AN INVESTIGATION INTO THE CAUSES AND EFFECT OF LABOUR UNREST IN EDUCATIONAL INSTITUTIONS A STUDY OF ASUU STRIKES BETWEEN 2013 TO 2023

CHAPTER ONE

INTRODUCTION

Background of the study

Undoubtedly, university education is the crucial and life-changing element in the development of human capital. It is widely regarded as essential for the development of a robust and sustainable economy (Akindele, Oginni and Omoyele, 2022). Oziengbe and Obhiosa (2015) contend that functional education plays a crucial role in the socioeconomic progress of a country. Furthermore, the collection and use of knowledge are considered a significant determinant in the economic growth of any country, resulting in a competitive advantage in the global economy. Ogu (2018) argues that the literacy of the population of any country is crucial for its social, political, economic, and cultural well-being. Okebukola (2018) expressed the view that higher education creates the essential human capital for actively enhancing the economy of countries and ensuring swift transformations. He argued that the more favourable the opportunities provided to the population for higher education, the wider the potential for swift social and economic progress. The undeniable advantage of universities as central institutions in the socio-economic, political, and technical progress of any country is the ivory tower effect. Bamiro (2016) argues that universities engage in academic activities that broaden the boundaries of knowledge and result in innovations, inventions, and discoveries, thereby achieving a persistent search of truth for a greater understanding of the world. Indeed, universities provide comprehensive education and impart knowledge to qualified students and scholars, and actively engage in societal activities that promote the collective well and prosperity of all humanity. According to Efeke (2021), universities have the duty of educating learners to build professional abilities and advanced skills via research and technical advancements, which contribute to the socio-economic, political, and technological progress of a country. Similarly, Krishna (2016) observed that the primary objective of university education is to produce, distribute, progress, and apply knowledge to benefit society at the local, national, and global scales. Indeed, governments worldwide prioritise the construction and financing of universities due to their crucial role in society. The inception of university education in Nigeria may be traced back to the Elliot Commission of 1943, which advocated for the founding of the University College Ibadan (UCI) in 1948. The University College Ibadan (UCI) was a constituent institution of the University of London. The need to educate competent personnel to replace the colonial expatriates intensified after Nigeria gained independence in 1960. Following the recommendations of the Ashby Commission of 1959, the Federal and State governments in Nigeria have begun constructing public institutions in response to perceived requirements. 6 Currently, Nigeria has a total of 174 universities, including 43 Federal government-owned institutions, 52 State government-owned institutions, and 79 private universities (NUC, 2019). Hence, university education may be seen as a foundation upon which the future progress of a country is built (Anyim, 2022). Indeed, Obasanjo (2016) expressed the view that a country's development is directly linked to its accomplishments in education. Such claims are not incorrect as existing research suggests that educational institutions have the responsibility of generating the competent workforce and the necessary knowledge for technological progress and economic development. Apart from that, universities elicit a great deal of respect and trust. Arikewuyo (2008) cites Clarke and Edwards (2019) who state that universities have been established from their mediaeval origins with the purpose of safeguarding the beneficial cultural legacy of society. They are dedicated to enhancing the overall welfare and progress of society by improving the capacity of their members to choose justifications and comprehend by investigating and attempting to elucidate the evolution and role of humanity as a component of the natural world. They also serve as mentors and critics in areas that can benefit from a university's knowledge and focused expertise. In contemporary times, strikes have become an indisputable reality on a global scale, particularly in nations like Canada, China, South Africa, Ghana, Nigeria, Zimbabwe, and Kenya. Olusegun (2015) asserts that strike action is considered a global phenomena because of its widespread occurrence across whole countries. Research indicates that the university education systems in Ghana, South Africa, and Nigeria are persistently disrupted by intermittent strikes initiated by both university staff and students. Occupational strike action is a prevalent method by which workers articulate their discontent with their working circumstances with the aim of attaining a desired outcome. The aforementioned strategies are valid methods used by workers to resolve deadlocks that arise during talks between trade unions and management (Matudi et al., 2015). This situation has garnered the attention of well-meaning Nigerians and stakeholders, since strike activities are progressively gaining respect in the educational sector of this nation. Observations indicate that the educational sector has had the most significant impact compared to all other sectors. A succession of strike actions has occurred in the educational sector of the country, particularly at higher institutions. Notable Academic Staff Union of Universities (ASUU) strikes include 1999 (Five months), 2001 (Three months), 2002 (Two weeks), 2003/2004 (Six months), 2005 (Three days), 2006 (Three days), 2007 (Three months), 2008 (One week ), 2009 (Four months), 2010 (Over Five months), 2011/2012 (Three months), 2013 (Over Five months), 2017 (Three weeks), the Academic Staff Union of Polytechnics (ASUP) embarked on strike in 2018 to 2019 and the Colleges of Education Academic Staff Union (COEASU) strike in 2014 and 2018 are recent incessant strike actions which have led to school disruption and stress among all concerned stakeholders .This typically results in a significant setback in the educational sector in Nigeria and raises concerns that need urgent response by the federal government. In several instances, union leaders have been subjected to assaults, resulting in severe injuries and even fatalities owing to the protracted duration of the attacks. The aforementioned phenomena have undeniably had adverse consequences and have also influenced educational initiatives in Nigeria.. Therefore, the researcher sought to investigate  the causes and effect of labour unrest in educational institutions a study of asuu strikes between 2013 to 2023.

