Education Crisis in Nigeria and Way Forward

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Education Crisis in Nigeria and Way Forward
Niyi Jacob Ogunode
ogunodejacob@gmail.com
Adegboyega Gbenga Johnson
adegboyegagbenga75@gmail.com
Olatunde-Aiyedun, T.G.
tope.aiyedun@uniabuja.edu.ng
Annotation: This paper reviewed some factors responsible for educational crisis and
problems. The paper employed secondary and primary data. The data were sourced from print
and online resources. Inadequate budgetary funding, shortage of infrastructural facilities,
inadequate professional teachers, poor supervision, overcrowded, corruption, high out of school
children and youths, insecurity and poor planning were identified as some of the factors
responsible for crisis in the Nigerian educational system. To address problems, the paper
suggested among other things the increment in educational funding, provision of more
infrastructural facilities, employment of more professional teachers, ensuring adequate security
in all schools, fighting all form of corruption in the educational administration, effective planning
of education, among others.
Keywords: Funding, Education, Crisis, Insecurity, Administration
Introduction
Globally, countries of the world continually sought to improve the quality of her education,
particularly the developing countries. Nigeria is not left out. Education still remains the engine
room for the growth and development of any nation, including Nigeria. The Nigerian educational
system is in crisis. The World Economic Forum (2019) accessed 140 countries, including 38
African countries, to rank the best education systems based on skill development. The report
looks at the general level of skills of the workforce and the quantity and quality of education in
each country. Factors considered include: developing digital literacy, interpersonal skills, and the
ability to think critically and creatively. Scores were rated on a 0 to 100 scale, where 0 represent
the optimal situation. The report revealed the top 10 countries in Africa in the following order.
Namibia ranked 100th position in global education system and 10th in Africa with a score of
52.7%, and ranked 43rd on extent of staff training and 82nd in critical thinking in teaching. This
was followed by Egypt which ranked 99th position on global education system, and 9th in Africa
with 52.8 points, slightly ahead of Namibia; Cape Verde follows closely behind Egypt, at 98th
position on global education ranking and number 8lh in Africa with a score of 53.3%. Kenya
ranked 95th position on global education system, ahead of India and behind Brazil, and 7th best
in Africa with a score of 55.4. Botswana ranked 92nd position on global education system behind

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Iran and ahead of Brazil. It held 6lh position in Africa with a score of 56.7. It ranked 67th on the
extent of staff training and 76th on school mean years of schooling. Among other things, Algeria
with 88th position in global education system, came 5th in Africa, with 57.5 points, while South
Africa offers the 4th best education system in Africa with a score of 58.5. Mauritius has the 3rd
best education system in Africa, with 61 points. U Odd the 74th position on global education
system; and ranked 40th position on the extent of staff training and 47th position on quality of
vocational training globally. On the other hand, according to the report, the second best education
system in Africa is Tunisia, which came 71st position on global education system with 61.4
points. Schychelles holds the position for the best education system in Africa with 69.3 points. It
is the only African country in the 50 education system globally, at 43rd position ahead of Ukraine,
Hungary, Russia and UAE. It holds a global ranking of 28th position on critical thinking and
teaching and 34lh on skill set of graduates. Unfortunately, Nigeria seats at 124th position in the
world and 25th in Africa behind Rwanda, despite its enormous human and material resources
(Edeh, 2021; Orji, Ogar & Aiyedun, 2018). The Nigerian university in was positioned in 600-800
by the time higher education ranking of 2022 indicating that all is not well with the higher
education too.
The product of the educational system in Nigeria are also faced with different issues. The World
Bank (2017) noted that the quality of basic education, measured in terms of student learning
outcomes, is low in Nigeria. According to international standards, children who have completed
grade 3 are expected to be fully literate. Yet in Nigeria only 66 percent of public school students
can read at least one of three words and 78 percent can add single digits after completing grade
4. In terms of variation across the States, a test administered to grade 4 pupils as part of the 2013
Service Delivery Indicator (SDI) Survey produced an overall low score of 32 percent, with the
two southern states leading the ranking (59 and 54 percent) and the two northern states with
significantly lower scores (23 and 20 percent). The performance of the secondary school students
is not different. The result of external examines showed that only 48% passed English and
Mathematics in 2021.
