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Archives of Business Research – Vol. 9, No. 3
Publication Date: March, 25, 2021
DOI: 10.14738/abr.93.9695. Nyewusira, B. N., & Nyewusira, C. (2021). Reflections on the Dangers and Delusions of Education Tourism for Educational
Development in Nigeria. Archives of Business Research, 9(3). 198-207.
Reflections on the Dangers and Delusions of Education Tourism
for Educational Development in Nigeria
Benjamin. N. Nyewusira, Ph.D
Department of Educational Foundations,
University of Port Harcourt, Port Harcourt, Nigeria
Chituru Nyewusira
Department of History & Diplomatic Studies
Ignatius Ajuru University of Education, Port Harcourt
ABSTRACT
In contemporary times, education tourism has become such a
complex phenomenon vis-à-vis the overall development of
education in Nigeria. This paper, after explaining the concept of
education tourism, takes into consideration the initial historical
imperatives that occasioned the need for Nigerians to travel
overseas for Higher Education. It identifies the challenges that
prompted a rise in education tourism, noting that the Nigerian
education sector in particular, and the Nigerian nation in
general, suffers huge capital flights as a result of this
phenomenon. A further critical analysis from the paper shows
that the recent incidents and experiences with education
tourism live some Nigerian students with many dangers and
delusions-the delusions arising from the incongruence between
the knowledge acquired abroad and the dysfunctional social
systems in Nigeria. Consequently, the paper submits that
Nigerians will be speared much of the complex problems
identified with education tourism if the country can adopt some
immediate and remote measures that will revitalize its
education and make it attractive to the rest of the globe.
Key words: Education, Tourism, Dangers, Delusions, Development.
INTRODUCTION
The mass exodus by Nigerians to search for higher education outside the shores of the
nation has turned it into one with the highest number of foreign students across the globe.
For one, the parlous state of education in the country has been attributed to as one of the
reasons that encourage such exodus. Although those that go abroad for education
supposedly enjoy adventure, cultural diversity and superior learning environment coupled
with the benefits of internationalized curricula, they unfortunately miss the exposure to
that form of curriculum that captures the archetypal socio-economic and political
challenges of Nigeria, which education is meant to resolve. In view of this, it has become
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very necessary to re-visit the discourse on the merits and demerits of education tourism
vis-a-vis the educational system in particular and the Nigerian society in general.
Furthermore, it has not been realized that education tourism actually presents a window of
opportunity for the Nigerian government, policy-makers and education practitioners to
search for other alternative measures that can be easily explored to make the country’s
educational system attractive to its citizen and to the outside world. Bearing in mind that,
nowadays, the practice of going overseas for studies has some inherent dangers, it has
become necessary to avert such dangers by devising measures that will de-emphasize
education tourism. In effect, searching for those alternative measures that will be geared
towards overcoming the shortcomings of education tourism is essentially the thrust of this
discourse.
UNDERSTANDING EDUCATION TOURISM
Education tourism otherwise interpreted as the sheer crave and quest for education in
foreign countries, is unarguably on the rise in Nigeria. The context of tourism is used to
describe the deep-rooted quest and delight by students (and their sponsors) to have their
studies outside the shores of Nigeria. Education tourism equally typifies much of the
involvement of government and corporate entities in sending Nigerian citizens abroad
under their various scholarship/bursary schemes. The post-graduate scholarship scheme
of Shell Nigeria, for example, is exclusively operated in partnership with three universities
in the UK- Imperial College London; University of Leeds and University of Aberdeen. Again,
it represents the desperation on the part of some students who strictly opt for foreign
education in anticipation that the work permit or outright job opportunities that are
massively missing in the home front will be found in overseas.
Education tourism has equally become a status symbol commonly associated with the
socio-economic lifestyle of the nouveau rich, who take utter pride and pleasure in sending
their children/wards to renowned and legendary universities that are overseas or indeed
any institution outside Nigeria. Such affluent people, by a way of wanting to impress
anyone, are quick to mention where their children are studying outside Nigeria, even
where such profile is not required. In fact, it has become fashionable for rich public
officeholders, as well their counterparts in the business sphere, to show off social media
snapshots of their children graduating from some of the most expensive institutions
abroad. What the rich attached to foreign education is akin to their preponderant
preference of foreign medical services, otherwise known as medical tourism.
