INTRODUCTION

FINANCIAL PLANNING FOR STATE SECONDARY SCHOOLS:
A STRATEGY FOR QUALITATIVE SECONDARY EDUCATION IN NIGERIA.

In Nigeria there are three major levels of education system. Starting from the base, these are:
- The primary level
- The secondary level and
- The tertiary level.

SCHOOL FACILITIES: MANAGEMENT PRACTICE IN NIGERIA

Facilities are those factors which enable production workers to achieve the goals of an organization. Facilities are plants (buildings), equipment, materials and so forth. In a simple direct form, facilities are things the worker needs to make his production efforts noticeable.
School facilities are the operational inputs of every instructional programme. The school is like a manufacturing organization where plants and equipment must be in a top operational shape to produce result. Efficiency in the production function depends on how well the plants have been maintained. Effectiveness in the use of materials is dictated largely by the operationality of facilities.

PROVISION AND MANAGEMENT OF EDUCATION FINANCE IN NIGERIA

Educational financing refer to the process of sourcing, allocating and managing public school revenues in the production of educational services for the attainment of educational objectives. It helps to determine the extent of the number of employees and other resources needed in the school system for effective and efficient production of educational service.
There are competing demands on government for funds by various sectors of the national economy of which education industry is one, and that calls for optimum performance by every sector of the economy to justify continued public financial support especially in the face of dwindling economy and world inflational spiral. Resources allocated to an educational activity can either be measured in terms of the expenditure (i.e. paid money values) or in real terms such as time put in by the teachers and students.
Measurement of real terms also include service rendered by the physical facilities such as buildings, equipment, furniture etc., with respect to an educational process and these are based on the opportunity cost concept. That is to say that for a particular choice of an activity such as production of any particular level or type of education, the opportunity cost of the activity is the alternative opportunities hat have given up in the production of human capital assets (Bowles, 1970). In technical terms, the cost of education may be defined as the real resources used up in the production of educational capital assets while expenditure on education as used budgeting sense is the money value of resources (human and material) assigned to educational institutions during a given year whatever be the date of which the product will be available.
Education system is said to be productive to the extent that it is cost effective or performing optimally. Some neo-classical economists such as Sheeham (1973), has proved that a national and individual levels, education is seen as sine-qua-non for economic development of both individuals and nations. The economists such as Blaug (1970), Ahamed and Blaug (1973) and Cohn (1979) have demonstrated high correlation between investment in education, educational standards or enrollment ratio in the countries surveyed and such indices of economic growth such as Gross National Product (GNP), per capital, energy use, health and socio-political development as observed in the highly industrialized societies. This explains why both the developing and developed nations earmark a huge proportion of their national income for the provision of educational services for production of manpower for social and economic development. This paper therefore identified the need for public to finance education, the sources of education finance and the recommendations for better funding of education Nigeria.