Skip to main content

Advertisement

Log in

Educational decentralization, public spending, and social justice in Nigeria

Dezentralisierung von bildung, öffentliche ausgaben und soziale gerechtigkeit in Nigeria

Décentralisation éducative, dons publics et justice sociale au Nigeria

Descentralización de la educación, gastos püblicos y justicia social en Nigeria

ОБРАжОВАтЕльНАь ДЕц ЕНтРАлИжАцИь, гОсУДАРстВЕННыЕ жАтРАты И сОцИАльНАь спРАВЕДлИВОсть В НИг ЕРИИ — В

  • Published:
International Review of Education Aims and scope Submit manuscript

Abstract

This study situates the process of educational decentralization in the narrower context of social justice. Its main object, however, is to analyze the implications of decentralization for strategies of equity and social justice in Nigeria. It starts from the premise that the early optimism that supported decentralization as an efficient and effective educational reform tool has been disappointed. The author maintains that decentralization — on its own — cannot improve education service delivery, the capacities of subordinate governments, or the integration of social policy in broader development goals. If the desired goals are to be met, public spending must be increased, greater tax revenues must be secured, and macro-economic stabilization must be achieved without re-instituting the welfare state.

Zusammenfassung

Diese Untersuchung stellt den Prozess der Dezentralisierung von Bildung in den engeren Zusammenhang der sozialen Gerechtigkeit. Ihr Hauptthema ist jedoch, die Implikationen der Dezentralisierung für die Strategien zur Chancengleichheit und sozialen Gerechtigkeit in Nigeria zu analysieren. Sie geht von der PrÄmisse aus, dass der anfÄngliche Optimismus, der die Dezentralisierung als ein effizientes und effektives Werkzeug zur Bildungsreform unterstützt hat, enttÄuscht wurde. Der Autor stellt die Behauptung auf, dass Dezentralisierung — für sich allein genommen — die Verfügbarkeit von Bildungsangeboten, die KapazitÄten der untergeordneten Regierungsebenen oder die Einbindung der Sozialpolitik in die weiteren Entwicklungsziele nicht verbessern kann. Wenn die erwünschten Ziele umgesetzt werden sollen, müssen die öffentlichen Ausgaben erhöht, grö\ere Steuereinnahmen sichergestellt und makroökonomische Stabilisierung erreicht werden, und zwar ohne den Wohlfahrtsstaat wiedereinzuführen.

Résumé

Cette étude situe le processus de la décentralisation éducative dans le contexte plus proche de la justice sociale. Son objet principal, cependant, est d’analyser les implications de la décentralisation pour les stratégies de l’équité et de la justice sociale au Nigéria. Elle part de la prémisse que l’optimisme de départ qui soutenait la décentralisation comme étant un instrument de réforme efficient et effectif s’est révélé trompeur. L’auteur maintient que la décentralisation — seule — ne peut améliorer la distribution des services d’éducation, les capacités des gouvernements subalternes, ou l’intégration d’une politique sociale dans un élargissement des buts du développement. Si l’on veut atteindre les buts désirés, les dons publics doivent augmenter, des taxes sur les revenus plus élevées doivent Être assurées, et une stabilisation macro-économique doit Être réalisée sans une nouvelle remise en place de l’étatprovidence.

Resumen

Este estudio sitüa el proceso de la descentralización de la educación en un contexto más restringido, el de la justicia social. Sin embargo, su principal objetivo no es el de analizar los efectos de la descentralización sobre la equidad y la justicia social en Nigeria. El trabajo parte de la premisa de que la expectativa optimista inicial, que habia apoyado a la descentralización como herramienta de una reforma educativa eficiente y efectiva, ha quedado defraudada. El autor sostiene que la descentralización, por si misma, no es capaz de mejorar los servicios de educación ni las capacidades de los gobiernos regionales ni la integración de una politica social dentro de unos objetivos de desarrollo mayores. Si se quieren alcanzar los objetivos deseados, sin reimplantar el Estado de bienestar, habrá que incrementar el gasto pÚblico, asegurar una mayor recaudación fiscal y lograr la estabilidad macroeconómica.

