Authors :
Aminu Muhammad
Volume/Issue :
Volume 6 - 2021, Issue 12 - December
Google Scholar :
http://bitly.ws/gu88
Scribd :
https://bit.ly/3EBwd8b
Abstract :
The Nigerian tertiary education system
consisting the Universities, Polytechnics, Mono-technics
and Colleges of Education have persistently faced myriad
developmental challenges, with infrastructure deficit as a
focal or cardinal point of reference, leading to series of
industrial actions that consistently hampered their smooth
operations and efficient service delivery. Several
interventions from the Tertiary Education Trust Fund
(TETFund), Petroleum Training and Development Fund
(PTDF) and other governmental institutions have been
unable to solve the problems; as such, Public Private
Partnership (PPP), a contract arrangement between private
and government parties, sharing responsibilities, resources,
risks and rewards has been identified as a viable alternative
and effective solution to infrastructure gap in the Nigerian
tertiary education system. Upon this conviction, the
research investigated and assessed possible PPP Models and
their compatibility to different situations and peculiarities
of the various tertiary education institutions. The research
used only secondary data. So data from the Tertiary
Education NEEDS assessment, Ministry of Education,
Tertiary Education Trust Fund (TETFund), World Bank
Documents on PPP, Documents from United Nations
Economic and Social Commission for Asian and Pacific
(UNESCAP) and Researches on PPP from both internet and
printed Journals were utilized. It was discovered that PPPs
if adapted to the education system in Nigeria can help to
bridge the gaps in infrastructure finance, facilitate and
expand equitable access, improve quality of service delivery
(quality education) and revitalize all fabrics of educational
supports in the system. Although most PPP Models can fit
into the Nigerian Tertiary Education Institutions systems,
however, the Built Operate Transfer (BOT) Model of
Concession and contract and as such the peculiarities of the
institutions determine the best possible PPP Option. It is
therefore recommended that staff training on PPP be
supported; PPP Units created; PPP funds be created by the
Ministry of Finance and budget code be created to
accommodate Viability Gap Fund (VGF) for easy execution
of the PPP projects.
Keywords :
Public Private Partnership (PPP) Model, Tertiary Education Institutions, Infrastructure, Viability Gap Fund, New Public Management (NPM).
The Nigerian tertiary education system
consisting the Universities, Polytechnics, Mono-technics
and Colleges of Education have persistently faced myriad
developmental challenges, with infrastructure deficit as a
focal or cardinal point of reference, leading to series of
industrial actions that consistently hampered their smooth
operations and efficient service delivery. Several
interventions from the Tertiary Education Trust Fund
(TETFund), Petroleum Training and Development Fund
(PTDF) and other governmental institutions have been
unable to solve the problems; as such, Public Private
Partnership (PPP), a contract arrangement between private
and government parties, sharing responsibilities, resources,
risks and rewards has been identified as a viable alternative
and effective solution to infrastructure gap in the Nigerian
tertiary education system. Upon this conviction, the
research investigated and assessed possible PPP Models and
their compatibility to different situations and peculiarities
of the various tertiary education institutions. The research
used only secondary data. So data from the Tertiary
Education NEEDS assessment, Ministry of Education,
Tertiary Education Trust Fund (TETFund), World Bank
Documents on PPP, Documents from United Nations
Economic and Social Commission for Asian and Pacific
(UNESCAP) and Researches on PPP from both internet and
printed Journals were utilized. It was discovered that PPPs
if adapted to the education system in Nigeria can help to
bridge the gaps in infrastructure finance, facilitate and
expand equitable access, improve quality of service delivery
(quality education) and revitalize all fabrics of educational
supports in the system. Although most PPP Models can fit
into the Nigerian Tertiary Education Institutions systems,
however, the Built Operate Transfer (BOT) Model of
Concession and contract and as such the peculiarities of the
institutions determine the best possible PPP Option. It is
therefore recommended that staff training on PPP be
supported; PPP Units created; PPP funds be created by the
Ministry of Finance and budget code be created to
accommodate Viability Gap Fund (VGF) for easy execution
of the PPP projects.
Keywords :
Public Private Partnership (PPP) Model, Tertiary Education Institutions, Infrastructure, Viability Gap Fund, New Public Management (NPM).