THE UNIVERSITIES WE NEED, AND THE UNIVERSITIES WE MERELY CREATE

The Nigerian government's new education reform agenda highlights the need for a shift in perspective from simply establishing more universities to focusing on the creation of educational institutions that provide meaningful capabilities. This shift is underscored by the Tinubu administration's decision to halt the proliferation of new tertiary institutions, following the revelation that many universities received few or no applications from prospective students.

The government's emphasis on technical and vocational education, STEM fields, and improved student financing reflects a recognition that Nigeria's education system must align with the country's economic, technological, and demographic realities. However, the challenge lies in discerning the true purpose of creating or converting universities to meet the nation's needs.

Nigeria's current university landscape consists of over 300 institutions, but this sheer number does not necessarily equate to a robust education system capable of meeting the country's future demands. The paradox is that while Nigeria may have too little tertiary capacity for its population, it also faces an overabundance of poorly differentiated universities that compete for limited resources such as professors, laboratories, and research funding.

The solution lies not in multiplying institutions, but in ensuring that each university accumulates intellectual capital through the development of professors, research traditions, international networks, and industry relationships. It is crucial to distinguish between the multiplication of institutions and the accumulation of capability, as the former does not guarantee the latter.

A modern mining industry, for instance, requires skilled professionals such as geologists, metallurgists, mining engineers, and technicians, among others. While a university can provide the necessary academic training, it is essential to recognize that these skills can also be acquired through vocational and technical education programs.

Overemphasizing the creation of universities for every strategic skills shortage risks developing an education system that is rich in degree-awarding institutions but lacks the technical depth required for industrialization.

Furthermore, societal perceptions of educational institutions play a significant role in shaping the direction of Nigeria's education system. The prevailing educational status hierarchy, where universities sit at the top, polytechnics in the middle, and technical and vocational education at the bottom, influences both parents' and students' aspirations and how employers perceive qualifications.

This hierarchy must be challenged to encourage an alternative path for successful polytechnics to become exceptional institutions rather than merely becoming universities.

Several countries around the world have demonstrated alternative approaches to educational institutions that prioritize value over name recognition. Germany, for example, integrates applied sciences and dual programmes with substantial company experience, while Singapore closely aligns its universities, polytechnics, and technical education with manpower requirements and economic competitiveness.

South Korea and China have also adopted strategies that focus on mass access without diluting the excellence of their educational systems.

Ultimately, Nigeria needs to recognize that educational institutions do not require identical missions or pathways to possess equal national value. By focusing on the accumulation of capability rather than simply multiplying institutions, Nigeria can develop a more effective and efficient education system that better serves the country's needs and positions it for future growth and development.