РЕжУМЕ

ДАННОМ ИсслЕДОВАНИИ РАссМАтРИВАЕтсь пРО цЕсс ДЕцЕНтРАлИжАцИИ В БО лЕЕ УжкОМ кОНтЕкстЕ сОцИ АльНОИ спРАВЕДлИВОс тИ. ЕгО глАВНыМ пРЕДМЕтОМ, тЕ М НЕ МЕНЕЕ, ьВльЕтсь АНАлИ ж ВлИьНИь ДЕцЕНтРАлИ жАцИИ НА стРАтЕгИИ РАВЕНстВА И сОцИАльНОИ спРАВЕДл ИВОстИ В НИгЕРИИ. ОНА Н АЧИНАЕтсь с пРЕДпОсылкИ О тОМ, ЧтО РАННИИ ОптИМИжМ, к ОтОРыИ пОДДЕРжИВАл ДЕцЕНтРАлИжАцИУ кАк ДЕИстВЕННыИ И ЁФФЕктИВНыИ ИНстРУ МЕНт ОБРАжОВАтЕльНО И РЕФОРМы, РАжВЕНЧАН. АВтОР стАтьИ УтВЕРжД АЕт, ЧтО ДЕцЕНтРАлИжА цИь сАМА пО сЕБЕ НЕ МОжЕт УлУЧшИть пОстАВкУ ОБ РАжОВАтЕльНых УслУг, ВОжМОжНОстИ жАВИсИМых пРАВИтЕль стВ ИлИ ИНтЕгРАцИУ сОцИА льНОИ пОлИтИкИ В БОлЕ Е шИРОкОЕ РАжВИтИЕ. Дль ДОстИжЕНИь жЕлАЕ Мых цЕлЕИ НЕОБхОДИМО УВЕлИЧИть гОсУДАРстВЕННыЕ жАтРАты, ОБЕспЕЧИть Б ОльшИЕ пОДОхОДНыЕ НА лОгИ И ДОстИЧь МАкРОЁкОНОМ ИЧЕскОИ стАБИлИжАцИИ БЕж пЕР ЕУстРОИстВА гОсУДАР стВЕННОгО сОцИАльНОгО ОБЕспЕЧЕНИь.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Similar content being viewed by others

References

  • Bedi, Arjum et al. 2004. The Decline in Primary School Enrolment in Kenya. Journal of African Economies 13(1): 1–44.

    Article  Google Scholar 

  • Bélanger, Daniéle, and Jianye Liu. 2004. Social Policy Reforms and Daughters’ Schooling in Vietnam. International Journal of Educational Development 24(1): 23–38.

    Article  Google Scholar 

  • Birdsall, Nancy, and Francois Orivel. 1999. Demand for Primary Schooling in Rural Mali: Should User Fees be Increased? Education Economics 4(3): 279–296.

    Article  Google Scholar 

  • Bray, Mark. 1996. Decentralization of Education: Community Financing. Washington, DC: The World Bank.

    Google Scholar 

  • Brazil. 2000. EFA 2000, Education for All: Evaluation of the Year 2000. Brasilia: National Institute for Educational Studies and Research.

    Google Scholar 

  • Cheng, Kai. 1994. Issues in Decentralization: What the Reform in China Tells. International Journal of Educational Research 21(8): 794–808.

    Google Scholar 

  • Colclough, Christopher. 1982. The Impact of Primary Schooling on Economic Development: A Review of the Evidence. World Development 10: 167–185.

    Article  Google Scholar 

  • —. 1996. Education and the Market: Which Part of the Neoliberal Solutions is Correct? World Development 24(4): 589–610.

    Article  Google Scholar 

  • Duflo, Esther. 2002. The Medium Run Effects of Educational Expansion: Evidence from a Large School Construction Program in Indonesia. Cambridge, MA: National Bureau of Economic Research. NBER Working Paper Series, 8710.

    Google Scholar 

  • Geo-JaJa, Macleans A. 2004. Decentralization and Privatization of Education in Africa: Which Option for Nigeria? International Review of Education 50(2): 307–323.

    Google Scholar 

  • —. 2005a. Globalisation, Education Reforms and Policy Change in Africa: The Case of Nigeria. In: The International Handbook of Globalisation, Education and Policy Research, ed. by Joseph Zajda, 517–536. Dordrecht: Springer.

    Chapter  Google Scholar 

  • —. 2005b. Sustainable Livelihood, Poverty Alleviation and Development: What Lesson From the IFAD/UNDP Credit-Input Strategy for NDDC? In: Oil Democracy and the Promise of True Federalism in Nigeria, ed. by Augustus Ikein, Steve Azaiki and Diepreye Alamieyeseigha. Lanham, MD: University Press of America.

