Financing School Physical Education Programmes in Nigeria: Policy Gaps and Budgetary Challenges

Abstract

Physical education (PE) is a recognized component of Nigeria’s school curriculum, yet its effective delivery remains constrained by weak financing, inadequate facilities, and limited policy enforcement. This study examined the financing of school physical education programmes in Nigeria, with emphasis on policy gaps and budgetary challenges. The study adopted a mixed-methods policy analysis design involving the review of education policy documents, analysis of federal and state education budgets, and semi-structured interviews with selected school administrators and PE teachers. The findings revealed that although education spending has increased in nominal terms, budgetary provision for physical education remains low and poorly specified. Many schools lacked adequate sports equipment, functional facilities, and dedicated funds for PE activities. The study further found that weak policy implementation, poor monitoring, competing education priorities, and dependence on parent-teacher associations or informal funding sources limited the sustainability of PE programmes. These findings suggest that the formal inclusion of physical education in the curriculum has not been matched with adequate financial and institutional support. The study recommends clearer budget lines for school PE, stronger monitoring of policy implementation, improved investment in sports facilities and equipment, and structured collaboration among education authorities, school administrators, and community stakeholders.