the knowledge economy to propel it to international visibility or competitiveness, fuel economic growth and support internal investment; research must become multidisciplinary, generating synergies between science, technology and humanities.
research and education will become more closely integrated, but they will become more e-enabled, allowing their students to derive the very best value from the totality of their learning experiences and modes.
It must make a conscious decision to increase research funding in a concentrated critical mass of disciplines in which the university could distinguish itself nationally and globally.
produce a crop Of researchers who have the ability to work effectively and vigorously pursue partnership with other higher education institutions, industry, health services, local and state and federal government and international development partners.
Using all the aforementioned to produce outstanding graduates, scholars and leaders of the future, and the translational research and innovation that they produce will contribute to economic growth, prosperity and social benefit.
The knowledge economy, as mentioned in Section x bullet point one above, is a system of consumption and production that is based on intellectual capital. In general, it addresses how education and knowledge, often referred to as “human capital”, can serve as a productive asset. The knowledge economy relies greatly on intellectual capabilities instead of natural resources or physical contributions.
A knowledge economy is one that creates, disseminates, and uses knowledge to enhance its growth and development. A successful knowledge economy is characterised by close links between science and technology, greater importance placed on innovation for economic growth and competitiveness, increased significance of education, and lifelong learning and greater investment in intangibles such as R&D, software, and education.
The World Bank defines knowledge economies according to four pillars which are seen as critical requisites for a country to be able to fully participate in the knowledge economy. They are:
Education & Training (an educated and skilled population is needed to create, share and use knowledge),
Information Infrastructure (a dynamic information infrastructure-ranging from radio to the internet-is required to facilitate the effective communication, dissemination and processing of information),
Economic Incentive & Institutional Regime (a regulatory and economic environment that enables the free flow of knowledge, supports investment in Information and Communications Technology (ICT), and encourages entrepreneurship is central to the knowledge economy), and Innovation Systems (a network of research centres, universities, think tanks, private enterprises and community groups is necessary to tap into the growing stock Of global knowledge, assimilate and adapt it to local needs, and create new knowledge).

The figure 5 below shows the interconnectedness of the four pillars of the knowledge economy.
Figure 5: Four Pillars of the Knowledge Economy
In a knowledge economy, at both the individual and institutional levels, the educational system must provide the skills and ability for learners and researchers, at both the basic and applied levels, to be creative with knowledge. There must be an abundance of technical know-how and an environment for the transfer of technology to thrive, the demonstration of policy analysis, development management and assessment of alternative courses of action.
A citadel of excellence, in a knowledge economy, seeks to produce competent and hands-on graduates who are key players in a sustainable development as part of a highly educated, mobile and adaptable workforce. Such a worker must be multi-skilled and multi-tasked, trained to function in a knowledge and a learning society with the added ability to use of global and local ecological and geographical conditions to their advantage.
However, what obtains currently in Nigeria and most of Africa, is an education system that is outdated and commodified in both its content and delivery, and generally out of touch — alienated from those we serve. Typically, learners are made to fit into straight-jacketted curricula that are no more relevant locally or globally show casing 20th century pedagogies that are uni-modal and not tailored to specific needs.
In the 21st century higher education system, learners want to curate their learning, with some guidance in their bid to acquire knowledge via an interdisciplinary approach taught locally but from global perspective. The system provides digital, in place of analogue, knowledge and learning is modular, on demand, and non-linear.
A world class university or a citadel Of excellence recognises that no meaningful development occurs in a country without human resources being produced and used as assets. As a result, such an institution strives to accomplish a number of things including closing the skills gap between education and world of work, connecting youth with the labour market, promoting entrepreneurship development, and engaging in both basic and applied research linked with industry to arrest unemployment and promote sustainable development.
In the 21st century, the pursuit of sustainable development by Nigeria means that the country must engage in the following:
Building strong economic foundation;
Participating vigorously in economic integration regionally and continently;
Massive job and wealth creation;
Embarking on effective food security measures;
Health and environmental provisions;
Innovations and creativity buoyed by education;
Energy reforms and attention to combating climate change; and
Massive investment in education, especially tertiary education.