In view of the immediate foregoing, there is this strong assertion that part of the reasons
why the education system in Nigeria is grossly neglected is because the rich and most
political/state actors are in the habit of sending their children/ward to study overseas
(Kanu & Okwonkwo, 2019). It is this assertion also that has necessitated the calls by some
stakeholders on the need for Nigeria to checkmate the whole concept of education tourism.
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Nigeria. Archives of Business Research, 9(3). 198-207.
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THE PRELUDE TO EDUCATION TOURISM
Beginning from the 15th century when the earliest commercial contacts where established
between Europeans and African, wealthy Nigerian chiefs and traders traveled to Europe
where they interfaced with modern education. Some of their children followed suit.
Kosemani & Okorosaye-Orubite (1995) recall that, Domingos, the son of Warri chief,
travelled to Portugal to be educated as a clergy. Indeed, colonial cum missionary interests
and activities presented numerous educational opportunities overseas to the first set of
educated Nigerians.
The initial reliance on overseas studies was also prompted by the non existence of higher
institutions, the shortage of manpower within the school system and the need to have high
level trained personnel for the gradual replacement of British colonial officers in the public
service. Suffice it to say that after 1859 when the first secondary school was founded in
Nigeria, it took over 73 years before the first higher institution was established in 1932.
This suggests that every Nigerian who desired to have post secondary before 1932 had no
option than to apply overseas.
On the eve of political independence, the Ashby Commission was set up primarily to
provide a road-map for the development of higher education vis-a-vis its prospects for
human capacity development. The Commission’s recommendations were to set the stage
for the establishment of the first and second generation universities. With the
establishment of the first generation universities, Nigeria was well positioned to harness
the potentials of university education because the country’s first generation universities
competed with other world institutions. These set of universities were also known to have
attracted foreign students and lecturers in their numbers. The Commission therefore
never anticipated a situation where Nigeria will rely or fall back on foreign countries to
grow its higher education.
The second generation universities in particular were partly created with the view to
power the Third National Development Plan. However, several years after that, it was
observed that there are no clear indications on how these set of universities directly
impacted on the aforesaid Development Plan.( (Nyewusira, 2014). This is not to say that
these universities failed. But then, the teething challenges confronting the country’s
universities consequently set the stage for the increased crave for university education
outside Nigeria. Incessant strikes, students’ unrest, poor infrastructure, poor work/study
conditions, examination malpractices, sexual harassment, amidst other snags, all
contributed in de-marketing our higher education in general, and university education in
particular. Much as this situation left some Nigerians with no option than to move abroad
for studies, the very assumption rightly or wrongly, by the elitist and wealthy class that the
finest of university education exists outside Nigeria also heightened the migration and
preference to foreign universities (Kanu & Okwonkwo, 2019).
THE DANGERS IN EDUCATION TOURISM
In recent times, companies, travel agencies and consultancy firms have taken to promoting
and advertising educational opportunities abroad. The intensity and aggressiveness of
adverts for overseas education are very well reflected in the way and manner they have
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become replete in virtually all the available electronic and social media spaces. Some of the
adverts are done in such unchecked and uncensored method that subscribers become
victims of fake universities abroad. Unfortunately, the fake institutions also serve as quick
alternatives to some Nigerians who could not secure access into Nigerian universities.
Abike Dabiri-Erewa, while speaking on an awareness campaign as the Senior Special
Assistant to the President on Foreign Affairs and Diaspora, noted that Nigerian students are
being exploited in most of these countries with fake universities, and that there is a
particular country where Nigerians are studying in universities that are run in make-shift
places. She particularly observed that much of the proliferations of the fake degree- awarding institutions are in the West African sub-region and in Asian countries (Lawal,
2018). The danger here is that Nigerians who have had the misfortune of patronizing such
fake universities eventually bag fake degrees and certificates. Worst still, some of the
holders of these dubious degrees smartly find their way into National Youth Service Corps
NYSC) scheme and subsequently into public institutions as employees. Ikpefan (2019)
observes that the dangerous thing about this ugly trend is that there are little or no strict
measures for checkmating or arresting the situation.
Higher Education overseas is not pocket-friendly. Ab initio, prospective oversea students
are subjected to paying humongous non-refundable sums for visa application and up-front
admission acceptance fee, and so does the government or agency that sponsors them. In
2015, the Governor of Rivers State, Nyesom Wike, had reported that, four months into his
administration, the sum of N1.4 billion was expended on students from the State who were
studying abroad under the Rivers State scholarship scheme. The Governor later stopped
the scheme because of its heavy drains on the State’s economy. Some other States in the
federation also have records of the humongous sums of money spent in sponsoring their
citizens abroad for higher education. In 2016, the Chairman Senate Committee on Tertiary
Institution and Tertiary Education Trust Fund, TEETFund, Senator Binta Masi, noted that
Nigeria spends over $2 billion annually as capital flight on education in other countries.
