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 anti-social 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.
