distribution and utilization of resources to various levels in the state and federal government owned schools.

CHAPTER ONE 1.0 INTRODUCTION The slow motion of education in Nigeria specially in the Northern part is blemed on society as lack of source activity to the Nigeria =youth development. Many universities in Nigeria and other educational instruction has increase their fairs for the maintenance of school and provision of other amenities that could help in enhancing of other education. Education is today largely paid for and almost entirely administered by governmental bodies or non-profit institutions. This situation has developed gradually and is now taken so much for granted that little explicit attention is any longer directed to the reasons for the special treatment of education even in countries that are predominantly free enterprise in organization and philosophy. The result has been an indiscriminate extension of governmental responsibility. The role assigned to government in any particular field depends, of course, on the principles accepted for the organization of society in general. In what follows, I shall assume a society that takes freedom of the individual, or more realistically the family, as its ultimate objective, and seeks to further this objective by relying primarily on voluntary exchange among individuals for the organization of economic activity. In such a free private enterprise exchange economy, government’s primary role is to preserve the rules of the game by enforcing contracts, preventing coercion, and keeping markets free. Beyond this, there are only three major grounds on which government intervention is to be justified. One is “natural monopoly” or similar market imperfection which makes effective competition (and therefore thoroughly voluntary exchange) impossible. A second is the existence of substantial “neighborhood effects,” i.e., the action of one individual imposes significant costs on other individuals for which it is not feasible to make him compensate them or yields significant gains to them for which it is not feasible to make them compensate him — circumstances that again make voluntary exchange impossible. The third derives from an ambiguity in the ultimate objective rather than from the difficulty of achieving it by voluntary exchange, namely, paternalistic concern for children and other irresponsible individuals. 1.1 BACKGROUND TO THE STUDY The public sector refers to all organizations that exist as part of government machinery for implementing policy decisions and delivering services that are of value to citizens. It is a mandatory institution under the Nigerian Constitution of 1999. However, reforms in educational sector in Nigeria were conceptualized as the main vehicle for accelerating individual, community and national developments (Kazeem and Ige, 2010). It was embarked upon to ensure the acquisition of both physical and intellectual skills to enable individuals to develop into useful members of the society. The education reforms was embarked upon to improve efficiency, by speeding up both individual and national development and in turn, should translate to improved economic and development indicators such as per capita, GDP, citizen Welfare in terms of life expectancy, availability of other social services, as well as good business climate needed to improve the economy(Soludo, 2003). Despite the tremendous efforts and resources allocated, little progress has been made and the country has not come close to her goal of developing and transforming the society to the same standard as developed countries (Lawanson and Adeoye 2013). Adult literacy is still low and other services to the ordinary citizens have not seen appreciable improvement. This may therefore be referred to as evidences that the increases in budgetary allocation have not translated to any appreciable improvement in the economic indices. Something therefore needs to be done so that the objectives of the education reforms can be achieved. Interest in the study of how resources are allocated at variety of levels within educational system grew rapidly during the 1970’s and 1980’s (Adeleke, 1994). According to Adeleke, the desire to learn more about the internal allocation of resources for education has not been limited to decentralization of the schooling systems such as in the United States, Canada and Nigeria. Even in highly centralized school governance systems, considerable variation exists at local levels on how educational resources are ultimately distributed and utilized. Studies have began to examine these internal distribution practices in wide variety of nations around the world (Allenson, 2000). Otis (1997) states that in Nigeria, the early work on education resources allocation dates back from the early twentieth century and this focused on the availability, apportionment and utilization of the resources among constituent local Education Agencies or Authorities. The distribution and utilization of education resources witness challenges such as how much resources are allocated to various schools, how has the population of the schools commensurate with the resources allocated to them. There is interest on what happens to the resources allocated for distribution to various educational levels of primary, secondary and tertiary institutions in Nigeria. Also, there is an interest on the type of programmes run by the schools and the type of students admitted. These determine to a large extent whether the resources allocated to the schools are well utilized or not (Anyamele, 2001). According to Obadina (1998), there is the desire to learn more about what educational