The document summarizes the state of education in Nigeria. It notes that Nigeria accounts for 45% of out-of-school children in West Africa, though the exact number is contested due to varying data sources. School-aged children in northern Nigeria face the greatest barriers to accessing education. The lack of accurate data on out-of-school children of all ages, as well as insufficient education funding, pose major challenges to Nigeria's education goals. Reforms are needed to extend the right to education, increase education financing, and improve data collection on out-of-school children across Nigeria.
MAKING THE UNIVERSAL BASIC ACT WORK FOR ALL CHILDREN IN NIGERIAYouthHubAfrica
The right to education is a fundamental human right - recognized first in the Universal Declaration of Human Rights (1948) and today in modern international human rights instruments such as the UN Convention on the Rights of the Child (CRC), which was ratified by Nigeria in 1991.
An investigation into the impact of COVID-19 on private schools in Gwagwalada...SubmissionResearchpa
The study investigated the impact of COVID-19 on private schools in Gwagwalada area council of FCT, Nigeria. Questionnaire was adopted for the study. The sample of the study comprised 80 private schools administrators. The researcher used purposive sampling technique to select the sample from the population for the study. To ensure the validity of the instrument, test retest was employed to validate the reliability of the instrument. Simple percentage and chi-square was used to analyze the data collected for the study. The result collected revealed that COVID-19 Pandemic has impact on private school finances; COVID-19 Pandemic influences retrenchment of staff in private school; COVID-19 government intervention funds did not get to private schools proprietors and majorities of proprietress of private schools in Gwagwalada area council have not been able to pay their staff for the past two months of the COVID-19 pandemic. Based on this findings, the researcher hereby recommends that the government should provide specially intervention funds for the private schools with low interest rate. Based on the results obtained from the study, it was recommended that government at the federal and states levels should make provision for the private schools to access special intervention loans with low interest rate so that the private schools owners should be able to pay salaries to their staff by Ogunode Niyi Jacob 2020. An investigation into the impact of COVID-19 on private schools in Gwagwalada area council of FCT, Nigeria. International Journal on Integrated Education. 3, 6 (Jun. 2020), 35-44. DOI:https://doi.org/10.31149/ijie.v3i6.399. https://journals.researchparks.org/index.php/IJIE/article/view/399/376 https://journals.researchparks.org/index.php/IJIE/article/view/399
With the 2015 target date for the Millennium Development Goals and Education For All fast approaching, the
issue of out-of-school children is more important than ever for countries in West and Central Africa. Since
2000, the number of out-of-school children was on a downward trend, however, since 2008 these figures
have not moved; the burden for countries in the region has increased dramatically for they are now home
to more than a third of the world’s out-of-school children. Based on the latest household surveys from 21
countries in the region, this study reports that there are nearly 32 million children of official school age who
are not attending either primary or lower secondary school. A further 17 million school children who are at risk
of dropping out could be added to this figure. These statistics, which show the magnitude of the situation, fail
to take into account the hardships associated with this situation for families and the huge loss for the region
and society as a whole.
This study aims to shed some light on the scale and mechanisms of exclusion in the region, and to bring to
the fore a number of tools and resources that are available to promote the educational inclusion of all children.
To enable all children, even the most marginalized, to have access to basic quality education, we need to
think creatively and make use of all the resources at our disposal. It is imperative that the fight against all
forms of exclusion is coordinated and concerted. Indeed, without mass mobilization of all stakeholders and a
comprehensive strategy, it will not be possible to effectively address all forms of school exclusion. However,
only a truly inclusive education system has the capacity to build a knowledge-based society, which the region
urgently needs for its future. The international community has a decisive role to play in supporting the efforts
of these countries to develop an inclusive education system.
The United Nations Children’s Fund (UNICEF) has a specific responsibility to encourage and help all children
deprived of education. The main priority, in collaboration with all stakeholders, remains the enrolment of all
out-of-school children as quickly as possible. There are just two years left for us to achieve the collective
commitments to which we agreed in 2000; we must therefore have the strength and determination to take
the most appropriate actions that will enable all children to fully exercise their right to a quality education.
Towards Inclusive Education Reconciling Household Obligatory Financing and th...ijtsrd
Current international trends in education provision are tilted towards inclusive practices that place learners at the center of education by valuing their diverse needs, creating a sense of belonging and learning conditions that fosters the success of all. In Cameroon like other SSA countries, a large number of adolescents of secondary school age continue to remain unaccounted for by the educational system due to multifaceted reasons, but largely as a result of systems barriers related to the cost of education and the failure to address the inherent or innate disadvantages and disparities amongst individuals. Very often, policies on compulsory financing are based on grounds that it will augment the stock of educational financing and help close funding gaps. This paper places four key questions at the center of its discussion questions which require consideration by the government and policy makers Does the current obligatory financing policies and practices truly constitute an effective means to close the resource gaps that characterizes educational systems Are there potentials, including under effective governance and management of resources for developing countries secondary education systems to effectively accommodate the educational needs of all without relying on second stream funding to achieve this end Should the perpetual exclusion resulting from the inability of some individuals to meet the full cost of schooling be overlooked by the state although having a moral duty to fairly distribute existing opportunities or give a chance to all Does the socioeconomic context of household obligatory financing and the greater need for secondary education to equip large numbers of youths with the skills required to accelerate economic growth towards emergence, in congruence with many developing countries goals, not necessitate an urgent need to revisit and review the current policies Whatever the case may be, it is imperative that no one is excluded from benefiting from educational services of quality. The paper highlights the experiences and good practices in other developing countries, with significant schooling outcomes. A new policy approach to the financing of an inclusive secondary education project that values the needs of all is suggested in the recommendations. Prosper Mbelle Mekolle ""Towards Inclusive Education: Reconciling Household Obligatory Financing and the Problem of Access to Secondary Education in Cameroon"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd23521.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/23521/towards-inclusive-education-reconciling-household-obligatory-financing-and-the-problem-of-access-to-secondary-education-in-cameroon/prosper-mbelle-mekolle
Press release on unaccessed UBE funds since 2017YouthHubAfrica
Anambra, Enugu, Kwara, and Plateau top list of states that have failed to access over 66.8 Billion Naira from the Universal Basic Education Fund since 2017.
