Nigeria is the largest student population in Tropical Africa. It ranks second on the continent (after Egypt) and first in sub-Saharan Africa1. Every second student in Tropical Africa is a Nigerian. The growth of the student body was facilitated by the development of the university education system. For half a century (1960 - 2007), the number of students grew from 6.5 thousand to 570 thousand people, almost 100 times ². Every 5 years, their number doubled. The average annual growth rate reached 10-20%. According to our forecasts, the number of students will grow to 600 thousand by the end of 2009.

In terms of social composition, more than half of the students come from the middle and upper strata of the population. Their parents work in the fields of agriculture, crafts, retail trade and rarely have even an average income. There are few women in the student body - just over one-third. The number of female students is growing slowly. They study mainly at the humanities faculties and, after completing them, work in auxiliary positions in the field of medicine, education, and industry.

Most of the young people in Nigeria study at the "first generation" universities established in the early 1960s. " Those who want to get a doctor's degree, as a rule, go to the University ^of Ibadan3, a lawyer-to the Universities of Lagos ⁴ and Awolowo ⁵, an engineer - to the University of Nigeria in Nsukka ⁶, in natural sciences - named after A. Bello"⁷. In 2007, 148 thousand people, or 37% of all students, were educated there.

The opportunity to get an education is affected by the geographical location of universities. Students are characterized by a high degree of territorial concentration. Currently, almost every State in Nigeria has its own university (with the exception of Jigawa State). On average, there are at least 20-25 students per thousand urban residents in the country.

Higher education in Nigeria is not able to meet the potential needs of applicants. Not everyone can be enrolled in the university. Less than 20% of the total number of applicants were able to start their studies. In 2007, only 42.5 thousand applicants were accepted to universities, with 93 thousand applicants.⁸ The limit on the number of students enrolled is caused by a lack of classrooms. The U. Government Yar'Adua is making every effort to improve the situation. Thus, in July 2008, the 90th University of Nigeria, the African University of Science and Technology, opened in Abuja, aiming to become a leading research and research center9.

The rate of career growth among young people is high. The prestige of higher education in Nigeria contributes to the pursuit of higher qualifications. The motives for entering the university are associated with business success and career. With the highest professional qualification, a young Nigerian gains not only a strong social position, but also a stable income, which a university graduate has several times the average earnings of a Nigerian without an education.

The diploma of a lawyer, economist, and political scientist provides an opportunity to obtain a managerial position in government structures. With the overall low salary level, becoming an official or an officer remains attractive. An excess of humanitarian specialists contributes to an increase in unemployment. However, this is hidden unemployment: lawyers, philosophers, philologists, and economists often spend a long time looking for a place that corresponds to their aspirations and ambitions.

The range of specialties aimed at training specialists for industry, agriculture and the service sector is expanding. The creation of national cinematography, television, and journalism required training of relevant specialists. The prospects of using the achievements of science and technology stimulated the training of personnel in the field of computer science, programming, nuclear physics, genetics and genetic engineering. There is a shortage of specialists in the field of design, advertising, logistics, and marketing.

After receiving a higher education diploma, students often continue their studies. As part of the research activities of universities, researchers and researchers are trained to obtain a master's or doctor's degree. In Nigeria, almost all universities have postgraduate departments. Exceptions are: Abubakar T. Balewa University, Ogun State University, Ondo State University. In 1970 - 2007, about 305 thousand people completed postgraduate studies. Postgraduates from public universities are taught free of charge; at a university managed by the state government and a private university, tuition is paid.

In such fields of knowledge as engineering, medicine, applied and natural sciences, in which the state is interested, the opportunity to receive a scholarship is quite high. Most students receive

scholarships from the State Scholarship Fund. Every year, the government allocates 3-5 thousand scholarships, students and entrepreneurs are supported. Industrial enterprises, large companies and banks in Nigeria provide financial assistance in the form of cash grants.

Currently, pilot programs are being introduced in the field of education in Nigeria, the practical focus of training is being strengthened, the curriculum is being expanded, effective teaching methods are being applied, the educational and scientific literature is being updated, and the participation of universities in applied research is being stimulated. In training agricultural professionals, some university programs encourage students to combine academic and research activities. For example, the Abeokuta Agricultural University cooperates with farmers. Students advise rural residents on agronomy and crop production.