The successful implementation of the above leads to the achievement of Sustainable Development Goal 4 (SDG4), which is to: ‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all – through the Education 2030 Framework for Action (FFA).’
The Target 3, point 43 of the SDG Goal 4 says that: ‘A well-established, properly-regulated tertiary education system supported by technology, Open Educational Resources (OERs) and distance education modalities can increase access, equity, quality and relevance, narrow the gap between what is taught at tertiary education institutions and what economies and societies demand. Lifelong learning is the “ongoing, voluntary, and selfmotivated” pursuit Of knowledge for either personal or professional reasons to continuously learn from “cradle to the grave”.
TrustAfrica (2016), in a recent high level meeting on higher education in Africa held in Senegal, concluded that it is critical now for higher education to:
“Develop a high quality, massive, vibrant, diverse, differentiated, innovative, autonomous and socially responsible higher education sector that will be a driving force [in achieving the continent’s long-term development goals]. Produce the human capital required for the continent’s inclusive and sustainable development, democratic citizenship, and repositioning as a major global actor.”
In order to realise TrustAfrica’s vision for the transformation of Africa through higher education, the focus must be on making certain significant and inevitable changes to meet the needs Of the 215t century world, and its learners and teachers.
NSUK must pay particular attention to several issues if it wishes to pursue its desire to be a citadel of excellence. They include the following:
1 The university must incorporate life-long learning strategies in a newly re-jigged outlay to be a citadel of excellence. The university must ensure that it confirms to all that TrustAfrica has said as quoted in iv above with special reference to developing all the necessary skills needed by graduates to function effectively and efficiently in the 21st century.
To be a world class university and a citadel of excellence, NSUK must engender an environment that creates intellectual leadership that is ethical in order to address developmental challenges faced by all universities in this new age.
As part Of its commitment to educate socially responsible citizens in the State and also to serve the larger Nigerian society and beyond, NSUK must support in practical terms the mission and objectives of all global, regional and national commitments to the achievement of the Sustainable Development Goals (SDGs). The Agendas such as the Education 2030 Framework for Action (FFA), The Africa We Want, the Continental Education Strategy for Africa (CESA 16-25), and The Presidential Summit on Education in Nigeria 2018.
The University should also consider subscribing to and being a signatory to the ten principles of the United Nations Global Compact (UNGC).which covers areas of Human Rights, Labour, Environment and Anti-Corruption.
As recommended in Section 7: Terms of Reference 3 beginning from Page 65, of the Report on Repositioning NSUK, the university must rationalise the proliferation of centres and programmes, and while doing so concentrate on its strength and search for a niche or niches reflecting the vision, mission and community interest and needs in order to develop expertise in those areas leading to becoming a university of excellence.
Two major steps must be taken by NSUK in its journey to being a citadel of excellence.
Step ONE: must recognise and be fully aware that the institution must be prepared to work with all its stakeholders — students, faculties, departments, centres, staff, alumni, partners and the wider local and international academic, business and industry, and other communities to create awareness, generate new ideas, knowledge and learning programmes to help everyone linked with the institution deal with the global challenges being faced. The university must see and sell itself and must be seen to portray itself as a socially aware institution.
Step TWO: Take is a collective institution-wide search for areas that fit the concentration Of strength and funding which would serve as the flag ship of the institution.
