THE EFFECT OF INDUSTRIAL DISHARMONY ON THE NIGERIAN EDUCATIONAL SYSTEM
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Education worldwide is regarded as the citadel of knowledge, the fountain of intellectualism the most appropriate ground for the incubation of leaders of tomorrow.
According to Ike (1991:1), an education fulfills, one major function it is a knowledge an value provider it stand or fails in its ability or inability to deliver on this criteria.
According to Magna Carta, ‘’The education is an autonomous institution at the heart of societies differently organized because of geographical and historical heritage, it produces, examines, appraises and hands down culture by research and is an enterprise that serves multi-disciplinary purposes. Education are key actors in national development, more so in Africa than in other regions. Their roles in research and this explains why the federal government of Nigeria is acknowledging the education as a fulcrum for national development, set up a commission headed by Chief Gray Longe (1992) to review higher education in Nigeria with particular reference to universities in Nigeria. The commission was given terms of reference among which are;
Determine the middle and higher level manpower supply and demand of the country and advice in the area of under/over population and under/over utilization of the same.
To re-examine the development roles of education system in developing countries such as Nigeria
Investigate the nature, sources and criteria of funding in higher educational institutions. (especially universities) with a view to improving the situation and guaranteeing steady sources of funds for optimal functional of these institutions.
Review the general condition of staff in higher educational institutions such as salaries, pensions and retirement benefits, housing of the public service and private sector and particularly to stemming the brain drain phenomenon.
Review the criteria for appointment of administration, including the vice chancellor, provost, rectors, registrars and other principal officers, their terms of office and the process of renewal of their appointments.
The commission held special sessions with a number of eminent personalities and educationist from whose knowledge and experience of the educational system in Nigeria it benefited immensely.
Finally, the commission defined higher education as the type of education in higher educational institutions especially in universities (conventional and specialized) which produce high level and middle level manpower, but no specialized set up by professional bodies.
The commission, however, frowned at the discovery that the following physical conditions are still the trade-marks of the Nigerian Education System.
Dilapidate workshop equipment in most of the higher institutions
Inadequate facilities such as libraries, lecture rooms, laboratories and work farms.
The commission was also appalled by the fact that education have not achieved much in terms of the goals and objectives for which were set up, owing to incessant disruption in the academic flow chart caused by strike actions, industrial unrest, students hooliganism, political instability etc.
Based on these discoveries, the commission recommended among others that;
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