Tertiary Education Management in Nigeria

International Journal on Integrated Education e-ISSN : 26203502
p-ISSN : 26153785
https://journals.researchparks.org/index.php/IJIE
Tertiary Education Management in Nigeria
ADA’U ADAMU AHMAD

[email protected]
Department of Language and Communication
School of General Studies Education
Federal College of Education, Katsina
SAADATU TIJJANI AHMAD

[email protected]
Department of Psychology/Counseling
School of Education
Federal College of Education (Technical) Bichi,Kano
Victor Olugbenga AYOKO

[email protected]
http://orcid.org/0000-0001-5104-495X.
Faculty of Education, National Open University of Nigeria
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Abstract
This paper examined the problems faced by tertiary education management in Nigeria. The paper
concluded that concluded that funding challenge, Integrated Payroll and Personnel Information
System (IPPIS), indigenization of principal officer problem, brain-drain, inadequate infrastructure
facilities, insecurity, lack of current data, weak manager, shortage of staff and strike actions are
challenges faced by tertiary education management in Nigeria. Based on these challenges pointed
out, the paper recommended the following; increment in budgetary allocation to tertiary
institutions, increment in salaries of academic staff, appointment of competent managers to
oversee tertiary institutions, provision of adequate infrastructure facilities, generation of current
data, employment of more academic staff, provision of adequate security in all tertiary institutions,
tertiary institutions should be isolated from Integrated Payroll and Personnel Information System
(IPPIS) programme and autonomy should be granted to tertiary institutions (universities) to
prevent problems of indigenization of principal officer problem.
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Keywords: Management, Tertiary Education
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Tertiary Education is the education given after Post Basic Education in institutions such as
Universities and Inter-University Centres such as the Nigeria French Language Village, Nigeria
Arabic Language Village, National Institute of Nigerian Languages, institutions such as
Innovation Enterprise Institutions (IEIs), and Colleges of Education, Monotechnics, Polytechnics,
Copyright (c) 2023 Author (s). This is an open-access article distributed under the
terms of Creative Commons Attribution License (CC BY).To view a copy of this Volume 6, Issue 8 | July 2023 | 31
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IJIE | Research Parks Publishing (IDEAS Lab) p-ISSN : 26153785
and other specialized institutions such as Colleges of Agriculture, Schools of Health and
Technology and the National Teachers' Institutes (NTI) (FRN, 2013). Tertiary education is an
education designed for post-secondary education. Tertiary education is a social agents of progress
and development in a society and that aids technological advancement. Tertiary education is
designed to help in the development of nations by providing the high as well as the middle level
manpower needed for the social, economic and political advancement through the programme of
teaching, learning, research and community services (Ogunode, Edinoh, &Odo, 2023). This places
tertiary education at the apex in the ranking of educational institutions and is designed to
accommodate knowledge acquisition and production. Tertiary education are institutions of higher
learning that provide facilities for teaching and research and are authorized to grant academic
degrees such as bachelor, master and doctorate (Ogunode & Adamu, 2021).
The goals of Tertiary Education shall be to: Contribute to national development through high level
manpower training; provide accessible and affordable quality learning opportunities in formal and
informal education in response to the needs and interests of all Nigerians; provide high quality
career counseling and lifelong learning programmes that prepare students with the knowledge and
skills for self-reliance and the world of work; reduce skill shortages through the production of
skilled manpower relevant to the needs of the labour market; promote and encourage scholarship,
entrepreneurship and community service; forge and cement national unity; and promote national
and international understanding and interaction (FRN, 2013)
In Nigeria, Tertiary Education includes universities, colleges of education and polytechnics. For
effective management of this each higher institutions, the federal government established different
agencies to externally supervise them. For instance, National Universities Commission was
established as a parastatal under the Federal Ministry of Education. The Commission was
established in 1962 with the task of developing and managing university education in Nigeria. Its
