Tertiary Education and Strike Actions in Nigerian Universities: Quest for Development and Quality Education

Abstract

Advancement of human society is tied to scientific knowledge derivable through quality education that encompasses the transformation of the human mind and translate into socioeconomic development. Any action therefore that inhibits the functional capacity and operational efficiency of the educational system is inimical. This paper elucidates the functionality of education system in Nigeria and how strike has impacted severely the propensity of tertiary education to deliver on its mandate. It argues that education in Nigeria has been faced with myriad of challenges, the consequences of which have consistently result in strike actions, disruption of the academic calendar, extended graduation time for students and underdevelopment. Using a historical perspective and secondary data, the paper content analyses on one hand, the controversies associated with strikes and work-life of employees in Nigerian universities and on the other hand, traces strikes to the ills associated with government lackadaisical attitude towards education. It highlights the problems suffered by the Nigeria Universities, its plausible causes and effects and point that Nigeria government and the academic community are at a critical cross-road. Marx labour-conflict theory bears the burden of explanation and suggests the importance of synergy between gown and town and the adoption of a lasting solution to the incessant feuding.

Keywords: Academic/academia, Education/educational system, University/strikes, Development/growth