Following the analysis of the response from the Universal Basic Education Commission (UBEC) to a Freedom of Information (FOI) request filed by YouthHubAfrica in March 2020, it was discovered that Anambra, Enugu, Kwara, and Plateau topped the list of states that have failed to access over 66.8 billion Naira from the Universal Basic Education (UBE) Fund for over three years — from 2017 till date.
MAKING THE UNIVERSAL BASIC ACT WORK FOR ALL CHILDREN IN NIGERIAYouthHubAfrica
The right to education is a fundamental human right - recognized first in the Universal Declaration of Human Rights (1948) and today in modern international human rights instruments such as the UN Convention on the Rights of the Child (CRC), which was ratified by Nigeria in 1991.
An investigation into the impact of COVID-19 on private schools in Gwagwalada...SubmissionResearchpa
The study investigated the impact of COVID-19 on private schools in Gwagwalada area council of FCT, Nigeria. Questionnaire was adopted for the study. The sample of the study comprised 80 private schools administrators. The researcher used purposive sampling technique to select the sample from the population for the study. To ensure the validity of the instrument, test retest was employed to validate the reliability of the instrument. Simple percentage and chi-square was used to analyze the data collected for the study. The result collected revealed that COVID-19 Pandemic has impact on private school finances; COVID-19 Pandemic influences retrenchment of staff in private school; COVID-19 government intervention funds did not get to private schools proprietors and majorities of proprietress of private schools in Gwagwalada area council have not been able to pay their staff for the past two months of the COVID-19 pandemic. Based on this findings, the researcher hereby recommends that the government should provide specially intervention funds for the private schools with low interest rate. Based on the results obtained from the study, it was recommended that government at the federal and states levels should make provision for the private schools to access special intervention loans with low interest rate so that the private schools owners should be able to pay salaries to their staff by Ogunode Niyi Jacob 2020. An investigation into the impact of COVID-19 on private schools in Gwagwalada area council of FCT, Nigeria. International Journal on Integrated Education. 3, 6 (Jun. 2020), 35-44. DOI:https://doi.org/10.31149/ijie.v3i6.399. https://journals.researchparks.org/index.php/IJIE/article/view/399/376 https://journals.researchparks.org/index.php/IJIE/article/view/399
With the 2015 target date for the Millennium Development Goals and Education For All fast approaching, the
issue of out-of-school children is more important than ever for countries in West and Central Africa. Since
2000, the number of out-of-school children was on a downward trend, however, since 2008 these figures
have not moved; the burden for countries in the region has increased dramatically for they are now home
to more than a third of the world’s out-of-school children. Based on the latest household surveys from 21
countries in the region, this study reports that there are nearly 32 million children of official school age who
are not attending either primary or lower secondary school. A further 17 million school children who are at risk
of dropping out could be added to this figure. These statistics, which show the magnitude of the situation, fail
to take into account the hardships associated with this situation for families and the huge loss for the region
and society as a whole.
This study aims to shed some light on the scale and mechanisms of exclusion in the region, and to bring to
the fore a number of tools and resources that are available to promote the educational inclusion of all children.
To enable all children, even the most marginalized, to have access to basic quality education, we need to
think creatively and make use of all the resources at our disposal. It is imperative that the fight against all
forms of exclusion is coordinated and concerted. Indeed, without mass mobilization of all stakeholders and a
comprehensive strategy, it will not be possible to effectively address all forms of school exclusion. However,
only a truly inclusive education system has the capacity to build a knowledge-based society, which the region
urgently needs for its future. The international community has a decisive role to play in supporting the efforts
of these countries to develop an inclusive education system.
The United Nations Children’s Fund (UNICEF) has a specific responsibility to encourage and help all children
deprived of education. The main priority, in collaboration with all stakeholders, remains the enrolment of all
out-of-school children as quickly as possible. There are just two years left for us to achieve the collective
commitments to which we agreed in 2000; we must therefore have the strength and determination to take
the most appropriate actions that will enable all children to fully exercise their right to a quality education.
Towards Inclusive Education Reconciling Household Obligatory Financing and th...ijtsrd
Current international trends in education provision are tilted towards inclusive practices that place learners at the center of education by valuing their diverse needs, creating a sense of belonging and learning conditions that fosters the success of all. In Cameroon like other SSA countries, a large number of adolescents of secondary school age continue to remain unaccounted for by the educational system due to multifaceted reasons, but largely as a result of systems barriers related to the cost of education and the failure to address the inherent or innate disadvantages and disparities amongst individuals. Very often, policies on compulsory financing are based on grounds that it will augment the stock of educational financing and help close funding gaps. This paper places four key questions at the center of its discussion questions which require consideration by the government and policy makers Does the current obligatory financing policies and practices truly constitute an effective means to close the resource gaps that characterizes educational systems Are there potentials, including under effective governance and management of resources for developing countries secondary education systems to effectively accommodate the educational needs of all without relying on second stream funding to achieve this end Should the perpetual exclusion resulting from the inability of some individuals to meet the full cost of schooling be overlooked by the state although having a moral duty to fairly distribute existing opportunities or give a chance to all Does the socioeconomic context of household obligatory financing and the greater need for secondary education to equip large numbers of youths with the skills required to accelerate economic growth towards emergence, in congruence with many developing countries goals, not necessitate an urgent need to revisit and review the current policies Whatever the case may be, it is imperative that no one is excluded from benefiting from educational services of quality. The paper highlights the experiences and good practices in other developing countries, with significant schooling outcomes. A new policy approach to the financing of an inclusive secondary education project that values the needs of all is suggested in the recommendations. Prosper Mbelle Mekolle ""Towards Inclusive Education: Reconciling Household Obligatory Financing and the Problem of Access to Secondary Education in Cameroon"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd23521.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/23521/towards-inclusive-education-reconciling-household-obligatory-financing-and-the-problem-of-access-to-secondary-education-in-cameroon/prosper-mbelle-mekolle
Press release on unaccessed UBE funds since 2017YouthHubAfrica
Anambra, Enugu, Kwara, and Plateau top list of states that have failed to access over 66.8 Billion Naira from the Universal Basic Education Fund since 2017.