Surprisingly too, some of these students were sent to study academic courses that can be
easily done in Nigerian universities. This is one of the reasons why it is reported from a
research evidence that Nigerian political elites equally use foreign schools as conduits for
money laundering (Yusuf, 2021) The implication of this therefore is that the nation looses a
lot of foreign exchange due to the huge amount of money Nigerians pay for foreign
education (Adesulu, 2015; Akinboade-Oriere, 2016; Adebayo, 2018).
Nigerians obsessed with studying abroad are also much vulnerable to other forms of untold
hardship. They encounter all manner of inhuman maltreatment and inconveniences during
the cumbersome process of the acquisition of visa and other travel documents
(Inegbenebor, 2012). Again, on arrival as stranger-elements to foreign countries, some of
them have to go through some unconventional cultural shock that inevitably awaits them.
For those outside the Anglophone countries, language barrier becomes the first huddle to
surmount, failure of which will lead to learning frustration. Racist segregations, xenophobic
attacks and extra judicial killings by locals in foreign countries have all become part of the
unsavory experiences that some Nigerians go through, all in the name of studying abroad.
The most awful of these experiences recently played out in Northern Cyprus. Egenuka
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Nyewusira, B. N., & Nyewusira, C. (2021). Reflections on the Dangers and Delusions of Education Tourism for Educational Dvelopment in
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URL: http://dx.doi.org/10.14738/abr.93.9695.
(2020) recalls that Abike Dabiri-Erewa, Chairman, Nigerians in Diaspora Commission
(NIDCOM) had this to say:
Thousands of Nigerian students are schooling there and I tell you that
hundreds have been killed. Who do you take these cases to? And they
are killed in similar circumstances. The school just tells you they
committed suicide and nothing happens...There has been no
prosecution and no compensation. No Nigerian parent should send
their children to any university in Northern Cyprus. There is a
collaboration which we do not understand that makes them kill blacks,
particularly our Nigerian students. (The Guardian)
The aforesaid kind of hostility is not limited to the dangers Nigerians face while studying
abroad. Considering the age bracket of those who go for undergraduate and post graduate
studies abroad, it is only predictable that they are equally exposed to social vices such as:
drugs, alcoholism, promiscuity, cybercrime etc. In 2017, two students of Nigerian
extraction were sentenced to death for drug trafficking in Malaysia. As at 2014, it was
reported that about 400 Nigerian students were serving various jail terms in China due to
drug related offence. This unfortunate development is aggravated by the inability of
parents/guardians or corporate sponsors in monitoring the extracurricular engagements
of their children/wards in far away foreign countries (Ojeme, 2014; Abubakar, 2013).
Furthermore, students abroad are sometimes stranded and frustrated owing to lack of
funds from the home sponsoring agencies. A case in point is the recent protest carried out
by a group of foreign students against their sponsor, the Niger Delta Development
Commission (NDDC).The protest was prompted by the inability of the Commission to pay
their tuition. In 2017, it was widely reported that a number of students from Rivers State
were stranded in tertiary institutions overseas following the failure of the State
government to remit their tuition fees and other allowances (Onyeji, 2017). In 2018,
reports also had it that hundreds of Nigerian students on federal government scholarship
in Morocco, under the Bilateral Education Agreement of the Federal Scholarship Board
(FSB) programme, were owed 12 months of their allowance which resulted in their going
to the street of Morocco to beg for assistance in order to survive (Adedigba & Haruna,
2018).
THE DELUSIONS IN EDUCATION TOURISM
Historically, the effect of the educational interface between the West and the people of
Nigeria has been that of an imbalance; owing to a foreign system of education that heralded
the mythical dichotomy of European superiority and the subservience of its recipient
Negros. Indeed, the fissure arising from the bifurcation between the people of the West and
the Negros reflects in the perpetual different paces of socio-economic development of both
races, to the extent that their educational performances have also shown to be significantly
different (Nduka, 1964).
