




































 
 

1 
© 2021 by the authors; licensee Eastern Centre of Science and Education, USA 

 

Asian Business Research Journal 
Vol. 6, 1-6, 2021 
ISSN: 2576-6759 
DOI: 10.20448/journal.518.2021.6.1.6 
© 2021 by the authors; licensee Eastern Centre of Science and Education, USA 

 
 

 

 
Challenges in the Attainment of Qualitative University Education in Nigeria: A Case 
Study on Nnamdi Azikiwe University, Awka 

 
Faith Ogechukwu Okoye1   

Anachuna, Obinna Nonso2   
 

 
( Corresponding Author) 

 
 

 

1,2Department of Educational Management and Policy, Faculty of Education,Nnamdi Azikiwe University, Awka, 
Nigeria. 

 

 
Abstract 

The major thrust of tertiary education in Nigeria is for transformation and national development. 
The study was purposed to investigate the emerging problems bedevilling tertiary education such 
as excessive workload for lecturers, overcrowded student population and politicization of 
education. Three research questions guided the study while three hypotheses were tested at 0.05 
level of significance. Out of 118 lecturers in the faculty of education, Nnamdi Azikiwe University, 
Awka, 50 was drawn randomly as the sample for the study. Three experts validated the 
instrument. A twenty item researchers‟ structured questionnaire was used for data collection and 
analysed using mean and z-test. The reliability of the instrument was determined using Cronbach 
Alpha method which yielded an index of 0.85, this was considered adequate. Findings showed that 
excessive workload and overcrowded population demean lecturers and students output 
respectively and bring about falling standard in university education. Based on the findings, it was 
recommended among others that employment of additional qualified personnel is imminent. Also 
government should release more funds to tertiary institutions to cushion the effect of students 
over population. 

 
Keywords: Education, Emerging problems, Tertiary education. 

JEL Classification: I20, I29 and I23. 

 
1. Introduction 

In the whole universe, the only potent tool, process, lifelong phenomenon and long term enduring avenue for 
transformation and development of the society is education. Though education had been perceived diversely by 
various societies, yet its significance to human growth and development remain unquestionable. Education of 
human beings starts from birth to death. The holistic essence of education does not end with schooling. In effect, 
Okoye (2008) in his book, “Schooling without Education” presents systematic desiderata of what typifies education 
in Nigerian context. A plethora of detailed definition of education by various scholars span through history. 
However, Oladosu (2010) summarized these definitions as to have three basic points in common: that, “education is 
a process, that it has a content and that it has a method”. In fact, education can be seemingly captured as the total 
process of human learning by knowledge is imparted, faculties trained and skills developed (Farrant, 1981). 
Furthermore, highlighting the necessity of education, Osokoya (2003) poignantly portrayed education as „light‟ and 
„life‟. By implication, any society devoid of the rays of light beamed on its citizens by education is bound to go to 
extinct. In addition, education is a development which needs to have a sound beginning if it is to be healthy and 
protective. Being a developmental process that one undergoes all through one‟s life, Okoye (2014) notes that the 
outcome of education is dependent on how an individual‟s potentiality is tailored. Thus a formidable beginning 
begets a sound structure geared towards national development. The reverse invariably leads to primitivism.  

More so, the educative processes encompass the non-formal, informal and formal structures. At this juncture, 
one can further describe education in the views of Obanya (2009) who perceived the holistic and comprehensive 
nature of education from horizontal and vertical dimensions in Figure 1. 

An overview of the definitions so far portrays the import of education and the need to evaluate and re-evaluate 
the emerging problems in university education. Hence, Okoye (2008) underscores that, failure to educate the 
citizens properly ipso facto implies opting for the institutionalization of ignorance and, thereby, a systematic 
pauperization of human capital. Consequently, he posits that the distortion and misdirection of education implies, in 
reality, a negation of the process of developing the best of individuals for the collective well-being of society. 