Nigerians now have the opportunity to get a university degree without leaving their office or their own apartment. Thanks to the work of the Open University (Abuja), you can get a higher education in absentia. It trains businessmen, entrepreneurs, senior managers, and the military elite. About 20% of all enrolled Nigerian trainees took advantage of this opportunity.¹⁰ Created at the initiative of the World Bank on the basis of the O. Awolovo University in Ile-Ife, the African Virtual University trains specialists at the level of international standards. In parallel with the development of distance learning, the Nigerian Government has created conditions for the opening of private universities (most of them are religious in nature).

However, despite the measures taken, the quality of education received and the level of training of students and graduates leaves much to be desired. The efficiency of work (knowledge) of young specialists is rather low. For example, " a young doctor who was educated in Nigeria, O. Udoigwe, came to the United States and could not operate an ultrasound machine. ...He said he had heard of it, but didn't know what it looked like or how to use it. " ¹¹ At the annual Olympiad in Uganda12, students from ¹⁶ Nigerian universities show a decline in overall proficiency ¹³.

ETHNIC AND RELIGIOUS COMPOSITION

Students are ethnically diverse. Due to the different cultural traditions and historical destinies of the peoples of the North and South of Nigeria and the uneven development of the education system, ethnic groups are represented differently in universities. "Northern universities have lower admission requirements than western and southern universities. When submitting documents, an applicant from the south, without gaining the required number of points to the desired university, can easily be enrolled in a northern university. Students in the south (mainly Yoruba) find it easier to enroll in European and American universities due to their good English language skills. " ¹⁴ In the North, where the general population is predominantly Muslim, there is a tendency to study Arabic. The best graduates of secondary schools often go to study in Arab countries (Egypt, Morocco).

Relations between students within the university are also ethnic in nature. The expression of interpersonal interests in the student environment is especially clearly seen when analyzing the criteria for students ' choice of friends. Most of the students choose their fellow tribesmen, who come from the same or related ethnic group, as their friends. Among students, there is a tendency to consolidate on ethnic grounds, expressed in the desire to form tribal unions and fellowships (with requirements for granting privileges to representatives of their ethnic group or community) and in the intention to participate in student performances on an ethnic basis.

Young people who emigrated to Europe and the United States support their fellow tribesmen. Assistance consists mainly of sponsoring some research, supporting the most talented students, and providing grants. For example, the International Organization Ebira (Atlanta, CIIIA) provides a grant for training in the United States for young Nigerian historians and political scientists.¹⁵ In 2009, one of the conditions for receiving the grant was to write an essay on the topic "The impact of ethnic division on the life and fate of the Ebira people". There are quite a lot of such examples of support, but they do not have a significant impact on improving the quality of education in the country.

Students also organize and conduct many events within the framework of their ethnic groups (masquerades, cultural festivals). However, such events are mostly isolated in nature. At the University of Calabar, a famous parade of students after the last exam in their final year: "graduates" in masks, headdresses in the form of mythical animals pass through the main streets of the city, attracting attention in every possible way ¹⁶.

Currently, all federal and state-run universities in Nigeria are secular in nature. However, religion occupies a prominent place in most of them. Religious studies is studied in theological departments, departments of Islamic studies, theology, and the history of religions. The center of religious education is the University of Ilorin. The introduction of sharia law in northern states has sparked protests from Christians. As a result, "several thousand Christian graduates from Southern universities refused to be assigned to work in the northern states of the country."¹⁷

STUDENT MIGRATION

The process of modernization of education at the turn of the XX-XXI centuries affected Nigeria to the same extent as other States. The Bologna Process, which began in the 1990s in European countries, contributed to the unification of the higher education system, diplomas and academic degrees, and ensured the standardization of curricula. Unification allowed us to bring the education system closer I develop-

of developing countries to modern European and American standards. In Nigeria, this became relevant when Olesegun Obasanjo came to power in 1999.

The new wave of Africanization of education was characterized by the fact that the authorities acted rationally, pragmatically, thought out the strategy and tactics of reform, so they attracted specialists of the highest level. A new type of specialists turned out to be in demand: not just educated, but clearly knowing their business, having a goal and ambition. After several lost decades, the Nigerian elite has returned to the trajectory of dynamic development of the country with self-reliance.

However, migration flows of students, young scientists, and interns are becoming more and more significant. "Brain drain" external (emigration to more developed countries) and internal (transition to work in other areas of activity within the country) significantly reduce the socio-economic efficiency of the Nigerian education system. As part of the overall process of labor redistribution, it will have a long-term character. A survey conducted by UNESCO in Nigeria found that about 58% of graduates working in various sectors of the economy have changed their field of activity and specialization. The highest percentage of transfers was registered among those who received training in natural sciences (68%), engineering (70%), health and medicine (65%), and the lowest - in entrepreneurship and commerce (45%), law (30%). The largest outflow of specialists was observed from agriculture and industries related to professional and technical activities, the smallest-from the administrative and commercial spheres ¹⁸. The reasons for changing classes were the correspondence of work to personal abilities and better working conditions.