From the standpoint of socio-psychology, none Europeans who train in western countries
are indicative of typical hybrids. In the case of Nigerians, Ayandele (1974) has sturdily
posited that they turned out to be a set of educated but confused and deluded hybrids. For
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one, the pedagogy they were exposed to encouraged an indoctrinated system where
recipients were hoodwinked into accepting that western culture was finer than native
lifestyle and values, and this is considered a kind of a “miseducation” (Chiweiz, 1978: Xiii)
The aftermath of this for the development of education in Nigeria is the absence of the
nation’s cultural identity, norms and philosophy in the learner (Nyewusira, 2019).
Nigeria is currently enmeshed in her many domestic socio- economic doldrums, which can only
be tackled through an effective educational system. This is predicated on the truism that no
nation can develop above the quality of its educational system. Therefore, where the peculiarities
of the challenges of the Nigerian societies are not factored for Nigerians while they train
overseas, which is obviously the case, it becomes glaring that a gap or lacuna has been
perpetually created in the educational development of the country. To that extent, any curricular
or training that does not suitably relate to the national interest vis-a-vis economy and man-power
needs, cannot improve or develop its immediate society (Adeyinka, 1975). The overall
implication of the aforesaid for Nigeria’s educational development is that pro-western contents in
foreign training have limited value to the challenges in the home front.
Overseas education does have some obvious advantages, but these advantages are easily eclipsed
by the overwhelming socio-physical underdevelopment in Nigeria. Let us take and analyze the
following scenario: It is a given that a medical doctor who trains in the best of the universities in
Europe or America enjoys exposure to quality standards, if not, best practices. The practicum
section and other processes that lead to his certification are without the learning encumbrances
that characterize the Nigerian learning environment. He returns to Nigeria, armed with a foreign
certification, only to be confronted with an adverse work condition where work tools are lacking,
offices are not conducive, work environment are unsecured and professional ethics are constantly
compromised. The result in the aforementioned scenario is easily predictable. The doctor will
face frustration, despair, and ultimately underperform. To this extent, it is only logical to
conclude that the Nigerian home front is not relatively equipped with the enabling facilities and
functional systems that allow for the advantageous knowledge, so acquired from developed
climes, to thrive. It is also for this reason that some foreign trained professionals even choose not
return home (Uwazie, 2012).
CONCLUSION
Overseas Education, in the colonial days, had its imperatives and chequered impact. It is
common knowledge that one of the factors that triggered and sustained the spirit of
nationalism was the well co-ordinated pan African/Nigerian activities of Nigerian students
overseas. Their activities also watered the ground for national consciousness and visions
for nation-building. However, in a paradox, it was this same set of overseas trained folks
who, according to Coleman (1958), came back to their own to charge unconscionable legal
fees, entrenched nepotism and ruthlessly extracted bribes from the illiterate persons in the
society.
In contemporary times, there are hundreds of thousands of Nigerian students that are
scattered across the world in search of tertiary education, with a good number of them in
the United Kingdom, United States of America and Asia. The direct result of this is that the
nation loses the emerging vibrant human capacity of these students to their host foreign
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nations because some of these students choose not to return to Nigeria when they are done
with their studies. Those who return to the country, due to patriotic and other reasons,
only come back to meet the dysfunctional and confused socio-political system that has
become the sorry narrative about the country.
Finally, some of the unwholesome practices that are covertly and overtly linked with
education tourism in recent times have taken their adverse tolls on the Nigerian people.
The overall consequence of all of these is that both the education system and the Nigerian
people are short-changed and undermined with the continuous and massive patronage of
education abroad. Overseas trainees by their international exposure are mostly groomed to
adapt to international practices. The presumption therefore that beneficiaries of foreign
education have cutting-edge advantage over their homegrown counterparts may apply
only in the competiveness that globalization offers.
THE WAY FORWARD
In view of the wide gap between the alien culture in foreign-based education and the
Nigerian-centred pedagogy, the instrumentality of the National Youth Service Corps (NYSC)
readily presents itself as a useful nexus. The NYSC can be expanded to reflect a platform for
further re-orientation and re-integration of oversea trainees into the mainstream of the
Nigerian society. Unfortunately, the scheme has gone the way of most failing institutions
and establishments. Notably, some persons with oversea training now evade the one year
compulsory scheme as typified in the case of the Former Minister of Finance, Kemi
Adeosun. In the face of this, it becomes difficult to get the foreign trainees locally adapted.
