Governments allocate public funds toward social goods and services as an essential component of provision of public goods and economic planning. This is facilitated through public procurement, which is the process through which the government acquires works, goods, and services from the private sector. The estimate among OECD countries shows that public procurement accounts for a 12.9% share of the Gross Domestic Product (GDP) in 2021. In developing countries, public procurement was estimated to be around 30% of the GDP and represented more than 30% of total government spending before the outbreak of the COVID-19 pandemic. In 2016, the annual expenditure on procurement in Nigeria was estimated to range from 10% to 25% of GDP.

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This brief was first published by Brookings

Nigeria and Ghana have experienced a range of economic shocks over the past two decades, including natural disasters, commodity-price fluctuations, financial crises and global economic downturns. These shocks have significantly impacted the economic stability and growth prospects of both countries, emphasising the importance of developing effective resilience strategies. Nigeria and Ghana have implemented monetary and fiscal measures in response to various crises.

This report was first published by SAIIA. READ MORE HERE

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Using data from a dedicated survey conducted by the Centre for the Study of the Economies of Africa (CSEA) and led by the Corporate Accountability and Public Participation Africa (CAPPA) in 2023 on SSB consumption patterns in Nigeria, this report begins by examining SSB consumption trends, revealing noticeable gender and age disparities.

The study suggests that a raise in SSB tax from the current N10 per liter to N130 per liter has the potential to generate substantial revenue and improved public healthcare in Nigeria. Specifically, the simulation shows that the excise tax revenue is projected to increase by about 927% (amounting to 729 billion naira per year), and this can be earmarked for improving Nigeria’s health system.

In terms of its health impact, it also suggests that mean prevalence of obesity would reduce by 0.46% for male and 0.53% for females. While mean prevalence for overweight would reduce by 0.42% for males and 0.37% for females.

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This Report was first published by CAPPA

This study examines the adoption of education technology (Ed-Tech) in primary and secondary education in 10 sub-Saharan African countries: Nigeria, South Africa, Sierra Leone, Uganda, Kenya, Tanzania, Cameroon, Benin, Malawi, and Senegal. The study assesses development and implementation of Ed-Tech policies and programmes in the region, exploring how far Ed-Tech has advanced learning outcomes, improved access, and reduced education inequalities within and between countries in sub-Saharan Africa.

This paper was published by the Southern Voice. READ MORE

This study unpacks the impact of the COVID-19 pandemic on educational inequalities and related education policy measures in Nigeria. Focusing on primary education, the study aimed to: (i) outline the state and dimensions of educational inequalities in Nigeria before the pandemic; (ii) understand the impact of COVID-19 on student learning performance; (iii) evaluate education-related pandemic measures and their impact on educational inequalities; and (iv) provide policy recommendations on how existing policy responses can be improved to reduce educational inequalities.

Using both quantitative and qualitative data, the study shows that educational inequalities increased during the pandemic across vulnerable groups, particularly low-income families, and children in rural areas. The results reveal a distinct pandemic-related learning loss among students. The dip in performance during the pandemic can be attributed to factors such as prolonged school closures, increased student leisure time, compromised nutrition, and lack of guidance from teachers.

Five key recommendations are made to build resilience in the educational sector and restore progress towards achieving SDG 4 (quality education), namely to: (i) upscale the accelerated learning programme; (ii) increase investment in communication and digital infrastructure; (iii) integrate digital learning into teaching; (iv) invest in adult education programmes; and (v) upscale teachers’ skills.

This paper was first published by the Southern Voice. Click here to read more