THE EFFECT OF CORRUPTION ON SUSTAINABLE DEVELOPMENT GOALS IN NIGERIA- A FOCUS ON EDUCATION (CASE STUDY OF JERE LOCAL GOVERNMENT AREA)

1.1 Background to the Study

Corruption remains one of the most profound challenges in Nigeria, affecting various sectors and impeding the achievement of sustainable development goals (SDGs), particularly in education. Corruption, in its various forms, contributes to the erosion of public trust in governmental institutions, negatively influencing the nation's capacity to provide quality education. Nigeria's aspiration to achieve the SDGs, especially SDG 4, which targets inclusive and equitable quality education, is jeopardized by the prevalence of corruption in the educational sector (Ajulor, 2018). The SDGs were adopted to end poverty, protect the planet, and ensure prosperity for all, with education being at the core of this transformative agenda (Omisore et al., 2017).

Globally, education is recognized as a crucial driver for achieving sustainable development. Education equips individuals with the knowledge and skills needed to promote sustainable practices and contribute to nation-building (Chankseliani & McCowan, 2021). However, in countries like Nigeria, where corruption penetrates the public sector, including education, the potential for education to drive sustainable development is severely compromised (Hope & Hope, 2017). The educational sector in Nigeria, particularly at the primary and secondary levels, has been plagued by inadequate infrastructure, mismanagement of funds, and poor policy implementation, all of which are directly linked to corrupt practices (Osakede et al., 2015).

Corruption in education manifests in various forms, including embezzlement of public funds, bribery in admissions processes, and the falsification of academic records. This has led to a deterioration in the quality of education, further widening the inequality gap and threatening the achievement of SDG 4 (Okoye & Arimonu, 2016). Sustainable development, which aims to meet the needs of the present without compromising the ability of future generations to meet their own needs, is highly dependent on an educated populace. When corruption hinders the education system, it directly impacts the nation's capacity to build human capital necessary for long-term sustainable growth (Murshed & Mredula, 2018).

In the context of Jere Local Government Area (LGA), a region in Borno State, corruption in education has had profound consequences on the quality and accessibility of educational services. The area has suffered from underfunded schools, lack of teaching materials, and poorly trained staff, all of which are exacerbated by corrupt practices within the system (Onukelobi et al., 2019). Despite efforts by the Nigerian government to tackle corruption through anti-corruption agencies and policy reforms, the educational sector remains vulnerable to corrupt practices (Rotimi et al., 2021).

The link between corruption and the failure to achieve educational goals in Nigeria has been extensively discussed in literature. For instance, Oleribe and Taylor-Robinson (2016) argue that Nigeria's inability to meet the Millennium Development Goals (MDGs), particularly in education, was largely due to corruption. This pattern continues with the SDGs, where corruption in education threatens the achievement of targets aimed at ensuring inclusive and quality education for all. Similarly, Sachs (2015) emphasizes that the success of the SDGs depends on transparent governance and the effective management of resources, which are currently undermined by corruption in Nigeria.

The Nigerian government, through various policy frameworks, has recognized the need for a corruption-free education system to achieve sustainable development. However, the persistent issues in education governance, particularly in regions like Jere LGA, indicate that much work remains to be done. As highlighted by Osakede et al. (2015), the fight against corruption in Nigeria's public sector, including education, requires more than just policy enactment; it demands concerted efforts in policy implementation, monitoring, and accountability.

It is on this premise that this study seeks to explore the effects of corruption on the achievement of SDG 4 (Education) in the context of Jere LGA, examining the specific ways in which corrupt practices undermine educational outcomes and, by extension, sustainable development. By focusing on this local government area, the study aims to provide insights into the broader national challenges and propose recommendations for tackling corruption in the education sector.

 

1.2 Statement of the Problem

The achievement of sustainable development in Nigeria is critically hampered by the widespread corruption that permeates the public sector, particularly education. Despite significant government investments in education, corruption continues to undermine these efforts, leading to poor educational outcomes (Ajulor, 2018). In Jere Local Government Area, the adverse effects of corruption on education are particularly pronounced, with schools suffering from a lack of resources, poorly motivated staff, and inadequate infrastructure (Onukelobi et al., 2019).

Corruption in the educational system manifests in several ways, including the diversion of funds meant for school improvement, the sale of grades, and the manipulation of admission processes (Osakede et al., 2015). These corrupt practices have resulted in a decline in the quality of education, thus preventing the achievement of SDG 4, which seeks to ensure inclusive and equitable quality education for all (Omisore et al., 2017).

This problem is further exacerbated in Jere LGA, a region already facing challenges related to conflict and poverty. As a result, the potential for education to act as a driver of sustainable development is severely compromised. Without addressing the corruption that plagues the education sector, the goal of achieving quality education for sustainable development will remain elusive (Hope & Hope, 2017).

 

1.3 Objectives of the Study

The objectives of this study are:

1. To examine the extent to which corruption affects the quality of education in Jere LGA.

2. To explore the impact of corruption on the achievement of SDG 4 in Jere LGA.

3. To recommend strategies for combating corruption in the education sector in Jere LGA.

 

1.4 Research Questions

1. How does corruption affect the quality of education in Jere LGA?

2. What is the impact of corruption on the achievement of SDG 4 in Jere LGA?

3. What strategies can be implemented to combat corruption in the education sector in Jere LGA?

 

 

 

 

1.5 Research Hypotheses

The study will test the following null hypotheses:

H01: Corruption does not significantly affect the quality of education in Jere LGA.

H02: There is no significant relationship between corruption and the achievement of SDG 4 in Jere LGA.

H03: Anti-corruption strategies do not significantly improve the quality of education in Jere LGA.

 

1.6 Scope of the Study

This study focuses on the effects of corruption on the achievement of SDG 4, particularly in the education sector of Jere LGA, Borno State. It examines how corruption impacts the quality of education and the realization of sustainable development goals within the local context. The study is limited to primary and secondary education in Jere LGA and will not extend to other sectors or regions of Nigeria.

 

1.7 Significance of the Study

This study is significant as it provides critical insights into how corruption hampers educational development and, by extension, sustainable development in Nigeria. By focusing on Jere LGA, the study offers a localized understanding of how corruption affects education and the achievement of SDG 4. The findings will be beneficial to policymakers, educational administrators, and anti-corruption agencies in formulating effective strategies to combat corruption in the education sector. Additionally, this research contributes to the growing body of literature on the relationship between corruption and sustainable development in Nigeria.

 

1.8 Definition of Key Terms

Corruption: The abuse of entrusted power for private gain, especially in the education sector, including bribery, embezzlement, and fraud.

Sustainable Development Goals (SDGs): A set of 17 global goals established by the United Nations in 2015 aimed at ending poverty, protecting the planet, and ensuring prosperity for all by 2030.

SDG 4: The specific goal within the SDGs focused on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.

Jere Local Government Area (LGA): A local government area in Borno State, Nigeria, which serves as the case study for this research.

1.9 Chapterization

This study is separated into five distinct but interrelated chapters. This was done to show the progression of research idea and the systematic nature of research. In the first chapter, the research problem was defined as well as the objectives of the study, research questions and scope of study. In the second chapter a literature review was carried out. This review was rendered into conceptual, theoretical and empirical sections. In the third chapter, a systematic approach for data collection, instrumentation and analysis were discussed. In the fourth chapter, a statistical analysis was carried out to answer the research questions and provide statistical evidence for conclusion. In the fifth chapter, a summary of the study was provided as well as overall study conclusion. Some recommendations based on the findings of the study were also suggested.