17.4 Transformation Through Academia and the Academics
My nostalgic recollection of an academic is a no-nonsense, strict-to-the-fact individual who with pride pursues excellence in his teaching and research, is well respected by the society to which he contributes a lot in building. He faithfully prepares his lecture notes reviewing them as often as he hears of the latest in his field, guides students to unravel the facts and in the pursuit of knowledge, challenges his/her students to argue the basis of their decision and conclusion through experimentation and examination of alternative thoughts. He shuns self aggrandisement and ostentatious life and always presents himself as the embodiment of all that are desired and good in a person worthy to live, work and interact with others on a university campus. The academic is a detribalised person committed to seeking knowledge from his peers no matter who they are or where they may be. The ever forgetful professor can engage his peers and cohorts in meaningful academic discourse on campus well after the evening lectures and practical classes while forgetting to pick his child from school at 2pm; leaving his wife to come to the rescue once again! Like the doctor, the academic always puts his students first knowing that he carries the heavy responsibility Of producing the next generation Of Nigerians who will lead the country and champion development in all sectors Of the economy. Oh, how things have changed. While many still stick to these worthy ideals, a significant minority have soiled the enviable apparel of academia. They engage in despicable acts that make the public avoid the academic like a plaque. Many moonlight in as many as five universities on a weekly basis, and if they are not selling unauthorised and outdated hand outs to make a few more naira from helpless students, they are engaging in examination malpractices and sexual harassment of all kinds and proportions. Some have now adopted the language of the policeman at the check point, ‘wetin you bring for your poor lecturer’ as a normal greetings to students just returning from holidays.
These days some lecturers put in very minimum effort to earn the maximum pay and allowances and, when they wish, through unionism, hold government or proprietors and parents to ransom. After all with so many new universities springing up by the day, it is so easy to become a professor within 5 years of earning a PhD! University academics easily explain that they are not teachers. It may be instructive to remind us about what Obanya (2011) says about teaching:
“Nigeria is now ‘teaching without teachers’. The system has always aimed at having qualified teachers, forgetting that:
A qualified teacher is not necessarily a competent teacher
A competent teacher is not necessarily an efficient teacher, and
An efficient teacher is not necessarily an effective teacher.
A qualified teacher is one who meets the basic requirements for qualification, for entry into the teaching profession. A competent teacher is the one who has mastered the rules, while an efficient teacher is the one who is capable of applying the rules, as learned. The effective teacher, on the other hand, is one who applies creativity to teaching and thus maximizes student learning..
p.ll”
NO wonder the latest World Knowledge Index as shown in Table 8 below puts
Nigeria as Number 66 amongst the Lagging Followers.
Table Group Description of Knowledge Index
In other parts of the world, academics are no more hired on tenure, you earn your slot through contract or tenure track appointments after rigorous regular review by peers, students and your productivity. In some parts of the world, all lecturers on the same grade do not earn the same salary, they are rewarded according to their productivity and the number of postgraduate students they can attract as well as the number and volume of research grants they bring to the table. Some of my colleagues resort to very debasing methods like selling examination papers, or even sitting examinations for students and spend time either promoting cultism or writing petitions on why the VC or his Deputy must be probed or go! Some of our academics cannot stand their peers at international conferences and for those who brave it to present papers cannot defend their methodology or the results of their research because they may have cooked the results or plagiarised the paper from other sources. While admitting that what prevails on our campuses these days are an extension of the decadence in the society, academic campuses should be the last bastion of probity, integrity and humility in knowledge generation, character molding and community service. Only the academic can reform academia and the university campuses. We must begin to redraw new code of conducts for new generation academics. We must restore the dignity and wonderful traditions of academia.
17.5 Transformation Through Post-Covid-19 Realities
The ecosystem of ODeL is currently undergoing a foment in different dimensions which include (i) a shift in the philosophy of learning for all, (ii) the blurring of the divide between face-to-face and Open, Distance and eLearning, (iii) the shift from students to being considered as learners, (iv) the movement from targeted population to open education (open access, open learning and open scholarship), (v) the use of social constructivism and the theory of webagogy for course material development and, (vi) the presentation of instruction in bytes of not more than 30 minutes. All these on-going development in open and distance learning.
A critical review Of the current developments in the use Of open distance and e-learning in global higher education indicates that two mega factors have propelled the emergence of communication technologies in modern day teaching and learning. The two mega factors are (i) The transformative power of technologies and (ii) the global pandemic of Covid-19.
