Cleansing the Augean stable,circa CE(4) Higher education and a different kind of corruption, a different order of corruptibiloit
Cleansing
the Augean stables, Nigeria, circa 2016 CE (4) Higher education and a
different kind of corruption, a different order of corruptibility
A
mind is a terrible thing to waste. Famous United Negro College Fund
slogan
Compared with Law, Politics
and Governance and Religion, the other institutional locations of epic
corruption that I have either been exploring or will explore in this
series, Higher Education (HE) presents us with a relatively much
“cleaner” profile than the perceptible “norms” of corruption in Nigeria.
Dear reader, please do not get me wrong, for I am neither saying that
corruption is rare in our universities and polytechnics, nor am I
arguing that lecturers and professors are more honest than lawyers,
judges, politicians and our fraternity of jet-set evangelists of wealth
and opulence. Nothing could be further from the truth and I would be the
first to admit that there are aspects of corruption in higher education
in Nigeria that are pretty close to the scale of the corruption that we
more commonly associate with the mega-looters now facing the music in
the law courts on account of Buhari’s war on corruption. If this is the
case, what exactly do I have in mind in pressing this claim that higher
education has a relatively “cleaner” profile than what we see in many
other institutions in Nigeria?
Well, the exceptionalism
that I associate with higher education with regard to corruption has two
very specific and, as a matter of fact, quite ordinary or banal
features. Here they are. Firstly, compared with Law, Politics and
Religion, there’s not much money to loot and plunder in our higher
institutions, since in fact, universities in Nigeria are typically
greatly underfunded. Secondly, historically speaking, mega-scale
corruption is a very new, a very recent phenomenon in our tertiary
educational institutions. Indeed, in comparison with the outsize,
super-scale corruption that has been in existence in politics and
governance and in the Bar and the Bench in the Judiciary for a long time
now, mega-corruption in higher education in Nigeria is a late arrival.
Thus, what we confront here is a different kind of corruption, indeed a different order of corruptibility.
This is the central idea in this week’s contribution to the present,
ongoing series. Permit me to briefly explain what it means as the idea
is crucial for enabling us to see how, on the one hand, corruption in
higher education is like what we see in other institutions in our
country while, on the other hand, it is different and in certain
respects, much bigger and more alarming than corruption among lawyers,
judges, public officeholders, politicians and evangelists of “holy”
greed and graft.
Though “corruption” and
“corruptibility” are both nouns, they are very different orders of
nouns. “Corruption” implies a thing that is in society and the world as a
completed or consummated act; “corruptibility” on the other hand,
implies a thing that exists in nature, society and the world as a
never-ending process or possibility. To give a rather dramatic
illustration of the difference between the two terms, think of the
following proposition, dear reader: “corruption” is a thing, an act for
which one is liable for arrest and prosecution, but no one has ever been
arrested or will ever be arrested and prosecuted for causing or
effecting “corruptibility”. Presented in this way, it seems that the
difference between the two terms is marked by a chasm, but this is
actually not the case and therein lies the challenge that corruption in
higher education in Nigeria poses to us. I will now give an illustration
that should considerably clarify what I am arguing here.
Perhaps the single most
outrageous manifestation of corruption in higher education in our
country is the fact that though everyone knows that our tertiary
educational institutions are grossly under-funded, cases of big and
unconscionable looting and mismanagement of budgeted or allocated funds
are becoming more and more common. Right now, as of this very moment,
there are several high-profile cases being investigated by the
anti-graft agencies, the EFCC and the ICPC. Indeed, it is common
knowledge in our universities, polytechnics and colleges of education
that to be appointed as Chairman of Council, Vice Chancellor or Rector
is to be given a once-in-a-lifetime opportunity to get very rich.
Of course, there are
exceptions to the rule, the norm, but the degree to which people within
and outside our higher educational institutions struggle to get
appointed to these positions is universally and correctly regarded as an
indication of the state of things, the depth of corruption in higher
education in the country. So common, so systemic has this pattern become
that it now operates as a sort of a recurring cycle: when a new
Pro-Chancellor, Vice Chancellor or Rector is appointed, a new team
arrives on the scene to make the most of the cash cow that is an
institution’s meager budgeted or allocated funds. This is the most
familiar or notorious face of corruption in our higher institutions and
it is very recognizably “Nigerian”. What is perhaps a little un-Nigerian
about it is the fact that, thanks to the unions and professional
associations in our universities, it attracts more whistle blowers and
more opposition than in the other institutions in the country’s public
or corporate existence. If this is the essential face of “corruption” in
our higher educational institutions, what about the face or faces of
“corruptibility”? Prepare yourself for a confounding and simultaneously
“national” and “universal” tale, dear reader!