The product of the higher institutions is similar. Ogunode and Ahaotu (2021) noted many
graduate of the Nigerian universities are not employable. Aare Afe Babalola (SAN), the founder
of Afe Babalola University, Ado Ekiti, said “that, the quality of education in Nigeria had
degenerated to the extent that, many graduates cannot defend their certificates”. Babalola, who
expressed displeasure at the growing declining standards of education, particularly university
education (Punch, 2021). Ogunode and Ahaotu, (2021) cited Mohammed and Gbenu (2007),
noted that the quality of education offered by higher education institutions in the recent times has
deteriorated substantially. Megbo and Ahaotu, (2015) stated that Nigerian Universities over the
years have lagged behind in the performance of its formidable task due to the nature and dynamics
of leadership as well as the political and economic environment of these institutions. It is pertinent
to discuss the crisis in the Nigerian educational system. What are the factors that are responsible
and suggests ways to solve the problems?
Theoretical Framework
This paper is anchored on system theory because the economy is a system that operates with
amny sub-system and units. The systems theory was developed between 1950 and 1960 due to
the need for a more effective and humanitarian management approach. The systems approach

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emanated from the general systems theory, which comprises of the input process output model.
Ogunode (2021) in Lessing (1982) describes the system as a network of interdependent sub-
systems (divisions) which constantly interact with one another to achieve a joint goal. The
operation of the subsystems usually affects the entire system. The economy system comprises
interdependent divisions such as infrastructural, energy, agriculture, mine and steel, political,
education etc. These sub-units must work together and need each other to achieve the goals of
the entire economy (society). These divisions and sub-systems of the economy and interact
constantly with one another. Each sector has a role to play and it must be sound and healthy to
play its roles. All sectors or units within the economy must work together in a health manner to
realize the whole goals of the economy. By using the system approach, government are able to
plan, organize and coordinate the human and materials resources well in order to facilitate the
flow of activities between divisions. Every division is important in the system and must enjoy a
healthy relationship within the system in order to realize the objectives of the system (Ojelade,
Aiyedun & Aregbesola, 2019). The harmonious cooperation between divisions cannot be over
emphasized. If the educational system is in crisis, it will affects the entire economy system
because each sector’ role is crucial for the survival of the system.
Education as a Concept
The term education as a concept is quite elusive and not easy to define. The complexity of the
discipline is necessitated by the functions education has to perform in society as one of its
institution. For the purpose of this paper, we shall therefore have a look at few definitions of
education.From the etymological point of view, the word ‘education’’ is derived from two latin
words “educere” which means “to lead out” and “educare” which means ‘to bring up’’. This
means that education bring out skills in someone and build them up. Okoorosaye-Orubite (2019)
defined education as a social creation, designed to meet the specific needs of the society at any
particular point in time. Its form, content, methodology and clientele are determined by the
society. Vikoo (2016) aptly describe education as an interaction between a teacher and a student
under the teachers’ responsibility in order to bring about the expected change in the student’s
behaviour.
Concept of Nigerian Educational System
Educational system is not just formal schooling but means all processes, agencies including
individuals that play different roles which are mutually inclusive in the provision of opportunities
geared towards learning in any society. Thus, educational system implies formal, informal and
non-formal processes of learning. It includes formal school education, in-service training, on-the-
job education provided by apprenticeship centers, industries and firms, labour union activities,
government agencies for farmers and other rural dwellers; forms of learning provided for migrant
nomads and fishers, legal institutions, the press and mass media (radio, T.V. etc.) orientation
courses of whatever type, social rites of passage and even educational efforts provided by
churches and political parties. From this definition, what is central and common to all educational
systems across space and time is learning.
The Nigerian educational system consists of Basic education,
Junior Secondary Education
,
Post-Basic Education and Career Development (PBECD) and tertiary education.
