CHAPTER ONE

1.0 Introduction

In Nigeria, the demand for education is so high because education is not only an

investment in human capital but it is also a pre-requisite for economic development

(Ubogu, 2011). Thus, education has remained one of the most challenging of the

Seven-Point Agenda enunciated by the late UmaruYar’Adua administration on

assumption of office in 2007. The administration met an educational sector that

was in comatose. In spite of the reforms carried out by the immediate past

government, there was really nothing on ground to inspire confidence in that very

vital segment of our national economy (Nwosu, 2009). The universities and other

institutions of learning were in a state of decay with most teaching staff leaving the

country in droves in search of greener pastures abroad.

Apart from the impact of inadequate funding, the quality of the teaching and

learning process in public schools and student support is now inadequate (Ubogu,

2011). It was therefore, not surprising that the late Yar’Adu’s administration had to

be confronted by labour unions in the educational sector with long lists of demand

on what should be done to uplift the sector. The unions, one after the other, had to

go on strike to press home their points. The ensuing face-off-between the Federal

1
Government and Academic Staff Union of Universities (ASUU) resulted in the

shutting of the universities for close to four months.

Adewale, Ajayi and Enikanoselu (2006) were of the opinion that education in

Nigeria has been experiencing financial crises. There is less money to spend on

primary, secondary and tertiary education. There are increasing complaints about

the underfunding of the educational sector while the government accuses the sector

of inefficient utilization of available resources. The donor argues that public

spending on education should be reduced. However, the fact remains that

education in Benue state; in particular Otukpo Local Government Area of Benue

State has been experiencing loss of facility, deterioration of equipment and plans,

and uncompleted projects as a result of the financial crises facing the system.

1.1 Statement of problem

Presently, Public schools in Otukpo Local Government Area of Benue State are

declining due to lack of Funds to manage the schools. Funds generated from the

schools are misappropriated.

Mberengwa 2004, the quality of classroom facilities is grossly inadequate

and obsolete. Owolabi etall. (1991) therefore, this research work will examine the

effects of poor funding on public schools a case study of Otukpo Local

Government Area of Benue State.

2
1.2 Objective of the study

The research objective of this study is to examine the effect of poor funding on

public schools as related to Otukpo Local Government Area of Benue State.

1.3 Research Question

The following research questions were formulated to guide the study:

 Is the adequacy of funding in the Public primary Schools enhancing quality

programs in the schools?

 Is lack of funds generating responsible for the quality of education in

public schools?; and

 Is mismanagement of funds responsible for the quality of education in

Otukpo Local Government?

1.4 Purpose of the Study

The purpose of this study is to see the Effects of poor funding on public schools.

Case study of Otukpo Local Government Area of Benue State in Nigeria, public

schools is structured to improve students’ intellectual abilities. They are

established to provide effective, professional and quality education programs. In

such Schools, students are trained to develop professional lifestyles that will help

them become proficient employees that can shoulder responsibilities, become

innovative and research oriented individuals that can collectively conduct

themselves in ways that are worthy of emulation.

3
 Consequently, students are obliged to share new information and skills with

their fellow students, seek more knowledge their own initiative, and above all, they

are expected to be flexible and willing to experiment and not be afraid of failure

(Ololube, 2007; Akinsanya, 2007).

However, fund shortages and its availability has been a fundamental problem

regardless of government’s efforts to establish Public Schools in Nigeria to prepare

effective and competent students.

1.5 Significance of the study

This paper examines the Effects of Poor Funding on Public Schools in otukpo.

Education in Nigeria is the bedrock of development. But unfortunately Education

in Nigeria is bisected with myriad’s of problems. These includes; poor funding and

thus poor educational infrastructures, inadequate classrooms, teaching aids

(projectors, Computers, Laboratories and libraries), paucity of quality teachers and

poor / polluted learning environment. In addition to these inadequacies, our school

system is plagued with numerous social vices such as examination malpractices,

cultism, hooliganism and corruption. For meaningful development to take place in

the educational sector; the government needs to re-address the issue of funding.

Private educational investors, teachers! Parents/guidance and students/pupils need

a reorientation towards achieving the goals of education. Also education must be

made affordable for all and sundry. The current monolistic approach to knowledge

4
acquisition must be changed. Technical education and innovation/ adaptation

centers must be encouraged and well funded, if this nation must move out of this

present technological and scientific dependence. Government and the organized

private sector must as well fund research programmes, inventions and mass

production of invented products.

1.6 Scope/limitation of the study

The study covers the Effects of poor Funding on Public schools in Otukpo Local

Government Area of Benue State. Findings and recommendations of the study may

not reflect the true view of the Effects of poor funding on public school as the

researcher could not cover a wider area due to time and financial constraints.

