AN EXAMINATION OF THE CAUSES AND CONSEQUENCES OF LABOUR UNREST IN TERTIARY EDUCATIONAL INSTITUTIONS: A CASE STUDY OF ASUU STRIKES FROM 2013 TO 2023

CHAPTER ONE INTRODUCTION 1.1 Background of the Study University education is undeniably a transformative and foundational force in the development of human capital. It is widely recognized as indispensable to the establishment of a resilient and enduring economy (Akindele, Oginni, & Omoyele, 2022). According to Oziengbe and Obhiosa (2015), effective and practical education plays a vital role in a nation's socioeconomic advancement. Furthermore, the ability to acquire, manage, and utilize knowledge is a crucial driver of a country's economic development, providing a competitive edge in the global marketplace. Ogu (2018) emphasizes that a literate population is essential to the social, political, economic, and cultural wellbeing of a nation. In a similar vein, Okebukola (2018) asserts that higher education is key to nurturing the human resources required for stimulating economic growth and enabling rapid transformation. He further explains that the more accessible higher education becomes, the greater the prospects for accelerated social and economic development. Universities, as central institutions in a nation’s technical, political, and socioeconomic progress, hold what is often referred to as the "ivory tower" status. Bamiro (2016) argues that through academic endeavors, universities continually expand the frontiers of knowledge, driving innovation, discovery, and invention. They also persistently pursue truth and deeper understanding of the world. Indeed, universities offer holistic education, imparting knowledge to students and researchers while contributing to societal advancement and global human development. Efeke (2021) notes that universities have the responsibility of equipping learners with professional competencies and advanced skills through research and technological innovation, thereby aiding national development. Krishna (2016) further posits that the central aim of university education is to generate, disseminate, and apply knowledge for the betterment of society at all levels—local, national, and international. As a result of their pivotal role, governments across the world prioritize the establishment and funding of universities. The origin of university education in Nigeria can be traced to the recommendations of the Elliot Commission in 1943, which led to the founding of University College Ibadan (UCI) in 1948, as an affiliate of the University of London. Following Nigeria’s independence in 1960, there was an increased need to produce indigenous professionals to replace colonial expatriates. In response to the Ashby Commission of 1959, both federal and state governments initiated the establishment of public universities. As of 2019, Nigeria had 174 universities, comprising 43 federally owned, 52 state-owned, and 79 privately owned institutions (NUC, 2019). University education, therefore, remains a critical foundation for the nation’s future advancement (Anyim, 2022). Obasanjo (2016) also emphasized that the development of any nation is directly proportional to its educational achievements. These assertions are validated by existing literature, which highlights the role of universities in producing skilled manpower and facilitating technological and economic progress. Universities also command considerable societal trust and respect. Arikewuyo (2008), referencing Clarke and Edwards (2019), explains that since their medieval inception, universities have been charged with preserving the cultural values of society. They are committed to enhancing collective welfare by fostering critical thinking, promoting ethical reasoning, and advancing an understanding of humanity's place in the natural world. Universities further serve as advocates and watchdogs in areas where their expertise is beneficial. In recent decades, strike actions have become a global phenomenon, affecting institutions in countries such as Canada, China, South Africa, Ghana, Nigeria, Zimbabwe, and Kenya. Olusegun (2015) describes strikes as a widespread global occurrence. Reports show that university education systems in Nigeria, Ghana, and South Africa have been persistently disrupted by recurrent strikes involving both staff and students. Strike action is a common mechanism by which workers express grievances concerning their work conditions in pursuit of favourable outcomes. It is a recognized means of breaking negotiation deadlocks between trade unions and management (Matudi et al., 2015). This trend has raised concerns among education stakeholders and the general public in Nigeria, where the educational sector appears to be among the most affected by labour unrest. Notably, higher education institutions have experienced a long history of industrial actions. Significant ASUU strikes include: 1999 (five months), 2001 (three months), 2002 (two weeks), 2003/2004 (six months), 2005 (three days), 2006 (three days), 2007 (three months), 2008 (one week), 2009 (four months), 2010 (over five months), 2011/2012 (three months), 2013 (over five months), 2017 (three weeks). Other unions such as the Academic Staff Union of Polytechnics (ASUP) and Colleges of Education Academic Staff Union (COEASU) also embarked on prolonged strikes in 2014, 2018, and 2019. These frequent disruptions have had profound effects on the academic calendar, resulting in stress and disillusionment among students, parents, and academic staff alike. Prolonged industrial actions have also led to violent confrontations in some cases, resulting in physical harm or death. These persistent labour crises have had detrimental impacts on Nigeria's educational system, thus necessitating a thorough investigation into the causes and consequences of such unrest. This study, therefore, seeks to examine the causes and effects of labour unrest in Nigerian educational institutions, using the ASUU strikes from 2013 to 2023 as a case study. 1.2 Statement of the Problem An examination of Nigeria’s university system reveals a recurring pattern of disputes culminating in strike actions, particularly between academic staff unions in public universities and the Federal Government. For over three decades, the Academic Staff Union of Universities (ASUU) has been locked in a cycle of industrial conflict with the Federal Government, primarily due to the government’s failure to honour previously agreed terms. Key issues fueling these disputes include: Inconsistent and inadequate salary payments: University staff are frequently underpaid, and in some cases, only partial salaries are disbursed. Amadi and Urho (2015) note that disparities in salary structures between university staff and their counterparts in other sectors, as well as between ASUU and NASU members, have led to significant dissatisfaction. Poor working conditions and service terms: Academics often lack the necessary welfare incentives provided to professionals in comparable fields. For instance, risk allowances common in the health sector are rarely extended to educators, despite the job’s inherent challenges. Amadi and Urho (2015) define conditions of service to include working hours, fringe benefits (e.g., sick leave, subsidised meals, pension, and company vehicle use), and adherence to due process. University