The Nigerian University System

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Maps the changing character of the university system in Nigeria, focusing on gender. The Partnership for Higher Education in Africa commissioned case studies of higher education provision in Tanzania, Uganda, Kenya, Mozambique, Nigeria, Ghana and South Africa, as part of its effort to stimulate enlightened, equitable, and knowledge-based national development, and to provide guides to understanding. This study asks four major questions about gender in the Nigerian university system: How have gendered structures and processes at thecontextual and systemic levels affected universities? In what ways have the workings of the university system contributed to gender differentials? How have women contributed to policy issues in university education? What are thegender implications of existing reforms of the university system? In association with Partnership for Higher Education in Africa; Nigeria: HEBN

This book reports extensive research in higher education in Nigeria as it investigates past and present problems that needs to be review, modify, and the implementation of "what works" in our educational system and "what we can do differently" to improve our educational system to the standard where it suppose to be at this century and thereafter should be the focus of all stakeholders to achieve success through new strategic innovation approach. Accordingly, this book will serve as a resource tool for researchers, educators, administrators, enrollment officers, and students leaders in institutions of higher education in Nigeria to have a sufficient historical background of events which have shaped our institutions of higher learning in Nigeria to what they were nowadays and guide them to make intelligent decision based on the recommendations presented to prevent previous awkward scenario in our past educational history repeating itself.

Revitalizing Nigerian Education in Digital Age: What most of the papers in this book have in common is the concern for the revitalization of Nigerian education in the digital age through ICT and other modern methods of making education functional and effective in the new modernity. While some of the chapters deal with conceptual issues, others consider the various role of education in this digital age and how Nigeria can be relevant. Most of the chapters present well-researched, detailed, and informative papers on how to reposition Nigerian education in the digital age. Specifically, the role of education in bringing Nigeria's new world about are discussed in simple language and then taken up in different forms all through the book. Since Nigeria has to act fast and decisively to be on the same development and education wavelength as the other members of today's global family, serious actions are being suggested in this book. Revitalizing Nigerian Education in Digital Age simply means taking the above desiderata seriously. Nigeria has a daunting task here in view of the heavy education burden. This is the message that this book puts across.

In recent years, many developing regions across the globe have made rigorous efforts to become integrated into the global information society. The development and implementation of information communication technology (ICT) devices and policies within various fields of service have significantly aided in the infrastructural progression of these countries. Despite these considerable advancements, there remains a lack of research and awareness on this imperative subject. Developing Countries and Technology Inclusion in the 21st Century Information Society is an essential reference source that discusses the adoption and impact of ICT tools in developing areas of the world as well as specific challenges and sustainable uses within various professional fields. Featuring research on topics such as policy development, gender differences, and international business, this book is ideally designed for educators, policymakers, researchers, librarians, practitioners, scientists, government officials, and students seeking coverage on modern applications of ICT services in developing countries.

The book is a must read for policy makers, academics, university administrators and post graduate research students in the broad field of education and in higher education studies in particular. The book brings together a wealth of information regarding the imperatives of transformation in Africa’s higher education systems. Not only do some of the chapters provide critical discussion about the conceptualisation of transformation, the majority of the chapters reflect on empirical evidence for transformation in diverse fields of mathematics, science, gender, the training of doctoral students and the governance and management of universities. This central theme of sustainable change and reform runs across the chapters of the book. For students, the book provides exemplars of practical research in higher education. For scholars in higher education and policy makers, specific issues for reform are identified and discussed.