DIMINISHING VALUE OF TERTIARY EDUCATION IN NIGERIA Ekhaese Noel, George Ojochogwu Abah, Onyejeche Catherine Adikwu, Joseph Temitope Alabi, Omotayo Olanrewaju Apata, Adefowora Famola Taiwo, Daniel Toluwani Otusemade Department of Architecture, Covenant University (NIGERIA) Abstract It is the responsibility of one generation to pass down ethics, information, morals and values to the upcoming generations. This can be done but not effectively without a viable educational system. Tertiary education in Nigeria is tragically becoming neglected by the vast majority of the population. The government alone cannot satisfactorily provide the necessary resources needed in order to boost the value and importance of tertiary education. A sample study was taken from selected tertiary institutions in Nigeria in order to elucidate the impacts they have had in providing tertiary education to their immediate community. The findings show that age was a major factor in the declining need of acquiring tertiary education, which influenced skill and knowledge acquisition. The results of the study suggest that for the value of tertiary education in Nigeria to increase, much effort should be put into informing the majority of the population on the importance of education as a whole. 1 INTRODUCTION Colleges are found in various African countries as essential association for progression where a broad assortment of subjects are taught to imminent graduates in a devoted field of study to serve their prompt surroundings and entire nation. A higher education is regarded as a technique for social progress and money related reinforcing to the beneficiary. The consequences of Nigeria's underlying tertiary establishments stood out emphatically from their accomplices in Europe and America without a doubt the whole world. They were offered work by multinational associations and corporate bodies. In any case, in the midst of and after the military regime the political scene of Nigerian changed for the more deplorable. Everything was affected including the economy and the preparation structure. Standards began to fall in each one of the levels of guideline and our school graduates unexpectedly got the opportunity to be distinctly unemployable. The reason for this review along these lines is to discover the components militating against the nature of advanced education in Nigeria. Such elements to be considered are quality in substance and setting. The factors to be considered are subsidizing of advanced education, work showcase appraisal of graduates and impact of strikes on instructing and learning in the colleges. 2 LITERATURE REVIEW Education is the process of acquiring knowledge, skills and other capabilities. Education could be formal with clearly intended consequences and informal with unintended consequences. It is a universal aspect of any culture. Although it is a universal feature of society, educational systems vary according to organizational structures, pedagogical practices, and philosophical and cultural organizations (Kunle and Rotimi, 2006). This may be readily observed when one examines educational systems in a variety of cross-cultural settings. What is to be learned, how the learning is designed to a great extent, is a function of culture. For instance, in pre-colonial Africa, the pattern of learning was chiefly informal with the family playing the major role. It was not only the responsibility of the immediate nuclear family, but also that of the extended family and community at large to educate the youngergeneration (Jaja, 1996). Advanced education refers to the western kind of training which is sorted out after college education. There are principles and regulations defined and managed by the Ministries of Education. Approaches are attracted up to guide and direct such establishments by Government. In the Higher Education laws are to be discovered, guidelines and measures controlling the sort of structures, offices, equipment required in the institution, the passage capabilities of understudies, their ages, the educational Proceedings of INTED2017 Conference 6th-8th March 2017, Valencia, Spain ISBN: 978-84-617-8491-2 5622