EFFECT OF ECONOMIC RECESSION ON TERTIARY EDUCATION IN NIGERIA

International Journal of Scientific and Education Research Vol. 2, No. 02; 2018 http://ijsernet.org/ EFFECT OF ECONOMIC RECESSION ON TERTIARY EDUCATION IN NIGERIA Nkechi P.M. Esomonu Department of Educational Foundations, Faculty of Education, Nnamdi Azikiwe University, Awka Nigeria Tel: +234-802-642-2569. E-mail: [email protected] Benedict C. Ikeanumba Department of Educational Foundations, Faculty of Education, Nnamdi Azikiwe University, Awka Nigeria Tel: +234-703-937-0884. E-mail: [email protected] Lydia I. Eleje (Corresponding author) Department of Educational Foundations, Faculty of Education, Nnamdi Azikiwe University, Awka, Nigeria. Tel: +234-803-275-6383. ABSTRACT The impact of economic recession on the education system of Nigeria at the tertiary level was examined in this study. The study is a descriptive survey research. It was carried out in two universities, two polytechnics and one college of education. Three research questions guided the study. A sample of 304 male and female participants responds to the fifteen item questionnaire which yielded the necessary data. Quantitative data were analysed using descriptive statistics, percentages and charts while qualitative data were recorded and discussed. The findings of the study show that economic recession have affected the system of education in Nigeria in various forms. Based on the findings, recommendations were made on the need to improve education system in Nigeria. Keywords: Tertiary education, Economic recession, Education system in Nigeria. 1.0 Introduction Watkins, (2010) is of the view that education is the wealth of knowledge acquired by an individual after studying particular subject matters or experiencing life lessons that provide an understanding of something. The most common form of education results from years of schooling that incorporates studies of a variety of subjects. This was supported by Nziramasanga, (2009) who outlined the methods of education as storytelling, discussion, teaching, training, and directed research. According to Christies (2010) education produces knowledge, skills, values and attitudes. It is essential for civic order and citizenship and for sustainable economic development and the reduction of poverty. Education is also about culture; it is the main vehicle for disseminating the accomplishments of a group of people. It encompasses general skills such as language, science, mathematics and communication that provide the foundation for further www.ijsernet.org Page 126 International Journal of Scientific and Education Research Vol. 2, No. 02; 2018 http://ijsernet.org/ education and training. Education also includes the development of values and attitudes necessary for meaningful contribution and participation in civic life. These multiple purpose makes education a key area for human rights in all countries. The right to education has been enshrined in a number of national and international treaties (agreements) and is regarded as a fundamental social, economic and cultural right of a citizen. Access to education particularly schooling is a mechanism through which all people can integrate into mainstream society and a means through which they can exercise their social, economic and cultural rights (World Bank, 2008). In Nigeria, formal education is regarded as a birth right for every child. Most Nigerians, and indeed, all developed and developing nations generally believe that good education is the gateway to success and the cornerstone of social emancipation, economic achievement, academic achievement and national sustainable development. Tertiary education on the other hand is a key factor in a nation’s efforts to develop a highly skilled workforce to compete in the global economy. There are important private and public benefits to participating in tertiary education. A tertiary education graduate also obtains non-economic benefits including, a better quality of life, improved health, and greater opportunities for the future. The benefits of a tertiary education extend to the larger society through the positive externalities that result from the aggregate outcomes of graduates, whether they be jobs created from increased entrepreneurial activity, a prevention of brain drain, or other positive societal outcomes. 1.1 Purpose of the study The study sought to establish the effect of economic recession on tertiary education system in Nigeria. Specifically, the study intends to examine the: 1. Effect of economic recession on the state of infrastructural facilities at tertiary institution level. 2. Effect of economic recession on the management of examinations at tertiary institution level in the last two years. 3. Effect of economic recession on the working conditions of lecturers. 1.2 Research questions 1. To what extent has economic recession in Nigeria affect the state of infrastructural facilities at the tertiary institution level? 2. How has economic recession in Nigeria affected the management of examinations at tertiary level in the last two years? 