Basic
Education is the education given to children aged 0-15 years. It encompasses the Early Child Care
and Development Education (0-4) and 10 years of formal schooling. Early Child Care and

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Development Education however is segmented into ages 0-4 years, situated in daycare or crèches,
fully in the hands of the private sector and social development services, whilst ages 5-6 are within
the formal education sector. Basic Education, to be provided by Government, shall be
compulsory, free, universal and qualitative. It comprises: 1-year of Pre-Primary, 6 years of
Primary and 3 years of Junior Secondary Education (FRN, 2013).
Factors Responsible for the Crisis in the Nigerian Educational System
There are many factors responsible for the education crisis in Nigeria. Some of these factors
include inadequate funding, shortage of infrastructural facilities, inadequate professional
teachers, poor supervision, overcrowded, corruption and poor planning.
Inadequate Budgetary Allocation and Funding
One of the major problems facing Nigeria education is under funding. Inadequate budgetary
allocation/ under funding: Nigeria is one of the country that is yet to allocate 26 percent of her
budgetary allocation to education as recommended by the United Nations (UNESCO). This goes
a long way to affect education in the country (Olamoyegun, Olatunde-Aiyedun, & Ogunode,
2021). Inadequate funding is a major challenge to educational development in Nigeria. The
annually budgetary allocation to all forms of educational institutions are not adequate. For
instance, Ogunode (2020); Ogunode, Adah, Audu, Pajo (2020); and Osiesi (2020) observed that
primary school education in Nigeria are faced with the problem of inadequate funding to
implement their programme. Edeh, (2021); Ogunode (2021) opined that the situation is same at
the secondary school education.
Ogunode, Somadina, Yahaya and Olatunde-Aiyedun (2021) lamented the shortage of funds
facing the administration of secondary schools in Nigeria while at the higher education, Ogunode
(2020) established that many higher institutions in Nigeria are underfunded and this is affecting
the performance of the institutions. Generally, it has been agreed by Ogunode (2021) that
educational institutions in Nigeria are faced with scarcity of funds. A breakdown of ten years
educational budget in Nigeria revealed that annually allocation for the entire educational sector
fell below the UNESCO 26% recommended for education in the developing Countries. Ogunode
and Madu (2021) stated that in 2010, 2011. 2012, 2013, 2014, 2015 had N293bn (7.19%), N393bn
(9.31%), N453 (9.15%), N499 (10.15%), N494 (10.54%), N434 (10.71%) and 2016, 2017, 2018,
2019 and 2020 with N4.31 (7.52%), N551 (7.41%), N605.8bn (7.04%), N620.5bn (7.02%) and
N671.07bn (6.7%) the budgetary allocation for education for ten years is below the UNESCO
26% recommendation for education. In Nigeria’s N17 trillion 2022 budget signed into law at the
end of 2021, 7.2 per cent is allocated to the education sector. This is a step forward – an increase
from 5.7 per cent allocated for 2021 – though there is still a long way to go to reach the
internationally recommended benchmark that countries spend 15-20 per cent of their national
budgets on education. No any meaning development or advancement that can take place in the
educational sector without adequate funding. Ogunode and Madu (2021) identified the factors
responsible for poor funding of educational in Nigeria to include; Short fall in national revenue,
compete from other sector, corruption, insecurity, natural disaster and lack of political will to
implement UNESCO recommendation on education and the effects of underfunding education in
Nigeria include inadequate infrastructural facilities, inadequate professional teachers, shortage of
instructional materials, poor quality of education, poor capacity development, poor supervision
and strike actions (Ogunode & Madu 2021).

