Corruption, university governance and development: a case study of university of nigeria, nsukka (2001-2011)

Project Abstract

<p> This study examined corruption, university governance and development with focus on the University of Nigeria. This is because governance plays a critical role in the success of any organization, especially higher education which is the bedrock of national development. The study is a descriptive qualitative analysis, while data was collected through secondary sources. Systems theory served as the theoretical framework. The findings show that there have been systematic decline and collapse of research in Nigerian universities, particularly the University of Nigeria, as the bulk of research conducted by lecturers in the institution are neither related to nor determined by the demand and priories of the Nigerian economy, society and polity. The study further demonstrated that rapid deteriorating of hostel facilities, overcrowding and undue congestion in rooms, over-stretched lavatory, laundry facilities and poor sanitation. It therefore, concludes that governance in the University of Nigeria has not had positive impact on teaching, research and development in the institution. The study therefore, recommends imperative for university leaders to be re-oriented in consonance with acceptable democratic and international standards in the management of the system. In this regard, there must be a total overhauling of the system such that universities in Nigeria would be run properly. <br></p>

Project Overview

<p> </p><p>Introduction</p><p>1.1 Background of the Study Education concerns the individual and society. It is the act of systematic development or training of the mind, capabilities or character through instruction or study. Education varies as widely in its forms, philosophy, contents, and methods as there are different societies in the world. Education is a life-long process that has interpretation in purpose, type and level. It is a means of socializing people into the community, for upholding customs and traditions as well as for the modification or changing of same in conformity with existing ideologies, ideological expansion or reformation. Education is an instrument for effecting national development. Education can be defined as production and reproduction of knowledge of people’s way of life (i.e. their culture) with the aim of preserving and maintaining the social structure that will be able to guarantee social order and change in the society. Oni (1978) drives this point home further when he stated that education is one of the basic means of human and cultural self-realization as well as a means of realizing the productive power of a nation. The very concept of development according to him implies the constant improvement in the quality of life in a nation through the improvement of the productive capabilities of individuals. Education is one of the decisive tools for achieving this. Since culture differs from one society to another, every society ultimately has its own system for training and educating its youth. Accordingly, the goal of education and the method of approach may differ from place to place, nation to nation and people to people. For example, the Greek idea of an educated man was one who was mentally and physically well balanced. The Roman, on the other hand, placed emphasis on training. During the middle Ages in England, the Knight, the Lord and the Priest were considered classical examples of well educated elite. In France, the Scholar was the hallmark of excellence. In Germany, it was the Patriot. In old Africa, the warrior, the hunter, the noble man, the man of character or anyone who combined the latter feature with a specific skill adjudged to be well educated and well-integrated citizen of his community. The importance of education cannot be over-emphasized. Education is a human right that should be provided to all human beings solely by reasons of being human. The need for higher education is partly based on the fact that those with higher education qualifications have better chances of securing job in tough markets compared to those without higher education qualifications. The delivery of education in Nigeria has suffered from frequent strives staged by students, faculty and teachers. Much of the difficulty lies in the fact that the sector is poorly funded by the Federal, State and Local Governments. These results in shortages of materials and human resources for education: lack of qualified teachers; brain drain; few instructional inputs; and libraries. The physical conditions of most schools in Nigeria are pathetic. The National Policy on Education (FGN, 2004), defines Higher Education as the Post- Secondary Section of the National education system, which include Universities, Polytechnics and Colleges of Technology including courses as are given by the Colleges of Education, Advanced Teachers Training colleges, Correspondence Colleges and such Institutions as may be allied to them.</p> <br><p></p>