nigerian university libraries: what future?

Nigerian University Libraries: WhatFuture?I. E. AGUOLU*

ABSTRACT

The future of Nigerian university libraries is threatened bygross underfunding, inadequate collections and facilities. Theseworrysome problems which have bedevilled the libraries sincethe 1980s persist due to the continued low level of bookproduction, scarcity of foreign currency to import books andjournals, and the continued proliferation of universities despitethe economic recession in the country. The Nigerian federaland state governments, which are the sole financiers of the 38universities in the country, lack the financial resources to fundthem adequately. To prevent the collapse of the universities andtheir libraries, organizations such as the World Bank, oilcompanies, and banks, are being brought in to assist thegovernments. The federal government and its central co-ordinating body for the universities, the National UniversitiesCommission (NUC), are encouraging the universities to seekand achieve sustainability by prudent spending and vigorousdiversification of their revenue bases and investments in orderto survive. This article examines the issues involved.

©1996 Academic Press Limited

INTRODUCTION

The history of university library development in Nigeria dates back to pre-independence time when the University of Ibadan and its library wereestablished in 1948. Since independence in 1960, there has been anunrelenting upsurge in the establishment of educational institutions at alllevels: primary and secondary schools, teacher training colleges, poly-technics and universities. The immediate post-independence period of the1960s witnessed the establishment of five new federal universities atNsukka (1960), Zaria (1962), Ife (1962), Lagos (1962), and Benin (1970).

*Principal Librarian, Ramat Library, University of Maiduguri Nigeria.

Intl. Inform. & Libr. Rev. (1996), 28, 261–274

1057-2317/96/030261 + 14 $25.00/0 © 1996 Academic Press Limited

These five, together with the University of Ibadan, are described as firstgeneration universities (see Appendix).

Successive Nigerian governments have continued to invest strongly ineducation. In the 1970s seven new federal universities were founded at Jos,Calabar, Kano, Maiduguri, Sokoto, Ilorin and Port Harcourt: these arethe second generation universities. In the 1980s, seven more were built atBauchi, Makurdi, Owerri, Minna, Akure, Abeokuta, and Yola: these arethe third generation universities. Five other federal universities wereestablished between 1984 and 1992 at Kaduna, Abuja, Uyo, Awka, andUmuahia. In addition to these federal institutions, 13 state government-owned universities emerged between 1980 and 1992, bringing the currenttotal number to 38, with more than 220 000 enrolled students, comparedwith five universities with 2000 students in 1962, a phenomenal growth inthe university system.1

University libraries, being integral academic parts of the universities,generally emerged simultaneously with their parent institutions. Hence,there are as many university libraries as there are universities. Theproliferation of universities, despite the economic recession in the countrysince the 1980s, has increased the problems of the universities and theirlibraries so much that now their future seems uncertain. This study is aninvestigation of the future prospects of the university libraries.

METHODOLOGY

This study was conducted both by a review of publications and bypersonal observation of the university library scene over a period of twodecades. Most of the information was obtained from published documentssuch as university calendars, National Universities Commission (NUC)bulletins and newsletters, books, newspapers, and journal articles. Thepersonal observations of the author were collated from personal papers,work records and other information from the workplace.

Attention was focused on the libraries of the federal universities as theyare better funded and developed than their state government-ownedcounterparts, some of whose library collections are quite meagre.

FINDINGS

Various factors have contributed to the growth of universities and theirlibraries in Nigeria. The initial objective, when the first generation

1Njoku, P.C. (1992) Laudable achievement at 30. University System News. NUC Newsletter (SpecialEdition: NUC is 30) November, pp. 2–3.

262 I. E. AGUOLU

universities were established, was the rapid production of adequateindigenous manpower to run government ministries and social establish-ments and to propel the country into speedy economic growth anddevelopment. Later other factors came into play in university develop-ment namely:

(i) Nigeria’s mineral oil resources;(ii) continuous political instability and the stratification of the many

ethnic groups and large population (90 million) into more states ina quest to give everyone a “sense of belonging”;

(iii) the setting up of a central federal advisory body, the NationalUniversities Commission (NUC), to advise and monitor theactivities of universities.

