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SDG 4 : Quality Education


More than half of the population is of school-age, compared to 25% in advanced countries and 36% in emerging ones. Only 20% of primary school students can read a three-sentence paragraph accurately or fluently (Sachs et al., 2020), owing to a lack of finances, infrastructure, and teaching materials. As a result, Nigeria’s score in the index used to gauge educational performance is significantly lower. The SDG 4 target is to have a substantial increase in the number of youths and adults who have relevant skills, including technical and vocational skills for employment, decent jobs and entrepreneurship by 2030.


Almost all children of the appropriate age are attending secondary school, bringing the total to 49%. These data suggest that there has been some progress. In 2016, 5 percent of youths and adults enrolled in formal education and training, rising to 5.38 percent in 2017 and 2018.


The main cause of inadequate school infrastructure is a poor of funding in education. School buildings, furniture, and equipment are all in poor condition, but the country’s population is rapidly growing. Many of the difficulties, such as low enrolment and bad facilities, are being exacerbated by a lack of finance. The main cause of bad infrastructure is political preferences in terms of competing development needs.




Despite the fact that education is the most crucial problem for making a country better, the government may prioritise road development and energy distribution over education spending. In a view of that, Nwankwo (A Nigeria citizen) has labelled education as an expensive social service that requires proper funding from all levels of government.




Staff growth is ensured by enough education financing through academic programmes such as workshops, seminars, conferences, and scholarships. Most importantly, personnel welfare and retention are ensured by timely payment of salaries and allowances.

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