The Nigeria Educational Challenges & International Students ’ Choice of Study in Nigerian Universities


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The Nigeria Educational Challenges and International Students’ Choice of Study in Nigerian Universities is a well-researched topic, it can be used as a guide or framework for your Academic Research.


This paper takes a cursory look into the various challenges influencing international students and other study-tourists in their choice of study destination with particular emphasis on the ‘pull and push factors’ in Nigeria educational systems. With secondary information and
discourse analysis of existing literatures, the study revealed that there are a growing number of outbound Nigerians searching abroad for educational empowerment compared with the fewer number of inbound students-tourists. While pull factors are non-existent, there are numerous push factors in Nigerian educational system which include underfunding, unprecedented industrial unrest (with ASUU being a protagonist), cultism and cult-related violence, poor educational standard, bad institutional image, university staff misconduct and ineptitudecaused by low salaries, and other official assaults. The factors are so propelling in pushing not only Nigerian students but also lecturers towards migrating to foreign universities for greener pastures.

The study recommends, among others, educational restructuring, curriculum revitalisation, technology and security improvement and infrastructural developments in Nigerian Universities. Most importantly, there should be a convincing political will on the part of the government to adequately fund tertiary institutions to international standard and
support lecturers in conducting credible research especially its appreciation and benefit for Nigerian nation.


With the advent of globalisation, technological innovations and advancement, as well as information explosion, the world now experiences high integration and compression into a single global nation. National boundaries now seem useless as people access information about other nations with a mere click on the computer or mobile screens. This serves as eye-opener and results in wide aspirations for the pursuit of greener pastures across boundaries among citizens of weaker nations. Tourism, hence, gained popularity and is widely regarded as another source of income revenue for nations across the globe. While others cross boarders for job hunting motives, other tourists travel across nations to get acquainted with differentenvironment and cultures. In recent time, the most propelling factor and/or purpose of tourism are education and the ensued career advancement for students-tourists. A situation in which people travel to a location with a view to engaging in a learning experience is therefore known as edutourism or educational tourism and it is of high benefit to the host country. It is this
reason that nations now strive hard to invest in and improve educational standards so that their institutions of [higher] learning will be enlisted among the choices of study destinations for local and international students. This paper examines the Nigerian stand in this struggle for
educational standard and the level of or lack of attractiveness to international students. The phenomenon that revolved round academic industries in Nigeria is weak that no research revealed the rate of international students in Nigeria institutions of higher learning. Today,
Nigerian students top the list of international students studying in Diasporas for knowledge acquisition and career boosting. In nations like Ghana, over 71,000 Nigerian students currently pay billions of US dollars annually on tuition fee, not to mention other countries like United
Kingdom, United State of America, Canada, Australia, Malaysia, Norway, Ukraine, South Africa, and many others (Deji-Folutile, 2012). In recent years, international collaboration and cooperation have become a major national trend in the higher education sector (Bartram, 2007; Komives, & Woodard, et al., 2003). In Nigeria today, most institutions, individuals,
organizations, government agencies partner with international institutions to revived the nation education. Adekalu, Oludeyi, Genty and Wolo (2013), reported the effort of Petroleum Technology Development Fund (PTDF) among other agencies, saddled with the responsibility of
training and educating Nigerian youths by sponsoring thousands of Nigerians to local and international institutions of higher learning. This is done with a view to developing human resource base for Nigeria in various trans-disciplinary exercises but especially in Oil and Gas
related field and infrastructural development. It is a truism that this has high significance to national growth and development. What is, however, obvious is the growing number of many Nigerian youths who compete rigorously to be shortlisted for the award, aim for foreign universities. It seems also that, the prophesy of Tomori in Deji-Folutile (2012), is becoming a reality on the rate at which Nigerian lecturers travel abroad to compete with international students for the sake of learning and knowledge sharing under the Nigeria Federal, State and Local Government sponsorship, International Institutions Grant and self-sponsors, especially at postgraduate levels. This trend, which has become currency and visa to travel for studies in Nigeria Universities by foreign academic staff, continues to get unpopular as government
continues to pay lip service to improving the education system in Nigeria, is a reflection of Tomori prediction.

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Adult Education

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