managers do with the resources allocated to their schools. Also there is the desire to learn more about these internal resources allocation. According to Uzoma (1994), the budget allocation for education is nothing to write home about, a situation where less than 10 per cent of fiscal allocation is given to education, a sector that requires enormous or huge expenditure. This has resulted in low salary structure of teachers, lack of full remuneration by teachers and even the standard of education in the country has been affected. Another problem of allocation and utilization of educational resources is the corrupt practices of the managers of the resources and their lack of vision and misplaced priorities they give to certain areas of education sector which ought not to be so. Research examining inequalities within schools is hardly new. Analysis such as Abel (1999), for years have been concerned with the phenomena such as the tracking of students by academic specialization or the grouping of students for instructional purposes. According to them, there have been studies of high school tracking where findings suggest that students assigned to the non-academic track are seriously discriminated against. There has also been studies of instructional grouping where the findings reveal substantial inequalities in the amount and character of the instructional resources that are supplied (Breaben and Oakes, 1991). This study among other things will treat the availability, distribution and utilization of resources to various levels in the state and federal government owned schools. 1.2 STATEMENT OF THE PROBLEM According to Anyanwu (1990), education in Nigeria has not been well treated in terms of location and utilization of resources. For instance, the state and federal government owned schools suffer the problem of low funding which is as a result of low budget allocation of below 10 per cent to the education sector, whereas education ought to be given a lion share of the fiscal allocation from federation account. The inadequate allocation and poor utilization of the education resources has resulted in the low remuneration of the teaching personnel as well as low or poor availability of instructional materials for effective teaching and processes. This has affected the standard of education negatively. Many schools lack current materials in their libraries, poor equipment in science laboratories and poor maintenance of available infrastructure and in some cases even lack of manpower to utilize the scarce material resources that are available in schools. This has been the greatest problem of our school system, and has impacted negatively on our schools generally. The problem of this study therefore, is on the effects and utilization of educational resources in Kaduna State. 1.3 AIM AND OBJECTIVE OF THE STUDY This study examines the effect of utilization of federal government allocation to educational sector in Kaduna State. The specific objectives of this study are: i. To determine the effect utilization of federal government allocation to educational sector in Kaduna State. ii. To determine whether the federal government allocated to education are utilized effectively. iii. To examine the utilization of federal government allocation to educational sector in Kaduna State. iv. To examine the problem of ineffective utilization of education allocation sector in Kaduna State. 1.4 RESEARCH QUESTIONS 1. Is the federal government allocation to Kaduna State educational sector adequate for the running of all education section in the state? 2. Which of the state educational sector is prioritize every year as receiving the highest allocation? 3. How adequate is the fund allocation to the state educational section? 4. How effective is the distribution of the allocation fund from the federal government to Kaduna State. 5. Has teaching and leaning been enhanced through the funds allocation especially in secondary school is within Kaduna State? 1.5 SIGNIFICANCE OF THE STUDY 1. To determine the effectiveness of the federal government educational fund allocation to Kaduna State toward the enhancement of education. 2. To determine the level at which the federal government educational funds allocation tackle educational problems in the State. 3. To determine if the allocation distribution method to all educational section from the federal government adequate for enhancement. 4. Administration of educational matters within the state. 5. To determine the state government distribute the fund to different educational section and now it is utilize for teaching and learning.   1.6 SCOPE TO THE STUDY The study will be under Kaduna in Kaduna to acertain the level of utilization of funds allocation by the federal government to Kaduna State. 1.7 DEFINITION OF TERMS The following operational terms have been defined as they will be used in this study: Federal is the constituting a form of government in which power is distributed between a central authority and a number of constituent territorial units. Government is the exercise of political authority over the actions, affairs, etc of a political unit, people, etc, as well as the performance of certain functions for this unit or body; Sector is a part or subdivision, esp of a society or an economy. Utilization: This refers to the usage of the shared educational resources for a practical purpose of developing the entire school sector. Allocation: This is an amount of money and or space that is given to a particular school for a specific purpose. This is the act of giving instructional material to a particular school for the aim of achieving desired goals or objectives.