These factors, among others such as ethnicity and the concept of“federal character”, may continue to affect the future of universities andtheir libraries for a long time. In Nigeria, ethnicity constitutes adevelopmental factor.2 Comprising over 250 ethnic groups politicallygrouped into 30 states, the Nigerian nation promotes national unity andloyalty by the application of the “federal character” principle or “quotasystem” in both government and social affairs. The application involvesthe basic political units of states but in practice goes beyond them toinclude other diversities such as ethnic groups which are considered in theallocation of government resources, jobs, industries, hospitals, roads,schools etc. The different ethnic groups strive to equal or excel oneanother in the attainment, from both state and federal governments, ofappointments to positions and the allocation of social and developmentalfacilities including colleges and universities.

Nigeria’s Mineral Oil ResourcesBefore and during the immediate post-independence period, Nigeria’seconomy was basically agricultural, sustainable and vibrant. It shifted toan oil economy in the 1970s when mineral oil, an internationally valuedenergy resource, was found in abundant reserves, and was exploited andexported so that the economy became very buoyant. It reached a peak inthe mid-1970s which are regarded nationally as the “oil boom era”. Thepetrol money was very useful: various infrastructures and social serviceswere developed with it, such as hospitals, highways, markets, sports stadiaand recreational facilities. Education was not left out. The government

2Nnoli, Okwudiba (1995) Ethnicity and development in Nigeria. Aldershot. Avebury.

NIGERIAN UNIVERSITY LIBRARIES 263

placed great emphasis on the improvement of education at all levels fromprimary school to university in order to reduce illiteracy and developmuch needed manpower for several sectors of the booming economy,including filling vital positions previously held by the British colonials.High level manpower was produced by the numerous polytechnics,universities and other tertiary institutions that were established. Theseinstitutions and their libraries were at that time well funded from themineral oil wealth and there was massive importation of books, journals,and library equipment since most of these were not produced locally.

The university libraries have long been recognized as the “hearts” oftheir universities.3 To fulfil their mission of supporting the educationalobjectives of their parent bodies which include teaching, learning,research and cultural development, the libraries had to develop andmaintain standard books, journals, and audio-visual collections andservices. During the “oil boom” era, the libraries flourished: they werebusy filling their shelves with learning materials in order to sustain themain academic disciplines established by their parent universities. Sincelocal production of these materials at a level appropriate to universityeducation was negligible, most of the items had to be imported fromabroad. The libraries imported about 90% of their entire stock. However,since there was a lot of money around from the oil earnings, there was noproblem in regular acquisition of needed materials, mostly from Europeand North America. Long lists of books, journals and audio-visualmaterials were prepared regularly and forwarded to overseas book dealerswho serviced the orders. In addition, several book-buying trips were madeabroad by library staff to consult with book suppliers and publishers;sometimes whole collections of books and back sets of journals werepurchased.

Today, the story is very different. University libraries have problemseven in maintaining core collections which represent their universities’curricula and activities because of lack of money and high inflation. Localproduction of university level books remains low; the libraries continue todepend on imports for 90% of their needs. Foreign currency has becomescarce as earnings from oil exports have dwindled and high inflationmakes imports very expensive in local currency. It was apparent by 1981that the Nigerian economy was declining due to an unexpected butcontinuous drop in the price of petroleum in the international market.During most of the 1980s, this trend remained unchanged and hascontinued into the 1990s. The Nigerian economy has continued to wane

3Line, Maurice (1968) The functions of the university library. In W.L. Saunders (Ed.) University andresearch library studies. Oxford. Pergamon Press. 1968.

