CHAPTER ONE
INTRODUCTION
Background to the Study
The standard of education and its functionality has been a major concern for
educational administrators in Nigeria, especially in this 21st century. This is probably due
to global interest in education which has been identified as a means of development by
the Millennium Development Goals (MDGs) targeted towards eradication of poverty
across the globe. In a bid to improve educational standards in Nigeria, different
governments had come up with different policies in education, all aiming at solving
inherent social and economic problems like arm-robbery, kidnapping, hostage taking,
and graduate unemployment amongst others. Literature is replete with the fact that many
Nigerian graduates leave the university without jobs and with little or no hope of
securing any for many years. For instance, Dabalen, Oni and Adekola (2000) observed
that, unemployment among graduates in Nigeria is high, and their prospects for job have
been worsened over time and without hope. They recycle themselves as postgraduates.
Others without such opportunity and no hope of self-sustenance engage in various antisocial
and nefarious activities such as cultism, armed robbery and insurgency (Soludo,
2006). These challenges, according to Mando and Akaan (2013) are common among
university graduates in the North central states like Kogi, Benue, Taraba, Plateau and
Kwara. As a result, several graduates of Benue State University and University of
Agriculture, both in Makurdi, have indulged in acts of cultism, armed-robbery and other
vices not worthy of university graduates. This problem is indeed, a fallout of the inability
of the government, especially in Benue State (since the inception of democracy in 1999),
to provide job opportunities for the steaming graduates in the State.
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