Trends in the Development of Federal

Government Universities: Implications for

Sustainable Planning for Quality in Higher
Education in Nigeria

By

Ephraim E. Oluchukwu, PhD

National Institute for Educational Planning and
Administration, (NIEPA) Ondo, Nigeria
ephi_2003 @yahoo.com

Trends in the Development of Federal Government

Universities: Implications for Sustainable Planning for Quality
in Higher Education in Nigeria

By
 Ephraim E. Oluchukwu, Ph.D
National Institute for Educational Planning and
Administration, (NIEPA) Ondo, Nigeria
ephi_2003 @yahoo.com

Abstract
The writer starts by giving a historical perspective of the development
of federal government universities. He gives the evolution of federal
government universities including funding for over a period of two
decades. The paper employs descriptive research design to analyse
data on enrolment, staffing and funding and establishes trends. These
trends enable the writer to proffer recommendations in which planning
for quality is suggested as a way of repositioning the federal
universities in order to meet its statutory role.

Introduction
Systematic planning is a basic requirement for effective
quality management in the university system. Universities
in Nigeria and elsewhere have been faced with demands for
expansion and improved efficiency. They have been forced
to reduce expenditure per student and seek new sources of
funding and improve the utilization of the existing
resources. At the same time they have had to cope with
increased diversification, so as to meet the changing needs
of the labour market. Most universities have introduced
entrepreneurship in the curriculum offered to the students.
All these imply need to improve and change, the
mechanism, techniques and styles of university
management.
.
In this paper we shall endeavour to look at the historical
antecedent in the evolution of federal universities along
with statistical data and the trends over the years.

2
University education in Nigeria began with the
establishment of Yaba Higher College which granted only
diploma of local currency in medicine, engineering and
social studies. The college eventually metamorphosed into
University College, Ibadan in 1948 with student enrolment
of 216 (Okebukola, 1998). Commenting on the programme
offerings at the university college, Okebukola said that
they were narrow as the colonial administration were not
interested in pursuing an agenda for training high level
manpower for many of the professions.
According to Alele-Williams (1996 ), the report of Eric Ashby
Commission which was set up in 1959 later led to the
establishment of regional in the then Eastern Region, the
University of Nigeria, Nsuka in 1960, the Western Region,
the University of Ife (now Obafemi Awolowo university in
1961 and Amadu Bello University, Zaria in 1962 for the then
Northern Region.

The University of Lagos was established in 1962 which

provided courses in the humanities, social sciences and
engineering, but as metropolitan university in the then
federal capital it also laid emphasis on the promotion of
part-time courses specially designed to enable teaming
workers to obtain degrees relevant to business and
industry. The Midwest Institute of Science and Technology
was upgraded as a fill-fledged university in 1971 as the
University of Benin to take care of the then newly created
Mid-Western Region. These six constitute what is referred
as first generation universities.

At the end of the Nigerian Civil war and consequent upon

the geo-political restructuring of Nigeria into 12 states,
there were demands for more universities in the newly
created states. Government yielded to these demands and
in 1975 established seven new universities (Jos,Calaber,

3
Kano, Maiduguri, Sokoto, Ilorin and Portharcourt ). These
constituted the second generation universities. In the same
year the Federal Government assumed responsibility for the
funding of the then regional universities. The buoyant
economy made possible by the oil boom facilitated healthy
funding of universities and rapid expansion especially in
student enrolment and new disciplines. At present the
number of federal government universities stands at 27
including one for Nigerian Army, 34 state universities, as
well as 33 privately owned universities (Sunday punch,
October, 2008).

Purpose of the Study

The study has five purposes. These were to:

1 determine to what extent demand for university

education is been met by the universities;
2 determine annual percentage growth in university
enrollment;
3 determine the trend in student/teacher ratio for period
of two decade;
4 determine the trends in the growth in the number of
non-teaching staff and
5 Determine the trends in unit cost in federal
government universities.

Research Questions
Answers to the following research questions were sought in
the study:

4
To what extent is the demand for university education been
met?
What is the annual percentage growth in the university
enrolment?
What are the trends in the student/teacher ratios?
What is the trend in the growth of non-teaching staff in
federal universities?
What is the trend in the crude unit cost?

Statement of the Problem

Nigerian universities have been faced with demands for
expansion of enrolment and improved efficiency. They
have been compelled to reduce expenditure per student,
seek new sources of funding by increasing their internally
generated revenue base, improve the utilization of the
existing resources. Federal universities derive their funds
largely from the following sources: federal grants for
recurrent and capital expenses channeled through the
National Universities Commission ( NUC ); grants from
Education
Trust Fund (ETF ) ; academic fees from pre-degrees,
diploma and postgraduates; income from consultancy
activities; user fees; and income from endowments,
investments and sundry donations. There is a need to
investigate to what extent the universities are coping with
the various demands on them through the examination of
the trends in enrolments, staffing and funding.

