ABSTRACT
This study is primarily concerned with finding out the
impact of education tax fund (ETF) in tertiary institutions in Nigeria. In the
course of this study, three research questions were mapped out to guide the
researchers and related litures were also reviewed in this study. The research
design was descriptive survey method and the population comprises of all the
lecturers, students and management staff of Alvan Ikoku Federal College of
Education Owerri, Imo State.
The sampling technique used was simple random sampling
technique for students with the same sample size of 200 and purposive sampling
technique for lecturers and management staff with a sample size of 10. The data
generally was analysized with simple percentage and the result showed that
education tax fund has not really impacted much on our tertiary institutions as
they still have a lot of work to do on meeting its statutory obligations sound
internal control system and consideration of students opinion before approving
any school project. Based on the findings, the following recommendations were
made, that the haring ratio of fund by education tax fund (ETF) should be
according to number of students admitted per session and the level of
development of a particular institution.
Also, the accounts of education tax fund (ETF) should be
audited twice a year, independent corrupt practices commission (ICPC) should
always investigate corrupt activities in education tax fund (ETF) and accounts
of stewardship of members of board of trustees should be presented to the floor
of national assembly once a year.
TABLE OF CONTENTS
Title page –
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i
Approval page –
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Dedication – –
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– iii
Acknowledgement
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Abstract – – –
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– v
List of tables and graphs
Table of contents
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– – vi
CHAPTER ONE:
1.0 Introduction
1.1 Background of the
study – – –
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1.2 Statement of the
problem – –
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1.3 Purpose of the
study – –
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1.4 Research question
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1.5 Statement of
hypothesis
1.6 Significance of
the study – – –
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1.7 Scope of the
study – – –
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1.8 Limitations of
the study – – –
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1.9 Definition of
terms – –
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CHAPTER TWO:
2.0 Literature
review
2.1 Precursors of
education tax degree
2.2 The nature of
education tax fund
2.3 Objective of
education tax fund
2.4 The structure and
management of the fund
2.5 Problem of
education tax fund
2.6 Effects of
education tax fund
CHAPTER THREE:
3.0 Research design
and methodology
3.1 Introduction –
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–
3.2 Research
design – –
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– –
3.3 Sources of
data/method of data collection – –
3.4 Population
of the study and sample size –
– –
3.5 Sample
techniques – –
3.6 Validity of
instrument –
3.7 Method of data
analysis – –
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CHAPTER FOUR:
4.0 Presentation and
analysis of data
4.1 Introduction –
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4.2 Presentation of
data – –
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4.3 Analysis of
data – –
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4.4 Test of
hypothesis
4.5 Interpretation of
data
CHAPTER FIVE:
5.0 Summary of
findings, conclusion and recommendations
5.1 Introduction –
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5.2 Summary of
finding – –
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5.3 Conclusion –
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5.4
Recommendation – –
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5.5 Suggestion for
further studies
Reference – –
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Appendix – –
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CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND OF THE
STUDY
Funding of
education cannot be discussed without the knowledge of education itself
therefore education has been defined by various scholars.
According to
Okonkwo (2010) education can be defined as “a cultural action directed at
creating attitudes and habits considered necessary for participation and
intervention in one’s historical process.
In the view of
Uche (2013) “education is the process of training and developing the mental,
potential, physical knowledge, skills and character of individuals by formal
and informal schooling”.
In our own
view, education can be defined as a tool, which enables an individual to live
effectively and efficiently for him and the society at large. The Nigerian
education system comprises of 6-3-3-4 that is the six years in primary school
and three years for the junior level of the secondary school, three years in
the senior secondary and four years in the tertiary institution (depending on
the course of study).
The tertiary
institution plays a significant role in the domain of manpower development.
According to the national policy on education (1981:5-38), tertiary
institutions “are those institutions that cover the post secondary section of
our national education system, which is given in universities, polytechnics and
colleges of education, the advanced teacher training colleges, correspondent
colleges and institutions as may be allied to them”.
Over the years,
the tertiary institutions has suffered due to poor finding. According to
Ozurumba (2010:106) “the best education could be easily aborted if not
supported by adequate funds” inadequate funding has been the contaminating
problem in Nigeria.
To this end,
testing institutions need finance to carry out research in medicine,
engineering, education etc. training and retraining of lecturers acquiring of
facilities and other amenities that can improve student potentials to the
overall achievements of the aims and objectives of higher education in
Nigeria.
In Nigeria
education history between 1932 and 1962 there were five higher institutions
viz: university of Nigeria Nsukka, University of Ibadan, Ahmadu Bello
University, Yeba higher college and University of Lagos. Funding of these
institutions was not a problem because our country’s economy was one of the
strongest amongst the third world countries.
Compared to the
country’s population of 55.65million in 1963, the number of undergraduates were
about 8,800, that is to say the country had very few undergraduates, hence, as
a result of ample job opportunities for graduates, there came to be increase in
demand for higher education.
Uche (2011:134)
said that “over sixty tertiary institutions were established nation wide
between 1970 and 1982. The funding of this higher institution rested squarely
on the government which bore his neck-breaking burden without any compliant.
Based on this, it could be observed that the funding of these institutions was
principally shouldered by the government.
In support of
this, Amadi (2010) pointed out that “during the oil boom the period of large
profit in the petroleum oil sector, Nigeria was economically viable and there
was boom in the financing of education. Many Nigerians received scholarship and
bursary awards to enable them to be trained in various fields of education. New
programmes and specialized areas were introduced and facilities for teaching
and learning were provided.