TABLE OF CONTENT
Title page
Approval page
Dedication
Acknowledgment
Abstract
Table of content
CHAPETR ONE
1.0 INTRODUCTION
1.1 Background of the study
1.2 Statement of problem
1.3 Objective of the study
1.4 Research Hypotheses
1.5 Significance of the study
1.6 Scope and limitation of the study
1.7 Definition of terms
1.8 Organization of the study
CHAPETR TWO
2.0 LITERATURE REVIEW
CHAPETR THREE
3.0 Research methodology
3.1 sources of data collection
3.3 Population of the study
3.4 Sampling and sampling distribution
3.5 Validation of research instrument
3.6 Method of data analysis
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS AND INTERPRETATION
4.1 Introductions
4.2 Data analysis
CHAPTER FIVE
5.1 Introduction
5.2 Summary
5.3 Conclusion
5.4 Recommendation
Appendix
Abstract
This study examines impact of public private partnership on national development in educational sector in Nigeria. The theoretical review of the study is based on the concept of environmental determinism – an analytic review, which assumes that tertiary education dynamics are driven by changes in the external environment. The study discusses the major issues and challenges of the education system as pertaining to poor funding, infrastructural decay, and the rising index of unsatisfied demand, proprietary neglect and lack of autonomy-which have triggered systemic instability in Nigerian tertiary institutions. Government's attempt to redefine the mission of public universities through the Education Reform Bill (2002) has not yielded the desired res LI Us. The justification and strategies for a sustainable PPP is highlighted. In spite of the high degree of graduate unemployment, there is an increasing demand for access, and a more compelling need to attune the system to the dynamics of globalization.
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
Public private partnership in education has remained largely in terms of education financing in Nigeria. But the partnership has to go beyond this to the level where there is a common understanding of social responsibility (by the public and private sectors) of educating the people. This requires not only large amount of financial and material resources which much more than what any government can afford but also demands the commitment of every stakeholder particularly the consumers of the output of tertiary education in Nigeria. It is in the interest of the nation that human and material as well as instructional capacity are developed on a sustainable basis for enhanced productivity as well as to create an enabling environment for sustainable development through learning. All these cannot be achieved under the public management of higher education only. People now tend to accept the increasing role of parents and the private sector in educational provision at the tertiary level. The nation has already started the partnership though not in an organized way. Experiences from other countries like USA, United Kingdom and South Africa have revealed that this partnership has improved access, funding, management and facilities provision to these institutions. For the public private partnership to be meaningful and successful in Nigeria the area of partnership and the nature of partnership between the public and private participation would be examined and the impact on the quality assurance management. be highlighted. The tertiary educational sub-sector has the complex responsibility of training high-level manpower in various fields of specialization, expertise and professionalism. This could be achieved through teaching; research and development; virile staff development programmes and generation and dissemination of knowledge. Article 26 of the Universal Declaration of Human Rights (1948), asserts the right of the individual citizen to free, universal and compulsory education at the Primary and secondary ‘levels. However, for higher education, the United Nations declared that it should be “equally accessible to all on the basis of merit”, as government financing of tertiary education is only implied. The world over, the demand for tertiary education has been on the rise due largely to the expansion of the lower levels of education, triggered by the Educogenic trend accentuated by the neo-liberal thinking-which see's” education as an investment in a competitive knowledge economy. The exponential expansion of the system has left in its trail complex problems such as the need for adequate funding and an equally compelling need to relate the educational system with the dynamics of the marketplace. In Nigeria, the tertiary education sub-system is facing more serious challenges than ever. There is the challenge of dearth of comprehensive data for sectoral analysis. World Bank (2002), report showed a high correlation between the decline in the quality of education and other variables such as infrastructural decay, shortage of books, journals and poor funding of research. Nigerian tertiary institutions are yet to grapple with knotty issues of gender inequality, access and equal opportunities- which are problems that require systemic attack. Scholars are agreed that the expansion of the system is not in tune with the much-desired national strategy, and innovation of the curriculum to meet with the demands of a fast growing knowledge economy. Recently, government has initiated strategic policy interventions in the light of neo-liberal thinking and developments in ICT. First is the increasing need for granting of autonomy lo Nigerian Universities and such measures involve the devolution of powers to governing councils. Secondly and by far more importantly, is the adoption of markets-driven policies which permit private sector participation in the provision of hostels, business centers, e.t.c. Third, is the infusion of ICT into pedagogical techniques such as the introduction of the National Virtual Library Project and Virtue Institute for Higher Education pedagogy (YIHEP). While the digital library project is designed to enhanced access to information in local and international libraries, the V1HEP scheme is tailored ‘ towards enhancing staff development, curricular implementation and innovation. Fourthly, the NUC has succeeded in getting government to agree to earmark funds for the procurement of teaching and research equipment through the budget. Quality of higher education can be controlled through partnership between public and private sectors sharing responsibilities in the area of regulation of teaching force, curriculum, training, research and management. The quality assurance of higher education will require the national combination of resources with student potential, staff competence in conducive learning environment etc. Nigeria possesses the largest university system in Sub-Saharan Africa. Although, tertiary enrolment in South Africa is higher than that of Nigeria, but Nigeria can still boast of higher number of educational institutions than South Africa. There are presently 25 federal universities, 26 state universities and 30 private universities in Nigeria enrolling over 750,235 students with 35,592 teachers; apart from the National Open University of Nigeria (NOUN). Public private partnership is a concept used in the world of public procurement but have no clear definition or clarification, Van-Herpen (2002) described a public private partnership as a cooperation between the public and the private sector, in which the government and the private sector carry out a project together on the basis of an agreed division of tasks and risks, each party retaining its own identify and responsibilities. Therefore the underlying principle behind the public private partnership is that although the sector may need to be responsible for the delivery of a particular service, it does not have to be responsible for actually providing the service or for undertaking the investment themselves. Similarly, Business dictionary (2014) perceived public private partnership as the involvement of private enterprise in the management, expertise and or monetary contributions in the project aimed at public benefit. Education is universally assumed to be the key social activity by which society reproduces the tradition and forms of life, it considers desirable and produces new traditions and forms of life it considers preferable to realize its aspirations for humanity. (Australian Curriculum Studies Association in Akpotohwo and Uzeh, 2009). This is further emphasized that education is a veritable instrument that can be used for the transformation of societal norms and tradition, while using these new norms or tradition to better the socio-economic lives of the citizenry. Base on this fact, the philosophy of education in Nigeria is therefore geared towards self-reliance and equal opportunities for all citizens so that appropriate skills, abilities and competencies can be developed in individuals to live in, contribute meaningfully to the development of the nation.