Methodology
The study employed descriptive research design. The data
used were secondary, mainly supplied by the National
Universities Commission (NUC ). The data collected were
analysed using simple percentages to established trends.

5
The data were presented in tables and discussed in order to
provide answers to the research questions.

Data Analysis and Discussion of Findings

Research Question 1: To what extent is the demand for

admission been met by the universities?

Table 1: Extent of Unsatisfied Demand for University

Education in Nigeria 1980 to 2002

0 1 2 3 4
Year No. of No. Percentage % of
Applicants Admitted Admitted Unsatisfie
d Demand
1981/82 180,673 26,808 14.8 85.2
1982/83 205,112 29,800 14.5 85.5
1983/84 191,583 27,378 14.3 85.7
1984/85 201,140 27,482 13.7 86.3
1985/86 212,114 30,996 14.6 85.7
1986/87 193,774 39,915 20.6 79.4
1987/88 210,525 36,356 17.3 82.7
1989/90 255,639 37,426 14.6 85.4
1991/92 287,572 48,504 16.9 83,1
1992/93 357,950 57,685 16.1 83.9
1993/94 420,681 59,378 14.1 85.9
1995/96 508,280 32,473 6.4 93,6
1996/97 472,362 76,430 16.2 83.8
1997/98 419,807 72,791 17.3 82.7
1998/99 321,368 78,791 17.3 82.7
1999/00 418,928 78,550 18.8 81.2
2000/01 550,339 60,718 11.0 89.0
2001/02 842072 95,199 11.3 88.7

Sources: Oluchukwu (2002:36); Okebukola (2002:6); Ilusanaya

(2007:67)

6
From table 1 the number of applicants increased from
180,673 in 1981/82 to 842,072 in 2001/02 academic
session. This represents over 466 percent increase in about
two decades. The number admitted increased from 26,808
to 95,199 over the same period. This represents 355
percent increase. The percentage admitted fluctuated
between 6.4 and 20.6 which represented the least and
highest within the period under review. The percentage of
unsatisfied demand fluctuated between 79.4 percent and
89 percent during the period under review. The overall
average of the percentage admitted within the period under
review is 15 percent while the average of unsatisfied
demand is 85 percent. Access to university education is
available to all Nigerians who have the basic qualifications.
However, limitation of spaces in the universities imposes
restriction on access. According to Ilusanaya (2007), citing
Okebukola (2005), scientific study of Nigerian universities
showed that the carrying capacity (absorptive capacity) of
Nigerian universities in 2005 was 16.2 percent of the
number of applicants. Despite the large scale expansion in
the university system in the country, private demand for
university education has continued to rise faster than the
supply. As a matter of fact, Sunday Punch, October, 2008)
ascertained that only about 11% of the 4.5 million
candidates who wrote the universities matriculation
examinations were offered admission in the past five years,
a development that leaves 800000 candidates not admitted
annually. There has been phenomenal expansion in
university education in the last four decades as the number
of federal government owned universities rose from 5 in
1962 to 61 ( comprising 27 federal, 34 state ) to date.

7
Research Question 2: What is the annual percentage growth
rate in the university enrolment?

Table 2: Evolution of Enrolment in Nigerian Universities by

Sex during 1980/81 to 2001/02

Year No of No of Total Percentag As

males females e to the percentag
previous e of the
year base
1980/81
1980/81 60,692 17,099 77,791 - -
1981/82 70,365 20,386 90,751 16.7 16.7
1982/83 79,555 25,219 104,774 15.5 34.7
1983/84 90,235 26,587 116,822 11.5 56.2
1984/85 97,546 28,739 126,285 8.1 62.3
1985/86 103,243 32,540 135,783 8.1 74.5
1986/87 114,478 37,489 151,967 11.9 95.4
1987/88 119,236 41,531 160,767 5.8 106.7
1988/89 127,170 46,963 174,133 8.3 123.8
1989/90 131,042 48,446 179,484 3.1 130.7
1990/91 150,114 50,660 200,774 12.2 158.1
1991/92 170,945 61,537 232,482 15.8 198.9
1992/93 191,335 73,349 264,684 13.9 240.3
1993/94 218,024 74,073 292,097 10.4 275.5
1994/95 218,024 74,073 292,097 0.0 275.5
1995/96 240,652 95,138 335,790 15.0 331.7
1996/97 233,474 112,225 345,699 3.0 344.4
8
1997/98 244,724 131,770 376,494 8.9 384.0
1998/99 257,048 142,764 391,812 4.1 403.7
1999/00 291,994 156,236 448,220 14.4 528.0

