ASSESSMENT OF THE IMPACT OF SUSTAINABLE DEVELOPMENT GOALS ON THE DEVELOPMENT OF PRIMARY EDUCATION IN NIGERIA.
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The Sustainable Development Goals (SDGs) constitute the new global agenda which succeeded the Millennium Development Goals (MDGs) referred to as Agenda 2030 signifying the timeline for the attainment of SDGs globally (United Nations, 2017). The SDGs provided a comprehensive agenda consisting of 17 goals, 169 targets and well over 200 indicators. The SDGs provided a global five “Ps” agenda: people, prosperity, planet, peace and partnership meant for all nations of the world. The Sustainable Development Goals consist of No Poverty, Zero Hunger, Good Health and Well-being, Quality Education, Gender Equality, Clean Water and Sanitation, Affordable and Clean Energy, Decent Work and Economic Growth, Industry, Innovation, and Infrastructure, Reducing Inequality, Sustainable Cities and Communities, Responsible Consumption and Production, Climate Action, Life Below Water, Life On Land, Peace, Justice, and Strong Institutions, Partnerships for the Goals. The goals are broad based and interdependent. This 17 Sustainable Development Goal's has targets which are measured by indicators.
Consequently, the SDGS goal also seeks to develop the educational sector and make education accessible to all. Therefore, the objective of education at all levels is geared towards the attainment of SDGS goals of ensuring inclusive and equitable quality education and promote lifelong learning opportunities for all.
The study proffers an assessment of the impact of sustainable development goals on the development of primary education in Nigeria.
1.2 STATEMENT OF THE PROBLEM
The advent of sustainable development goals has brought some relative improvement in the number of children enrollment in primary schools. However, gaining access to education cannot be equated to having access to quality education. Therefore, a greater milestone still exists for the attainment of SDGS goal of providing quality education. This is evidenced in the lack of educational facilities required for learning by pupils and lack of well ventilated classroom Blocks. Also, poor funding at the primary school level all constitute major challenges to the SDGs. Therefore, the problem confronting the study is an assessment of the impact of sustainable development goals on the development of primary education in Nigeria.
1.3 OBJECTIVES OF THE STUDY
The Main Objective of the study is an assessment of the impact of sustainable development goals on the development of primary education in Nigeria. The specific objectives include:
i. To investigate the relationship between sustainable development goals and the development of primary education in Nigeria.
ii. To examine the impact of sustainable development goals on the development of primary education in Nigeria.
iii. To understand the challenges of sustainable development goals project in Nigeria.
1.4 RESEARCH QUESTIONS
i. What is the relationship between sustainable development goals and the development of primary education in Nigeria?
ii. What is the impact of sustainable development goals on the development of primary education in Nigeria?
iii. What are the challenges of sustainable development goals project in Nigeria?
1.5 STATEMENT OF THE HYPOTHESIS
Ho1: There is no significant relationship between sustainable development goals and the development of primary education in Nigeria.
1.6 SIGNIFICANCE OF THE STUDY
The study is an assessment of the impact of sustainable development goals on the development of primary education in Nigeria. A case study of Ibadan polytechnic. It provides relevant data for the effective formulation and implementation of policies to enhance the realization of envisaged objective.
1.7 LIMITATION OF THE STUDY
The study was confronted with logistics and geographical factors.
1.8 DEFINITION OF TERMS
SUSTAINABLE DEVELOPMENT GOALS
The Sustainable Development Goals (SDGs) constitute the new global agenda which succeeded the Millennium Development Goals (MDGs) referred to as Agenda 2030 signifying the timeline for the attainment of SDGs globally. The SDGs provided a comprehensive agenda consisting of 17 goals, 169 targets and well over 200 indicators.
ECONOMICS DEFINED
Economic is viewed as the science which studies the process and institutions which govern the satisfaction of the limitless human wants within the limits imposed by availability of resources which have alternative uses.
EDUCATION DEFINED
Education is viewed as the process of inviting truth and possibility. It is the wise, hopeful and respectful cultivation of learning undertaken in the belief that all should have the chance to share in life.
REFERENCES
United Nations, author. Transforming Our World: The 2030 Agenda for Sustainable Development. 2015. [March 25, 2017]. Available at https//sustainabledevelopment.un.org/content/documents/21252030%20Agenda%20for%20Sustainable%20Development%20web.pdf.
2. United Nations, author. The Millennium Development Goals Report. 2015. [Google Scholar]
3. Inter-Agency and Expert Group on SDG Indicators (IAEG-SDGs), author Final list of proposed Sustainable Development Goal indicators. 2016. Mar, [12/12/2016]. Available at http//unstats.un.org/sdgs/indicators/Official%20List%20of%20Proposed%20SDG%20Indicators.pdf.
4. UNDP Nigeria, author. 2030 Agenda for Sustainable Development. [12/12/2016]. Available at: http//www.ng.undp.org/content/nigeria/en/home/post-2015/sdg-overview.html.
UNESCO, author. Education for Sustainable Development. [20th March, 2017]. Available at http//en.unesco.org/themes/education-sustainable-development.
.