This study is limited to some selected Public schools in Otukpo Local Government

Area.

5
 CHAPTER TWO

2.0 LITERATURE REVIEW

2.1 An Overview of Financing Education in Nigeria

Education funding comes from different sources. The major one at all levels of

government is public revenue from taxation. Education funds are reported to be

distributed among primary, secondary and tertiary educational levels in the

proportion of 30%, 30% and 40% respectively, Balurni (2003).

The public funding includes direct government expenditures in the form of

subsidies to households such as lax reductions, scholarships, loans and grants. It

also includes payment from Education Tax Funds (ETF) mainly for capital

expenditure. At present, private sources account for about 20% of total national

donors particularly, in the form of loans (Adewale et al., 2006). The underlying

rational for public funding of education is to equip people with the requisite

knowledge, skills and capacity to enhance the quality of life and increase

productivity and capacity to gain knowledge of new techniques for production so

as to be able to participate evocatively in the development process. With education

regarded as “free” goods by the provider, the demand for it soared to such an

extent that by the end of the 1980s, government could hardly cope. Of course,

while the quantity of education increased dramatically, the quality nose-dived to an

unprecedented level.

6
2.3 Exploitation and Educational Standard

A close assessment of activities in schools have revealed that, students are made to

suffer undue amount of exploitation by school heads at both private and public

schools in the name of enrolment fees and assurance of success in their

examination and this they do in collaboration with the ministry officials who are

suppose to inspect and monitor activities in schools to ensure standard compliance.

Despite the fact that most of the schools lack basic learning facilities and a

complete set of teachers, in some cases, a school with the services of an English

Language teacher will lack that of a Mathematics teacher. This is the more reason

why one may not have the gut to quarry the mass promotion syndrome been

practice in schools because the system itself is not balanced. In like manner,

students are being surcharged in a number of ways in tertiary institutions either in

the name of dues that are not accounted for, force purchase of reading and other

learning materials at exorbitant rate or on services of which staff are being paid for

as assigned responsibility and official provision made by the respective institution.

All these lead to lowering of the academic ability of students.

2.4 Funding /Constrains

The gross under funding of the educational sector in the country in general and the

neglect of the maintenance of the physical facilities instructional and living

conditions have deteriorated in many of these schools, classrooms, libraries and

7
laboratories are nothing to write home about, all leading to decline in academic

standards. Attention must be focused on these areas too if these educational

institution are to get out of the woods and this is only possible through adequate

funding.

Since 1986 when the federal military government introduced the structural

adjustment programme SAP, allocation of financial resource started to fall coupled

with the consistent decline in the value of local currency till date. Which have also

consistently affected the procurement of imported technical and scientific

equipments, books, journals and other instructional needs in the educational

system. Education system in Nigeria today, needs a total overhauling and

restructuring, this reform is required to improve the performance of higher

education in the country, the nation entered the 21st century insufficiently prepared

to cope or compete in the global economy, where growth will be based even more

heavily on technical and scientific knowledge (World Bank 1994). It is also a well

known fact that the inadequacies always observed among many undergraduates

and graduates alike is as a result of the inadequacies associated with the primary

and the secondary education system in Nigeria. It is however pertinent for the

government of the day to design a suitable guidelines for funding education. For

instance, UNESCO has recommended that 26% of the total budget of a nation

should be allocated to education. But Longe Commission of 1991 observed that the

8
percentage of recurrent budgetary allocation to education in Nigeria has never

exceeded 10%. Though, the system is expensive to keep afloat, quality however in

any form is partly a function of the total fund made available to the system and

judiciously utilized for the purpose to which it is meant for. Funds are required and

necessary to maintain both the human and material resources of the system in order

to achieve desired goals. Also there is the need for an effective monitoring of the

management of fund presently being allocated to the sector, as effort should be

intensify to improve on what is currently being allocated to the system

2.5 Sustainability of Education in Nigeria

Without any shadow of doubt, education is very important and essential for human

beings. Education shapes human beings’ lives in positive ways. Education is a

human right that should be bestowed on all human beings exclusively by reason of

being human. Therefore, there is a strong relationship between education and

development as was propounded before by many theorists and researchers. The

establishment of education is a key index of development. Above and beyond this,

it is well acknowledged that schooling increases productivity, health and decreases

negative features of life like child-labour as well as empowerment (EFA, 2002).

Over decades, the Nigerian government has emphasized the commitment to

providing good education for the people in the community, aiming to overcome

illiteracy and ignorance with the goal of accelerating national development. But in

9
the short run, the effort and commitment did not materialize due to unpaid

teachers’ salaries, and the degradation of education facilities at all levels.