Statement of the problem

An analysis of the Nigerian university system reveals frequent instances of disputes leading to strike activities, particularly between the several staff unions at public institutions and the government. For over three decades, the Academic Staff Union of Universities (ASUU) and the Federal Government of Nigeria have been in a state of industrial discord due to the deliberate failure of the Federal Government to fulfil the agreements made by both sides. Some prominent sources of dispute are: Deficient and irregular disbursement of salaries: University employees often get inadequate compensation, and sometimes the Government provides just partial remuneration to professors. Amadi and Urho (2015) argue that the differential compensation of university staff compared to their colleagues in other economic sectors, as well as the unequal pay structure between the Academic Staff Union of Universities (ASUU) and the Non-Academic Staff Union of Universities (NASU), have significantly contributed to their discontent. Inadequate Service Conditions: Teachers are not provided with supplementary incentives and working benefits comparable to those of their colleagues. For instance, individuals in the health and other industries are granted additional compensation for risks associated with their professions. However, this practice is rarely observed in the field of education, despite the existence of related risks in carrying out teaching responsibilities. Amadi and Urho (2015) define this condition of service or employment as encompassing elements such as working conditions (e.g., working environment, hours or work, overtime shift work, flexible working hours), fringe benefits (e.g., sick pay, subsidised meals, pension scheme, discounts on company products, company cars) and the implementation of fair judicial procedures. For example, university professors may request the prompt rehiring of their colleagues who have been unjustly terminated or penalised by the government while exercising their authority, and if this request is not met, it might lead to a strike. 9 Non-compliance with agreements: Typically, workers and employers successfully negotiate agreements, but in some instances, one side may choose to disregard the terms of the agreements. Since December 2002, ASUU has been on a complete strike due to the Federal Government's refusal to uphold the agreements entered into with ASUU in 2001 on adequate financing. The 2017 ASUU strike was a result of the Government's non-compliance with previously negotiated agreements and memoranda of understanding (MoU) established in 2009 and 2013. Inadequate allocation of resources to the education sector: In an attempt to enhance education in Nigeria, the United Nations has proposed allocating 26 percent of the nation's budget into the education sector. Observations indicate that the Government has consistently failed to fulfil these requirements, leading to inadequate funding, insufficient infrastructure supply, insufficient salary payments, and inadequate upkeep of existing facilities at many institutions. Strikes may occur if employees become dissatisfied with the inefficient work processes and inadequate compensation structure. The authors Amadi and Urho (2015) observed that the yearly allocation for education is relatively insufficient in comparison to the allocation for other sectors within the state. For instance, the allocation of funds for elections and the mismanagement of substantial sums of money may be attributed to the current inadequate teaching and learning infrastructure at our institutions and the production of low-quality graduates. Given the recurrent nature of the conflicts, it is crucial to use conflict management measures. The frequency of strike declarations by the academic staff union of universities seems to be quite high. The failure of the government and ASUU to reach a consensus results in a state of impasse in the educational sector of this country. Nevertheless, despite the significant increase in the numerical and functional capacities of Nigerian public institutions, their performance falls short of anticipated levels. Similarly, ASUU (2015) observed that Nigeria has been plagued by several problems in its university educational system. It is very evident that anybody who prioritise the welfare of the nation would concur that the sector requires a supernatural intervention. Furthermore, the university system is deficient in autonomy, academic freedom, facilities, and infrastructure to accommodate the large number of applications annually (Egbokhare, 2016). Undoubtedly, Nigerian public institutions are now plagued by inadequate teaching facilities, deterioration of amenities and infrastructure, resulting in the production of low-quality graduates, weak research output, and unqualified students who lack the necessary skills for the job market. The challenges inside the nation's institutions of higher education seem to hinder the achievement of the objectives for creating the universities (Akinnaso, 2017). The public universities in Nigeria include both Federal and State government-owned institutions. Critics argue that the repeated occurrence of industrial unrest, which ASUU exploits to address and rectify these irregularities in public universities, undermines the principles of academic excellence and portrays Nigerian public institutions as caricatures. Undoubtedly, prolonged or frequent absence of kids from school results in a total detachment from academic pursuits for the majority of them. One reason for this is because the circumstances at home may not be conducive to effective and demanding academic activity. The alternative is to redirect the focus of kids and render them vulnerable to malevolent forces. Due to the prolonged anticipation of school resumption, which is often far, both the pupils and their parents grow exasperated. Furthermore, they provide additional obstacles that must be resolved. It is against this backdrop that this study investigate the causes and effect of labour unrest in educational institutions a study of asuu strikes between 2013 to 2023.

