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EDUCATION EDUCATION UNDERGRADUATE PROJECT TOPICS

THE IMPACT OF THE DISMISSAL OF 49 ASUU LECTURERS ON UNILORIN ADMINISTRATION

THE IMPACT OF THE DISMISSAL OF 49 ASUU LECTURERS ON UNILORIN ION

 

CHAPTER ONE

INTRODUCTION

1.1 Study Background

Education is frequently viewed as a means of achieving a country’s development objectives, such as economical, political, and cultural independence. Primary, secondary, or post-primary, and higher education are the three levels of education. Tertiary education, which comprises universities, polytechnics, and educational colleges, is needed to promote social transformation, economic sustainability, and human growth.

According to Ibukun in Ekundayo and Ajayi (2006), education in Nigeria provides much-needed workforce for all domains of human need. The Federal Government of Nigeria (2004) listed the following as education expectations:

contribute to the national development of necessary manpower
Create and implant enough valves for individual and societal survival;
To understand and appreciate one’s local and external environment, one’s intellectual potential must be developed.

Acquire physical and abilities that allow individuals to be self-sufficient and helpful members of society; Encourage community service and scholarship; Create and sustain national unity
Encourage understanding and interaction on a national and global scale;
University education, according to Edem (1987), can be viewed in light of the provisions of the al cy on Education.

Should be made available as a tool for increasing one’s knowledge and developing one’s full potential.
Assist him in doing things that are vital to his own environment.

In economic terms, tertiary education is both a consumer and a capital good. Continuing on universities, Edem (1987) sees them as places where students are expected to conduct a lot of autonomous work and where instruction and research in the arts and sciences are done at a higher level than in .

Education is a necessity for national growth since it influences other sectors of the national economy (Okebukola, 2002). As a result, the educational sector’s neglect has repercussions throughout the country. According to Mgbekem (2006), the most serious challenge confronting the administration of Nigeria’s system is a lack of funding.

The TETFund ACT-Tertiary Education Trust Fund (Establishment Act, 2011) established TETFund as an intervention agency to address the problem of tertiary education funding. The Act repeals the Education Tax Act, Cap. E4, Laws of the Federation of Nigeria, 2004 and the Education Tax Fund Act, No. 17, 2003, which served as the legal basis for ETF (TETFund, 2017).

Among its of action are the sponsorship of postgraduate professors, the funding of educational facility construction and renovation, the promotion of creative and innovative approaches to learning, the provision of higher educational literature and library funding, and the provision of learning equipment.

The TETFund was established at a period when successive administrations had long neglected the tertiary education sector. According to the guidelines for accessing TETFund intervention funds, it is “mandated to administer, manage, and disburse the 2% Education Tax collected from registered companies in Nigeria for the primary purpose of providing auxiliary support for the general improvement of education in public tertiary institutions” (TETFund, , p.2).

As a result, the TETFund provides funding to all Nigerian public tertiary institutions, whether at the federal, state, or local government levels. All public tertiary institutions must do is fulfill the rules for getting money from TETFund by presenting a viable proposal (s) for the project they plan to carry out. This presents a bevy of challenges for fund managers as they strive to solve the sector’s slew of difficulties.

Beneficiaries must use the funds wisely by repairing, rebuilding, and consolidating educational infrastructure and facilities, as well as other learning resources such as manpower, libraries, and laboratories. In order to be eligible for new funding, institutions that have already benefited from the Fund must submit a good and credible description of previous support. This is to ensure the growth of Nigeria’s educational sector, with a special emphasis on public tertiary institutions (TETFund, , p.2).

1.2 Problem Statement

In Nigerian academic institutions, inadequate funding has resulted in a widespread deterioration in personnel and material resources. The TETFUND is a project-based intervention organization dedicated to assisting expansion.

According to the Nigeria education report, the state government’s total abdication of responsibilities, such that TETFUND is left with the burden of providing infrastructure for tertiary institutions, contradicts the philosophy of establishing TETFUND, which envisaged an intervention agency that would complement what the various tiers of government are doing (2012).

TETFUND provides funding to beneficiaries for specific projects, which the beneficiaries award under the strict supervision of TETFUND. It goes without saying that TETFUND generates revenue equivalent to its assets.

1.3 Study Objective

The following are the study’s objectives:

To investigate TETFUND’s unique roles.
To ascertain whether TETFUND plays an important role in the rehabilitation and restoration of Tertiary education in Nigeria.
To investigate if TETFUD plays an important role in the consolidation of Tertiary education in Nigeria.
1.4 Research Issue

This study is guided by the following research question:

What are the specific responsibilities of TETFUND?
Does the TETFUND play an important part in the rehabilitation and restoration of Tertiary Education in Nigeria?
Is TETFUD important in the consolidation of Tertiary education in Nigeria?
1.5 Importance Of Research

This study is significant since it concludes that TETFUND should be preserved as an interventionist agency. It suggests that TETFUND funds be used toward projects and programs that will improve public tertiary education in Nigeria. On the one hand, TETFUND’s financial base should be expanded;

on the other hand, TETFUND should devote greater resources to addressing the country’s numerous difficulties at the public tertiary level. This study will add to the current literature on this subject domain and will also serve as a reference resource for scholars, researchers, and students who may like to do additional research on this issue or a comparable area in the future.

1.6 Field of Study

The purpose of this research is to look into the role of TETFUND in the rehabilitation, restoration, and consolidation of Tertiary Education in Nigeria. As a result, the research will be conducted at the University of Nigeria in Nsuka, .

1.7 Study Limitations

The researchers faced financial constraints, insufficient materials, and a time constraint over the course of the investigation.

1.8 s Definition

Tertiary Education Trust Fund (TETFund): The Tertiary Education Trust Fund (TETFund) is an organization established by the Federal Government of Nigeria to ostensibly stem the rot and deterioration in educational facilities caused by lengthy periods of neglect and very inadequate resource distribution.

The action of restoring something that has been damaged to its original state.

The act of returning something to its prior owner, location, or condition.

Consolidation: The activity or process of strengthening or solidifying something.

CHAPTER TWO

LITERATURE REVIEW

INTRODUCTION

Our goal in this chapter is to critically review relevant literature that can help understand the research topic and to recognize the work of scholars who have previously made significant contributions to similar research. The chapter’s goal is to deepen comprehension of the research and fill perceived gaps.

 

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THE IMPACT OF THE DISMISSAL OF 49 ASUU LECTURERS ON UNILORIN ION

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