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THE IMPACT OF ESTABLISHING NEW UNIVERSITIES IN NIGERIA AND NIGERIA CONVERTING COLLEGES AND UNIVERSITIES TO VOCATIONAL SCHOOLS
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Inroduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This paper provides a comparative analysis of two distinct approaches taken by Nigeria and China in addressing the challenges of higher education. Nigeria has focused on establishing new universities, while China has pursued the conversion of colleges and universities into vocational schools. The aim of this study is to explore the reasons behind these different approaches, examine the benefits and drawbacks of each, and draw insights for policymakers and stakeholders in the field of higher education.
The first part of the paper presents an overview of the context and challenges faced by both Nigeria and China in their respective higher education systems. Nigeria, being a developing country, has experienced a growing demand for higher education, leading to the establishment of new universities. China, on the other hand, has faced issues of graduate unemployment and a mismatch between graduates' skills and industry demands, prompting the conversion of colleges and universities to vocational schools.
The second part of the paper examines the benefits and drawbacks of establishing new universities in Nigeria. Benefits include increased access to higher education, improved educational infrastructure, and enhanced educational opportunities for students. However, challenges such as limited funding, inadequate resources, and potential dilution of academic standards are also discussed.
The third part of the paper explores China's strategy of converting colleges and universities into vocational schools. This approach aims to align higher education with industry needs and enhance graduates' employability. The benefits of this approach include a more targeted curriculum, practical skills development, and increased industry collaboration. However, challenges such as resistance to change, cultural biases against vocational education, and potential stigmatization of vocational schools are also examined.
The final part of the paper presents key insights and recommendations based on the comparative analysis. It highlights the importance of a balanced approach that combines the establishment of new universities with the conversion of existing institutions into vocational schools. Policymakers should consider the specific needs and context of their countries, while also promoting collaboration between academia, industry, and government to ensure the relevance and quality of higher education.
Overall, this study contributes to the ongoing discourse on higher education reforms by offering a comparative analysis of two different strategies employed by Nigeria and China. By understanding the benefits and challenges associated with establishing new universities and converting colleges and universities into vocational schools, policymakers and stakeholders can make informed decisions to address the changing demands of higher education in their respective countries.
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