functions include: granting approval for all academic programmes in Nigerian universities;
granting approval for the establishment of all higher educational institutions offering degree
programmes; and ensuring quality assurance, through regular accreditation, of all academic
programmes in universities.
Also, National Commission for Colleges of Education (NCCE) is a parastatal of the Federal
Ministry of Education (FME) established by Decree 13 of 1989. The establishment of the
Commission was a resultant effect of the utmost importance accorded to quality teacher education
by the Federal Government of Nigeria. Since its inception, the Commission has continuously
pursued the goals of quality assurance in teacher education. It has continuously reviewed and
standardized the curriculum of colleges of education in the country through programme
accreditation (NEEDS 2014).
The National Board for Technical Education was established by Act No. 9 of 1977, the NBTE is
a parastatal of the FME specifically created to handle all aspects of technical and vocational
education falling outside university education. The Board supervises and regulates, through an
accreditation process, the programmes offered by technical institutions at secondary and post-
secondary school levels. It is also involved in funding of polytechnics owned by the Government
of Nigeria ((NEEDS 2014).
Management of tertiary education can be defined as the systematic deployment of human and
materials resources of the tertiary institutions to realize their objectives. Tertiary education
management is the planning, organizing and utilizing of human and materials resources for the
implementation of tertiary education programme. Specifically, Afolabi and Ogunode (2021)
defined university management is act of planning, organizing, coordinating both human and
materials resources for the realization of the universities objectives. University management is the
application of university resources to achieve university goals and objective through effective
planning, organizing and coordinating. University management involves planning the directions
of aims of objectives of universities, organizing resources to achieve university objective,
organising available resources— people, time, material and controlling, and implementing the
process. Setting and improving organisational standard University management implies the
practical measures for ensuring university system work to achieve the goals or objectives of the
university.
Ekundayo, and Ajayi, in Afolabi and Ogunode (2021) submitted that the Management of
university education can be looked at from two dimensions; the external and the internal levels.
At the external level, this is the control by the federal government through the National
Universities Commission (NUC), a body charged with the coordination of university management
in the country. Ekundayo, and Ajayi,2009; Ibuku 1997 in Afolabi and Ogunode (2021), who
posited that the main objectives of the NUC are to ensure the orderly development of university
education in Nigeria, to maintain its high standard and to ensure its adequate funding. On the other
hand, the internal management of each university is represented by a simple organogram. The first
is the Visitor who is usually the Head of State or the Head of Government that established it (The
President in case of federal universities and the Governors in case of state universities). He usually
comes to grace the convocation ceremonies where he uses the occasion to address the academic
communities on matters of the moment (Ekundayo, &Ajayi,;Adegbite, in Afolabi& Ogunode
(2021)). The second is the Chancellor, who is the titular head of the university, who by law, in
relation to the university, takes precedence before all other members of the university and when
he is present, presides at all meetings of the convocation held for conferring degrees (Ekundayo,
and Ajayi, Afolabi& Ogunode (2021). Besides, at the ape of the management structure within each
university is the Governing Council, headed by the Chairman (Pro-Chancellor) which is charged
with the administrative functions in the areas of goal setting, policy formulation, staff
development, general discipline, budget approval and liaison activities with the government. In
addition to this, there is the Senate, headed by the Vice- Chancellor and the Registrar as the
Secretary. The Senate regulates the academic activities of the university following the general
guidelines provided by the NUC (Ekundayo & Ajayi).
By law and in practice, all higher education institutions in Nigeria have councils which superintend
the affairs of management especially the laying down of policies. At the institutional level the
vice-chancellor (for universities), rector (for polytechnics) and provost (for colleges of education
are the executive heads. The committee system is the prevalent mode of management. At the level