Following the analysis of the response from the Universal Basic Education Commission (UBEC) to a Freedom of Information (FOI) request filed by YouthHubAfrica in March 2020, it was discovered that Anambra, Enugu, Kwara, and Plateau topped the list of states that have failed to access over 66.8 billion Naira from the Universal Basic Education (UBE) Fund for over three years — from 2017 till date.
Including all children in quality learning - The call to action ‘Education Equity Now!’ supported by the Government of Turkey and UNICEF, will call on 20 governments in Central and Eastern Europe and Central Asia to put education reform measures in place so that all children, particularly the most vulnerable and excluded, are reached.
RPD Bites is a monthly scan covering issues and trends surfaced in various local mainstream media sources that would be of relevance to the Malay/Muslim community. It is compiled by the Research and Planning Department (RPD) of Yayasan MENDAKI.
The key highlights are:
1. Removal of examinations for Primary 1 and 2, and Secondary 1 students effective this year. This move is expected to free up about 3 weeks of curriculum time every two years.
2. Budget 2019 coincides with Singapore’s bicentennial would review Singapore’s progress and chart our collective plans forward.
3. Wisma Geylang Serai is officially launched, and is the first social and cultural hub in Singapore that brings various Malay/Muslim, government and community organizations under one roof.
We hope that you will find the information useful in assisting you in your efforts.
Education sector in brazil to 2018 — market size and intelligence report — in...Indalytics Advisors
The report ‘Education Sector in Brazil to 2018 — Market Size and Intelligence’ discusses the current market size of the Brazil’s education sector. It segregates the market size on the basis of various levels of education, starting from preschool to higher education.
The report discusses the forecasted market size and year–wise growth of the sector till 2018, along with the various drivers, which will lead to this growth. It further discusses the various trends that are shaping the education sector.
Various regulations pertaining to education in Brazil are also mentioned in the report, along with the profile of key players that are active in private education space.
Children in any society constitute the most vulnerable group which needs ‘protection’ and is a responsibility of the state as well as the members of the society. Despite some commendable efforts and achievements of the Indian state, it is an explicit fact that the majority of children in India are suffering, deprived of basic resources and needs for an average human existence. Due to their own incapacity to fight for their rights, the ‘unprotected child’ in India is a collective failure of the Indian.
HAQ: Center for Child Rights
B1/2, Ground Floor,
Malviya Nagar
New Delhi - 110017
Tel: +91-26677412,26673599
Fax: +91-26674688
Website: www.haqcrc.org
FaceBook Page: https://www.facebook.com/HaqCentreForChildRights
Factors that Hinder Effective Implementation of Special Needs Education Polic...ijtsrd
The main purpose of this study was to investigate the factors that hinder effective implementation of special needs education policies and management in Port Harcourt. Specifically, the study sought to investigate the correlation between inadequate funding and implementation special needs education policies and management. It was hypothesized that there is no significant relationship between inadequate funding and implementation of special needs education policies and management. Data were collected via structured questionnaire issued to 120 special education stakeholders which represents 94.1 percent of the population. The data were analyzed, and hypothesis tested using appropriate statistical tests including Pearson Product Moment Correlation Analysis in Statistical Package for Social Sciences SPSS software. The result revealed that inadequate funding had a mean of 13.73 and SD of 4.56 while implementation of special needs education policies and management had a mean of 12.32 and SD of 5.11. We further found that at p value of 0.002 and r = 0.49 inadequate funding was significantly related with implementation of special needs education policies and management. Therefore, the null hypothesis was rejected with an affirmation that inadequate funding of education was a barrier to implementation of special needs education policies and management. The more there is lack of fund provision, the greater barrier it poses to the implementation of special needs education policies and management. The result concluded that adequate funding is very vital to implementing special needs education policies and management. The study recommended that Government, NGOs and individuals with philanthropic mindset should redirect their attention to providing the required funding that ensures cost effective special needs education for children with disabilities. Francesca Uche Ezekiel Uko | Modupeola Abike Olawoyin ""Factors that Hinder Effective Implementation of Special Needs Education Policies and Management in Rivers State"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020,
URL: https://www.ijtsrd.com/papers/ijtsrd30040.pdf
Paper Url : https://www.ijtsrd.com/humanities-and-the-arts/education/30040/factors-that-hinder-effective-implementation-of-special-needs-education-policies-and-management-in-rivers-state/francesca-uche-ezekiel-uko
An Essential Package of School-Based Interventions
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Educational Systems of the BRICS countries: Preliminary Findings of a Compara...UNDP Policy Centre
Pedro Arruda, an associate researcher for the IPC-IG, participated in the VII BRICS Academic Forum, in Moscow, Russia on 22-23 May. The presentation is based on the paper "Educational Systems of the BRICS Countries: Preliminary Findings of the Comparative, Present and Future Time Adequacy Analysis", which he co-authored with Ashleigh Kate Slingsby (IPC-IG/UNDP), Olga Ustyuzhantseva (CEO, Resource Centre, Tomsk State University), and Abdul Nafey (Dean, Jawaharlal Nehru University).
Policy Brief-Universal Basic Education Finance in Nigeria.pdfYouthHubAfrica
Nigeria has to stay on track to deliver the fourth Sustainable Development Goal
(SDG4) by 2030. In that respect, extending compulsory, free and qualitative universal
basic education (UBE) to 12 years is an essential step toward overcoming one of the
current weaknesses of UBE in Nigeria. Making UBE compulsory, free and qualitative
for 12 years will align policy in Nigeria with SDG4 and make education work for all
children in the country.
Nigeria has to stay on track to deliver the fourth Sustainable Development Goal(SDG4) by2030. In that respect, extending compulsory, free and qualitative universal basic education (UBE) to12years is an essential step toward overcoming one of the current weaknesses of UBE in Nigeria. Making UBE compulsory, free and qualitativefor12years will align policy in Nigeria with SDG4and make education work for all children in the country.
