26 states, FCT deposit N32.5bn counterpart funds for basic education
26 states, FCT deposit N32.5bn counterpart funds for basic education Punch Newspapers
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Twenty-six States and FCT Lodge N32.5bn Counterpart Fund with UBEC
As of March 28, 2024, twenty-six states of the Federation and the Federal Capital Territory (FCT) have lodged a total sum of N32.5 billion as counterpart fund with the Universal Basic Education Commission (UBEC).
This fund lodgment will enable the states to access the yearly disbursement provided by the Federal Government through UBEC for the development of basic education.
The main objective of this fund is to improve the quality of basic education in all 36 states. Each state government is responsible for providing 50% of the annual disbursement provided by UBEC.
List of States that have Lodged their Counterpart Fund
- Jigawa
- Kano
- Katsina
- Kebbi
- Kaduna
- Sokoto
- Zamfara
- Borno
- Gombe
- Taraba
- Yobe
- Kogi
- Nasarawa
- Niger
- Plateau
- FCT
- Ekiti
- Lagos
- Ondo
- Osun
- Enugu
- Akwa-Ibom
- Bayelsa
- Cross-River
- Delta
- Edo
- Rivers
According to the document signed by UBEC’s Director of Finance, Adamu Misau, in response to a Freedom of Information request by human rights lawyer, Femi Falana (SAN), each state lodged the sum of N1.2 billion as counterpart fund.
States that Failed to Access Funds
Adamawa and Bauchi states jointly failed to access the funds from 2022 (N1.2bn) and 2023 (N1.3bn) respectively.
Benue, Kwara, and Niger states individually owed an accumulated sum of N2.6bn due to their failure to access the intervention funds in 2022 and 2023.
Kogi, Plateau states, and the FCT currently have N1.3bn each that has not been accessed, which is presently lodged with the commission from the 2023 disbursement.
Ekiti and Lagos states also failed to access the sum of N1.3bn each from the 2023 disbursement.
Further analysis of the data revealed that Ogun State remained one of the highest debtors on the list, having failed to access intervention funds from 2020 to 2023, bringing the total amount not accessed by the state to N4.2bn.
Total Amount Unaccessed by States
The total amount unaccessed by states in different years are as follows:
- 2020: N1.4bn
- 2021: N2.8bn
- 2022: N14.4bn
- 2023: N36.1bn
In February 2024, human rights lawyer, Mrs Funmi Falana (SAN), filed a lawsuit against the 36 state governments and the FCT before the Federal High Court in Lagos. The lawsuit was over their failure to access N68bn UBEC funds to provide free basic education for their citizens.
The senior advocate argued that the states failed to pay the counterpart funds necessary to access the UBEC funds for providing free basic education.
The lawsuit also named the Attorney-General of the Federation, Lateef Fagbemi (SAN), the Minister of Education, Prof. Tahir Mamman (SAN), and UBEC as defendants.
However, the NGF’s Education Advisor, Dr Ebenezer Leo The Great, revealed in a recent interview that the UBEC fund was trapped due to the inability of state governments to raise the 50% counterpart of the required amount.
Recently, the National President of the National Parents Teachers Association, Haruna Danjuma, criticized the failure of governors to access the fund.
“It is criminal for state governments to just let such a huge sum of money lie fallow when we know the difficulties our basic education sector is facing,” he said.
“If it was possible, I would have suggested that UBEC should just use such funds to execute projects on behalf of the affected states. However, the law does not allow that,” he added.
SDGs, Targets, and Indicators Analysis
1. Which SDGs are addressed or connected to the issues highlighted in the article?
- SDG 4: Quality Education
The article discusses the lodging of funds by states with the Universal Basic Education Commission for the development of basic education. This aligns with SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
2. What specific targets under those SDGs can be identified based on the article’s content?
- Target 4.1: By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes.
- Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care, and preprimary education so that they are ready for primary education.
- Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development.
The article mentions the funds being used for the development of basic education, which aligns with Target 4.1. It also highlights the importance of accessing funds for free basic education, which relates to Target 4.2. Additionally, the emphasis on improving the quality of basic education aligns with Target 4.7.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
- Indicator 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex.
- Indicator 4.2.1: Proportion of children under 5 years of age who are developmentally on track in health, learning, and psychosocial well-being, by sex.
- Indicator 4.7.1: Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment.
The article does not explicitly mention indicators, but the mentioned targets can be measured using the above indicators. These indicators assess the proficiency levels of children in reading and mathematics (Indicator 4.1.1), the developmental progress of children under 5 years of age (Indicator 4.2.1), and the integration of global citizenship education and education for sustainable development in national education policies, curricula, teacher education, and student assessment (Indicator 4.7.1).
Table: SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | Target 4.1: By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes. | Indicator 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex. |
| SDG 4: Quality Education | Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care, and preprimary education so that they are ready for primary education. | Indicator 4.2.1: Proportion of children under 5 years of age who are developmentally on track in health, learning, and psychosocial well-being, by sex. |
| SDG 4: Quality Education | Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship, and appreciation of cultural diversity and of culture’s contribution to sustainable development. | Indicator 4.7.1: Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment. |
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Fuente: punchng.com
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