PLANNING FOR MASSIFICATION IN NIGERIAN UNIVERSITIES: DEMAND, ENROLMENT, STAFFING AND INSTITUTIONAL CAPACITY, 2015–2040

Authors

  • Patrick A. Enaigbe
  • Kennedy A. Ogbeide

DOI:

https://doi.org/10.67295/cjess.2026.445

Keywords:

Educational planning, Massification, Enrollment forecasting, Resource allocation, Institutional capacity, Higher education and University systems

Abstract

Nigeria's expanding demand for university education has intensified a planning problem that is frequently discussed but rarely modelled as an integrated relationship among demand, enrolment, staffing and institutional capacity. This study combines Joint Admissions and Matriculation Board demand indicators, National Universities Commission statistical digests and United Nations demographic evidence with time-series and scenario analysis. JAMB UTME registrations rose from 1.476 million in 2015 to 2.031 million in 2025, notwithstanding a sharp 2021 disruption. NUC data show university enrolment increasing from 1.962 million in 2017 to 2.159 million in 2019, while reported academic staff increased from 61,999 to 73,443. Rolling-origin tests favoured Holt's trend benchmark over linear, damped-trend and ARIMA alternatives for the short JAMB series. Because continuous NUC enrolment and staffing data after 2019 are not publicly available, 2026–2040 university projections are presented as transparent scenarios rather than official forecasts. By 2040, alternative growth paths imply 3.27–5.90 million students and approximately 111,000–201,000 academic staff merely to preserve the 2019 system-wide staffing intensity. The study proposes a Sustainable Massification Capacity Framework and argues for integrated, data-governed capacity planning rather than institution-count expansion alone. It is recommended that Nigeria should institutionalise a rolling National University Capacity Plan with a minimum fifteen-year horizon and annual updates; that the National Universities Commission should maintain a national programme-level capacity registry; that resource allocation should be explicitly connected to marginal student capacity; that a national academic workforce pipeline be developed; and that the public–private capacity relationship be better integrated through targeted student finance, transparent transfer pathways and regulated public–private capacity partnerships.

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Published

2026-10-31

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Section

Articles