Eventually, the literacy rates in the country started declining despite the

obvious fact that education is essential to the development of the community and

the nation. In Nigeria, the distribution of education has suffered because it has been

neglected so long due to the inadequate attention given to policy frameworks

within the setting. Findings of research conducted in the educational setting

confirm the unsustainability of education in Nigeria. The national literacy rate is

currently 57%. Some 49% of the teaching force is unqualified. Old infrastructures

and buildings are maintained, there is a lack of facilities and acutely inadequate

resources at all levels. Wide disparities persist in educational standards and

learning achievements. The system emphasizes theoretical knowledge at the

expense of technical, vocational, and entrepreneurial education (ActionAid, 2003,

cited by Otive, 2007). The sustainability of education in the country has seriously

declined due to uncountable strikes and riots which frequently ended up by closing

down the schools and universities for countless months. Teachers/lecturers/workers

in universities and schools going out on strike have become normal in support of

their protests about being unpaid for months perhaps years. Pensions are delayed

and salaries/wages are frozen for many months and years. This leads to students

taking years to graduate.

10
 A significant percentage of children and youth leave primary, before

graduation. This may be due to a lack of funds, poor nutrition, the inability to read,

write or the results of a poor beginning and the effect of family background. The

system in the country does not provide any opportunity for transition from school

to work, particularly for those from poor homes (Enamiroro, 2007). This has

substantially contributed to students’ abandoning their studies and putting an end

to their formal education, substituting it by learning traditional work or joining the

ranks of street beggars/traders for them to provide whatever income they can for

the family, while some opt to choose weapons when they are desperate.

2.6 Implication of Education Financing in Nigeria

In the last three decades, education in Nigeria has witnessed a significant growth in

terms of expansion of access through increase in enrollment and establishment of

additional institutions. However, it is sad to note that many of the indices that can

guarantee qualitative education are not taken into consideration in the country’s

quest to meet quantitative target. It has been found that political factors are the

main motives behind many of the expansion polices especially, in the university

system (Ekundayo, 2008). In fact, capital projects to meet the expanding

programmes could not take off and where they did take off, they had to be

abandoned due to lack of funds. Given the poor state of the country’s budget to

education, the current financing trend might not be sustained in the near future.

11
The revenue from government allocations have to increase to meet this rising costs

or else education at all levels will suffer setbacks either in total number of staff, in

relative wage and salary increase or in capital and equipment. The fact remains that

education in Nigeria has been experiencing loss of facilities, deterioration’ of

equipment and plants and uncompleted projects as a result of financial crises

facing the system. When all this pressure does not meet with increasing revenues,

the results are obvious less increase in efficiency and productivity and diminished

quality and output (i.e., teaching, scholarship and services, diminished working and

living condition for professors, staff and students alike) (Adewale et al., 2006).

In addition, in many public institutions of learning, students are found

standing outside the classrooms receiving lectures us their population has

outstripped the classroom space that are available. The implication of all these is

that output from this investment process in education cannot actually achieve the

goals that were set for it.

12
 CHAPTER THREE

Research methodology

3.0 Introduction

This chapter presents the research design of the study population, the sample and

sampling techniques and instrument for data collection. This chapter also deals

with the validation of the instrument used for the study, administration of the

instrument and methods of data analysis.

3.1 Area of the study

This research study was carried out in the public schools in Otukpo Local

Government Area of Benue State. Otukpo is one of the twenty three Local

Governments Area in Benue State.

Otukpo is a town in Benue State, Nigeria located in the Middle Belt Region of

Nigeria. Otukpo is the headquarters of the Otukpo Local Government Area. It was

the headquarters of the former Idoma Province, and remains an important town in

Idomaland, the area mainly populated by the Idoma speaking tribe, though with

numerous local dialects spoken in the diverse reaches of Idoma land. Idoma

language is the umbrella lingua. It is the seat of His Royal Highness the Och'

Idoma, the Paramount Chief of the Idomas. Prominent sons of Otukpo include

13
HRH Ogiri Oko, HRH Elais Obekpa, Hon Ameh Ebenezer Odoh, (the first

representative of the idoma nation in the National House of Assembly Lagos- First

Republic),Chief B.O Attah, Sen. Adejo Ogiri, Col. Anthony Ochefu, Comrade

Abba Morro, Chief Audu Ogbe, Sir Abu Obe to name a few. Bongos Ikwue,

Tuface Innocent Idibia, BlackFace, Six Foot Plus, Enenche the Comedian are some

on many prominents artistes that hail from or have their roots in Otukpo.

Prominent families include the Onojas, Obeya's, Ogiris, Ochefu's, Abu's,

Elaigwu's, Oche's, Adejo's, Edache's, Agbo's to name a few. Another prominent

family is the Akatu Augustine Alechenu family. He was the mayor of Otukpo who

brought Otukpo and Idoma into prominence. He brought pipe borne water,

electricity and roads and telephone and schools to Otukpo. He introduced the

practice of environmental sanitation called keep Otukpo Town Clean well before

any other town in Nigeria. He encouraged sports like Lawn Tennis and table

tennis, and established the first lawn tennis club in Otukpo. Chief Ella Abogonye

was also a prominent son of Otukpo. He provided free medical care for the people

of Otukpo during his lifetime through his clinics.