3. To what extent has economic recession in Nigeria led to lecturers’ attrition? www.ijsernet.org Page 127 International Journal of Scientific and Education Research Vol. 2, No. 02; 2018 http://ijsernet.org/ 1.3 Significance of the study The importance of this study lies in that it seeks to establish the impact of the economic recession on the education system in Nigeria. It is hoped that that the result of this study will be beneficial to stakeholders, cooperating partners, teachers, students and the government at large. It is hoped that the results so obtained from this empirical process will provide tangible evidence to key stakeholders so as to address the crisis in the education system in a collective and collaborative manner. It is also envisaged that the results may be used to engage cooperating partners and funding agencies who might wish to positively intervene to address some of the pressing problems. It is also believed that the study will enable teachers know that economic recession is not something that will make them leave the teaching profession. Rather, it will help them join hands with the government to curb this menace from the system especially the education system. The students are not left behind. The study will be of benefit to them in that they will know the meaning and the consequences of economic recession to the economy and suggest some possible ways to fight it. To the Government. The study will make them know that the economic crisis is affecting the educational system heavily particularly the tertiary sector so as to find a way to curb it and provide necessary lacking amenities needed in the education sector. 2.0 Literature Review The literature was reviewed based on the following sub-headings: Benefits of tertiary education Main variables affecting education during economic recession How some countries have coped with the experience of economic recession? 2.1 Benefits of tertiary education Much of the benefit of tertiary education accrues to individual students and their families. More educated people are less likely to be unemployed and less likely to live in poverty. These economic returns make financing tertiary education a good investment. In addition to widespread productivity increases, the higher earnings of educated workers generate higher tax payments at the local, state, and federal levels, and consistent productive employment reduces dependence on public income-transfer programs. For example, all workers benefit from the increased productivity of their co-workers, and unemployment causes the most www.ijsernet.org Page 128 International Journal of Scientific and Education Research Vol. 2, No. 02; 2018 http://ijsernet.org/ damage to those who are out of a job, but also results in a loss to the entire economy. But some factors have thwarted these benefits from education such as economic recession. The economic crisis, which has ravaged the Nigerian economy, has caused noticeable imbalances in the system. Besides depleting the country's external reserves, it has led substantially to the crash of the stock market, the erosion of the country's revenue by over 60 percent and the depreciation of the national currency, among others. Okonjo-Iweala (2009), reported that, "Nigeria has been hit by the economic recession together with developed and developing countries all over the world. The term economic recession can be defined as a situation where there is a recession in nation's economic activities, a situation where the world's economy seems to be standing on its head (Kumuyi, 2010). The National Bureau of Economic Research (NBER, 2014) defined economic recession as a significant decline in economic activity spread across the economy, lasting more than a few months, normally visible in a real Gross Domestic Product (GDP), real income, employment, education, industrial production and wholesale-retail sales. This was supported by Samoff, (2008) who viewed economic recession as a negative real GDP growth rate for two consecutive quarters (say first and second quarters). Although the third definition a times may be misleading because recession can quietly begin before the quarterly Gross Domestic Product reports are out. Furthermore, Nigeria fourth quarter for 2016 is 0.8% growth rate. The country cannot say it have conquered recession because of the positive value. In Nigeria, the educational system is almost completely dependent on government budgetary allocation and with the economic crisis; the sector will no doubt witness its fair share of budget cuts which will affect not only the teachers but also students and families. Teachers’ salaries represent around two-thirds of public expenditure on education, which explains why in some countries the first signs of a slowdown had a direct impact on pay (Coombs, 2015). When the economy is in crisis, and graduate unemployment is high, the teaching profession used to be a safer and more attractive choice than other occupations because of the respect given to the profession and regular payment of teachers’ salary but nowadays contrary is the case. As a consequence, countries will find it more difficult to maintain the quality of learning in the future. Ochu, (2010) reported that the challenges faced by most of the developing countries like Nigeria which have some serious effect on education burdened by disappointments and shortfalls in expectations are rooted on social, economic and political factors, which also mutually interact with each other. The present economic recession has effects on Nigeria economy which has led to depletion of stocks, loss of investment, loss of jobs occasioned by the closing down of many companies, devaluation of the naira, culminating in government inability to fund education, especially in Southeast. 2.2 Main variables affecting education during economic recession Kothan (2010) states that the effects of recession and adjustment policies on household incomes represent a complex web of interrelationships among many factors, including: a. The level and distribution of employment (e.g. between urban and rural areas). www.ijsernet.org Page 129 International Journal of Scientific and Education Research Vol. 2, No. 02; 2018 http://ijsernet.org/ b. The real wage level, which fell sharply in terms of economic recession. c. The price of food and other essentials, which has in many cases risen as a result of economic recession. d. The cost of transport, energy, health and other social services, which have also risen as a result of withdrawal of subsidies. e. The policy towards user charges in education, training and other social services. In many countries there is now an explicit or implicit policy of shifting more of the cost of social services from the public treasury to the consumers of those services both directly (e.g. fees) and indirectly (e.g. making parents, responsible for providing their children’s textbooks and other instructional materials). 2.3 How some countries have coped with the experience of economic recession? In a comparative study of five countries that went through economic challenges, Gilborn and Marais (2007) came up with the following conclusions. (The countries are Brazil, Costa Rica, Hungary, Senegal and Tanzania). 1. Families accepted an increasing share of the cost of education. 2. The crisis had adverse effects on education, in terms of both access and quality, but the high priority given to the sector by government and by households has provided some shelter for investment in human capital. 3. Reallocation of resources has taken place among levels of education, among different types of expenditure, and among different levels of government, for example in Costa Rica, Senegal and Tanzania, structural adjustment involved reallocation of resources among primary, secondary and higher education. 4. Most countries have imposed budget cuts or allocated resources in ways which favour higher education and penalize primary or secondary education. 5. The balance between public and private finance has shifted. All countries respond to the constraints on public expenditure by shifting some financial burdens to families and to enterprises, despite the fall in real incomes and profits that economic crises entailed. 6. Alternatives to improve resource use have had limited success. Cost per pupil has certainly fallen. More often, the results are cuts in expenditure rather than conscious attempts to improve efficiency. Therefore, the study sought to examine the effects of economic recession on the tertiary education system in Nigeria. www.ijsernet.org Page 130 International Journal of Scientific and Education Research Vol. 2, No. 02; 2018 http://ijsernet.org/ 3.0 Method The study used the quantitative analysis and made use of descriptive survey. The population consisted of 304 academic and administrative staff from selected faculties and schools (Faculty of Education from Imo State University, school of Agriculture from Federal Polytechnic, Nekede and Imo State Polytechnic, Umuagwo and school of Social sciences from Alvan Ikoku Federal College of Education). No sample was selected as the population was considered manageable. A questionnaire which contained close ended questions was used to collect data. Questionnaires were sent to the selected institutions. Data from close- ended questionnaires were answered using percentages and graphs. 4.0 Findings and Discussion Findings for this paper are presented using tables, described and discussed. The section begins with the presentation, description and discussion of demographic data. Table 1: Distribution of respondents by gender Gender Frequency Percentage Male 149 49 Female 155 51 Total 304 100 The majority of respondents in the sample were female. This was to be expected as there are more females than males in the teacher population of Nigeria particularly in the urban schools where a sizeable number of respondents were drawn. The figures also represent the national composition of the population of the country. Table 2: Distribution respondents by the nature of appointment www.ijsernet.org Page 131 International Journal of Scientific and Education Research Vol. 2, No. 02; 2018 http://ijsernet.org/ Length of service Frequency Percentage 0-5 years 35 12 6-10 years 12 4 11-15 years 50 16 16-20 years 109 36 21+ years 98 32 Total 304 100 The data reveals that the majority of respondents were qualified lecturers constituting 85% of the population. Those who are unqualified make up 15% of the population. Table 3: Distribution of respondents by length of service in the education system Table 3 indicates that the majority of respondents (84%) had more than ten years of teaching experience. Only 16% of the respondents had less than five years teaching experience. These could mainly be the untrained and the newly qualified teachers from teacher training colleges and universities. Table 4: Distribution of respondents by highest professional qualification Nature of appointment Frequency Percentage Qualified 258 85 Unqualified 46 15 Total 304 100 Professional Qualification www.ijsernet.org Frequency Percentage