Lecturer absenteeism and ways forward: Lessons from LAUTECH student protest

Recently, students from the Ladoke Akintola University of Technology, particularly those at the College of Agriculture in Iseyin Campus, protested to voice their frustrations over the deteriorating state of their educational experience.

An in-depth review of reports surrounding the protest reveals that the students are grappling with numerous challenges, ranging from insufficient facilities to outright neglect. However, one issue that resonated with me the most was lecturer absenteeism.

This struck a personal chord because it reminded me of my experiences, both as a student and later as a lecturer at a Nigerian university.

I could easily share in the students’ pain and frustration. Beyond simply being unacceptable, lecturer absenteeism sends a damaging message that blatantly disregards students, undermining their sense of value, worth and confidence in their ability to contribute to the world. This is fundamentally opposed to the promise that higher education should represent.

Their story brought back memories from my undergraduate days when I experienced similar neglect. One incident stands out vividly: a lecturer who missed about 85 to 90 per cent of the scheduled classes throughout the semester. Toward the end, he hastily arranged long, gruelling extra classes in a desperate attempt to cover the syllabus in a fraction of the time. I remember sitting through those endless sessions, feeling both disrespected and frustrated. Although I managed to earn great grades in the course, I walked away knowing I hadn’t truly learned much. That memory stayed with me.

Educators have a responsibility to show up and do their jobs. Failing to do so is both ethically and morally wrong, as it deprives students of the education they are entitled to. They deserve better.

Still, my experience as a former faculty member in Nigeria’s higher education system offers some insight into the challenges educators face. Even the most committed lecturers often have to navigate significant obstacles. The rising cost of living, for example, has placed enormous pressure on both students and lecturers. I remember having to make difficult choices about how many days I could physically come to campus especially since I didn’t teach every day, when transportation costs soared by over 50 per cent, while my salary stayed the same.

That was back in 2020 and 2021 — things are far worse now. As of January 2025, a Lecturer 1 (the 4th level on the CONUASS cader) earns an average net monthly salary of about NGN250,000, depending on the number of years the person has been on that level. That is far below what is required for someone who has invested years earning advanced degrees like a PhD and publishing research to reach that position. It’s simply not enough to maintain even a modest lower-middle-class life in Nigeria.

Addressing the issue of lecturer absenteeism requires a comprehensive approach that takes into account the current realities of both students and educators. The goal should be to strike a balance where students receive the quality education they deserve while lecturers are supported in fulfilling their responsibilities. It cannot be one or the other; it has to be both.

This is why it’s crucial to rethink the delivery of education in higher institutions. Many schools are already moving in this direction, transitioning from strictly physical classes to a hybrid model that combines in-person and virtual learning. What initially began as a post-COVID adaptation is now gaining traction as a response to financial and logistical challenges. Some institutions have also adjusted work schedules, reducing the number of mandatory on-campus days for staff to help alleviate the burden of transportation costs and other expenses. These kinds of changes are important steps toward creating a system that works better for everyone involved.

Thinking about the way forward in the specific case of LAUTECH and other institutions facing similar situations, two key things stand out.

First is the need to tighten disciplinary measures for lecturers. The current structure of higher education in Nigeria, particularly in some institutions, leaves educators with very little sense of accountability. It should not take a protest for school administrations to notice and address these issues. There need to be stronger systems in place to ensure that lecturers are accountable for their work. Just as in corporate environments, there should be clear rules and regulations, systems to evaluate adherence and defined consequences for non-compliance.

Second, management needs to explore innovative ways to create better systems for both lecturers and students. Class schedules and logistical demands should be restructured to reflect current realities. For example, timetables can be adjusted to ensure that every lecturer has at least one day when they do not have to be physically present on campus, helping to reduce their financial burden.

Hybrid teaching models also offer a promising solution. Some parts of the syllabus can be delivered online, while components requiring physical interaction can continue in person. In light of challenges like inadequate facilities, virtual classes present unique advantages. Properly leveraged, they can make lessons more engaging by incorporating audio-visual resources, interactive polling, and other dynamic elements. These are creative steps that can help educational institutions adapt to present realities while improving learning outcomes.

My final thought touches on a broader issue that goes beyond just LAUTECH. There’s a need to rebuild the relationship between students and lecturers in Nigerian higher education. Anyone familiar with the system knows that too often, these two groups are at odds. Educators see students as problematic, disruptive or disrespectful, while students view lecturers as denigrating, demanding or dismissive. This ongoing tension makes it hard for both parties to thrive.

Having been in both roles myself, I’ve come to see that students and lecturers are often striving for the same goals, just in different ways. There’s a real need to foster better intergenerational understanding between them, which will help create an education system that works for everyone. Ultimately, improving higher education in Nigeria requires the commitment and cooperation of both students and educators—both, not either.

Oluwatoyin is a STEM education doctoral researcher, social impact founder and education policy advocate. She writes from Nigeria and the United States. She can be reached at [email protected]