The Millennium Development Goals emanated from the Millennium Declaration, adopted in September 2000 by 189 heads of state. It represents a global solidarity compact to end poverty in the 21st century. In the Millennium Declaration world leaders promised to eradicate poverty, promote human dignity and equality, achieve peace, democracy and environmental sustainability. In this context the MDGs set time bound and measurable targets for achieving these goals by 2015. Thus the MDGs are also an accountability framework for both poor countries and rich countries. Building on the outcomes of the UN’s global conferences of the 1990s the MDGs have now become the centrepiece of the international development agenda.



A consensus has now emerged placing duties and responsibilities on rich and poor countries: 1) poor countries can insist on increased donor assistance and better access to the markets of rich countries 2) Poor people can hold their politicians accountable for reducing poverty by 2015 and 3) rich countries can insist on better governance systems in poor countries and better accountability in the use of development aid. The MDGs are eight time-bound goals and 18 measurable targets for improving the welfare of all people in key areas, income poverty, food security, education, equality for women, child and maternal health, disease control and protection of the environment. And based on this consensus the governments of rich and poor countries have entered into a partnership. Where the governments of poor countries commit to achieving goals 1-7, and the governments of the rich world agree to uphold the promise of goal 8. But this isn’t an attempt to reduce the scope of development. The MDGs represent the desired outcomes which the world must achieve if we are to raise the quality of life of millions of people.

However, to reach those outcomes other development challenges, not necessarily reflected in the 8 MDGs, must also be met. For example decentralization can be seen as a key development goal, which will support an environment for the delivery of better quality social services.

The importance of education is acknowledged by the United Nations. Education has been adopted as the second goal of the Millennium Development Goals (MDGs). The target is to ensure that, by 2015, all children will be able to complete a full course of primary schooling.

From a development perspective, education is treated as a means to enhance a person’s earning capacity in order to reduce poverty and to produce efficient human capital.

The human rights approach acknowledges that education enables economically and socially marginalised adults and children to lift themselves out of poverty and obtain means to participate in their communities. The human rights approach to education also believes that education is an end in itself rather than just a means to achieve other ends, whereby obtaining knowledge is seen as a goal rather than just a tool to obtain employment or other reasons.

From the foregoing, there are many benefits of investing in secondary, vocational and higher education and skills. These will help us reach all of the MDGs and ensure long-term, sustainable growth. The benefits are discussed below.

Economic growth and employment

• Creating a pool of qualified people with the knowledge and skills to contribute significantly to economic development, to be entrepreneurial, develop science and technology, deliver basic services, and to be enlightened leaders. None of the MDGs can be achieved satisfactorily without educating and training enough qualified people through all levels of education.

• Enabling countries to compete in an era of globalisation and knowledge.

Investment in post-primary education is associated with greater export-led growth than primary. (Wood and Mayer 1999)

• Expanding choices and increasing personal and work-related skills.

Successful completion of secondary education

•When secondary education is available, more children are encouraged to complete their primary schooling. In Uganda, rising primary enrolment has been accompanied by an increase in children going on to secondary school, from 24% in 1998 to 42% in 2001. In Malawi, with more limited opportunities for secondary education, only 22% of primary students stay to grade 5, (compared with 38% of pupils in 1998), even though tuition fees have been removed.

•Providing more secondary education, particularly lower-secondary education, has a crucial effect on the demand for and completion of primary education by girls.

Sufficient numbers of qualified teachers

• Training the large number of teachers necessary to expand access to primary education and ensure students receive a quality education. It is estimated that 1.6 million more teachers are needed to reach universal primary education by 2015 in sub-Saharan Africa. In Ghana, poor-quality public schools and teacher supply appear to have caused enrolment rates to falter. Ghana would have to triple its output of primary teachers to reach universal primary completion.

Promoting gender equality and empowering women

•Meeting this MDG requires equal numbers of boys and girls, men and women at all levels of education. DFID’s strategy Girls’ education: towards a better future for all (2005) emphasised that this target will be missed without more focus on secondary and higher education.

•Increasing enrolment leads to improved gender equality. In South Asia, when overall enrolment rates are high, a greater percentage of girls are in post primary education.

Reduction in HIV/AIDS

•Influencing and pushing for better choices in terms of sexual behaviour, reduction of infection rates and increased tolerance and support for people living with AIDS. HIV prevalence is considerably lower among both female and male teenagers in secondary school in Burundi, Eritrea, Mozambique, Tanzania, Uganda and Zimbabwe. In Swaziland, two-thirds of teenage girls in school are free from HIV, while two-thirds of out-of-school girls are HIV positive (Lewin 2004).