Source: computed from NUC (2002)

Enrolment into Nigerian universities has been growing

steadily over the past decades. Table 2 shows the
evolution of enrolment into Nigerian universities by sex for
the period 1980/81 to 1999/00 and the growth rates for the
successive years. By 1980, the total enrolment stood at
77,791. The annual rate of growth fluctuated between 0.0
percent and 16.7 percent within the period under review,
but grew steadily until 2000 when the enrolment rose to
448,220. This represents 528 percent within the period
under review. Problems of poorly planned growth in the
student population, introduction of new courses of study,
and declining government subvention surfaced.

To control the growth in student enrolment, the first

generation universities were restricted to annual growth
rate of 2.5 percent, second generation universities to
annual growth rate of 10 percent while the third generation
universities (those established after 1975) increase their
enrolment at the annual rate of 13 percent. The Joint
Admission and Matriculation Board (JAMB ), the body
established by the government to provide a single central
admission helps to that admission policy ratio of 60 : 40
sciences : arts are adhered to. A cursory glance at table 2
reveals that the enrolment pattern is that more males were
enrolled than females. While women are encouraged to
take advantage of higher education opportunities, no
deliberate attempt to lower admission standards in favour
of females. Cultural factors and other socio-economic
factors work together to impact on access of the female
gender to university education.
9
In summary, male enrolment increased from 60,692 in
1980/81 to 291,994 in 1999/2000 while the female
enrolment female enrolment increased from 17,099 in
1980/81 to 156,236 in 1999/00.

Research Question 3: What is the trend in the

Teacher/Student ratio for a period of two decades?

Table 3: Trends in Number of Teachers by sex and

Teacher/Student Ratio in Nigerian Universities 1980/81 to
1999/00

Year No of No of Percentag Total Teacher/Stude

male female e of number nt ratio
teachers teachers female
teachers
1980/81 6,077 589 8.8 6,666 1:12
1981/82 7,754 716 9.2 8,470 1: 11
1982/83 7,809 964 12.3 8,773 1: 12
1983/84 8,622 1,163 11.9 9,785 1: 12
1984/85 8,380 1,142 12.0 9,522 1: 13
1985/86 9,434 1,280 11.9 10,714 1: 13
1986/87 9,915 1,322 11.8 11,237 1: 13
1987/88 10,031 1,490 12.9 11,521 1: 14
1988/89 10,509 1,609 13.3 12,118 1: 14
1989/90 10,801 1,488 12.1 12,289 1: 15
1990/91 12,085 1,560 11.4 13,645 1: 15
1991/92 11,395 1,532 11.9 12,927 1: 18
1992/93 12,185 1,630 11.8 13,815 1: 19
1993/94 12,687 2,025 13.8 14,712 1: 20
10
1994/95 12,687 2,025 13.8 14,712 1: 20
1995/96 13,028 2,222 14.6 15,250 1: 22
1996/97 14,044 2,253 13.8 16,297 1: 21
1997/98 14,384 2,153 14.3 17,478 1: 23
1998/99 14,974 2,504 14.3 17,478 1: 23
1999/00 16,644 2,665 13.8 19,309 1: 23

Source: computed from National Universities Commission (NUC),

Abuja.

Table 3 revealed that the number of teaching staff grew

from 6,077 in 1980/81 to 16,644 in 1999/00. This
represents 273.9 percentage increases within the period
under review. The rise in the student enrolment has not
been matched by the growth in the number of teachers as
can be seen from tables 2 and 3. While enrolment grew by
528 percent the number of teachers grew by only 273.9
percent within the period under review. The implication of
this is that the rate of growth of students was almost two
times faster than the growth of teachers within the period
under study. The teacher/student ratio declined over the
years. By 1994 the teacher/student ratio was 1: 20, a
marked decline from ratio of 1: 12 in 1981. The National
University norm is 1: 12. The teacher/student ratio
continued to decline to a level of 1: 23 by the year
1999/2000 academic session.

