THE ASSESSMENT OF THE IMPACT OF SDGS ON THE DEVELOPMENT OF PRIMARY EDUCATION IN MINNA, NIGER STATE

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

It is commonly acknowledged that education is a key component of sustainable development and that it is essential for reducing poverty, advancing social inclusion, and stimulating the economy (UNESCO, 2015). Within the given context, it is worth noting that the United Nations, in the year 2015, took the initiative to adopt what is known as the Sustainable Development Goals (SDGs). This particular framework serves as a comprehensive approach to tackle various global challenges and ultimately attain sustainable development by the year 2030, as stated by the United Nations in their official documentation (2015).

The Sustainable Development Goals (SDGs) were officially implemented in January of 2016. This comprehensive framework, established by the United Nations Development Programme (UNDP), serves as both a policy guideline and a funding programme for the subsequent fifteen-year period. The aforementioned goals are intended to be achieved collectively by all member nations, which currently amount to 189 countries, within the timeframe of 2030. The Sustainable Development Goals (SDGs), commonly referred to as the Global Goals (CGs), are meticulously designed to effectively eradicate poverty, safeguard the environment, and guarantee universal peace and prosperity for all individuals. The objectives, totaling 17 in quantity, have been derived from the preceding set of objectives known as the Millennium Development Goals (MDGs).

SDG 4, with its specific focus on education, endeavours to achieve the noble objective of guaranteeing inclusive and equitable quality education, while also promoting lifelong learning opportunities for all individuals (United Nations, 2015, p. 9). The objective underscores the paramount importance of primary education as a fundamental basis for continuous learning and underscores the imperative to enhance the availability of high-quality education for every child, with a particular focus on those residing in marginalised communities.

As per the United Nations, the elements that synergistically collaborate to yield sustainable development encompass economic development, social development, and environmental protection (UN General Assembly, 2005). In order to achieve the desired results, it is imperative for a government to conceptualise, plan, and implement these three elements in unison. Thus, sustainable development possesses a moral dimension that necessitates a profound sense of responsibility from both the leader, namely the government, and the follower, namely the citizen.

Within the realm of primary education, it is crucial to acknowledge that the initial years of schooling serve as the bedrock upon which a child's subsequent learning and development are built. The provision of quality primary education is of utmost importance as it imparts fundamental skills in literacy, numeracy, and critical thinking to children. These skills are indispensable for their future success in higher levels of education and their ability to make meaningful contributions to society.

Minna, a region situated in Niger State, Nigeria, is confronted with a multitude of socio-economic challenges, one of which pertains to the limited availability of high-quality education (World Bank, 2019). The state of primary education in Minna has been significantly impacted by various factors, including but not limited to, a lack of adequate infrastructure, insufficiency of learning materials, and a scarcity of qualified teachers (Oduwole, 2018). Hence, it is of utmost importance to evaluate the influence of Sustainable Development Goals (SDGs) on the advancement of primary education in Minna, Niger State. This assessment will enable us to comprehend the strides that have been made and pinpoint specific domains that necessitate additional focus and intervention.

Through a comprehensive evaluation of the impact of Sustainable Development Goals (SDGs) on the development of primary education in Minna, Niger State, this scholarly study endeavours to offer valuable insights into the efficacy of sustainable development initiatives in enhancing educational outcomes. These insights have the potential to provide valuable guidance for policy-making and the development of intervention strategies aimed at effectively addressing the current challenges and improving the overall quality and accessibility of primary education in the region.

 

1.2 Statement of the Problem

The implementation of sustainable development goals has resulted in a modest rise in the enrollment of children in primary schools. Nevertheless, it is imperative to acknowledge that mere access to education does not inherently ensure access to education of high quality. Thus, it is evident that there remains a noteworthy milestone yet to be attained in the pursuit of realising the Sustainable Development Goal (SDG) pertaining to the provision of high-caliber education. This phenomenon is clearly manifested in the insufficiency of educational amenities that are indispensable for optimal acquisition of knowledge, exemplified by the absence of properly ventilated classroom structures. Moreover, it is imperative to note that the inadequate allocation of funds to primary schools presents a significant obstacle in the pursuit of the Sustainable Development Goals (SDGs). Henceforth, the central issue elucidated in this scholarly investigation pertains to the evaluation of the ramifications of sustainable development goals on the advancement of primary education in Minna, a region located in Niger State, Nigeria.