Internal "brain drain" causes perhaps less damage to the national economy than the emigration of specialists, since trained personnel continue to work in the country. However, it reduces the expected return on public funds spent on training specialists, leading to an excess of them in some areas of activity and a shortage in others.

Currently, the brain drain from Nigeria has reached critical proportions. The State is making attempts to limit it. The National Youth Service of Nigeria offers free travel to their home country and preferred employment opportunities to Nigerians who have already received an education in foreign universities.

With the rapid development of the global economy and globalization, many students are leaving Nigeria. In this trend, there are two areas: short-term travel outside of Nigeria for the purpose of professional development (for an internship), and long-term travel for the purpose of obtaining a job. Tens of thousands of undergraduate and graduate students are recipients of foreign programs from governments, charities, and private foundations. The British Embassy in Nigeria receives 30,000 study visa applications every month, of which only 10,000 are satisfied. England ranks third after the United States and France in terms of the number of Nigerians studying.

International mobility of students as a result of the process of internationalization of education is natural. The inherent ambition of students contributes to the fact that most young people are focused on European and American universities: "finishing school in the West" has become fashionable in Nigeria. A bachelor's degree is usually obtained at a Nigerian university, while a master's degree is obtained abroad. However, the level of training of graduates of only a few universities (Awolowo University, University of Nigeria in Nsukka, Benin and Ibadan) allows them to go to Europe and the United States to continue their studies.

The process of growing into the global scientific and educational community is facilitated by the absence of a language barrier. Most of the students who have a master's degree or are studying for a postgraduate degree are trained mainly in English-speaking countries. The official language of Nigeria is English, so Nigerians do not have to face language difficulties. In the country's education system, English has become the "Latin of the XXI century" ¹⁹.

Nigerians who have received a European education are more likely to find decent work (17% of the total number of young professionals in Nigeria is not employed). So, in the business life of London, Nigerian economists, financiers and securities specialists, brokers, senior managers occupy a worthy place. Nigerian historians, lawyers, sociologists, and medical professionals (surgeons, ophthalmologists, perinatologists, and dentists) are well-known in Europe.

STUDENT ASSOCIATIONS

Nigerian students are a dynamic group with their own economic and social interests. Through joint efforts, students protect their privileges, advocate for improving living conditions and the quality of the educational process. A significant position is occupied by student unions and associations. Among them is the National Association of Nigerian Students. Established 50 years ago, it unites more than 50 departments in universities, technical and pedagogical universities and colleges. Since 1960, the number of members of the association has grown to 100 thousand people.

There have been many student protests in Nigeria, not only against the shortcomings of the education system and the encroachment on "academic" university rights and freedoms, but also against the Government's policy of trampling on democratic rights (2006 at the University of Abuja and the University of Lagos, 2007 at the University of Calabar). The main reason for the presentations remains the students ' concern about the financial situation and the discrepancy between the expected social status and the opportunities for its implementation. Students are protesting against certain forms of clothing, dorm visiting hours, the quality of food, delayed payments, or reduced access to housing.-

There is a lack of scholarships, lack of amenities in dormitories, manipulation of university administration funds to ensure the life and study of students.

Often, students are seen in antisocial behavior - they become participants in crimes, distribute drugs, commit violence ²⁰. In 2000, 30 Nigerian students belonging to a criminal gang were arrested in a University of Nigeria dormitory for armed robbery. During their arrest, police found three guns in their possession. ²¹ In 2002, the University of Lagos expelled 206 students who committed murders and robberies. In the same year, 2002, students from the University of the Delta of Nigeria in the city of Abraka attacked the house of Vice-Chancellor O. Igun and took him hostage, protesting against power failures on the university campus. The spread of" secret cults"," campus cults "and the activities of" secret societies " in universities have an impact on student life. Their members disrupt exams, commit violence, and damage the university's property.

EMPLOYMENT PROSPECTS

After graduating from the university, students face a question about their employment prospects. They strive to earn a lot of money. Having an advantage over those who graduated from other educational institutions (polytechnics, colleges), university graduates expect a higher status and salary.

