Admission Barriers Into Nigeria University
CHAPTER ONE
Purpose of Study
The main aim of this study was to:
- To find out the ratios between applications and admission to Nigerian universities over the period 2010 to 2011.
- To find out if government funding of Nigerian universities is a barrier to access to university education.
- To find out if the implications of Limited access to universities on the applicants, parents and society.
- To determine the competence of Jamb examination and procedures in ensuring more access to the universities.
- To find out if the catchment area rule aids access and equity into Nigerian universities.
- To find out if there are gender imbalances in admission into Nigerian universities.
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
INTRODUCTION
Education is an indispensable tool for enhancing socioeconomic, political, and cultural development of any nation; and as such, its role cannot be undermined (Ajayi & Ekundayo, 2008). The role that higher education plays in facilitating the growth and development of a country’s economy is significant (Ajayi & Ekundayo, 2008). The Nigerian National Policy on Education (2004) highlighted the goals of university education: 1. To contribute to national development through high-level relevant manpower training. 2. To develop and inculcate proper values for the survival of the individual and the society. 3. To develop the intellectual capability of individuals to understand and appreciate their local and external environments. 4. To acquire both physical and intellectual skills which will enable individuals to be self-reliant and useful members of the society. 5. To promote and encourage scholarship and community service. 6. To forge and cement national unity. 7. To promote national and international understanding and interactions (NPE, 2004, p. 2). The increasing importance of higher education as a means of strengthening the economy and civilizing the individual has intensified the demand for higher education in 21 Nigeria over the last twenty years. However, Nigerian higher education has not been able to meet the demand for broadening college admission (Ajayi & Ekundayo, 2008). For Nigeria as a developing nation to gain sustainable development, it is expedient to develop effective and efficient human resources, especially for economic development as measured by the nation’s Gross National Product (GNP) per capita (Chukwurah, 2011, p. 109). Jibowu (2007) stated that a nation’s Gross National Product (GNP) per capita depends, to a great extent, on the level of development of its human resources. On this note, there is an urgent need for a rapid and effective improvement of the country’s system of higher education. Making higher education accessible to every Nigerian should therefore be a top priority (Chukwurah, 2011, p. 109). The policy of admission into Nigerian universities is becoming controversial, as applicants go through painstaking examinations and unnecessary spending in the processing of an admission that may never be gained (Chukwurah, 2011, p. 108). The main issue is that many qualified Nigerian students cannot gain admission to university education due to admission policies such as the quota system, catchment areas, Post University Matriculations Examination (UME) screening, and factors such as the lack of facilities, shortage of manpower, and limited number of universities. Akpotu (2005) stated that cost is not the main barrier in gaining admission into higher institution of learning in Nigeria. The barriers are the policy reforms of quota system, catchment areas, admission policy, poor and inadequate facilities, and the limited absorption capacity of Nigerian universities. Imhanlahimi and Maduewesi (2006) hold that in Nigeria, some unfavorable factors and government policies stand against the more than 70% of qualified students who apply for admission into universities and other institutions 22 of higher learning every year. Every year, hundreds of thousands of applicants write the Joint Admissions and Matriculation Board (JAMB) examination, and on average less than 20% are granted admission into universities (Moti, 2010, p. 28). Ten percent out of these large numbers are granted admission into other tertiary institutions such as polytechnics, colleges of education, and monotechnics. Those who could not secure admission in the year either wait for the following year and write the examination again or pick up casual jobs; still yet, others remain a burden and liability to their parents and guardians (Moti, 2008; Imhanlahimi & Maduewesi, 2006). The purpose of this study was to examine the challenges youth and parents face in seeking admission to Nigerian universities as posed by structural factors and admission policies. These factors (such as the inadequate number and absorption capacity of universities in Nigeria and the lack of adequate facilities and manpower) and admission policies (such as carrying capacity, catchment areas, and quota for educationally disadvantaged states) impact parents and students regarding admission. Such a study is not only needed but also timely as a guide for revamping the educational polices of the government to improve admission processes and emphasize merit as the starting point in the selection of candidates for admission.
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.
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 Admission Barriers Into Nigeria University. 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 the challenges of Admission Barriers Into Nigeria University
Summary
This study was on Admission Barriers Into Nigeria University. Six objectives were raised which included: To find out the ratios between applications and admission to Nigerian universities over the period 2010 to 2011, To find out if government funding of Nigerian universities is a barrier to access to university education, To find out if the implications of Limited access to universities on the applicants, parents and society, To determine the competence of Jamb examination and procedures in ensuring more access to the universities, To find out if the catchment area rule aids access and equity into Nigerian universities and to find out if there are gender imbalances in admission into Nigerian universities. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from Lagos State university lecturers of Raji Rasaki Campus. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
The main issue considered in this study was the fact that the number of students who seek university education exceeds the current capacity of Nigerian higher education. The study exposed the challenges youth and parents face in seeking admission to Nigerian universities as posed by certain factors and admission policies. The study argued that admission into Nigerian universities is based on a combination of merit, personal connections (godfatherism) and money (bribery). The preponderance of these three elements suggests a system in which admission policy is rooted in merit, personal connections (shigashigai nema) and financial corruption (money). The research suggests that the admission processes of Nigerian universities are not efficient, nor do they function well to create enough admission opportunities for those with potential who have financial constraints and no one to stand for them. As a result of the unethical practices regarding admission taking place in the universities, youth and parents are deeply concerned about the crisis of admission, whereby academically less qualified applicants are admitted through personal connections with those in power. Some universities and departments are increasingly losing their credibility, integrity, and honor. This is largely due to a decline in the cherished values of objectivity, fairness, service to humanity, productivity, and search for the truth at all costs. Multi-faceted patterns of corrupt practices have been perpetuated in the Nigerian universities so that many youth seeking admission lose confidence in the system. Most young individuals, who are discouraged with the entire system, have changed their minds and decided to go into different fields of life. Some who gain admission through dubious means (personal connections and money), are unable to successfully complete university-level work
Recommendation
Until our policymakers implement and practice the suggested recommendations, we may not be effective in the implementation of Nigerian policy on higher education; i.e., to contribute to national development through high-level relevant manpower training and to develop and inculcate proper values for the survival of the individual and the society. It can therefore be concluded that that the best way to increase quantitative and qualitative admission into universities is to invest more in higher education and reform the policy systems constraining universities from absorbing more qualified students.
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