of council, management, senate, faculties and departments, committees and sub-committees are
the typical structures for brainstorming and development of ideas upon which final decisions are
made. Every five years, most universities are exposed to visitation panels which evaluate
performance over the last five years in relation to the vision and mission of the institution
(Okebukola, 2017).
Problem Militating Against Management Tertiary Education in Nigeria
There are many challenges militating against management of tertiary education in Nigeria. Some
of these challenges includes; funding challenge, Integrated Payroll and Personnel Information
System (IPPIS), indigenization of principal officers problem, brain-drain, inadequate
infrastructure facilities, insecurity, lack of current data, weak manager, shortage of staff and strike
actions
Funding Challenge
Okebukola, (2018) observed that the depressed quality of education in Nigeria has been explained
in part by the inadequate funding of the system. All stakeholders in education including parents,
students, teachers, development partners, have listed funding inadequacy as a problem. All the
communiqués and resolutions of major conferences and summits on the state of higher education
in Nigeria have funding as an issue that should be addressed in order to get university education
on good track. The effort being made is to keep narrowing the gap between what is required for
adequate funding and current level of funding. Between 1999 and 2016, Government notably at
the federal level has significantly improved the level of funding. The gap is closing but far from
the pace required for a quantum leap in improving quality. Data on funding inadequacies show
that the system had less than a sixth of what is required to deliver quality university education
(Okebukola, 2018). The factors responsible for inadequate funding of tertiary education in Nigeria
include lack of political will, corruption, increase in population, inflation, fall in national revenue,
insecurity, subside payment and poor financial planning (Adegbite 2007; Sarkinfada, and
Hussaini, 2019;Ahaotu and Ogunode 2021;Ogunode, Onyekachi, and Ayoko, 2023). The
implications of underfunding of the tertiary institution include; inadequate infrastructural facilities,
shortage of academics staff, poor quality of education, brain-drain and strike action (Tunde, &Issa,
2013;Ifeanyi, Ogunode, &Ajape 2021; Ogunode, Olaoye, &Yakubu, 2023; Ogunode, Onyekachi,
&Ayoko, 2023).
Integrated Personnel and Payroll Information System (IPPIS)
In 2019, the Nigerian ordered that all federal tertiary institutions including all the federal
universities in Nigeria enrol in the Integrated Payroll and Personnel Information System (IPPIS)
platform of the federal government and salaries should be paid only to civil servants on the
automated payroll; the order took effect in October of the same year. The policy was opposed by
Academic Staff Union of Universities (ASUU). Integrated Personnel and Payroll Information
System (IPPIS) is a centralized system of payment designed by the federal government of Nigeria
for the payment of all its employee except those exempted. Integrated Personnel and Payroll
Information System is a centralized payment system that concentrated all salaries, allowances and
benefits payments to employees on one central system (Ogunode &Garba, 2023). Omeje, Ogbu,
Nkwede, and Njoku, (2021) and Olusiji, Sowande, in Guardian (2019) submitted IPPIS will
disrupt the university system, apart from the fact that it is against university laws and autonomy.
Ogunode and Garba, (2023) and Bello, and Mela, (2022) pointed out that Universities operate
differently from the civil service and as such cannot be seen as appendages of Ministries,
Departments and Agencies of Government. It is on this premise that, in addition to the Act
establishing each University, there is the Universities Miscellaneous Provisions (Amendment) Act
2003 which clearly states in section 2AA that the power of the council shall be exercised, as in the
Laws and Statutes of each University and to that extent, establishment circulars that are
inconsistent with the laws and statutes of the University shall not apply to the Universities.
Ogunode et al (2023) identified the negative impacts of the implementation of the Integrated
Personnel and Payroll Information System (IPPIS) on the federal universities administration
including termination of appointment of contract staff, shortage of academic staff, slow in federal
university administration and violation of federal universities autonomy.
Indigenization of Principal Officers Problem
Minister of Education, Adamu Adamu, confirmed at a National Assembly hearing in 2019 that he
had been under pressure from indigenes of host communities insisting on producing the VCs of
Federal Universities (Punch, 2022). The call by the host communities of the tertiary institution