•Secondary education has proved to be the single biggest factor in reducing the threat of HIV and AIDS for girls. In Uganda, young people who have been to secondary school are four times less likely to become HIV positive.

Increase availability of schools in less developed areas

The number of schools be increased. This should be in accordance to the educational needs of different areas. Consequently, there is the need to do frequent research on the demand for education in various areas as population growth and migration pattern may change over time. This is to avoid inadequate number of schools particularly in urban areas, and under enrolled schools in rural areas. School buildings should be reasonably convenient in terms of geographic locations. Therefore, children and their families – particular children from families living in poverty – are not burdened with the cost that they may not afford, for instance, transportation cost.

Enhance basic infrastructure to ensure safe learning environment

The Government ensures basic facilities such as clean water supply, sufficient number of dormitories, sanitation, transporation, access road and communication facilities are provided, particularly in less developed areas. Basic facilities in rural and remote areas are often inadequate, thus affecting the motivation of students to attend school.

Extensive programmes to educate people on the importance of education

This programme should be targeted to members of communities living in isolated, rural and less developed areas. Communities living in these areas often do not see education as vital. This is because they are not aware of the benefits of having education. These programmes must clearly specify the communities’ entitlement to education as stipulated in the CRC and the benefits of acquiring education.

Consequently, facilities that support education such as the internet and other communication facilities that encourage the transfer of knowledge should be put in place in these areas.

Stricter monitoring system for contractors

Government should implement a stricter monitoring and inspection system on contractors who are awarded with contracts to build school buildings as well as other supporting infrastructure for schools.

It is also recommended that irresponsible contractors are imposed with stricter punishment. As schools are primarily built for children’s benefits, irresponsible contractors that neglect safety features should be punished as their actions compromise the innocent lives of children.

Ensure quality of education

This is pertinent for students who are members of communities living in rural and isolated areas. This is to ensure that these children are able to compete with other students in developed and well off areas which has a more advanced education system. Education received by all children, regardless of their economic, social and cultural background, should be of equal standard.

Equipment for children with physical disabilities in schools

I strongly recommend that schools in Nigeria and Africa in general be equipped with facilities for physically disabled children. In some cases, children with certain physical disabilities are fit to study in public schools. However, they are denied of their right to education because schools are not physically equipped to enroll these children. Currently, schools in Nigeria are not equipped with facilities for children with physical disabilities. Facilities such as wheelchairs, ramps and toilets for children with physical disabilities should be made available.

Mainstream education for children with disabilities

Education should be provided for children with disabilities are mainstreamed so as to ensure that these children receive the same standard of education as the rest of the children in Nigeria. Mainstreaming education for children with disabilities requires the adoption of specific educational programmes and making provisions in curriculums. Although methods and approach to provide education may differ, all children will be able to receive the same type and quality of education.

Ensuring the wellbeing of educator

Teachers should be provided with adequate facilities such as clean water supply, transportation, sanitation, quarters and so on, to safeguard their wellbeing. This is particularly relevant to teachers posted to rural and remote areas. Teachers play an important role in the moulding and development of a child’s personality and abilities. Thus, teachers must be motivated to commit themselves to provide meaningful education to children.

National plans

Clearly, any global effort must be firmly rooted in national plans for achieving education for all. These should be developed with cross-sectoral participation of key ministries and civil society groups, and should be embedded wherever possible in national strategies for poverty reduction as well as in medium term expenditure frameworks. Donors should provide substantial financial and, where requested, technical support for the creation of national strategies.

Conclusion

The future of Nigeria will depend on the development of its human capacity— the ability for citizens to take up and apply new ideas and technologies. Through education people can acquire the skills they need to provide for themselves, contribute to the health and welfare of their families and communities, solve local problems, and grow the loc al and national economy. Yet in many states of Nigeria, fewer than 70% of school age children get admitted into JSS1. In most African countries fewer than 30% of appropriate age youth are enrolled in secondary school. The figures for girls’ enrollment are even lower. Furthermore, education in many countries is too often merely an exercise that my prepare students for more education but does little to prepare them for the real world. Increased enrollment is important. But universal primary education will not contribute to solving Nigeria’s problems if students leave school without the skills they need to contribute to their community and country.

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