Otukpo is popularly called Texas by Idoma Sons and Daughters and is the favorite

go to spot during festive seasons and holidays. With a wide variety of hotels and

restaurants it has entertainment to suit various needs.

14
3.2 Research Design

The design of this study is survey the Effects of Poor Funding in Public schools.

According to Eze(2005) defined survey research as the plan of study, which

enable researchers to use reliable techniques to collect data from a well defined

population or systematically selected segments of the population for the purpose of

determining the attributes of the population. Eboh (1998) states that survey permit

investigation on a sample of an entire population. Nworgu (1991) states that survey

is one in which a group of people or items are studied by collecting and analyzing

information from a few people or items considered to be a representative of the

group.

3.3 Population of study

Population consists of all individuals that fit in a certain specification. Ohaja(2003)

this research study the Effect of poor funding on public schools in Otukpo local

government area of Benue State consist of some selected schools in Otukpo.

3.4 Data collection

Data were collected in through interviews. Four interview questions were designed

by following the Interview Protocol. The first question was related to interviewees’

educational background, working/teaching experience, place of work and current

position in Nigeria. The second question was about the effect of poor funding on

15
public schools in Otukpo Local Government Area. The third focused on the

possibility of making education accessible for all in order to alleviate poverty in

the Local Government while the last question was aimed at seeking interviewees’

opinions and suggestions on how to improve the standard of education in public

schools for the quality life of people in Otukpo as well as their socio-economic

status. In terms of sample, an interview protocol was sent to 15 experts in Nigeria

but unfortunately, there were no responses from them. Only four responded.

Moreover, the researcher ensure that the instruments administered to the

respondent are filled and returned at the same time, this is to ensure one hundred

percent reform rate and to reduce the incident of falsification that is likely to arise

from comparison of responses by the respondents.

16
 CHAPTER FOUR

4.0 Data Presentation, Interpretation, Analysis and Discussion of Results

4.1 Introduction

This chapter deals with the presentation of the data collated during the curse of the

study. The responses from the questionnaires are analyzed based on percentages

and are subjected to a statistical tool to enable the hypotheses to be tested. There

are two sections in this chapter. The first section consists of presenting and

analyzing data that relate specifically to hypotheses testing, while the second

section presents and analyses the rest of the highlighted based on hypothesis

testing with the statistics within the specified limits of significance. This, of course

afforded a good basis for discussing the results and drawing inferences and

conclusions in subsequent chapters. The distribution and return of the

questionnaires are analyzed in the table below:

Table 4.1.0: distribution and collection of questionnaires

Institutional Number Number Number Not % Of Total % Of Total

Agencies Distributed Returned Returned Returned Unreturned
Beneficiaries 144 89 55 38.7 23.9
Govt. 50 31 19 13.5 8.5
Agencies
International 20 12 8 5.2 3.5
organization
Local NGOS 16 10 6 4.3 2.6
Total 230 142 88 61.7 38.3

17
Table 4.1.0 shows that out of two hundred and twenty questionnaires distributed

one hundred and forty –two were returned representing about 61.7% of the entire

distribution, while thirty eight or about 38.3% were not returned.

Table 4.1.1 shows respondents sexes that are involved in providing the answers to

the questions their frequency and percentage were specified.

Table 4.1.1 respondents sex distribution

Sex No of respondents Percentage

Male 95 66.9

Female 47 33.1

Total 142 100

Table 4.1.2 shows the educational background of the respondents. It will help to

know what they were able to do with the qualifications. The population that was

able to get one qualification or the other.

Table 4.1.2 respondent’s educational qualification

Qualification No of respondents Percentage

FSLC 34 23.9
SSCE/WAEC 23 16.1
OND/NCE 25 17.6
HND/B.Sc/ B.Ed 29 20.4
MBA/M.Sc 31 21.8
Total 142 100
The above table shows that 34(23.9%) of the respondents only have first school

leaving certificate (FSLC) while 33(16.1%) have SSCE/WAEC. On the other hand

18
25(17.6%) have OND/NCE, 29(20.4%) have HND/B.Sc/B.Ed while 31(21.8) have

MBA/MSc.

Table1.Federal Government Expenditures on Education as share of total

Federal expenditure 1997-2002 in percentage

1997 1998 1999 2000 2001 2002

Recurrent 12.3 12.0 11.7 9.4 9.5 9.1
Capital 6.1 7.5 5.0 8.5 6.0 6.0
Total 9.9 9.6 9.0 9.0 7.6 8.0
While each tier of education has at various times been the concurrent (Joint)

responsibility of both federal and state governments the former has historically

been much more involved at the post secondary level.