Including all children in quality learning - The call to action ‘Education Equity Now!’ supported by the Government of Turkey and UNICEF, will call on 20 governments in Central and Eastern Europe and Central Asia to put education reform measures in place so that all children, particularly the most vulnerable and excluded, are reached.
RPD Bites is a monthly scan covering issues and trends surfaced in various local mainstream media sources that would be of relevance to the Malay/Muslim community. It is compiled by the Research and Planning Department (RPD) of Yayasan MENDAKI.
The key highlights are:
1. Removal of examinations for Primary 1 and 2, and Secondary 1 students effective this year. This move is expected to free up about 3 weeks of curriculum time every two years.
2. Budget 2019 coincides with Singapore’s bicentennial would review Singapore’s progress and chart our collective plans forward.
3. Wisma Geylang Serai is officially launched, and is the first social and cultural hub in Singapore that brings various Malay/Muslim, government and community organizations under one roof.
We hope that you will find the information useful in assisting you in your efforts.
Education sector in brazil to 2018 — market size and intelligence report — in...Indalytics Advisors
The report ‘Education Sector in Brazil to 2018 — Market Size and Intelligence’ discusses the current market size of the Brazil’s education sector. It segregates the market size on the basis of various levels of education, starting from preschool to higher education.
The report discusses the forecasted market size and year–wise growth of the sector till 2018, along with the various drivers, which will lead to this growth. It further discusses the various trends that are shaping the education sector.
Various regulations pertaining to education in Brazil are also mentioned in the report, along with the profile of key players that are active in private education space.
Children in any society constitute the most vulnerable group which needs ‘protection’ and is a responsibility of the state as well as the members of the society. Despite some commendable efforts and achievements of the Indian state, it is an explicit fact that the majority of children in India are suffering, deprived of basic resources and needs for an average human existence. Due to their own incapacity to fight for their rights, the ‘unprotected child’ in India is a collective failure of the Indian.
HAQ: Center for Child Rights
B1/2, Ground Floor,
Malviya Nagar
New Delhi - 110017
Tel: +91-26677412,26673599
Fax: +91-26674688
Website: www.haqcrc.org
FaceBook Page: https://www.facebook.com/HaqCentreForChildRights
Factors that Hinder Effective Implementation of Special Needs Education Polic...ijtsrd
The main purpose of this study was to investigate the factors that hinder effective implementation of special needs education policies and management in Port Harcourt. Specifically, the study sought to investigate the correlation between inadequate funding and implementation special needs education policies and management. It was hypothesized that there is no significant relationship between inadequate funding and implementation of special needs education policies and management. Data were collected via structured questionnaire issued to 120 special education stakeholders which represents 94.1 percent of the population. The data were analyzed, and hypothesis tested using appropriate statistical tests including Pearson Product Moment Correlation Analysis in Statistical Package for Social Sciences SPSS software. The result revealed that inadequate funding had a mean of 13.73 and SD of 4.56 while implementation of special needs education policies and management had a mean of 12.32 and SD of 5.11. We further found that at p value of 0.002 and r = 0.49 inadequate funding was significantly related with implementation of special needs education policies and management. Therefore, the null hypothesis was rejected with an affirmation that inadequate funding of education was a barrier to implementation of special needs education policies and management. The more there is lack of fund provision, the greater barrier it poses to the implementation of special needs education policies and management. The result concluded that adequate funding is very vital to implementing special needs education policies and management. The study recommended that Government, NGOs and individuals with philanthropic mindset should redirect their attention to providing the required funding that ensures cost effective special needs education for children with disabilities. Francesca Uche Ezekiel Uko | Modupeola Abike Olawoyin ""Factors that Hinder Effective Implementation of Special Needs Education Policies and Management in Rivers State"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020,
URL: https://www.ijtsrd.com/papers/ijtsrd30040.pdf
Paper Url : https://www.ijtsrd.com/humanities-and-the-arts/education/30040/factors-that-hinder-effective-implementation-of-special-needs-education-policies-and-management-in-rivers-state/francesca-uche-ezekiel-uko
An Essential Package of School-Based Interventions
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double Food Production from your School Garden with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases Food Production from School Gardens
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
Educational Systems of the BRICS countries: Preliminary Findings of a Compara...UNDP Policy Centre
Pedro Arruda, an associate researcher for the IPC-IG, participated in the VII BRICS Academic Forum, in Moscow, Russia on 22-23 May. The presentation is based on the paper "Educational Systems of the BRICS Countries: Preliminary Findings of the Comparative, Present and Future Time Adequacy Analysis", which he co-authored with Ashleigh Kate Slingsby (IPC-IG/UNDP), Olga Ustyuzhantseva (CEO, Resource Centre, Tomsk State University), and Abdul Nafey (Dean, Jawaharlal Nehru University).
Policy Brief-Universal Basic Education Finance in Nigeria.pdfYouthHubAfrica
Nigeria has to stay on track to deliver the fourth Sustainable Development Goal
(SDG4) by 2030. In that respect, extending compulsory, free and qualitative universal
basic education (UBE) to 12 years is an essential step toward overcoming one of the
current weaknesses of UBE in Nigeria. Making UBE compulsory, free and qualitative
for 12 years will align policy in Nigeria with SDG4 and make education work for all
children in the country.
Nigeria has to stay on track to deliver the fourth Sustainable Development Goal(SDG4) by2030. In that respect, extending compulsory, free and qualitative universal basic education (UBE) to12years is an essential step toward overcoming one of the current weaknesses of UBE in Nigeria. Making UBE compulsory, free and qualitativefor12years will align policy in Nigeria with SDG4and make education work for all children in the country.
Education for all : Education is a fundamental right that should be available to everyone, regardless of socioeconomic status, race, gender, or any other factor. All people should have access to quality education, including access to books, technology, and experts who can help them learn. To ensure Education for All, governments should invest in public schools and libraries, provide free tuition for college and technical school, and support programs that increase access to educational resources. Additionally, organizations and individuals should work together to create learning opportunities that are accessible to everyone. By creating a culture of learning and knowledge sharing, we can make sure that everyone has the opportunity to learn, grow, and reach their full potential.