264 I. E. AGUOLU

because of its over-dependence on oil, the price of which has remainedlow. Despite this problem with the economy, however, the country hascontinued to establish more universities to meet manpower, educationaland political demands. University libraries are, like many socialinstitutions, very expensive to run and maintain at a reasonable standardboth for collections, staff and services.

Nigerian universities have often complained to the federal and stategovernments, their principal sources of funds, that they receive lessfunding than was recommended by their governing councils. This stillresults in inadequate provisions for many departments including thelibraries. Of course it is characteristic of university libraries worldwide torequire more money than is allocated to them to meet their perceivedneeds.4 To contribute to the pursuit of knowledge, university libraries canspend limitless amounts of money on the acquisition of teaching materials,and the provision of services in support of the universities’ academic,research, social and cultural activities. For instance, during the moreaffluent years of the 1970s, federal university libraries, which were wellfunded from the petroleum money, still felt that they needed more money.Their complaint then concerned their inability to acquire all theadditional materials they wanted and to computerize most of theirprocesses and services.5

However, since the onset of the current recession, the governments havebeen giving the universities grants that are not commensurate with theirrapid growth in number, faculties, departments, staff, and students. Theresultant underfunding of the libraries has become perennial and mayremain so if the national economy does not improve significantly. Thestate university libraries have never been well funded or stocked, evenfrom their foundation, as many states are barely viable economically anddepend on the federal government allocation of funds to run ordinarystate affairs.6 However, why such states embarked on building universitiesis politically as controversial as the issue of state creation itself.

Continuous Division of Nigeria into More and More StatesIn Nigeria states creation has been perceived as a catalyst for nationaldevelopment. It is seen as an effective instrument for bringing governmentfacilities to the rural people who form about 70% of the population.

4Harvey, J.F. and Spyers, P. (1984) Austerity management in libraries. New Jersey. Scarecrow Press.1984.

5Aguolu, I.E. (1993) Developing university library collections in austere times: a case study of theUniversity of Maiduguri Library. Annals of Borno 10, 1993, 35–43.

6Falegan, S.B. (1995) Our unviable states 1. The Guardian (newspaper), Friday, November 3, 1995,p. 19.


Besides its developmental function, it is also seen as a political instrumentfor promoting the national aspiration of “Unity, Peace and Progress”.These values supercede economic considerations in some people’s viewand this is reflected in important matters like states creation andestablishment of new universities even in times of austerity.

Successive federal governments have yielded to public pressure andclamour for the creation of more and more states despite hard economictimes. The continuous agitation for more states originates from anxietyand fear felt by the different ethnic groups, of being dominated ormarginalized politically, by others. Hence, each group would like ageopolitical unit or state of its own, where it can be dominant. Brieflystated, Nigeria had two regions after the Amalgamation in 1914, of theformer Northern and Southern Protectorates into one country, Nigeria.Shortly afterwards, the Southern Region was divided into eastern andwestern regions, making three regions. In 1963, the Mid-western Regionwas carved out of the Western Region, making four regions, which weredivided into 12 states in 1967. This was increased to 19 states in 1976, to21 in 1987, and to 30 excluding the new Federal Capital Territory ofAbuja in 1991.7 The agitation for more states continues.

Similarly, the clamour for university education perceived as a gatewayto good jobs and entrance to the club of the educated elite class has notabated even in the face of economic hardships. As soon as a new state iscreated, political agitation and lobbying begin for federal governmentinstitutions to be located within it, be they secondary school, college,polytechnic or university. The demand for such “federal presence” or“federal character” consideration is manifest not only in the provision ofeducational facilities, but also in other spheres of activity such as thebuilding of roads and hospitals or appointments to governmentagencies.

Moreover, some states, especially among the so-called “educationallyadvantaged” Southern states, claim that they have more qualified peoplethan the federal universities in existence could absorb and use thatargument to justify opening a state university, often without dueconsideration of their economic viability. Thus the proliferation ofuniversities has continued, even in the face of economic recession, withshrinking job opportunities for graduates. The target seems to be fullaccess to university education at all costs and the costs are huge in termsof money, staff, and facilities such as classrooms, offices, laboratories, andlibraries. At the moment, all 38 universities (both federal and state

7Bello, Hakeen (1995) States creation: The sweet, the sour. The Sunday Times (newspaper) November5, 1995, pp. 7–8.