Table 2 presents the shares of federal government recurrent and capital

expenditures by level of education between1996 and 2002. Over the period, the

share for the (24) federal universities has varied between roughly 40 and 50

percent of total federal expenditures while those for the (16) polytechnics and (20)

colleges of education have remained fairly constant (apart from one year) at around

17 percent and 11 percent respectively. Overall, during the whole period, the

tertiary education sub sector has received between 68 percent and 80 percent of the

total federal expenditures education.

19
Table 2 Federal Government Expenditures Shares By Level Of Education

1996-2002 In Percentages.

1996 1997 1998 1999 2000 2001 2002

Tertiary 79.9 78.9 68.4 69.0 75.8 68.1 76.9
Universities 52.5 44.6 39.4 39.9 41.3 39.6 51.2
Polytechnics 16.2 23.2 17.0 18.5 17.0 16.6 16.0
College of 11.2 1.1 12.0 10.6 9.6 11.9 9.7
education
Secondary 10.4 11.3 14.6 18.7 15.3 15.5 15.6
Primary 9.7 9.8 16.9 12.2 8.9 16.4 7.5
In five out of the seven years, the allocation to secondary education has been that

for primary. The average shares have been 14.5 percent for secondary schooling

and 11.5 percent for primary schooling. Federal Government expenditures on

secondary schooling are basically for the federal Government Colleges (Unity

schools), usually three of which are established in each state and the federal

secondary technical colleges. Allocations for primary schooling have been more

adhoc resulting from specific initiatives (Amaghyonyeodiwe & Osinubi, 2006).

Table3.Disbursement Allocation to Educational Sector between 1995-2004(in

million

Year Allocation to education Fund disbursement to Cup between 2

education sector (3) and 3
1995 12,816,400.000.00 12,816,400.000.00 -
1996 15,357,700.000.00 15,357,700.000.00 .
1997 16,841,200.000.00 16,841,200.000.00 -
1998 23,668,100.000.00 23,668,100.000.00 .
1999 27,713,500,000.00 27,713,500,000.00 .
2000 64,514,932,711.00 28,030,664,196.00 36,484,268,520
2001 72.950,836,443.00 44,031,814,544.00 28,919,021,900

20
2002 72.950,836,443.00 85,075,701,873.00 2,981,260,900
2003 78,952,003,053.00 72,261,755.174.00 6,690,247,880
2004 93,767,856,839.00 77,975,091,275.00 15,792,795,561
2005 11,641,315,112 9,341,341,551 2,299,973,561
2006 116,600,000,000 30,486,000,000 86,114,000,000
2007 154,361,300,101 56,941,411,310 9,741,988790
2008 109,341,341,010 79,564,341,911 2,977,999,099
2009 113,246,777,000 87,546,477,494 25,699,299,506
Sources: Federal Ministry of Education, Abuja

Furthermore, table3 presents the federal Government disbursement allocation to

educational sectors between1995-2009(in million).

There was disparity between the funds allocated and funds disbursed to educational

sectors during the period of study. The disparity was widest in year2000 when only

N.T 28,030.7 million was disbursed as against N 64,514.9 million that was

allocated. The disparity created in the year was N 36,484.3million which is 56.55%

of the allocation. Between 1995 to 1999, however, the exact amount allocated was

disbursed to education sectors while in 2002, fund disbursement was in excess of

the allocated by 2.981.3 million which presents only 3.63% of the amount

allocated. For the period between 2000 and 2004, a total of N 87,886.3 million

allocated was not disbursed.

Furthermore, the Britain-Nigeria Educational Trust fund (2009) has reported

that the educational sector which suffers from inadequate funding at all levels, has

not utilized the sum of N 22.6 billion allocated by Education Trust Fund covering

21
the period 2002-2007. It was to be made available to universities, polytechnics,

state Ministries of education and the Universal Basic Education Boards.

Lists of the beneficiaries, which are being made public by the ETF, included 25

federal and state universities, 24 federal and state polytechnics, 14 federal and state

colleges of education, 11 mono-technics, 17 state Ministries of Education and 21

state Universal Basic Education Boards. Top on the list of the universities which

have total of N 6,343,000,000 yet to be accessed is the Federal University of

petroleum Resources, Effurun Delta state that has N 552 million; followed by

Universities of Port Harcourt and Abuja with N 3023 million and N278.7 million

unclaimed respectively.

Adedigba (2017) highlights that only 7.04% of the 8.6 trillion budgets were

allocated to the education sector. The total sum allocated to the sector is N 605.8

billion, with N435.1 billion for recurrent expenditure, N 61.73 billion for capital

expenditure and N 109.06 billion for the Universal Basic Education Commission.