Nevertheless, nothing takes away the fact that the ideals of Nigerian culture that are not
inculcated in foreign trained persons can be well supplemented if the NYSC is thoroughly
revamped with the view of ensuring that there is a compulsory re-orientation programme
for Nigerians who study abroad.
Like what obtains in the legal practice, where foreign trained law graduates are mandated
to pass through Bar Part 1 training and evaluation in the Nigerian Law School for the
purpose of getting more abreast with the specifics of the Nigerian legal system before they
can join their Nigerian-trained counterparts in Bar Part 11 training and assessment, all
other professional courses and trainings obtained outside Nigeria should be subjected to
further rounds of evaluations that should specifically and mostly reflect the dynamics and
pragmatics of local contents. Although similar practices obtain in other professions like
medicine, pharmacy and engineering via their respective Councils, it is not evident that
practitioners in field of education, humanities and the social sciences are strictly subjected
to such practice.
Prior to globalization, educational systems of nations were foundationally wired by several
determinants that are peculiar to the individual nations. However, much as global
templates are integrated into the individual national systems of education, nations as a
matter of deliberate policy still device and maintain the education system that are relevant
to tackling the challenges that are associated with their specifications in nation building.
With this drive amongst nations for latent autochthony in education, oversea trainings
become attractive only where local training tools and facilities are unavailable. These
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needed training tools and facilities must be made available in Nigeria in other to diminish
the hysteria for foreign education.
In recent years, rather than subject their educational systems to the superiority or
subjugation to other nations, most nations opt for programme exchanges to close the gaps
in their various and diverse systems. Nigeria can explore educational exchange
programmes that will deliberately be advantageous to the nation. Such programmes should
have clear mandatory clauses that ensure they do not only capture the peculiarities of the
Nigerian challenges, but that the epistemic solutions to such challenges are clearly useful to
the socio-economic, political and cultural development of the nation (Ogbeidi, 2013).
However, the worry with this position is that with the wobbling state of affairs in the
Nigerian educational system, it is only doubtful if other nations will be disposed for such
bilateral programme exchanges!
Again, government must encourage private-sector participation in education. The excessive
outflow of capital investment on education tourism, through external tuitions and other
forms of pecuniary commitment should not be allowed to continue. Even as this negatively
impacts on the value of Nigeria’s currency and economy, it equally does not encourage
private and public university systems to blossom. On the one hand, government must begin
to look inwards on how to provide tax rebates and other incentives to support private- sector investment in education. And on the other hand, the cliché that more funds should
be pumped in the public universities requires urgent attention. Adequate funding is a
deliberate measure that will in turn facilitate that mass provision of infrastructures which
are needed to improve access to higher education for the mass population of young
persons in Nigeria.
Since it has been observed that education tourism is somewhat responsible for the gross
neglect of public education in Nigeria, government must also find the will to invoke legal
tools that dissuade public office holders from sending their children to study abroad, as a
means of getting them committed to the development of education in the home front. In the
absence of legal frameworks to checkmate overseas education, government must develop
the universities and other higher institutions in the country to the level that those who are
obsessed to sending their children abroad will have a visible and enviable alternative.
Similarly, any legitimate measure that will put premium value or choice to local certificates
and degrees should be encouraged. This has become vital in the face of the poor or outright
non verification and authentication of foreign certificates in Nigeria. The University of
Toronto Degree scandal associated with the former Speaker of the House of
Representative, Mr Salisu Buhari, is very fresh in the country’s history. In 2019, the NYSC
reported that only 3,420 foreign graduates out of the 20,000, who uploaded their
certificates online, came to defend them. This is to say that a total number of 16,580 foreign
graduates absconded from the verification (Ikpefan, 2019). Degrees and certificates
obtained by Nigerians from foreign countries ought to be screened by other relevant
agencies, apart from of the NYSC. The aim is not just for validation, but as part of a
comprehensive water-tight measure to ensure quality assurance and control in the nation’s
educational system.
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URL: http://dx.doi.org/10.14738/abr.93.9695.
Finally, it is important to remark that what is referred to as the best educational systems
outside Nigeria is facilitated by the governments and peoples of the countries where they
exist. Consequently, policy-makers and education practitioners should continuously engage
in comparative studies of global educational systems and practices, with the view of not
necessarily replicating those systems hook, line, and sinker at the home front, but
borrowing selectively the appropriate ideas, policies, practices and strategies that can
enhance cum translate the Nigerian educational system into global reference and
patronage.
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