Implementation of Education-Related Sustainable Development Goal in Three Selected LGA’s of Kogi State, Nigeria

Abstract

This study is designed to assess the implementation of Education Sustainable Development Goal (SDG 4) in three selected Local Government Areas (LGAs); Dekina, Adavi, and Yagba-East in Kogi State, Nigeria, between 2017 and 2024. The global emphasis on inclusive and equitable quality education underscores the importance of evaluating local progress towards achieving SDG 4, particularly in developing regions. The study aimed to (1) examine whether there has been significant improvement in access to free and equitable quality primary and secondary education, (2) assess the effectiveness of Early Childhood Care and Education (ECCE) programs in preparing children for primary education, (3) identify barriers hindering equitable access to vocational education among youth, and (4) evaluate the impact of teacher availability and training on learning outcomes in public schools across the selected LGAs. A descriptive survey research design was adopted. The study was guided by four research questions, objectives, and hypotheses. Data were collected using both primary and secondary sources, with a structured questionnaire serving as the primary instrument. A total of 400 questionnaires were distributed, out of which 382 were completed and returned. Data were analyzed using descriptive statistics and Chi-square tests via the Statistical Package for the Social Sciences (SPSS). The findings revealed statistically significant improvements in access to primary and secondary education in Kogi State, notable effectiveness of ECCE initiatives in enhancing school readiness, significant barriers hindering access to vocational education, and a positive impact of teacher availability and training on student learning outcomes. Based on these findings, the study recommended that the Kogi State Ministry of Education strengthen equitable access toeducation, expand ECCE programs, address barriers to vocational training, and invest in teacher recruitment and professional development to accelerate progress toward achieving SDG 4.