Appraisal of Production Function of Nigerian Universities: Admission Disparity in a Deregulated Context

Managing Crisis in the Skills Industry: Closing the Aspiration–Pretension Gap through Privatization and Commercialization of Nigeria’s University System (1986–2012)

“…The second coming of private universities occurred during the civilian administration of ex-President Olusegun Obasanjo (1999)(2000)(2001)(2002)(2003)(2004)(2005)(2006)(2007). There has been a widening gap between the number of applicants to and placements in Nigerian universities over the years (see Joint Admissions and Matriculations Board, 2004, as cited in Omoike and Aluede, 2007). The existing public universities were (and are) poorly funded and not anywhere near the UNESCO benchmark minimum of 26% of budgetary allocations.…”

“…The cases of privatization of universities in Chile and Canada were cited earlier (Buchbinder andNewson, 1991, as cited in Sumner, 2008;Long, 2011). But privatization of university education comes with exorbitant fees, limited inaccessibility to the majority of applicants who are poor, and elitism in the process (see also Atuahene, 2006); profitability concern and quality dilution (see also Omoike and Aluede, 2007); and staffing challenges, which makes them employ professors retired from public universities.…”

Deregulation Policies in Theory, Privatization in Practice: A Case of Nigerian Universities

“…This means that the government was ready to give over management of university activities to the highest bidder. From a contrary viewpoint, Omoike and Aluede (2007) argue that the sale of knowledge would likely result in the lowering of standards for student admissions, the evaluation of academic performance and the supervision of instruction, in order to attract customers (students), if the intension was to increase profitability. Likewise, Kaplan (2002) added that such an approach would likely lead to a tremendous increase in the cost of university education, which would make university education no longer for the public good.…”

“…On the contrary, Omoike and Aluede (2007) argue that deregulation may be commendable, acceptable and welcoming in being profit maximizing for an organization, but it should not be considered in the education sector, especially in universities, where teaching, learning and research are the main activities of the institutions. Omoike and Aluede claim that deregulation cannot guarantee enhanced quality, nor can it assure increased and equitable access to university education.…”