1.1 Background of the study

Education is the very foundation of any nation’s meaningful socioeconomic, political, and economic growth and development. Since the implementation of the national education policy in 1981, the education system has seen numerous innovations and reforms. Unfortunately, despite these reforms and the ongoing massive investment by various regimes, education in Nigeria has not sufficiently lifted the country out of the quagmire of technological underdevelopment, political instability, and social decadence. It could be argued that most of these reforms and innovations are being implemented ineffectively due to insufficient funding.

Education financing is at the heart of many countries’ educational crises around the world. In Nigeria, it appears that there is a perpetual funding crisis and a lack of definite solutions. structures and strategies for funding education. The Universal and Compulsory Primary Education (UPE) program was implemented in 1976 without adequate planning for the number of classrooms needed, the number of qualified teachers available, and the extent to which available resources could last. More than three decades later, the educational sector at all levels is still plagued by poor performance. One of the major reasons for this is a lack of funding, clear structures, and solutions to the problem. This From the mid-1970s to the early 2000s, poor education funding in Nigeria resulted in widespread cases of unpaid teacher salaries, non-existent, dilapidated, or grossly inadequate school infrastructure and equipment. As a result, effective management of the

When the situation becomes intolerable, either the teachers or the students, or both, revolt, resulting in demonstrations, strike actions, frequent and often prolonged closure of institutions, and harm to educational quality. As a result, there is a need for optional funding of education for sustainable development in Nigeria for effective national development. The development of such funding options would provide relevant data and evidence for some policy decisions on our educational enterprise, leading to long-term national development.

1.2 Problem description

The importance of education to the masses cannot be overstated. In order to satisfy the populace’s insatiable desire for education, which is viewed not only as a tool for social mobility but also as a source of wealth, Also, as a guarantee of a comfortable lifestyle. Unfortunately, the quality and standard of education in Nigeria are low as a result of inadequate attention. The increased enrollment in schools has put strain on school facilities. Classes were insufficient, and the teacher-student ratio was uncomfortably high, particularly in most urban schools, where the existing facilities were in disrepair and barely fit for human habitation. The state of school facilities compelled the government to embark on massive school infrastructure rehabilitation and the hiring of more teaching personnel. The strain on the state’s finances is clearly visible. However, the government’s responsibility for financing education has been met with strenuous challenges ranging from methods of disbursement to accountability.

funds in our educational system, corrupt practices by stakeholders, a lack of manpower, poor management and accountability, and the fact that the resources available within society’s limits in terms of funds to meet this ever-increasing demand are grossly insufficient and frequently unavailable. As a result, it is difficult for the government to fully fund education. The challenges of Nigeria’s education sector in general, and its funding in particular, can be traced back to policy and strategy instability and inconsistency, inefficient management, wastages, and leakages caused by the sector’s fate being determined by overarching macroeconomic conditions. As a result, it became the compelling factor that motivated this research.

1.3 Purpose of the research

The study’s primary goal is to investigate the difficulties encountered.

The government provides educational funding. The study specifically seeks

1. To investigate the causes of insufficient education funding in Kwara state.

2. To investigate the problems caused by a lack of educational funding in Kwara State.

3. Determine whether a lack of funding will have an impact on the quality of education in Kwara State.

4. To propose solutions to the identified problems.

1.4 Hypotheses for Research

HO1: A lack of funding has no effect on the quality of education in Kwara State.

H1: In Kwara State, a lack of funding has a significant impact on educational quality.

HO2: In Kwara State, there are no significant challenges to education funding.

H1: Education funding in Kwara State faces significant challenges.

1.5 The Importance of the Study

The study’s findings will be useful to the government, stakeholders, and other researchers. The study will help the government understand how to deal with education funding challenges and will enlighten them on the importance of recognizing basic education (primary and secondary education) as a public good and accepting the responsibility of providing free education to all citizens. Furthermore, the study will contribute to the body of existing literature and serve as a resource for students and other academics in related fields of study.

1.6 Scope of the Research

The scope of this study is limited to the government’s challenges in educational funding. The study, however, is limited to Kwara state.

1.7 Study Restrictions

The following elements may be considered

a limitation encountered during the course of this research

Financial constraints- Inadequate funds tend to impede the researcher’s efficiency in locating relevant materials, literature, or information, as well as in the data collection process (internet, questionnaire and interview).
Time constraint- The researcher will conduct this study alongside other academic work. As a result, the amount of time spent on research will be reduced.

Respondent attitude: The majority of respondents did not collect the questionnaires, and those who did collect them paid close attention to filling out and returning them, while others did not. Others were less accommodating and may have provided untrustworthy information out of fear of being exposed, despite the researcher’s promise that all information would be kept confidential.

would be kept strictly confidential and used only for educational purposes.

1.8 Definitions of terms

Education: The process of facilitating learning, or the acquisition of knowledge, skills, values, morals, beliefs, and habits, is known as education.

Financing Education: Financing education entails sourcing and providing funds to run school programs, as well as ensuring the funds’ optimal distribution and utilization to achieve educational goals.


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