The report provides information of the current status of Quality Education. This report will discuss about the Introduction, Overview of current situation goal in Bangladesh, Government initiative to achieve the goal’s target and key challenges of Quality Education.
Achieving basic education for all in Sierra Leone: trends, issues and prospectsPremier Publishers
The objectives of this article were to examine some of the policies that the Sierra Leone government has set on the achievement of education at the basic education level; present information on trends, issues and challenges being faced in providing basic education; assess whether the government has been able to achieve its policies and come up with recommendations on the way forward. This study was a desk research that relied on consulting secondary data, using various documents pertinent to the study to achieve the objectives of the study. Sierra Leone is a signatory to international protocols which obliges her to be committed to basic education being made free and compulsory. Laws, strategies and partnerships with donor communities have helped to significantly improve basic education. Challenges identified include: gender and rural disparities in access to education and pervasive poverty as key factors that inhibit it achieving the 100 percent enrolment for basic education for children. The paper ended by supporting the inclusion of the community in enhancing and sustaining basic education in the country.
Education Sector in Nigeria to 2021 - Market Size and Intelligence Report - I...Indalytics Advisors
The report ‘Education Sector in Nigeria to 2021 — Market Size and Intelligence’ discusses the current and forecasted market size of the Nigerian education sector. It segregates the market size on the basis of various level of education, starting from early childhood education to higher and technical education.
The report discusses the forecasted market size and year–wise growth of the sector till 2021, along with the various drivers, which will lead to this growth. It further talks about the various trends that are shaping the education sector.
Education in india and Women Empowermentkunalgate125
This the outcome of my 6 months of research on the state of Education in India with an emphasis on Education of girl child and women and discusses related issues and roadmap for further educational reform focusing on quality and not just quantity.
Any comments and suggestions are welcome..!
The new paper from the Global Partnership for Education (GPE) “250 Million Reasons to Invest in Education: The Case for Investment” explains why investing in education is critical, shows GPE’s progress and results since 2002 and demonstrates what can be achieved with US$3.5 billion in new funding during the Second Replenishment period (2015 to 2018).
This manual is for use by peer educators on promotion of sexual and reproductive
health and rights (SRHR), and prevention of sexual and gender-based violence
(SGBV)/violence against women and girls (VAWG), and harmful practices (in
particular child marriage and female genital mutilation – FGM). The training
focuses more on services that peer educators can offer in their communities
including information and counselling on:
· SGBV/VAWG
· Harmful practices particularly child marriage and FGM
· SRHR
This manual is for use by Trainers of Peer Educators on the promotion of health and development of adolescents
and young people in Sexual and Reproductive Health and Rights (SRHR), Mental Health, Drug Abuse, Healthy
Nutrition, Prevention of Sexual and Gender-Based Violence (SGBV)/Violence Against Women and Girls (VAWG)
and harmful practices (Child Marriage and Female Genital Mutilation – FGM) among others.
Draft Essential Services Package for GBV Child Marriage and FGM (4).pdfYouthHubAfrica
Gender based violence (GBV), child marriage and female genital
mutilation (FGM) are important issues that challenge the sexual and
reproductive health and rights (SRHR) of women and girls in Nigeria.
These challenges are present in all parts of the country although child
marriage is more common in the northern part while FGM is more
common in the south.
Desk Review- FCT Towards Attaining the Universal Health Coverage(UHC).pdfYouthHubAfrica
Healthcare remains one of the greatest needs of man all through time and in considering healthcare,
recourse has to be paid to the ethics, the people, the process and other intangible considerations. These
considerations are responsible for health care being possible in the frst place and also responsible
for the cost of healthcare which is known to – sometimes – be out of the reach of the common
man. According to IOM (1993), access to health care means having the timely use of personal health
services to achieve the best health outcomes.
Education is the most powerful investment in our future.
But the Nigerian education system is in a state of emergency and the country is lagging behind even the poorest country in the continent.
In the world today, there are over 200 million women and girls who have been subjected to female genital mutilation. These women and girls are spread across about 30 different countries in Africa, the Middle East, and Asia. This harmful practice which has been proven to have no health benefits has caused long-lasting physical, emotional and psychological trauma and in some cases death.
The ICT lab, remodeled by YouthHubAfrica, was funded as part of Huawei Technology Nigeria Limited's Corporate Social Responsibility plans in Nigeria. Huawei provided ICT facilities for students, and YouthHubAfrica remodeled one of the existing buildings into a modernized ICT Lab where its students can access digital education, building and expanding their digital skills and knowledge.
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The number to call for free to report human rights violations by any security officer in the FCT is 08005005555.
The United Nations has set a goal under SDG4 for countries to prioritise the need to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The adoption of the sustainable development goals by Nigeria has placed a duty on them to make policies and legislation that would assist in attaining the seven targets that lead to the achievement of the goal set down by the UNDP.
Training Manual for Youth Social Media Advocates YouthHubAfrica
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The ask/demand are channelled towards key stakeholders who are representatives of the Government, Civil Society Organizations, Parents, and every citizen of Nigeria.
Print Media Analysis of GBV cases in Nigeria (April - September 2021)YouthHubAfrica
Gender-Based Violence (GBV) is described as violence, including sexual, physical, mental and economic harm inflicted on an individual in public or in private on account of the individual’s gender. This includes the threat of violence, all forms of coercion and manipulations. GBV spectrum extends to all forms of intimate partner violence, sexual violence, child marriage, female genital mutilation and honor crimes (1). The trauma associated with GBV has debilitating effects on the lives of survivors and this negatively affects their productivity and perpetuates the cycle of poverty survivors have to contend with.
Policy Brief on Print Media Analysis of GBV Cases YouthHubAfrica
Gender-Based Violence (GBV) is described as violence, including sexual, physical, mental and economic harm inflicted on an individual in public or in private on account of the individual’s gender. This includes the threat of violence, all forms of coercion and manipulations.
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The DARE Conference is a two-day conference organised by YouthHubAfrica which seeks to bring together over 500 young Africans under the theme: 'Expanding Margins' to discuss and benefit from the practical experience of other youth speakers and artists who will share personal life experiences, success stories as well as their vision regarding an end to Sexual and Gender-Based Violence Against women and girls in Nigeria and Africa at large.
