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Please use this identifier to cite or link to this item: http://bsuir.bsum.edu.ng:8080/jspui/handle/11409/559

Authors: UGBA, DAJO
Issue Date: Oct-2019
Publisher: NONE
Citation: NONE
Series/Report no.: NONE;NONE
Abstract: This research assessed the contributions of civil society organizations (CSOs) to educational development in Benue State. The objectives of the study were to assess the CSOs that are involved in educational development, the extent of their involvement, the specific areas they have contributed to educational development and factors limiting their contributions to educational development in Benue State. The study had two research assumptions. The first assumption stated that CSOs have not contributed significantly to educational development while the second assumption averred that CSOs lack the conducive environment to promote educational development in Benue State. Marxist theory was used to argue that CSOs have not been able to contribute significantly to educational development because they are agents of capitalism masquerading as agents of development. Open-ended questionnaire, key informant interview and documentary sources were the major instruments of data collection used. The sample size of the study was 361. Data obtained through the questionnaires were analysed quantitatively with the aid of Statistical Package for Social Science (SPSS). The assumptions of the study and data obtained from Key Informants were analysed descriptively. Findings from the study revealed that respondents were aware of the CSOs involved in educational development in their communities. The study also observed that CSOs contributed to educational development in Benue State through the provisions of educational infrastructure, scholarship, capacity building and the promotion of mass literacy. However, looking at the education needs of the state vis-avis the contributions made by CSOs, the study concluded that CSOs did not contribute significantly to educational development in Benue State. Inadequate funding, corruption, lack of capacity and lack of cooperation among CSOs were identified as some of the major factors limiting the contributions of CSOs to educational development in Benue State. The study recommended that CSOs should be open, transparent and accountable, Government should affect appropriate review of existing legislations to ensure the full involvement of CSOs as critical stakeholders in the design, monitoring and implementation of educational policies in the State and that CSOs should build their own capacities to be able to withstand the complexity of modern development challenges.
URI: http://bsuir.bsum.edu.ng:8080/jspui/handle/11409/559
Appears in Collections:Sociology

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