Human Capital Flight: Stratification, Globalization, and the Challenges of Tertiary Education in Nigeria
Chapter One
OBJECTIVES OF THE STUDY
The major objective of this study is to examine human capital flight: stratification, globalization, and the challenges of tertiary education in Nigeria.
Other specific objectives include:
1. To investigate the effects of human capital flight on the economy of Nigeria.
2. To examine the significant relationship between tertiary education in Nigeria and human capital flight.
3. To identify ways of improving the Nigerian education system.
4. To recommend solutions to human flight in the tertiary education of Nigeria.
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
The concept of human capital and human capital flight
Human capital is described as the total stock of knowledge, skills, competencies and innovative capabilities possessed by a country (Robinson and Florence, 2016). Shuaibu and Oladayo (2016) consider this approach when they affirm in their study that human capital flight has its origin from the increasing pace in the division of human labor. Shuaibu and Oludayo (2016) also follow this trail when they defined human capital as knowledge, competency, attitude and behavior possessed by an individual and further explained that a fundamental source of productivity in the world is its human capital. Fundamentally, human capital is acquired partly through education (Shahbaz et al., 2019), and it is that intangible factor that brings human intelligence, skills, abilities and competencies in the production process and allows for the provision of goods and services (Amadi and Alolote, 2019). Therefore, human capital development concerns all kinds of labor, mentoring, practices, internship and investment, such as efficient medical facilities on managing the available human capital. Human capital can also be improved through effective health-care services, as acknowledged by Oster et al. (2013). For a third-world country like Nigeria to transcend to a developed nation by tackling poverty and unemployment’s persistent issue, a key consideration to the level of human capital development is pertinent. Amadi and Alolote (2019) offer an understanding of human capital development as the process of increasing human capacity to attain higher levels by learning vocational and technical skills to initiate and develop resourcefulness in the individuals in such a methodological way, maintained and deliberate. Human capital development should be methodological, seeing it has defined goals in the form of a learning curriculum followed by series of activities that support knowledge transfer; maintained to sustain its massive impact on the organization or society; and deliberate to ensure welldefined goals accomplishment. Also, human capital education in Nigeria should contain those activities that are well structured, coordinated and implemented to prepare the youths’ responsibly to increase the youths’ economic participation in every community. To Kulo et al. (2015), human capital development is an instructional program that is not only technological but business-oriented. They buttressed that human capital education provides students with information and competencies to manage these businesses and further render services to business organizations. Thus, human capital development is referred to as that aspect of education that serves as an enabling agent to students to achieve competence and direct a positive approach toward their work. Enyekit et al. (2011) itemize the objectives of developmental training to include providing learning facilities, detailed outlines that incorporate the instructions of artisans, technicians and other entrepreneurial and self-reliant skilled personnel to form human capital.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine human capital flight: stratification, globalization, and the challenges of tertiary education in Nigeria. Ministry of Education, Lagos state form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain human capital flight: stratification, globalization, and the challenges of tertiary education in Nigeria. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing human capital flight: stratification, globalization, and the challenges of tertiary education in Nigeria.
Summary
This study was on human capital flight: stratification, globalization, and the challenges of tertiary education in Nigeria. Three objectives were raised which included: To investigate the effects of human capital flight on the economy of Nigeria, to examine the significant relationship between tertiary education in Nigeria and human capital flight, to identify ways of improving the Nigerian education system and to recommend solutions to human flight in the tertiary education of Nigeria. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from ministry of education, Lagos state. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
In conclusion, “Human Capital Flight: Stratification, Globalization, and the Challenges of Tertiary Education in Nigeria” serves as a wake-up call to the critical issues faced by Nigeria’s tertiary education system. The study underscores the interconnectedness of brain drain, globalization, and educational challenges, emphasizing the urgent need for comprehensive reforms. By addressing these issues head-on, Nigeria has the potential to reverse the trend of human capital flight, cultivate a vibrant intellectual community, and position itself for sustainable socio-economic progress.
Recommendation
Based on the findings and insights presented in the study “Human Capital Flight: Stratification, Globalization, and the Challenges of Tertiary Education in Nigeria,” several recommendations emerge to address the multifaceted challenges facing Nigeria’s education system and combat the issue of brain drain:
- Invest in Tertiary Education Infrastructure: The government should allocate significant resources to upgrade and modernize tertiary education infrastructure. Adequate facilities, advanced laboratories, modern libraries, and technology-enhanced learning environments are essential to attract and retain both students and faculty members.
- Enhance Research and Innovation Culture: Encourage a culture of research and innovation within tertiary institutions by providing grants, incentives, and support for faculty and students. Fostering an environment that values original research and rewards innovation can contribute to reducing brain drain and attracting international collaborations.
- Policy Reforms for Retention: Government policies should be crafted to incentivize the retention of skilled professionals. These policies might include improved working conditions, competitive salaries, and opportunities for career advancement, creating an atmosphere where experts are motivated to contribute to the local academic and professional ecosystem.
- Promote Industry-Academia Collaboration: Foster partnerships between tertiary institutions and industries to bridge the gap between theoretical knowledge and practical skills. Collaborations can lead to curricula that align with industry needs, increasing employability and reducing the motivation to migrate for better opportunities.
- Global Networking and Collaboration: Encourage international collaborations, joint research projects, and faculty exchange programs between Nigerian institutions and renowned universities abroad. Such partnerships can enhance the quality of education, provide exposure to different teaching methodologies, and facilitate knowledge transfer
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