The Implication of Incessant Asuu Strike on Nigerian University Vendors. A Case Study of Niger Delta University, Bayelsa State
CHAPTER ONE
Objective of the study
The objectives of the study are;
- To examine the extent of the economic consequences of ASUU strikes on vendors, including the decline in sales, revenue losses, and potential business closures
- To identify and analyze the specific inventory management challenges experienced by vendors during ASUU strikes
- To evaluate the impact of ASUU strikes on the cash flow of university vendors
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
Historical Perspective
According to ASUU‟s own account of its establishment, the Academic Staff Union of Universities was established in 1978 in order to protect the interest of its members and to allow academics to respond to other critical problems facing higher education in Nigeria. It is important to understand the events (as revealed below) in the dispute and the timeline of the events that shaped the dispute. In 1980, ASSU embarked on an initial industrial action arising from the need to resist the termination of the appointment of six lecturers from University of Lagos, as a result of the report of Justice Belonwu Visitation Panel Report linked to university autonomy and academic freedom. Subsequently, in 1980 and 1981, ASUU embarked on further strikes to demand funding for the universities, the reversal of the problem of brain drain, poor salaries, and conditions of service, including the improvement of the entire university system. In 1983 there was negotiation on the Elongated University Salary Structure (EUSS) and this became an issue of dispute in 1988 because of the lack of implementation of this prior agreement. Failure to implement those policies which were negotiated in order to conclude previous disputes have been a constant factor in subsequent disputes.
In 1984, ASUU went on strike to oppose deregulation of the economy and to resist military dictatorship and again, in 1985, the union embarked on strike to resist the military regime and its authoritarian decree 16 of 1985 for allowing the National Universities Commission to take over the responsibilities of the Senate and allowing external authorities to regulate programmes in Nigerian universities. 1n 1986, ASUU went on strike to protest the introduction of Structural Adjustment Programmes (SAP) by Ibrahim Babangida‟s administration and, at the same time, the union members opposed the killing of students at Ahmadu Bello University Zaria by mobile Police. In this period, the federal government accused ASUU of attempting to topple the Babangida regime. In 1987, ASUU went on strike to demand the implementation of Elongated University Salary Scale and to establish a joint negotiation committee between ASUU and the federal government. The then Minister of Education, Prof. Jibril Aminu, terminated the appointment of Dr. Festus Iyayi, President of ASUU and an executive member of ASUU for his opposition to the Vice Chancellor in University Benin and ASUU was banned. Unfortunately, Dr. Festus Iyayi died in a controversial ghastly motor accident while going for negotiation with FGN during the 2013 ASUU protracted strike. A subsequent strike occurred in 2008, against the effects of the imposed Structural Adjustment Programme.
In 1990 ASUU was de-proscribed and in May and July 1992 went on strike due to the failure of negotiations between the union and the federal government over the working conditions in Nigerian universities. An agreement was reached in September 1992. In 1993, ASUU has banned again because it refused the order of Industrial Arbitration Panel (IAP) to suspend industrial action and return to the negotiation table.
In 1994 ASUU embarked again on a strike to demand renegotiation of agreements reached in 1992, the reinstatement of over eighty lecturers whose appointment was terminated by Prof. Isa Mohammed, the Vice Chancellor of the University of Abuja and to resist the annulment of the 12th June 1993 Presidential election, widely perceived to have been won by M.K.O. Abiola. Subsequently, in 1996, ASUU embarked on strike due to the dismissal of the ASUU President Dr. Assisi Asobie. Further strikes took place in 1999 and 2000, around both salary issues, and the issue of government support for the sector. In 2001 ASUU declared industrial action on issues related to funding of universities, but also seeking the reinstatement of 49 sacked lecturers at the University of Ilorin for taking part in the previous industrial action in 2001. In 2003, ASUU embarked on further industrial action due to the non-implementation of previous agreements, poor university funding, and disparity in salary, retirement age and non-implementation. There were series of industrial actions between 2003 and 2011 based on non-implementation of the above mentioned issues, especially the way the federal government has defined the ASUU dispute politically, by refusing to honour previous agreements and by attempting to change the process or framework of the collective bargaining, which means that the union members should negotiate with their University Governing Council as a result of the autonomy approved in 2003 University Miscellaneous Provisions (Amendment) Act 2003. The federal government appointed representatives to negotiate on its behalf without a mandate to sign the agreement reached in the previous negotiation, which was signed in 2009 and the retirement age of university Professors increased from 65 to 70 as passed into law by National Assembly in 2012 (Okuwa and Campbell, 2011:298).