The allocation is lower than the 7.4 percent the government gave the education

sector in the N 7.4 trillion 2017 budget. The breakdown of the N 550 billion

allocated in 2017 was N 398 billion for recurrent expenditures, N 56 billion for

capital expenditure and N95 billion to UBEC. Although the N 605 billion allocated

to the sector this year is higher in naira terms than the N 550 billion allocated in

2017, there is a decrease in percentage terms.

22
 Table4. Decrease in Percentage Terms

YEAR CAPITAL RECURRENT UNIVERSAL TOTAL TOTAL BUDGET EDUCATION

EXPENDITURE EXPENDITURE BASIC EDUCATION % OF TOTAL

EDUCATION

2010 53,667,933,553 193,418,320,500 44,341,401,504 293,422,655,563 4,079,654,724,257 7.19

2011 25,011,595,911 304,392,631,274 54,324,643,050 390,810,171,335 4,226,191,559,254 9.32

2012 55,056,589,106 345,001,448,176 68,232,000,000 468,585,667,413 4,740,101,000,000 9.86

2013 20,149,501,008 367,575,116,850 72,245,000,000 400,761,307,118 4,924,604,000,000 10.15

2014 50,781,035,231 373,532,005,037 70,420,000,000 414,783,180,268 4,605,100,000,000 10.54

2015 23,520,000,000 392,563,784,654 68,380,000,000 484,263,384,654 4,493,363,957,158 10.28

2016 35,433,487,466 367,734,327,223 77,110,000,000 450,278,314,660 6,060,677,358,227 7.92

2017 56,720,960,147 398,696,819,418 15,181,395,583 550,507,184,148 7,441,175,486,758 7.40

2018 61,730,000,000 435,010,000,000 100,060,000,000 605,800,000,000 8,600,000,000,000 7.04

The picture that emerges from the foregoing is that underfunding of education has

led to a decline in the quality of the education system. Specifically, Isa (2012)

revealed that the state universities of the federating states in Nigeria are not spared

either. They are also casualties of underfunding. The approved Capital Grant

Allocation released for the year 2012 below succinctly capture the degree of

underfunding of Nigerian universities. The sum of N 9,605,691,837 was release to

universities out of the N 18,335,921,415 capital grant appropriated for 2012. The

releases only amounted to 50% of the aforementioned capital earmarked for

appropriation to the universities for year 2012. Again in 2013, only

N2,185,839,031 was release to universities out of N 4,347,000,000 capital grant

23
appropriated in the First Quarter Releases (January 2013-March 2013). The release

in the first quarter of 2013 was less than 16% of the original sum earmarked for the

first quarter of 2013.

Table 4.1.3 highlights the variables which government should give great attention

to public schools in order to savage the poor present states of the schools.

Research question one: is the adequacy of funding in the Public primary Schools

enhance quality programs in the schools?;

Table 4.1.3 important variables to give attention to

Options Frequency Percentage

Effects of poor funding 86 60.6

Balance of government budget 30 21. 1
Political stability 26 18.3
Total 142 100
From the above table 4.1.3 86(60,67) recommended that government should give

attention to public schools, while 30(21.1%) persons voted for balance of

government budget. 26(18.3%) voted political stability as measure to reduce on

necessary tax on public schools.

Table 4.1.4 shows that, good measures for proper funding in Otukpo Local

government area with support by government and nongovernmental bodies will

help improve the poor standard of public schools in Otukpo.

Research question two: is lack of funds generating responsible for the quality of

Education in public schools?

24
Table 4.1.4

Respondents Yes No Total

Government 70 27 35(24.6%)
agencies
International 25 7 62(43.7%)
organization
Local NGOs 10 3 32(22.5%
Total 105 37 142(100%)
From the table above 4.1.4, 105 (74%) of the respondents concord that lack of

funds generating is responsible for the quality of education in public schools.

While 37(26%) said otherwise.

Table 4.1.5 shows respondents reactions on the rate of achievement towards

improving the standard of public schools is appreciating or depreciating.

Research question three: is mismanagement of funds responsible for the quality

of Education in Otukpo Local Government?

Respondent’s reactions on the rate of mismanagement of funds

Response Frequency Percentage (%)

High 90 63.4
Moderate 30 21.1
Low 22 15.5
Total 142 100%
From the above table the high response of 90(63.4%) shows the high rate of

mismanagement of funds in public schools.

25
 CHAPTER FIVE

5.0 Discussion of Results, Recommendation Conclusion and Summary

5.1 Introduction

This chapter contains the discussion of the findings the research work, summary of

the findings, recommendation, conclusion and suggestions for further research.

