The Quality Of Nigeria Education And Economic Development

The Quality Of Nigeria Education And Economic Development
Abstract
This study was carried out to examine the quality of Nigeria education and economic development using ministry of education in Niger State as case study. Specifically the study was carried out to ascertain whether there is a significant relationship between quality of Nigeria education and economic development, examine the effect of quality of Nigeria education on economic development and find out the factors affecting the quality of Nigeria education. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of staff of ministry of education in Niger State. In determining the sample size, the researcher conveniently selected 59 respondents and 50 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables and mean scores. While the hypotheses was tested using Pearson correlation statistical tool SPSS v23. The result of the findings reveals that there is a significant relationship between quality of Nigeria education and economic development. The study also revealed that the effect of quality of Nigeria education on economic development includes: it improves human capital development, reduces unemployment, it enhances national development, it reduces rate of illiteracy in the nation, and it improves social economic development. Therefore, it is recommended that teachers and other staff working in Nigerians schools should be well trained and retrained to enable them give quality education to the children. Above all, their remuneration should be commensurate with their counterparts in other sectors of the economy; otherwise they will hardly give in. their best to educating the future generation because they will always look for ‘greener pastures’. To mention but a few.
Table of Content
- Title Page
- Certification
- Dedication
- Acknowledgement
- Table of Content
- List of Tables
- Abstract
Chapter One:
Introduction
- 1.1 Background of the Study
- 1.2 Statement of the Problem
- 1.3 Objective of the Study
- 1.4 Research Questions
- 1.5 Research Hypothesis
- 1.6 Significance of the Study
- 1.7 Scope of the Study
- 1.8 Limitation of the Study
- 1.9 Definition of Terms
- 1.10 Organisations of the Study
Chapter Two:
Review of Literature
- 2.1 Conceptual Framework
- 2.2 Theoretical Framework
- 2.3 Empirical Review
Chapter Three:
Research Methodology
- 3.1 Research Design
- 3.2 Population of the Study
- 3.3 Sample Size Determination
- 3.4 Sample Size Selection Technique and Procedure
- 3.5 Research Instrument and Administration
- 3.6 Method of Data Collection
- 3.7 Method of Data Analysis
- 3.8 Validity of the Study
- 3.9 Reliability of the Study
- 3.10 Ethical Consideration
Chapter Four:
Data Presentation and Analysis
- 4.1 Data Presentation
- 4.2 Analysis of Data
- 4.3 Answering Research Questions
- 4.4 Test of Hypotheses
Chapter Five:
Summary, Conclusion and Recommendation
- 5.1 Summary
- 5.2 Conclusion
- 5.3 Recommendation
- References
- APPENDIX
- QUESTIONNAIRE
Chapter One
Introduction
1.1 Background to the Study
Policy makers and development planners have recognized the pivotal place of education as a means of increasing output as it has the capacity to improve health and productivity, and provides an escape out of poverty. Hence, considering the place of education in nation building, countries of the world have been investing in this all-important sector as the development of any nation may be traceable back to its level of stock of human capital, which normally entails education and health (Umo, 2007; Dauda, 2010; Kakar et al., 2011). While these two factors are key to national development, several studies have found that the former has a positive impact on the latter (see Gyimah-Brempong, 2011). The nexus between education and development as an engine for increased economic development has continued to attract the attention of economists and policy makers. Experts argue that education has an impact on society, both at the micro and macro levels (Barro and Lee, 2010; Bashir et al., 2012; Barro, 2013), but the quest of most developing countries to maximally utilize education to break out of the vicious cycle of poverty and increase output has been a challenge (Barro, 1997; Anyanwu et al., 1997). Additionally, investment in education secures returns in the form of skilled manpower that could be geared to the needs of development, both for accelerating economic development and for improving the quality of the society (Yogish, 2006). For example, in countries that are closer to the technological frontier, quality education includes research and innovation because technological advances increase labour productivity and economic development, whereas low-level education is sufficient for the imitation of technology that enhances productivity in countries further away from the frontier (Aghion et al., 2006).
