INTRODUCTION:

The quest for a change and development in the economy of the nation has drawn conclusions to most
research concluded by great scholars as vital answers were given to the pondering heart over the level
of development of the country. “Making smart and effective investments in people’s education is critical
for developing the human capital that will end extreme poverty. At the core of this strategy is the need
to tackle the learning crisis, put an end to Learning Poverty, and help youth acquire the advanced
cognitive, socio emotional, technical and digital skills they need to succeed in today’s world.”(world
Bank IMF lib, 2020) it is seen that “EDUCATION” plays a vital role to actualization of this task which
concentrate on the planning in education sector.

Education is a sector of the national economy of any nation as well mechanism to use for greater height
In as much as planning is properly done in education then the economy plaaning will be visible as they
both work pari passu, this knowledge and fact brought about productivity through proper planning,thus
makes educational planning a vital piece the government needs to work with.

Implementation of planning cant be isolated from educational planning as failure to one of the variable
will bring about lost hope in the economy .without educational planners ,implementation cant take
place and without the implementation ,the plan is null.” Once goals have been identified, an
implementation plan is developed that highlights strategies, activities, professional resources, and
opportunities for professional development. Generally, implementation plans span one to three years
and articulate stages of awareness, partial implementation, and full implementation or goal attainment.
A key consideration in the implementation process is defining indicators of progress.” (Vibrant learning
journal ,2020).For a clearer understanding how this terms work impact to our nationa and the effect of
its challenges or problem,there is need to view Joel Barke philosophy as I quote

“ Vision without action is merely a dream.

Action without vision just passes time. Vision

with action can change the world. “Joel Barke”

vision is the planning while action is the implementation, vision and action must work to change thhe
world

CONCEPT OF PLANNING

One of the process to be considered in effective management is PLANNING.This can be looked into in
various ways pending on the organization perspectives. Planning is all about establishing goalS ,setting
objectives and methhods of implementation of the plan laid. Planning is the process of thinking
regarding the activities required to achieve a desired goal.(Wikipedia ,2024)Planning is based on
foresight, the fundamental capacity for mental time travel. Some researchers regard the evolution of
forethought - the capacity to think ahead - as a prime mover in human evolution. Planning is a
fundamental property of
intelligent behavior as well as view Planning as deciding in advance what to do, how to do it, when to
do it, and who should do it. This bridges the gap from where the organization is to where it wants to be.
The planning function involves establishing goals and arranging them in logical order quoted by (Learn
org,2022). Putting all together (Adiele,Obasi.k,Ohia.A,2021)defines planning as the process of deciding

ahead of time the specific cause of Acton that would be taken in order to achieve some defined

objectives most efficiently in terms of resources use.

CONCEPT OF EDUCATIONAL PLANNING

There is no unified definition as to what Educational planning it’s all about,

notwithstanding we will look into one definition populary cited by many scholars

“Educational planning, in its broadest generic sense, is the application of rational,

systematic analysis to the process of educational development with the aim of

making education more effective and efficient in responding to the needs and

goals of its students and society”(combs) was cited (Adiele E.E,Obasi K.K,Ohia A

N,2021)Educational planning can as well be referred to the systematic process of setting goals,

formulating strategies, and making decisions to improve and enhance the quality of education. It

involves analyzing educational needs, identifying objectives, and designing effective interventions to

achieve desired educational outcomes. It as well encompasses a wide range of activities, including

curriculum development, resource allocation, infrastructure development, teacher training, and

monitoring and evaluation.Further more, Educational planning strives to research,

develop, implement and advance policies, programs and reforms within

educational institutions. Educational planners might work at the local, national or

international level to advance or improve education.(learn.org,2023)

IMPLEMENTATION

Implementation is the process of identifying, incorporating, monitoring, and continually

refining professional learning that helps educators enhance their practice and encourage

and inspire student academic and non-academic growth,(CT.GOV CONNECTICUTS ,2024)

PROBLEMS OF EDUCATIONAL PLANNING AND IMPLEMENTATION

One of the major problems of educational planning and implementation at the tertiary level in Nigeria is

