The paper investigated the status of record-keeping in Nigerian universities following the general complaints by graduated students, retired staff etc that the record-keeping in Nigerian universities was below standard. The population of the study consisted of all academic and non-academic staff of 114 universities in the six geo-political zones of the federation of Nigeria: North-Central, Northeast, Northwest, Southeast, South-south and Southwest. A sample of 150 academic staff and 150 non-academic staff were selected by stratified random sampling method from each geographical zones of the federation. A total sample of 900 academic staff (485 males and 415 females) and 900 non-academic staff (452 males and 448 females) participated in the study. The data of the study was collected using questionnaire. The questionnaire was titled University Record Keeping Inventory (URKI). The validity of the questionnaire was done by experts in Educational Administration and Planning. The reliability of the instrument was tested using a Split-Half Method. The correlation coefficient was corrected by the use of Spearman Brown Formula. The Pearson Product Moment Correlation was .77 and the final Spearman Brown Formula yielded 0.87. The statistics used were Z-test and simple percentage. The major finding was that record-keeping in Nigerian Universities was below average. Based on the finding, it was recommended that University administrators should train their personnel and update their record-keeping facilities to reflect what is obtainable in global villages.

The rise of different nationalisms in an increasingly unequal and neoliberal world makes predictions about the dawn of a post-national, global society seem both incongruous and fraught with Eurocentric occlusions. In response, we present a postcolonial analysis of research into Muslim youth narratives of nation in Northern Nigeria. This highlights the continued significance of nation for youth as well as the historical fractures – both internal and external – that infused their identity narratives. We further show the entanglement of nation and religion in youth imaginaries, and their anti-colonial ambivalences, notably with respect to gender reforms. Our analysis calls for a sociology of nation that goes beyond a modern framing and instead attends to the agonistic affective relations through which national imaginaries are constructed; the historical sutures that were intrinsic to the creation of postcolonial nations and their enduring persistence as points of fracture.

Notwithstanding the revamped attention to equity in higher education the world over, it is pertinent to realistically address several foundational issues if equitable access to higher education for sustainable development is indeed envisaged. What is the understanding of 'equal' in the context of everyday African society and how has this affected inclusion policy implementation? What roles have existing higher education access practices played in achieving inclusion? Could policy definitions of 'disadvantage,' 'under-representation' and 'vulnerability' have been misplaced, flawed, or outdated? What should new equity reforms be targeted at, or more problematic, how should they be targeted? These profound questions provoke the thinking in this paper using the lingering crisis of university admission in Nigeria as a case study within the context of the United Nations Sustainable Development Goals (SDGs). The paper critically reflects on the country's 'merit-driven' application system and ambiguous quota admissions policy to illustrate the possibility of persistent exclusion and heightened inequality should the status quo remain. It ultimately calls for the need to contextually rethink equity policies and practices towards the achievement of the SDGs.

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Notwithstanding the revamped attention to equity in higher education the world over, it is pertinent to realistically address several foundational issues if equitable access to higher education for sustainable development is indeed envisaged. What is the understanding of 'equal' in the context of everyday African society and how has this affected inclusion policy implementation? What roles have existing higher education access practices played in achieving inclusion? Could policy definitions of 'disadvantage,' 'under-representation' and 'vulnerability' have been misplaced, flawed, or outdated? What should new equity reforms be targeted at, or more problematic, how should they be targeted? These profound questions provoke the thinking in this paper using the lingering crisis of university admission in Nigeria as a case study within the context of the United Nations Sustainable Development Goals (SDGs). The paper critically reflects on the country's 'merit-driven' application system and ambiguous quota admissions policy to illustrate the possibility of persistent exclusion and heightened inequality should the status quo remain. It ultimately calls for the need to contextually rethink equity policies and practices towards the achievement of the SDGs.