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YouthHubAfrica and members of the civil society coalition congratulate the Sokoto state government on the passage of the ‘Child Protection Bill’ into law in the state. This is a remarkable step in the right direction as the bill recently passed the 3rd reading, awaiting assent by the Executive Governor of Sokoto state- Rt. Hon Aminu Waziri Tambuwal
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Up the Ratios Bylaws - a Comprehensive Process of Our Organizationuptheratios
Up the Ratios is a non-profit organization dedicated to bridging the gap in STEM education for underprivileged students by providing free, high-quality learning opportunities in robotics and other STEM fields. Our mission is to empower the next generation of innovators, thinkers, and problem-solvers by offering a range of educational programs that foster curiosity, creativity, and critical thinking.
At Up the Ratios, we believe that every student, regardless of their socio-economic background, should have access to the tools and knowledge needed to succeed in today's technology-driven world. To achieve this, we host a variety of free classes, workshops, summer camps, and live lectures tailored to students from underserved communities. Our programs are designed to be engaging and hands-on, allowing students to explore the exciting world of robotics and STEM through practical, real-world applications.
Our free classes cover fundamental concepts in robotics, coding, and engineering, providing students with a strong foundation in these critical areas. Through our interactive workshops, students can dive deeper into specific topics, working on projects that challenge them to apply what they've learned and think creatively. Our summer camps offer an immersive experience where students can collaborate on larger projects, develop their teamwork skills, and gain confidence in their abilities.
In addition to our local programs, Up the Ratios is committed to making a global impact. We take donations of new and gently used robotics parts, which we then distribute to students and educational institutions in other countries. These donations help ensure that young learners worldwide have the resources they need to explore and excel in STEM fields. By supporting education in this way, we aim to nurture a global community of future leaders and innovators.
Our live lectures feature guest speakers from various STEM disciplines, including engineers, scientists, and industry professionals who share their knowledge and experiences with our students. These lectures provide valuable insights into potential career paths and inspire students to pursue their passions in STEM.
Up the Ratios relies on the generosity of donors and volunteers to continue our work. Contributions of time, expertise, and financial support are crucial to sustaining our programs and expanding our reach. Whether you're an individual passionate about education, a professional in the STEM field, or a company looking to give back to the community, there are many ways to get involved and make a difference.
We are proud of the positive impact we've had on the lives of countless students, many of whom have gone on to pursue higher education and careers in STEM. By providing these young minds with the tools and opportunities they need to succeed, we are not only changing their futures but also contributing to the advancement of technology and innovation on a broader scale.
Understanding the Challenges of Street ChildrenSERUDS INDIA
By raising awareness, providing support, advocating for change, and offering assistance to children in need, individuals can play a crucial role in improving the lives of street children and helping them realize their full potential
Donate Us
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#donatefororphan, #donateforhomelesschildren, #childeducation, #ngochildeducation, #donateforeducation, #donationforchildeducation, #sponsorforpoorchild, #sponsororphanage #sponsororphanchild, #donation, #education, #charity, #educationforchild, #seruds, #kurnool, #joyhome
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Learning Objectives:
- Understand the rationale behind the 2024 updates to the Uniform Guidance outlined in 2 CFR 200, and their implications for federal grant recipients.
- Identify the key changes and revisions introduced by the Office of Management and Budget (OMB) in the 2024 edition of 2 CFR 200.
- Gain proficiency in applying the updated regulations to ensure compliance with federal grant requirements and avoid potential audit findings.
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Many ways to support street children.pptxSERUDS INDIA
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#donatefororphan, #donateforhomelesschildren, #childeducation, #ngochildeducation, #donateforeducation, #donationforchildeducation, #sponsorforpoorchild, #sponsororphanage #sponsororphanchild, #donation, #education, #charity, #educationforchild, #seruds, #kurnool, #joyhome
Canadian Immigration Tracker March 2024 - Key SlidesAndrew Griffith
Highlights
Permanent Residents decrease along with percentage of TR2PR decline to 52 percent of all Permanent Residents.
March asylum claim data not issued as of May 27 (unusually late). Irregular arrivals remain very small.
Study permit applications experiencing sharp decrease as a result of announced caps over 50 percent compared to February.
Citizenship numbers remain stable.
Slide 3 has the overall numbers and change.
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2020 fact sheet reforming basic education in Nigeria
1. 2
Nigeria accounts for 45% of the growing number of out-of-school children in West Africa. 1
The number of out-of-
school children is highly contested - with data ranging from 13.2 million to 10.2 million out-of-school children at
the primary level.2
The issue, however, is likely to be much greater as the government does not collect and report
on the number of out-of-school children at upper secondary school age. The true size of the education crisis in
Nigeria is therefore unknown.
School-age children in northern Nigeria face the biggest challenges accessing education, with the northern
states accounting for 69% of all out-of-school children. 3 4
The lack of accurate data on out-of-school children of all ages, coupled with outdated national legislation
and insufficient financing for education remain the primary bottlenecks for
Nigeria’s education ambitions.
of all out- of-school
children at primary level
are girls. 5
60%
30% of girls aged 9-12
have never been to school
at all. 6
30%
A rich urban boy can
expect to receive, on
average, 12 years of
education, while a poor
rural girl will only stay in
school for one year. 7
1:12
Girls across Nigeria are disproportionately affected:
EDUCATION
STATUS OF
IN NIGERIA
FACT SHEET:
2020
REFORMING BASIC
EDUCATIONINNIGERIA
2. 3
In a country with high youth to adult population ratios, like Nigeria, doubling the
percentage of students finishing secondary school would halve the risk of conflict
and insurgencies. 15
Studies suggest that each year of education reduces the risk of conflict by around
20%. 16
Investing in girls’ education can be particularly transformative. Studies have
shown that achieving gender equality in education decreases the likelihood of
conflict by as much as 37%.17
Education can strengthen children’s resilience to withstand situations of crisis and
conflict. Schools can be an important sanctuary for children, shielding them against
the harmful impacts of conflict, and helping them to overcome trauma.18
Peace & Prosperity in Nigeria
Economic Growth
Education - particularly secondary education - is the most effective way to develop
the skills needed for work and life, making it the best investment to expand
prospects of skilled and adequately paid employment. 11
Earnings increase by approximately 8-10% for each additional year of schooling
(with larger increases for women) 12
and if every child completed 12 years of
education, the number of people living in poverty would be reduced by more than
half. 13
Education is therefore critical for achieving the government’s Economic
Recovery and Growth Plan.
