Greater Education as Service Trade Exporter In Nigeria

Although it’s recognized that Nigeria continues to be inside a procedure for transition regarding greater education to deal with the imbalances of history, it ought to be emphasized that Institutions of Greater Education in large continue to be underplaying the significance of greater education as commercialized commodity within the global world. This led to a minimal commercial greater education presence within the global world, a restricted capacity to draw in quality students from foreign countries along with a national oriented education approach. The school law which will soon be introduced in Nigeria to deal with the imbalances of history could have a negative aftereffect of institutions of greater education to experience a substantial role within the commercialized educational world. The suggested new law emphasized adherence towards the concepts of equitability, rectification and representativeness above competence within the appointment of teachers. This might undermine the caliber of education first of all, in schools and then in institutions of greater education in Nigeria.

This really is in sharp contrast with worldwide trends signaling the worldwide greater education marketplace is increasingly competitive as education competes as export and import commodity. Figures available indicate that greater education export represents typically around 6.6% of total student enrollments in 2000. This figure can continue to ‘t be matched b South African Institutions five years later. In countries like Europe, Australia and Austria these figures were above 11% in 2000 making these countries the greatest internationalized greater education countries on the planet. Similarly, educational services around australia, Nz and also the Usa correspondingly represent the 3rd, 4th and fifth largest service export sectors. This clearly provides evidence these countries realize the value of greater education to transfer intellectual capital and boost the economic competitiveness of nations.

Interventions needed

It is crucial that Institutions of Greater Education in Nigeria position themselves as nodes within an more and more seamless understanding base within the global world, which will have a greater interface using the understanding-driven global economy. Therefore, Institutions of greater education in Nigeria should given much more focus on integrate with influential worldwide institutions that will these to internationalize greater education.

Presently, internationalization of greater education in Nigeria happens more by incident instead of through completely planned and arranged approaches. If institutions of greater education in Nigeria plan to consider greater education like a commercial trade commodity, serious emphasis ought to be place upon:






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