especially the Universities in Nigeria for their indigenous sons and daughters to be appointed as
principal officers of the Federal and State tertiary institutions is a current problem facing
University education in Nigeria. Ogunode and Agyo, (2022) defined domestication of principal
officers of the tertiary institution or indigenization of principal officers is a formal request by the
indigenes of a host community to the government to appoint their sons and daughters into the
positions of principal offices of the institutions located in their communities. Domestication of
principal officers of the tertiary institution or indigenization of principal officers is an agitation by
host communities of tertiary institutions to produce the principal officers of the institutions.
Domestication of principal officers of the tertiary institution or indigenization of principal officers
is an appeal to the government to consider their sons and daughters or appoint them into the
principal offices of the institutions located in their communities based on community interest first
before merit. The introduction of primordial sentiments in selecting principal officers such as chief
academic and administrative officers is very bad and not good for the system because the university
recruits staff and students from all over the world. In the same vein, the Vice-Chancellor can come
from any part of Nigeria and the wider world. The vice chancellorship is purely based on merit
and not on the geography of the candidate. Merit other than where the candidate comes from must
be emphasised in the appointment of the vice-chancellor of a university (The sun, 2022).Ogunode
et al (2022) concluded that poor international outlook, poor international rating, bad governance,
under-development, discouragement of foreign academics, bad international image and less
competition are the implications of the indigenization of principal officers or domestication of
principal officers of the tertiary institution (Universities) in Nigeria.
Brain-drain
Brain-drain is a challenge in the management of tertiary institutions in Nigeria. Ogunode (2020)
defined Brain-drain as the movement of professionals from developing countries to developed
countries for a better job offers. Brain-drain is a situation whereby professional individuals are
migrating from their countries to another country to seek greener pasture. Many lecturers and
researchers are leaving public universities in Nigeria to other part of African countries and Europe
for a better job offer and conducive working environment (Ojo, 2018; Ogunode, 2020).Ohiare,
Ogunode, and Rauf, (2021) maintained that Nigerian public universities are faced with rapid
faculty exodus or brain drain. Some faculty members abandoned universities for other sectors of
the economy where professionals and scientists receive higher salaries and greater social
recognition. Odetunde (2004) commented that, there was mass exodus of many brilliant lecturers
to the business world and others left Nigeria for better services. Oni in Okoli, Ogbondah,and Ewor,
(2016) noted that many experienced and young lecturers are fleeing from the frustration of
university life into more rewarding and more challenging sectors of the economy and even migrate
to oversea countries. The result of the faculty exodus is observed in the quality of graduates that
our universities produce. Factors responsible for Brain-drain in the Nigerian tertiary institutions
according to Ogunode, Akinlade, and Musa, (2021)include; poor motivation, unconducive
working environment, insecurity, underfunding and political interferences. The implication of
brain-drain in the Nigerian tertiary institutions include; shortage of lecturers, poor quality of
education and high student-teacher ratio (Ogunode &Atobauka, 2021).
Inadequate Infrastructure Facilities
Inadequate facilities are a major challenge to management of tertiary institutions in Nigeria.
Bassey, Udofia, and Egbona;Sarkinfada, (2020) asserted that the lack of adequate infrastructures
in our higher education has posed serious setback in the achievement of higher education goals. In
institution where there are no adequate classrooms, resource rooms, staff rooms, lack of laboratory
facilities, computers and the like; proper teaching and learning cannot be effective and efficient in
the system. A conducive learning environment is predisposing to quality higher education. Since
the learning environment is far from conducive in the Nigerian higher education system, quality
has not been assured. Okebukola (2017) noted that the state of facilities such as classrooms, lecture
theatres, laboratories, workshops and staff offices is far from optimal. Although gradual
improvements are being made through the intervention of TETFund, in many universities,
facilities are still over stretched and poorly maintained. In 2012, the federal government
