ABU Journal, Department Of Public Administration
Volume No: 2|
EDUCATION AND POVERTY REDUCTION IN NIGERIA
DR. IBRAHIM ADAMU
DEPARTMENT OF PUBLIC ADMINISTRATION&NBSP;AHMADU BELLO UNIVERSITY&NBSP;ZARIA, NIGERIA
Education is recognized as a basic human right because of its close link to poverty reduction and to virtually all dimensions of development - human, economic, and social. Hence, the onus of breaking poverty circle of citizens of any nation lies in good educational policies and good governance. There are always good educational policies in Nigeria with multiples of educational institutions and highly qualified educational personnel; yet poverty has not reduced to the barest minimum. The paper examines various conceptual and theoretical frameworks; the causal–effect relationships between lack of education and poverty in Nigeria; government interventions in terms of special educational policies to address the issues of poverty; exploring further the links between education and human development; the experience of other nations; and practical suggestions provided for combating poverty as well as overcoming the obstacles to education, economic, political and social affluence. Random sampling and stratified sampling techniques are used to collect data from the general public and senior government officials complemented by secondary data on education and levels of income. Relevant statistical tools (mean, standard deviation, Pearson’s r correlation) are employed to test the hypothesis that : ‘Securing high level education does not guarantee high income and subsequent human development in Nigeria’, while content analysis examines the other hypothesis that: ‘Educational policies in Nigeria are not human development oriented’. The paper concludes that in as much as education is not the only means of eradicating poverty, it still constitutes an important factor in liberating the individual from lack of access to basic needs required for human development. The paper equally concludes that policies of education in Nigeria are designed only to maintain status quo in both public and private sectors. They are not innovative, creative minded nor result oriented. We strongly recommend strategic planning and monitoring of educational policy implementation in the country.
There is strong correlation between level of ones education and the level of his income for both male and female, in the public and in the private sectors of Nigeria and U.S.A. as indicated by the Pearson’s r correlation coefficients. However, the correlation is stronger in the overall situation as well as in the case of female.
The paper equally concludes that in as much as education is not the only means of eradicating poverty, it still constitutes an important factor in liberating the individual from lack of access to basic needs required for human development. Despite the recognized importance of education as a means of eradicating poverty, policies of education in Nigeria are designed only to maintain status quo in both public and private sectors. They are not innovative, creative minded nor result oriented. They are not designed in favour of technical education that can easily increase the earning capacity of the society.
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