The use of emerging communication technologies, network of libraries, virtual institutes, virtual laboratories, educational portals, social media in instruction, research and communication with students, colleagues and peers has become central in the provision Of Open and distance learning. The use of Technology in ODL has progressed from Print to The Web/lnternet and has become the strategic agent for empowerment and transformation.
Modern technologies have become a disruptive force in higher education produce graduates with broad-based knowledge for the emerging learning society. The pervasive use of technology has resulted in mass instruction through Open and Distance Learning (ODL), Open Education Resources (OER) and Massive Open Online Course (MOOC) – a situation in which a web-based course of study is made available without charge to unlimited number of learners. The disruption has led to what is labelled as the inevitability of instability which leads to continuous transformation of the learning landscape world-wide. The use of disruptive technologies in higher education has two characteristics. They are (i) teaching and learning will continue to be redefined, and (ii) learners will take increasing control of their learning.
Open and distance learning has been classified in terms of dominant technologies used. With reference to the history of ODL beginning from the use of print in 1728, ODL and technologies are considered inseparable as in order to reach students at a distance, one must use certain tools or technologies to do so. While technologies Of instruction have been examined closely, the organisational transformation those technologies necessitate tends to be overlooked. In changing the mode of instruction or the educational model of ODL, an institution must also rearrange or transform its organisational structure to enable and effectuate such changes. It is an open secret that any ODL institution which fails to transform itself to adapt to the transformative changes of modern technologies would end up forgotten or abandoned in the race towards being in the forefront of the evolution in the new frontiers Of teaching and learning at a distance. Taylor (2001) suggested five generations Of distance education: First, the Correspondence Model based on print technology; Second, the Multi-media Model based on print, audio and video technologies; Third, the Tele-learning Model, based on applications of telecommunications technologies to provide opportunities for synchronous communication; Fourth, the Flexible Learning Model based on online delivery via the Internet; and Fifth, Intelligent Flexible Learning Model based on the interactive nature of the Internet. While the 6th generation includes the use Of Open Education Resources (OER), Social media, e.g Facebook, Twitter, YouTube, Flickr, Tumblr, Pinterest, Google+, Instagram, Linkedin etc may now constitute 7th generation of models of E-Technology
(Jegede, 2020).
Throughout the 20th century, the higher education sector has remained relatively stable, despite technological innovations that regularly altered the way movies, television, music, and books were created, distributed and consumed. The stability has bred a lot of issues over pricing, and over reliance on business models tailored to the physical world. What immediately became available was with many in higher education was to dismiss the threats that digital technologies pose to the way work, learn, teach, transit information and research. Many academics downplayed and indeed diminished and dismissed online learning and credentialing platforms (eg edX, Cosera, Khan Academy) as poor cousins for the real thing’ (f2f). What online services lack, they make up for in convenience they fulfil key pieces of our core mission in higher education and reach many more students, of all ages and economic backgrounds, at a far lower cost. Employers are now embracing new skills-based certifications, many learners now question the traditional four year degree. Indeed some of our best academics have migrated their know-how to new online platforms and the development of their own brand identities, distinct and independent from their primary assignment.
Imagine the huge transition in the global higher education sector. Students used to scramble to pay exceptional high fees to go to the best colleges and universities to be taught by the best lecturers and job offers from the best employers. Lecturers search for campuses where they can find the best learners, the greatest financial resources, and research engagement from top companies. Similarly, employers are often attracted to institutions where they can recruit the best students, with the most up-to-date knowledge, delivered to most intelligent learners.
As is the case in every other sector, the COVID 19 pandemic has affected Education. It has devastated the sector and disrupted everything at all levels.
It has affected businesses, travel, households and families.