commissioned a nationwide survey of the needs of the university system. In the course of its
assignment, the study team found that in many universities are laboratories and workshops are old
with inappropriate furnishing; classrooms/lecture rooms are overcrowded and overstretched;
equipment and consumables were absent, inadequate or outdated; science-based faculties are
running ‘dry lab’ for lack of reagents and tools to conduct physical/real experiments. The factors
responsible for inadequate infrastructural facilities in Nigerian tertiary institutions include;
underfunding, increased in students population, corruption, poor infrastructural facilities planning,
poor supervision and inflation (Akpan, & Etor,2018;Ogunode &Jegede, 2021; Ishaya& Ogunode,
2021; Ogunode, Akin-Ibidiran&Ibidiran 2022). The implication of inadequate infrastructural
facilities in the Nigerian higher institutions include; poor quality of education, poor teaching and
learning, low productivities, brain-drain and overcrowdings of lecture halls (Ogunode, &Zalakro,
2023;Ogunode, 2020;Ishaya& Ogunode, 2021)
Insecurity
Insecurity is another problem facing the management of tertiary institutions in Nigeria. Nigeria is
facing insecurity challenge and this is affecting the entire educational institutions in the country.
The Islamic sect called Boko haram meaning western education is forbidden is attacking
educational institutions in the Northern part of Nigeria. Many public universities located in the
Northern Nigeria have been victims of continuous attacks (Akor, Musa & Ogunode, 2021). Many
students, lecturers and administrators have been killed while others kidnapped. The various attacks
on the tertiary institution have resulted to school closure leading to unstable academic programme
(Ogunode &Ukozor, 2022).Human Rights Watch (2016) and Ogunode, Ukozor&Ayoko
(2023)concluded that insecurity challenges in Nigeria have affected teaching, research, community
services programme of higher education in Nigeria. The result also revealed that insecurity
challenges have led to a reduction in the investment in higher education in Nigeria and have led to
the death of students, academic and non-academic staff and the destruction of infrastructural
facilities in Nigeria. Also, Ibrahim, (2013) and Ogunode, Okwelogu, Enyinnaya, &Yahaya,
(2021); Garba, Ogunode, Musa, & Ahmed (2022) concluded that the impact of insecurity on higher
institutions includes the destruction of infrastructural facilities, Brain-drain, increase in the cost of
running tertiary education, loss of manpower, reduction in enrolment of students and disruption of
the academic programme as the effects of insecurity on tertiary education in the North-East
political zone of Nigeria.
Lack of Current Data
Inadequate data on tertiary education in Nigeria is another problem facing the planning of tertiary
education in Nigeria. Data is very important to the realization of goals and programme of higher
institutions. Data is needed to plan the higher institutions (Ogunode 2020; Udeme, 2017;Zafar,
Mohammad, &Yasir 2011. The Executive Secretary of National Universities Commission said
that for the Nigerian University System (NUS) to be respected globally, it must live above board
by managing an effective and reliable information system that would guarantee accurate, reliable
and timely data that could be used in advising government on issues of national planning. He
observed that without accurate data, effective and strategic planning would not only be difficult
for the university but also for the government. He said that as Ivory Towers, Universities were
expected to have adequate and reliable information across all variables such as total number of
students enrolment; total number of students by programme; faculty; gender; age; mode of entry
into the university; Local Government of origin; State of origin; nationality; geo-political zone;
distribution in term of PhD, Masters, PGD programmes and students (NUC,2016).Nkech, Martins,
Lydia (2019); Moja, (2000)there is currently a lack of timely, reliable data on education on which
to effect basic decisions at all levels in the system. The unavailability of data is affecting the
progress and development of Nigerian educational sector because policy makers, school
administrators, school managers and international institutions cannot access current data to plan,
design policies and support the development of education in the country. The factors responsible
for inadequate data on tertiary institutions include; poor funding of data generating agencies in the
country, inadequate staff, insecurity, weak institution and poor supervision (Ogunode 2021a;
Ogunode, &Omenuko, 2021).
Weak Manager
Many managers appointed to manage tertiary institutions in Nigeria are weak and this has affected
effective management of resources in the system. Bassey, Udofia, &Egbon observed that leaders
