Underfunding, policy changes still the problem

In the last 53 years, the education sector has witnessed a mix of successes and failures, CHARLES ABAH writes

The decline in the system in the past 53 years was gradual, but sure. The end is not in sight. As long as the government of a developing country like ours needs reminding that education is important in the growth of a nation, there will be no amelioration of the country’s loss of bearing academically.”

This is the thought of a university lecturer, Dr. Fidelis Okoro, as he assesses the nation’s education sector since independence. Of course, the University of Nigeria, Nsukka teacher, has every reason to hold this view. In the last 92 days, Okoro and other teachers in the country’s public universities have abandoned the classrooms for their homes, following a strike called by their umbrella body, the Academic Staff Union of the Universities.

They are protesting against the non-implementation of an agreement the Federal Government signed with them in 2009, as well as the non-payment of their earned allowances.

Besides, issues relating to poor funding, policy inconsistency, poor enrolment, and examination malpractices, among others, have made Okoro to sound pessimistic about developments in the education sector.

So, as the drumbeats of celebration, popping of champagne and clinking of glasses go on, especially within the precincts of power in commemoration of the country’s 53rd Independence, the likes of Okoro are watching the merriment with cynicism. For them, it is not yet celebration time — not with the challenges buffeting the education sector and the country at large.

But, “Tell it to the marines” seems to be the response of the celebrants, who are in high spirits. As far as this crop of Nigerians are concerned, the fact that the nation has witnessed several turmoil — political, social and economic — and is still standing as one indivisible entity these past 53 years, is enough cause for celebration.

However, in spite of these views, analysts will use this occasion to assess how the nation has marched on in all spheres of life.

In the education sector, while some, especially those in the government circles will hand down a favourable verdict, pointing to improved infrastructure and better welfare package, among other accomplishments, kicks and knocks will greet the assessment of people on the other side of the divide.

Nevertheless, the sector in the period under review has largely seen a mix of successes and failures with the coming of different administrations, be they military or civilian.

Troubled funding

The period under review, some analysts say, has never witnessed a smooth ride. For instance, they accuse the Federal Government of paying lip service to the sector, noting that the country has never met the 26 per cent annual budgetary allocations recommended by the United Nations Educational Scientific and Cultural Organisation. The highest the FG has allocated to the sector is 13 per cent.

Arguing that proper funding is at the heart of improving education standards and delivery, they posit that its lack has been the source of the myriad of challenges besetting the sector. Frequent industrial actions, dearth of infrastructure, abandoned and dilapidated buildings, the lack of well-trained personnel, ineffective teaching methods, and inadequate curricula are some of the challenges laid on the doorstep of inadequate funding.

The lack of dedication among some education inspectors and teachers, they add, is affecting negatively the sector. Even where these officials are available, poor and irregular salaries have practically forced them to seek other survival strategies outside of the classrooms.

 Policy flip-flops

Beyond funding, the persistent policy somersault in the sector is another source of worry to analysts. From the 6-5-4 education policy, to Universal Primary Education scheme, 6-3-3-4 system, return of mission schools, Federal Government Home-Grown scheme, Universal Basic Education and now the 1-6-3-3-4 policy are among the policy inconsistencies in the sector. There is also the closure of Unity Schools and the upgrading of tertiary institutions, like the Yaba College of Technology and the Kaduna Polytechnic, Kaduna, which never saw the light of the day. The latter policy, it seems, has remained a stillbirth.

Observers note, for instance, that the abandonment of the 6-3-3-4 policy initiated to equip pupils, students with right skills came with it also the neglect of the books, and the equipment installed for the teaching and learning of introductory technology in schools across the country.

Linked to policy inconsistency are the fallen standards in the sector in the last three decades. Analysts posit that the early 60s recorded better and flourishing standards because the sector then was predictable. For instance, they point to a predictable school calendar and regular payment of salaries to teachers as some of the factors that helped to sustain the sector in the early years of independence.

Politicisation/recurrent strikes

Nowadays, frequent strikes embarked upon by teachers at all levels, like recurrent policy changes, have punctuated the system. Currently, ASUU members are strike even as members of the Senior Staff Association of Universities, Nigerian Union of Teachers and the Academic Staff of Polytechnics are threatening to embark on one industrial action or another.

Another sour point plaguing the sector is the politicisation of the headship of the ministry and the accompanying changes. The frequency of changes at the ministry usually brings with it new policy frameworks and pronouncements. In this Fourth Republic alone, at least nine persons have being in the helms of affairs at the ministry.

Despite these flaws, those in the corridors of powers argue that there has been a good measure of success in the sector with regard to provision of Information Communications and Technology, and infrastructure, increased enrolment in school and better welfare package for teachers.

For example, they argue that from the less than five universities in the 60s, the country today has 129 universities, comprising 40 federal, 38 state and 51 private universities. Primary school enrolment, which stood at about three million in the 60s, has increased significantly even though UNESCO’s reports say there are still over 10.4 million Nigerian children, who are currently out of school.

There has also been increase in enrolment at the secondary and the tertiary levels. This year alone, over 1.5 million candidates wrote the Unified Tertiary Matriculation Examination. Though the figure looks encouraging, in reality, only less than 500,000 persons will secure admission to the universities and the polytechnics, leaving the rest of the candidates stuck in limbo.

Private sector involvement

The liberalisation of the sector is another area that has attracted a measure of attention. Agreed, there are 51 private universities and more privately owned secondary schools; increased corporate support in education delivery; the degree of private sector participation is still far away in solving the challenges of the sector.

Infrastructure/ICT

Institutions like Joint Admissions and Matriculation Board, West African Examinations Council, and the National Examinations Council among others are bracing the 21st century emerging technology unlike developments in the 60s. Also, many primary, secondary and tertiary schools in urban areas are complaint with ICT facilities even as their counterparts in rural areas are not thinking along this line. In fact, the planned computer-based testing in 2015 by WAEC and NECO is giving those in rural schools a great deal of concern.

However, as the country yet marches on, analysts look forward to seeing the FG addressing properly the challenges, particularly the alleged underfunding, which they argue is at the root of the problems hindering the development of the sector.

Little wonder, an education consultant, Dr. Ayodele Ogunsan, notes that the sector requires surgical operation and intensive care.

He adds, “While I cannot conclude that Nigerian education is entirely dead, it is, however, on the verge of absolute collapse. Consider the lackadaisical manner with which the government responded to certain issues in the sector, including the presence of unqualified teachers who, themselves, are products of the decadence; abandoned, and ill-equipped learning environment; slow-to-change education policies that may be of local relevance but globally uncompetitive; lack of student-school ratio… Evidently, the education sector needs intensive care.”