Considering the indispensability of education, university education amongst constituents of tertiary education 
in Nigeria is the third tier of education that gives diffusion of knowledge to Nigerian youths after secondary 
education. 
 

http://ecsenet.com/index.php/2576-6759/article/view/93
https://orcid.org/0000-0002-6282-510X
https://orcid.org/0000-0001-8345-4021
http://ecsenet.com/index.php/2576-6759/article/view/93
https://orcid.org/0000-0002-6282-510X
https://orcid.org/0000-0001-8345-4021
http://ecsenet.com/index.php/2576-6759/article/view/93
https://orcid.org/0000-0002-6282-510X
https://orcid.org/0000-0001-8345-4021


Asian Business Research Journal, 2021, 6: 1-6 

2 
© 2021 by the authors; licensee Eastern Centre of Science and Education, USA 

 

 

 
Figure-1. Education in its holistic and comprehensive sense: horizontal and vertical Dimensions. 

          Source:  Obanya (2009).  
 

The Federal Republic of Nigeria (2004) National Policy on Education, Sec 64 stipulates that, University 
education shall make optimum contribution to national development by:   
a) Intensifying and diversifying its programmes for the development of high level manpower within the context 

of the needs of the nation. 
b) Making professional course contents to reflect our national requirements. 
c) Making all students, as part of a general programme of all round improvement in university education, to offer 

general study courses such as history of ideas, philosophy of knowledge and nationalism.  
In view of the foregoing virtually all parents desire and spend their last kobo to enrol their wards into the 

university. This is solely on the grounds that acquisition of certificate is considered a determinant factor for 
credible employment. Hence, Okoye (2008) asserts that, “certificates are regarded as meal tickets,” one‟s field of 
study notwithstanding. As a result of massive Nigerian graduates unemployment, lucrativeness determines choice 
of job not field of learning in Nigeria. Hitherto comes up the big question, whether the desperate striving for 
university degrees/ certificates has evidenced in human capital development. Disheartenly, Okoye (2008) opined 
that universities in Nigeria have in their student population, individuals who do not possess the intellectual 
requirements for university education. Thus, certificate bearers who are not truly educated cannot cope with the 
task and challenges of sustainable development. In view of the foregoing, negating university carrying capacity by 
the influx of undergraduates into Nigerian universities has many implications. The table below presents the 
scenario from 2010-2013 as follows: 
 

Table-1. Number of Applicants Seeking Admission into Nigeria Universities and the carrying capacities 

Year University Applicants Carrying Capacity % Of Carrying Capacity 

2010/11 112 1,493,611 450,000 30.13 
2011/12 117 1,503,933 500,000 33.25 
2012/13 128 1,735,729 520,000 29.96 

Source: Agbo (2015): In campus life, 25 June 2015.  

 
A cursory look at Table 1 shows geometrical progression of applicants cum the yearly carrying capacity 

provided by National University Commission (NUC). By implication, the imbalance would result to multifaceted 
lapses on the part of the lecturers and government to achieve the objectives of university education. This is 
seriously an emerging problem challenging university education in Nigeria.  The percentage ratio of the 2012/13 
carrying capacity is far below the preceding year. This portends that the wider the yawning gap between applicants 
and carrying capacity provided, the more devastating effect on university education. Concurring with the view 
point, Communiqué issued by Committee of Vice Chancellors of Nigerian Universities Communique (2012) 
remarks that, „although the number of universities in Nigeria has increased, this rapid growth has not necessarily 
led to a realization of the objectives for which the institutions were set”. Consequently, the researchers are not 
oblivious of the teething problems in the university system in Nigeria such as inadequate funding, infrastructures, 
unqualified manpower, outdated academic equipment, decreasing quality, limited access, increasing cost of 
education materials/school fees. However, in the context of this research, the focus would be on the emerging 
problems which border on excessive workload for university lecturers, overcrowded student population and 
politicization of university education in Nigeria. The scope will be delimited to lecturers in Nnamdi Azikiwe 
University, Awka. Against this backdrop, the study examined the emerging problems in Nigeria university 
education. The need to investigate the emerging problems and proffer suggestions on how to correct the imbalance 
spurred the conduct of the research.  
 

