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THE QUALITY
OF NIGERIAN TERTIARY INSTITUTIONS GRADUATES: THE PERCEPTION OF EMPLOYERS
CHAPTER ONE
INTRODUCTION
Background of the Study
University
education is at the centre of human resource development. Professional and
highly skilled personnel such as Engineers, Administrators/Managers,
Accountants, Surgeons and Para-Medics, Lawyers, Scientist, Technicians and
Lecturers in various disciplines among others are trained and developed in the
Universities. The world over, the fundamental mission of Universities,
according to Brubacher (cited in Anho, 2011) is to promote the life of the mind
through intellectual inquiry and to generate, store and transmit specialized
knowledge and sophisticated expertise, higher forms of culture and ethical
bases of conduct.
The World
Bank (1999) justifies the usefulness of University education to a nations
development and well being when it states that particularly University
education, is fundamental to the construction of a knowledge economy and the
society in all nations.
The Nigerian
Institute of Personnel Management NIPM (2000) noted that the quality of
graduates both from public and private universities in Nigeria is on a rapid
decline especially in the area in respect of valuable skills including;
communication, technical abilities, human interaction, social, conceptual and
analytical capacity. To collaborate this, the Nigerian Employers Consultative Association
NECA (2000) asserted that employers are not recruiting but adopting employment
protection strategies due to the very poor quality graduates from Nigerian
tertiary institutions who do not meet the demands of industry.
Given the
contributions of education, especially at the tertiary level, to national
development, countries, individuals, communities and corporations often invest
massively in education in a bid to uplift the quality of their educational
system (Akinyemi, Ofem and Ikuenomore, 2012).
As a result,
the higher education sectors are under immense pressure from employers of
labour to produce quality graduates that can be economically engaged at the
individual, national and global level (Teichler, 2007). Such graduates should
possess a combination of attributes that will enable them to take an adaptive
and proactive approach to their careers (Bezuidenhout, 2011).
In response
to this, the Nigerian government has taken different measures to ensure that
the quality of graduates from Nigerian tertiary institutions is enhanced by
strengthening external control and monitoring, thus establishing the National
Universities Commission (NUC) that came up with the Maximum Academic Standards
(MAS) for all undergraduate programmes. The MAS stipulates the content of the
curriculum as well as the minimum entry and graduation requirements for each
academic discipline.
Despite the
available internal control measures in Senate and the external functions of the
NUC through the use of MAS documents, and other measures, inadequacies in staff
facilities and managerial quality continue to exist as most Nigerian tertiary
institutions churn out graduates in a geometric progression while nothing or
little is being done to address their employability in the labour market.
Dabalen et
al (2000) and Ogundowole (2002) have identified possible causes of low quality
of graduates in the developing countries. According to them, one of these is
decline in quantity assurance which is reflected in the high rate of human
capital flight.
This is
therefore a key challenge to tertiary institutions in Nigeria, which produces
over 300,000 graduates annually; a number that should ordinarily meet the
country’s human capital resources needs (Oyesiku, 2010). But employers who are
willing to pay well to attract skilled workers are increasingly finding it
difficult to fill job vacancies. Akanmu (2011) opines that products of the
Nigerian tertiary institutions have at different forum been challenged to test
their suitability or otherwise to secure few available white collar jobs. He
went further to say that the situation is not only sympathetic but embarrassing
that the vast human material resources available to the country had not been
trained and utilized to the advantage of the country. Thus, the undertaking of
this study beamed a searchlight on the quality of Nigerian tertiary
institutions graduates giving focus to the perception of employers.
1.2 Statement of Problem
For several
employers, the desire to have better-skilled trained personnel able to run
complicated software or operate complex machinery is a reality. In practice,
demands for adequately trained graduates with the appropriate organisational
skills to meet workplace challenges indicate that the availability of those
graduates is extremely important to employers. Yet, employers in Nigeria have
expressed concerns about the lack of adequately trained graduates with
competent skills to meet workplace challenges. Several graduates seeking
employment in different industries in Nigeria have been turned away by
employers who found that they did not possess the appropriate qualities to
perform work related tasks (Aryeetey, 2011).
Consequently,
employers of labour in Nigeria often complain that graduates are poorly
prepared for work. They believe that academic standards have fallen
considerably over the past decade and that a university degree is no longer a
guarantee of communication skills or technical competence. As a result,
university graduates are commonly viewed as “half baked.”
The
instructional processes in our Universities have lost their rigor as many
institutions could not function well. The adduced reasons for this problem
include insufficient fund, incompetent and inadequate staff to carry out
quality teaching.
The
importance of quality education in the public universities system cannot be
overemphasized,according to the National Manpower Board (2009) the Nigeria
labour market can barely absorb 10% of the over 3.8 million persons turned out
by the Nigeria educational system on a yearly basis; this lay a major
importance on quality assurance in making graduates from public universities in
Nigeria to be competitive with their counterparts from private and overseas
institutions.
In brief,
the quality of Nigerian tertiary institutions graduates and unemployment trends
in Nigeria indicate that, without a concerted effort to tackle the problems of
graduates’ employability from tertiary institutions the situation could get
worse. It is against this backdrop that this study examined the quality of
Nigerian tertiary institutions graduates giving focus to the perception of
employers.
1.3 Purpose of the Study
The study
was conducted with the following objectives:
i. To investigate the relationship between
quality of education and graduates employability in Lagos State.
ii. To explore employers’ perception of
technical competence in hiring Nigerian tertiary institutions graduates.
iii. To examine the extent at which communication
skills is related to graduates employability.
1.4 Research Questions
This study
was guided by the following research questions:
1. What is the relationship between quality of
education and graduates employability in Lagos State?
2. Is employers’ perception of technical
competence a determinant for hiring Nigerian tertiary institutions graduates?
3. To what extent do communication skills affect
graduates employability in Nigeria?
1.5 Research hypotheses
The
following research hypotheses were tested.
H01:
There is no significant relationship between quality of education
and graduates employability in Lagos
State.
H02:
There is no significant relationship between employers’ perception
of technical competence and recruitment
of graduates.
H03: There is no significant
relationship between communication skills and
graduates employability.
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