AN INVESTIGATION INTO THE CAUSES AND IMPACT OF LABOUR UNREST IN EDUCATIONAL INSTITUTIONS: AN ANALYSIS OF ASUU STRIKES FROM 2013 TO 2023

CHAPTER ONE INTRODUCTION 1.1 Background of the Study Undeniably, university education plays a transformative role in developing human capital. It is widely recognized as a key driver in building a resilient and thriving economy (Akindele, Oginni, & Omoyele, 2022). According to Oziengbe and Obhiosa (2015), a functional education system is fundamental to the socio-economic advancement of any nation. Moreover, the acquisition and application of knowledge are regarded as core factors that contribute to a country's economic growth, offering a competitive edge in the global marketplace. Ogu (2018) emphasizes that a nation’s literacy level significantly influences its social, political, economic, and cultural landscape. Similarly, Okebukola (2018) posits that higher education is essential for equipping a nation with the human capital needed to drive economic growth and catalyze rapid development. He further suggests that the broader the access to higher education, the more likely a society is to achieve substantial social and economic advancement. Universities, often seen as "ivory towers," are pivotal to the technical, political, and economic evolution of a country. Bamiro (2016) highlights that universities engage in scholarly pursuits that expand the frontiers of knowledge, leading to innovations and discoveries that help humanity better understand and navigate the world. These institutions not only educate and train qualified individuals but also play an active role in societal development and the collective well-being of humanity. Efeke (2021) supports this view, stating that universities are responsible for nurturing professional skills and promoting research and technological innovation—vital ingredients for national progress. Krishna (2016) also notes that the core mission of university education is to generate, disseminate, refine, and apply knowledge for the betterment of society at local, national, and global levels. This explains why governments around the world prioritize the establishment and funding of universities. In Nigeria, the roots of university education trace back to the 1943 Elliot Commission, which led to the establishment of the University College Ibadan (UCI) in 1948, affiliated with the University of London. With Nigeria’s independence in 1960 came an urgent need to train local professionals to replace colonial administrators. Based on the recommendations of the 1959 Ashby Commission, the Federal and State governments began setting up public universities to meet this demand. As of 2019, Nigeria boasts 174 universities—comprising 43 federally owned, 52 state-owned, and 79 privately owned institutions (NUC, 2019). This underscores the idea that university education serves as the bedrock of national development (Anyim, 2022). Obasanjo (2016) also affirms that a nation's level of development is closely linked to its educational achievements. Numerous studies confirm that universities are critical in producing skilled manpower and knowledge essential for technological advancement and economic growth. Additionally, universities are widely respected institutions. Arikewuyo (2008), citing Clarke and Edwards (2019), asserts that since their medieval origins, universities have preserved the cultural heritage of societies and continue to contribute to social progress by fostering critical thinking and understanding of human roles in the natural world. They also act as moral guides and critics in areas where their expertise can foster improvement. In recent decades, industrial strike actions have become a global phenomenon, affecting countries such as Canada, China, South Africa, Ghana, Nigeria, Zimbabwe, and Kenya. Olusegun (2015) describes strike actions as widespread, with university systems in Ghana, South Africa, and Nigeria particularly affected by recurring disruptions instigated by staff and students alike. Strikes are typically a form of protest through which workers express dissatisfaction with their working conditions, aiming to achieve specific objectives. Matudi et al. (2015) explain that strikes are often the last resort in resolving stalled negotiations between trade unions and management. In Nigeria, the rising frequency of strikes, particularly in the education sector, has become alarming. The educational sector appears to be the most impacted compared to other sectors. Various staff unions, including the Academic Staff Union of Universities (ASUU), have frequently embarked on strikes, disrupting academic calendars and causing anxiety among stakeholders. Some major ASUU strikes include: 1999 (5 months), 2001 (3 months), 2002 (2 weeks), 2003/2004 (6 months), 2005 and 2006 (3 days each), 2007 (3 months), 2008 (1 week), 2009 (4 months), 2010 and 2013 (over 5 months each), 2011/2012 (3 months), 2017 (3 weeks), Other notable strikes include those by ASUP (2018–2019) and COEASU (2014, 2018). These continuous disruptions have had severe consequences on Nigeria’s educational system, leading to academic delays and emotional distress among students, parents, and educators. In some extreme cases, union leaders have been attacked, leading to serious injuries or even death due to prolonged unrest. These incidents have deeply affected the educational structure in the country, highlighting the urgent need for government intervention. Consequently, this study aims to explore the underlying causes and consequences of industrial disputes in Nigeria’s educational institutions, focusing on ASUU strikes from 2013 to 2023. 1.2 Statement of the Problem An assessment of Nigeria’s university system reveals persistent disputes that often result in industrial actions, primarily involving staff unions and the government. For over thirty years, there has been ongoing friction between ASUU and the Federal Government due to the government’s consistent failure to honor previously agreed-upon terms. One major cause of this conflict is the irregular and inadequate payment of salaries. Often, university lecturers receive incomplete or delayed payments, which has bred frustration. Amadi and Urho (2015) argue that discrepancies in salaries between university staff and workers in other sectors, as well as unequal pay structures between ASUU and other unions like NASU, have significantly fueled discontent. Another issue is the poor condition of service. University staff are often denied benefits that their counterparts in other sectors enjoy. For instance, professionals in healthcare receive hazard allowances for their job risks, a benefit rarely extended to lecturers despite the comparable demands and risks of teaching. Amadi and Urho (2015) describe service conditions as including work environment, work hours, fringe benefits (such as pensions, meal subsidies, and sick pay), and due process in disciplinary actions. When university staff feel unfairly treated—such as when colleagues are dismissed without justification—calls for redress, if ignored, can lead to strikes. Non-compliance with agreements is another recurring issue. Even after successfully negotiating terms, the Federal Government has a history of reneging on its promises. For instance, the 2001 agreement on adequate funding was ignored, prompting ASUU’s 2002 strike. Similarly, the strikes in 2009, 2013, and 2017 were triggered by the government’s failure to implement previous agreements and MoUs. The problem is further compounded by the chronic underfunding of the education sector. Although the United Nations recommends allocating 26% of the national budget to education, Nigeria consistently falls short. As a result, universities suffer from poor infrastructure, unpaid staff, inadequate resources, and deteriorating facilities. Amadi and Urho (2015) note that the education sector receives less funding than others, such as the electoral commission, and mismanagement of funds only worsens the crisis. This has led to poorly equipped institutions, underqualified graduates, low research output, and widespread inefficiency in teaching and learning. Despite the numerical growth in institutions, public universities still fall below expected standards. ASUU (2015) observes that Nigeria’s higher education system continues to face numerous challenges, including lack of autonomy, poor infrastructure, and academic instability. Egbokhare (2016) also reports that the current state of Nigerian public universities results in poorly trained graduates who struggle to meet job market requirements. Akinnaso (2017) asserts that these institutional challenges prevent universities from achieving their core objectives. Repeated industrial actions, often driven by ASUU’s efforts to correct systemic flaws, have undermined the integrity of Nigeria’s higher education system. Furthermore, prolonged school closures often lead students to disengage from academic work. Many home environments do not provide the structure or motivation required for academic success, making students vulnerable to negative influences. The uncertainty and delays in academic calendars also create frustration for both students and their families, exacerbating the crisis. Against this backdrop, this study investigates the causes and consequences of labour unrest in Nigerian educational institutions, focusing on ASUU strike actions from 2013 to 2023. 1.3 Objectives of the Study The main objective of this research is to examine the causes and effects of labour unrest in educational institutions, specifically analyzing ASUU strikes between 2013 and 2023. The specific objectives are to: i.Identify the causes of labour unrest in educational institutions; ii.Determine the effects of such unrest on the education sector; iii.Recommend actionable strategies to mitigate labour unrest in educational institutions. 1.4 Research Questions The following research questions have been developed to guide this study: i.What are the underlying causes of labour unrest in educational institutions? ii.What impact does labour unrest have on educational institutions? iii.What strategic recommendations can be made to reduce or prevent labour unrest in educational institutions? 1.5 Significance of the Study The results of this research will promote institutional self-assessment and critical reflection. It will also provide essential insights to student stakeholders while helping universities and policymakers identify areas that require attention and improvement. By addressing these concerns, the study aims to contribute to a more stable academic environment and potentially enhance the global standing of Nigerian universities, making higher education more appealing both locally and internationally. 1.6 Scope of the Study This research centers on identifying the causes and consequences of labour unrest within educational institutions, specifically focusing on Academic Staff Union of Universities (ASUU) strikes from 2013 to 2023. The study aims to explore the reasons behind these strikes, evaluate their effects, and propose viable solutions to minimize future occurrences. The geographical scope of the study is limited to Ladoke Akintola University of Technology (LAUTECH), located in Ogbomosho, Oyo State. 1.7 Limitations of the Study As with any research endeavor, this study encountered certain challenges. Key limitations include: Time Constraint: The researcher had to balance the demands of conducting this study with academic responsibilities such as attending lectures and fulfilling other course requirements. Financial Constraint: Undertaking this study required financial outlays for various activities including printing, typesetting, accessing relevant materials, and collecting data. Limited Availability of Materials: Accessing adequate literature on this specific topic proved challenging. The limited availability of existing research materials due to the relatively niche nature of the subject posed a constraint on the study. 1.8 Definition of Terms Labour Unrest: This refers to a situation marked by dissatisfaction and agitation among workers, typically involving actions like strikes, protests, and other collective efforts aimed at resolving issues related to working conditions, salaries, job security, and other employment-related concerns. Educational Institutions: These are establishments that offer formal education and training, such as schools, colleges, and universities. Staff: This term includes all non-academic personnel in educational institutions—such as administrative, technical, maintenance, and support staff—who play key roles in daily operations. Job Security: Job security denotes an employee’s assurance of continued employment without the fear of sudden dismissal. In educational institutions, concerns over job security can stem from budget reductions, reliance on temporary contracts, or shifting institutional policies. Compensation: This encompasses all financial rewards given to employees in return for their services, including wages, salaries, bonuses, and benefits like healthcare and pensions. Inadequate or unequal compensation often contributes to labour unrest. Working Conditions: These refer to the environment in which employees perform their duties, covering physical, emotional, and institutional aspects such as workplace safety, workload, available resources, and management support.