1.1. Statement of the Problem  
University education in Nigeria is fraught with numerous problems which cut across academic, socio-economic, 

political, ethnic and so on. However, the problem is how to relate the outcome of the university with the needs of 



Asian Business Research Journal, 2021, 6: 1-6 

3 
© 2021 by the authors; licensee Eastern Centre of Science and Education, USA 

 

 

the society, bearing in mind the emerging problems rearing up ugly head in university education. Neglecting this 
aspect would dastardly affect the frantic efforts to achieve the philosophy of Nigerian education as enshrined in the 
Federal Republic of Nigeria (2004). Education in Nigerian university inadvertently received influx of 
undergraduates/entrants in the past decade. The overcrowded student population in Nigerian university affect the 
learning outcomes drastically. Some students roam about the university environment without attending lectures. 
Others who attend may stand for the rest of lecture period, seat on bare floor writing their exams, write one course 
in shifts which is susceptible to leakage of questions, attend faculty wide lectures without public address system for 
effective communication, experience three to four different lectures going on simultaneously in one lecture hall.  At 
times some students over stay the stipulated number of years apportioned for the programmes they were enrolled 
for. The imbalances of staff/student ratio have further exacerbated the situation, as well as proliferation of 
academic programmes. In recent years, the conspicuous nature of imbalance presented by the carrying capacity 
provided by the National University Commission (NUC) for Nigerian universities had been thwarted. The 
increasing university enrolment negate the carrying capacity of the institution, thus obliterate the frantic efforts of 
qualitative education. An overview the current number of universities cum students enrolment simply shows 
unimaginable overpopulation.  

There is no doubting fact that factors that inhibit optimal performance of university lecturers must be 
eliminated. Lucidly, any university that fails to provide qualitative education for her undergraduates invariably 
supervises its own liquidation. This leads to the issue of excessive workload for university lecturers. Despite the 
„publish‟ or „perish‟ syndrome paraded as determinant factor for lectures enhancement, some lecturers work round 
the clock in order to cover learning activities encompassing Regular academic programme, self-sustaining 
programmes like Continuous Education Programme (CEP), Sandwich, and in some cases Diploma programme 
within the academic session. There is no break in the academic chain of the three programmes thereby subjecting 
lecturers to uncomfortable condition of service and avoidable stress/strain devoid of vacation or break all through 
the year. To ones dismay, politicization of university education is a serious bug eating up the fabrics of learning 
outcome in Nigerian universities. The proliferation of universities by philanthropists and some religious 
denominations without recourse to the NUC benchmark is a major problem to university education. Sequel to 
ineptitude leadership and poor standards, unbecoming activities such as sorting, e-cheating, exorbitant charges for 
consultancy, accreditation manoeuvre‟ flouting the quality assurance benchmark of the National Universities 
Commission (NUC), examination racketeering, man know man during admission and promotions are platforms  
yearning for university reforms. These unwholesome practices lower the standard of university education in 
Nigeria and the collapse of some institutions mid-way. This in essence spurred the research.  
 

1.2. Research Questions  
The following research questions guided the study: 

1. What challenges do excessive workload of university lecturers have in attainment of qualitative education?                
2. How does overcrowded student population hinder university learning outcomes?  
3. What are the related problems associated with politicization of university education. 
 

1.3. Hypotheses 
The following hypotheses were tested at 0.05 level of significance: 

1. There is no significant difference in the mean response ratings of male and female lecturers on the challenges of excessive 
workload on university lecturers in the attainment of qualitative education. 

2. There is no significant difference in the mean response ratings of male and female lecturers on how overcrowded students’ 
population hinders university learning outcomes.  

3. There is no significant difference in the mean response ratings of male and female lecturers on the related problems 
associated with politicization of university education. 

 

2. Method  
Descriptive survey design was adopted for the research. The population of the study comprised all the 118 

lecturers in the Faculty of Education, Nnamdi Azikiwe University, Awka. The sample for the study was 50. The 
instrument for data collection was a 20 item questionnaire. The instrument was validated by three experts, one in 
Measurement and Evaluation and two in Educational Management and Policy, Nnamdi Azikiwe University, Awka. 
The reliability of the instrument was determined using Cronbach Alpha method and the value was 0.85, this was 
considered adequate. The data collected were analysed with mean and z-test. Any item with a mean score of 2.50 
and above is considered as being positive and accepted whereas any mean score less than 2.50 is negative and 
unacceptable.  
 