Just as the COVID-19 pandemic has disrupted all facets of human endeavour, it has also affected all levels of education and training and the projection is that ”the changes in store for higher education are going to look a lot like the painful changes we’ve seen in retail, travel, news, and entertainment.” According to the statistics put out by The International Association of Universities (IAU, 2020), ‘before the pandemic, 258 million children and youth of primary and secondary-school age were out of school, and low schooling quality meant many who were in school learned too little’. With the pandemic, more than 1.5 billion students and youth across the planet are affected by school and university closures due to the COVID-19 outbreak. It is estimated that for the first time since its conception, the Human Development Index (HDI), Of which the education dimension accounts for a third, has shown a striking decline.
The issue of learning loss, both in the short and long term, when fully measured, will be colossal. Researchers in Canada estimate that the socioeconomic skills gap could increase by more than 30 per cent due to the pandemic. The World Bank (2020) has identified three possible scenarios for the loss of learning:
Scenario 1: a reduction in average learning levels for all students, Scenario 2: a widening of the distribution of learning achievements due to highly unequal effects Of the crisis on various populations, or
Scenario 3: a significant increase of students with very low level of achievement due, in part, to massive dropouts.
Nigeria, is the largest economy in Africa, the most populous black nation, the 7th most populous country in the world, the 6th largest oil producing country in the world, the 4th world exporter of oil, the 21s largest economy by GDP ($1,058 trillion by nominal GDP), and a country whose citizens in diaspora continue to be the intelligent and cerebral repository which other nations of the developed world capitalise upon. The educational system of Nigeria, which was created by its former British colonialist, has since been changed from the 7 years primary, 5 years secondary and 3 years university system to 6 years primary, 3 years junior secondary, 3 years senior secondary and 4/5 years University system.
In spite of the great strides in attempts to improve the educational system and localise it to suit its socio-cultural and economic environment, Nigeria continues to slumber as a slowly-developing country. For instance, there seems to be lots of dependency on regurgitation rather than on skill acquisition. There is lack of emphasis on entrepreneurship and slow pace in embracing the emerging technologies in infrastructural development and in education.
The COVID-19 pandemic is revolutionizing digital and online education globally but as alluded to above, children in rural and underserved communities in almost all the 36 States of Nigeria, are being left behind as they are not equipped to adapt or transition to the new methods of learning.
The advent of COVID-19 and the way the system of education runs in
Nigeria, it is pertinent to ask some salient questions such as: what is the impact of COVID-19 on the educational system of the country, on communities, institutions and individuals in the society? What is the government doing to address the impact especially on higher education? UN Secretar -General Poli Brief ‘Education in the time o COVID-19 and beyond’ warns that the pandemic has created severe disruption in the world’s education systems in history and is threatening a loss of learning that may stretch beyond one generation of students. How is Nigeria ensuring that the loss of learning in our educational system is not to damaging to the individual and the community? How would higher education respond to the global pandemic using the transformative effect of technology? What is the way forward for the world, Nigeria and UNILAG DLI as reaction to current developments? So where do we go from here with regards to the interesting catalytic growth and development Of ODeL resulting from the global changes and the COVID-19 pandemic?
As knowledge providers, educators must constantly question how well we’re serving our clientele — the learners. In the language of the business world, ‘what’s our customer value proposition? The global development in higher education has remained quite stable for so long that practitioners coalesce our model with our mission. Given all developments around us in this 21 st century our model of educating learners is under threat. Undoubtedly, as it has happened in other sectors of human development, technology will change how we work, how we disseminate knowledge and how we view the practice and philosophy of training educated citizenry.
What therefore is the core mission of higher education? Open
Distance and E-Learning has provided us with a simple straight forward answer: That as educators, we must strive to create opportunities for ALL learners to discover and develop their potentials without any hindrance or obstacle whatsoever, and to use them to make a difference in the world. Higher education in the contemporary world must harness all resources to pursue open education for lifelong learning
Whether we like it or not, big irreversible changes have come to higher education through two major sources: global development and COID-19 pandemic. NSUK has an opportunity to reimagine an old model that has fallen far behind the times. As said in some quarters, if we do it right, we might usher in a new golden age of education in
Nigeria and the world.
