FG unveils N7.4bn Lagos Basic Education funds tracked in three years 

The Federal Government Unveils Report on Basic Education Funds Expenditure in Lagos State

The Federal Government has unveiled a report on tracking the Basic Education funds expenditure in Lagos State within the last three years. The report was carried out by the non-governmental organisation Human Development Initiatives (HDI).

Emphasis on Sustainable Development Goals (SDGs)

At the Basic Education National Stakeholders Dialogue organised by HDI in Abuja, the Director of Basic Education, Mrs. Folake Olatunji, representing the Permanent Secretary of the Federal Ministry of Education, Mr. Andrew Adejo, emphasized the Federal Government’s commitment to supporting schemes aimed at boosting the nation’s basic education sector. She highlighted the importance of achieving the Sustainable Development Goals (SDGs) in basic education.

1. Nigeria’s HDI score (0.539) is poor compared to many countries in Sub-Saharan Africa, indicating challenges in access to quality education and educational opportunities.
2. To improve the HDI score, Nigeria needs to focus on increasing access to education, reducing dropout rates, and enhancing the overall quality of education provided.

Mrs. Olatunji commended HDI for embarking on the project and reaffirmed the Federal Government’s commitment to ensuring basic education for all. She highlighted the support provided by the Federal Government to basic education in states through fiscal transfers from the UBE Intervention Fund managed by UBEC.

Tracking Basic Education Funds in Lagos State

The Executive Director of HDI Nigeria, Mrs. Olufunso Owasanoye, explained that the organisation tracked the 2018, 2019, and 2020 Lagos State Universal Basic Education Board action plans and compiled the findings into a single report. The report titled “Tracking Basic Education Funds in Lagos State: Blessings and Lessons” chronicles HDI’s activities, interventions, successes, and challenges in the Basic Education sub-sector in Lagos over the past seven years.

• Over N7.4 billion in basic education funds allocated to various projects in Lagos were tracked in the three years.
• 2018 accounted for N2.95 billion, 2019 accounted for N3.03 billion, and 2020 accounted for N1.43 billion.

The UBE funds tracking project was made possible with funding support from the MacArthur Foundation and cooperation from the Universal Basic Education Commission and other stakeholders. It officially began in 2017 and has had a significant impact.

Accomplishments and Challenges

According to Mrs. Owasanoye, the project engaged with government actors and community stakeholders to bring about change in the basic education sector. The multi-level approach to engagement has led to various accomplishments:

• Local stakeholders now appreciate their roles in the development of basic education.
• Contractors deliver projects in the right quality and quantities.
• Government actors and community stakeholders have strengthened their capacities for effective service delivery in the basic education sector.

The project has proven that Education for All is the responsibility of all. It has ensured the delivery of basic education goods and services to government schools, corrected defective projects, and held government contractors accountable. Community members have shown serious interest in projects within school premises, leading to improved project delivery.

Mrs. Owasanoye commended the MacArthur Foundation for its support through the “On-Nigeria Project,” which aims to tackle retail corruption.

Stakeholders’ Dialogue and Solutions

During the stakeholders’ dialogue, the HDI Executive Director highlighted the need to address major challenges in the basic education sector across the country. She mentioned a previous report titled “So Good, So Bad: State of UBE Projects in Selected States,” which provided insight into the challenges confronting basic education in Nigeria.

The output of the dialogue will be presented to all relevant stakeholders at different levels to advocate for transparency, accountability, and good governance in the administration and delivery of quality, inclusive, and equitable basic education throughout Nigeria.

SDGs, Targets, and Indicators Analysis

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education
• SDG 16: Peace, Justice, and Strong Institutions

The article discusses the importance of improving access to quality education in Nigeria and highlights the challenges faced in the basic education sector. This aligns with SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Additionally, the article mentions the need for transparency, accountability, and good governance in the administration and delivery of basic education, which relates to SDG 16.

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.
• Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations.
• Target 16.6: Develop effective, accountable, and transparent institutions at all levels.

The article emphasizes the need to increase access to education, reduce dropout rates, and enhance the overall quality of education provided in Nigeria. These align with Target 4.1 of SDG 4. Additionally, the article mentions the importance of eliminating gender disparities in education, which relates to Target 4.5 of SDG 4. Furthermore, the article highlights the need for transparency, accountability, and good governance in the administration and delivery of basic education, which aligns with Target 16.6 of SDG 16.

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 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile, and others such as disability status, indigenous peoples, and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated.
• Indicator 16.6.2: Proportion of the population satisfied with their last experience of public services.

The article does not explicitly mention specific indicators. However, to measure progress towards the identified targets, indicators such as Indicator 4.1.1 (measuring proficiency in reading and mathematics), Indicator 4.5.1 (measuring gender disparities in education), and Indicator 16.6.2 (measuring satisfaction with public services) can be relevant.

4. Table: SDGs, Targets, and Indicators

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Source: punchng.com

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