Historical Development of University Education in Nigeria and Strategies For Sustainable Development

International Journal on Integrated Education e-ISSN : 2620 - 3502
p-ISSN : 2615 - 3785

https://journals.researchparks.org/index.php/IJIE
Historical Development of University Education in Nigeria and

Strategies for Sustainable Development
Sarkinfada, Halima
halimafada@gmail.com
Department of Educational Foundations Usmanu Danfodiyo University Sokoto, Nigeria
Simon Omoregie Ajayi

ajayi.simon@uniabuja.edu.ng
Department of Educational Management, Institute of Education, University of Abuja, Nigeria
ABSTRACT
This paper examined the historical development of university education in Nigeria and suggested
strategies for sustainable development. Also, the paper looked at current challenges facing the
Nigerian universities system. Secondary data were employed in the paper. The secondary data
were collected from print and online publications. The paper made some useful suggestions for
the sustainable development of university education in Nigeria.
Keywords: Development, University Education.
Introduction
University education is the highest form of education given to adults with the view of collecting
certificates after graduation. University education is a form of education with the capacity to
transform an individual and society positively through the application of teaching, research and
community services. University education is an advanced education in teaching, research and
community service inclined. In Nigeria, university education is grouped among tertiary
education. Solomon, Ogunode & Jegede (2020), viewed university education as the education
that provides post-secondary school education for citizens. University education is an advanced
education that develops the manpower of the country. University education is the most advanced
education that gives direction to career development.
The history of university education started in Nigeria in 1948 when the first university was
established in Ibadan. Jubril (2003), noted that in 1948, the University College Ibadan was
founded as an affiliate of the University of London. University College continued as the only
University Institution in Nigeria until 1960. The university system began to develop phase by
phase. The six universities established during this period 1960-1970 are referred to as first-
generation universities. In 1960, the Eastern Region government established its university at
Nsukka (University of Nigeria Nsukka). In the West, the Obafemi Awolowo University, Ile Ife
(formerly, the University of Ife) came to be in 1961; and Ahmadu Bello University, Zaria was
established in the North in 1962. In 1962, the University of Lagos was born, while in 1962, the
University College Ibadan transformed into a substantive university. This made UCI, Ibadan and
the University of Lagos became the first two federal universities in Nigeria while the other three
were regional. In 1970, the newly created Bendel State established a university known as the
University of Benin.
These second-generation universities as they were referred to include the University of Calabar
(1975); the University of Illorin (1976); the University of Jos (1975); the University of Sokoto
(1977); the University of Maiduguri (1977); the University of Port Harcourt (1977); and Bayero
University Kano (1977). They became federal universities by Decree 46 of 1977 which provided
for the Federal Government take-over of all universities in Nigeria.
Copyright (c) 2023 Author (s). This is an open-access article distributed under the
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International Journal on Integrated Education e-ISSN : 26203502
IJIE | Research Parks Publishing (IDEAS Lab) p-ISSN : 26153785
From 1979 and 1983, the following universities were founded: Bendel State University,
Ekpoma; Anambra State University of Technology, Enugu; Imo State University; Etiti; Ogun
State University, Ago-Iwoye; Ondo State University, Ado-Ekiti; Rivers State University of
Science and Technology, Port Harcourt; Cross River State University, Uyo; and Lagos State
University, Ijanikin as a result of federal government 1979 constitution amended that transferred
university education from the executive to the concurrent legislative list. This means that state
governments were free to establish state-owned universities.
The seven Federal Universities of Technology emerged between 1981 and 1985. These were the
Federal Universities of Technology Bauchi (1982 / 1982); Markurdi (1981 / 1982); Owerri (1981
/ 1982); Yola (1982 / 1983); Akure ( 1982 / 1983); Abeokuta (1983 / 1984); Minna ( 1983 /
1984). The Federal University of Technology, Yola, became an outpost of the University of
Maiduguri. The University of Jos absorbed the Federal University of Technology, Makurdi as
the outpost of the former, while the Federal University of Technology, Abeokuta became a
campus of the University of Lagos (NOUN 2012; Okon, 2006).
The fourth-generation universities are those established between 1991 to date. They included
more state universities, National Open Universities and private universities. Students' numbers
are in scores of thousands. As for Polytechnics and Colleges of Education, they are in excess in
number respectively. Presently Nigeria is having 259 federal, state and private universities
(NUC, 2023).
Current Challenges Facing University Education in Nigeria