    Google Scholar 

  • —, and Garth Mangum. 2003. Economic Adjustment, Education and Human Resource Development in Africa: The Case of Nigeria. International Review of Education 49(3-4): 293–318.

    Article  Google Scholar 

  • Hall, Anthony. 2003. Education Reform in Brazil under Democracy. In: Brazil Since 1983: Economy, Polity and Society, ed. by Maria D’Alva Kinzo and James Dunkerley, 269–287. London: Institute of Latin American Studies, University of London.

    Google Scholar 

  • Hinchliffe, Keith. 2002. Nigeria: Public Expenditures on Education: Issues, Estimates, and Some Implications. Washington, DC: The World Bank.

    Google Scholar 

  • Liu, Fengshu. 2004. Basic Education in China’s Rural Area: A Legal Obligation or an Individual Choice? International Journal of Educational Development 24(1): 2–21.

    Article  Google Scholar 

  • Lloyd, Cynthia, and Ann Blanc. 1996. Children: Schooling in Sub-Sahara Africa: The Role of Fathers, Mothers, and Others. Population and Development Review 22: 265–298.

    Article  Google Scholar 

  • Mehrotra, Santosh, and Enrique Delamonica. 1998. Household Costsand Public Expenditure on Primary Education in Five Low Income Countries: A Comparative Analysis. International Journal of Educational Development 18(1): 41–61.

    Article  Google Scholar 

  • Nigeria. Federal Ministry of Education. 2003. A Handbook of Information on Basic Education in Nigeria. Abuja, Nigeria: UNESCO and Ministry of Education.

    Google Scholar 

  • Oxfam. 2001. Education Changes: A Tax on Human Development. Oxfam Briefing paper No. 3 Oxford: Oxfam.

    Google Scholar 

  • — 2002. Every Child in School: A Challenge to Finance and Development Ministers, Oxfam Briefing Paper No. 1705. Oxfam: Washington, DC.

    Google Scholar 

  • PAEG (Poverty Alleviation and Elimination Group). 1997. Report of the Poverty Alleviation and Elimination Group of the Vision 2010 Committee, May. Abuja: PAEG.

  • Psacharopoulos, George et al. 1992. Poverty and Income Distribution in Latin America: The Story of the 1980s. Washington, DC: World Bank.

    Google Scholar 

  • Stalling, Barbara, and Peres Wilson 2000. The Impact of the Education Reforms in Latin America and the Caribbean. Santiago, Chile: ECLAC and the Brookings Institutions.

    Google Scholar 

  • Tomaskvski, Katarina. 2003. Education Denied: Costs and Remedies. London: Zed Books.

    Google Scholar 

  • Tsang, Mun. 1994. Cost of Education in China: Issues of Resource, Mobility, Equality and Efficiency. Education Economics 2(3): 287–312.

    Article  Google Scholar 

  • UNESCO. 2003. Education For All, Global Monitoring Report 2003/2004: Gender and Education for All — The Leap to Equality. Paris: UNESCO.

    Google Scholar 

  • UNICEF. 1999. The State of the World’s Children 1999: The Right to Education. New York: Oxford University Press.

    Google Scholar 

  • World Bank. 1993. Investing in Health: World Development Report. New York: Oxford University Press.

    Google Scholar 

  • —. 1995. Priorities and Strategies for Education: A World Bank Review. Washington, DC: The World Bank.

    Google Scholar 

  • — 1996. Poverty in the Midst of Plenty. Washington DC: The World Bank.

    Google Scholar 

  • — 1998. Hard Lessons: Primary Schools, Community and Social Capital in Nigeria. Washington, DC: The World Bank.

    Google Scholar 

  • WEF (World Education Forum). 2000. The Dakar Framework for Action - Education For All: Meeting Our Collective Commitments. Paris: UNESCO.

    Google Scholar 

  • Zhang, Tao, and Hen-fu Zou. 1998. Fiscal Decentralization, Public Spending, and Economic Growth in China. Journal of Public Economics 67: 221–240.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Rights and permissions

Reprints and permissions

About this article

Cite this article

Geo-JaJa, M.A. Educational decentralization, public spending, and social justice in Nigeria. Int Rev Educ 52, 125–148 (2007). https://doi.org/10.1007/s11159-005-5605-3

Download citation

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11159-005-5605-3

Keywords

Navigation