in some universities are weak, uncoordinated and lack administrative skills. Some do not have
administrative knowledge or skills. According to Taiwo in Ekaette; Ogunode,&Sarkinfada, 2023).
A lot of higher education system managers do not poses the charisma, or good human relations
needed for effective and efficient leadership. As a result of the poor leadership and ineffective
style of administration, a lot of programme of activities are not carried out in such institutions such
as provision of grant for research and publications, staff welfare is neglected, no adequate control
of staff and students, no vision for the University. Such leaders also do not have the zeal for
supervision and monitoring of institutional activities. This can affect the systems performance in
that, workers can result to a non-chalant attitude toward work and hence no sustainability or
continuality of good track records of performance in the system. Nigerian Higher Educational
System need leaders who can position it to an envying height of success and progress this
contributing to society’s quest for self reliance(Ujomu ; Ogunode, Haliru, Shehu, & Peter, 2023).
Shortage of Staff
Inadequate academic staff is a problem hindering effective management of tertiary institutions in
Nigeria. Ogunode, Jegede, Abubakar& Martina, (2020); Ogunode, Jegede& Musa, (2021);
Ogunode, &Adamu, (2021) defined academic staff as those teaching staff in higher institutions.
Academic staff are the implementers of the school curriculum and lecture presenters. Academic
staffs are the teachers and delivery of instruction in the higher institutions. Academic staff are the
knowledge and character builder/importers in the higher institution. The academic staff are the
engine room of the higher institutions. They are the pillar and foundation of higher institutions.
The functions of the academic staff include lecturing, preparing the lecture note, preparing the
lesson note, sourcing instruction materials, giving an assignment to students, assessing the students
through continuous assessment and examination, setting exams questions, marking the answer
sheet, supervising students' research work, especially projects, theses and dissertation and prepares
the students to grade points. The academic staff conducts different levels of research, presents their
findings and contributes to the development of knowledge in the higher institutions (Ogunode,
Jegede& Musa, 2021; Ogunode, Olatunde-Aiyedun&Mcbrown, 2022). The shortage of academic
staff has affected curriculum implementation in many higher institutions. There is a shortage of
manpower in Nigerian universities which is why the (National Universities Commission 2021)
submits that universities should be isolated from the Federal Government‘s circular on new
employment owing to the shortage of lecturers. The commission noted that 100,000 academic staff
members were attending to 2.1 million students in Nigerian universities. The NUC disclosed that
the commission was supervising over 200 universities consisting of 48 belonging to the Federal
Government; 54 states and 99 private institutions. NUC observed that ―The entire system has
about 2.1 million students and a staff strength of about 170,000 non-teaching and 100,000
academic staff. ―Some of the problems facing the system include increased running costs, meagre
budgetary allocations, issues of power shortages and shortages of manpower. Akomolafe,
&Ibijola, (2014) and Ogunode &Adamu (2021) conclude that underfunding, poor manpower
planning, poor motivation, government policy on the embargo, corruption (Ghost worker) and
strike action problems are the causes of inadequate academic staff in the public universities in
North-central Nigeria and the implications of the shortage of academic staff in tertiary institutions
include poor implementation of teaching programme, high student-lecturers ratio, heavy workload
for lecturers, poor local and international ranking, bad international image, poor coverage of
scheme of work and poor academic programme accreditation (Sarkinfada, 2020; Ogunode, Akin-
Ibidiran, &Ibidiran 2022; Ogunode, &Okwelogu, 2022; Sarkinfada, &Ajayi, 2023).
Strike Actions
Strike actions have militated against effective management of tertiary institutions in Nigeria. It has
become a known fact that students across various universities in Nigeria are constantly faced with
industrial actions embarked upon by the Academic and Non-Academic Staff Unions of various
institutions. The disagreement or lack of understanding between government and unions arising
from non-implementation of agreement reached, often results in deadlock that usually disrupts
academic calendar. As academic activities are suspended for a long period, the students reading
abilities fell (Okoli, et al2016). Even the previous knowledge acquired is even forgotten by some