1.3 Objectives of the Study

The main objective of this study is to assess the impact of sustainable development goals on the development of primary education in Minna, Niger State.

The specific objectives are to:

1. Examine the impact of sustainable development goals on primary education in Minna, Niger State.

2. Investigate the relationship between sustainable development goals and primary education development in Minna, Niger State.

3. Understand the challenges faced in implementing sustainable development goals for primary education in Minna, Niger State.

 

Research Questions

The following are the research questions for the study:

1. What is the impact of sustainable development goals on the development of primary education in Minna, Niger State?

2. How do sustainable development goals relate to the development of primary education in Minna, Niger State?

3. What are the challenges encountered in implementing sustainable development goals projects for primary education in Minna, Niger State?

Research Hypotheses

H01: There is no significant impact of sustainable development goals on the development of primary education in Minna, Niger State.

H02: There is no significant relationship between sustainable development goals and the development of primary education in Minna, Niger State.

H03: There are no significant challenges in the implementation of sustainable development goals projects for primary education in Minna, Niger State.

 

Significance of the Study

The study of the impact of Sustainable Development Goals (SDGs) on primary education development in Minna, Niger State holds significant importance for several reasons.

1. Contribution to the Understanding of Sustainable Development Initiatives in Education: This study assesses the impact of sustainable development initiatives on primary education in Minna, providing evidence of progress and challenges in implementing SDG 4.

2. Relevance for Policy Formulation and Intervention Strategies: This study will inform policy formulation and intervention strategies by identifying the unique challenges faced in Minna and guiding targeted policies and interventions to improve infrastructure, teacher training, and learning resources.

3. Significance in Academia and Research: The study will contribute to academic research on education and sustainable development, enhancing the understanding of the linkages between sustainable development and educational outcomes.

4. Empowerment of the Local Community: It will empower the local community by amplifying their voices and providing evidence-based information to drive positive change and improve educational opportunities for children in Minna.

 

Scope of the Study

This study focuses on the impact of sustainable development goals (SDGs) on the development of primary education specifically in Minna, Niger State, Nigeria. It examines the relationship between SDGs and primary education outcomes, identifies the challenges faced in implementing SDG projects, and provides insights into policy formulation and intervention strategies. The study primarily considers primary education within the geographical scope of Minna, Niger State.

 

​​​​​​​Operational Definition of Terms

To ensure clarity and consistency in the study, the following terms are operationally defined:

Sustainable Development Goals (SDGs): Refers to the set of 17 global goals established by the United Nations in their 2030 Agenda for Sustainable Development. In this study, SDGs specifically refer to the goals related to education (SDG 4) and their implementation and impact on primary education in Minna, Niger State.

Primary Education: Refers to the initial stage of formal education, typically targeting children aged 6 to 12 years. In this study, primary education specifically focuses on the educational programs, policies, and practices targeted at children in Minna, Niger State, within the defined age range.

Development of Primary Education: Refers to the progress, improvements, and advancements made in primary education. It encompasses various aspects such as access, enrollment rates, retention, quality of teaching and learning, infrastructure, learning outcomes, and equity.

Impact: Refers to the effect or influence of sustainable development goals on the development of primary education. It can include changes and improvements observed in various educational indicators such as enrollment rates, student performance, educational infrastructure, teacher quality, and equity in educational opportunities.

Challenges: Refers to the obstacles, difficulties, or barriers encountered in implementing sustainable development goal projects for primary education. These challenges can include issues related to funding, infrastructure deficiencies, teacher shortages, socio-cultural factors, community contexts, and institutional limitations.