By Chris Ochayi
ABUJA—THE Federal Government has commenced moves to review the embargo placed on admission of new set of students for the 2010/2011 academic session in the five universities in the South Eastern states, following prolonged industrial actions in the institutions.
To this end, the Joint Admissions and Matriculation Board, JAMB, will today convene a stakeholders’ meeting on the Nigeria University System, NUS, to work out modalities of resolving the issue.
Disclosing this yesterday in Abuja, the Public Relations Officer, PRO, of JAMB, Timothy Oyedeji, said the forum will create a platform which will ensure peaceful and lasting solution to the admission related impasse created by the six months long disruption of academic activities in the state-owned universities in the South-East.
He said the meeting to be convened by the Registrar of JAMB, Professor ‘Dibu Ojerinde, will bring stakeholders, including proprietors of the institutions, the State Ministries of Education, Pro-Chancellors, Vice-Chancellors, National Universities Commission, NUC, together to chart a course for the final and definite resolution of the problem.
It would be recalled that some institutions, mostly state-owned universities in the South-East, were directed not to admit students for the 2011/2012 academic session because of their inability to conclude their academic activities for 2009/2010 and non-registration of candidates for the 2010/2011 resulting from persistent boycotts by the local Academic Staff Union of Universities, ASUU, of the universities.
Management of the NUC had during the heat of the strike, which ran into six months, warned that there was no way the affected institutions will be allowed to admit new students without giving an acceptable plan on how to cover the lost academic period.
This, according to the apex regulatory agency for the university system in the country, would stem the practice of crash programme where universities embark on industry action only to call it off and rush academic activities just to cover ground rather than impact real knowledge in students.