Generating and Allocating Internal Revenue for Public Secondary School Administration in Cross River State

Abstract

The design adopted for this study was correlation. Population of the study consisted of all the 504 public secondary schools principals in 18 LGAs in Cross Rivers State. However, purposive sampling technique was use to select the 504 principals a sample for the study. There were two research questions and two hypotheses formulated for the study. Questionnaire was the instrument used for data collection with 20 items and titled “Generation and Allocation of Internal Revenue for School Administration Questionnaire” (GAIRSAQ). The GAIRSAQ was validated by the researchers’ supervisors as well as two experts from Measurement and Evaluation in the Department of Psychology, Guidance and Counseling. Split half statistic associated with Spearman Brown prophecy formula was used to estimate the reliability of the questionnaire with co-efficient of 0.86. Mean, standard deviation and rank order were used to answer the research questions while z-test was used to test the hypotheses at 0.05 level of significance. The findings of the study showed that rentage, community assistance, PTA contributions, fund raising campaigns were among the strategies for generating revenue in public secondary schools in Cross River State. The study also showed that revenue was majorly allocated based on the urgency of the need and that revenues generated were utilized for different administrative needs such as provision of facilities, maintenance and day-to-day running of the school. Therefore, it was recommended among others that principals should develop an equitable revenue allocation formula for effective administration of public secondary schools in Cross River State.

Public private partnership (PPP) as an aid to tertiary institution support for internally generated revenue (IGR): a case study of yaba college of technology

“…The traditional funding sources for the Nigerian tertiary education vary somewhat from point of view of the founding and proprietorship of the institutions. The federal tertiary institutions are funded by the federal government via grants for personnel costs, research funding and capital expenditures (Agunbiade & Dawud, 2017;Gebreyes, 2015;Nyeh & Kpee, 2019;Onuoha, 2013). It is on statutory note that federal tertiary institutions do not charge any tuition fees (Okojie, 2009) and it could be considered a serious violation for any federal tertiary institutions to impose tuition fees on the students or their parents (Ijaduola.…”

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“…The study provided additional information to the current research that public secondary schools allow the private examination candidates to use the school library and laboratory and pay fees. Similarly, a quantitative study by Nyeh and Kpee (2019) in Nigeria reported that school income-generating activities include NGOs, school shops, fundraising, renting facilities, school alumni, and handcrafts as the primary sources of IGAs. Findings from studies conducted in Ghana and Nigeria revealed the income-generating activities; however, by considering technological and educational systems between Tanzania and Ghana as well as Nigeria.…”

Public Private Partnership (PPP) as an Aid to Tertiary Institution Support for Internally Generated Revenue (IGR): A Case Study of Yaba College of Technology

“…The primary source of Nigerian tertiary education funding differs depending on the ownership of the institutions. The federal government is responsible for personnel and capital costs as well as research and development funds via several grants in federal tertiary institutions [15,33,34]. Statutorily, tertiary institutions owned by federal government are tuition free and it is considered serious violations if any federal tertiary institution charges any tuition fee [15,35].…”