The FCT Secondary Education Board (SEB) has said that the stoppage of the Education Trust Fund (ETF) from funding secondary schools has created a gap in the smooth operations of the nation’s education system.
Dr. Moroof Akinwande, Chairman of the board made the disclosure.
It would be recalled that the ETF, which catered for the needs of the secondary level education, was changed to the Tertiary Education Trust Fund (TETFund) to cater strictly for tertiary education.
“The removal of the ETF from funding secondary education is greatly affecting the secondary education boards and this is causing a kind of set back to the secondary level of education.
“At the basic education level, the states basic education board also have the Universal Basic Education to compliment their funding, while at the tertiary level there is the TETFund to augment its funding.
“The secondary education board is the only education level without a subordinate body to augment its funding and this has left us as an orphan’’, he said.
Akinwande said the FCT secondary education board had tried on its own to provide adequate equipment for proper learning and computer education.
He said the challenges facing the secondary education level in the country included inadequate training of teachers and poor funding.
Others, he said, are inadequate infrastructure in schools and lack of equipment for effective teaching of practical subjects.
He said that addressing the challenges urgently would lead to rapid progress in the secondary education level.
He said it was not proper for the basic and tertiary education level to have proper funding while the secondary level was neglected since it was the secondary level that bridged the two.
He said there was need to improve the funding of the secondary level, in order not to experience a disconnect in the education system of the country.
He said the provision of qualitative secondary education through functional and well equipped secondary education boards would always remain the fundamental way to improve the tertiary level.
He called for critical interventions in the secondary education to ensure that it was fully revitalised because it prepared students for the life ahead.
He urged alumni associations and private sectors to complement efforts of government in the provision of infrastructure, equipment and instructional materials to their schools.
According to him, this has become imperative because if it was left to the government alone, the target of education for all would not be met.