Universities in Nigeria were once regarded among the best in the world due to the quality of
teaching, research and community development. The universities were doing well with a high
number of international lecturers and students. Borishade in Ogunode (2022), described the state
of Nigerian universities in the 60s and the greater part of the 70s as conducive to teaching,
learning and research. In a similar vein, Obasi in (Ogunode 2021), disclosed that during the early
post-independence era, the Nigeria University system acquired and retained national and
international recognition. The learning environment, the quality of learning, as well as the
quality of the products of the universities, were all considered good enough within the
constraints of a developing nation. However, the prevailing situation in the Nigerian education
system shows that all is not well with the system.
Nigeria’s university education is beset more by evidence of systemic maladies rather than
salutary breakthroughs. The predicaments commonly characteristic of Nigerian university
education since the 1980s, and especially in the 1990s and in this 21st century include obvious
inadequacy of funding; low staff motivation; the brain drain syndrome; disproportionate staff-
student ratio; and scanty research feats. Many problems are facing the nation's universities.
These problems include poor funding, unstable academic calendar, brain drain, cultism,
examination malpractice and overcrowding, among others. Most of the identified challenges
facing the ivory towers are management-linked in the sense that by putting in place the right
political will and commitment to changing things, the future towards a promising academic
climate in the universities becomes clearer ( NOUN 2012; Sarkinfada, (2020); Sarkinfada,
(2020); Ogunode & Sarkinfada, 2023; Ogunode, Obioma & Belloh, 2023; Ogunode, Ayoko, &
Orifah, 2023).
For instance, in the area of funding, Babalola in Ogunode (2022), acknowledged that
Universities in Nigeria are in crisis as there is less money to spend on teaching, research and
community service. Inadequate funding of public universities in Nigeria is a prime cause of other
problems that have undermined the quality of university education. Also, Ogunode (2023),
lamented the funding situation of Nigerian universities as below international standards.
Moreover, Olamide & Tobiloba (2020), observed that another problem facing the tertiary
education system is the lack of proper funding. Statistically, Nigeria ranks amongst the lowest
countries in terms of the budget allocated towards tertiary education. While most states give less
than 15 per cent of their yearly budget to education, only 6.7% of the Nation's budget for the
year 2020 was allocated to the Ministry of Education, a meagre portion of which will be further
distributed to tertiary institutions. This is very low when compared to the United Nations’
suggestion of 15-20 percent (Ogunode & Onyekachi 2021; Sarkinfada, 2016; Sarkinfada, &
Hussaini, 2019). Igbinedion, & Torupere (2019) and Ogunode, Onyekachi, & Ayoko (2023),
observed that the university system in Nigeria is in dire need of funds for effective
administration which are not available. This inability of university administrators to have access
to adequate funds has been identified as responsible for the various challenges the universities
are faced today.
In the area of academic staff, punch newspaper reported that federal universities currently suffer
a shortage of full-time professors. According to the NUC data, no federal university scored up to
50 per cent in the ranking of full professors. This implies that no federal university has the
required number of full professors they require. Some of the federal universities ranked in the
top 10 are the Usmanu Dan-Fodiyo University, Sokoto, with 36.44 per cent; Obafemi Awolowo
University, Ile Ife, 35.80 per cent; University of Ibadan, 29.04 per cent; Federal University of
Technology, Akure, 27.28 per cent; Federal University of Agriculture, Abeokuta, 27.25 per cent;
University of Abuja, 25.33 per cent; University of Benin, 23.26 per cent; University of Port
Harcourt, 21.26 per cent; University of Calabar, 21.20 per cent; and University of Ilorin, 21.12
per cent. The NUC data also puts the number of academic staff in Nigerian universities at
100,000. “The entire system has about 2.1 million students and staff strength of about 170,000
non-teaching and 100,000 academic staff,” the NUC stated. Ogunode, Okwelogu, (2022);
Ogunode & Adamu, (2021), also acknowledged that the shortage of academic staff is a major
problem in the Nigerian university system.
In the area of infrastructural facilities, Ogunode (2020) and Blueprint (2019), posited that
generally, lack of infrastructure such as accommodation and power has remained the major
challenge facing many universities across the country. Most campuses of tertiary institutions are
laced with decayed infrastructures such as hostels, lecture halls, health centres and motorable
roads. They remain issues that have continued to elicit protests in federal and state universities.
In most universities, the conditions of students leave much to be desired in both classes and
hostels. Students' hostel facilities are an integral part of the welfare system. Due to the high
demand for campus accommodation, more students require attention in this regard. What is
usually observed is that this situation often lingers on unnecessarily rather disheartening since
students need comfortable accommodations to conveniently carry out their primary purpose of
learning. Ebehikhalu & Dawam, (2016); Ijaiya & Adewale (2017); Ogunode & Jegede, (2021);
Sarkinfada, & Rabo (2022) and Sarkinfada, & Multafu, (2022) concluded that most Nigerian
universities are faced with the problem of infrastructural facilities shortage.
In terms of international ranking, Ogunode & Abubakar (2023), submitted that the performance
of Nigerian universities both private and public in the global ranking is not good enough
considering her as the giant of Africa and her population. According to Ogunode et al (2022) and
Ogunode, Olatunde-Aiyedun & Mcbrown, (2022), “for instance, there are about 220 licensed
public and private universities in Nigeria and only twelve were captured in the recent 2023
Times Higher Education (THE) World University Rankings among the best”. Isaac & Imade,
(2020), noted that the low performance of Nigerian higher institutions in webometrics ranking is
because of certain Institutional and individual factors that are left unattended to. These factors
tend to build up over time until they become almost unbearable. It is important to analyze these
factors, their implications and advance measures to provide lasting solutions that will ensure the
sustainable performance of the Nigerian university system.