266 I. E. AGUOLU

government owned) suffer from gross underfunding and overcrowding.University student enrolment reached 220 000 in 1992 in facilities madefor probably not much more than 100 000. The inadequacies created bylack of money and their impact on poor library resources, staffing andother facilities cause frustrations at all levels and probably contributemuch to the frequent strikes by students and staff alike.

University libraries have not been isolated from the financial problemsof their parent bodies. For example some of the newer universities,especially the state government-owned ones, are located in temporarybuildings with poor prospect of definite library buildings under the presenteconomic climate. Such buildings are unsuitable for storage of qualitylibrary stock, assuming that money is available to get such stock, whichoften it is not. Many available library stocks are inadequate both in qualityand quantity. The number of titles and copies is generally not impressive,and a large proportion is out of date. This situation is not surprisingbecause standard university libraries cost lots of money to establish andmaintain. Ill-equipped universities and libraries are partly the direct resultof creating some of the institutions without adequate thought or planningfor their sustainability. Though a central body, the National UniversitiesCommission, can advise the federal and states governments on theestablishment of new universities, this advice is often not sought orheeded, due to the political nature of the establishment of universities inNigeria.8 Nevertheless, the NUC has contributed immensely to thedevelopment and continued survival of the universities in general, andtheir libraries in particular.

The National Universities Commission (NUC)The NUC has played a very important role in the growth of Nigerianuniversities and their libraries. Established in 1962 as a central co-ordinating and advisory body to the federal government on themanagement of universities, the NUC has over the years acquired morefunctions.9 It now sets up accreditation standards and guidelines foruniversities,10 disburses funds to them, as well as directs how the fundsshould be spent. Though NUC guidelines are applicable to all Nigerianuniversities, the commission is mainly concerned in matters of fundingwith the federal universities to which it gives quarterly subventions that it

8Abdulkadir, Idris (1988) Introduction in twenty five years of centralised university education inNigeria. Lagos, NUC, 1988.

9Chikezie, Patrick (1992) NUC is 30. University System News (Special Edition: NUC is 30). November1992, pp. 3–4.

10Abdulkadir, Idris (1992) This is the National Universities Commission. Abuja. NUC. 1992.


receives from the federal government. The state-owned universities arefinancially supported by the state governments.

NUC awareness of the value of adequate library collections andfacilities in university education is reflected in the special attention thelibraries receive from it. Its directives have always favoured libraries evenwhen the country’s economic woes have resulted in serious underfundingof the universities. The NUC recommends that a minimum of 5% of theuniversities’ recurrent budget be dedicated to the libraries.11 It alsorecommends an initial grant of 10% of the university budget for each newuniversity library. However, the NUC does not enforce compliance withthe recommendations, which some universities occasionally flout, givingtheir libraries substantially less money than even the budgeted amount.The libraries and other services complain; the universities themselvescomplain too; and say they are doing what they can. The truth is that theuniversities and their libraries are grossly underfunded and are currentlyin great financial distress. The monies they are given by the NUC are farbelow what they need to be adequately maintained. The problem persistsbecause of political, economic and also social instability contributed to orworsened by continued creation of states, worldwide economic recession,inflation, and proliferation of universities with stretching of availableresources beyond what government alone can bear.

The federal government, aware that these adverse conditions cannot beimmediately resolved, is presently seeking additional non-governmentalfinancial support for the universities and their libraries from national andinternational organisations such as banks, oil companies, universityalumni associations, foreign governments, and the World Bank.