Page 132 International Journal of Scientific and Education Research Vol. 2, No. 02; 2018 http://ijsernet.org/ Diploma 102 34 Bed/ B.sc 126 41 Master Degree 30 10 N/A 46 15 Total 304 100 The demographic characteristics for the respondents by highest professional qualifications are summarized in table 4. Quite a significant number of respondents (51%) in the sample have professional degrees. Those who hold the Certificate or Diploma qualification constitute 34% of the sample. The not applicable categories are most probably the unqualified teachers found in some of the institutions. Figure 1: Perceptions of respondents on the state of furniture at their institutions F R E Q U E N C Y A noteworthy finding revealed in figure 1 above is that a significant number of (40.4%) felt that the furniture at their institutions was bad. Those who thought constituted 36% of the sample. Significant to note too is that only 5.6% of the perceived furniture at their institutions as either good or very good. This therefore www.ijsernet.org respondents it was poor respondents implies that Page 133 International Journal of Scientific and Education Research Vol. 2, No. 02; 2018 http://ijsernet.org/ the state of furniture in the majority of institutions covered by the study was poor. This has serious implications for quality public education because learners should have adequate sitting and writing places for them to effectively learn. Proper desks, chairs and benches for pupils are essential for high performance. As Chivore (2015) observes, writing from the floor or sitting on the hard floor or on poor furniture may cause fatigue on the part of learners which naturally affects their concentration span during the teaching / learning process. Table 5: Respondents views on the state of buildings at their institutions State of Building Frequency Percentage Bad 155 51 Poor 40 13 Average 68 22.5 Good 24 7.9 Very Good 17 5.6 Total 304 100 The data in table 5 reveal that the respondents who viewed the state of their institutions’ buildings as being bad and poor constituted 64%. Those who thought the state of their institutions’ buildings was good or very good constituted 7.9% and 5. 6% respectively. This study, therefore, revealed that the state of buildings in most of the institutions covered by the study was generally poor. In some instances, classrooms and other learning rooms were inadequate; and in extreme cases, like in the new rural areas, classrooms were non- existent. Learners were using old farm houses or any structure available in the farms. However, in the majority of cases, it is the state of existing infrastructure that was described by respondents as deplorable. Most structures, particularly in rural areas were described as old, dilapidated and in some cases, a threat to the lives of both learners and educators. Some, if not most of these structures have broken window panes, falling or missing doors, roofs are leaking and floors are potholed. The same situation obtained in urban areas where respondents revealed that ablution blocks were a health hazard as all their systems had broken down. Roof and floor tiles were missing and those that remained had moved from their original positions. There was total lack of maintenance of infrastructure. Respondents indicated that it appeared as if nobody cared anymore. Everybody, including the administrators and supervisors had accepted the deplorable state of infrastructure as immutable, and therefore, normal. In the majority of cases, respondents admitted that the funds were the limiting factor for the procurement of materials to repair and www.ijsernet.org Page 134 International Journal of Scientific and Education Research Vol. 2, No. 02; 2018 http://ijsernet.org/ rehabilitate damaged structures. However, in some cases, the repairs did not need any funds, but just commitment from the officers in charge to maintain the structures. Figure 2: Perceptions of respondents on the management of examinations in the last two years. F R E Q U E N C Y The information depicted in figure 2 indicates that the majority of respondents (89%) perceive that the drop in government allocation to tertiary institutions has negatively affected them. Figure 3: Respondents’ views on whether economic recession led to lecturer attrition (reduction) www.ijsernet.org Page 135 International Journal of Scientific and Education Research Vol. 2, No. 02; 2018 http://ijsernet.org/ The information on figure 3 above reveals that the overwhelming majority of respondents (93%) felt that teachers who left the education system did so because of the economic challenges that the country was experiencing. Only 7% of the respondents felt that the departure of teachers from the education system in Nigeria at the tertiary had nothing to do with the economic challenges the country was experiencing. The respondents indicated that the majority of teachers who left the education system went to neighbouring countries, particularly South Africa, where some of them joined the teaching service while others did menial jobs. Some of those who left the education system and remained in the country joined better paying sectors particularly nongovernmental organizations (NGOs) and others joined the informal sector where they became small scale entrepreneurs. In most cases, it was revealed that those who left the system did so unceremoniously; through absconments or through abrupt resignations without giving adequate notice as per requirement. The major reason cited for leaving service being poor working conditions, chief among them, being the ridiculously low salaries. 