A dollar invested in an additional year of schooling, particularly for girls, generates
earnings and health benefits of $4 dollars in middle income countries like
Nigeria. 14
A Healthier Workforce
Women with post-primary education are five times more likely than illiterate
women to be educated about the risk of HIV/AIDS and know how to protect and
prevent sexually transmitted infections. 8
Every additional year of school a girl completes cuts rates of infant mortality by
5 to 10%. 9
If all girls received 12 years of education, the frequency of early births
would drop by 59% and child deaths would decrease by 49%. 10
Education - particularly girls’
secondary education - is one
of the best investments in:
2
THE OPPORTUNITY:
IN EDUCATION
BENEFITS OF INVESTING
3. 4
The Universal Basic Education (UBE) Act of 2004 establishes the
right of children at primary and junior secondary school levels
to free, universal, basic education. It defines basic education as
a full nine years of formal schooling. This parameter excludes
secondary school children aged between 15 and 18 years, leav-
ing many children, and girls in particular, without the education
they need to build a better future for their families, communities
and country.
Ensuring that all children, particularly those most vulnerable
and marginalised, have access to 12 years of safe, free quality
education is critical for Nigeria to meet its global and regional
commitments to education, as a signatory to the Sustainable
Development Goals (SDGs) and the African Union Agenda 2063.
Many countries in the continent are revising their legislation to
expand the scope of free and compulsory education to include
senior secondary. In Malawi, the Education Act 2012 provides
free and compulsory education for primary school education,
but it covers up to the age of 17. Kenya’s Basic Education Act 2013
redefines ‘basic education’ and has provisions for the right to
free and compulsory education from pre-primary up to senior
secondary education. It also covers continuous adult education.
While State Governments' budgets for education are largely
poor and opaque, the National budget of the Federal Govern-
ment for education has been trending downward for the last
few years. The percentage of the federal budget allocated to ed-
ucation has periodically decreased from 7.4% in 2017 to 6.7% in
2020. 19 20
This is far from the global target of allocating 20% of
government budgets to education. Meeting this global bench-
mark will be critical for addressing the country's education crisis
and would require a significant turnaround from the country’s
historically low level of federal financing for education.
While the financing of basic education is the shared responsibil-
ity of the states and local governments, the federal government
contributes 2% of its Consolidated Revenue Fund (CRF) to sup-
port the implementation of the UBE Act. 21
Secondary educa-
tion is, however, the responsibility of all levels of government. If
the right to education were to be enhanced to align with global
commitments, there is currently no fund that covers the senior
secondary education nor any existing constitutional financing
provision to guarantee its delivery of free senior secondary ed-
ucation.
The right to education must be amended and legislative provi-
sions made for funding secondary education. Nevertheless the
current CRF allocation will be insufficient for the Universal Basic
Education Commission (UBEC) to be able to take on the added
responsibility of senior secondary. Without enhancing funding
for education it could risk diminishing quality and standards of
primary and junior secondary.
States budgets for education are often insufficient. States have
underutilised the intervention fund for UBE, which is seldom ac-
cessed by many states, who would only have had to contribute a
50% counterpart funding to access the funds. In 2016, only three
out of the 36 States and the Federal Capital Territory (FCT), Abuja,
provided the matching grant to access the funds, compared to
19 States in 2015. 22
As of July 22, 2019, about 51.6 Billion Naira of
the UBE intervention funds remain unaccessed at UBEC. 23
LIMITATIONS
TO THE RIGHT
TO EDUCATION:
1 2
INSUFFICIENT
FINANCING AND
COMMITMENT TO
EDUCATION:
To unlock the catalytic benefits of education, the government must make progressive amendments to enhance the
right to education and financing to education to ensure that this right can be realised.
African Union Agenda 2063:
The Africa We Want -
Expand universal access to quality early
childhood, primary and secondary
education and expand and consolidate
gender parity in education.
Sustainable Development Goal 4 -
Ensure inclusive and equitable quality
education and promote lifelong
learning opportunities for all by 2030.
REGIONAL AND GLOBAL
EDUCATION COMMITMENTS
3
BARRIERS TO PROGRESSIVE
UNIVERSALISATION
THE CHALLENGE:
4. 5
EXTEND THE
RIGHT TO EDUCATION:
• Redefine basic education - The government should amend
the UBE Act to redefine ‘basic education’ to cover up to 12 years
of education. This would position Nigeria among other African
countries like Kenya and Malawi that have taken steps to align
their legislation to commitments in SDGs Goal 4 and the African
Union Agenda 2063.
MORE AND BETTER
FINANCING FOR EDUCATION:
• Increase the Consolidated Revenue Fund to between 3-5% -
Extending the right to education to those up to 18 years will re-
IMPROVE MEASUREMENTS
FOR OUT-OF-SCHOOL CHILDREN:
• Identify the true scale of the issue - Given the wide range of
conflicting data on out-of-school children at primary level in Ni-
geria, the government should take steps to gather more accu-
rate data on the scale of the issue. This consensus is critical to
be able to accurately plan for how to improve access to, and the
quality of, education in Nigeria.
• Measure out-of-school children at secondary level - There is
a critical need to measure and publish the number of out-of-
school children of secondary level that is disaggregated by gen-
der. This will enable Nigeria to have a more comprehensive view
of the education challenges and be able to use this information
to plan appropriate measures to ensure all children have access
to 12 years of safe, free, quality education.
