Higher Education in Nigeria

The government has majority control of university education. Tertiary education in Nigeria consists of Universities (Public and Private), Polytechnics, Monotechnics, and Colleges of education. The country has a total number of 129 universities registered by NUC among which federal and state government own 40 and 39 respectively while 50 universities are privately owned. In order to increase the number of universities in Nigeria from 129 to 138 the Federal Government gave 9 new private universities their licences in May 2015. The names of the universities that got licenses in Abuja included, Augustine University, Ilara, Lagos; Chrisland University, Owode, Ogun State; Christopher University, Mowe, Ogun State; Hallmark University, Ijebu-Itele, Ogun State; Kings University, Ode-Omu, Osun State; Micheal and Cecilia Ibru University, Owhrode, Delta State; Mountain Top University, Makogi/Oba Ogun state; Ritman University, Ikot-Epene, Akwa- Ibom State and Summit University, Offa, Kwara State.

First year entry requirements into most universities in Nigeria include: Minimum of SSCE/GCE Ordinary Level Credits at maximum of two sittings; Minimum cut-off marks in Joint Admission and Matriculation Board Entrance Examination (JAMB) of 180 and above out of a maximum of 400 marks are required. Candidates with minimum of Merit Pass in National Certificate of Education (NCE), National Diploma (ND) and other Advanced Level Certificates minimum qualifications with minimum of 5 O/L Credits are given direct entry admission into the appropriate undergraduate degree programs.

Students with required documents typically enter university from age 17-18 onwards and study for an academic degree. Historically, universities are divided into several tiers:

First generation universities
Five of these Universities were established between 1948 and 1965, following the recommendation of the Ashby Commission set up by the British Colonial Government to study the necessity of university education for Nigeria. These universities are fully funded by the federal government. They were established primarily to meet a need for qualified personnel in Nigeria and to set basic standards for university education. These universities have continued to play their roles for the production of qualified personnel and the provision of standards, which have helped to guide the subsequent establishments of other generations of universities in Nigeria. Universities in this tier are

University of Nigeria, Nsukka
University of Lagos
Obafemi Awolowo University
Ahmadu Bello University Zaria
University of Ibadan

Second generation universities
With the increasing population of qualified students for university education in Nigeria and the growing needs for scientific and technological developments, setting up more universities became imperative. Between 1970 and 1985, 12 additional universities were established in various parts of the country.

Third generation universities
The need to establish Universities to address special areas of Technological and Agricultural demand prompted the establishment of 10 additional Universities between 1985 and 1999.

State universities
Pressures from qualified students from each state who could not readily get admissions to any of the Federal Universities continued to mount on States Governments. It became imperative and urgent for some State Governments to invest in the establishment of Universities.

Private universities
The Federal Government established a law in 1993, allowing private sectors to establish universities following guidelines prescribed by the Government.

The typical duration of undergraduate programs in Nigerian universities depends largely on the program of study. For example, Social Sciences/Humanity related courses are 4 Years, I.C.T related courses are 4 years, Engineering/Technology related courses are 5 Years, Pharmacy courses are 5 Years, and Law courses are 5 Years, each with two semester sessions per year. Medicine (Vet/Human) degrees take 6 Years and have longer sessions during the year.

Vocational education
Within education in Nigeria, vocational training and informal education dominate as the central forms of sharing regionally specific knowledge. Administration of vocational education in the country is overseen by the National Board for Technical Education. In the early 1980s, as a result of high unemployment rates for school graduates, the Nigerian government placed a new emphasis on making vocational programs available to students. Vocational education is now available to students in Nigeria beginning at the secondary level, and the Nigerian government has declared its dedication to improving technical and vocational education through a number of commissions and programs. The most significant plan for improvement was the Master Plan for 2001-2010 for the Development of the National Vocational Education system developed by the Federal Ministry of Education in 2000. Current challenges for the enforcement of these systems includes a shortage of teachers, poor statistics on the labour market needs, and outdated curriculum and technology at vocational training centers. As it stands now, students in Nigeria can pursue either a National Technical Certificate or an Advanced National Technical Certificate. Administration of these certificates is overseen by the National Business and Technical Examinations Board (NABTEB). In addition to institutional forms of vocational education, the Nigerian government allows and encourages participation in apprenticeships. These apprenticeships are instrumental in instilling the skills involved with a specific trade, but they also instill a commitment to community values including: patience, determination, and respect. Child Labour laws prevent children younger than 15 from entering the workforce, but children less than 15 years of age may legally procure apprenticeships. While efforts are being made to improve the quality and availability of vocational education, many policy oriented approaches have been blocked by a small number of politicians. The failures to properly implement a national approach to worker's education has roots in the political instability of the country. To this end, many academics have questioned if politicians are attempting to intentionally subjugate the working class through a lack of educational breadth.