17.6 Transformation Through New Learning Strategies
The development of society has always hinged its evolution upon the knowledge, skills and attitude passed on continuously from generation to generation. This is, arguably made possible, due to the amount of learning which takes place within the parameters set by that society. The definition and understanding of learning has changed since the time of Socrates, Dewey and others.
What then is learning and how has it developed from one period to the other in human civilization? How is learning currently being viewed? Gazing into the crystal ball of human development where is learning leading human civilisation to? Subsequent aspects Of this paper will address these questions. What is emerging is that learning is a process, it is contextual, it is facilitated by communications technologies, it is personal and it is a life-long journey. Being a life long journey would dictate that, in most cases it is self-directed allowing the individual to dictate several attributes related to what is now regarded as learning in current literature.
If, as has been argued in the literature, the future of learning has come upon us and changes must occur to accommodate what these would mean in the foreseeable future. As has been mentioned by Eisenberg (1998), ‘change is coming whether we like it or not. If we are not involved in it, others will do it for us’. Duderstadt (2001) has reiterated this view by saying that ‘ there are increasing signs that our current paradigms for higher education, the nature of our academic programs, the organization of our colleges and universities, and the way that we finance, conduct and distribute the services of higher education may not be able to adapt to the demands of our times’. Unfortunately, higher education is one area that often remains impervious to or can be very slow to adapt to changes around it.
In spite of these negative assertions about higher education, it still remains the most potent pathway to contributing to the development of the society. Higher education remains the fulcrum upon which all other developments in society hinge. It is seen in many parts of the world as the instrument to the diversification of growing economies. The reasons are that higher education is used to produce the human capital base for development through the production of employable graduates and professionals.
As opined by Okebukola (2015, 2017), in many parts of the world, there is palpable hunger in the land; unemployment is high; inflation is biting; budget deficits are insufferably high; debt profile is mounting to an intolerable limit; street begging is a constant; prostitution is rife; fraud and crime rates are high; the manufacturing sector is in a depressed state; and infrastructure, electricity, healthcare and transportation are in poor shape’. The glaring nature of these depressing states of affairs in the less developed economies, as opposed to the highly industrialised parts of the globe, indicates the role that higher education can play in the sustainable development of the world. Higher education continues to be the veritable key to this development. In order to do this effectively, higher education must rejuvenate itself to adequately face several challenges in its role as a solution provider in the world’s quest to sustainable development. For example, there is the need to expand access, improve quality, ensure equity and provide massive access to tertiary education while at the same time directing attention to innovation, creativity and future of learning amidst the cry to rejuvenate the obsolete curricula in higher education and the way stake holders view learning.
The vision for higher education therefore is the need to transform itself as Barber, Donnelly, & Rizvi (2013) opined in their book when they said that, ‘Our belief is that deep, radical and urgent transformation is required in higher education as much as it is in school systems. Our fear is that, perhaps as a result Of complacency, caution or anxiety, or a combination Of all three, the pace of change is too slow and the nature of change too incremental. Their conclusion leads to one major suggestion for higher education which is to re-invent education by re-bundling into micro modules to suit the needs of present learners as well as pay particular attention to how learners learn in specific environments.
Perhaps the time has come for the higher education world to incorporate new learning strategies such as the use of my theory of collateral learning as part of the conceptual framework of teaching and learning in the non western environment classroom environment which we find ourselves. This
Theory of Collateral Learning propounded in 1995 to explain how nonWestern science learners cope within a classroom environment not very receptive to their indigenous knowledge has been seen as a major global and rare landmark contribution to knowledge. The theory of Collateral Learning, is amongst my 5,676 citations (198 in 2021 and 21 so far in 2022) as published by Google Scholar in global scientific literature has attracted over
56 post graduate studies world-wide.