Highly concerned about the inadequacies in several aspects ofuniversity service, the federal government and the NUC are makingstrenuous efforts to prevent collapse of the university system. A recentexample is the introduction of the 2% education tax by the federalgovernment, payable by industries as their contribution to the funding ofeducation in general, and universities in particular. Another example isthe 1989 agreement between the federal government and the World Bankfor an Adjustment Credit Facility of $120 million for the universities. Themajor objective of this World Bank Project (WBP) was to inject some newfunds, over a 3-year period, into the university system in order torehabilitate the universities by reviving quality teaching, learning, andresearch. The libraries, laboratories, staff development in needy areas,were specially identified as target beneficiaries in the university system.

11Nigeria. National Universities Commission (1977) Report of the Commission on UniversityFinances. Lagos. NUC. 1997.

268 I. E. AGUOLU

For the libraries, attention was to be paid to procurement of currentbooks, journals, equipment, and staff training.

The NUC was given the responsibility of implementing the project onbehalf of the federal government.12 State universities and the newerfederal universities which were outside the three generations of 20 federaluniversities, were not beneficiaries of the project (see Appendix). Projectfunds were allocated to the universities according to their ages with theolder ones getting more, as was the practice of the NUC.

The WBP had a 35-year maturity period at 0·75% interest per annum,and was to be drawn in three tranches commencing in July 1991.However there were many logistic and operational difficulties whichdelayed its commencement until July 1992 when the first books contractwas signed.13 The books which came mostly from Britain and the USA,started to arrive in 1993, while the journals and equipment were delayedtill 1994.14 In fact, the NUC had to seek several extensions of the firsttranche period, to December 1995, to enable the first trust fund of $43·3million to be expended. The staff development part of the facility has alsotaken off, and many university technical, and academic staff, includinglibrarians, have already benefited from World Bank sponsored coursesoverseas. The librarians took courses mostly in computer and moderntechnology application of library processes.

The full impact of the first tranche implementation on the universitysystem, including the libraries, is still being assessed by the NUC.Meanwhile, recent quarterly reports of the NUC indicate that the librariesof the 20 participating universities have been rejuvenated. Current booksand journals are now on the shelves to the delight of both students andacademic staff who now frequent the libraries to browse or look upreferences. Altogether about 210 000 volumes of books have flooded thelibraries at the present level of 96% utilization of the first tranche bookbudget. The journals are also coming; at the time of writing, somelibraries have received 1993 and 1994 issues as well as some 1995 ones.Before the WBP for books and journals, the libraries were used mostly asreading rooms by students and staff, since there were few current texts toconsult. But all that has now changed; many libraries are now turning intohives of activity. Consequently, the library staff are once more fully

12Nigeria. National Universities Commission (1994) Federal Universities Development Sector,Adjustment Operation. Monitoring Report: From Inception to December 1994. Abuja, NUC,1994.

13Osiobe, S. (1995) Revitalising the university system through the provision of current books: TheAdjustment Credit Experience. NUC/WB Project News 2(1) March, p. 10.

14Ikegbune, E. (1995) Journal procurement under the World Bank Assisted Project. NUC/WBProject News 2(1), March, pp. 9–10.


engaged in providing information to the university community, whereaspreviously most were bored with routine office work as academic staff andstudents rarely consulted them. All this has boosted morale on all sidesand the university libraries are once more being seen as playing a crucialrole in preserving the heritage of the universities as citadels of learning,teaching and research.

Some of the equipment, such as computers and photocopiers orderedunder the WBP have also arrived, and some libraries have alreadycomputerized their holdings, acquisitions and reference services. Thelibrary staff who have benefited from WBP sponsored courses abroad arehelping upgrade the skills of other staff by in-house training programmes.The NUC is still co-ordinating the WBP with the remaining second andthird tranches being joined into a new Investment Credit Facility, to beimplemented in a shorter time to enhance the impact of the first part.

