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Major Challenges in Higher Education in Nigeria and Ethiopia
Nigeria and Ethiopia are the two most populous countries in Africa. At the same time, both countries undergo processes of transformation, violence, instability, inflation, and both have to deal with very young population and demographic growth. This has an enormous impact on the educational sector at all levels, primary, secondary as well as tertiary.
Higher education plays a vital role in driving national development and fostering human capital. In Nigeria and Ethiopia, despite expansions in tertiary education systems, several critical challenges persist. These include security concerns, underfunding, political instability, and technological hurdles. This article explores these major challenges, dividing them into several categories: security and political instability, funding, market needs, digitalization, and regional disparities. The author collaborates with several universities in both countries and this article is the first “observation” of state of affairs in both countries. Each category, obviously, would require its own analysis.
1. Security and Political Instability
Both Nigeria and Ethiopia face significant security issues that directly disrupt higher education. In Nigeria, armed conflicts and terrorist activities, particularly in Northern regions, have led to attacks on schools, staff, and students. This insecurity limits access to education and affects the overall academic environment.[1] Moreover, several million children in Nigeria remain of the school system which poses a great threat to the future as people without education may more likely end up in criminal activities, banditry, etc. Similarly, Ethiopia’s higher education sector faces disruptions due to internal conflicts, particularly due to and after the War in Tigray leading either to the temporary closure of universities[2] or deterioration of conditions for smooth education. Security concerns also contribute to brain drain, as scholars seek opportunities in safer environments, reducing the availability of experienced faculty. These interruptions in education lead to significant learning losses and hinder the production of skilled graduates.
2. Underfunding and Resource Deficiencies
A major barrier to effective higher education in both countries is inadequate funding. According to the World Bank, in 2021 Nigeria was one of the lowest ranked countries when it comes to expenditure on education. Nigeria’s public universities have suffered from recurring strikes due to unpaid wages and poor infrastructure, reflecting chronic underinvestment.[3] The Nigerian government allocates limited resources to higher education, often leading to overcrowded lecture halls, inadequate research facilities, and a lack of practical equipment.
Similarly, Ethiopia’s rapid expansion of universities has stretched its financial resources thin, compromising quality.[4]While the number of higher education institutions has grown from two in the 1990s to over 50 by 2020, this expansion has not been matched by sufficient investment in infrastructure or teaching capacity.[5] The result is a shortage of qualified faculty and inadequate learning facilities.
Studies have noted that resource constraints lead to underdeveloped quality assurance mechanisms in both countries, which affects teaching outcomes and the employability of graduates.[6] Without adequate funding for research, libraries, and laboratories, universities struggle to produce competitive graduates equipped with relevant skills. At the universities that this author have visited so far, there exist libraries with basic literature for the main courses but usually there is a shortage of literature which students may use for their own intellectual enrichment.
3. Mismatch Between Curriculum and Market Needs
One of the core problems in both Nigeria and Ethiopia is in a number of cases the disconnect between higher education curricula and the labor market. In Nigeria, outdated programs and teaching methods fail to prepare students for real-world demands, leading to high graduate unemployment.[7] Similarly, in Ethiopia, the rush to expand university access has outpaced curriculum updates, resulting in students being trained in fields that lack market demand.[8]
Efforts to realign programs with market needs remain limited due to systemic inefficiencies, including poor stakeholder involvement and weak quality assurance systems. Policymakers in both countries have acknowledged the issue but face challenges in implementing reforms due to bureaucratic hurdles and resource limitations. Particularly in Ethiopia, there is also a significant resistance to innovation and change which can be also blamed on the lack of accountability and quality assurance mechanisms.
4. Technological Challenges and Digital Transformation
The adoption of technology in higher education offers opportunities to improve accessibility and quality. However, both countries face obstacles in this area. In Nigeria, efforts to implement e-learning platforms have been hindered by poor internet connectivity, inadequate ICT infrastructure, and frequent power outages.[9] Similarly, Ethiopia’s digital transformation has been slowed by limited internet access and resistance to change among academics and administrators.[10] Frequent power cuts complicate teaching, especially at smaller universities in rural areas.
These technological challenges became particularly evident during the COVID-19 pandemic, when universities struggled to transition to online learning. The inability to provide consistent digital education has exacerbated learning disparities, particularly for students from rural areas who have limited access to digital resources.
5. Equity Issues and Regional Disparities
Both Nigeria and Ethiopia face persistent equity issues in higher education, with gender and regional disparities limiting access for marginalized groups. In Ethiopia, students from rural areas and women encounter significant barriers, including restrictive cultural norms and economic challenges.[11] Nigerian universities face similar challenges, with students from lower socioeconomic backgrounds often struggling to afford tuition and living expenses.[12]
Despite policy measures aimed at improving female enrollment and rural access, systemic barriers persist. Addressing these disparities requires targeted interventions, such as scholarship programs, mentorship for female students, and infrastructure development in underserved regions.
6. Recommendations for Addressing Challenges
To overcome these challenges, Nigeria and Ethiopia can adopt several strategies which should include (1) Enhanced Funding (Governments must increase budgetary allocations to higher education, focusing on improving infrastructure, faculty training, and research output); (2) Curriculum Reforms (Universities should collaborate with industries to design programs that meet labor market demands); (3) Strengthened Digital Infrastructure (Investments in ICT infrastructure and digital literacy training for both students and faculty can enhance e-learning initiatives); (4) Equity Programs (Targeted programs that address gender and regional disparities are crucial for ensuring inclusive access to higher education); (5) International Partnerships (Collaborating with foreign institutions can help improve teaching standards and provide opportunities for capacity building).
Conclusion
Higher education in Nigeria and Ethiopia faces multifaceted challenges, including insecurity, underfunding, and technological barriers. However, with strategic reforms and investments, these issues can be addressed. As both nations seek to leverage education for socioeconomic development, ensuring equitable access, quality assurance, and industry-aligned curricula will be key to transforming their higher education sectors. Not finding solutions for making higher education sector more competitive, motivating, and inclusive in terms of opportunities, both most populous countries in Africa risk deterioration of social cohesion, more protests from the teachers and students alike, and especially in Nigeria a serious threat of the rise of criminality rates, cases of banditry and general dissatisfaction with the state institutions which is already quite significant.
[1] Ogunode, Niyi Jacob, and Abubakar Musa. "Higher education in Nigeria: Challenges and the ways forward." Electronic Research Journal of Behavioural Sciences 3 (2020).
[2] Gebremeskel, T. (2022). The effects of internal conflict on Ethiopia’s universities: A case study. African Journal of Education Research, 5(2), 112-127.
[3] Okojie, J. A. (2018). Higher education in Nigeria: The journey so far. Nigerian Journal of Educational Development, 10(4), 89-102.
[4] Semela, T. (2011). Expansion of higher education in Ethiopia: Opportunities, challenges, and implications. International Journal of Educational Development, 31(2), 100-108.
[5] Teferra, D. (2021). Higher Education Expansion in Ethiopia. Knowledge Cultures, 2(4), 110-132.
[6] Asiyai, R. I. (2013). Challenges of Quality in Higher Education in Nigeria. International Journal of Educational Planning & Administration, 3(2), 159-172.
[7] Ololube, N. P., Ubogu, A. E., & Egbezor, D. E. (2017). Challenges of Nigerian tertiary education in the 21st century. International Journal of Education Management, 11(6), 51-67.
[8] Teferra, D. (2021). Internationalization of higher education in Ethiopia: Opportunities and challenges. Higher Education Quarterly, 75(3), 403-423.
[9] Ololube, N. P., Ubogu, A. E., & Egbezor, D. E. (2017). Challenges of Nigerian tertiary education in the 21st century. International Journal of Education Management, 11(6), 51-67.
[10] Adamu, A. Y. (2024). Digitalization of Higher Education in Ethiopia. Journal of Comparative & International Higher Education, 16(2), 13-24. https://ojed.org/jcihe
[11] Molla, T., & Gale, T. (2015). Inequality in Ethiopian Higher Education: Reframing the Problem as Capability Deprivation. Discourse: Studies in the Cultural Politics of Education, 36(3), 383-397. https://doi.org/10.1080/01596306.2013.871447
[12] Mohamedbhai, Goolam. "Massification in higher education institutions in Africa: Causes, consequences and responses." International Journal of African Higher Education 1.1 (2014).
