Impact of Public and Private Sector Involvement in Education Delivery in Nigeria

The focus of this study is two-fold. First is to find the correlation of the following variables: Government insensitivity to education needs; Public and private open encouragement of low productivity; Lack of spirit of hard work among students; Lack of adequate study habit skills; in education delivery in Nigeria. These variables have been shown to affect educational delivery service. Second is their predictive power on educational delivery service. The perceptions of lecturers, principals, teachers and students regarding these variables were captured by applying both quantitative and qualitative approaches. The main instrument used for data collection was a questionnaire, which consisted mainly of closed-ended questions and four open-ended questions. For the closedended questions the Likert scale was used. Results show that when government insensitivity, Low productivity, student input and study habits were correlated with educational delivery, government insensitivity had an r value of .234, low productivity had an r value of .450, student input had an r value of .466, and study habits had an r value of .439, all at p<0.05 which were significant. Consequently it is concluded that Government insensitivity, low productivity, students’ input, and study habit skills will significantly correlate for education delivery in Nigeria. The regression function model for Educational delivery = 1.602, -.009 government insensitivity; + .323 low productivity; student input +198; and study habits +.384. Its F-value = 23.025 with df (4, 142) significant at .000. The regression model was a significant predictor of Educational delivery in Nigeria. It is concluded that low productivity, students’ input, and study habit skills will predict educational delivery in Nigeria with the exception for government insensitivity, which had no impact. It was recommended that private sector participation should be encouraged to complement the efforts of the government.