This was deemed necessary as to through more light and objectively state without

bias, the reaction of the respondents which are in conformity with the hypotheses

to stress the need further research.

5. 2 Recommendation

Given all the information gathered vis-a-visa on the Effect of poor funding in

public schools the following 8-point strategies are considered as good for generous

income in all levels of education.

1) Establishing standard nursery, primary, secondary schools which can which can

generate a lot of money for the university.

2) Establishing well stocked bookshop for commercial purposes.

3) Through consultancy service such as sandwich programmes, part-time

programmes.

4) Involving faculty members in carrying out functional research. Such projects

would interest industries and other commercial enterprises that would pay for

them.

26
5) Establish endowment funds which should be properly managed.

6) Seeking support and grants form states, local government and catchment area of

the school.

7) Seeking assistance from international donors such as UNESCO, UNICEF,

World Bank, etc.

8) Establishing guest house within and outside the institution.

5.3 Conclusions

The fact remains that Education in Nigeria has experienced loss of facilities,

deterioration of equipment and plants and uncompleted projects as a results of the

financial crisis facing the system. The phenomenon of allocating a declining

fraction of below 2 percent of the GDP to education poses a serious danger to the

country’s long-term growth and development prospects. Large variances exist

between budgetary provisions and actual expenditure because budgetary

pronouncement is not backed by fund releases (Adewaleetal, 2006).It is quite clear

from the foregoing that for education in Nigeria to achieve its stated objectives, the

crucial issue of funding must be squarely addressed by education managers in

Nigeria. To sustain education in the country, the following suggestions are hereby

made:

27
1) The present effort of the Federal Ministry of Education in collaboration with

both the UNESCO and UNDP on the creation of an educational data bank is highly

commendable (FGN/UNESCO/UNDP

2003).The government should give the bank the entire enabling environment

required to generate and analyze and bank the data. The institutional managers and

teachers should be constantly trained and retrained in modern data management

techniques;

2) There is also the need for an entirely new approach to financial management,

responsibility and accountability that will enable the educational institutions to

thrive during a period of constrained public support and;

3) All stakeholders must become involved in the financing-parents and guardians,

the society in general, the private sectors and non-government agencies.

5.4 Summary

This study has cogently elucidated the Effects of poor funding on public primary

schools, misappropriation, mismanagement and the quality of Otukpo education.

The investigation revealed that the effect of funding in public schools have created

loopholes in the quality of public schools, in terms of provision of resilient

infrastructure, purchase of instructional materials, staff and students welfare. The

unauthorized, misappropriation, intentional or illegal use of the appropriated funds

for public schools by institutional leaders for other unauthorized purposes have

28
negative effect on proper and effective management, planning and control of the

quality of public schools in Otukpo. The mismanagement of funds meant for public

schools of learning has thrown Nigeria in a bad light. The little funds appropriated

to these institutions are grossly mismanaged. Since Nigerian institutional leaders

mismanage their funds, the quality of higher education is bound to deteriorate. As a

result of these direct negative consequences, competency issues should be taken

seriously in the appointment of institutional leaders. Proper planning and effective

administration are needed at this stage of Nigerian’s economic woes because no

organization functions excellently without fundamental policy framework in its

planning, organizing and controlling mechanism. In addition, this trailblazing

study recommended that adequate funds should be made available for public

institutions of higher education, while corruption and embezzlement should be

reduced to the barest minimum.

29
 REFERENCES

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Public Administration and Management Research 3(3), 47-54.

Agabi, C. O. (2014). Teaching and resources management in education. Port

Harcourt: Rodi Printing and Publishing.

Akinsanya, O. O. (2007). Financing higher education in Nigeria. International

Journal of African & African American Studies, VI(1), 68-72.

ASUU (2016). Facts and figures: real reasons behind ASUU strike. Retrieved

November20,2016

Ekankumo, B., & Kemebaradikumo, N. (2014). Quality financing of higher

education in Nigeria:

Famurewa, I. O. (2014). Inadequate funding as the bane of tertiary education in

Nigeria. Greener

Journal of Economics and Accountancy, 3(2), 020-025.Federal Republic of Nigeria

(FRN) (2004). National policy of education. Lagos, Nigeria:

NERDC.

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Ibara, E. G. (2011). Funding higher education in a dwindling fiscal resources

allocation: the Nigerian perspective. Journal of Sustainable

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faced by school heads in the management of school finances in

Nkayi District secondary schools. Nova

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Marinho, H. (2002). Tools and techniques for mobilizing resources for schools.

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in Nigeria, Education Sector Analysis

(ESA), September 17-19, Abuja Nigeria.348

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Institutions with Contact Addresses

Under the Purview of NETE. Retrieved November 22, 2016 from

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 http://www.nbte.gov.ng/institutions.html.

