from the report of the International Conference on Education (33rd Session) of the International Bureau of Education. It deals with (i) the role of higher education institutions in national development, (ii) improving and sustaining the competence of educators and (iii) managing the system of educat
The role of higher education in national integration in Nigeria
β Scribed by Philip A. Akpan
- Publisher
- Springer
- Year
- 1990
- Tongue
- English
- Weight
- 622 KB
- Volume
- 19
- Category
- Article
- ISSN
- 0018-1560
No coin nor oath required. For personal study only.
β¦ Synopsis
This paper discusses the machinery for higher education policy formulation and implementation in Nigeria with particular reference to the university system. It identifies the goal of national unity and national integration as a new addition to the university's traditional roles of manpower production, research and teaching. An analysis of the implementation of measures aimed at achieving national integration with emphasis on student recruitment is attempted. Two features are apparent, both of which are counter-productive to national integration. First, universities recruit their students mostly from the states and geopolitical regions in which they are located. Secondly, inter-regional migration of students is a one-way traffic -mostly from South to North. Measures to improve the achievement of national integration are also suggested.
π SIMILAR VOLUMES
The development of higher education in Nigeria over the past quarter of a century has been characterized by a high degree of proliferation and dispersal. In the distribution of universities there exists a cautious state of balance among the former regional components of the country. Variation is muc
## Abstract More than 100 years ago, John Dewey, a major influence in American education, argued for the need to βstimulate the spirit of inquiry into actual factβ (Dewey, 2002, p. 118). The debate among politicians and educators about the structure, purpose, and goals of education and inquiry cont
## Abstract More than 100 years ago, John Dewey, a major influence in American education, argued for the need to βstimulate the spirit of inquiry into actual factβ (Dewey, 2002, p. 118). The debate among politicians and educators about the structure, purpose, and goals of education and inquiry cont