Managing Industrial Disputes in the Nigerian University System. (A case study of Enugu state University of Science and Technology (ESUT) and University of Nigeria, Nsukka (UNN).

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CHAPTER ONE

INTRODUCTION

• BACKGROUND OF THE STUDY

University worldwide is regarded as the citadel of knowledge, the fountain of intellectualism the most appropriate ground for the incubation of leaders of tomorrow. According to Ike (1999:1) a university fulfills, one major function it is a knowledge and value provider it stand or fails in its ability or inability to deliver on this criteria. According to magna carta universitatum, “the university is an autonomous institution at the heart of societies differently organized because of geographically and historical heritage; it produces, examines, appraises and hands down culture by research and is an enterprise that serves multi disciplinary purposes. This according to Nwankwo (2000:25) explains why merit has been the watchword in the university system – a system a student must first be certified worthy in character and learning before being admitted into the Honours Degree Hall. Universities are key author in national development, more so in Africa than in other regions. Their roles in research and this explains why the Federal Government of Nigeria is acknowledging the university as a fulcrum for national development, set up a commission headed by Chief Gray Longe 1992 to review higher education in Nigeria with particular reference to universities in Nigeria. The commission was given terms of reference amongst which were;

1. To re-examine the developmental roles of universities in developing countries such as Nigeria.
2. Determine the middle and higher level manpower supply and demand of the country, and advice in the area of under / over population and under/ over utilization of the same.

• Examine the availability and adequacy of academic staff in universities.

1. Investigate the nature, sources and criteria of funding in higher educational institutions. (Especially universities) with a view to improving the situation and guaranteeing steady source of funds for optimal functional of these institutions.
2. Review the general condition of staff in higher educational institutions such as salaries, pensions and retirement benefit, housing of the public service and private sector and particularly to stemming the brain drain phenomenon.
3. Review the criteria for appointment of administration, including the vice-chancellor, provosts, rector, registrars and other principal officers, their terms of office and the process of renewal of their appointment.

The commission held special sessions with a number of eminent personalities and educationist from whose knowledge and experience of the educational system in Nigeria it benefited immensely.

Finally, the commission defined higher education as the type of education in higher educational institution especially in universities (conventional and specialized), which produce high level and middle level manpower, but not specialized set up by professional bodies.

The commission also noted that the goals and objectives among others include; teaching, research and public service. The commission observed that Nigeria universities had established standard comparable to the best in other parts of the world. The commission, however, frowned at the discovery that the following physical conditions are still the trade – marks of the Nigerian universities;

• Dilapidated workshops equipment in most of the higher institutions.
• Inadequate facilities such as libraries, lecture rooms, laboratories and work farms.

The commission was also appalled by the fact that universities have not achieved much in terms of the goals and objectives for which they were set  up, owing to incessant disruption in the academic flow chart caused by strike actions, industrial unrest, students hooliganism, political instability etc.

Based on these discoveries, the commission recommended among others, that;

• The university education as the apex of the system of higher education should play a leadership role in the nation providing people of special qualification and motivation.
• Universities education is not a means to earn a living. It should also equip the individual to the highest level of his ability with the intellectual and physical skill which he requires to be an innovative, creative and self-reliant member of the society.
• The university, because of its key role in the overall economy should always encourage and facilitate industrial harmony and provide a conducive atmosphere for learning and attainment of other goals and objectives.

The government on its part accepted these recommendations and thus, commented as follows:

• That university should undertake periodic reviews of programmes and activities to meet national priority goals as defined from time to time.
• In order to develop closer academic / industrial relationship and also ensure that the programmes of tertiary institutions are relevant to the needs of the industry and the national economy, there should be regular interaction between the institutions, the employers of their products, and the National Manpower Board.
• The government on its own pat should render its lawful obligations to the universities by providing funds, research grants, the required infrastructure (roads, laboratories , electricity, telephone), a conducive learning environment and allowing universities to operate autonomously by ensuring that government does not interfere with the university administration.
• To encourage industrial harmony in the higher educational institutions by passing laws that will preserve the rights of various interest groups within the university system, especially organized trade unions and employers associated.

This is however, the general picture of the events that surrounds the university system in Nigeria. We shall examine at the appropriate chapters of this work how far these major actors in industrial disputes have discharge their respective obligations in order to reduce the rate of industrial disputes in the Nigeria universities.

• STATEMENT OF THE PROBLEM

Over the last thirty years in Nigeria, the educational system has witnessed an unprecedented industrial unrest and so many official assaults than other social institution. According to Onuoha (2001:8), this is so perhaps, because of its strategic place both in the nation’s hierarchy of priorities and its considered role as a veritable machine for development. In his own contribution, Nwankwo (2000:37) opined that Nigeria educational institutions, characterized by military intervention in governance have witnessed untold negative political interference and a seeming calculated moves to submerge it in the river of irrelevances. He further argued