1.2 STATEMENT OF THE PROBLEM
Despite recent increases, enrollment rates remain low in several developing regions. Effi cient and equitable access to education is proving to be elusive to many people. Often low-income families, girls, indigenous peoples, and other poor and marginalized groups have only limited access to education. Several Sub-Saharan African and South Asian countries have yet to achieve universal primary coverage, even though enrollment rates across all developing countries increased from 81 percent in 1991 to 86 percent in 2006. The quality of education, as measured by standardized tests, is low and represents a major challenge. The majority of students from those developing countries who participate in international assessments score poorly, and this is the case even in the absence of most low-income countries, which tend not to participate in such assessments. Given market failures and equity concerns, the public sector remains an important player in providing education services, but making high-quality education accessible for all in developing countries requires innovative programs and initiatives in addition to public resources and leadership. There are ways in which the public and private sectors can join together to complement each other’s strengths in providing education services and helping developing countries to meet the Millennium Development Goals for education and to improve learning outcomes. These public-private partnerships (PPPs) can even be tailored and targeted specifically to meet the needs of low-income communities. It is against this backdrop that the researcher intends to investigate the impact of public private partnership on national development in educational sector in Nigeria.
1.3 OBJECTIVE OF THE STUDY
The main objective of this study is to examine the impact of public private partnership on national development in educational sector in Nigeria, but to aid the successful completion of the study, the researcher intends to achieve the following specific objectives;
- i) To examine the impact of public private partnership on national development in the education sector
- ii) to examine the effect of private sector investment on the development of the educational sector in Nigeria
iii) to ascertain if there is any relationship between public private partnership and the attainment of quality educational sector
- iv) to examine the role of government in development of appropriate framework that will attract the private investment in the educational sector
1.4 RESEARCH HYPOTHESES
The following research hypotheses were formulated by the researcher to aid the completion of the study;
H0: there is no significant relationship between public private partnership and the attainment of quality educational sector
H1: there is a significant relationship between public private partnership and the attainment of quality educational sector
H0: public private partnership does not have any impact on national development in the education sector
H2: public private partnership does have an impact on national development in the education sector
1.5 SIGNIFICANCE OF THE STUDY
It is believed that at the completion of the study, the study will be of great importance to the federal ministry of education, as the study seek to explore the impact of private sector contribution to the attainment of quality and developed education sector in Nigeria, the study will also be of great importance to the management of various tertiary institutions in Nigeria as the study seek to examine the potential benefit and benefit of private investment of the private sector in the educational sector, the study will also be of great benefit to researchers who intend to embark on a study in a similar topic as the study will serve as a pathfinder to further study. Finally, the study will be of great importance to academia's, researchers, students, teachers and the general public as the study will add to the pool of existing literature on the subject matter and also contribute to knowledge,
1.6 SCOPE AND LIMITATION OF THE STUDY
The scope of the study covers the impact of public private partnership on national development in educational sector in Nigeria, but in the cause of the study, there were some factors that militate against the scope of the study;
Researcher’s Commitment: The researcher, being of full time student spent most of her time on other academic activities such as test, class work, assignment, examination etc which takes average focus from this study.
Inadequate Materials: Scarcity of material is also another hindrance. The researcher finds it difficult to long hands in several required material which could contribute immensely to the success of this research work.
Finance: Limited Access to the required financed was a major constrain to the scope of the study.
1.7 OPERATIONAL DEFINITION OF TERMS
Public private partnership (PPP)
Public–private partnership (PPP, 3P or P3) is a cooperative arrangement between two or more public and private sectors, typically of a long-term nature. Governments have used such a mix of public and private endeavors throughout history.
National development
“National development is the total effect of all citizen forces and addition to the stock of physical, human resources, knowledge and skill.
Education sector
The education sector or education system is a group of institutions (ministries of education, local educational authorities, teacher training institutions, schools, universities, etc.) whose primary purpose is to provide education to children and young people in educational settings
1.8 ORGANIZATION OF THE STUDY
This research work is organized in five chapters, for easy understanding, as follows
Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study. Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature. Chapter three deals on the research design and methodology adopted in the study. Chapter four concentrate on the data collection and analysis and presentation of finding. Chapter five gives summary, conclusion, and recommendations made of the study
