THE ROLE AND RELEVANCE OF THE ACADEMIC STAFF UNION OF UNIVERSITIES (ASUU) SINCE ITS INCEPTION IN NIGERIA

1.1 Background of the Study Across the globe, higher education has evolved into a critical driver of socio-economic development, innovation, and democratic governance. Universities are no longer seen merely as knowledge repositories but as strategic institutions shaping national destinies. Within this landscape, academic staff unions have emerged as vital actors in advocating for academic freedom, fair labor practices, and institutional accountability. From the American Association of University Professors (AAUP) in the United States to the University and College Union (UCU) in the United Kingdom, academic unions have historically played pivotal roles in defending the autonomy of the university and the dignity of its workforce. Their emergence is often rooted in systemic tensions between the managerial objectives of state policy and the intellectual ethos of academic communities. This global trend finds expression in Nigeria through the formation of the Academic Staff Union of Universities (ASUU), a body whose historical trajectory mirrors the struggles and resilience of public higher education in a developing context. Historically, The roots of higher education in Nigeria are deeply embedded in the nation’s colonial past under British rule. It was E.R.J. Hussey who initiated the process that led to the formal establishment of higher education. According to Fafunwa and Aisiku (2021), in 1930, Hussey proposed a motion in the Legislative Council for the creation of an educational system focused on "vocational training." This system aimed to produce competent assistants in fields such as medicine and engineering, as well as educators for the higher middle schools. This initiative marked a significant step toward formalizing post-secondary education in Nigeria. As a result of this proposal, the first institution of higher learning—referred to as the Higher College—was founded in 1932 at Yaba, Lagos. That same year, it welcomed its first set of students. The college had strict requirements for both admission and graduation, accepting only a small number of candidates, mostly from Government Colleges in Ibadan and Umuahia (Onyeonoru, 2020). In 1943, the Colonial Office responded to the slow pace of higher education development by appointing a Commission on Higher Education in West Africa. This commission, led by Rt. Hon. Walter Eliot, was tasked with two primary responsibilities: first, to evaluate the structure and resources of existing higher education centers in British West Africa, and second, to make recommendations for future development. The slow growth of higher education in the region, particularly Nigeria, played a key role in this decision. The academic community in Nigeria would later witness the formation of professional bodies to represent university staff. One such body was the National Association of University Teachers (NAUT), which eventually evolved into what is now known as the Academic Staff Union of Universities (ASUU). NAUT was founded in 1965 as a union dedicated to representing the collective interests of academic staff in Nigerian universities (Yaqub, 2017). NAUT was largely conservative in its operations and focused primarily on the welfare of its members. Leadership limitations and minimal engagement from members meant that the union met only once a year, reflecting a general perception that there was little reason for frequent agitation. As a result, the union’s first president served an unusually long term of eleven years (Yaqub, 2017). During this period, life in the academic community appeared relatively stable, which possibly explains the union's low turnover in leadership. However, the structural weaknesses of NAUT were brought into focus in 1973 when it attempted its first industrial action in pursuit of better wages and working conditions (Ojo, 2019). The military regime under General Gowon responded harshly by threatening to dismiss striking lecturers and evict them from university housing. Following this suppression, the union became dormant until its reconstitution in 1978 as ASUU. Unlike its predecessor, ASUU emerged with a broader and more progressive agenda that included both union-related and socio-political objectives. From the onset, the union’s constitution emphasized active participation in national and university matters. According to Yaqub (2017), this dual focus suggests that ASUU was—and continues to be—a product of the dynamic socio-political environment in which it operates. Therefore, this study aims to explore the relevance of ASUU since its inception and assess its contributions to the Nigerian educational system. 1.2 Statement of the Problem One of ASUU’s longstanding grievances has been the continuous decline in government funding and educational infrastructure. This deterioration is attributed to neo-liberal economic policies, autocratic leadership, poor service conditions, indiscriminate student admissions, academic staff shortages due to brain drain, and unjust dismissal of lecturers. Notable examples include the termination of staff appointments at the University of Lagos in 1980, University of Ibadan in 1990, and University of Ilorin in 2001 (Onyeonoru, 2019). By the 1980s, Nigerian universities began to exhibit clear signs of institutional decline. This included a severe lack of research and learning resources for both staff and students, dilapidated and outdated infrastructure, and an increasingly demotivated workforce—both academic and non-academic. These issues were further exacerbated by the military government's frequent interference in university affairs and its often authoritarian approach, which regularly disregarded established institutional frameworks (Tamuno, 2018; Ojo, 2019; Onyeonoru, 2019). These persistent challenges led ASUU to embark on a series of nationwide strikes in pursuit of improved conditions, with major industrial actions occurring in 1973, 1983, 1992, 1994, 1996, 1998, 2001, 2003, and 2009. Given this backdrop, this study seeks to assess the significance and ongoing relevance of ASUU in Nigeria’s higher education landscape since its formation. 1.3 Objective of the study The broad objective of the study is to evaluate the Role and Relevance of the Academic Staff Union of Universities (ASUU) Since Its Inception 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.