3. Results 
3.1. Research Question 1  

What challenges do excessive workload of University lecturers have in attainment of qualitative education?   
Table 2 indicates that all the items (1 to 9) except item 5 had mean scores above the cutoff point of 2.50. 

Furthermore, the table revealed that the grand mean is 3.14 and it is equally above the benchmark of 2.50, thus 
depicting that the respondents agreed that excessive workload of university lecturers pose lots of challenges in the 
attainment of qualitative university education.  

 

3.2. Research Question 2 
How does overcrowded student population hinder university learning outcomes?  
 
 
 



Asian Business Research Journal, 2021, 6: 1-6 

4 
© 2021 by the authors; licensee Eastern Centre of Science and Education, USA 

 

 

Table-2. Descriptives of the Respondents‟ Responses in Relation to Challenges Excessive Workload of University Lectures 
have in Attainment of Qualitative Education 

S/N Lecturers workload in 
university are over-stretched 
within the academic session 
through: 

Male lecturers 
(N=18) 

Female lecturers 
(N=32) 

Total Decision 

   ̅ Remks  ̅ Remks  ̅  

1 Undergraduates regular academic 
programmes 

2.66 Agree 3.04 Agree 2.85 Agree 

2 Continued Education Programmes 3.09 Agree 3.50 Agree 3.26 Agree 
3 Sandwich programmes 2.54 Agree 3.03 Agree 2.78 Agree 

4 Computation of results for nos 1-3 
above 

3.08 Agree 3.50 Agree 3.29 Agree 

5 Administrative functions for 
various program 
mes 

2.05 disagree 1.08 disagree 1.56 Disagree 

6 Teaching nos 1-3 above 3.50 Agree 3.55 Agree 3.52 Agree 

7 Marking of scripts for nos 1-3 
above 

3.70 Agree 3.88 Agree 3.79 Agree 

8 Administration of continuous 
assessment test for nos 1-3 above 

3.70 Agree 3.88 Agree 3.79 Agree 

9 Invigilation of exams for nos 1-3 3.00 Agree 3.88 Agree 3.44 Agree 

 Total Grand mean 3.03 Agree 3.26 Agree 3.14 Agree 

 
Table-3. Descriptives of the Respondents‟ Responses in Relation to How overcrowded Student Population Hinder Learning Outcomes 

S/N Students overcrowded population 
impinge on learning outcomes 
through: 

Male lecturers 
(N=18) 

Female lecturers 
(N=32) 

Total Decision 

   ̅ Remks  ̅ Remks  ̅  

10 Students standing all through the 
lecture period 

2.51 Agree 2.58 Agree 2.54 Agree 

11 Some students writing exams on bare 
floor 

2.50 Agree 2.60 Agree 2.55 Agree 

12 Students sitting five or six on a bench 
for exams 

3.00 Agree 3.60 Agree 3.30 Agree 

13 Epileptic power supply and poor 
ventilation of exam halls 

3.00 Agree 3.60 Agree 3.30 Agree 

14 Inadequate lecture/exam halls 2.57 Agree 3.00 Agree 2.78 Agree 
15. Inadequate attendance to lectures 

(75% minimum attendance) 
3.87 Agree 3.40 Agree 3.63 Agree 

16 Examination malpractice 3.09 Agree 3.50 Agree 3.29 Agree 
17 Erosion of standards in tertiary 

education 
3.08 Agree 3.58 Agree 3.33 Agree 

 Total/Grand mean 2.95 Agree 3.23 Agree 3.09 Agree 

 
Table 3 above indicates that all the items (10 to 17) had mean scores above the cutoff point of 2.50. 

