Leveraging Subsidies to Improve Access to Tertiary Education and Skills Training
Oluyomi Susan Pitan and Fagbemide, Olugbenga Israel
*1 Department of Arts and Social Sciences Education, Faculty of Arts and Education, Leadcity University, Ibadan, Nigeria Email: dryomipitan@gmail.com
2Department of Education Economics, Lagos State University of Education, Epe Campus, Lagos Email: fagbemideoi@lasued.edu.ng
Abstract
This study examines the role of government subsidies in improving access to tertiary education and skills training in Nigeria, with a focus on urban-rural disparities. Using the Human Capital Theory as a guiding framework, the study tests two hypotheses, the first hypothesis explores the relationship between government subsidies and access to tertiary education, and the second hypothesis investigates the difference in the distribution of educational resources between urban and rural areas. Data were collected from 20 respondents across the regions in Nigeria. Descriptive statistics were used to summarize respondents' insights, while Pearson Correlation Analysis was conducted to examine the first hypothesis and an Independent Samples t-Test was used to compare mean distributions, addressing the second hypothesis. Findings reveal that urban areas benefit from superior educational infrastructure, resources, and opportunities compared to rural regions, creating significant barriers for rural students and perpetuating socio-economic inequalities. Financial barriers such as high tuition fees, limited scholarships, and additional costs like transportation and accommodation remain major challenges to higher education access. Evaluations of financial assistance programs indicate some success in alleviating these burdens, but the need for more extensive and targeted support is evident. Government funding is critical in mitigating these disparities, yet challenges remain in the effective allocation and transparency of these funds. To address these challenges, several recommendations are proposed: implement policies to ensure equitable distribution of educational resources between urban and rural areas; enhance financial support mechanisms to reduce cost barriers faced by students; and strengthen monitoring and evaluation frameworks to improve transparency and accountability in the allocation of government funding. Collaborative efforts involving government agencies, educational institutions, civil society organizations, and international partners are essential to achieving these goals. Such partnerships aim to build a more inclusive and resilient educational system that empowers all students and fosters national development. The study concluded that urban centers generally benefit from better educational infrastructure, resources, and opportunities compared to rural communities, which exacerbates inequalities in access and quality of education. These disparities between urban and rural areas persist as significant issues affecting educational outcomes and socio-economic development in Nigeria.
Keywords
Leverage subsidies, Higher education, skills training, educational planners, financial aid, economic development, equity, workforce development
Reference
Adeyemi, K. & Akpotu, N. E. (2004). Gender Analysis of Student Enrolment in Nigerian Universities. Higher Education, 48(3), 361-378.
Adeyemi, T.O. (2014). Strategic planning for equal educational opportunities in Nigeria. International Journal of Educational Management, 28(1), 4-15. DOI: 10.1108/IJEM-12-2012-0107.
African Development Bank. (2023). “Subsidy Reforms in Nigeria: Strategies for Sustainable Development.” Retrieved from http://www.afdb.org
African Development Bank. (2023). Education and Skills Development in Africa: Challenges and Opportunities. Retrieved from [ADB](https://www.afdb.org).
Ajayi, S.A., Oladejo, S.A., & Omoniyi, T. (2017). The impact of regional disparities on educational access in Nigeria. Journal of Educational Policy Analysis, 12(3), 221-234. DOI: 10.3102/1085676017691238.
Akanbi, A.O. (2020). Policy interventions for equitable education in Nigeria: A critical review. Global Journal of Educational Studies, 8(4), 399-414. DOI: 10.14503/gjes.v8i4.751.
Amarachi, E. (2016). Challenges facing rural education in Nigeria: An analysis of resource distribution. International Journal of Educational Development, 25(2), 145-156. DOI: 10.1016/j.ijedudev.2015.11.001.
Becker, G. S. (1964). Human capital: A theoretical and empirical analysis. Columbia University Press.
Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241-258). Greenwood Press.
Bowles, S., & Gintis, H. (1975). The problem of human capital theory: A Marxian critique. American Economic Review, 65(2), 74-82.
Eze, E.C., & Nduka, C.O. (2019). Disparities in educational resource distribution and their implications for student performance in Nigeria. African Journal of Educational Studies, 16(2), 89-104. DOI: 10.4314/ajes.v16i2.456.
Federal Ministry of Education, Nigeria. (2021). “Challenges and Initiatives in Rural Education: Insights from Nigeria.” Retrieved from http://www.education.gov.ng
Federal Ministry of Education. (2023). “Federal Government Scholarship Scheme.” Retrieved from http://www.education.gov.ng
IFC. (2023). Public-Private Partnerships in Education: Lessons Learned. Retrieved from [IFC](https://www.ifc.org).
ILO. (2020). “Social and Cultural Factors Impacting Access to Tertiary Education: Rural Perspectives.” Retrieved from http://www.ilo.org
ILO. (2023). Skills and Employment in Developing Countries. Retrieved from [ILO](https://www.ilo.org).