In terms of the teaching programme, Ogunode & Ndayebom (2022), ascertained that the teaching
programme in Nigerian universities is poorly implemented due to poor funding which is
responsible for the shortage of staff, instructional materials, shortage of infrastructural facilities,
poor qualification of lecturers and ineffective supervision. Musa (2017), stated that the majorities
of resources needed for smooth implementation are not available in the universities and if
available they are not adequate to ensure quality education.
In terms of research programmes, Ogunode, Jegede, Adah, Audu, & Ajape (2020), opined that
the level at which research is been conducted in Nigerian public universities is poor and not
encouraging. The research performance is below average in many public universities. Charles,
Ijeoma & John (2009), affirmed that the Nigerian Tertiary Institutions, Universities inclusive,
have three statutory functions to perform and these include teaching, research and community
service. While we give much attention to teaching, we committed less effort to research. The
Nigerian Universities which should exist as centres for knowledge dissemination, research and
knowledge creation have not maintained their full expectations.
In terms of admission, Ogunode, Ukozor, & Ayoko, (2023) and Olamide, & Tobiloba (2020),
cited JAMB, which discloses two-thirds of about two million applicants who sought access in
2019 were unsuccessful. Public tertiary institutions are finding it increasingly hard to cope with
the admission pressure that seems to become more compelling each year. And while there is
significant private sector participation in the Nigerian tertiary educational system, private
schools are available to only a minority of the population as these private institutions are not
quite affordable. Thus, average Nigerians are left to jostle for the limited number of slots
available in public universities.
In comparison, the United States has over 3000 tertiary institutions, France has over 3500, and
India has over 4000. Statistics obtained from the Joint Admissions and Matriculation Board
(JAMB) showed that over 1,662,762 candidates wrote the 2018/2019 Unified Tertiary
Matriculation Examination (UTME), of which only 585,498 gained admissions into the tertiary
institutions. Of the 1,157, 977 candidates who sat for UTME in 2019/2020, about 612,557 were
offered admission into various tertiary institutions. Between 2018 and 2020, over three million of
the candidates who applied for admission into Nigerian tertiary institutions were unable to secure
placement in the universities, polytechnics, and colleges of education. In 2020 over 2.1 million
candidates registered for the UTME and Direct Entry programmes. However, a total of 1,456
candidates who scored 300 and above out of the possible score of 400 in the entrance
examinations failed to secure admissions to Nigerian tertiary institutions for the 2020/2021
academic session (Allafrica, (2021; Thenigerialawyer, 2021). Olawale, (2018), lamented
millions of Nigerians are unadmitted yearly as a result of limited space in universities across
Nigeria.
In the area of quality, Oluremi & Oyewole, (2014) and NOUN (2009), stated that concern has
been raised about the decline in the quality of education in Universities, Polytechnics and
Colleges of Education. This is evident in the quality of graduates produced by these institutions.
Punch (2021) reported that Afe Babalola (SAN), the founder of Afe Babalola University,
observed that, the quality of education in Nigeria had degenerated to the extent that, many
graduates cannot defend their certificates. Babalola also lamented the growing declining
standards of education, particularly university education. Also, The Guardian newspaper (2019),
quoted the President and Chief Executive Officer of, the Postgraduate School of Credit and
Financial Management, Chris (2019), who expressed concern over the quality of Nigerian
graduates by submitting that about 95 percent of them are not employable. He noted that the
present crops of graduates do not meet the need of the reality in the workplace and called for
urgent attention from all concerned to address the trend. It was observed that graduates from
Nigerian universities are faced with the problem of unemployment upon graduation (John,
2018). Ogunode & Adah (2022) and Pitan & Adedeji (2014) also affirmed that the products of
Nigerian universities have been reported to be poorly prepared for work. The performance of
these products seems to be connected to the quality of knowledge impacted on the students by
the lecturers who taught them in their various universities.
In terms of leadership, (Ogunode 2020), maintained that the appointment of weak administrators
in the Nigerian public universities is a big challenge facing the administration of public
universities in Nigeria. Many university administrators appointed to head public universities are
not qualified and less exposed to handling the administration and management of universities in
Nigeria. Udida, Bassey, Udofia, & Egbona in Ogunode (2020), submitted that some individuals
appointed as vice-chancellors of some universities are weak, not competent and lack
administrative potentials; such appointees must possess administrative qualities and must lead by
example. The leader must have integrity, must be knowledgeable, and practice modern types of
management leadership styles. He or she must be visionary and ready to adjust to situations in
the system. The performance of the administrator should be sustained through the proper
utilization of material and human resources in the achievement of institutional goals and
objectives. 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 programs or activities are not carried out in such
institutions such as the provision of grants 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 system's performance in that, workers can result to a nonchalant attitude toward work and
hence no sustainability or continuality of good track records of performance in the system. Also
Nwachukwu, Stella & Obaoda (2018), concluded that the lack of institutional leaders’ values like
integrity, effectiveness, competence, honesty, accountability and fairness explains the
unsuccessful and ineffective management of universities in Nigeria.
Ololube (2016); Ogunruku (2016); Okoli, Ogbondah & Ewor, (2016); Olayinka (2018);
Okebukola (2018); Ogunode, Ugochukwu. & Jegede (2022); Ogunode, Ohunene, Olatunde-
Aiyedun & Tope Gloria (2022); Ogunode & Ibrahim (2023); Ogunode & Agyo, (2022);
Ogunode & Musa,(2022); Sarkinfada, & Kyari, (2022); Sarkinfada, & Babayo, (2022) and
Ogunode & Garba, (2023), also identified strike actions, brain-drain, corruption, poor
supervision, poor motivation of staff, indigenization of principal officers, autonomy problem,
poor accountability, low stakeholder involvement, political influence and Integrated Personnel
and Payroll Information System (IPPIS).
Development of an Implementable Strategic Plan for University Education