The ASUU remained a banned organisation until 1998 when a new regime led by General Abdulsalami gained power. The new leader, in a bid to restore the dignity of the military, re-instated all ASUU members that were dismissed during the Abacha regime. This led to the 25th of May 1999 ASUU agreement with the Abdulsalami regime. The agreement was only an interim measure to enhance the income of academic staff, as it did not substantively alter basic salaries, nor affect issues of funding and autonomy. It merely adjusted allowances of university workers (ASUU, 2001) with the promise of further negotiations at a later date (ASUU 2008). By the time these negotiations began, another government was in place which was Obasanjo‟s civilian government. However, the second end to military rule did not bring an improvement of conditions in the eyes of many ASUU members, with the new government even more determined to adopt a neo-liberal stance that saw education as a private rather than state responsibility. The Obasanjo regime which ushered in democracy in 1999 had a different plan for the educational sector during its eight-year span (1999-2007). Thus, during the year 2000 round of negotiations, it was agreed that from 2001 the Federal and State Governments would allocate at least of 26% of the annual budgets for education, with an upward review from 2003, and half of this would go to higher education (Okaka, 2011).
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
In this chapter, the researcher will discuss the steps that will be adopted in the research work which include Research design, population of the study, sample size and sampling, instrument of the study, validation of instrument, reliability of instrument, administration and data analysis techniques.
The reason for adopting this method is that Ndagi (2013), descript researcher as the collection of data for the purpose of describing and interpreting existing conditions prevailing practice, beliefs, attitudes and ongoing process.
Research Design
The Research Conducted in Niger Delta University, Bayelsa State, The Research distribute questionnaire With the Use of Student’s Grade Point Average as detail the implication of incessant ASUU strike on Nigerian university vendors Which Were Analyzed with frequency and percentage.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
Introduction
The researcher distributed questionnaires to both primary and secondary source which in the lecturer and student of Niger Delta University, Bayelsa State. The answer supplied by the respondent in the questionnaire was used to analysis and interpret the data presented. Hypotheses were tested with the chi-square () statistical tool. As stated in chapter three. Sample sizes of one hundred were statistically drawn from a sample sizes, of lecture and student of the Niger Delta University, Bayelsa State. A total of one hundred questionnaires were administered d to cover the sample size, on completion of the exercise all questionnaires were returned as completed.
CHAPTER FIVE
SUMMARY, CONCULATION AND RECOMMENDATION
Summary
The results of the work indicate the extent of the economic impact of incessant ASUU strikes on Nigerian university vendors in terms of sales decline, revenue losses, and potential business closures were presented in table 1.2. The result revealed that ASUU strikes often lead to the closure of universities or disruptions in academic activities. As a result, vendors that rely on university students, staff, or facilities may experience a decline in sales. This includes businesses such as bookstores, food vendors, stationery suppliers, and other service providers operating within or near university campuses. This finding is given credence to by Ogbette et al (2017) who noted that Prolonged ASUU strikes can severely affect the financial viability of vendors, especially smaller businesses with limited resources or those heavily dependent on university-related customers. Sustained revenue losses, combined with other operational costs, can make it challenging for some vendors to continue operating, potentially leading to business closures. Further result showed that It’s important to note that the economic impact of ASUU strikes can vary depending on several factors, including the duration of the strikes, the geographical location of the universities, the nature of the businesses involved, and the resilience of individual vendors.
Aside, the specific inventory management challenges faced by vendors during ASUU strikes, including difficulties in balancing stock levels, managing product expiration, and optimizing inventory was presented in table 1.3. The result indicated that ASUU strikes often result in unpredictable closures and fluctuations in demand. Vendors find it challenging to balance their stock levels to meet the varying needs of students and staff during strike periods. They must anticipate the duration of the strike, potential changes in consumer behavior, and adjust their inventory accordingly. Overstocking can lead to excess holding costs and the risk of product expiration, while understocking can result in missed sales opportunities once the strike ends. This finding is supported by Doublegist (2013) that Some vendors deal with perishable goods or products with limited shelf lives, such as food items, stationery, or laboratory supplies. During ASUU strikes, when universities are temporarily shut down, vendors face the risk of products expiring before normal operations resume. Proper inventory rotation, efficient supply chain management, and effective communication with suppliers are crucial to minimize the impact of product expiration and associated losses. There is the call for these challenges, vendors can consider implementing effective inventory management strategies such as regular communication with suppliers, using demand forecasting techniques, establishing buffer stock levels for critical items, and adopting agile supply chain practices. Additionally, vendors can explore alternative markets or diversify their customer base to reduce dependency on university-related sales during strike periods
The last table discussed on ASUU strikes disrupt the cash flow of university vendors, and to what extent do vendors face challenges in generating sufficient funds to cover operational costs and meet financial obligations. It shows that during ASUU strikes, universities often close or experience reduced academic activities. This leads to a decline in the number of students, staff, and visitors on campus, resulting in decreased customer traffic for vendors. With fewer customers, vendors experience a drop in sales revenue, directly affecting their cash flow.
Conclusion
The incessant strikes by the Academic Staff Union of Universities (ASUU) in Nigeria have had significant implications for university vendors, including those affiliated with Niger Delta University in Bayelsa State. While I don’t have access to specific data on the economic impact of ASUU strikes on this particular university or its vendors, I can provide a general conclusion based on historical knowledge up until 2021.
ASUU strikes disrupt the regular academic activities of universities, resulting in a decreased number of students on campuses. This decline in student population directly affects the sales and revenue of vendors operating near universities, including bookstores, stationery shops, eateries, and other retail businesses. The sales decline during strike periods, combined with prolonged disruptions, can lead to substantial revenue losses for vendors.
The economic impact of ASUU strikes on university vendors goes beyond short-term sales decline and revenue losses. Small businesses, in particular, may face significant challenges in meeting their operational costs and sustaining their operations. Extended periods of strikes can also jeopardize the viability of these vendors, potentially leading to business closures, particularly for those with limited resources and resilience.
Moreover, the implications extend beyond individual vendors. The overall economy of the Niger Delta region, which may heavily rely on the presence and activities of universities, can experience negative consequences due to the reduced economic activity during strike periods. This can result in reduced employment opportunities, decreased investments, and a decline in consumer spending, affecting the broader business ecosystem.
Recommendation
Based on the implications of incessant ASUU strikes on Nigerian university vendors, particularly within the context of Niger Delta University in Bayelsa State, the following recommendations can be made:
- Strengthen Dialogue and Negotiation: The Nigerian government, ASUU, and university management should prioritize open and constructive dialogue to address the root causes of ASUU strikes. This includes engaging in regular negotiations to find lasting solutions that will minimize disruptions to academic activities and, consequently, the operations of university vendors.
- Develop Contingency Plans: Vendors associated with Niger Delta University and other universities should develop contingency plans to mitigate the impact of ASUU strikes. This may involve diversifying their customer base by targeting other segments of the local community, exploring online sales channels, or expanding their product/service offerings beyond university-related items.
- Foster Collaboration with the University: Vendors can consider establishing strategic partnerships or collaborations with the university administration. This may involve working closely with relevant university departments or student organizations to understand their needs and develop tailored products or services. Such collaborations can help vendors adapt to the changing demands during strike periods and build a mutually beneficial relationship with the university.
- Seek Financial Support and Assistance: Government agencies, non-governmental organizations, and other support institutions can provide financial assistance or grants to affected vendors during ASUU strikes. This can help alleviate the financial burden and provide the necessary resources to sustain their operations during difficult periods.
- Promote Business Resilience and Sustainability: Vendors should focus on building resilience and long-term sustainability in their business operations. This may include diversifying their product or service offerings, improving marketing strategies, exploring new markets beyond the immediate university community, and investing in customer loyalty programs. By strengthening their overall business resilience, vendors can better withstand the disruptions caused by ASUU strikes.