Furthermore, the table revealed that the grand mean is 3.09 and it is equally above the benchmark of 2.50, thus 
depicting that overcrowded student population hinder university learning outcomes 
 

3.3. Research Question 3 
What are the related problems associated with politicization of university education? 

 
Table-4. Descriptive of the Respondents‟ Responses in Relation to the Related Problems Associated with Politicization of 
University Education 

S/N University education in 
Nigeria is politicized 
through: 

Male lecturers 
(N=18) 

Female lecturers 
(N=32) 

Total Decision 

   ̅ Remks  ̅ Remks  ̅  

18 Opening and running of many 
educational institutions 

2.70 Agree 3.00 Agree 2.85 Agree 

19 e-cheating 2.76 Agree 2.70 Agree 2.73 Agree 
20 Exorbitant prices for 

consultancy services 
3.00 Agree 2.56 Agree 2.78 Agree 

 Total/Grand mean                                 2.82 Agree 2.75  2.78 Agree 

 
Table 4 indicates that all the items (18 to 20) had mean scores above the cutoff point of 2.50. Furthermore, the 

table revealed that the grand mean is 2.78 and it is equally above the benchmark of 2.50, thus depicting that 
opening and running of many educational institutions, e-cheating and exorbitant prices for consultancy services are 
the related problems associated with politicization of university education in Nigeria. 
 

3.4. Test of Hypotheses 
Ho1 There is no significant difference in the mean response ratings of male and female lecturers on the challenges of 

excessive workload on university lecturers in attainment of qualitative education. 
 
 



Asian Business Research Journal, 2021, 6: 1-6 

5 
© 2021 by the authors; licensee Eastern Centre of Science and Education, USA 

 

 

Table-5. Table showing the z-test output of the ratings of male and female lecturers on the challenges of excessive workload on 
university lecturers in attainment of qualitative education. 

Variable  Gender N Mean SD z-cal df Decision 

Excessive workload of 
university lecturers 

Male 18 3.03 0.43745 1.83 48 Not Significant 

Female 32 3.26 0.45249    
Note: z-cal< 1.96 at 0.05 alpha level. 

 
Result from Table 5 shows that the calculated t-value (1.83) is less than the critical t-value (1.96) at 0.05 level 

of significance; therefore the null hypothesis is upheld. Thus, it is concluded that there is no significant difference in 
the mean response ratings of male and female lecturers on the challenges of excessive workload on university 
lecturers in attainment of qualitative education.  

Ho2 There is no significant difference in the mean response ratings of male and female lecturers on how overcrowded 
students population hinder university learning outcomes. 
 

Table-6. Showing the z-test output of the ratings of male and female lecturers on how overcrowded students‟ 
population hinder university learning outcome 

Variable  Gender N Mean SD z-cal df Decision 

Overcrowded 
students‟ population 

Male 18 2.95 0.42845 1.93 48 Not Significant 
Female 32 3.25 0.44251    

Note:  z-cal< 1.96 at 0.05 alpha level. 

 
Result from Table 6 shows that the calculated t-value (1.93) is less than the critical t-value (1.96) at 0.05 level 

of significance; therefore the null hypothesis is upheld. Thus, it is concluded that there is no significant difference in 
the mean response ratings of male and female lecturers on how overcrowded students population hinder university 
learning outcomes. 

Ho3 There is no significant difference in the mean response ratings of male and female lecturers on the related problems 
associated with politicization of university education. 
 
Table-7. Showing the z-test output of the ratings of male and female lecturers on the related problems associated with politicization of 
university education. 

Variable  Gender N Mean SD z-cal df Decision 

Politicization of University education  Male 18 2.82 0.41945   1.68 48 Not Significant 
Female 32 2.75 0.40749    

 Note: z-cal< 1.96 at 0.05 alpha level. 
 

Result from Table 7 shows that the calculated t-value (1.68) is less than the critical t-value (1.96) at 0.05 level 
of significance; therefore, the null hypothesis is upheld. Thus, it is concluded that there is no significant difference 
in the mean response ratings of male and female lecturers on the related problems associated with politicization of 
university education. 
 

4. Discussion  
From the findings and analyses given in the above tables, it is evident that emerging problems in the area of 

excessive workload of university lecturers, students over crowded population and politicization of tertiary 
education pose serious challenges to the attainment of qualitative education and deface the main purpose of 
education in Nigeria. Regrettable, these factors impinge on the main purpose of university education.  