students. This mostly turns some students into certificates seekers than knowledge seekers. The
reasons for the strike actions by different union groups include; underfunding of the tertiary
institutions, inadequate infrastructural facilities, poor implementation of agreement reached with
union groups and poor working condition (Okoli, Ogbondah and Ewor, 2016;Ogunode
&Abubakar 2020; Ogunode, Ugochukwu, & Jegede,2022; Ogunode, Yiolokun, &Akeredolu,
2019). The implications of the continuous strike actions on the tertiary institutions include;
disruption in the academic programme, poor quality of education, bad image for the universities,
poor ranking internationally and poor patronage of tertiary institutions in Nigeria (Peter, 2017;
Ogunode, Ugochukwu&Jegede 2022;Lawan& Ogunode 2021).
Corruption
Corruption in tertiary institutions has affected management of tertiary education in Nigeria Funds
allocated for infrastructural facilities development that ought to have been deployed to support the
curriculum implementation are looted or diverted (Chuta, 2004; Dawood, 2012; Ogunode,
2020Onyekachi,& John, 2023). In 2018, the Socio-Economic Rights and Accountability Project
claimed that there were allegations of corruption in several federal universities relating to the
unfair allocation of grades; contract inflation; truncation of staff’s salary on the payroll;
employment of unqualified staff; certificate scandal; examination malpractice; sexual harassment;
and issuance of results for expelled students to graduate. Sarkinfada (2016) and Ahmodu and
Sofoluwe (2018) confirmed that University administrators have been accused of financial
scandals. From vice-chancellors to bursars, various officials of major Nigerian universities have
been accused of corruption with some of them already being prosecuted. For example, Sahara
reporters (2017) submitted that the former Vice Chancellor of the Federal University of Petroleum
Resources (FUPRE) in Effurun, Delta State, Akaehomen AkiiIbhadode, was arrested alongside
other top management staff at the institution over an N300 million fraud scandal, Sahara Reporters
quoted a senior lecturer at the institution that said corruption and fraud “run in the DNA of the
Vice Chancellor,” adding that since the fraud was uncovered, Ibhadode and other top management
staff have been “running from pillar to post.” According to the management staff of the institution,
the scandal involves the N300 million National Economic Empowerment and Development
Strategy (NEEDS) assessment fund granted to the institution. Rather than use the fund to finance
building projects, it was diverted by MrIbhadode and other staff of the university. “The NEEDS
assessment fund was intended for the building of structures in the school, but this was not done,”
the source said. “Over N300 million was diverted by the VC and his gang. Instead of using the
money for the purpose, it was meant for. John, (2016) and Ogunode, Ohunene&Olatunde-Aiyedun
(2022) identified the following as the reasons for high financial corruption in the higher institutions
in Nigeria: corrupt school administrators, lecturers and students; weak monitoring and evaluation
system; weak trade unions; political interference; weak educational system; and poor
accountability system. Also, Ololube, (2016);Ogunode, Josiah, and Ajape (2021) identified the
implication of financial corruption on the tertiary institutionsin Nigeria to include reduction in the
volume of funds, inadequate facilities, shortage of staff, poor quality of university education, poor
academic programme accreditation status, strike actions, and bad international image.
Conclusion and Recommendations
This paper discussed the problems faced by the management of tertiary education in Nigeria. The
paper concluded that concluded that funding challenge, Integrated Payroll and Personnel
Information System (IPPIS), indigenization of principal officer problem, brain-drain, inadequate
infrastructure facilities, insecurity, lack of current data, weak manager, shortage of staff and strike
actions are challenges faced by tertiary education management in Nigeria.
Based on these challenges pointed out, the paper recommended the following; increment in
budgetary allocation to tertiary institutions, increment in salaries of academic staff, appointment
of competent managers to oversee tertiary institutions, provision of adequate infrastructure
facilities, generation of current data, employment of more academic staff, provision of adequate
security in all tertiary institutions, tertiary institutions should be isolated from Integrated Payroll
and Personnel Information System (IPPIS) programme and autonomy should be granted to tertiary
institutions (universities) to prevent problems of indigenization of principal officer problem.
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International Journal on Integrated Education e-ISSN : 26203502

