MODALITIES FOR IMPROVING THE FUNDING OF PRIMARY SCHOOLS BY LOCAL GOVERNMENT EDUCATION AUTHORITIES IN BAYELSA STATE

ABSTRACT

The study was carried out in Bayelsa State to investigate modalities for improving the funding of primary schools by Local Government Education Authorities (LGEAs). A descriptive survey research design  was  adopted for  the study. The population comprised 540 respondents  while  the sample size  was  224

Head-teachers and Education secretaries selected through randomization. The instrument for data collection was a researcher-designed questionnaire. This was face-validated by three experts while Cronbach Alpha method was employed in computing the reliability estimate. Four research questions and three  hypotheses guided  the study. The  data collected  was analyzed using mean and standard deviation while t-test was used in testing the formulated hypotheses at 0.05 level of significance. The findings show that LGEAs to a great extent fulfill their statutory roles  in the funding of  primary schools through submission of total estimate, annual account and monthly returns to SUBEB amongst others. The findings also identified the constraints to LGEAs in funding primary schools to include inadequate funding of the education sector as well as poor statistical data while the effect of the constraints include poor supply of  infrastructural facilities, delay in payment of salaries and allowances amongst others. The findings also identified increasing of budgetary allocation in education, active private sector participation and collaborative efforts of the three tiers of government in developing education and establishment of endowment funds. The researcher in general recommended that Non-Governmental Organization (NGOs) and other private groups  should  join  hands  in  providing  funds  for  effective running of primary school education in the country.

12

CHAPTER ONE

INTRODUCTION

Background to the Study

Education is a social service engaged principally in manpower development for the nation and enhancing knowledge  for  social  and  economic  development. Consequently, most nations of the world strive to devote a sizeable proportion of their Gross Domestic Product (GDP) to develop the education sector. However, it should be noted that Nigerian education sector has consistently received less allocation than advocated for by the United Nations Educational, Scientific and Cultural Organisation (UNESCO). According to the United Nations Educational, Scientific and Cultural Organisation, (UNESCO 2002), every nation of the world should allocate at least 26% of its annual budget to education  sector  but  Nigeria  has  not  met  this recommendation. In Nigeria, between 2008- 2013 only 8.2% and 8.7% of our annual budget was allocated to education (FGN, Annual Budget, (2008-2013).

World Bank, (2003) stated that the federal government expenditure on education seem to be below 10% of its overall expenditure. It would have been more interesting to spell out what proportion of this expenditure on education goes to primary education.   This issue of under-funding of primary education is so endemic that, it has encompassed series of other problems of shortages of human and material resources, (Iwuanyanwu and Anene, 2001). This current pattern of investment  within  the  education  sector  is  such  that  the tertiary level gets the lion share while the primary level gets the least, (Alabi, 2010).

In Nigeria, there are other levels of education, such as tertiary education, secondary education and primary education. All these levels of education play a significant role in the socio-economic and political development of the nation. Higher education as defined by the Federal Republic of Nigeria (2004: 36) in her National Policy on Education is the education given in universities, polytechnics, colleges of education and

monotechnics  after  secondary  education  including  those institutions offering corresponding courses.

Historically, the principal player in the Nigerian public tertiary  education  system  has  been  the  government.  The federal government through its various agencies, such as National Universities Commission (NUC), National Commission for Colleges of Education (NCCE) and the National Board for Technical Education (NBTC) provides grants to universities, colleges of education and polytechnics. The States also fund their public universities, colleges of education and polytechnics,  (Emmanuel,  2011).  Apart  from  tertiary education, we also have secondary education. Secondary school education according to Omonyi, (2000) refers to full- time education provided in secondary schools usually for students between the ages of eleven or twelve and eighteen years plus. Public secondary schools in this country are solely funded by the federal and state governments in this country.

The other level of education is the primary education. The Federal   Republic of Nigeria in the National Policy on

Education (2004: 14) describes primary education as the education given in an educational institution for children aged between 6-11 years plus. The policy states that since the rest of the educational system is built upon it, primary education is the key or failure of the whole educational system. Despite the preeminence accorded this level of education in Nigeria, the sector is poorly funded.

