AN ASSESSMENT OF THE DETERMINANTS OF BRAIN DRAIN IN NIGERIAN TERTIARY INSTITUTION
- Project Research
- 1-5 Chapters
- Quantitative
- Simple Percentage
- Abstract : Available
- Table of Content: Available
- Reference Style: APA
- Recommended for : Educators
- NGN 3000
Background Of Study
In Nigerian universities, there is a prevalent issue known as brain drain. Brain drain in Nigeria's academic system dates back three decades, to the military dictatorship's era, and continues to this day. Nigerians live and work in practically every country in the world. But how many Nigerians live in other countries? In 1988, the Nigerian government attempted to determine the actual number of Nigerian professionals living and working overseas. Nigeria lost a total of 10,000 professionals from various higher education institutions between 1986 and 1990, according to research. 30,000 people from both governmental and private organizations are thought to have relocated abroad. It was also observed that approximately 64% of Nigerians in America aged 25 and over had a bachelor's degree or higher (Mojeed-Sanni, 2012). According to a national census performed by the United States in 2004, there are 3.24 million Nigerians living in the United States alone... Some 202,000 are medical professionals, 174,000 are IT experts, and 250,000 are experts in various fields, including university professors (Adebayo 2010:8).
Some Nigerian universities' organizational systems have been disrupted as a result of brain drain. In most cases, brain drain has left Nigerian university academic departments in a condition of disarray and lack of direction. Many Nigerian university departments have lost their middle cadre of academics to brain drain, while the majority of senior and junior lecturers have remained. Senior instructors will soon retire, leaving junior lecturers with a large number of departmental responsibilities ranging from heavy teaching to department management and university administration. When senior executives leave, some departments are left without a leader. Many university departments, in reality, do not have a professor. Many Nigerian scholars who went overseas for their doctorates were hired by their host universities, and the prospects that they will return to Nigeria to fill the void are slim (Adebayo 2010:2-4).
Between the mid-sixties and the late-seventies, the Nigerian educational system received better support from the government, and university instructors' welfare was adequately protected. Professors' wages were high during this time. The only person who made more than a university professor was the Chief Justice of the Federation, who received £3, 600.00 (three thousand, six hundred) British pounds per year.
University professors were paid more and had a greater social status. Overall, teaching offered better working circumstances than the civil service, making it the envy of civil servants. The annual remuneration of Nigerian university instructors was sufficient to cover their living expenses (National University Commission, September 1994:3). The current state of the Nigerian educational system has deteriorated, and university workers are now the lowest paid of all Nigerian professions. The National Universities Commission conducted a poll in 2007 that revealed this (NUC). In 2006, a full professor at any Nigerian university earned $12,000 a year, which was only boosted to $21,000 in 2009 and remains the same today. A full professor in Botswana earns $27,000 per year, while a full professor in Namibia earns around $35,000. South African full professors make between $58,000 and $75,000 per year. According to the data above, Nigerian university employees earn less than their counterparts (Adebayo 2010: 2).
Statement Of Problem
Universities are undeniably the reservoir of knowledge in a variety of professions, including medicine, engineering, education, social sciences, law, business management, and the humanities. Furthermore, universities or equivalent postsecondary institutions produce high-level human resources in any modern industry. Yet, in Nigeria, there is a widespread view that academics who are responsible for producing these high-level human resources face absolute and relative deprivation in comparison to their counterparts in the civil service and private sector, where conditions are comparably better.
As a result, they opt out of the system whenever a better work opportunity arises elsewhere. The impact of their leaving, particularly on university work, is immense. These include academic programs being disrupted and succeeding junior academics being trained to the point that several faculties and departments in core professional fields may or must be de-accredited. Furthermore, because of their extensive training, their departure leaves a vacuum that will take a long time to fill. As a result, untrained and less qualified academics are hired to fill the void, resulting in the production of half-baked graduates and a drop in academic standards. As a result of the aforementioned situation, the country's university diploma will no longer be recognized, accepted, or respected both domestically and abroad.
Objective Of Study
The general aim of this study is to critically assess the determinants of brain drain in Nigerian tertiary institution. Specifically, the study is aimed at;
- Examining the causes of brain drain in tertiary institutions in Nigeria.
- Examining the effect brain drain has on tertiary institutions.
- To examine the necessary actions that will reduce the rate of brain drain in tertiary institutions.
1.4 Research Questions
The following questions will guild this study;
- What are the causes of brain drain in tertiary institutions in Nigeria?
- Does brain drain have a negative effect on tertiary institutions?
- What is the necessary action that will reduce the rate of brain drain in tertiary institutions?
Significance Of Study
This study's findings, which are intended to provide new insight into the primary elements that contribute to brain drain, can help policymakers and educational administrators better their understanding of personnel management policies and practices that will attract and retain academics. It could also aid policymakers and educational administrators in developing effective empirically supported intervention strategies to combat brain drain. Without a doubt, this will improve academic morale and motivate them to do their best, thereby improving the quality and standard of university education. It will also provide an empirical basis for investigating Nigeria's brain drain problem and assist policymakers and educational administrators in using more objective criteria in appointing and promoting staff, thereby reducing mediocrity.
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