1.3 Objective of the study

Generally, the study investigate the causes and effect of labour unrest in educational institutions a study of asuu strikes between 2013 to 2023. the specific objectives is as follows

To identify the causes of  labour unrest in educational institutions

To determine the effect of labour unrest in educational institutions

To recommend strategies aimed at mitigating labour unrest in educational institutions

1.4 Research Questions

The following questions have been prepared to guide the stuyd

What are the causes of  labour unrest in educational institutions?

What is the effect of labour unrest in educational institutions?

What are the recommend strategies aimed at mitigating labour unrest in educational institutions?

1.5 Significance of the study

The findings of this study will also encourage institution self-evaluation and reflection. Provide needed information to student consumers as well as helping inform universities and policy makers on areas needing improvement, and provide steps to take to improve the quality of the Nigerian university system. A crisisfree environment and improvement in the ranking of Nigerian universities may make higher education more attractive.

1.6 Scope of the study

The study focuses on the causes and effect of labour unrest in educational institutions a study of asuu strikes between 2013 to 2023. Hence, the study will identify the causes of  labour unrest in educational institutions, determine the effect of labour unrest in educational institutions and recommend strategies aimed at mitigating labour unrest in educational institutions. Therefore, the study is delimited to Ladoke Akintola University of technology (LAUTECH) Ogbomosho,  Oyo State.

1.7 Limitation of the study

Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. The significant constraint are: 

Time: The researcher encountered time constraint as the researcher had to carry out this research along side other academic activities such as attending lectures and other educational activities required of her.

Finance: The researcher incurred more financial expenses in carrying out this study such as typesetting, printing, sourcing for relevant materials, literature, or information and in the data collection process.

Availability of Materials: The researcher encountered challenges in sourcing for literature in this study. The scarcity of literature on the subject due to the nature of the discourse was a limitation to this study.

1.8 Definition of terms

Labor Unrest: Definition: Labor unrest refers to a state of dissatisfaction and agitation among employees, characterized by actions such as strikes, protests, and other forms of collective bargaining activities aimed at addressing grievances related to working conditions, compensation, job security, and other employment issues.

Educational Institutions: Educational institutions are organizations that provide educational services, including schools, colleges, universities, and other establishments that offer formal instruction and training.

Staff:  Staff encompasses all non-faculty employees in an educational institution, including administrative, technical, maintenance, and support personnel who contribute to the institution's operational functions.

Job Security:  Job security refers to the likelihood that an employee will retain their job without the risk of becoming unemployed involuntarily. In educational institutions, job security issues can arise from budget cuts, reliance on temporary contracts, and changes in institutional policies.

Compensation:  Compensation includes all forms of financial remuneration provided to employees for their work, including salaries, wages, bonuses, and benefits such as health insurance and retirement plans.  Disparities or inadequacies in compensation are a common cause of labor unrest in educational institutions.

Working Conditions:  Working conditions refer to the environment in which employees perform their job duties, including physical, social, and psychological aspects such as workplace safety, workload, resources, and institutional support. 

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