Figure 6: Collateral Learning Theory (Jegede, 1995)
The world in its continuous quest for giant strides in development and growth predicated upon modern technology as its fulcrum. This has therefore necessitated that the world gravitate into a global village through the emergence Of the Fourth Industrial Revolution (41R) that is already altering the way we live, work, learn, relax, utilise resources and time and relate with one another as individuals, corporate entities and countries.
The above necessitate that the countries and communities of the world must be on the same paragraph in harnessing the use of the digital revolution as disruptive technologies (which include the internet Of things (IOT), Virtual Reality (VR), Artificial Intelligence (Al), Robotics, autonomous (driving) vehicles, 3D printing, nanotechnology, biotechnology, materials science, energy storage, quantum computing and many others which inevitably demand more technical capabilities than what is currently demanded in careers, professions and vocational undertaken by citizens of the world.
What this interprets to mean is that the 21st century skills as enumerated by the World Economic Forum and adopted by all as the drivers Of the development of capacity of individuals and the acquisition of digital literacy and relevant, appropriate, effective and efficient skills is sine qua non of modern work environment. In simple terms, the future of the world, including Africa, is indispensably interwoven with digital literacy and skills if we must transform our emerging modern environment into the use of the best global practices to contribute to the digital advantage which supports sustainable prosperity.
Employers all over the world are anxious for qualified workers but unfortunately, with 21 years already spent in the 21st century, the skills needed to drive innovation, productivity and growth are not readily available. For instance, in the Middle East and North Africa, nearly 40% of employers identify skills gaps as a major obstacle to growing their businesses . Similarly, in Latin America, 4 in 10 companies have trouble in finding workers with the right skills2 . In Japan, talent shortage is even more at the extreme with 86% of firms and 60% of C-level Executives in Brazil held up and growing in skills gaps as their top workplace problem 3 Globally, there’s already a massive shortage of Al and data analytics experts as people with expertise in app- and web-enabled markets, IOT systems and cloud computing will be in high demand with more and more companies adopting new technologies. Creative technical skills are also highly valued and growing demand for creative skills; character design, 2D and 3D animation, motion graphics, photo retouching, vectorial design and many more. This is fertile are which
NSUK can easily make its expertise felt in the development of Africa.
17.7 Transformation through Parents and the Home
As strong stakeholders in higher education, and in education generally, parents have very powerful voice in the education of our children. The interest parents take in their children’s education is often seen in the turn out for such ceremonies like matriculation and convocation like we are having today and tomorrow at NSUK. Parents proudly announce to all who care to listen the degree and the class Of degree Of their children soon after convocation ceremonies. This is as it should be as our children are our investment and heritage; their success is an indication of ours as parents.
However, many parents, especially those who are educated, rarely take interest in the total educational journey of their children and wards. Apart from grudgingly giving the money their children incessantly request for, many parents care less whether their children attend lectures, dress appropriately and decently or even stay on campus for the duration Of the semester. Some parents do not know the hostels, let alone the rooms, their children stayed in throughout the duration of their degree programme.
Indeed, some parents would offer to pay anything to anyone who can be contracted to sit for examinations, be it JAMB, NE-CCC) or sessional examinations of their children. They help to concoct results of homework and often aid the moral decadence on-campus through many undesirable means. The home is the first classroom or laboratory for educating children. More often than not, children behave exactly the way they see their parents do. These include cultism, cheating and stealing, physical abuse, indecent behaviours, lack of respect for others and running down others and looking down on our unfortunate neighbours. Easily a child rusticated for bad behaviour in a Nigerian campus is quickly shipped overseas to continue his/her education without the parents investigating what happened. Parents have been known to take interest in the affairs of their undergraduate children in so far as challenging lecturers for reproaching or punishing their children for bad behaviours. It is an open secret that some children of highly placed are the perpetrators of heinous crimes in the society including kidnapping, armed robberies and drug trafficking; these are the results of being too busy at work by parents and thereby having no time to devote to their children and wards.