Funding according to Ogbonnaya, (2012), refers to a sum of money saved or made available for a particular purpose. It can be called money or financial resources. In other words, funding is the amount of money needed to fund an on-going project or programme for future development. Investment in primary education has become internationally recognized as instrument per excellence for development. Primary education requires adequate public financing support more than any other of the other levels in education since it is the foundation level of any educational system. Gidado, (2000) asserts that primary education has suffered tremendously in Nigeria from

poor finances, inappropriate allocation of funds and a host of other problems.

The  management  of  primary  schools  by  local governments  has   led   to   deterioration  in   infrastructural facilities at this level of education. Most of the infrastructures currently existing at this level of education in many parts of the country are in a dilapidated state. The local governments have  consistently claimed  that  their  inability  to  put  these infrastructures in proper shape is due to the limited financial resources available to them. As a result of this, children in most primary schools in the country provide their own desks and teachings are times done in an unconducive environment.

In view of the importance of primary education the then Head of State, (Rtd) General Olusegun Obasanjo  launched the Universal Primary Education (UPE) scheme in September 1976 with an enrolment of 8.2 million primary school pupils for the whole country. The number of primary school teachers trained for the scheme was 48, 780. This was 11, 220 teachers less than  the  projected  figure  of   66,000.  As  a   result,  the

government   employed   retired   but   healthy   teachers   on contract, withdraws teachers in their third year of five year programme for  one  year  before  returning to  their  training institutions  and  employed  auxiliary  teachers,  (Ogbonnaya,

2010).

The scheme did not last the test of time as a number of factors were responsible for the failure of the scheme and one of such factors was the issue of inadequate funds. The scheme was short-lived   because of lack of funds as enough funds were not available to pay teachers salaries and allowances, procurement of textbooks, provision of instructional materials, construction   of   classroom   blocks   provision   of   school equipment among others , (Nwagwu, 1989).

As a matter of fact, education is an expensive project and the government alone cannot successfully handle it  in  the country. This is evidenced in the previous Universal Primary Education (UPE) scheme which collapsed because of poor funding and it suffered multiple setbacks under the federal military government of 1976. In an attempt to achieve the ill-

fated Universal Primary Education (UPE) scheme, the federal government under former president Olusegun   Obasanjo launched  the  Universal  Basic  Education  (UBE)  scheme  in

1999 to provide free compulsory  basic education,, free adult literacy programme amongst to  its citizens as a  means of eradicating illiteracy in the country and free junior secondary education, Maduasi, (2005) but with the look of things, the scheme  is  having  some  financial  challenges  in  terms  of funding because since its launching in 1999, we have not seen great impact of the scheme in this country, (Enock and Okpede, 2000).

The head of primary school is the Head- Teacher. The Head-Teacher is the School Administrator who guides, leads and controls both teaching and non-teaching staff and the pupils in primary school to achieve the goals and objectives in the school. The Head-Teacher is to ensure the smooth running of the school and to ensure that he and his staff perform their duties  effectively  and  efficiently  to  achieve  the  goals  and

objectives of the school and also the seat of accountability in the management of funds lies on the Head-Teacher.

Local Government Education Authorities came into existence through Decree 3 of 1991 to manage and fund primary education in each local government area of the country, (Nwosu, 2005). Nwosu further stated that, the Decree empowers  Local Government Education Authorities to recruit teachers and non- teaching staff on grade levels 01-06 into the teaching  service    in  their  areas  of  jurisdiction as  well  as payment of their salaries and allowances, submission of accounts and monthly returns to the state Primary Schools Board, now State Universal Basic Education Board (SUBEB), raise vouchers   for the payment of staff salaries and allowances, acquisition and distribution of materials and equipment to all primary schools, undertaking general maintenance of school buildings and infrastructure and stimulating, promoting and encouraging community participation in their areas of jurisdiction. The question that will be bothering educators, scholars and stakeholders mind

is, how can they carry out these various functions without adequate funds? Obviously, it will be difficult; hence, it is imperative for Local Government Authorities to look for other modalities to fund primary education in the country.

