Federal Presence in Higher Institutions in Nigeria and the North/South Dichotomy

Abstract

Which region gains more from Nigeria's wealth is a subject of heated debate between northerners and southerners. While the former believe that the southern region gets more because it plays host to most of the economic activities of Nigeria, the latter believe that the northern region has through its many years of control of federal power. Given limited space, this study uses the regional distribution of the benefits of student enrolments in federal universities to provide some insights. The reason for the choice of university education is that it combines two features of being a benefit and key to certain other benefits the federal government dispenses. The conclusion from the data analysed is that the greater beneficiary of federal expenditures on education is southern Nigeria, which also likely has greater access to other benefits that come with educational qualifications. It follows that the extent of federal government's involvement in the provision of subsidized university education is the extent of advantage the south enjoys over the north.

Ethnicity and entrepreneurial learning experiences as predictors of entrepreneurial self-efficacy and outcome expectations

“…In Yoruba culture, early exposure to Christian missionaries and the benefits of education arising from it shaped the Yoruba people's love for white-collar employment. Isumonah and Egwaikhide (2013) empirically showed that southern Nigeria (of which the Yoruba ethnic group is prominent) is the primary beneficiary of Nigeria's Government expenditure on education. Their results emphasized the centrality of education to the Yoruba people.…”

“…In this kind of culture, youth educational potential and achievements will be encouraged more than entrepreneurial potential. Conversely, Isumonah and Egwaikhide (2013) argued that the Hausa ethnic group prefers Islamic education to Western education. More specifically, Ezeh et al (2019) found that Hausa undergraduate students have a negative subjective norm (a variable closely related to EVP) and a low positive attitude towards entrepreneurship.…”

“…Hausa ethnic group). Some scholars (Isumonah and Egwaikhide, 2013) argued that the Hausa ethnic group resisted Western education because they saw it as a way to proselyte their people from Islam (the dominant religion in the north) to Christianity. Others (Tibenderana, 1983) argued that the unacceptance of Western education by the Hausa ethnic group was the creation of colonial masters to avoid the production of intellectuals who would challenge their authority, as happened in Egypt, India and Lagos.…”

Mapping the Literature on Higher Education and the Public Good in Africa

“…Regional divisions are noted in Nigeria, what Isomonah and Egwaikhide (2013) call the 'North/South Dichotomy'. A number of studies explore how these divisions affect patterns of access to higher education and the quality of the education that is offered (Adeyemi 2001;Ingwe, Ikeji, Ugwu 2011;Isumonah and Egwaikhide 2013;Nsoedo 2014). The literature on equity concerns in Nigerian higher education also has a strong focus on gender.…”

Investigation into Academic Remote Sensing Education Across the Globe: The Case of Nigeria [Education]

“…One of such is that the southern region was the first to be exposed to western education in Nigeria, and this is where European educational models were initially imported. Other subtle contributions include the location of the crude oil producing areas and the current economic capital of the country, Lagos, being located in the southern region of the country [7].…”