4.A Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
· The level of funding for education and other human capital development activities is far below expectations. Most governments prefer spending on roads and other infrastructure because of the palpable lack of social amenities and since the human capital needs mainly impact people who are not in government, political leaders tend to take care of needs that directly affect them.
· The education for people with disabilities is at its rudimentary levels.
· After prolonged neglect by successive governments, most schools or other learning environments, in many state-sponsored schools are in very bad shape. Few states seem to be upgrading the primary and secondary schools gradually with support from the Federal Government counterpart funding schemes but the enormity of the work at hand is daunting. School environments are largely in shambles, no water facilities for potable drinking water or water for sanitation including use in water enabled toilet facilities.
· The pupils/students and computer ratio are unrealistically high and in most instances, computer facilities are non-existent. Internet facilities and computer literacy are more or less non-existent or at rudimentary stages.
4.B By 2020, substantially expand globally the number of scholarships available to developing countries, in particular, least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries
· Many states in Nigeria were awarding scholarships to their indigenes to attend higher institutions for over thirty years. This has stopped in many states. The states instead adopted to provide smaller amounts in the form of bursary allowances to their indigenes in higher educational institutions; however, that too has stopped in most states.
· Some scholarship programmes still exist at the federal government level and from some of its agencies. Equally, the private organizations as part of their corporate social responsibility efforts also award a scholarship to deserving beneficiaries after a rigorous selection process. These scholarship schemes are few and are targeted mainly engineering and related disciplines that will benefit the sponsoring organizations concerned.
· Children of the poor do not benefit from these scholarships schemes because they are not able to perform well in the qualification examinations considering their poor educational background and low quality schools they were exposed to and yet their parents cannot afford to pay for them to attend fee paying higher institutions.
· Tuition-free primary and secondary education would have served as some form of scholarship schemes replacement intervention if they are well implemented.
· There are many adverts for scholarship to benefit candidates from developing nations by many universities in western nations and developed countries but results of the outcome of such exercises are not known and the nations that benefited are not known. These efforts in line with the SDG target 4B will go a long way towards achieving this target and contributing in a great way towards the achievement of SDG4.
· Scholarship schemes from developed nations to beneficiaries in the developing nations are reducing over time as it seems to us that these nations are beginning to look inward attending to their own pressing needs. The situation of lack of scholarship to benefit deserving candidates in comparison to the massive population of the nation is pathetic in Nigeria.
4.C By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing states
· The number of teacher training schools and the number of teachers trained has not increased over many years in Nigeria, meanwhile, the population growth is increasing more or less exponentially. The observation is that many former government-owned teacher training colleges have closed.
· However, those already teaching avail themselves to sandwich classes to build their capacities on the job.
· In many states of Nigeria, there are prolonged and persisting employment embargoes by the government and this is also affecting the employment of teachers. There are therefore no efforts to train more teachers and those who are trained are not employed. Many states have not employed teachers for the past several years. Meanwhile, the pupils/students per teacher ratio are increasing with the galloping population pressure and many classrooms have an unmanageable population in primary and secondary schools and even in the public and federal universities.
· Teachers are not motivated with attractive salaries and those who teach do so as the last available option.