As a statutory body set up through a Decree, the government appoints Local Government Education Secretaries to oversee and carry out the functions as stipulated in Decree

3 of 1991. In other words, the Local Government Education Secretaries are in- charge of the authorities to ensure the smooth running of primary school education in their areas of jurisdiction.

In Nigeria, local government councils administer funds received from the federation account to primary education. Local government, according to Akpan, (2002) is the breaking down of a country into smaller units or localities in which the inhabitants of the different units concerned play direct and full part through their elected representatives who exercise power or undertaken functions under the general authority of the national government.

Each local government council in the federation contributes huge percentage in the funding of primary schools in their areas of jurisdiction. It is estimated that more than

80% of the funds for primary education in this country came from the local governments allocation derived from the federation accounts. The federal government provides only percentage, while the state governments’ contributions appeared to have around 10-23%, (World Bank, 2003).

The primary education sector is so important to the country and that is the more reason why other modalities should be  adopted to improve the funding of  this level of education in this country. Modalities, according to Hornby (2008) is the way or mode in which something exists or done. The present level of primary education in this country needs an urgent improvement. Improvement, according to Hornby, (2008) is an act of improving or the state of being improved. In other words, improvement refers to a situation or condition of being better than before. In his view, Nnabua, (1997) stated that there is  need for  this sector of  education to  improve

financially or otherwise the whole educational system in the country will be in comatose.

Funds are one of the major factors of the management of education in any country. No educational institution or programme can be managed effectively without adequate funding. The way funds are disbursed in Bayelsa State is not encouraging as there is lack of sufficient funds to run the primary schools in the State. As a result, this tends to lead to many  other  problems,  such  as,  delay  in  the  payment  of primary school teachers salaries and allowances, lack of teaching staff, lack of befitting school buildings for learning, lack of infrastructure, inadequate supply of instructional materials, lack of equipment, lack of funds for effective supervision among others.  As a result of this, teachers that are being employed in the schools are not commensurate with the increasing number of pupils and also pupils are learning in a very poor environment and this affects the standard of primary education in Bayelsa State. It is based on this reason that, the researcher is interested in carrying out the study on

modalities for improving the funding of primary schools by

Local Government Education Authorities in Bayelsa State.

The policy makers of this nation are conscious of the importance of primary education as the first stage where the foundation of education is laid. Thus, from the foregoing, the situation for improving Local Government Education Authorities in funding primary schools is imminent as the federal, the states or the local governments cannot shoulder the responsibility of funding primary education alone, hence, they  should  look  for  other  modalities for  funding  primary education in Nigeria. This is because Local Government Authorities seem not to be living up to expectations towards primary  level  of   education;  hence,  this  has   made  the researcher to find out modalities for improving the funding of primary schools by Local Government Authorities in Bayelsa State.

Statement of the Problem

The Nigerian educational system has witnessed a great deal  of  transformation  in  recent  times.  As  the  aims  and

objectives   for   setting   up   educational   institutions   has continued to widen, new subjects have been enlarged to reflect the critical needs of Nigerian society. In other words, high premium is placed on the funding of education, because the success of any project depends to a large extent on the availability of funds for the project.

There are many problems associated with the funding of primary  education  in  Bayelsa  State.  There  is  the  general outcry in the state that primary education have not produced the desired objectives as stipulated in the national policy on education due to lack of proper funding. On the basis of this, there is the need for improved funding of primary education so as for the state to achieve the goals and objectives of primary education in the country.

In Bayelsa State, there is a neglect of this sector of education by government for the past decade and more and if nothing is done to arrest the situation, for our children to acquire basic education will be a mirage. This is because of the following factors:  there is an increase in pupils enrolment

in primary schools without the corresponding increase in the number  of  professional teachers,  delay  in  the  payment  of teachers salaries and allowances, inadequate supply of instructional materials, poor infrastructural facilities, lack of befitting building for learning, lack of effective supervision and motivation, lack of financial commitment by Parents Teachers Associations (PTA), non-challant attitude of Non-Governmental Organizations (NGO”s) and educational philanthropists, total neglect of the rural schools in the state among others have continued to plaque primary school education in the state.