In Nigeria, investment in recurrent and capital expenditure on education has been low, unstable and inadequate considering the ever increasing demand for formal education, therefore the available learning infrastructure cannot cope. For instance, the Federal Government of Nigeria and the Academic Staff Union of Universities (ASUU) agreed that the nation’s educational sector is faced with infrastructural deficiencies, to the extent that much of the available learning infrastructure is used beyond the original carrying capacity, i.e. lecture theatres, classrooms, laboratories and workshops are shared by many programmes across different faculties. To salvage the situation, the government and ASUU came to an agreement that all regular federal universities would require the sum of N1,518,331,545,304 for the period 2009–2011 and eachstate university would require N3,680,018 per student for the period 2009–2011. Of this amount, the government would spend N400 billion in each of the years 2009 and 2010 on federal universities, and N500 billion in 2011, but surprisingly, the government did not fulfil this promise, leaving the system unchanged. They further agreed that a minimum of 26% of the annual budget of the state and federal governments should be allocated to education and at least 50% of the budgeted 26% shall be allocated to universities if the educational sector is to be salvaged (MOE, 2009). (MOE, 2009) shows that federal government spending on education does not follow this increased trend, but rather a dwindling trend over the years, and it is still far from achieving this goal. A cursory look at available state government data indicates the same dwindling pattern for most of the states except for Lagos, which has met this objective.
Similarly, the federal government set up a needs assessment committee of Nigerian public universities, and the report of the committee confirmed earlier discussions. The committee report revealed that fewer than 10% of universities had video conferencing facilities, and fewer than 20% of universities used interactive boards (even the ones that deployed interactive boards were using them in fewer than 10% of their lecture rooms/theatres). More than 50% did not use a public address system in their lecture rooms/theatres, internet services were non-existent, library resources were outdated, no university library was fully automated, and fewer than 35% were partially automated. The committee further submitted that 23,030 (61.0%) lecturers were employed in federal universities, while 14,474 (39.0%) taught in state universities. The teaching staff-student ratio was very high in many universities: For the National Open University of Nigeria it was 1:363, for the University of Abuja 1:122, for Lagos State University 1:114, and in some universities it was 1:500. There were about 109,509 on-campus hostel beds across all public universities in Nigeria, implying that only 10.3% of the total student population could be accommodated (MOE, 2012).It then implies that if such an assessment were to be carried out on the primary and secondary levels of education, similar results would be found. The inability of the government to meet these infrastructural deficiencies and increase education expenditure has had a negative impact on the quality of the outcomes from these institutions, sometimes culminating in a prolonged duration of study as a result of incessant strikes and protests by staff and students.
1.2 Statement of the Problem
The Nigerian economy has been plagued by several economic and social problems with mass poverty being at the top of the list. This is quite ironic for a country that is endowed with vast natural and human resources. In the quest to finding plausible solutions to the problems faced by the country, studies have showneducation as a leading instrument for promoting economic growth. For several decades, United Nations has placed great emphasis on primary and, more recently, secondary education.
However, the educational sector in Nigeria is plagued by many problems. This is attributed to the attention given to education by the Nigerian governments (both past and present) is relatively low. Even many years after independence, it is stunning to know that the adult illiteracy rate is still at 74% (Ibidapo-Obe, 2007) and the gross enrollment rate is also low. The minimum amount to be spent by a country on education as stated by the United Nations (UN) is 26% of the country’s annual budget. Ironically, according to the data by Herbert (2002) from 1977-1998, the total education budget represented an average of 9.7% of total government expenditures, while its percentage share of the GDP from 1991-2009 has maintained a value of 0.85%. Its highest value was 5.11 % in 1981 and its lowest was 0.85% in 1991 (UNESCO, 2011). Looking at the statistics above, it is clear that expenditure on education is still very low.
Another pertinent issue in the Nigerian educational sector is that of teacher education. The basic problems reported by surveys carried out in various research in Nigeria have shown the discrepancy between the demand for teachers and the supply for teachers, and that teachers fail to meet the minimum requirement as stated by the National Policy For Education. This is due to lack of incentives, brain-drain and lack of motivation(Ibidapo-Obe, 2007). According to Dike (2002), he noted that the Federal Government reported that the falling standard of education in Nigeria is caused by “acute shortage of qualified teachers in the primary school level.” It was reported by the same author, that about 23 percent of the over 400,000 teachers employed in the nation’s primary schools do not possess the Teachers’ Grade Two Certificate, even when the Nigerian Certificate of Education (NCE) is the minimum educational requirement one should possess to teach in the nation’s primary schools. It is no wonder then that Nigerian students do not generally perform well in most (external) public examinations. Almost every year, the Chief Examiners Reports (CER) for the West African Examinations Council (WAEC) and the National Examinations Council (NECO) highlight the abysmal poor performance of students at the Senior Secondary School Certificate Examinations. Added to this poor performance in those public examinations, is the widespread vice of examination malpractice, which is indicative of poor and inadequate preparation for examination. When students have not read widely and thoroughly and have not been well prepared for examinations, the tendency is to turn to short-cuts and sharp practices in order to pass examinations.
