The
National Policy and Educational (2003) recognizes education as an expensive
social service that requires adequate financial provision for the successful implantation
of the educational programmes. Government’s ultimate goal is to make education
free at all levels although the financial burden appears overwhelming.
Financing education is, therefore, a joint responsibility of the state local
governments,
local communities, individuals, the private sector and other
organizations. Education share of the budget dropped in 1991 and 1992, remained
stable in the range of 12% to 14.5% although no less than 25% of all income accruing
to the nation is required. The limited resource of the government to fund
education at all levels has made government to solicit the participation of
private sectors as education providers. This is based on the belief that
private participation in education is a way of providing variety and allowing for
health competition, it is also based on government’s belief in cost sharing for
the funding of education, but with the proviso that like government private
providers should not run private schools essentially for monetary gain but as a
social service. A part from the positive effects of more access, this ahs let
to emergence of highly enlists schools that have excluded the poor.
Other
private partners in education include cooperate organizations development
partners multinational Co-operations. These bodies have contributed in various
ways to the national expedition on education but it appears that the success story
ends there because education financing in Nigeria is still poor. This is manifested
in dividing facilities in schools, dilapidated buildings, infrastructural decay
and general decline in morale for learning. It is obvious that Nigeria’s economy
of today cannot support the educational system.
Obviously,
there is acute scarcity of financing resources which is more extreme in the
developing countries to provide teachers pay salaries, infrastructural and instructional
materials and observation shown that this has negatively affected quality. The community
has negatively affected quality. The community parent teachers association
(PTA) inclusive has been encouraged in finding education. Many communities partnership
in educational finding. The (PTA) in particular is in the fore-front of this noble
development.
All
the educational reforms learner proposed as global imperatives in this paper will
cost money and other non-financing resources to implement. The politics
associated with educational financing and funding in Nigeria is such that
government pretends to have the capability to find education at all levels. In
theory, most government in Nigeria believes that education is tuition Free at
all levels in all public schools is however, in practice, most of Nigeria
public schools’ are hardly well-funded by various levels of government. Most public schools hardly have running
grants. It appears Nigeria must address squarely, the issues of effective
funding and financing of public education at all levels. Government must exhibit
he requisite political will to allow parents and other stakeholder to pay token
fees for public education. A situation where most public schools are deserted
by pupils in preference for private schools cannot be allowed to ….unrepressed.
Educational funding for a school system that teaches.
Higher-order
thinking and a school system that is ICT-driven should necessarily be cost
intensive. The current trend of poor and epileptic funding in education may not
assist in this direction. It is therefore imperatives that Nigerian must spend
more money in the running of public education of Nigerian schools are to move
the nation ahead like other school systems of developed countries: Education
indeed must be a cost-intensive enterprise as the dictates of globalization
appear to have placed additional burden on school systems.
Globalization
and Imperatives for constitutional issues and Policy reforms in Education in
Nigeria.
A
major policy reform in Nigeria is National Economic Empowerment Development
Strategies (NEEDS). NEEDS is Nigeria’s home grown poverty reduction strategy
and is a nationally coordinated frame work of action in close collaboration
with the states and local government. It is a major instrument to meet the requirement
of Millennium Development Goals (MDGS) which in itself is a global issue.
Although,
NEEDS is essentially for poverty reduction, but it cuts across all sectors.
NEEDS rests on four key strategies, these
are:
·
Reforming government and institutions
·
Growing the private sectors
·
Implementing a social strata, and
·
Value-orientation
Under
NEEDS, education (especially Basic Education) is considered the key bridge to
the future. In this regard, the strategy addresses the following:
·
Fathful implementation of free and
compulsory Universal Education
·
Review of school curricular to
incorporate vocational and entrepneur skills.
·
Re-tooling and repositioning of
technical schools to address manpower needs of the economy.
·
Establishment of more vocational centres
·
Review of school Curricular to
incorporate.
The
study of (ICT) among others. It is important for Nigeria to evolve
constitutional provision to protect school system from unnecessary policy
fluctuations and instability in government policies on education especially in
matters relating to educational funding and financing.
Education
is so important for national development that perhaps a certain percentage of
rational budgets should be constitutionally set aside for the funding of
education. A globalized world environment has the tendency of creating free
zones, both for trade and for learning all over the world. The school systems
of developing countries will have to operate in the same global environment is
the schools systems of developed countries. Isolation is becoming increasingly
difficult in such an environment. It is therefore important for developing
countries to spend more on the funding
of education.
It
is important also to state that the proposals for widespread systematic reforms
in educational policy formation and implementation could only be possible in a political
environment that supports experimentation and risk-taking. The need for deep-rooted
community support cannot be over-emphasized in any successful attempt to reform
and reposition educational policies and practices. Politicians and stakeholders
in the education industry must be encouraged to develop the requisite political
courage and will to imitate and sustain the proposal for educational reforms.
The
current trends and characteristics of globalization call for a radical paradigm
shift in educational policies and practices.
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