To ensure the all-round development of the Nigerian university system, there is a need for
formulation and development of an implementable strategic plan. Ogunode & Zalakro, (2023),
maintained that to ensure quality in Nigerian Universities, there should be proper planning and
provision of adequate infrastructure, high-quality and well-motivated staff, admission of
qualified students and inspirational leadership. Ogunode, Yiolokun, & Akeredolu, (2019), noted
that for Nigerian universities to move forward, there must be an effective strategic plan.
Institutional and system planning is critical for the restoration of quality in the system. The plans
developed must be linked to realistic budget plans. Through planning, issues of uncontrolled
growth in the number of students, programs, and institutions, could be addressed. Regional and
national development needs could be met through regional collaboration as well as by
improvement of the efficiency of the system (Moja, 2000). Strategic management planning is a
process designed to move an educational institution through the steps of understanding changes
in the external environment, assessing organizational strengths and weaknesses developing a
vision of a desired future and ways to achieve that mission, developing and implementing
specific plans and motivating that implementation so that necessary changes can be made. Some
reasons for applying strategic management planning in tertiary education are that the institution
needs to know its dynamics, decision-making styles and barriers to change and the institution
must develop a climate that is open to change and responsiveness to the external environment
while still maintaining a clear sense of mission (Andrea, 2005). Strategies for University
Education sustainable development in Nigeria Should involves development of implementation
master plan for university education such as: adequate investment, the appointment of competent
administrators, effective supervision, corruption control and autonomy approval
Adequate Funding
The federal government should increase investment in the university system. A new funding
model should be formulated for the funding of the universities. Olamide, & Tobiloba (2020),
suggested that a policy should be made that stipulates the compulsory increase of funds to be
channeled towards tertiary education in Nigeria. This policy may also perform the advisory role
of stating how the funds should be spent and enforcing it. Lawmakers in Nigeria can also mirror
efficient foreign systems and adapt them for use; for instance, Exchange programs, which are a
"foreign investment" in the quality of local education, can be encouraged via a revisit of the
National University Council framework. The livewire of every virile organization is funding.
Higher education in 21st-century Africa requires a lot of money both in cash and in other
resources for effective functioning. Billions of naira are needed for buildings of lecture theatres
offices, laboratories, workshops, hostels of residence for students, etc. The workshops and
laboratories require costly machines and chemicals for use by students. Incidentally, poor
funding has been said to be the bane of Nigeria's educational planning, especially its higher
education (Bassey, 2002).
Appointment of Competent Administrators
Appointment of credible and competent leaders is a must if the Nigerian universities must be
fixed. Leadership is a key to institutional development. Great universities today across the world
are led by leaders with great vision and character. Nigerian universities need effective leadership
to sustain the development of Universities education. According to Udida, Bassey, and Udofia,
(2009), the leader must have integrity, must be knowledgeable, and practice modern types of
management leadership styles. He or she must be visionary and ready to adjust to situations in
the system. The performance of the administrator should be sustained through the proper
utilization of material and human resources in the achievement of institutional goals and
objectives. The sustainability of the universities' education in Nigeria depends largely on the
capacity of the leaders. So, university administrators should be selected based on what they can
offer the system. Daniel-Kalio, (2019), also noted that the criticality of good leadership in the
management of Nigerian universities cannot be over-emphasized. For instance, the issue of gross
underfunding of the educational system in the country rendering the university system