When the main purpose of education is not met as a result of some overriding factors, one may be disturbed by 
the quality of products turned over to the society by the university. Categorically, no university efficiently deliver 
the desired educational objectives under overcrowded student population and unbearable workload on lecturers 
coupled with politicization of her education. Based on this platform, the university education in Nigeria needs 
overhauling he rebrand to products, meet the needs of her society and be able to face the global challenges of her 
time. Table one highlights different areas of excessive workload for university lecturers such as teaching of Regular 
student courses, Continuous education programmes, Sandwich, computation of results and marking of scripts for 
both regular and self-sustaining programmes of the university. From the analysis, it was found that the 
respondents strongly agreed that university lecturers are over-stretched while embarking on these academic 
exercises, all, within the same  academic session without break or vacation. Was it not the English adage which 
says that, “all works and no play makes Jack a dull boy” this situation may result to inefficiency and ineffectiveness 
in discharging of duties by the lecturers. As such, and in the long run, half backed graduates are produced to the 
detriment of the society‟s growth and development. In recent years, the imbalance resulting from introducing self-
sustaining programmes in the university without engaging commensurate manpower to teach the programmes has 
become a conspicuous problem. From one angle, it is a good avenue to cushion the effect of qualified candidates not 
given admission in the regular programmes of the university. But from the other angle, the debilitating effect could 
be envisioned by the views of Coombs (1974) who opined that, “a school system may be making relatively efficient 
and productive internal use of its resources in doing what it is now doing, but what it is now doing may not be 
especially relevant to the present and future needs of its society and of the individual students”.   

Table two shows that students over crowded population impinge on learning outcomes. The areas include: 
students standing throughout the lecture period which border of problems inadequate facilities, inadequate 
lecture/exam halls, students sitting more than the sitting capacity of a bench during examinations, writing on bare 
floor during examinations. Over population is an impending doom to every facet of life, educational sector 
notwithstanding. When students are subjected to unconducive learning environment, dearth of needed facilities, 
the society is bound to reap repercussions.  The researchers are not oblivious of the fact that Nigeria is endowed 
with basic natural resources to substantially sustain influx of students in the university system. However, the crux 
of the matter hinges not on the total environment each academic session, instead the rate of the increase versus the 



Asian Business Research Journal, 2021, 6: 1-6 

6 
© 2021 by the authors; licensee Eastern Centre of Science and Education, USA 

 

 

rate of budgetary allocations provided by Nigerian government for education each year. The imbalance of economic 
provisions and the educational explosion varies. Years after the civil war in Nigeria emerge great increase and 
popular demand by stakeholders for university education because investment in university education pays off and 
therefore deserves government handsome support.  

Data obtained from table three indicate that respondents strongly agreed that university education in Nigeria 
is politicized through opening and running of many educational institutions, e-cheating, exorbitant price for 
consultancy services. A glimpse of what transpires in some unapproved universities especially owned by individuals 
and religious organisations are uncalled for. In such establishments, standards are completely debased. The status 
quo for admission is “come as you are” etc. The outrageous amount of money charged by some lecturers for 
consultancy services tingles the ear. Worst still is the menace of e-cheating within the university system which 
supposedly is looked upon as citadel of learning.  Hypothesis one states that there is no significant difference in the 
mean response ratings of male and female lecturers on challenges of excessive workload on university lecturers in 
attainment of qualitative education. The result in table four shows that the calculated t-value of 1.83 is less than the 
critical value of 1.96 at 48 degree of freedom and 0.05 level of significance. Since the calculated t-value is less than 
the critical value, null hypothesis is therefore retained. This implies that both male and female lecturers in the 
university experience the challenges of excessive workload.  

Hypothesis two on Table 5 shows that both male and female lecturers opine that overcrowded student 
population hinder university learning outcome. The hypothesis was upheld implying that explosive population 
dastardly affect the desired effort of the government to provide qualitative education. At the long run, the 
university system may be opportunities for schooling without education. However, Oyebade (2005) remarks that, 
Nigeria is currently witnessing a period during which education and professional development at the university 
level are in increasing demand and the cost of providing this education has continued to rise astronomically, cost 
that the government cannot bear alone. Hypothesis three indicates that there is no significant difference in the 
mean response ratings of male and female lecturers on related problems associated with politicization of university 
education. This implies that irrespective of gender that university education is politicized. In essence, whether 
lecturers are males or females, their responses indicate that involvement in politicization cut across gender issue or 
barrier. Hence, the need for reformation of university policies and change of psyche among lecturers and students.  
 

