Tracing Administrative Bottlenecks from Policy Design to Programme Delivery in Non-Formal Education in Nigeria

Acha J.O.; Erim C.M.; Iyaji P.I.; Effiong E.A.; Effiong M.O.

Acha J.O. University of Calabar
Erim C.M. University of Calabar
Iyaji P.I. University of Calabar
Effiong E.A. University of Calabar
Effiong M.O. University of Calabar

Keywords: Administrative Bottlenecks; Intergovernmental Coordination; Non-Formal Education; Policy Implementation

Abstract

Administrative bottlenecks are often prevalent between the development and implementation of policy and programmes in the non-formal education (NFE) sector of Nigeria, but little is known about them, their causes, and the impact. This research particularly explores the links between clarity in policy interpretation and intergovernmental coordination, the impact of accountability frameworks on the efficiency of local-level NFE programs, and how administrative bottlenecks collectively affect programme quality. The research is grounded in the principal–Agent Theory, which views policy implementation as a delegation process that creates administrative bottlenecks. Using three research questions and two hypotheses, the study adopted a descriptive survey approach with a structured questionnaire, surveying 464 adult education program supervisors in Nigeria. Descriptive and regression analyses (at a 0.05 threshold) were conducted for data analysis. The results indicate that clear interpretations of policies are likely to improve inter-governmental coordination through reduced ambiguity and increased trust between agencies. But uncertainty in operational guidelines may limit the effectiveness of these benefits, revealing the difficulties in translating policies to practice. Accountability processes were found to support timely initiation and implementation of programmes where processes were transparent and approval mechanisms clear, but inflexible procedures or financial processes could inadvertently delay implementation. Also, bureaucratic inefficiencies, institutional weaknesses and budgetary constraints tended to build up and impact planning, implementation and service continuity. Although adaptive measures occasionally offset these impacts, inefficient processes, especially when sustained, were found to limit programme efficacy and over time have potential to undermine public trust. This research concludes that policy-makers and educational administrators should create operational guidelines, coordination tools and role expectations to minimize role ambiguity and promote intergovernmental co-operation.