1.1 Introduction
Education is broadly defined as the process of acquiring knowledge, skills, values, and attitudes that enable individuals to develop personally and contribute meaningfully to society (Federal Republic of Nigeria, 2014). It is widely acknowledged as a critical driver of national development, serving as the foundation upon which economic growth, social equity, and political stability rest. According to UNESCO (2015), a well-funded educational system is essential for improving literacy, fostering innovation, and preparing citizens for participation in the global economy.
Government funding, in this context, refers to the financial resources allocated by the state through budgetary provisions, grants, and other forms of public expenditure to support education at various levels. Adequate funding is essential for the provision of infrastructure, recruitment and training of qualified teachers, procurement of teaching materials, and expansion of access to learning opportunities (World Bank, 2020).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.
1.2 Background of the Study
Historically, government funding in the Nigerian educational sector is closely tied to the nation's political, economic, and social transformations. Education during the colonial period was largely funded and managed by Christian missionaries, with minimal financial support from the colonial government. According to Fafunwa (2004), the colonial government began to show interest in education primarily as a means of producing clerks and interpreters for administrative purposes. Funding at this stage was modest and selective, with missionary schools playing a dominant role.
Following Nigeria's independence in 1960, education became a central instrument for national development. The Federal Government, in partnership with regional governments, increased its role in funding and managing schools. Adesina (2006) asserted that the introduction of the Universal Primary Education (UPE) scheme in 1976 marked a major milestone in government intervention, as significant resources were allocated to expand access to basic education. However, the program faced challenges of poor planning and inadequate funding, leading to its eventual collapse.
Education remains the cornerstone of national development and a key driver of human capital formation. According to UNESCO (2015), education is the most powerful tool for empowering individuals and promoting sustainable economic growth. The provision and expansion of educational opportunities require adequate and sustainable funding from the government. The Nigerian government, like many others in developing nations, has consistently acknowledged the importance of education but often struggles to meet international funding benchmarks.
The Federal Republic of Nigeria (2014) in its National Policy on Education asserted that no nation can rise above the quality of its education system, emphasizing that adequate financing is critical for its success. However, budgetary allocations to the sector have remained inconsistent over the years. The World Bank (2020) reported that Nigeria's education expenditure as a percentage of total government spending has frequently fallen below the recommended 15–20% UNESCO standard, often hovering between 6% and 8%. This underfunding has resulted in infrastructural decay, poor learning facilities, inadequate teaching personnel, and low morale among educators.
Adeyemi (2018) affirmed that inadequate funding is directly linked to declining student performance, overcrowded classrooms, and limited access to technology, all of which undermine the quality of education in Nigeria. Olatunji (2021) stated that the fluctuating funding pattern between 2014 and 2024 has slowed down the pace of educational reforms and weakened the sector's ability to adapt to global trends in digital learning and research. Furthermore, Okebukola (2019) contended that persistent underfunding has widened the gap between public and private schools, thereby reinforcing social inequality in access to quality education.
On the other hand, the Nigerian government has frequently pledged its commitment to improving education through policies and development plans. Yet, the mismatch between promises and actual implementation continues to be a major source of concern. This issue is further compounded by economic instability, inflation, and population growth, which reduce the real value of educational funding and stretch already limited resources. The outcome is an education system that struggles to meet both domestic needs and international competitiveness. This study is set against the backdrop of evaluating how government funding has shaped the growth of education in Nigeria between 2014 and 2024.
1.3 Statement of Problems
Investigation revealed that the Nigerian education sector is facing several existing issues that hinder its growth despite government funding. The most pressing problem is the inadequacy of budgetary allocation, which consistently falls short of UNESCO's recommended 15–20% of the national budget. There is also the challenge of mismatch between population growth and available resources. Nigeria's rapidly growing population has increased demand for education, yet government funding has not kept pace, leading to high dropout rates and limited access to quality learning.
Furthermore, corruption and lack of accountability in the disbursement process weaken the impact of government spending. Teachers and lecturers also face poor remuneration and delays in salary payments, reducing morale and productivity. It is against this backdrop that this study seeks to investigate the effect of government funding on educational growth in Nigeria from 2014 to 2024.
1.4 Aim and Objectives of the Study
The primary aim of this study is to assess the effect of government funding on educational growth in Nigeria between 2014 and 2024.
The specific objectives of this study are:
- To assess the relationship between government funding and the quality of teaching and learning outcomes.
- To determine the extent of government funding allocated to education between 2014 and 2024.
- To examine how government funding influenced infrastructural development in the Nigerian education sector.
- To identify the challenges associated with government funding and utilization in Nigeria's education system.
- To provide recommendations on how government funding will be improved for sustainable educational growth.
1.5 Research Questions
Based on the stated objectives, the study will address the following research questions:
- What was the extent of government funding allocated to education between 2014 and 2024?
- How did government funding influence infrastructural development in the Nigerian education sector?
- What is the relationship between government funding and the quality of teaching and learning outcomes?
- What challenges were associated with government funding and its utilization in Nigeria's education system?
- What measures will improve government funding for sustainable educational growth?
1.6 Significance of the Study
It is believed that at the completion of the study, this research will serve as a reference point for policymakers in making budgetary decisions and in aligning Nigeria's funding with international standards. The study will also guide policymakers in restructuring educational budgets to meet global standards.
Furthermore, this research will show how better government investment in public education will reduce financial burdens on families.
Lastly, the study will contribute to the academic body of knowledge, serve as a guide for researchers, and enlighten the general public on the implications of government financial decisions on the nation's educational progress.
1.7 Research Hypotheses
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
- H0: There is no significant relationship between government funding and educational growth in Nigeria between 2014 and 2024.
- H1: There is a significant relationship between government funding and educational growth in Nigeria between 2014 and 2024.
1.8 Scope of the Study
The scope of this research will focus on the effect of government funding on educational growth in Nigeria, with specific emphasis on Lagos State as a case study due to its large population, diverse educational institutions, and significant share of national funding allocations. The study will cover primary, secondary, and tertiary institutions within Lagos State from 2014 to 2024.
1.9 Limitations of the Study
During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
- Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.
1.10 Definition of Terms
Government Funding:
This refers to financial resources allocated by the Nigerian government through its annual budget to support educational development. According to World Bank (2020), it includes salaries, infrastructure, teaching materials, and research support.
Educational Growth:
This is the improvement in access, quality, infrastructure, teaching, and learning outcomes within the education sector over time. Adeyemi (2018) stated that educational growth reflects both quantitative expansion and qualitative improvement.
Budget Allocation:
This refers to the share of national revenue earmarked for education. UNESCO (2015) asserted that effective budget allocation is vital for sustaining education and achieving global standards.
Infrastructure:
This includes the physical and technological facilities needed for effective learning, such as classrooms, laboratories, libraries, and digital platforms. Olatunji (2021) affirmed that infrastructure is a key determinant of educational quality.
Utilization of Funds:
This means how allocated financial resources are managed and spent within the education sector. Okebukola (2019) contended that poor utilization due to corruption and mismanagement undermines the benefits of funding.
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