1. The Guardian Nigeria (October 2018) Nigeria accounts for 45% of out of school children
in West Africa, says UNICEF [accessed February 2020] https://guardian.ng/news/nigeria-
accounts-for-45-out-of-school-children-in-west-africa-says-unicef/
2. Universal Basic Education Commission (2018) 2018 Digest of Statistics for Public Basic
Education Schools in Nigeria. https://www.ubec.gov.ng/media/news/526415d9-ed64-
46cd-a2b1-659a26d66507/
3. States with the most out-of-school children are Benue, Jigawa, Kaduna, Kano, Katsina,
Sokoto, Taraba, Yobe and Zamfara states in the North and Akwa Ibom, Ebonyi and
Oyo states in the South. From MICS (February 2018), Multiple Indicator Cluster Survey
2017-17: National Survey Finding Report. https://www.unicef.org/nigeria/media/1406/file/
Nigeria-MICS-2016-17.pdf.pdf
4. Premium Times (June 2019) Eight million out-of-school children in 10 Nigerian states
and Abuja – UNICEF [accessed February 2020] https://www.premiumtimesng.com/
news/headlines/335352-eight-million-out-of-school-children-in-10-nigerian-states-and-
abuja-unicef.html
5. ibid.
6. UNESCO-WIDE. World Inequality Database on Education. https://www.education-in-
equalities.org/ [accessed February 2020]
7. Gordon, R., Marston, L., Rose, P. and Zubairi, A. (2019) 12 Years of Quality Education for
All Girls: A Commonwealth Perspective. University of Cambridge: REAL Centre. https://
doi.org/10.5281/zenodo.2542579/
8. UNICEF (2000) The Education Vaccine Against HIV. [accessed February 2020] https://
www.researchgate.net/publication/238088220_The_education_vaccine_against_HIV
9. Schultz, T. Paul (1993) “Returns to Women’s Schooling” in Women’s Education in Devel-
oping Countries: Barriers, Benefits, and Policy. Baltimore: Johns Hopkins University Press.
10. Malala Fund (2015) Beyond Basics, Making 12 Years of Education a Reality for Girls
Globally. http://assets.ctfassets.net/xnpfvoz3thme/6hzhBI8VheqCWukYgUwaoU/5bef71d-
5c7e8fcb156ccbd6d54536306/Beyond.Basics.pdf
11. UNESCO (2016) Global Education Monitoring Report 2016. Education for People
and Planet: Creating Sustainable Futures for All. http://unesdoc.unesco.org/imag-
es/0024/002457/245752e.pdf
12. World Bank (2018) World Development Report: Learning to Realize Education’s Prom-
ise. https://www.worldbank.org/en/publication/wdr2018
13. UNESCO (2017) Reducing global poverty through universal primary and secondary
education. http://unesdoc.unesco.org/images/0025/002503/250392e.pdf
14. Education Commission (2016) The Learning Generation: Investing in Education for a
Changing World. https://report.educationcommission.org/wp-content/uploads/2016/09/
Learning_Generation_Full_Report.pdf
15. UNESCO (2014) Sustainable Development Begins with Education: How Education
Can Contribute to the Proposed Post-2015 Goals. https://unesdoc.unesco.org/ark:/48223/
pf0000230508
16. Paul Collier/World Bank (1999) Doing Well out of War. http://siteresources.worldbank.
RECOMMENDATIONS
org/INTKNOWLEDGEFORCHANGE/Resources/491519-1199818447826/28137.pdf
17. FHI 360 (2014) Armed conflict and education inequality: what do we know? https://
www.epdc.org/epdc-data-points/armed-conflict-and-education-inequality-what-do-
we-know
18. Education Cannot Wait (2019) A Call for Action: A case for investment in quality
education in crisis. https://reliefweb.int/sites/reliefweb.int/files/resources/ECW_Casefor-
Investment_web.pdf
19. Federal Republic of Nigeria, Budget Office of the Federation https://www.budge-
toffice.gov.ng/
20. Educeleb (October 2019) Nigeria allocates 6.7% of 2020 budget to education
ministry [accessed February 2020] https://educeleb.com/nigerian-2020-budget-edu-
cation-ministry/
21. ibid [assuming this follows Educeleb October 2019].
22. UBEC (Aug, 2019) - Unaccessed Matching Grant from (2005 - 2019) https://ubec-static.
s3.amazonaws.com/media/grant/UPDATE_OF_MATCHING_GRANT_TO_STATES_AS_
AT_22ND_JULY_2019_-_UNACCESSED.pdf
23. The Guardian (April 2017) States fail to access N65 billion UBEC funds [accessed Feb-
ruary 2020] https://guardian.ng/news/states-fail-to-access-n65-billion-ubec-funds/
24. Education Commission (2016) The Learning Generation: Investing in Education for a
Changing World. https://report.educationcommission.org/wp-content/uploads/2016/09/
Learning_Generation_Full_Report.pdf
quire expanding the proportion of the Consolidated Revenue
Fund (CRF) that is allocation to education. This additional fund-
ing is integral to ensure that the UBE Commission can take on
the responsibility of senior secondary without diminishing qual-
ity and standards of primary and junior secondary.
• Adopt a progressive universalism approach - To make 12 years
of education for all a reality and achieve the leave no-one be-
hind agenda of the SDGs we must focus on the (mostly poor and
rural) girls who either fail to enter school, or who drop out be-
fore completing primary, and will therefore not benefit from ex-
panded provision of schooling at secondary level at this time. It is
therefore important for Nigeria to prioritise these groups when
allocating scarce resources. This implies initially focusing public
funding to the lower levels of the education system, and, within
that, to those left behind because of poverty, disability, and so-
cial disadvantage. 24
This should be supplemented by efforts to
help marginalised girls overcome the barriers to education that
occur during adolescence, through provision of targeted finan-
cial and in-kind support, helping such girls to access secondary
education.
• Expand the sources of funding for education - In addition to in-
creasing the allocation of CRF to education, Nigeria needs to ur-
gently increase domestic resource mobilisation for education by
increasing its tax effort and prioritising education appropriately
in national and state budgets in line with global benchmarks.
• Ensure funding is strategically targeted - The federal govern-
ment should consider using equity-based funding formulas to
ensure that more funding is targeted to poorer States and dis-
tricts.
REFERENCES
4