According to Okebukola ( 2002 ),even though the

teacher/student ratio has exceeded NUC referenced norm,
but when compared with similar ratios in Ghana ( 1:
14 );South Africa ( 1: 36 ) and USA ( 1: 18 ), it could be said
to be only fair. The ratios by discipline are far cry from the
recommended norms especially in science and technology
based disciplines. As reported by Omorege and Harlmett
(1995), their study revealed that teacher/student ratios in
1981/94 by faculty from 21 Federal universities showed that
engineering, environmental designs, and science faculties
11
were most severely understaffed. According to the report,
the engineering faculties at Lagos,Ilorin, Minna and Port
Harcourt had about 26 students per academic staff
member, and are thus significantly understaffed relative to
NUC-recommended ratio of 9: 1. However, arts and social
sciences disciplines remain overstaffed relative to NUC
norm. As can be seen from table 3, there is a pattern of
steady increase in the number of female teachers within the
period under review. The number of female teachers
increased from 589 in 1980/ 2,665 in 1999/00. This
represents 452.5 percent increase with the period under
investigation. However this, constitutes only 14 percent of
the total number of teaching staff

Teaching is one of the main mandates of the university

system. The others are research and community services.
A teacher in a university is one empowered by his letter of
appointment to teach and evaluate students, carryout and
publish research findings and offer his expertise to the
community in terms of consultancy, public enlightenment
and other services the quality of teaching is a function of
the quality of teachers and teacher/student ratio among
other variables.

Research Question 4: What is the trend in the growth in the

non-teaching staff in Federal Government universities?

Table 4: Trends in the Number of Non-teaching Staff by and

Ratios of Non-teaching to teaching Staff in Nigerian
universities from 1987 to 199/2000.

Year No of No of Percentage Total Ratio of

12
 male female of females teaching
to Non-
teaching
1987/88 38,619 10,123 20.7 48,742 1: 4
1988/89 39,254 9,867 20.1 49,121 1: 4
1989/90 37,331 9,273 19,9 46,604 1; 4
1990/91 38,115 10,168 21.0 48,238 1: 4
1991/92 38,205 10,446 21,5 48,651 1: 4
1992/93 40,118 10,728 20.9 51,266 1: 4
1993/94 40,118 12,376 23.6 52,494 1: 4
1994/95 40,118 12,376 25.6 52,494 1: 4
1995/96 40,837 13,695 25.1 54,532 1: 4
1996/97 41,806 14,375 25.6 56,182 1: 3
1997/98 42,305 13,864 24.7 56,169 1: 3
1998/99 43,083 14.445 25.1 57,528 1: 3
1999/00 54,687 15,654 25.6 61,341 1: 3

Source: computed from data supplied by the NUC, Abuja

Table 4 depicts the trend in the number of non-teaching

staff, gender distribution and the ratios of teaching to non-
teaching staff in government universities. The number of
non- teaching staff grew from 48,742 in1987/88 to 61,341
in 1999/00. This represents 125.8 percent increase within
the period under review. This translates to an average of
10.5 percent growth rate of non-teaching staff within the
period under investigation. The women in the workforce in
the non-teaching category of universities are relatively as
can be seen from the table. Within the period under review,
less than annual average of 23 percent of staff make up the
non-teaching staff. Another discernible trend is consistent
and gradual increase in the number of non-teaching staff
and in 1999/2000; there was a total of 15,654 female non-
teaching staff which constitutes 25.6 of the total non-
academic staff.
The National Universities Commission (NUC) had prescribed
ratios for teaching to non-teaching staff to be 1: 3. As can
be seen from the table, there had been lopsided application
of this ratio up to1995/96. The direct implication of this
13
that funds meant for directing teaching is shunted.
However, the ratio improved and conformed with the
recommended NUC norm from 1997 to 2000. It is hoped
that this would continue to be maintained.

Research Question: 5 what is the trend in the crude unit

cost in federal universities?

Table 5: Trends in crude unit cost per student in federal

universities from 1980 to 2000.

Year Total cost Total Unit cost N Percentage over

N enrolment successive year
1980 436,103,695 77,791 5,606.10 -
1981 684,018,970 90,751 7,537.32 +34.4
1982 554,276,263 104,774 5,290.20 -29.8
1983 514,404,111 116,822 4,403.32 -16.8
1984 481,022,285 126,285 3,809.02 -13.5
1985 488,110,285 135,783 3,594.78 -5.6
1986 537,973,871 151,967 3,548.07 -1.3
1987 424,263,076 160,767 2,639.00 -25.6
1988 627,604,867 174,133 3,604.42 +36.6
14
1989 767,852,907 179,484 4,278.11 +18.7
1990 736,078,924 200,774 3,666.21 -14.3
1991 783,816,895 232,482 3,371.52 -8.0
1992 2,540,773,138 264,684 9,599.27 +184.7
1994 3,623,573,644 292,097 12,405.37 +29.2
1995 4,179,790,310 292,097 14,309.60 +15.4
1996 5,327,957,624 335,790 15,866.93 +10.9
1997 5,684,000,960 345,699 16,442.05 +3.6
1998 8,643,665,740 376,496 22,958.31 +39.6
1999 11,246,144,497 391,812 28,702.91 +25.0
2000 28,092,179,580 448,220 62,674.98 118.4