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Shortage of Infrastructural Facilities
As important as infrastructural facilities to the realization of educational programme. It is sad that
majorities of public educational institutions in Nigeria are faced with the problems of inadequate
infrastructural facilities and this is affecting the development of education. Abubakar (2015);
Kubiat (2018) and Ogunode (2020) confirmed shortage of facilities at the public primary schools
in Nigeria while Ogunode (2021); Nwafor, Uchendu, & Akani (2015 ); Ike (2017); Mercy &
Anselm (2018); Atiga & Ogunode (2021) concluded that many public secondary schools in
Nigeria lack adequate infrastructural facilities to support teaching and learning. At the higher
institutions, Okebukola (2018), Ogunode (2020) agreed that in their respective paper that many
higher institutions especially the universities do not have adequate facilities. Ogunode & Agwor
(2021) concluded that inadequate funding of schools, poor infrastructural facilities planning, poor
qualities of infrastructural facilities, institutional corruption, ineffective monitoring and
evaluation of infrastructural facilities, increased in student population, damages of facilities by
students are causes of inadequate infrastructural facilities in Nigerian schools.
Inadequate Professional Teachers
Educational institutions in Nigeria are faced with the problems of shortage of professional
teachers. This is one of the major factors for the crisis in the educational sector. It has been
reported that the universal basic education schools also known as primary schools lack qualified
teacher by (Tijjani,2012; Philip, Peter, & Iro, 2015; Ogunode, & Abashi, 2020;Ogunode &
Ahaotu, 2021). A report by Independent Newspapers (2019) reports that there was a deficit of
135,319 teachers at the Early Childhood Care Development Education, 139,772 deficit in primary
schools and 2,446 shortage in Junior Secondary Schools across the nation. At the secondary
schools, Ogunode (2021); Peter 2017 and Musa (2021) established that any public secondary
schools do not have adequate teachers especially in the science programme. At the higher
institutions, Ogunode (2021) stated that there is problem of shortage of academic staff. Ogunode
and Paul (2021) observed that inadequate funding, limited teacher education institutions,
corruption, lack of manpower planning, brain-drain and poor motivation were identified as the
factors responsible for shortage of professional teachers in the Nigerian educational institutions
(Ajemba, Ahmed, Ogunode & Olatunde-Aiyedun, 2021).
Poor Teachers’ Welfare
Nigerian teachers are not motivated to produce their maximum productivity. They are not only
poorly paid but cannot measure up with their counterpart in other areas. Perhaps, they are waiting
for their reward in heaven as the society may say. Sometimes, the teacher do not receive their
regular promotions in addition to the poor salary they receive (Olatunde-Aiyedun, Ogunode &
Ohiosumua, 2021).
Poor supervision
Supervision of instructional is very important in achieving quality education. Instructional
supervision have been described as one of those educational programme that is capable of
improving the quality of education. It is unfortunate that in Nigeria, educational institutions are
not properly supervised by the various agencies responsible for school supervision are not
effective. Ogunode (2020) observed that supervision of public primary school in Nigeria are not
effective. Olowonefa and Ogunode (2021), and Umar, Hauwa and Nura (2017) noted that poor
supervision of instruction at the secondary schools in Nigeria. At the higher institutions, Olaleye,

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and Oyewole (2016) observed that the National Universities Commission (NUC) seems to have
been ineffective in the performance of its regulatory roles, as organizational effectiveness is a
measure of the extent to which an organization realizes its goals. Aiyedun, Olatunde-Aiyedun,
and Ogunode (2021) stated that the backdrop of the proliferation of Nigerian universities is poor
quality of graduates. Some eminent scholars, one of which is Olatunde-Aiyedun (2021a) who
stated that the National Universities Commission (NUC) need to improve on quality supervision
of the institutions to foster best academic standards. Victor (2014) stated that lack of proper
regulation and supervision is part of the problems bedeviling Nigeria’s educational system.
Ogunode and Ajape (2021) observed the present situation shows that instructional supervision of
education at every level of education is weak. Educational supervision in the Nigerian educational
system has not received maximum attention from the government. There are many problems
responsible for the poor supervision of instruction in the Nigerian educational institutions. At the
primary school while at the secondary schools, Ogunode and Ajape (2021) identified the
following challenges; inadequate funding, shortage of professional supervisors, inadequate
supervision materials, political instability, and policies instability, poor capacity development of
supervisors, corruption, inadequate transportation facilities and insecurity problems. In the
universities, Ogunode and Ahaotu, (2021) identified inadequate funding, opposition from ASUU,
shortage of professional supervisors, inadequate supervision materials, poor capacity
development of supervisors, corruption, inadequate transportation facilities and insecurity as the
problems facing the supervision of universities in Nigeria.