Industrial Training Fund (ITF). (2023). “National Industrial Skills Development Program (NISDP).” Retrieved from http://www.itf.gov.ng
International Finance Corporation. (2023). “Leveraging Technology for Efficient Subsidy Distribution in Nigeria.” Retrieved from http://www.ifc.org
International Labour Organization (ILO). (2021). “Transportation Challenges Faced by Students in Rural Areas: Policy Recommendations.” Retrieved from http://www.ilo.org
International Monetary Fund. (2023). “Fuel Subsidies in Nigeria: Economic Implications and Policy Options.” Retrieved from http://www.imf.org
Joint Admissions and Matriculation Board (JAMB). (2023). “2023 Admissions Guidelines.” [Online] Available at: http://www.jamb.gov.ng
Marginson, S. (2013). Higher education and public good. In A. M. Hoffman & M. M. C. P. van der Meulen (Eds.), Higher education and the public good (pp. 13-34). Amsterdam University Press.
Mincer, J. (1974). Schooling, experience, and earnings. Columbia University Press.
National Bureau of Statistics. (2023). Labor Force Statistics: Unemployment and Underemployment Report. Retrieved from [NBS](https://nigerianstat.gov.ng).
National Universities Commission (NUC). (2023). “List of Nigerian Universities and Years Founded.” [Online] Available at: http://www.nuc.edu.ng
Obasi, I. N. (2018). “The Impact of Urbanization on Educational Opportunities in Nigeria.” Urban Studies, 55(4), 89-105.
OECD. (2023). Education at a Glance 2023: OECD Indicators. Retrieved from [OECD](https://www.oecd.org).
Ofoegbu, F. I. & Alonge, H. O. (2019). “Financing Higher Education in Nigeria: The Role of Internally Generated Revenue.” African Journal of Business Management, 13(2), 57-66.
Oyewole, O. (2021). “Enhancing Access to Higher Education in Nigeria through Information and Communication Technology.” Journal of Educational Technology, 15(1), 23-35.
Tertiary Education Trust Fund (TETFund). (2023). “About TETFund.” Retrieved from http://www.tetfund.gov.ng
Transparency International. (2023). “Corruption in Nigeria’s Subsidy Regime: Challenges and Recommendations.” Retrieved from http://www.transparency.org
Transparency International. (2023). Corruption Perceptions Index 2023. Retrieved from [Transparency International](https://www.transparency.org).
UNDP. (2021). “Financial Barriers to Tertiary Education in Rural Areas: Policy Recommendations.” Retrieved from http://www.undp.org
UNDP. (2023). Human Development Report 2023. Retrieved from [UNDP](https://www.undp.org).
UNESCO. (2020). “Disparities in Access to Tertiary Education: Urban-Rural Divide.” Retrieved from http://www.unesco.org
UNESCO. (2022). “Public-Private Partnerships in Education: Enhancing Access and Quality.” Retrieved from http://www.unesco.org
UNESCO. (2023). Global Education Monitoring Report 2023. Retrieved from [UNESCO](https://www.unesco.org).
United Nations Educational, Scientific and Cultural Organization (UNESCO). (2020). “Financial Assistance Programs in Higher Education: Evaluating Impact and Effectiveness.” Retrieved from http://www.unesco.org
United Nations Educational, Scientific and Cultural Organization (UNESCO). (2020). “Education in Nigeria: Cost Barriers and Access Challenges.” Retrieved from http://www.unesco.org
United Nations Educational, Scientific and Cultural Organization (UNESCO). (2022). “Nigeria Education Sector Analysis.” [Online] Available at: http://www.unesco.org
World Bank. (2019). “Affordable Housing Initiatives in Nigeria: Challenges and Opportunities.” Retrieved from http://www.worldbank.org
World Bank. (2020). “Nigeria Education Sector Analysis: An Analytical Synthesis of Performance and Main Issues.” [Online] Available at: http://www.worldbank.org
World Bank. (2022). “Agricultural Subsidies in Nigeria: Impact on Productivity and Food Security.” Retrieved from http://www.worldbank.org
World Bank. (2022). “Improving Access to Tertiary Education in Rural Areas: Challenges and Strategies.” Retrieved from http://www.worldbank.org
World Bank. (2022). “Improving Educational Infrastructure in Nigeria: Addressing Disparities in Access.” Retrieved from http://www.worldbank.org
World Bank. (2022). “Subsidies and Education Quality in Nigeria: Challenges and Recommendations.” Retrieved from http://www.worldbank.org
World Bank. (2023). World Development Report 2023: Learning to Realize Education’s Promise. Retrieved from [World Bank](https://www.worldbank.org).
World Economic Forum. (2023). The Future of Jobs Report 2023. Retrieved from [WEF](https://www.weforum.org).