1)INADEQUATE FUNDING: The government's budget allocation for education is often insufficient to
cater to the needs of tertiary institutions. This leads to a lack of resources, inadequate infrastructure,
and inability to attract and retain qualified staff.this result to brain drain where we have high rate of
skilled professional personnel migrating out of the country for greener pasture. the inadequate
funds often released to the operators of the education system are not honestly and fully
utilized to promote the cause of education. Many corruptly divert much of the available
educational resources to serve personal interests. This is supported by the findings of
Aghenta (1984) [30] with the following claims: The money available is not carefully
used, as they do not get to the schools, and the little that gets there is typically wasted
by those whose responsibility is to manage the schools. The UNESCO standard of
allocation to education for all nations of the world is 26% of the national budget. During
the dictatorship (military government) in Nigeria, education received as much as 13%.
Nevertheless, the present democratic government in Nigeria has fallen short of this
policy. For example, in 2001, it only allocated 8% to education. In 2006, the Federathis
l Government’s provision for education was a dismal 10.4% of the budget. More
disturbing is, in 2021, only 5.6% allocation of the national budget was given to
education, the lowest percentage allocation since 2011 (FME, 2021) [31]. The National
Association of Nigerian Students (NANS, 2021) [32] described the allocation of 5.6% of
the 2021 budget to education under President Muhammadu Buhari’s government as the
worst in the last decade and a neglect of the education sector in the 2021 budget.
These inadequate funding is the most critical challenge that has threatened policy
implementation and the attainment of good quality tertiary education in Nigeria.
Inadequate funding of education has been a scourge to educational development in the
country. Onokorheraye (1995) [33], as Asiyai (2013) [34] quoted, maintained that a
significant constraint to attaining academic excellence in Nigerian universities is
financial constraints, making many academics and non-academics work under
challenging circumstances. Many tertiary education institutions in Nigeria could not
build lecture halls or equip laboratories and students’ hostels. Improper facilitation of
workshops and massive slag in payment of academic staff salaries, allowances,
research grants and medical bills. (Ivara and Mbanefo cited in Asiyai 2005 [30], 2013
[35

2)THE MISMATCH BETWEEN THE CURRICULUM AND THE NEEDS OF THE JOB MARKET{NON
FUNCTIONALITY OF THE SYTEM}: Many graduates often struggle to find employment because they lack
the necessary skills and practical experience required by employers. This is particularly evident in fields
such as engineering and technology, where practical training is crucial. However, the curricula in these
disciplines often focus more on theoretical knowledge, which hampers the students' ability to apply
their knowledge in real-world settings. Even the federal government of Nigeria (FGN) and the
Academic Staff Union of Universities (ASUU) Re-negotiation Committee (2009) widely
acknowledged that the key to the progress of Nigeria in the 21st century lies in the
country’s ability to train and produce applied Theoretical knowledge in science,
technology and humanities. The Renegotiation Committee arrived at a consensus on the
need for a rational and scientific procedure for determining the funding requirements to
revitalize the Nigerian university system. Despite all efforts made, the Nigerian
government has not shown enough commitment toward adequate funding for higher
education.These claims also correlate with Aigheyisi & Obhiosa (2014) [36] findings in
their investigation of the functionality of Nigeria’s tertiary education system, which
argues that the system has been predominantly non-functional and identified some
factors responsible for the problem. These problems are the weak commitment of the
Nigerian government to the nation’s tertiary education system{non functionality of the
system instance is drawn from a student majoring in computer science that might not have the
practical skills required for software development or data analysis by due to the emphasis on theory in
the curriculum. As a result, many graduates remain unemployed or underemployed despite their
qualification this is traced to many universities in Nigeria having outdated laboratory equipment and
libraries with limited resources. This affects the quality of education and hinders research and
innovation.

3)LIMITED ACCESS TO TERTIARY EDUCATION: One of the major problems in Nigeria is the limited access
to tertiary education. The number of available slots in universities and polytechnics is significantly lower
than the number of qualified candidates seeking admission. For instance, in 2020, only about 30% of
candidates who applied for admission to tertiary institutions were offered admission, while the
remaining 70% were left without a place. This limitation restricts the educational opportunities for many
qualified individuals.

4)POOR QUALITY ASSURANCE AND ACCREDITATION: The quality assurance and accreditation processes
in Nigeria's tertiary education system are often inadequate, leading to a lack of standards and
accountability. This can result in the production of graduates who do not meet the required academic
and professional standards.

5} ACCOUNTABILITY AND TRANSPARENCY :What would have been a significant

turnaround for the Nigerian education sector was the launch of the Community
Accountability and Transparency Initiative (CATI). Whose objective was to get
community development associations, town unions, Faith-Based Organizations (FBOs),
NGOs involved in monitoring deployment, and public funds in schools. When fully
operational, all disbursements to the institutions under the EPA funding mechanism
would be published and made available to communities to ascertain if funds have been
used for the purposes. For a start, CATI led to the publication of the capital and
recurrent expenditure of institutions in 2005 and 2006. Though it was an aborted
dream which will be discussed in the cause or problem.

