HDI tracks over N7.4b Lagos basic education funds in three years | The Guardian Nigeria News – Nigeria and World News
HDI tracks over N7.4b Lagos basic education funds in three years Guardian Nigeria
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The Federal Government Unveils Report on Tracking Basic Education Funds in Lagos State
Introduction
The Federal Government has unveiled a report on tracking basic education funds in Lagos State, which was carried out by non-governmental group, Human Development Initiatives (HDI).
Government’s Commitment to Basic Education
Launching the report at the Basic Education National Stakeholders Dialogue organised by HDI, Permanent Secretary, Federal Ministry of Education, Mr Andrew Adejo, emphasized the Federal Government’s determination to support schemes aimed at boosting the basic education subsector.
Importance of Basic Education for Sustainable Development
While lamenting the poor ranking of Nigeria in the Human Development Index, Adejo highlighted the need for Nigeria to prioritize basic education in order to achieve the desired position. He stated that Nigeria’s HDI score of 0.539 indicates challenges in access to quality education and educational opportunities. Mrs Folake Olatunji, the Director of Basic Education, emphasized the importance of increasing access to education, reducing dropout rates, and enhancing overall quality to improve the HDI score.
Funding for Basic Education
Adejo commended HDI for their project and reiterated the Federal Government’s commitment to providing basic education for all. He explained that the Federal Government supports basic education through fiscal transfers from the Universal Basic Education (UBE) intervention fund managed by UBEC, which receives at least two percent of the Consolidated Revenue Fund (CRF). The ongoing Ministerial Strategic Plan (MSP) 2019-2022 focuses on addressing system challenges, strategic planning, and results-oriented implementation at the national and state levels.
HDI’s Report on Basic Education Funds in Lagos State
Executive Director of HDI Nigeria, Mrs Olufunso Owasanoye, presented the report titled “Tracking basic education funds in Lagos State: Blessings and lessons.” The report tracked over N7.4 billion basic education funds allocated to various projects in Lagos over a three-year period (2018-2020). The funds were distributed as follows: N2.95 billion in 2018, N3.03 billion in 2019, and N1.43 billion in 2020.
Impact of HDI’s Project
Owasanoye highlighted that the UBE funds tracking project, made possible with funding support from MacArthur Foundation, UBEC, and other stakeholders, officially began in 2017 and has been highly impactful. The project not only engaged with government actors but also involved community stakeholders to hold the government accountable for basic education matters. This multi-level approach has led to accomplishments such as increased awareness of stakeholders’ roles, improved project delivery by contractors, and enhanced capacities of government actors and community stakeholders.
Stakeholders’ Dialogue
The stakeholders’ dialogue aimed to address major challenges in the basic education sector across the country. Owasanoye expressed the intention to strategize and present the outcomes of the dialogue to relevant stakeholders at different levels, with the goal of promoting transparency, accountability, and good governance in the administration and delivery of quality, inclusive, and equitable basic education throughout Nigeria.
SDGs, Targets, and Indicators in the Article
1. Which SDGs are addressed or connected to the issues highlighted in the article?
- SDG 4: Quality Education
- SDG 17: Partnerships for the Goals
The article primarily focuses on the issue of basic education funding in Lagos State, Nigeria. 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 involvement of various stakeholders, including government actors, community stakeholders, and funding support from organizations like the MacArthur Foundation and Universal Basic Education Commission (UBEC). This highlights the importance of partnerships and collaboration, connecting to SDG 17.
2. What specific targets under those SDGs can be identified based on the article’s content?
- SDG 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.
- SDG 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.
- SDG 17.16: Enhance the global partnership for sustainable development, complemented by multi-stakeholder partnerships that mobilize and share knowledge, expertise, technology, and financial resources.
The article highlights the need to improve access to quality education and reduce dropout rates in Nigeria. This aligns with SDG 4.1, which aims to ensure that all children have access to free, equitable, and quality primary and secondary education. The mention of engaging with community stakeholders and holding the government accountable also connects to SDG 4.5, which focuses on eliminating gender disparities in education and ensuring equal access for vulnerable groups. Additionally, the involvement of various stakeholders and funding support from organizations demonstrates the importance of multi-stakeholder partnerships, linking to SDG 17.16.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
- Access to education
- Dropout rates
- Gender disparities in education
- Equal access to education for vulnerable groups
- Engagement with community stakeholders
- Accountability of the government
- Transparency in the administration and delivery of education
The article mentions challenges in access to quality education and educational opportunities, indicating the need to measure progress in terms of access to education. It also highlights the importance of reducing dropout rates, eliminating gender disparities, and ensuring equal access for vulnerable groups, which can be used as indicators to measure progress towards SDG 4 targets. The engagement with community stakeholders, accountability of the government, and transparency in the administration and delivery of education can also be considered indicators of progress towards the identified targets.
SDGs, Targets, and Indicators Table
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | 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. | – Access to education – Dropout rates |
| SDG 4: Quality Education | 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. | – Gender disparities in education – Equal access to education for vulnerable groups |
| SDG 17: Partnerships for the Goals | 17.16: Enhance the global partnership for sustainable development, complemented by multi-stakeholder partnerships that mobilize and share knowledge, expertise, technology, and financial resources. | – Engagement with community stakeholders – Accountability of the government – Transparency in the administration and delivery of education |
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Source: guardian.ng
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