incapacitated is not going to be over very soon from the look of things. It has been there even in
the times of the oil boom in Nigeria. Therefore, to achieve any form of improvement in the face
of dwindling resources, the system will require a prudent and resourceful leader to optimally
manage the available resources of the university. When the leadership, management and
governance of the university are effective and universities are granted some level of autonomy,
free from political interferences and internal due process is followed, then most of the challenges
of both policy implementation and leadership in universities will be surmounted.
Effective Supervision
There should be effective supervision of the universities in Nigeria. Funds allocated to the
system should be seriously monitored by the various anti-corruption agencies and regulatory
agencies. Egwa (2016), stated that effective supervision of activities within tertiary institutions
should be enforced to attain quality assurance in tertiary institutions. Supervision involves the
use of expert knowledge and experience to oversee, evaluate and coordinate the process of
improving teaching and learning activities in school. Close monitoring and supervision of
teachers propels them to implement educational policies and reforms. Based on these
supervisions, recommendations are made such as the provision of adequate facilities and human
resources. Supervision creates awareness of sound education philosophies. Igwe in Egbo (2007),
described supervision as a process in which the policies, principles, rules, regulations and
methods prescribed for implementing and achieving the objective of education are carried out.
Teachers are influenced, stimulated, coordinated, and commanded to carry out their assigned
tasks to maintain standards. For quality education to be realized at the tertiary levels of education
supervision is highly crucial as it boosts the morale of teachers.
Curb Corruptions
Another thing that can bring more development to the Nigerian University Education system is
the fight against all forms of corruption and fraud practices in the system. There is a need to
holistically fight the corruption practices in the University environment. Also, Godwin (n,d),
recommended the enforcement of all constitutional provisions on corruption. Making anti-
corruption agencies to be result-oriented by ensuring that suspects are prosecuted on time
according to the provisions of the law and enforcement of work ethics among tertiary
institutions’ employees and authorities and inculcation and sustenance of integrity among staffs
and leaders of our tertiary institutions. Opara (2023), concluded that no meaningful development
can take place in educational institutions, especially the universities, under the system of
corruption practices. Corruption can destroy educational institutions if not fought violently. So,
the government and the school administrators should deploy human and material resources to
fight all forms of corruption in the university system.
Allow Autonomy
Government should grant autonomy to the universities. This will allow them to develop at their
pace. Ogunode & Abubakar (2020); Azenabor, (2022) and Onyekachi & John (2023), submitted
that the government should implement the university autonomy Bill of 2004 and grant autonomy
to public universities and free them from the shackles of external interference which is currently
impeding universities development in Nigeria. The Universities should be allowed to conduct
their admission just like their counter from other Countries. Centralized admissions through
JAMB, where candidates now write JAMB examinations and are later subjected to another
examination by the various universities should be stopped. The government should remove
federal universities from the Integrated Payroll and Personnel Information System (IPPIS)
platform and grant them full financial autonomy
Establishment of Higher Education Commission
There is a need for the establishment of a commission of higher education commission. The
commission will be saddled with the responsibility of formulating policies and concentrating on
the development of higher education in Nigeria.
Conclusion
This paper discussed the historical development of university education in Nigeria. Current
challenges facing university education in Nigeria were examined and possible implementation
suggestions were made to aid the sustainable development of universities in Nigeria.
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Historical Development of University Education in Nigeria and Strategies For Sustainable Development

