In 2015 as part of resolution 70/1, the United Nations general assembly agreed by 2030 to transform the world by achieving 17 sustainable development goals. The goals in question range from ending poverty globally to sourcing partnerships for the goals. The table below provides a descriptive view of all 17 goals.
In this article I will make a concerted effort to provide some insights on SDG’s 1 & 4 respectively. Indeed, improving the quality of education received in Nigeria and of course sustaining it is no doubt the ticket out of poverty. As we all know, over the last two decades we have gradually witnessed a deterioration in the quality of education our pupils in primary and secondary school receive. And at the tertiary level, the consistency in strikes have only aided in reducing the quality of education of our future leaders.
Although axiomatic, it is noteworthy to state that there is a direct correlation with countries that invest in quality education for an extended period of time and maintain momentum, outperform countries that do not. In October of 2018, the World Bank ranked Nigeria 152 out of 157 on its maiden Human Capital Index. In other words, the average Nigerian born today will be less productive when he/she grows up than he/she could actually be if he/she was opportune to complete education while maintaining decent health.
The National Policy on Education (NPE) in Nigeria is the guideline for the prudent management and implementation of education in the various tiers of government. Not to be exhaustive, the latest reforms in the sector included innovations such as:
- Open and Distance learning programs
- The expansion and renovation of the national mathematical center
- Information and communication technology were introduced into school curriculums
- Effective implementation of the Universal Basic Education (UBE)
Although the forgoingrepresents important steps in reform and perhaps innovation, the sector in this economist view needs to be overhauled. For instance, on average public schools are often overcrowded with student/teacher ratio exceedingly high. Textbooks, and curriculum for instruction are often outdated and less emphasis has been placed on relevant disciplines of the future.
Let’s take a deep dive into the numbers. For years, Nigeria has not maintained adequate funding for education. Zeroing in on Federal government budgetary allocation as a percentage of the total budget to the education sector between (1995 – 1999 was 13%) between (2000 – 2004 was 5.5%), (2005 – 2009 was 9%), (2010 – 2014 was 7.5%) and (2015 till date 8%) although in 2018 federal funding was about 7%. As a benchmark, the countries that make up what is known as the E9 countries, a group of nine countries set out to meet UNESCO’s education for all initiative (Bangladesh, Brazil, China, Egypt, India, Indonesia, Mexico, Nigeria and Pakistan) for the exception of Nigeria allocates more than 20 per cent of its annual budget to education. Looking within the continent amongst sub-Saharan African countries, Nigeria for the most part still trails behind peer countries in the area of funding the education sector.
According to the World Bank indicators, amongst African countries allocation to education as a percentage of Gross National Product (GNP), Ghana ranks 1st with 31% allocated to education while Ivory Coast ranks a close 2nd at 30%. In the same ranking, Nigeria comes in 20th at 8.4%. With a growing population, rising public debt profile more than ever before we are beginning to see a gradual decline of Nigeria in key indices which in my view has a human face. The time is ripe for Nigerians to ask more of our leaders, especially in the fight for investing in quality educationwhich will no doubt decrease poverty throughout the country. Consider this bleak trendline, the World Bank forecasts by 2030 90% of the world’s poor will be living predominantly in Nigeria. Incidentally, this is the same year the United Nations aims to achieve the 17 SDG’s.
Indeed, there is a common theme globally that education is slow to change. However, there is no shortage of innovative ideas in the sector. For instance, in Brazil school children are currently designing video games to teach each other practical biology. Closer to home in South Africa, secondary school students are testing out career paths as project managers and engineers. This path has created awareness in companies and universities to provide grants/scholarships to fund deserving students. Much closer in the West African region is Ghana. Here we see students receiving training in self-awareness and resilience as they complete their typical lessons for the day.
While innovations in education are taking place around the globe, they are not all created equal—different ideas will lead to different outcomes. So, the question I pose is rather straight forward. How should education policymakers evaluate what is the most valuable? My response equally is straightforward, the worthiest innovation in education are those that ultimately speed up progress and permits all students to acquire the full set of skills and competencies needed to thrive today and for years to come. On that note, perhaps we need to consider leapfrogging in the education sector.
Leapfrogging in education simply means to accelerate faster and perhaps in a non-linear pace. The term is typically used in the banking industry. Take Kenya for instance, the swift move to mobile banking (M-PESA) has dramatically reduced the financial excluded members of society in a very short period of time. In fact, in some areas, banking in Kenya at least the mobile banking and funds transfers are faster and more convenient than in advanced countries like the United States. This, in this economist view was a leap forward from the traditional method used.
In the education sector particularly in Nigeria, to achieve such progress it would take a dramatic shift in the mindset of policymakers and their ability to coral a critical mass of likeminded reformers.
In Nigeria like most of the world, mass education systems have been developed in a step by step fashion. For clarity, the first step would be to provide access, then academic achievement also known as quality, and last but certainly not the least, we have relevance. How relevant is the information being covered? And how can it be used in the future. It is my contention that education policymakers must address all three simultaneously. Presently there are droves of school aged children roaming the streets of communities all over the country. What about children in remote areas without access to road networks etc. The focus should be on how to help them develop the full breadth of competencies and skills they will need to thrive today. A novel example we can consider is that of Brazil. In rural Brazil, leaders in the education sector serving children in the Amazon jungle were able to deliver lessons via a two way video link with trained specialist delivering lessons from the capital city. More importantly the curriculum was designed specifically to cater to their unique context, culture, and need. For continuity in learning, they devised a mentor coaching relationship in their community.
Where do we go from here? From the context of innovation, teaching and learning experience must be transformed to be increasingly student-centered. Second, the process of recognizing student learning—whether that is through national exams or classroom grades—must follow suit and be increasingly individualized.The diagram below provides some clarity on the model.
From the perspective of structural change, perhaps more emphasis should be placed on creating an atmosphere that promotes learning for the students. In other words, updated teaching tools, reading/writing materials, desks, chairs, computers for faculty as well as computer labs for all students to enhance learning.
In conclusion, a focus on quality education and ending poverty is simply not just the sole responsibility of the federal government. The choice in topic cuts across society as a whole. The States and Local Governments have their role to play as well as you an I. In the final analysis, making headway in achieving the various SDGs will no doubt take a lot of work! In contemporary times, we have witnessed government after another starting projects, abandoning them, only for the next government to start a totally separate project. As a result of this exercise, you can take a tour of the country and see numerous structures that have been abandoned for years. To be sure, repetition builds character and this economist is of the view that it is time to ask more of our leaders and policymakers alike. Because the type of character we are building as a country sheds all citizens in a not so favorable light globally. Indeed this administration has made novel strides to continue and even complete some of the projects of the last administration, however, if the current debate is on issues surrounding raising and sustaining a gradual increase in the minimum wage which is so important in reducing poverty, perhaps we as the citizenry could also ask for a much higher budget in education, and make it the responsibilities of the states to implement the various strategic objectives in each state keeping in mind that every state is unique and as such, a one size fits all approach will not achieve the desired results. Finally, financial institutions such as deposit money banks, and development finance institutions should do more to champion private funding for education to complement efforts of deserving schools. Whether we call it part of corporate social responsibility or perhaps education grants and scholarships or even an “adopt a school” strategy. In the end, we are all in this journey of ending poverty and providing quality education together because a rising tide, lifts all boats.
Joseph Nnanna
Prof. Nnanna is Chief Economist, The Development Bank of Nigeria.
