SUSTAINABLE FUNDING OF BUSINESS EDUCATION PROGRAM FOR EFFECTIVE TEACHING AND LEARNING IN COLLEGES OF EDUCATION IN NORTHEAST NIGERIA
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SUSTAINABLE FUNDING OF BUSINESS EDUCATION PROGRAM FOR EFFECTIVE TEACHING AND LEARNING IN COLLEGES OF EDUCATION IN NORTHEAST NIGERIA
Abstract
The effectiveness of Business Education programs in Colleges of Education is fundamentally dependent on sustainable funding mechanisms that support infrastructure, instructional materials, and human resources. This study investigates the challenges and prospects of sustainable funding for Business Education programs in Colleges of Education across Northeast Nigeria. Using a mixed-method approach, both qualitative and quantitative data were collected from lecturers, administrators, and education stakeholders through structured questionnaires, interviews, and institutional financial records.
Findings revealed that most Business Education departments operate under severe financial constraints, leading to inadequate teaching materials, outdated equipment, poorly funded staff development programs, and substandard learning environments. The study further identified inconsistencies in government subventions, poor internally generated revenue (IGR) strategies, and low private sector involvement as key challenges undermining sustainability. Conversely, institutions with diversified funding sources—such as partnerships, grants, alumni support, and vocational enterprise programs—were found to be more resilient and effective.
The study concludes that a strategic framework for sustainable funding is essential to enhance the quality and relevance of Business Education in the region. It recommends policy reforms that promote fiscal autonomy, private sector collaboration, and the integration of entrepreneurial ventures within Colleges of Education to improve financial sustainability and instructional outcomes.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Business Education is designed to equip prospective teachers with the knowledge, skills, and entrepreneurial attitudes needed to prepare students for gainful employment and self-reliance (NCCE, 2019). In Nigeria’s Colleges of Education—especially those in the Northeast geopolitical zone—Business Education programmes face persistent challenges of inadequate and unstable funding, leading to obsolete equipment, understaffing, and low student achievement (Ahmed & Suleiman, 2021). Sustainable funding is crucial because Business Education is highly resource-intensive: it requires modern computer laboratories, accounting software, office machines, consumables, and continuous staff development (Okoro, 2018).
Globally, sustainable financing in teacher-training institutions is increasingly framed around diversified revenue sources, transparent budget management, and performance-based allocation (UNESCO, 2021). In Nigeria, however, Colleges of Education rely heavily on government subventions that are vulnerable to fiscal shocks, insurgency-related disruptions, and competing policy priorities (Federal Ministry of Education [FME], 2022). The Northeast region—comprising Adamawa, Bauchi, Borno, Gombe, Taraba, and Yobe States—has the added burden of post-conflict reconstruction costs, which further strains public education budgets (World Bank, 2020). Consequently, lecturers report difficulties in conducting practical lessons, while students complain of insufficient instructional materials (Yakubu & Gwamma, 2022).
1.2 Statement of the Problem
Despite repeated policy pronouncements and intervention funds such as the Tertiary Education Trust Fund (TETFund), chronic under-funding continues to impede effective teaching and learning in Business Education departments across Northeast Colleges of Education (Eze & Abdullahi, 2020). Budget releases are irregular; internally generated revenue (IGR) is minimal; and donor support is sporadic (Aliyu, 2019). Without a sustainable funding model, facilities deteriorate, curricular innovations stall, and graduate quality declines—undermining national goals of producing competent business teachers and entrepreneurs (NCCE, 2019). The core problem, therefore, is the absence of a reliable and diversified financing framework that can guarantee year-to-year programme viability and instructional quality.
1.3 Objectives of the Study
The main objective is to examine sustainable funding mechanisms for Business Education programmes and their impact on effective teaching and learning in Northeast Nigerian Colleges of Education. Specifically, the study seeks to:
Analyse existing funding sources and their adequacy for Business Education programmes.
Assess the relationship between funding stability and the availability of instructional facilities.
Determine how funding levels influence pedagogical practices and student learning outcomes.
Identify challenges hindering sustainable financing and propose strategic remedies.
1.4 Research Questions
What are the current funding sources and patterns for Business Education programmes in Northeast Colleges of Education?
To what extent are instructional facilities and materials adequately provided relative to funding received?
How does funding stability affect lecturers’ teaching practices and students’ learning experience?
What obstacles impede sustainable financing, and what strategies can enhance funding resilience?
1.5 Research Hypotheses
H₀₁: There is no significant relationship between funding adequacy and the availability of instructional facilities in Business Education departments.
H₀₂: Funding stability has no significant effect on student learning outcomes in Business Education.
1.6 Significance of the Study
Findings will benefit:
Policy-makers—by providing evidence to refine funding formulas and strengthen accountability frameworks (FME, 2022).
College Administrators—through practical strategies for diversifying revenue and optimizing resource allocation.
Lecturers and Students—via advocacy for improved teaching conditions and learning resources, ultimately raising programme quality.
Researchers—by filling gaps in empirical literature on sustainable financing of teacher-education programmes in conflict-affected regions.
1.7 Scope of the Study
The study covers public Colleges of Education in the six Northeast states. It focuses on 2020–2024 financial data, funding sources (government subventions, TETFund, IGR, donor grants), facility adequacy, and teaching-learning indicators in Business Education departments. Private colleges and other academic programmes are excluded.
1.8 Operational Definition of Terms
Sustainable Funding: A financing approach that provides consistent, adequate, and diversified resources over time to meet programme needs without jeopardising future financial stability.
Business Education Programme: A teacher-training curriculum offering courses in accounting, marketing, office technology, and entrepreneurship, aimed at preparing educators for secondary and vocational schools.
Effective Teaching and Learning: Instructional processes that employ appropriate facilities, up-to-date pedagogy, and assessment methods resulting in demonstrable student competence.
Colleges of Education: Nigerian tertiary institutions that offer the Nigerian Certificate in Education (NCE), qualifying graduates to teach at basic and secondary levels.
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