Overcrowded
In order to prevent overcrowding of school classes in Nigeria, the Nigerian government in the
National policy on education 2013 stated that at the primary school teacher-students ratio is 1:25,
at the secondary schools teacher-students ratio shall be 1:30. At the higher institutions especially
the universities, the National Universities Commission Benchmark Minimum Academic
Standards (BMAS) of 2007 stipulated the following teacher/students ratio: 1:20 in science; 1:15
in Engineering and technology; 1:10 in medicine, veterinary medicine and pharmacy, 1:15 in
agricultural and environmental sciences and 1:30 in education, management science, social
sciences, law and arts. The poor implementation of this policies on teachers-students ratio in
many educational institutions have led to overcrowdings of classes. For instance, National Open
University of Nigeria was reported to have a faculty-to-student ratio of 1:363; the University of
Abuja, 1:122; and Lagos State University, 1:114. This problem is constituting crisis in the
educational sector. The overcrowded classes in many Nigerian educational institutions have
negative effects on both the teachers and students. The teachers are overloaded while the students
learn less in the large classes (Ekpo & Aiyedun, 2019).
Politicization of Education:
Most attempts at educational reforms fail to succeed partly due to disparate political ideologies
by leaders. Lack of continuity also exist from one administration to the other. In the area of
accreditations, some schools that did not meet up the standard are allowed to operate.
Corruption
Corruption is responsible for the major crisis in the educational institutions. Corruption have
penetrated the educational sector in Nigeria (Ogunode, 2020) which include the higher education
(Godwin 2017) secondary school (Ogunode & Adegboyega 2021) and primary school education
(Ogunode, Shofoyeke 2021). Funds released for infrastructural development and capacity

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building have been reported mismanaged and looted by (Ogunode & Shofoyeke, 2021 and
Ogunode, Ohibime, Nasir, Gregory 2021). The funds released for the national feeding programme
have also been reported mismanaged and misappropriated by officials handling the programme
(Allafrica 2021). On the forms of corruption in educational institutions, Chukwuma (2017)
identified the dimensions of corruption to include students, lecturers, non-academic staff and
administrators. The shapes of corruption among students included bribing of lecturers for
unmerited grades, cultism, examination malpractice, attacks on lecturers for stopping students
from indulging in examination malpractice, fiscal extortion from innocent students by fellow
students who form themselves into “lecturers’ boys” while the forms of corruption among
lecturers included demanding a tremendous amount of money, sex from students for high grades
(Olatunde-Aiyedun, 2021b). Among non-teaching staff, the shades of corruption included
monetary extortion from students before they see their results, demanding of money from
unsuspecting parents in the guise that they are lecturers with a promise to secure admission for
their children/wards, they also act as agents for lecturers, receiving money from students for
higher grades after examination. On the causes of corruption in education. Asiyai, (2015)
identified the causes of corruption in universities and educational institutions to include moral
decadence of the Nigerian society of getting rich quick syndrome, lack of fear of God, poor
management and the desire to pass examination without working hard for it. She went further to
observe that the Nigerian society worship for money and material wealth resulted in neglect of
education for excellent character development. People who made it through dubious means are
celebrated.
Ahmodu and Sofoluwe, (2018) stated the causes of corruption to include: policies, programs and
activities that are poorly conceived and managed, failing institutions, poverty, income disparities,
inadequate civil servants’ remuneration and lack of transparency and accountability are among
the contributing factors. Corruption has many negative effects on education in Nigeria. The
effects of corruption on primary school administration was identified by Ogunode and Shofoyeke
(2021) to include shortage of funds, inadequate teachers, shortage of infrastructural facilities,
poor quality of education, large out of school children, poor capacity development, poor
implementation of Basic education policies and increase in the cost of Basic education
administration as the effects of corruption on Basic education administration in Nigeria.