Tertiary Education Management in Nigeria

ADA’U ADAMU AHMAD

SAADATU TIJJANI AHMAD

Victor Olugbenga AYOKO

2. Adejompo F.(2017)Infrastructural Facility and the Students’ Academic Performance - A

4. Ahaotu G, N. & Ogunode N, J. (2021) Challenges Facing Administrators of Public Higher

5. Ahmodu, O. L &Sofoluwe, A. O. (2018). Combating corruption in Nigerian universities

7. Akomolafe, C. O., &Ibijola, E. Y. (2014). Accreditation of academic programs and quality

9. Bassey, U. U, Udofia, I. U. &Egbona, E. A. (2009) system performance and sustainability of

20. Human Rights Watch (2016) set the classroom on fire.

25. Ifeanyi, O. D. Ogunode N. J, &Ajape T. S (2021).Shortage of Funds in The Nigerian Public

34. Ogunode, N. J., &Atobauka, I. S. (2021b). Effects of brain-drain on higher institutions’

35. Ogunode, N. J.,,Onyekachi, C,. M. &Ayoko, V,.O.(2023).Investment in University

36. Ogunode, N. J. &Zalakro, J. l (2023) Quality of Tertiary Education in Nigeria.Modern Journal

37. Ogunode, N. J &Agyo, A. A (2022) Indigenization of Principal Officers of Tertiary

40. Ogunode, N. J. Ugochukwu. U. C. &Jegede D. (2022) Effects of Strike Actions on Nigerian

41. Ogunode, N. J. &Okwelogu, I. S (2022). An Investigation into Causes of Inadequate

43. Ogunode, N. J. Olaoye, A. E &Yakubu, I. (2023) Adequate Funding of Public Universities

49. Ogunode N, J, &Abubakar L. (2020) Public Universities Administration in Nigeria:

50. Ogunode, N. J. (2020) Administration of Public Universities in Nigeria: Problems and

51. Ogunode, N. J, Josiah, H. F. &Ajape, T. S. (2021) Effects of Corruption on Public

54. Ogunode, N. J., &Ohunene, L. A., &Olatunde-Aiyedun, T. G. (2022). A review of factors

57. Ogunode, N. J. &Jegede, D. (2021). Evaluation of factors responsible for inadequate

61. Ogunode, N. J.,&Sarkinfada, H (2023) Appointment and Selection of Leaders in University

lecture in honour of Graduating Cadets of 64 Regular Course (NA, NN, NAF), 65

70. Onyekachi, M. C& John, F. (2023) University Administration in Nigeria. International

71. Sarkinfada, H. &Ajayi, S,. O (2023) Historical Development of University Education in

72. Sarkinfada, .H. (2020)Perception of Stakeholders' on Empowering Women for Socio-

74. Sarkinfada, .H &Hussaini, M.(2019) Women Participation in Organizational Activities in a

78. The-sun (2022) Ethnicity and appointment of vice-chancellors

80. Zafar I. M, Mohammad N, A, &Yasir I,. (2011)National Education Management Information

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