5. Conclusion 
The study investigated emerging problems in Nigerian education. Findings from the research showed that 

university lecturers are over-stretched with excessive workload within an academic session, overcrowded student 
population impinge on learning outcomes and that university education is politicized in Nigeria the study noted 
that engaging more manpower to handle Self-sustaining programmes of the university will give lecturers lease of 
life to perform better. Government should endeavour to enhance budgetary allocation to university education, at 
least to UNESCO minimum stipulation of 26%. The need for reformation of university policies and transformation 
of both lecturers and students psyche should be implemented.   
 

6. Recommendations  
Based on the findings of the study, the following recommendations were made: 
 Adequate funding of university education must be taken seriously by the three tiers of Nigerian government to 

cushion the effect of students‟ overpopulation.  
1. Employment of more manpower to handle Self-Sustaining programmes of the university. This will improve the 

efficiency and effectiveness of lecturers. 
2. National University Commission must brace up with adequate checks and balances for university education  
 

References 
Agbo, A. (2015). Varsities and carrying capacity. Retrieved from www.thenationonline.net. 
Committee of Vice Chancellors of Nigerian Universities Communique. (2012). Darka: Trust Africa. Retrieved from www.trustafrica.org. 
Coombs, P. (1974). Major problems facing educational planning of next decade. Unesco: International Institute for Educational Planning. 
Farrant, J. S. (1981). Principles and practice of education. Lagos: Longman Group Limited. 
Federal Republic of Nigeria. (2004). National policy on education. Lagos: NERDC Press. 
Obanya, P. (2009). Dreaming, living and doing education. Ibadan: Educational Research and Study Group, University of Ibadan. 
Okoye, I. C. (2008). Schooling without education: The Nigerian experience: Africana First Publishers. 
Okoye, F. O. (2014). Education challenges for human development: The case of Anambra state. In E., O. Agbionu, U., J. Obidiegwu and W. E. Adebola 

(Eds.), Adult literacy and non-formal education. Enugu: Good Success. 
Oladosu, A., G. (2010). Arabic and Islamic education in Nigeria. In J., O. Abiri and A., A. Jekayinfa (Eds.), Perspective on the history of education in 

Nigeria. Lagos: Bamitex. 
Osokoya, I. O. (2003). 6-3-3-4 education in Nigeria: History, strategies, issues and problems. Lagos: Laurel Educational Publishers. 
Oyebade, S. A. (2005). Privatisation of university education in Nigeria: implications for educational management. In G., O. Akpa (Ed.), Deregulating 

the provision and management of education in Nigeria. Jos: NAEP. 

 
Citation: Faith Ogechukwu Okoye; Anachuna, Obinna Nonso  
(2021). Challenges in the Attainment of Qualitative University 
Education in Nigeria: A Case Study on Nnamdi Azikiwe University, 
Awka. Asian Business Research Journal, 6: 1-6. 
History:  
Received: 4 February 2021 
Revised: 8 March 2021 
Accepted: 1 April 2021 
Published: 22 April 2021 
Licensed: This work is licensed under a Creative Commons 

Attribution 3.0 License  
Publisher:  Eastern Centre of Science and Education 

Acknowledgement: Both authors contributed equally to the conception and 
design of the study. 
Funding: This study received no specific financial support.    
Competing Interests: The authors declare that they have no competing 
interests. 
Transparency: The authors confirm that the manuscript is an honest, 
accurate, and transparent account of the study was reported; that no vital 
features of the study have been omitted; and that any discrepancies from the 
study as planned have been explained. 
Ethical: This study follows all ethical practices during writing.  
 

Eastern Centre of Science and Education is not responsible or answerable for any loss, damage or liability, etc. caused in relation to/arising out of the use 
of the content. Any queries should be directed to the corresponding author of the article. 

 

http://www.thenationonline.net/
http://www.trustafrica.org/
http://creativecommons.org/licenses/by/3.0/
http://creativecommons.org/licenses/by/3.0/