Corruption effects was also identified to include shortage of funds, increase in the cost of
administration, shortage of teachers, inadequate infrastructural facilities, reduction in quality of
education, poor quality of learning, poor implementation of education policies, poor capacity
development programme, poor implementation of curriculum and ineffective supervision of
secondary schools (Ogunode & Adegboyega, 2021).
Ogunode and Fortune (2021) opined that the effects of corruption on the Public University
administration in Nigeria include: reduction of funds for administrative functions, shortage of
infrastructural facilities, shortage of academic staff, poor quality of education, wastage in the
system, increases in administrative cost, hampering development of Public Universities resulting
into poor image of Public Universities in international communities. NEEDS (2014) quoted the
report of Teaching and Learning: Achieving Quality for All submitted that Nigeria is among the
37 countries that are losing money spent on education, because children are not learning.
UNESCO disclosed that the menace is already costing governments USD 129 billion a year. It
stressed further that despite the money being spent, rejuvenation of primary education is not in

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the near future because of poor-quality education that fails to ensure that children learn.
Transparency International says 66 per cent of the money Nigerian governments allocate to
education is stolen by corrupt officials. (Premiumtimes, 2020).
Out of School Children and Youths
The high level of out of school children in the Nigeria is alarming mostly due to high cost of
education: The cost of education in Nigeria is going on an alarming rate. Income of some parents
could not enable their ward attain quality education or attend standard schools. Some that manage
to finish from primary or secondary school could not further or acquire tertiary education
(Ogunode, Iyabode, Olatunde-Aiyedun, 2022). At the primary school education, UNICEF (2022)
reported that in Nigeria at least 10.5 million children are out of school in Nigeria – the highest
rate in the world. A full one-third of Nigerian children are not in school, and one in five out-of-
school children in the world is Nigerian. While the education crisis in Nigeria is affecting children
across the country, some children are more likely to be affected than others: girls, children with
disabilities, children from the poorest households, in street situations, or affected by displacement
or emergencies, and children in geographically distant areas are all disproportionately affected
by the education crisis. “Millions of Nigerian children have never set foot in a classroom – and
this is a travesty,” (UNICEF, 2022). Transition from secondary schools to higher institutions also
left many Nigerian youths out of schools. At the secondary school stage, many are denial
admission into the higher institutions. Every year over one million Nigerian youths are denial
admission due to limited space. The table below showed an ugly situation of how many Nigerian
that were yearly denied admission based on limited space.
Year
Number of
Registered
Students
Number of
student not
admitted
Number of
student
admitted
Percentage of
student not
admitted
2015
1,475,600
952,744
522,856
65%
2016
1,592,462
1,031,537
560,925
65%
2017
1,722,269
1,155,628
566,641
67%
2018
1,653,127
1,069,877
583,250
65%
2019
1,886,509
1,273,952
612,557
68%
Stearsbusiness, 2021
From the table from in 2015, 2016, 2017, 2018 and 2019 only 65%, 65%, 67%, 65% and 68%
out of 100% were admitted into the Nigerian universities. The problem is responsible for the large
out of school youths in Nigeria. One factor responsible for this problem is inadequate higher
institutions. The table below disclosed the number of higher institutions. The available capacity
for the various higher institutions in Nigeria is not adequate for Nigerians seeking higher
education every year.
Type of institution
Number of institutions
Universities
202
Polytechnics
152
Colleges of education
186
Other higher educational institutions
291
Total
931
Sources: NUC, 2021; NCCN 2021

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It has been also observed that the many Nigerian were denied admission yearly because of limited
space in the various higher institutions in Nigeria. This out of school children and youths is
causing crisis in the educational system in Nigeria.
Insecurity
Another factor responsible for education crisis in Nigeria is the problem of insecurity that have
ravaged the country. Nigeria have been battling with the insecurity problem for more than ten
years now. The insecurity have penetrated into the educational institutions. The insecurity has
affected the primary school administration, (Ogunode & Ahaotu, 2021), secondary school
administration (Ogunode & Fatima 2021) and the administration of higher institutions (Ogunode,
2020). Many students, teachers, lecturers, researchers and school administrators have been
kidnapped and killed. Many educational institutions have been shut down due to insecurity
problems. External and internal examination suspended in some states because of insecurity.