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32
 National Open University,

Department of Education

TO WHOM IT MAY CONCERN

Dear Sir/Madam,

Am a postgraduate student of the National Open University, carrying a research

project on Effect of Poor funding on public School. A case study of Otukpo Local

Government Area of Benue State. This questionnaire that is attached to this letter

which you are about to answer is specifically meant to aid the research in the above

named topic.

Your responses would be used for academic purposes only, and will be treated in

strict confidence. The research is in partial fulfillment for the award of ……

Please, kindly provide me with sincere answers to the questions by ticking the

appropriate box or commenting on the spaces provided. You are therefore free to

add comments which you think would be of assistance to the researcher.

Your cooperation will be highly appreciated.

Yours Faithfully,

33
Nancy Adejumo

QUESTIONNAIRE

Instruction: please tick (√) in the appropriate box provided below.

Section A: Personal Data

1. Name:…………………………………………………………………………

2. Sex: (a) Male( ) (b) Female ( )

3. Age: (a) 20-25 ( ) (b) 26- 30 ( ) (c)31-35 ( ) (d)36-40 ( ) (e)41-45 ( )

(f)46-50 ( ) (g)51 and above ( )

4. Marital status: (a)single ( ) (b)married ( ) (c)divorced ( ) (d)widowed

5. Educational Qualifications: (a)FSLC ( ) (b)WAEC/GCE ( )

6. Working Experience: (a) 1-5 years ( ) (b)6-10 years ( ) (c)11-15 years ( )

(d)21-25 years (e)26 and above

7. Designation: (a) top management ( ) (b)middle management ( ) (c)lower/

supervisory management ( )

8. There is a relationship between poor funding on public schools. (a) True ( )

(b) False ( )

34
9. Some of the agencies involved in Poor funding alleviation on public schools

in this Country include the following except (a)DFID ( ) (b)UNDP ( )

(c)FIFA ( ) (d)UNIDO ( )

10. In your opinion, did the various efforts achieve the desired objectives?

(a)yes ( ) (b)no ( )

11. Which of the variables should the government give the best attention in

order to improve the funding on public schools in Nigeria? (a)NGOS ( ) (b)

Balance of Government Budget ( ) (c)political instability ( )

12. What has been the government reaction concerning this poor funding?

(a)supportive ( ) (b)not supportive

13. Do you agree that poor funding programme is a good measure for poor

funding eradication? (a)yes ( ) (b)no ( )

14. How would you use the effect of poor funding on public school towards the

poor funding in Nigeria? (a)favourable ( ) (b)unfavourable

15. To what extent has the development programme received impacted skills

and new knowledge in you? (a)encouraging ( ) (b)discouraging ( )

16. Has there been any poverty alleviation programme in your area? (a)Yes ( )

(b)No ( )

17. If Yes, what type of training did you receive? (a)on job ( ) (b)on skill ( )

18. What is the duration of training? (a)1 year ( ) 2 years (c)3 years ( )

35
19. What do you suggest to be your development needs with regards to the type

of skill and knowledge required by you to carry out your task efficiently?

(a)Additional skill ( ) (b)technical skill ( ) (c)analytical skill ( ) (d)Human

relation skill ( ) (e) all of the above

20. Is there any reward by government for those that completed their training

programme successfully? (a)yes ( )(b) no ( )

21. Does the motivation and encouragement given to trainees after a

successful training enhance their performance? (a)yes ( ) (b)no ( )

22. There is great increase in the standard of living since the introduction of

funds to Public school programme. (a) yes ( ) (b)no ( )

23. Do you agree that highly skilled human development has significant

effects on the growth of the economy of the country? (a)yes ( ) (b)no ( )

24. There are so many achievements of the Human resource development.

How do you rate it? (a)true ( )(b)false ( )

25. To what extent has the government justified the great efforts of the Human

Development programme? (a) Significant ( ) (b) insignificant ( )

26. What are the major problems hindering the effort of human resources

development in Nigeria?

................................................................................................................................

................................................................................................................................

36
................................................................................................................................

27. Do you think that transformation of the developing countries depends

much on the quality of capital, science and technology and infrastructure? (a)

yes ( ) (b) no ( )

28. Persistence and pervasiveness of poor funding in Nigeria is because of the

lack of popular participation in governance and decision making-

What do you have to say about this?

................................................................................................................................

................................................................................................................................

.......................................................

29. Training and Development will play a strategic role in the life of many

Nigerians. Do you agree to this statement or disagree? (a)Agreed ( )

(b)disagreed ( )

……………………………………………………………………………………

……………………………………………………………………………………

……………………………………………………………………………………

……………………………………………………………………………………

……………………………………………………………………………………

……………………………………………………………………………………

37
……………………………………………………………………………………

…………………………………………………………………………………

38