Category: MIL-OSI

Source: The Conversation – Africa – By Tolu Olarewaju, Economist and Postgraduate Supervisor, University of Lancashire; Keele University

Nigerians have no reliable way of scrutinising the national budget. The citizen’s portal of the Nigerian Budget Office of the Federation is often offline, and when it is online, it is highly technical and difficult for ordinary citizens to understand.

Data on the Nigerian budget sourced elsewhere online is also frequently hard to find and incomplete. As a result, the Nigerian budget is treated like a government secret and Nigerian citizens are unable to effectively scrutinise the government’s income and expenditure decisions.

My research shows that this disrupts the social contract between the citizens and the government of Nigeria and creates an opportunity for corruption.

The World Justice Project estimates that corruption has cost the Nigerian economy more than US$550 billion since 1960. And a report by the accounting firm PwC shows that corruption in Nigeria could cost up to 37% of the nation’s GDP by 2030 if it’s not dealt with immediately.

I am an economist whose research focuses on poverty and corruption reduction. In a recent paper, I show how secrecy fuels corruption in the management of Nigeria’s finances. I set out how citizen monitoring and digital engagement can enhance transparency and accountability.

I also identify some obstacles to making this a reality in Nigeria. These include technical capacity limitations, weak enforcement mechanisms, and political resistance.

To overcome these challenges, the government must invest in digital infrastructure. Fostering civic engagement and independent oversight, too, can ensure sustained accountability and effective implementation.

Budgetary secrecy and corruption in Nigeria

The Open Budget Survey is produced by the International Budget Partnership. It provides the main global assessment of budget accountability in the world and evaluates:

• public participation: formal and meaningful opportunities for the public to engage in the national budget process

• oversight: institutions such as the legislature, national audit office and independent bodies

• transparency: comprehensive budget information, made available to the public in a timely and accessible manner.

Nigeria performed poorly in the 2023 survey. It scored 19/100 in public participation, 61/100 in oversight, and 31/100 in transparency. It ranked 92 out of 125 countries. This was below several African peers and the global average of 45.

This marks a decline from 2021. Nigeria scored higher then in public participation (26) and transparency (45), while oversight has remained unchanged.

The drop is largely due to the government’s failure to publish key fiscal reports on time. These include in-year reports and mid-year reviews.

The source of the problem

My research found that government budgetary secrecy and corruption in Nigeria have historical roots. They stem from the era of colonial taxation, when colonialists collected taxes but didn’t invest in the people’s wellbeing.

But these bad practices have intensified since independence. About 47% of Nigeria’s 232.68 million people live in multidimensional poverty. This is a clear sign that Nigeria is not spending its resources wisely. Development, job creation and service delivery are all lacking.

My research found that even when funds are budgeted, secrecy facilitates fraud in a number of ways.

The first way is through vaguely specified budgeted projects. Many projects are listed without quantity or location. They use terms like “empowerment and sensitisation” or “provision of infrastructure”.

Secondly, through the budgeting of non-beneficial initiatives. Nigeria’s approved federal budget for 2025 included US$1.5 billion for health, US$2.5 billion for education and US$1.7 billion for agriculture. However, a whopping US$17 billion was allocated for the presidency.

Thirdly, through inflated figures for budgeted items. For example, the purchase of a car for ₦375 million (US$278,000).

Fourth, through the under-delivery and abandonment of projects.

Nigeria’s budgetary corruption is reinforced by a complex three-tier system of budgeting at the federal, state, and local government levels.

• At the federal level, the budget is prepared by the executive (president and ministries). It is coordinated by the Budget Office, approved by the National Assembly, and enacted as the “Appropriation Act”. However, limited and delayed fiscal disclosures enable budget padding, vague allocations, and weak expenditure tracking.

• At the state level, budgets are prepared by governors and state ministries. They are approved by the State Houses of Assembly, focusing on state needs. However, inconsistent publication of budgets and reports at this level makes it difficult to monitor spending and creates room for misallocation.

• At the local level, budgets are prepared by local government officials. However, they are heavily influenced by state governments and approved by local councils. Here, a lack of financial autonomy and state control over funds leads to diversion, ghost projects, and minimal accountability to citizens.

The solution

The Nigerian government says it also has an Open Treasury Portal that provides transparency in its budgeting system. My research shows that this platform also suffers from technical glitches, incomplete data, and low enforcement.

BudgIT, a Nigerian civic technology organisation, uses data visualisation and storytelling to try to make the government budget more accessible to citizens, but its impact is also limited by insufficient data availability.

Advances in information technology make it possible for Nigeria to build a real-time online government budget system that the public can access and monitor. This would cover financial statements and reports across federal, state and local governments. Nigerians could also use a system like this to vote on projects the government should focus on.

South Korea has a similar model. Known as the Digital Budget and Accounting System (dBrain), it is a fully integrated system for budget planning, execution and monitoring of government finances across agencies in real time.

Another country, Georgia, has an e-budget transparency system. It provides real-time budget execution data and is integrated with the goverment’s e-procurement and treasury systems.

The US also has the USAspending.gov service, which tracks federal spending in real time and provides publicly accessible and searchable data on what the federal government spends.

Importantly, real-time online budget monitoring enables quick detection of corruption, but its effectiveness depends on clear and consistently enforced penalties.