1.3 Objectives of the Study
The overall aim of this study is to examine the quality of Nigeria education and economic development. Hence, the study will be channeled to the following specific objectives;
- Ascertain whether there is a significant relationship between quality of Nigeria education and economic development.
- Examine the effect of quality of Nigeria education on economic development.
- Find out the factors affecting the quality of Nigeria education.
1.4 Research Questions
The study will be anchored by the following question;
- Is there any significant relationship between quality of Nigeria education and economic development?
- What the effect of quality of Nigeria education on economic development?
- What are the factors affecting the quality of Nigeria education?
1.5 Research Hypotheses
- Ho: There is no significant relationship between quality of Nigeria education and economic development.
- Ha: There is a significant relationship between quality of Nigeria education and economic development.
1.6 Significance of the Study
This research is carried out to help political leaders take policies out of education as the continued neglect of this sector would lead to social paralysis. And as a result, the youth would be given the appropriate quality academic training and an environment that would enable them to reach the potential. The study will assist in providing a guide in the realization of one of the core objectives of Nigeria education which is to make Nigeria one of the technological advanced countries in the world.
1.7 Scope of the Study
The scope of this study boarders on the quality of Nigeria education and economic development. Geographically the study will be carried out in Bida Borgu Local Government Area, Niger State.
1.8 Limitation of the Study
Like in every human endeavour, the researcher encountered slight constraints while carrying out the study. Insufficient funds tend to impede the efficiency of the researcher in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size. More so, the researcher simultaneously engaged in this study with other academic work. As a result, the amount of time spent on research will be reduced.
Moreover, the case study method utilized in the study posed some challenges to the investigator including the possibility of biases and poor judgment of issues. However, the investigator relied on respect for the general principles of procedures, justice, fairness, objectivity in observation and recording, and weighing of evidence to overcome the challenges.
1.9 Definition of Terms
Education:
This is the process of imparting knowledge and skills through training to enable the child or individual develop positive attitude to adjust to the society to which he/she belongs.
1.10 Organization of the Study
This research work is organized in five chapters, for easy understanding, as follows.
- Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study.
- Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature.
- Chapter three deals on the research design and methodology adopted in the study.
- Chapter four concentrate on the data collection and analysis and presentation of finding.
- Chapter five gives summary, conclusion, and recommendations made of the study.
Chapter Five
Summary, Conclusions and Recommendations:
5.1 Introduction
This chapter summarizes the findings the quality of Nigeria education and economic development using ministry of education in Niger State as case study. The chapter consists of summary of the study, conclusions, and recommendations.
5.2 Summary of the Study
In this study, our focus was to examine the quality of Nigeria education and economic development using ministry of education in Niger State as case study.
The study was specifically set to ascertain whether there is a significant relationship between quality of Nigeria education and economic development, examine the effect of quality of Nigeria education on economic development and find out the factors affecting the quality of Nigeria education.
The study adopted the survey research design and randomly enrolled participants in the study. A total of 50 responses were staff of ministry of education in Niger State.
5.3 Conclusions
In the light of the analysis carried out, the following conclusions were drawn.
- There is a significant relationship between quality of Nigeria education and economic development.
- The effect of quality of Nigeria education on economic development includes: it improves human capital development, reduces unemployment, it enhances national development, it reduces rate of illiteracy in the nation, and it improves social economic development.
- The factors affecting the quality of Nigeria education includes: inadequate funding for education, lack of adequate numbers of teachers and the problem of professionally unqualified teachers, poor physical school environments, and lack of resources for instructional purposes.
5.4 Recommendation
Based on the findings the researcher recommends;
- The infrastructural decay in our institutions of learning should be adequately addressed. Libraries, laboratories, and ICT centers should be provided and adequately equipped.
- Government should step up statutory allocation to education as agreed with the United Nations and World Bank recommendations of at least 25% of national budgetary allocations to go to education.
- Government should abrogate policies that impede public-private partnership in education. There is need for synergy in funding education in Nigeria.
- Government should reinstate grants-in-aid to mission and private schools in the spirit of partnership, in order to make quality education affordable
- Exiting facilities in our Universities should be expanded to accommodate more entrants into the University system as the present arrangement only takes about one tenth of the population seeking University admission every year.
- Teachers and other staff working in Nigerians schools should be well trained and retrained to enable them give quality education to the children. Above all, their remuneration should be commensurate with their counterparts in other sectors of the economy; otherwise they will hardly give in. their best to educating the future generation because they will always look for ‘greener pastures’.

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