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Global Trends in Government Policies on Funding of Primary Education: Lesson for Nigeria

Author

Listed:
  • Akhere Patrick Ebojele

    (Department of Political Science & Public Administration, Igbinedion University, Okada, Nigeria)

  • Adekunle Saheed Ajisebiyawo

    (Department of Political Science & Public Administration, Igbinedion University, Okada, Nigeria)

  • Adesoye Isiaka Mustapha

    (Department of Public Administration, University of Benin, Benin City, Nigeria)

Abstract

This paper analyzed trends in government policies regarding funding primary education and used Nigeria’s Universal Basic Education (UBE) policy as a case study, comparing it with other countries. This research proposition was based on the Human Capital Theory. Exploratory qualitative research was used in this study to analyze secondary data collected from various sources. The paper described the Nigeria UBE policy to increase school enrollment as being effective in achieving the policy objectives where school enrollment had been prompted noticeably in the urban centres notwithstanding the numerous barriers to the successful implementation of the Nigerian UBE policy. Also, inadequate and inconsistent funding, poor school infrastructure, and few competent teachers were found to hinder the full realization of the UBE policy in the identified areas. This is even though Nigeria has one of the youngest populations in the world; it has been established that the country only spends a little over 6% of its current national budget on education which is far less than UNESCO’s recommended baseline of 15 – 20%. Furthermore, there was observed ethnic and regional differentiation in educational opportunities, and it was revealed that education remained insecure in Northern Nigeria due to cultural, economic and security factors. The paper also revealed that aid has served an important purpose in plugging the gap in education financing in most developing nations. Taking into consideration the results of the study, the following recommendations are proposed for educational expenditure in Nigeria. There is a need to enhance the national budget allocation to education to meet the international benchmark and ensure more complementary distribution of resources especially in the rural areas. There was also a suggestion that the Nigerian government should fund teacher training projects and undertake renovations of schools to boost the standard of education.

Suggested Citation

  • Akhere Patrick Ebojele & Adekunle Saheed Ajisebiyawo & Adesoye Isiaka Mustapha, 2025. "Global Trends in Government Policies on Funding of Primary Education: Lesson for Nigeria," International Journal of Research and Scientific Innovation, International Journal of Research and Scientific Innovation (IJRSI), vol. 12(5), pages 70-84, May.
    • Handle: RePEc:bjc:journl:v:12:y:2025:i:5:p:70-84
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    References listed on IDEAS

    as
    1. Hanushek, Eric A. & Woessmann, Ludger, 2015. "The Knowledge Capital of Nations: Education and the Economics of Growth," MIT Press Books, The MIT Press, edition 1, volume 1, number 0262029170, December.
    2. Ehigiamusoe Ehigiamusoe, 2013. "Education, Economic Growth & Poverty Rate in Nigeria: Any Nexus?," Journal of Social and Development Sciences, AMH International, vol. 4(12), pages 544-553.
    3. Julien Lafortune & Jesse Rothstein & Diane Whitmore Schanzenbach, 2018. "School Finance Reform and the Distribution of Student Achievement," American Economic Journal: Applied Economics, American Economic Association, vol. 10(2), pages 1-26, April.
    4. Charles O. Manasseh & Felicia C. Abada & Jonathan E. Ogbuabor & Okoro E.U. Okoro & Aja Ebeke Egele & Kenneth C. Ozuzu, 2019. "Oil Price Fluctuation, Oil Revenue and Well-being in Nigeria," International Journal of Energy Economics and Policy, Econjournals, vol. 9(1), pages 346-355.
    5. Gary S. Becker, 1964. "Human Capital: A Theoretical and Empirical Analysis with Special Reference to Education, First Edition," NBER Books, National Bureau of Economic Research, Inc, number beck-5, December.
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    Cited by:

    1. Tina Omolola Festus-Hart, 2026. "Chemistry Teachers’ Preparedness for Inclusive Classrooms in Nigeria: A Conceptual Review," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 10(26), pages 2229-2237, January.
    2. Tina Omolola Festus-Hart, 2026. "Chemistry Teachers’ Preparedness for Inclusive Classrooms in Nigeria: A Conceptual Review," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 10(26), pages 2403-2411, January.

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