6}POLITICAL INSTABILITY: The change in governance is not problematic to the

education system but, the lack of continuity of policy practiced by the government
causes major disruption to educational goal attainment. So, various governments
formulated educational policies, but political instability discouraged the political will to
implement such policies. As new governments came in succession, continuity in policy
implementation is not guaranteed; this has affected educational policy implementation
in Nigeria. Teachers and school management are also made to go through a change of
actions in line with newly formulated policies. The constant change in educational
policies characterizes the Nigerian education system. Educational policies have been
changed repeatedly, even by the same leader in power. They have not always been
given time to mature before their termination. The political climate in Nigeria has not
been conducive enough to give room for continuity of good educational plans and
policies because every successive political leader (civilian or military) wanted to be
identified with new policies, thereby suspending the existing ones. According to
Odukoya (2006) [50], constant Changes in Policies tend to negatively affect the
implementation of the National Policy on Education and consequently the standard of
education.It has become a norm in Nigeria in most parasector that once there is a
change in power then there will be a change in plan notminding what harm or good it
will be to the blue print.the plan of community Accountabilty and Traansprency
Initiative {CATI}was aborted and scrapped the moment that the Minister who
championed its establishment left office. The same Minister attempted to restructure
the parastatal and departments under the Ministry of Education to eliminate corruption
and wastages. Moreover, to establish an autonomous inspectorate service unit as
envisaged by the NPE (2004) [28]. Once the Minister left office, it was back to business
as usual. This is yet another good policy but was caught up in the politics of poor
implementation where an incoming new Minister reverses what his/her predecessor has
put in place. Accountability and management are amongst other determinants of
Coherent implementation strategy a concrete measure to make policy operational at
the school level. Chineze and Olele (2011) [37], in their study of Academic
Accountability, Quality and Assessment of Higher Education in Nigeria, concluded that
academic accountability, in terms of the quality of inputs and outputs, was low.
Conversely, lack of political will to develop the education sector, low students’ learning
readiness, and non-utilization

7}Non participation in decision making: Government leadership did not involve staff
union members in decision-making. While Iyayi (2002) [48], cited by Asiyai (2017)
[43], argued that the dismissal of some academics without following due process
indicated poor governance, much academic staff were de-motivated to serious
academic pursuit. Additionally, Bamiro (2012) [49] maintained that the unfavorable
governance leading to a series of strikes resulting in the closure of some institutions for
up to 177 days accounted for the low quality of tertiary education in Nigeria. This
unfavorable situation could lead to strained relations between university staff unions
and management, increased hostility and aggression and increased mutual suspicion,
which are all threats to mutual co-existence for the attainment of good quality tertiary
education in Nigeria.

POSSIBLE SOLUTIONS TO THESE PROBLEMS INCLUDE:

1. Increased funding: The government should prioritize education by allocating a higher percentage of

the budget to tertiary institutions. This would help provide better infrastructure, equipment, and

resources, as well as attract and retain qualified lecturers.

2. Curriculum review: Tertiary institutions should regularly review their curricula to ensure they align

with the needs of the job market. This could involve incorporating practical training, internships, or

cooperative programs to equip students with the necessary skills and experience.

3. Industry collaboration: Collaboration between educational institutions and industries can help bridge

the gap between theory and practice. Tertiary institutions should establish partnerships with industries

to offer internships, practical training, and job placement opportunities for students. This would enable

students to gain hands-on experience and make them more marketable upon graduation.

4. Regulatory reforms: The government should review and update the regulations governing tertiary

education to ensure that quality standards are met. This would include strengthening accreditation and

quality assurance processes to ensure that institutions are meeting the required standards.:

5) Strengthen quality assurance agencies: The government should provide adequate resources and

support to quality assurance agencies to ensure they can effectively monitor and maintain standards in

tertiary institutions.

6)Increase collaboration with international accreditation bodies: Collaborating with international

accreditation bodies can help improve the accreditation process, ensuring compliance with global

standards

7}Political stability: In coming Government should work with blue print of plans and encourage
continuity for wew all are working towards a particular goal to achieve which is productivity and
eficiciecy in inputs made.

8}staff union ought to be encouraged in decision making of the policy as they have much to say and act
as personnel s on field .

In conclusion, the problems of educational planning and implementation at the tertiary level in Nigeria

require a multi-faceted approach. Adequate funding, curriculum alignment with the job market, industry

collaboration, and regulatory reforms are key to addressing these issues and improving the quality of

tertiary education in the country. However, with the implementation of suggested solutions such as

increasing access and funding, updating the curriculum, strengthening quality assurance, and engaging

with international accreditation bodies, Nigeria can work towards improving the quality and

effectiveness of tertiary education in the country.

REFERENCES:
Adiele E,Obasi k,&Ohia A{2021) Fundamentals of Educational planning, Portharcourt : Harey publication
coy.

Asiyai, R. I. (2017) Exploring Micro-politics in Higher Education: The Case of Universities in Southern
Nigeria., Studies in Education/Faculty of Education ...

Aigheyisi, O. and Obhiosa, O.B. (2014) An Empirical Investigation of the Functionality of Nigeria’s Tertiary
Education System journal

CT.GOV CONNECTICUTS OFFICIAL WEBSITE{,2024)

Combs ,P.H(197) what is Educational planning ?Parish ,UNESCO\IIEP

Enyiazu, F.A. (2022) The Problems of Educational Policy Implementation and Its
Influence on the Welfare of Teacher Labor Market in Nigeria. Open Access Library
Journal, 9, 1-22. doi: 10.4236/oalib.1108868

Franca Adanne Enyiazu : The Problems of Educational Policy Implementation and Its Influence on the
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Wikimedia Foundation, Inc,2024. the Creative Commons Attribution-ShareAlike

License 4.0;

World Bank Open Access for Formal Publications(2020)