Wale Adefarasin (August, 2011), referring to the publication of Lord Lugard (The Dual Mandate, 1926) by Lord Lugard (Governor General of Nigeria (1912-1918), quoted his infamous statements as follows:
“In character and temperament, the typical African of this race-type is a happy, thriftless, excitable person:
Lacking in self control,
Discipline (and),
Foresight,
(Full of) personal vanity,
(With) little sense of veracity (fond of music),
(His/her) thoughts are concentrated on events and feelings of the moment,
(And s/he) suffers little from the apprehension for the future or grief for the past,
(S/he) lacks the power of organisation, (and is conspicuously),
Deficient in the management and control alike of men and business,
(S/he loves the) display of power, but fails to realise its responsibility…”
He challenged all Of us saying that “Lugard’s statements speak Of a culture that is devoid Of the values Of truth, honesty and humility. A nation that fails to plan and prepare for the future is trapped in living for today”. He concluded by advising that, “Nigeria must change. And change is possible but only if we engender a total reorientation of our worldview. We must raise our children with a ‘can do’ mindset. We must pass on a legacy of hard work and an expectation and hope for the future, a legacy built on truth and justice, not ‘survival of the fittest’ or ‘winner takes all’. We must reward diligence, honesty and selflessness, and punish those, whatever their station, who violate our laws”.
I submit that parents can contribute to the upliftment Of university education by their interest and involvement in the activities Of the universities, attending as many events as possible, helping to raise funds and interrogating the academics on the quality of education. The same parents who complain of the unacceptable competency level of those they meet at the interview halls are those who easily shy away from taking interest in the education of their children. Your interaction with the universities facilitate the meeting of the town and gown and allows free flow of ideas and provides current information to the society about university education. Universities need the community, of which the parents are a significant part, much as the community needs the university. Please help us to help you.
Transformation through Ecological Relevance
The rapid, unpredictable and uncontrollable changes taking place daily in our modern world call for extra dedication and concern Of our universities to become even more relevant and engaged with changes around them, especially within their immediate environment.
The immediate world of an institution has its own ecology or ecosystem. ‘Ecology enriches our world and is crucial for human wellbeing and prosperity. It provides new knowledge of the interdependence between people and nature that is vital for food production, maintaining clean air and water, and sustaining biodiversity in a changing climate’ Applied to the location of a university it means that we must pay particular attention the town and gown’ dictum and ensure that the university becomes very relevant to the changed and development within its location.
In the case of NSUK, it must carry out a needs assessment as to the trajectory of future development in its locality and advertise its visibility so as to be relevant as to its contribution to development. NSUK, for an example can choose to become indispensably relevant in a number of areas which Abuja FCT is projected to develop. Two areas come to mind: mass movement of people and beautification. The need for a well mapped out mass movement within Abuja FCT and environ in relation to the expected future growth of its population, the need for an examination Of road traffic, hybrid cars and other related issues call for the establishment Of a very well equipped Faculty Of Built up environment, Transportation and Mechatronics. Given the gridlock which ensues in many parts of the FCT at some points and parts of the day demand that an intellectual and intelligent means of seeking solution to problems which arise must become a part of the system. Transporting the mass of people through different types of transportation requires high level research for adequate and appropriate solution to be found. NSUK should reposition itself to be of use to its mediate environment and through that reap the best benefit of being socially and ecologically relevant.
Transformation through Students
Let me therefore now devote the last part of this lecture to the graduands who are all bubbling with excitement, grinning from ear to ear and wishing that tomorrow’s convocation ceremony comes to an end sooner than planned for them to party and celebrate with their friends and families. I am sure you cannot believe that it has all ended. The daily lectures, gruesome laboratory sessions, endless tutorials, conformity to the rigid rules Of the game, waking up at the wee hours every morning in readiness for boring lectures and months of struggle in the library and data collection and analyses (in all ramifications). It is unbelievably over because everything that has a beginning has an end. After today, you will be as free as the air, ready for NYSC or to go brandishing your glittering certificates for employers to consider. You are a pride to your country, university, community, family, friends and, indeed to yourself! In the face Of all the cel