lecturers may resort to strikes to protest the unfair dismissal or disciplinary actions against colleagues if proper legal procedures are not followed. Breach of agreements: Although agreements are typically reached between government and unions, the failure of one party to honour such agreements has become a persistent problem. A notable case was ASUU’s indefinite strike in 2002 following the Federal Government's refusal to implement the 2001 agreement on education funding. The 2017 strike was similarly prompted by the government’s failure to fulfil MoUs signed in 2009 and 2013. Inadequate funding of the education sector: The United Nations recommends that 26% of a country’s national budget be allocated to education. However, Nigeria consistently falls short of this target. This underfunding leads to decaying infrastructure, poor staff remuneration, and a lack of basic facilities in universities. Amadi and Urho (2015) argue that insufficient budgetary allocation, particularly when compared to lavish spending on elections or the mismanagement of public funds, contributes significantly to the poor state of education and the production of underqualified graduates. These persistent issues highlight the urgent need for effective conflict management. The frequency of ASUU strikes has created an atmosphere of academic instability. The continued failure of both the government and the union to reach lasting resolutions has left Nigeria’s higher education system in a state of stagnation. Despite the numerical growth of public universities, their performance remains below expectations. ASUU (2015) reports a litany of challenges confronting the system, including lack of institutional autonomy, inadequate facilities, and an overwhelming number of applicants that institutions are unable to absorb (Egbokhare, 2016). Consequently, Nigerian universities are increasingly associated with deteriorating infrastructure, poor teaching environments, low-quality graduates, and weak research output. These setbacks challenge the very objectives for which the universities were established (Akinnaso, 2017). Although federal and state universities continue to exist, many observers believe that frequent ASUU strikes compromise academic standards and portray public universities as dysfunctional institutions. The long absence from school during strikes causes academic disengagement among students, especially those from non-supportive home environments. This may lead to vulnerability to antisocial influences or complete academic abandonment. The uncertainty surrounding resumption dates often creates anxiety and frustration among both students and parents. Given this complex and pressing situation, this study aims to critically investigate the underlying causes and far-reaching effects of labour unrest in Nigeria’s higher education sector, focusing specifically on ASUU strikes from 2013 to 2023. 1.3 Objective of the study Generally, the study examines the Causes and Consequences of Labour Unrest in Tertiary Educational Institutions: A Case Study of ASUU Strikes from 2013 to 2023. the specific objectives is as follows i.To identify the causes of  labour unrest in educational institutions ii.To determine the effect of labour unrest in educational institutions iii.To recommend strategies aimed at mitigating labour unrest in educational institutions 1.4 Research Questions The following questions have been prepared to guide the stuyd i.What are the causes of  labour unrest in educational institutions? ii.What is the effect of labour unrest in educational institutions? iii.What are the recommend strategies aimed at mitigating labour unrest in educational institutions? 1.5 Research Hypotheses H0: Labor unrest does not have a detrimental effect on the long-term reputation and operational stability of educational institutions. Ha: Labor unrest has a detrimental effect on the long-term reputation and operational stability of educational institutions. 1.6 Significance of the study The findings of this study will also encourage institution self-evaluation and reflection. Provide needed information to student consumers as well as helping inform universities and policy makers on areas needing improvement, and provide steps to take to improve the quality of the Nigerian university system. A crisisfree environment and improvement in the ranking of Nigerian universities may make higher education more attractive. 1.7 Scope of the study The study focuses on the Causes and Consequences of Labour Unrest in Tertiary Educational Institutions: A Case Study of ASUU Strikes from 2013 to 2023. Hence, the study will identify the causes of  labour unrest in educational institutions, determine the effect of labour unrest in educational institutions and recommend strategies aimed at mitigating labour unrest in educational institutions. Therefore, the study is delimited to Ladoke Akintola University of technology (LAUTECH) Ogbomosho,  Oyo State. 1.8 Limitation of the study Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. The significant constraint are:  Time: The researcher encountered time constraint as the researcher had to carry out this research along side other academic activities such as attending lectures and other educational activities required of her. Finance: The researcher incurred more financial expenses in carrying out this study such as typesetting, printing, sourcing for relevant materials, literature, or information and in the data collection process. Availability of Materials: The researcher encountered challenges in sourcing for literature in this study. The scarcity of literature on the subject due to the nature of the discourse was a limitation to this study. 1.9 Definition of terms Labor Unrest: Definition: Labor unrest refers to a state of dissatisfaction and agitation among employees, characterized by actions such as strikes, protests, and other forms of collective bargaining activities aimed at addressing grievances related to working conditions, compensation, job security, and other employment issues. Educational Institutions: Educational institutions are organizations that provide educational services, including schools, colleges, universities, and other establishments that offer formal instruction and training. Staff:  Staff encompasses all non-faculty employees in an educational institution, including administrative, technical, maintenance, and support personnel who contribute to the institution's operational functions. Job Security:  Job security refers to the likelihood that an employee will retain their job without the risk of becoming unemployed involuntarily. In educational institutions, job security issues can arise from budget cuts, reliance on temporary contracts, and changes in institutional policies. Compensation:  Compensation includes all forms of financial remuneration provided to employees for their work, including salaries, wages, bonuses, and benefits such as health insurance and retirement plans.  Disparities or inadequacies in compensation are a common cause of labor unrest in educational institutions. Working Conditions:  Working conditions refer to the environment in which employees perform their job duties, including physical, social, and psychological aspects such as workplace safety, workload, resources, and institutional support.