From the foregoing, it is clear that most of the problems confronting primary education in the state is poor funding and it  is  on  the  basis  of  these enumerated problems that  the researcher saw it imperative to carry out the study on the modalities for improving the funding of primary schools by Local Government Education Authorities in Bayelsa State.

Purpose of the Study

The  general purpose  of  this  study  is  to  find  out  the modalities for improving the funding of primary schools by Local Government Education Authorities in Bayelsa State.

Specifically, the study intends to:

1. Find  out  the  extent  the  Local  Government  Education Authorities fulfill their statutory roles in the funding of primary schools

2. Find out the constraints to Local Government Education

Authorities in the funding of primary schools

3. Examine how the identified constraints will affect funding of primary schools

4. Determine strategies to be adopted for improving Local Government Education Authorities in the funding of primary schools.

Significance of the Study

The theory of public expenditure developed by Adalph Wagner  (1855-1977)  emphasized  that  governments irrespective of the levels have the tendency of increasing public expenditure in such areas as defence, general administration of law and order, social welfare, health, social amenities, agriculture, transportation, communication and education among others. The implication of this theory to this study is that, since governmental activities and expenditure is increasing day by day and there is this increasing demands of the other sectors of the economy, such as power, infrastructure,  agriculture,   health,   social   welfare   among others, it is therefore imperative for managers of education, including primary education to look for other modalities of funding education in the country. The findings of the study will  therefore  validate  or  invalidate  the  stipulation  of  the theory.

The following group of people shall benefit from the findings of  the  study. They  include  the  Local  Government

Education Authorities, the pupils, teaching and non- teaching staff and the parents.

The   Local   Government   Education   Authorities   shall benefit from the findings of this study in the sense that, they shall be enlightened on how to improve funding of primary schools. In other words, the study will provide them with an alternative means of or sources of funding primary education.

The result shall also benefit the pupils because when funding of primary schools is improved, the set objectives shall be achieved and then the quality and quantity of primary school pupils shall be what it is supposed to be.

It  is  a  fact  that,  when  there  is  improvement  in  the funding of primary education, payment of teaching and non- teaching staff shall be regular. This shall motivate them for maximum performance and it will also avoid the incessant strikes always embarked upon by primary school teachers in the country.

On the part of the parents, they will benefit from the study because they will be expected to be more involved in the education of their children.

Scope of the Study

The scope of the study is delimited to public primary schools in Bayelsa State. It does not include the private and commercial primary schools in the state. The content coverage include: the extent to which Local Government Education Authorities  fulfill  their  statutory  roles  in  the  funding  of primary schools, constraints to funding primary schools, effects  of  the  identified  constraints  and  strategies  to  be adopted  for  improving  Local  Government  Education Authorities in funding primary schools.

Research Questions

The  following  research  questions  were  formulated  to guide the study:

1. To  what  extent  do  the  Local  Government  Education Authorities fulfill their statutory roles in the funding of primary schools?

2. What are the constraints to Local Government Education

Authorities in the funding of primary schools?

3. Examine how the identified constraints will affect funding of primary schools?

4. What are the strategies to be adopted for improving Local Government Education Authorities in  funding primary schools?

Hypotheses

The following null hypotheses were formulated to guide the study and shall be tested at 0.05 level of significance.

Ho1: There is no significant difference between the mean ratings of primary School Head-Teachers and Local Government Education Secretaries on the extent Local

Government Education Authorities fulfill their statutory roles in funding primary schools.

Ho2: There is no significant difference between the mean ratings of primary School Head-Teachers and Local Government Education Secretaries on the constraints to

Local  Government  Education  Authorities  in  funding primary schools.

Ho3: There is  no significance difference between the mean ratings of primary School Head-Teachers and Local Government Education Secretaries on strategies to be

adopted  for  improving  Local  Government  Education Authorities in funding primary schools.

₦5,000.00 – DOWNLOAD FULL PROJECT DOWNLOAD FULL PROJECT Added to cart

---

---

---

---

---

Related Project Topics :