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International Journal on Integrated Education e-ISSN : 2620 - 3502

p-ISSN : 2615 - 3785

Historical Development of University Education in Nigeria and

Simon Omoregie Ajayi

Current Challenges Facing University Education in Nigeria

sustainable performance of the Nigerian university system.

Development of an Implementable Strategic Plan for University Education

Azenabor, G. (2022). The question of university autonomy in Nigeria.

Blueprint (2019) Decaying facilities in Nigerian universities

Daniel-Kalio, B. (2019). Policy Implementation and the Challenges of Leadership in Nigerian

Ebehikhalu N, O & Dawam P, (2017) Inadequacy of Teaching and Learning Infrastructure:

Enogholase, G. (2013 December, 28) Poor infrastructure in universities. Sunday Vanguard

Egbo A.C (2007). Effective supervision quality in education in the university. In

Ijaiya, N. Y. S., & Adewale, S. (2017) Challenges of facilities management in Nigerian

NOUN (2012) Issues and Problems of Higher Education. Lagos, Nigeria.

Ogunode, N. J. Akin-Ibidiran T. Y. & Ibidiran J. A. (2022) Analysis of Factors Responsible for

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

Ogunode, N. J., Olatunde-Aiyedun, T. G., & Mcbrown, R. I. (2022) Perception of academic

Ogunode, N. J, Jegede D, Adah S, Audu E, I, Ajape T, S (2020) Administration of Research

Ogunode, N. J., & Ndayebom, A. J. (2022) Problems faced by teaching programmes in

Ogunode, N. J. & Adah, S. (2022). Accreditation of academic programs in public universities in

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

Public Universities in Nigeria. International Journal on Integrated Education, 6(4), 166-

Ogunode N, J & Musa, A (2022) Political Influence in Administration of Public University

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

Ogunode, N. J, Ayoko, V. O & Orifah, F. T. (2023) Stakeholders Participation in University

Ogunruku, A. O. (2016) Leadership and governance in higher education- Challenges and

Ohiare, U. M. F., Ogunode, N. J., & Sarafadeen, R. O. (2021). Implementation of curriculum

Opara, J. C (2023) Assessment of Tertiary Education in Nigeria. International Journal on

Punch (2022) Employment embargo: Shortage of professors hits federal varsities

Sarkinfada, H. & Multafu, K. I. (2022). Psychosocial and Educational Services of Internally

Sarkinfada, H. & Rabo, U. M. (2022).The Challenges Faced by Women Professionals in the

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

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