Despite all the foregoing, the state university libraries continue to be ill-equipped for the most part, just like the newest five federal universities notincluded in the WBP. As stated earlier, NUC is particularly concernedwith federal universities; the more recently established ones were excludedfrom the WBP because they were non-existent when the negotiations withthe World Bank (WB) took place. Moreover, the WB has emphasized bothto the NUC and the federal government, that the project is only a relief,not a permanent solution to the financial, facilities and staffing problemsof Nigerian universities. It is expected that the project would triggerinitiatives by the universities, NUC, and governments to seek ways ofensuring self-sustainability in the Nigerian university system.

In other words, the loan is only a lifeline, at the end of which theuniversities should be more resourceful and self-sufficient, producingsubstantial books and journals and depending less on imports, raisingsignificant revenues from non-governmental sources, and managing moreefficiently, the grants made to them by government.15

The NUC is already exploring many avenues for universities togenerate significant funds by themselves such as by charging fees forconsultancy and community services, diploma and remedial programmes,while still offering tuition-free degree courses. Endowment funds are alsobeing encouraged, as are the building of certain infrastructures like hostelsor laboratories by alumni associations or other charitable enterprises.Donations from industry, philanthropic organizations and individuals, andthe sponsoring of courses, professorial chairs, and scholarships in their

15Ibid. (1994) From the Chairman’s Desk. NUC/WB Project News 1 (3) August, pp. 1–2.

270 I. E. AGUOLU

areas of interest are also being canvassed from professional associations,industrial houses, firms, banks and other private enterprises.

The NUC’s concern for the development of good university librarieswas again shown in its January 1993 directive that henceforth 10% of auniversity’s overall recurrent budget should be allocated to the library.The Commission went a step further to ensure compliance with thedirective by separating the library’s fund at source from that of the mainuniversity. In this way, the library’s funds are protected from encroach-ment by the parent university. The 10% library funds are disbursed asspecified by the NUC: 60% for books and journals, and 40% for staffemoluments and consumables. The libraries’ capital costs are still coveredby the universities’ capital budgets. All the federal universities, includingthose excluded from the WBP, and their libraries are affected by this 1993NUC directive which the libraries are now implementing by utilizing thefunds made available to them mostly in the purchase of UNESCOcoupons for journals and book orders and refurbishing or purchasinglibrary furniture, and equipment. Scarcity of tertiary level books andjournals locally is still a big obstacle to the efficient utilization of thelibrary funds as imports are very expensive both in actual cost and timetaken for orders to be executed.

Thus the libraries of the federal universities not included in WBP arestill understocked, but they are gradually being rehabilitated in terms ofadequate furniture, equipment and staff, unlike the staff universitylibraries which have remained in a poor state because of lack of funds.

SUMMARY AND CONCLUSION

This paper has outlined the historical development of Nigerian universitylibraries, which is interwoven with that of the universities, and identifiedsome of the problems confronting them as well as some causative factors.Proliferation of universities far beyond the financial capability of thefederal and state governments to fund them was a major cause. Doing thisregardless of the prevailing poor economic circumstances, which startedwith the global oil glut of the early 1980s, only worsened matters for theuniversities and their libraries. Continued creation of states due to ethnicand political pressure is an important cause for the proliferation. Thefinancial pressure felt by the universities led to inadequate provision ofphysical structures, staff, laboratories and libraries. These inadequacies nodoubt contributed to frequent industrial actions by staff and studentsprotesting their effects on several aspects of university services. Thephenomenal increase in student enrolment without matching increase infinancial grants to the institutions further exacerbated matters. But this


did not even halt the creation of new universities in 1992 (see Appendix).Thus it is apparent that successive federal governments have politicizedthe establishment of universities in the name of seeking a balanced, unitedand stable country — the avowed objective of continued states’creation.