A university, a
polytechnic is not a primary school or a high school; it is a place of
higher education. As a matter of fact, for most of its more than a
thousand years’ history, the university as we know it has been a place
where learning was severely restricted to a very tiny proportion of the
population, far above those whose education would never go beyond, at
first, primary schools and later, secondary schools. Indeed, for more
than the first 800 years of the evolution of the medieval and modern
university, most of the populations of the countries of the world did
not have education beyond primary school, not to talk of university. The
idea that as many people in a national population who desire to have
university education should have it is a post-Second World War social
and cultural development. This is the “universal” dimension of this tale
and the United States and India are two of its greatest national
exemplars. In the last three quarters of a century, each has set up
universities as briskly as primary schools are set up. However,
fortunately for these two countries, the older, more established
universities have been able to absorb the deleterious impact on quality
and value that this rapid expansion of the national tertiary educational
system has caused. The Nigerian “national” variation of this universal
tale presents us with a more tragic narrative, a narrative whose
immensely depressing theme is – corruptibility.
A state or a private university is set up with a declaration that the
intention is to make the newly founded institution a “world class”
university within a decade or even less: I have lost count of the number
of times that I have come across this phenomenon in reports and
profiles published in our newspapers and magazines. “World class”
universities need a long, long time and tremendous outlays of financial
investment to emerge from the “ornery” level of the vast majority of the
world’s universities most of which, for the most part, are content to
be functional, user-friendly places of instruction and learning rather
than self-important and elitist institutions. As a matter of fact, since
Nigerian universities currently rank very lowly not only in the world
at large but on the African continent, how could any newly founded
university in our country realistically aspire to be a “world class”
university? To this question, we can and indeed must add the
following question: wasn’t the extremely rapid expansion of the number
of universities one of the most crucial causes of the lowly ranking of
Nigerian universities in Africa and the world?These two preceding questions lead us right into the heart of the crisis of “corruptibility” in higher education in Nigeria in the last three decades. Let it be noted that “corruptibility” indicates not a completed and finished act of corruption but a process in which value and quality are gradually but inevitably diminished, often with incalculably destructive consequences. At the core of the phenomenon is not the populist or even egalitarian though non-meritocratic idea of more and more universities; rather, it is the practice of creating more and more universities with absolutely minimal human and financial capital investments in them, turning the great majority of them into no more than glorified high schools. The great swindle, the extremely unconscionable scam is to have convinced parents, students and apparently the whole country that “universities” without the most elementary facilities for higher learning are universities. Lest the point I am making here be missed or underappreciated, let me make it absolutely clear: any place at all will become a “university” in our country once such a place has been declared a university; parents will send their children to it; professors and lecturers from the older and more established universities will help to get it accredited and “teach” in it for negotiated remunerations; and it will produce both “graduates” with impressive-looking certificates and diplomas and “professors” who will in time circulate around and within the entire Nigerian university system.
A mind is a terrible thing
to waste, so goes the epigraph to this piece. It was and still is the
fund-raising slogan of the United Negro College Fund. Its historical
resonance goes all the way back to the early 20th century when many
advocates and champions of African American economic, social and
intellectual emancipation felt that higher learning was a critical arena
of struggle. Then and now, in the African diaspora as well as on the
African continent itself, higher learning remains a valid and crucial
arena of struggle for the expansion of the human and civil rights of our
peoples. But glorified high schools turned by declaration and swindle
into “universities” are the very antithesis of these rights. How do we
know this? Well, think of this fact, dear reader: Nigerian universities
are some of the most lowly and poorly ranked universities in Africa and
the world and yet Nigerians in the Diaspora in Europe and North America
consistently outperform most of the indigenes or citizens of other
African countries in higher learning institutions. And there is also
this fact: potential employers of the products of our tertiary
educational institutions constantly and perennially complain that our
graduates are so poorly educated and trained that they are
“unemployable”. Only glorified high schools proclaimed as “universities”
through swindle produce “unemployable” graduates!
Here is the ultimate and
profoundly confounding question that we face in this crisis of
“corruptibility” in higher learning in Nigeria at the present time: are
we really producing “unemployable” lawyers, engineers, doctors,
chemists, architects, agronomists, scientists, mathematicians,
journalists, teachers, etc., etc.? And are our universities producing
women and men with well above average in quality of mind and discernment
necessary for a modern democratic state that is built on justice,
equality and dignity for all? If your answer is no, please have the
arguments necessary to secure the truth of your opinion. If yes, what do
you think we can and ought to do about it? I shall be giving my own
response to this question at the end of this series next week.
Biodun
Jeyifo
bjeyifo@fas.harvard.edu
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