Inadequate funding and lack of commitment to library development by the National Universities Commission was responsible for the poor state of libraries in the universities.

Another problem afflicting higher education is the brain drain of faculty to the more advanced parts of the world. The striking feature of this challenge is that because of poor conditions of service, the faculty is not able to attract young lecturers.

I will say the main difficulty is around funding, which is very limited. At my university, the Kwame Nkrumah University of Science and Technology, there is funding between USD2000 and 5000 to compete for annually and there is no national research fund, so most funded projects are supported by external donors.

Tertiary institutions have witnessed some improvement in recent years. However, challenges that range from frequent strikes to a lack of funding have plagued the university system for years.

Another cause of concern is the increasing size and number of industry grants to the universities. On first thought, much support of education seems desirable, but on reflection we see that this does not make for unbiased research-it does not promote a truly scientific spirit. To an increasing extent, the man who commands the largest expense account-and who brings the largest grants to his university becomes an untouchable, with whom even the University president and trustees do not argue.

I think that the key problem we face is unproductive ways of doing things. I don't think it’s the technical problem.

The university, in a society ruled by public opinion, was to have been an island of intellectual freedom where all views were investigated without restriction. … But by consenting to play an active or “positive,” a participatory role in society, the university has become inundated and saturated with the backflow of society’s “problems.” Preoccupied with questions of Health, Sex, Race, War, academics make their reputations and their fortunes. … Any proposed reforms of liberal education which might bring the university into conflict with the whole of the U.S.A. are unthinkable. Increasingly, the people “inside” are identical in their appetites and motives with the people “outside” the university.

The number one problem in academia today is not ignorant students but ignorant professors, who have substituted narrow “expertise” and “theoretical sophistication” (a preposterous term) for breadth and depth of learning in the world history of art and thought. … Art is a vast, ancient interconnected web-work, a fabricated tradition. Overconcentration on any one point is a distortion. This is one of the primary reasons for the dullness and ineptitude of so much twentieth-criticism, as compared to nineteenth-century belles-lettres.

If you want to know what’s wrong with higher education, this reversal of traditional university priorities — with social justice now at the top and scholarship lower on the totem pole — is a good place to start.

When scientific research is increasingly funded by private corporations that have a financial interest in particular outcomes of that research—is the drug effective or not?—scientific objectivity is undermined. When universities are more interested in patent royalties than in the open sharing of scientific information, the public suffers. There are hundreds of important political and economic issues surrounding science and technology. Sociology of science, at its best, has done much to clarify these issues. But sloppy sociology, like sloppy science, is useless or even counterproductive.

People often ask, "What is the single most important environmental/population problem facing the world today?" A flip answer would be, "The single most important problem is our misguided focus on identifying the single most important problem!"

The only privilege a student had that was worth his claiming, was that of talking to the professor, and the professor was bound to encourage it. His only difficulty on that side was to get them to talk at all. He had to devise schemes to find what they were thinking about, and induce them to risk criticism from their fellows. Any large body of students stifles the student. No man can instruct more than half-a-dozen students at once. The whole problem of education is one of its cost in money.

There are numerous barriers, I mean the issue of funding was a challenge for me. The business was almost self-funded. The biggest challenge is always the issue of access to funding more than anything.

US institutions (possibly also those in other countries) behave as though they… are entitled to research funding, which will magically materialize from elsewhere: “Get a grant, serf! If you can’t do it quickly, or have trouble for some years — or if your funding doesn’t get renewed, despite continuing productivity — forget it!” But what if there are so many applicants (as there are nowadays) that even a meritorious proposal gets the supplicant nowhere or causes a research group to grind prematurely to a halt? What if the situation is worsened when the government at hand is anti-science and otherwise squanders its resources on international adventurism?