Causes of Ethical Erosion in Nigerian Universities/LES CAUSES D'ÉROSION MORALE AUX UNIVERSITÉS NIGÉRIENNES
Bibliographic record
Abstract
Abstract: The contemporary feature of Nigerian university system is that of anarchy, chaos and acrimony. These can be seen in various vices such as sexual harassment, admission racketeering, exam malpractice as well as unhealthy rivalry in competition for various positions in the university system. The cause of which can be traced to lack of ethical behaviour. The genesis of this ethical erosion is to be unraveled by this paper in the proceeding paragraphs. Key words: Erosion; Nigerian Universities; Ethical Behaviour Resume: La caracteristique contemporaine du systeme universitaire nigerien est celle de l'anarchie, du chaos et de l'amertume. Ceux-ci peuvent etre vus dans divers vices tels que le harcelement sexuel, le racket d'admission, la malversation d'examen aussi bien que la rivalite malsaine en concurrence pour differentes positions dans le systeme universitaire. La cause dont peut etre trace au manque de comportement moral. La genese de cette erosion morale doit etre demelee par ce document dans les paragraphes de marche a suivre. Mots cles: Erosion; Universites nigeriennes; Comportement moral 1. INTRODUCTION There is no disputing the fact that the university system in Nigeria contemporarily is faced with the threat of unethical attributes. These attributes range from examination malpractice, sexual harassment/sexually transmitted marks, cultism, militant unionism among others. These phenomena emanate as a result of conflicts over norms or even as a result of absence of norms entirely. In other words, there is a serious crisis of values in Nigerian university system. In this type of situation, virtually every cherished principle and ideal of university life has been tremendously eroded. Even general norms that guide peaceful human existence are to a large extent absent in the university system in Nigeria. Evidence of this can be seen in the high rate of admission racketeering scandals, bribery and graft, victimization, sexual harassment of female students, the proliferation of male and female cult gangs, persistent incidents of rape, female prostitution, murder, intimidation of lecturers by students, rumor mongering, examination malpractices and other anti-social activities(Salami,1999:59). Based on this backdrop, this paper intends to trace the cause(s) of value crisis in Nigerian university system. In doing this, the paper tries to situate the phenomenon on two rungs; historical origin of university system and government policy in the country. Discussion on these factors is carried out after the conceptual framework. 2. CONCEPTUALIZATION A University is often seen as the environment or place for teaching, research and developing people. It is an avenue created for the development of the mind, the individual person, the provision of quality human capital and the development of the society. As the apex of the educational system worldwide, the main aim and objectives of universities over time have been to teach, conduct research and render public service, publish standard textbooks, storage of knowledge, certification of graduates and make enlightened commentaries on topical issues. In Nigeria, the university system is one of the three categories that education system is structured namely; primary, post-primary (secondary), post-secondary (tertiary). The tertiary section is also divided into three; Colleges of Education, Polytechnic including monotechnic and University. In categorizing Universities in Nigeria, two methods could be adopted; proprietorship and programme. Using the former gives the federal, state, military and private Universities, while the latter gives conventional, agriculture and technology universities. Presently, there are 29 federal, 30 state, 1 military and 33 private conventional universities. This gives a total of 92 universities in the country (NUC, 201 1). Unequivocally, university system in Nigeria has become a big industry from one University College at Ibadan in 1948 to 5 in 1962 and 92 in 2011. …
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.006 | 0.004 |
| Scholarly communication | 0.005 | 0.001 |
| Open science | 0.000 | 0.003 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.006 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".