CHAPTER ONE
INTRODUCTION
Background to the Study
     Education is a means of empowerment to an individual and the society. Also, it is a strong weapon for developing human capacity needed for a sustainable national development. Tertiary education, which comprises universities, polytechnics, colleges of education and mono technics, has been identified as a means of developing human capacity required for sustainable national growth and development. Specifically, universities are saddled with the responsibility of developing high-level manpower within the context of the needs of the nation. Following the globalisation, information technology and revolution in the present day knowledge-based economy, so much expectation has been placed on universities in generating, harnessing and transmitting knowledge for sustainable development and improved standard of living. Therefore, the university plays a crucial role in generating the human capacities for leadership, management and technical expertise.
    All over the world, investment in university education is a critical component of national development effort. Nations today depend largely on knowledge, ideas and skills which are produced in universities (World Bank, 1997; OECD, 1996). As a nation’s knowledge industry, the university increases the productive capacity of the labour force. In the developed countries, for example, university’s scientists are able to monitor global technological trends, assess their relevance to national needs and assist in developing the national technological capacity for economic growth.    
    Going by this trend, there has been high demand for university education in Nigeria since independence in order to increase the supply of manpower in the labour market. Following the recommendation of the Ashby Commission of 1959 that new universities should be established in the then three Regions and Lagos, the then Capital Territory, University of Nigeria, Nsukka, Ahmadu Bello University, Zaria and the University of Ibadan together with University of Lagos, Lagos were established as the first generation of universities in Nigeria. It is important to note that since then the University system in Nigeria has grown by leaps and bounds. The number of universities has increased from five in 1962 to one hundred and twenty-eight (128) in 2013, comprising 40 Federal, 38 State and 50 private universities (Okojie, 2013) and a total number of 151 in 2016 (National University Commission, 2016).
    The goals of university education as stated by the Federal Republic of Nigeria (2009) are to;
i.    contribute to national development through high-level relevant manpower training;
ii.    develop and inculcate proper values for the survival of the individual and society;
iii.    develop the intellectual capacity of individuals to understand and appreciate their local and external environment;
iv.    acquire both physical and intellectual skills which enable individuals to be self-reliant and useful members of the society;
v.    promote and encourage scholarship and community service;
vi.    forge and cement national unity; and
vii.    promote national and international understanding and interaction (p. 38).
    In spite of these noble goals, Sofoluwe and Etejere (2011) noted that over the years, the tertiary educational level has come under heavy criticisms, having failed to achieve the aim of providing the kind of education that would solve the problems of the country as a developing nation; such problems as abject poverty, corruption, unemployment and mismanagement of resources. This is traceable to the challenges facing university education in Nigeria which are poor funding, poor infrastructure, political influence and incessant industrial actions. Others are cultism, examination malpractices and poor quality of graduates.
    Judging by this, it is evident that universities in Nigeria are yet to be well-equipped to carry out these responsibilities effectively due to human capacity deficiencies. Okojie (2013) lamented that the Nigerian University System continues to lag terribly behind competitive standards in the contemporary world. Engineering workshops, which are meant to train 21st Century engineers are provided with equipment and gadgets that were introduced in the 1960s.  Library books and journals date not later than the 1980s. Okojie further noted that hostel rooms meant for four students in the 1970s were in 2012, occupied by 12 students each having a “cooker corner” and using kerosene stove; with the abysmally low level of research facilities in the universities, the future is apparently bleak for Nigerian education.