Source: Computed from NUC Statistical Digest in Nigerian Universities

From table 5 the trend in the crude unit cost per student in
federal government universities can be seen. Crude in the
sense that the computation did not include student living
expenses which form the bulk of the cost. The components
that constitute the crude unit costs were computed from
total recurrent costs (total academic costs + total
administrative) and total capital costs (main capital
+rehabilitation and refursbment +teaching and research
equipment). The student living expenses which are made
up of accommodation, food, transport, etc and total
undergraduate full time equivalent were not included
because of the rigor in gathering the data. The crude cost
was computed using the formula

C.U.C. = TRC + TCC

TSE

Where C.U.C = Crude unit cost

TRC = Total recurrent cost
TCC = Total capital cost
TSE = Total student enrolment

15
From table 5 it can be observed that the crude unit cost
varied from N5, 606.10 in1980 to N62, 674.98 in 2000. The
annual percentage increase over the successive years
varied from 34.4 percent to 118.4 pe3rcent within the
period under review. Using the crude unit cost as a
parameter for measuring the trends in funding federal
universities, the discernable trends is gradual decline from
1982 to 1991, when the crude unit cost was N3,371.15.
There was a considerable improvement from 1991 to 1999.
In 2000, federal universities received N28.6 billion through
the National universities Commission (NUC). The increase
was brought about largely by the significant improvement
in the welfare of university workers who began to enjoy a
22 percent increase in salaries as can be seen from the
table by 1998, there was major shift from the funding
pattern.

Summary of Findings:

1. Inspite of the phenomenal expansion in university

education in the last decade’s limitations of spaces in
the universities imposes restriction on access with the
result that unsatisfied social demand for university
education ranged from 79.4 percent to 89 percent.
2. Enrolment into federal universities grew steadily. The
average rate of growth was 10 percent. More males
were enrolled than females.
3. The rate of growth student enrolment was two times
more than the growth of teachers.
4. The teacher/student ratio declined steadily and
exceeded NUC referenced norm.

16
 5. Initially, there was lopsided application of NUC norm
with respect to non-teaching staff. However, the ratio
improved and conformed to the recommended norm
up till 2000.
6. There was gradual decline of the crude unit cost in the
early 1980s. However, by 1991, a major shift in
funding, hence crude unit cost began to emerge.

Conclusion

The goals of the study were to provide empirical data from

the secondary sources and increase awareness of the of
quality planning in the university system. It is hoped that
the findings of this study will stimulate university managers
to take a hard look at the implications of quality planning in
the overall development of higher education in Nigeria. The
rise in the student enrolment has not been matched by the
growth in the number of teachers. This has serious
implication for quality and planning. The National
universities commission (NUC) guidelines stipulate a 10
percent annual growth rate for the universities. This study
seems to have confirmed that this ratio was followed in the
main. The budgetary allocation to the universities is
reflection of the general budgetary allocation to the
universities. The funds were generally small in terms of
foreign currency as there are major components of
imported items in the operation of university and the
purchasing power of naira is low. As a result universities
would find it extremely to maintain its physical facilities and
capital equipment let alone expand them. All this implies
need to improve and change the mechanisms, techniques
and styles of institutional planning and management.
Caught between the pressures of social demands on one
hand, and demands for rationalization and accountability on

17
the other, universities planners must respond with quite
radical planning strategies to increase efficiency and
productivity. In essence to increase the quality, university
managers should develop strategic plans that state goals
exactly and spell out how they will be achieved.
Furthermore, the managers should university values and
norms centered on improving quality and also ensure that
the staff and students are committed the goal of quality.

References

Alele-Williams, G. 1996. The Universities in Nigeria. In ACU

(ed.) Commonwealth Universities Year Book 1996
-1997.Vol.ii. London: ACU Press.
Ilusanya, G. 2007. Growth of University Education in
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Private and Public University. Studies in Educational
planning and Administration (SEPA) Vol 3 No 1 pp 163 -171.
National Universities Commission. 1994. Statistical Digest
in Nigeria Universities. Abuja: NUC.
Okebukola, P.A.O. 1998. Trends in Tertiary Education in
Nigeria. In The State of Education in Nigeria. Abuja :
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Okebukola,P.A.O. 2002a. The State of university Education
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Omorege,P. O. , Hartnett, T. 1995. Financing Trends and
Expenditure: Patterns in Nigerian Universities. World Bank
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