Nevertheless, the governments are aware of the deficiencies in thesystem and are making efforts to rectify them. Through the central co-ordinating agency the NUC, the federal government has been makingfruitful efforts to streamline academic programmes, restock libraries, andremunerate staff better. The total effect of these actions will be to restorethe institutions to their former glory by creating a proper atmosphereconducive to teaching, learning, and research, a role in which the librarieshave a crucial part to play. Some achievements already made include:

* the introduction in 1993 of the 2% education tax payable by industryto the federal government in support of education generally anduniversities in particular;

* the $120 million World Bank credit facility negotiated in 1989 forrevitalizing the universities and their libraries;

* the 10% direct grant from the NUC out of the universities’ budgetallocated to federal university libraries from 1993;

* the recent establishment of the Nigerian Education Bank, from theformer Students’ Loan Board, to assist needy student and helpsponsor writers and publishers so that more books could be producedlocally for easy acquisition by university libraries.

University libraries are benefitting from these efforts as there are nowreading materials available for staff and students. Also the libraryprocesses have been modernized in many libraries with computersearches, and availability of on-line access to other reference sources. TheNUC for its part is continuously seeking for ways and means of betterfunding for the universities and their libraries. Hence the future looksbright for federal university libraries. The same cannot be said for stateuniversity libraries which have experienced no relief for their gross-underfunding and under-habilitation. Many of the states that ownuniversities are not economically buoyant and state universities andlibraries are not included in the WBP and NUC guidelines.

To move Nigerian universities and their libraries forward towards theachievement of sustainable development, the NUC and the World Bankare now impelling them to explore new avenues of revenue generation andoperate strictly on principles of efficient management and prudentspending. Already, the Nigerian society and the universities are respond-

272 I. E. AGUOLU

APPENDIX

Serial No. DateRemarks Name of university (Town/location capitalised) established

1st Generation Federal Universities1. University of Ibadan, IBADAN 19482. University of Nigeria, NSUKKA 19603. University of Lagos, LAGOS 19624. Ahmadu Bello University, ZARIA 19625. Obafemi Awolowo University, ILE-IFE 19626. University of Benin, BENIN-CITY 1970

2nd Generation Federal Universities7. University of Calabar, CALABAR 19758. University of Jos, JOS 19759. University of Ilorin,ILORIN 1975

10. Bayero University, KANO 197511. University of Maiduguri, MAIDUGURI 197512. University of Port Harcourt, PORT HARCOURT 197513. Usman Dan Fodio University, SOKOTO 1975

3rd Generation Federal Universities14. Abubakar Tafawa Balewa University, BAUCHI 198115. University of Agriculture, MAKURDI 198116. Federal University of Technology, OWERRI 198117. Federal University of Technology, MINNA 198118. Federal University of Technology, AKURE 198119. Federal University of Agriculture, ABEOKUTA 198120. Federal University of Technology, YOLA 1981

Newest Federal Universities21. Nigerian Defence Academy (University), KADUNA 198522. University of Abuja (New capital city), ABUJA 198823. Univesity of Uyo, UYO 199124. Nnamdi Azikiwe University, AWKA 199225. Federal University of Agriculture, UMUAHIA 1992

ing to the challenge to raise more funds by supporting associations andschemes that can generate funds such as university alumni associations,university endowment schemes and fee-charging university consultancyservices. In addition, the state universities have introduced high tuitionfees and library development fees in order to reinforce their finances. Thepressure is greater on these state universities and may be their positiveresponse will help lift their libraries out of their present predicament.


APPENDIX – continued

Serial No. DateRemarks Name of university (Town/location capitalised) established

State Universities26. Enugu State University of Science and Technology,

ENUGU 198027. Rivers State University of Science and Technology,

PORT HARCOURT 197928. Edo State University, EKPOMA 198029. Abia State University, UTURU 198130. Ondo State University, ADO-EKITI 198231. Ogun State University, AGO-IWOYE 198232. Lagos State University, LAGOS 198333. University of Cross River State, UYO 198334. Oyo State University of Technology, OGBOMOSHO 199035. Imo State University, OWERRI 199236. Delta State University, ABRAKA 199237. Kano State University, KANO 199238. Benue State University, MAKURDI 1992

274 I. E. AGUOLU

nigerian university libraries: what future?

Documents