References
- Adeniran (2000). Poor Learning Atmosphere in Universities. Enough is Enough (EIE) Journal, 26th May.
- Adetiba, L. (2012). Effects of Incessant Strikes. Vanguard, January. Adesulu, D. (2012). Positive and Negative Effect of ASUU Strikes. Retrieved from the Punch, 29th August.
- Abdulsalam, A. (2013). ASUU, FG and the way forward. From http://dailyindependentnig.com/. Retrieved on 20th January, 2014.
- Adesulu, D. (2014). Incessant ASUU strikes: bane of education sector. From http://www.vanguardngr.com/2012/08/incessant-asuu-strikes-bane-of-education-sector/. Retrieved on 20th January, 2014
- Amechi N.F. (2003): Education and Training needs of Low-Level Agricultural Craftsman for Teaching in the University Basic Education Programme in Anambra State. Unpublished PhD Thesis, University of Nigerian, Nsukka.
- Adibe, J. (2009). ASUU and the Politics of the Stomach. Retrieved from Tribune 27th June.
- Allen, M. (2003). Diversity and Heterogeneity in Conflict, How to Tackle Conflict, Livlonz Publishers, U.S.A.
- Arul, L. (2005) Emotional Intelligence and Academic Achievement of High School Students in Kanyakumari District. Http://www.academia.edu/2590707/.
- Ayeni, O. G. and Kolawole, O. (2014) The Incessant Conflicts and Strikes and their Effect on the Achievement of Goals of Business Education In Tertiary Institution in Ekiti State. Association of Business Educators of Nigeria. Compiled Journal Articles.
- Bello U. G. (2008). Educational Reforms in Nigeria: Successive Years of Inconsistencies and Confusions. Gusau Educational Development Association (GEDA), Interactive Session. From http://www.gamji.com/article6000/NEWS7831.htm. Retrieved on 31st January, 2013
- Business Dictionary (2015), Definition of Strike.
- Comte (1997). Strike by Union Members, Organizational Conflict Resolution, unital press publishers, 1011 New Zealand.
- Denga, O. (2008) Redressing the growing concern of the education sector in Nigeria. Edo Journal
- of Counseling, 3(1):40-48.
- Edinyang, S. D. and Ubi, I. E. (2013) Effect of Strike Action on Human Development among Social studies Secondary School Students in Uyo Local Government Area of Akwa Ibom State, Nigeria. Global Journal of Human Resource Management, Vol. 1 No 2, pp 1-8, Published by European Centre for Research Training and Development UK. (www.eajournals. org)
- Emenyonu N. (2004). Studies Secondary School Students in Uyo Local Government Area of Akwa Ibom State, Nigeria. Global Journal of Human Resource Management, 1 (2) 1-8. From www.eajournals. org. Retrieved on 8th Febuary, 2014
- Fajana (2000). Poor Leadership and ASUU Strikes, Retrieved from Tribune 21st April.
- Gouldner (1954). Forms of Strike Action. Available: www.organisationalconflict in society.com
- Haralambos and Holborn 7th ed. Sociology, Harper Collins Publishers limited, pp. 77-85.
- http://en.wikipedia.org/wiki/Academic_achievement.
- Ige, A. M. (2014) Towards the Stemming of the Tide of Strikes in Tertiary Institutions in Nigeria: Stakeholders’ Roles and Responsibilities. European Journal of Academic Essays 1(7): 18-26, 2014. ISSN: 2183-1904, www.euroessays.org.
- Igwe, R. O. (2005) Fundamentals Curriculum and Instruction. Vtaman Educational Books. Lagos.
- ILO (2011), Promoting jobs, protecting people. http://www.ilo.org/legacy/english/dialogue/ifpdial/llg/noframes/ch5
- Ivancevich, J. M. (2007) Human Resources Management (10th ed.) Mcgraw Hill, International Edition, Singapore.
- Kuper and Kuper (2006). Industrial Relations. Available: www.industrialconflictsection.com