4.0 Conclusion The respondents in this study revealed that the economic recession has negatively impacted on the education system of Nigeria particularly at the tertiary level. Most, if not all, inadequate and operational deficiencies point to one conspicuous causal factor: lack of resources as a result of the collapse of the economy. Furniture in most educational institutions is quite a challenge; desks, chairs, tables and stools are broken. In most institutions, there are heaps and heaps of broken furniture stacked in various locations while learners have inadequate facilities to use for sitting and writing on. The state of buildings is even more deplorable. Classrooms and other teaching / learning rooms are inadequate, those available are dilapidated and in some cases, in a state of disrepair. The management of public tertiary examinations was said to be chaotic and disastrous, thereby, profoundly discrediting the certification process and the entire tertiary education system. It can be concluded that the effects of budget cuts can be seen in declining quality in terms of low teacher morale and reduced expenditure on books and materials. In many cases, school success rates have also declined as students’ performance has reduced and attrition rates have increased in our universities. Many teachers left the education system to work outside the country and those who remained joined better paying sectors within the country. 5.0 Recommendations In the light of the above findings, the following recommendations are put forward: 1. The government should increase the vote allocated for infrastructure development and reconstruction in educational institutions. All learning institutions should be provided with proper learning and teaching facilities like classrooms, specialist rooms and teachers’ www.ijsernet.org Page 136 International Journal of Scientific and Education Research Vol. 2, No. 02; 2018 http://ijsernet.org/ accommodation. The government should partner international stakeholders to provide the resources for the various structures required by schools. 2. There is also need for institution based and external based supervisors to prioritise maintenance of infrastructure during their supervision programmes. Admittedly, financial resources are the major variable behind the magnitude of dilapidation in most institutions; however, negligence also plays a significant role. There is a general tendency for many people to only care for personal property and neglect public property. This mentality or culture must be nipped in the bud and where there is evidence of deliberate neglect of institutional infrastructure, the system must introduce punitive measures or if they already exist, these must be swiftly implemented. 3. The government should adequately fund examination bodies so that unnecessary in fighting for resources does not spill over to the public eye as this destroys the confidence that parents and students have on the education system. Any signs of chaos, mayhem or inefficiency in the running of the examinations systems discredit not just the certificates or diplomas or degrees, but the entire country’s education system. 4. The government should work very hard to improve the working conditions of lecturers as evidence from this study clearly indicates that teachers left the education sector because of poor working conditions, particularly salaries. Education is a fundamental human right and there is no effective learning that can take place without motivated teachers. It is therefore, incumbent upon those organizations that promote children’s rights to be lobbied so that they mobilized resources not only for instructional materials for learners, but for motivating and retaining quality teachers as well so that children / students, who are their targets (children rights organizations) enjoy fully this basic human right (education). REFERENCES Chivore, B.R. (2015). A situational evaluation of the implementation of education for all in Nigeria. Harare: University of Zimbabwe. Christies, B. (2010). The right to learn. Johannesburg: Sached/Lavern. Federal Republic of Nigeria (2013). National policy on education. Lagos: Federal Ministry of Education. Gilborn, B., & Marais, S. (2007). How the education system is affected by an ailing economy. London: Sage Publishers. Jansen, B., & Kothan, S. (1991). Coping with austerity. Understanding structural adjustment programmes. New York: The Free Press. www.ijsernet.org Page 137 International Journal of Scientific and Education Research Vol. 2, No. 02; 2018 http://ijsernet.org/ Miles, M.B., & Huberman, M .(1984). Qualitative data analysis. Beverly Hills: Sage. National Bureau of Economic Research (2014). Virtual learning on economic recession in Africa. Retrieved from http:// www.nber.edu.au/universitycouncilplans_structure/ict.pdf. Nziramasanga, C.T. (2009). Report of the presidential commission of inquiry into education and training. Government Printers, Harare. Samoff, B. (2008). Planning for education under austerity. Paris: The Hague. Saunders, J. (2010). Deciding to use a qualitative approach. Pretoria: Van Shaik. 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