Insecurity is threatening the development of education in Nigeria. Basic schools, secondary
schools and higher institutions are under attack. The continuous attacks on the educational
institutions have adverse effects on the school administrators, teachers’ job performance and
student's learning (Ogunode & Fatima 2021). No meaningful development can take place in the
educational sector in the mist of insecurity. On the effects of insecurity on educational
administration, Ogunode, Ahaotu and Obi-Ezenekwe (2021) identified loss of manpower in
educational institutions, poor quality of education, destructions of infrastructural facilities, brain-
drain, closure of educational institutions, discouragement of educational pursuit by children,
internal displacement of learners, reduction of private investment in education and inadequate
funding of education as the impact of insecurity on school administration in Nigeria. The cable
(2018) also reported that the United Nations Educational, Scientific and Cultural Organization
(UNESCO) stated that Boko Haram has killed 2,300 teachers in Nigeria’s northeast since the start
of the insurgency in 2009. In the 2018 UNESCO global education monitoring report (GEM), the
UN agency said 19,000 teachers have been displaced in the region, affecting access to education.
Nigerian Tribune, (2021, Aug. 05) submits that the inconsistence nature of school calendar in
Nigerian educational system is no longer news. It is a common occurrence that one higher
institution, secondary school or primary school is closed down due to internal crisis or attacks
from bandits. Authorities in North-West, Nigeria had shut down more over 4,000 public primary
schools across the state, and over 4,000 public secondary schools were among the closed down
schools and over 300,000 to 400,000 thousand students and pupils are at home after the incidence
of Chibok school students’ kidnap without considering the effects on the internal administration
of the school especially the learners.
Poor Planning
The poor planning of Nigerian educational system from the onset is another factor responsible
for the crisis. The entire educational system lacks effective planning. Planning were done based
on the borrowed culture and concept. The planning failed to capture the socio-economic and
technological advance of the country. Poor planning occurred at the primary school education
stage (Josiah & Ogunode, 2021). Factors responsible for the poor planning of education in Nigeria
was listed by Mohammed, Ogunode and Yahaya (2021) to include lack of current data, shortage
of planner, inadequate planning tools, shortage of planning funds, political instability, policies
instability and corruption. The poor educational planning of the entire educational system is

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Problems, Analysis And Prospects
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42
responsible for the challenges facing the educational system in Nigeria (Ogunode, Eyiolorunse-
Aiyedun & Olatunde-Aiyedun, 2021).
Way Forward
In order to address these challenges;
1. The government should increase the funding of education: Government should allocate
more fund if possible, 26 percent of her total budget as recommended by UNESCO to
education sector be effectively implemented.
2. The government and proprietors of school should reduce the cost of education so that
parents can easily afford to educate their wards
3. Teacher should be well motivated in terms of salary and other allowances so as to enable
them discharged their duties effectively.
4. The government should provide more infrastructural facilities in all the educational
institutions
5. The government should employ more professional teachers in all the forms of education
in the country
6. The government the improve on the supervision of educational institutions across the
country
7. The government should encourage family planning to reduce the high population in the
educational institutions
8. The government should use the various anti-corruption agencies to fight corruption in the
educational institutions
9. The government should employ more educational planner to help in the effective planning
of education in Nigeria.
10. Policy and curriculum planners should plan for meaningful and purposeful change over
time based on circumstances.
Conclusion
The vision 2050 and other developmental goals and agenda of Nigeria can only be realized when
the entire educational system is stable and effective. The various factors responsible for the crisis
the Nigerian educational system is facing have been identified to include inadequate funding,
shortage of infrastructural facilities, inadequate professional teachers, poor supervision,
overcrowded, corruption and poor planning. Efforts and determination should be developed to
providing lasting solution to the problems. Increment in the educational funding, provision of
more infrastructural facilities, employment of more professional teachers, improvement in school
supervision, encouragement of family planning, provision of adequate security in all schools,
fighting all form of corruption in the educational administration and ensuring effective planning
of education were measures suggested in this paper.
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