By Dan Amor
A breezy and cheering news
item on page 38 of The Authority (Daily) of
Monday January 4, 2016, made my day. Titled, "NUC targets more private
varsities", the report, quoting the Executive Secretary of the National
Universities Commission (NUC), Prof. Julius Okojie, circulated that the
Commission would ensure that more private universities are established in the
country in the near future.
Indeed, Prof. Okojie must
be commended for the quantum leap his tenure as Executive Secretary of NUC has
brought to the university system in Nigeria . With a paltry 73
universities (both public and private) in the country upon assumption of office
in August 2006, Okojie, a scholar of international repute and professor of
forestry, has grown the number of universities in Nigeria to 141 in less than a decade.
That Nigeria
with a population of about 170 million already has a total number of 141
universities is not even encouraging as this is not enough to meet the
yearnings and aspirations of our teeming youths for tertiary education.
According to a recent
study, the United Kingdom
with a population of about 60 million has 120 universities while the United States of America
with a population of about 260 million has 345 universities. India , with a population of about 1.5 billion
people has 398 universities while Australia with 17 million people
has 36 universities. It is against this backdrop that I support the
establishment of more private universities in Nigeria .
In 1999, the Federal
Government licensed the establishment of four private universities namely, Heritage University
in Kaduna ; Igbinedion
University at Okada ,
Benin City; Babcock University
at Remo, Ogun State ,
and Madonna University
in Onitsha , Anambra State .
This was a step in the right direction. Also, in 2003, the National
Universities Commission (NUC) approved the establishment of more private
universities, among which are: Bowen University , Iwo ; Covenant University ,
Ota, Ogun State ;
Redeemers University ,
Ede , Osun
State . Besides a few
private universities that had existed before such as Benson
Idahosa University , Benin
City; Pan African (now Pan Atlantic) University, etcetera, we now have new ones
including Bells University of Technology; Lead City University ; several newly established
State universities and the 13 new Federal universities established in one fell
swoop by the Goodluck Jonathan administration.
It is true that investment
in higher education is both an ultimately profitable venture as well as a
precondition for a meaningful and enduring national growth and development.
Also, it is common logic that if private individuals are allowed to own
universities, proper ownership rights can be better enforced while wastage
would be minimized. Consequently, faculties would be compelled to modernize,
more qualified teachers would be engaged, better rewarded and thus would take
more interests in the affairs of their students, and the universities would be
adequately regenerated.
However, the NUC should
show more concern in the criteria with which the universities are chosen for
accreditation out of the numerous applications by private investors to run
their own universities. We must strive to avoid a situation where universities
will be run like secondary and primary schools privately owned and expensively
operated for children of the rich. Are these people investing in private
universities genuinely committed to the advancement of learning?
University education is
undoubtedly the profound legacy of the twelfth century. The period was not only
an age of revival in the field of learning; it was an age of new creation in
the field of institutions of higher education. The era set in motion the rapid
evolution of the human mind. Indeed, universities had not existed hitherto
because there was not enough learning in Western Europe
to justify their existence. They came into being naturally with the expansion
of knowledge in this period. Besides producing the earliest universities, the
twelfth century also fixed their form of organization for succeeding ages.
Whether we talk of the modern university's heredity from Athens
and mediaeval Europe to Britain 's
civic universities of the nineteenth century and then the
"plate-glass" universities of the twentieth century, the truth is
that the academic world is designed to illuminate and foster enlightenment in
all ramifications. But the State has always insisted on controlling and even
suppressing knowledge. Even in London
from where we borrowed our idea of a university, the controversy on the ideal
relationship between the town and the gown is not far to seek.
Yet, indeed, a university
training is, in part, the great ordinary means to a great but ordinary end. It
aims at raising the intellectual tone of society, at cultivating the public
mind, at purifying the national taste, at supplying true principles to popular
enthusiasm and fixed aims to popular aspirations. It also aims at giving
enlargement and sobriety to the ideas of the age, at facilitating the exercise of
political power, and refining the intercourse of private life. In fact, the
university in the true sense of the word, should be a state self-governed, and
whose membership is absolutely based on a purely intellectual franchise. In
Nigeria, the university system has come of age, having been firmly rooted in
the establishment, in 1948, of the University College, Ibadan, now the
University of Ibadan, as a campus of the University of London which itself was
founded in 1836. But the University
of Nigeria , Nsukka,
established in 1960 remains the first indigenous university in the country.
Yet, the Nigerian university system has, ironically, over the years suffered
stunted growth and development, showing more signs of decay and anachronism
than of sustainable development and modernization; and hence more signs of
despair and decadence than of hope and advancement.
Despite the astronomical
growth of the private university idea, government must once more take a
critical look at proper funding of our educational institutions, from primary
to tertiary levels. If we realize the fact that the training of human resources
or the development of human capital has long been established as the real
foundation of economic growth and social transformation, and that education is the
fundamental source of innovative change in any society, now is the time for
government to implement the recommendations of the Gray Longe Commission on
Tertiary Education as part of the panacea to the problems confronting our
university system. We cannot ignore the centrality of education to the
advancement of any nation whether the medium is public or private. To end mass
poverty and the cascading eruption of ignorance in our country, save our
fledgling democracy, solve social problems, curtail crime, increase national
prosperity and provide equality of opportunity, government must give the
education sector its desired priority. We must realize that education is the
only process that cocoons man away from lower animals, and that which
underwrites all human endeavours. Few hours into the cocktail of savouring the
piquant aroma of his electoral victory as British Prime Minister in May 1997,
Tony Blaire promised Britons an urgent appraisal of education which he
identified as one of those variables that determine whether a nation would
succeed or not. Besides being a patriotic expression, Blaire's quip was an
archetypal concern for the future of his country. So, give us more private
universities and fund the existing ones. Education should be seen as the birth
right of any child in Nigeria .
*Dan Amor is an Abuja-based
public affairs analyst (danamor98@gmail.com)
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