What needs to be done

An online government budget system which the public could monitor would improve transparency and accountability in Nigeria. Technologies such as Enterprise Resource Planning systems and Integrated Financial Management Information systems enable real-time budget tracking and integrated financial management. Blockchain can further strengthen transparency through secure records. Also, cloud computing can improve accessibility and data security.

Data analytics and AI can enhance forecasting, automate monitoring, and improve decision-making. This would make budgeting more efficient, transparent and responsive.

The Nigeria Tax Administration Act has introduced a digital tax system requiring Nigerian taxpayers to keep accurate transaction records.

The Nigerian government aims to use this to improve efficiency, accuracy and transparency in its tax system. The government should implement a similar system for all its own financial transactions.

– Nigeria’s budget is treated like a government secret: how an online public monitoring system could fight corruption
– https://theconversation.com/nigerias-budget-is-treated-like-a-government-secret-how-an-online-public-monitoring-system-could-fight-corruption-280503

Source: The Conversation – Africa – By Frank Quansah, Senior Lecturer, Educational Assessment, Measurement and Evaluation, University of Education, Winneba

Across Africa and beyond, education systems are shifting to curricula designed to build critical thinking and problem-solving skills.

Competency-based curricula put learners at the centre. They are meant to prepare students for a rapidly changing world, where success depends on the ability to adapt, think critically and solve complex problems.

Unlike traditional curricula, which often emphasise covering content and memorising facts, competency-based curricula focus on how students apply what they learn in real-world situations. For example, instead of simply recalling scientific definitions, students might be asked to use a concept to explain how diseases spread.

Much of the discussion around this shift in education has focused on familiar challenges, including teacher preparedness, availability of learning materials, and how faithfully the curriculum is implemented.

While these factors are important, they do not fully explain why reforms often fall short of their intended goals, particularly in improving how students learn and develop competencies.

In a recent study I co-authored, published in Discover Education, we reviewed evidence from different countries, including Ghana, Kenya and Vietnam, about what is undermining learner-centred education. We found that the main constraint to reforms in teaching is assessment systems. Teaching and testing systems are mismatched. While curricula promote skills like critical thinking and problem-solving, national exams want learners to memorise facts and follow routine procedures. So that’s what teachers concentrate on.

The misalignment is holding students back from success: being able to apply what they learn in real-world situations. This ability is essential for further education, employment and everyday decision-making.

Exams shape what counts

In our study, we set out to understand why learner-centred reforms, which are central to competency-based education, often fail to produce meaningful changes in classroom practice. We reviewed research and policy evidence from multiple countries across Africa, Asia and beyond, focusing on how national assessment systems interact with curriculum reforms.

We found a pattern: high-stakes exams do more than assess learning; they shape what teachers teach and what students focus on.

Our analysis shows that this creates a “double bind” for teachers. They are expected to promote critical thinking and problem-solving, while also preparing students for exams that reward recall and procedural accuracy. In practice, this often leads to surface-level reforms. New methods are introduced but teaching remains focused on memorisation.

In many African countries, examinations such as the West African Senior School Certificate Examination and Kenya’s National Secondary School Exams exert strong pressure on teachers.

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Read more: Ghana’s colonial past and assessment use means education prioritises passing exams over what students actually learn – this must change

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As a result, learning narrows to what can be tested. This limits the impact of reform.

In effect, exams become the real curriculum, regardless of what official documents say.

Rethinking what assessment does

The stakes are high.

If competency-based education is to succeed, assessment systems need to be rethought, not just adjusted at the margins.

This does not mean abandoning national exams. Rather, it means redefining what they are designed to measure.

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Read more: Should Kenya abolish all school exams? Expert sets out five reasons why they’re still useful

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Assessment should focus less on what students can recall and more on what they can do with what they know. This could include tasks that require analysis, problem-solving and application in real-world contexts.

It also means moving beyond a single high-stakes test. Combining national examinations with school-based assessments (such as projects or portfolios) can provide a more complete picture of learning.

The challenge is to do this in ways that remain fair, reliable and scalable across entire education systems.

A practical way forward

In our study, we propose a practical way to address this misalignment. We call it the LEARN model (Learner-centred assessment design; Evidence of competence; Adaptive to context; Reflective and feedback oriented; Nationally relevant and scalable). It offers a system-level framework for policymakers and education systems to redesign assessment so that it supports curriculum reforms.

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Read more: Ghana’s high school system sets many students up for failure: it needs a rethink

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The model is built around five ideas:

• designing assessments that reflect how students learn, using tasks that require applying knowledge rather than simple recall

• focusing on evidence of competence rather than recall, emphasising what students can do with what they know

• allowing flexibility to adapt to different classroom and national contexts

• integrating feedback into assessment so that it supports learning, instead of just measuring it

• ensuring that systems remain nationally relevant while still being practical to implement at scale.

The model shifts the focus from standardising test formats to aligning what is assessed with what matters.

Our model shows it is possible to balance two goals that are often seen as competing: maintaining national standards while supporting meaningful learning.

– What’s stopping kids from learning useful skills? Short answer: exams
– https://theconversation.com/whats-stopping-kids-from-learning-useful-skills-short-answer-exams-281652