However, getting an education has not become a guarantee of employment for most Nigerians. Young graduates face the phenomenon of unemployment. In Nigeria, it is seen as a result of the advanced development of the education system in comparison with the development of the economy. With a sharp, spasmodic expansion of education, low economic growth and a limited number of jobs, unemployment gradually spread to graduates with a high level of education. The growth of the number of unemployed educated youth is the result of a rapid increase in the number of workers due to the "demographic explosion", on the one hand, and as a result of the general increase in literacy of the population that occurred during the years of independence, on the other hand. The average unemployment rate of university graduates among all central regions is 15% for men and 6.3% for women.

Women scientists and university teachers are experiencing serious difficulties when trying to find a job in their specialty. Agrotechnical developments, the forestry industry, the fishing industry, theoretical developments in the natural sciences, and technical design are considered "non-rural" activities. The disparity between university graduates and labor market needs continues to grow. The supply of universities is clearly outstripping the demand for qualified specialists.

* * *

Despite the fact that the Nigerian higher education system remains the most developed in Tropical Africa, there is still a need to improve and expand it.

The issues of poor funding, high prices for books and educational materials, the unavailability of many printed publications, and the lack of equipment necessary for training remain unresolved. To a large extent, the situation of students in the future will depend on educational policy, in particular on the state strategy in this area. The revision of the financing mechanism, investment, and use of resources will help bring the quality of education received by students to a new level.

¹ The Europa World of Learning. 2007. 57^th ed. L. and NY.: Routledge, 2007.

² Africa South of Sahara. L., 2007. P. 909. The Europe World Yearbook / Ed. J. Maher. Vol. II. United Kingdom: Routledge, 2005. P. 954.

³ was opened on 17 November 1948 at the initiative of the British authorities as Ibadan University College. In 1962, it received the status of a university and the right to award academic degrees.

⁴ The University of Lagos was established in 1962. It consists of 14 faculties. The number of teachers in 2007 was 969 people, students-39783 people.

⁵ Obafemi Awolowo University (Ile-Ife) was founded by the Federal Government in 1961 as the University of Ife. It received its present name in 1987 in honor of the Minister of Finance (1967 - 1972) O. Avolovo.

⁶ The University of Nigeria in Nsukka (Enugu State) was established in 1962. This is the first university opened on the initiative of the Nigerian authorities, operating on traditional African principles.

⁷ Personal archive of the author. Interview with Dr. Bashir Obasekola, President of the Society of Nigerian Compatriots in Russia. Moscow. 27.02.2008.

⁸ The International Yearbook and Statesmen's Who's Who. Leiden, Boston: Martinus Nijhoff Publishers, 2006. P. 1035.

⁹ http://aust-abuja.org/index

^{Saint P.} 10 Tertiary Distance Education and Technology in Sub-Saharan Africa. Trenton, N.J., 1999. P. 125.

^{Ette E.} 11 Paying Lip Service to the University System // Guardian. 24.07.2007. P. 3. (Ette Nazarene Ezekiel - Professor of Sociology at the University of Pennsylvania).

^{The 12th} Olympiad is held annually in Uganda by the telecommunications company "Zain". The prize is 50 thousand dollars for the winning university and 5 thousand dollars for the winning participant. Questions include knowledge of history, natural sciences, African culture, geography, literature, and music. Students from Kenya, Malawi, Tanzania, Uganda, Zambia, Sierra Leone and Ghana are taking part in the Olympiad.

^{Omoycle L.} 13 African Universities Compete For $50,000 // This Day. Lagos. 27.02.2008.

¹⁴ Personal archive of the author. Interview with Ike Okonta, a fellow of the Faculty of Political Science and International Relations at the University of Oxford. Oxford (UK). 06.10.2007.

¹⁵ http://www.ebiravonyainternational.org/

^{Offiong D.A.} 16 Secrets Cults in Nigerian Tertiary Institutions. Enugu, Nigeria: Fourth Dimension Publishing Co. Ltd, 2003. P. 49.

^Savateev 17 Islamic Civilizational Project in Tropical Africa-a response to the challenges of the West? / Sociocultural borderlands as a phenomenon of world and Russian transformations, Moscow, 2007.

¹⁸ Higher Education and the Labour Market in Nigeria: Expectations and Performance. Lagos, 2000. P. 58 - 65.

^{Altbach P.G.} 19 Globalization and University: Myths and Realities in the World of Inequality // Tertiary Education and Management. 2004. N LP. 39.

^{Federici S} 20. The New African Student Movement - in: African Visions. Literary Images, Political Change, and Social Struggle in Contemporary Africa L.: Hofstra University, 2000. P. 49 - 65.

^{Dike G.} 21 Nigeria Students Arrested for Armed Robbery // Daily Sun. Lagos. 14.09.2000.

Permanent link to this publication: