AN INVESTIGATION INTO THE SIGNIFICANCE OF ASUU SINCE ITS ESTABLISHMENT IN NIGERIA

CHAPTER ONE INTRODUCTION 1.1 Background of the Study The origins of higher education in Nigeria are deeply rooted in the country’s colonial history under British rule. The process began with E.R.J. Hussey, who initiated the introduction of formal higher education. As noted by Fafunwa and Aisiku (2021), Hussey, in 1930, proposed to the Legislative Council the establishment of an educational system termed "vocational training" aimed at producing qualified assistants in fields such as medicine, engineering, and teaching for higher middle schools. This proposal sought to develop a framework that would train skilled assistants in these areas. Subsequently, in 1932, the first institution of higher learning—the Higher College—was established in Yaba, Lagos, admitting its first cohort that same year. Admission and graduation criteria were stringent, with most students admitted coming from Government Colleges located in Ibadan and Umuahia (Onyeonoru, 2020). In 1943, the Colonial Office set up the Commission on Higher Education in West Africa, chaired by Rt. Hon. Walter Eliot, tasked with assessing the organization and facilities of existing higher education centers in British West Africa and making recommendations for future college development. This commission was largely prompted by the unsatisfactory progress of higher education in Nigeria and the wider region. The National Association of University Teachers (NAUT) eventually evolved into what is today known as the Academic Staff Union of Universities (ASUU). NAUT was established in 1965 as a trade union to advocate for the collective interests of university lecturers (Yaqub, 2017). Initially, NAUT functioned as a liberal organization focusing primarily on the welfare of its members, with limited engagement in broader activism. The union’s leadership and membership largely accepted internal limitations, as illustrated by the annual meeting frequency and the unusually long 11-year presidency of its first leader (Yaqub, 2017). During this period, academic life was relatively stable, allowing the union and its members to operate smoothly with minimal leadership changes. However, the fragile structure of NAUT was exposed in 1973 when the union launched its first industrial action to demand better pay and improved working conditions (Ojo, 2019). This strike was suppressed by the Gowon administration through threats of dismissal and eviction of lecturers from university housing, and the union remained largely inactive until the formation of ASUU in 1978. The initial broad objectives of ASUU encompassed not only trade union matters but also active participation of its members in university and national affairs, as stated in its constitution (Yaqub, 2017). This involvement in socio-economic and political issues partly explains why ASUU has often been engaged in wider national debates. The union’s creation was a response to changing circumstances, marking a shift from the earlier limited scope of NAUT. This study, therefore, aims to examine the relevance of ASUU since its inception in Nigeria. 1.2 Statement of the Problem One of ASUU’s major longstanding grievances has been the continuous decline in funding and the deterioration of facilities within Nigerian universities. This situation stems from various factors including neo-liberal government policies, authoritarian leadership, poor conditions of service for staff, irrational admission policies, and a significant brain drain due to the loss of academic personnel, as well as unlawful dismissals of lecturers at universities such as Lagos (1980), Ibadan (1990), and Ilorin (2001) (Oyeonoru, 2019). By the 1980s, Nigerian universities began to show clear signs of collapse, characterized by severe shortages in research and learning resources for both staff and students, decaying and often obsolete infrastructure, and a demotivated workforce. These problems have persisted into the present day affecting both academic and non-academic personnel. The situation worsened with intrusive interference in university governance by successive military regimes, who often handled university affairs with authoritarian approaches and without regard to existing institutional laws and frameworks (Tamuno, 2018; Ojo, 2019; Onyeonoru, 2019). These challenges have led ASUU to organize a series of nationwide strikes in the years 1973, 1983, 1992, 1994, 1996, 1998, 2001, 2003, and 2009, aimed at addressing these issues. Hence, this study seeks to evaluate the relevance of ASUU since its establishment in Nigeria. 1.3 Objective of the study The broad objective of the study is to investigate an investigation into the significance of asuu since its establishment in Nigeria. The specific objectives is as follows: i.To investigate the history and Development of University Education in Nigeria. ii.To discuss the functions of ASUU as it concerns the affairs of the university system. iii.To find out the steps taken by ASUU to address the problems of salary, autonomy and funding of Nigerian Universities. iv.To analyse the success of ASUU over the years. 1.4 Research Questions The following questions have been prepared for the study i.What is the history and Development of University Education in Nigeria? ii.What are the functions of ASUU as it concerns the affairs of the university system? iii.What are the steps taken by ASUU to address the problems of salary, autonomy and funding of Nigerian Universities? iv.What are the success of ASUU over the years? 1.5 Significance of the study The study is significant to the Nigerian government as it will as it will be exposed to the challenges the academic staff union of university face in the course of discharging their duties, which also leads to incessant strikes in the country. The study will be significant to the academic community as it will contribute to the existing literature. 1.6 Scope of the study The study will investigate the history and Development of University Education in Nigeria. The study will also discuss the functions of ASUU as it concerns the affairs of the university system. The study will further find out the steps taken by ASUU to address the problems of salary, autonomy and funding of Nigerian Universities. Lastly, the study will analyse the success of ASUU over the years. 1.7 Organization of the study The study consisted of five chapters. Chapter one comprised background of the and a general introduction to the work. It included statement of problem of the study, highlighted the objectives of the study, the scope within which the research was conducted is also highlighted. An outline of how the work is organized is also detailed in the chapter one. The chapter two of the study reviewed history and Development of University Education in Nigeria and discuss the functions of ASUU as it concerns the affairs of the university system. The chapter three find out the steps taken by ASUU to address the problems of salary, autonomy and funding of Nigerian Universities. Chapter four analyse the success of ASUU over the years and the chapter five is a summary of the major findings with recommendations and conclusion to the study.