ABSTRACT
This study evaluated the
implementation of UBE programme in primary schools in Nsukka Education Zone of
Enugu State. To guide this study five research questions were posed and five
null-hypotheses were formulated. The design of the study was a descriptive
survey design. The population comprised of 2,673 made up of 238 head teachers
and 2,435 teachers of UBE primary schools in Nsukka Education Zone of Enugu
State. The sample constituted of 40 head teachers and 80 teachers drawn from 3
local government areas of the zone. A total of 360 respondents participated in
the study. A 30-item questionnaire was used for data collection. Mean rating
and t-test were used in answering the research questions and testing of the
null-hypothesis respectively. The findings showed among others that
infrastructural facilities,, instructional material, trained teachers and funds
are not adequately available to a high extent for the effective implementation
of UBE programme in the primary schools. Also the findings of the study
regarding the constraints to the effective implementation of the UBE programme
revealed that lack of proper supervision of teaching and learning in primary
schools, inadequate provision of instructional materials and infrastructural
facilities to primary schools. Poor finding of educational programme and poor
statistical data on UBE primary schools were to a high extent constraints to
the effective implementation of the UBE programme in primary schools. Based on
this, recommendation were made which include: that government should recruit
more teaching staff for the primary schools and provide adequate training
incentives, infrastructural facilities, instructional materials and funding for
the effective implementation of the UBE programme in the schools in Nsukka
Education Zone.
CHAPTER ONE
INTRODUCTION
Background of the Study
Education
in all countries of the world has been considered very important for personal
and societal development. Nigeria is one among the nations of the world that
values education. In her National Policy on Education (FRN, 2004) Nigeria sees
education as an excellent instrument for effecting national development. Thus,
education will be used to achieve the nation’s needs. The policy document
provides guidelines on the education of Nigerian society. It contains the
philosophy of the nation’s education, levels of education and their objectives,
beginning with pre-primary, through primary, secondary to tertiary education.
All
over the world, primary education has been regarded as the most important as
well as the most accessed by people. This perhaps may be due to the fact that
it is the foundation of the whole educational pursuit, which is expected to
provide literacy and enlightenment to the citizens. Oni (2008) posited that the
importance of primary education can be seen in the sense that all beneficiaries
of the other levels of education by necessity have to pass through this level.
Federal Republic of Nigeria in her National Police on Education (2004) defined
primary education
as the kind of education given in an institution for children aged 6-11 years
plus, and it constitutes the bedrock upon which the entire educational system
is built. It is in view of the indispensable role of education in the development
of man and modern society, particularly the primary education that various
declarations on education were made at the global level. Such declaration
includes The 1984 Human Rights Declaration which states that everyone has right
to education, which will be free at least in the elementary school. The Jomtein
Declaration on Education for All (EFA) by the year 2000. The New Delhi 1993
Declaration on E-9 Countries in 1993 (the nine countries with the largest
concentration of illiteracy of which Nigeria is a member) which was later
reaffirmed in Recife, Brazil (2000) by calling for a massive eradication of
illiteracy within the shortest possible time span.
Based
on the above declarations among others, the then president of Nigeria, Chief
Olusegun Obasanjo on 30th September 1999 launched the Universal
Basic Education (UBE) Programme in Sokoto State. The launching of the programme
was appreciated by many Nigerians who considered the programme a good
opportunity for improving the literacy level of Nigerians as well as solving
the problem of the educational system in Nigeria. Basic education, according to
Federal Republic of Nigeria (2004), is a type of education comprising of 6
years of primary education and 3 years of junior secondary school education.
The policy stipulates
that basic education shall be free and compulsory. The scheme shall include
adult and non-formal educational programme at primary and junior secondary
school levels for both adult and out-of- schools youths. The UBE programme has
three main components, namely: Universal, Basic and Education. ‘Universal’ here
means that the programme is for everyone, irrespective of tribe, culture or
race and class. The term ‘Basic’ depicts that it is fundamental or essential,
and that it must be given at all cost. It is on this factor that every other
thing rests on, without it, nothing may be achieved. It is the root for the
acquisition of any knowledge (Eddy & Akpan, 2009). UBE programme can thus
be seen as that type of education that every individual must have; it should
not be a privilege but a right, and it should be the sum total of an
individual’s experiences no matter his class or background. The mission of
Universal Basic Education is to serve as a prime energizer of national movement
for the actualization of the nation’s vision. This will mobilize the nation’s
creative energies to ensure that Education for All becomes the responsibilities
of all (UBE, 2005).
The
UBE arrangement is that the First Nine Years must be free, un-interrupted and compulsory.
The goals of UBE, according to Federal Ministry of Education (2000), are to
universalize access to basic education, provide conducive learning environment
and to eradicate illiteracy in Nigeria within the shortest possible time.
The UBE programme as described above has realistic and laudable
objectives which, if adequately planned and implemented well, will no doubt
improve the literacy level of Nigerian citizens and enable them to live
fulfilling lives and contribute meaningfully to the growth and development of
the country. It is important to note that similar educational programmes
introduced in Nigeria were unsuccessful. According to Mgbodile (2000),
Ogbonnaya (2003) and Ukeje (2000), the problem of Nigerian educational system does
not lie with adequate knowledge and policies, but with effective planning and
sustainable implementation. They recalled that the Universal Primary Education
(UPE) programme, which was introduced by our past leaders, had in the end
failed. Such failure, according to them, is attributed to several factors,
among which are inadequate trained teachers, inadequate infrastructural
facilities, inadequate instructional materials, inadequate fund, and lack of
effective supervision.
Infrastructural
facilities and instructional materials are factors that facilitate and promote
teaching and learning and they include items like class rooms, furniture,
libraries, administrative block, etc. Trained teachers are special brand of men
and women that have received training on coaching, supervising and guiding
pupil/students to achieve outstanding feats in life. Fund, on the other hand,
refers to the sum of money saved or made available for a particular purpose.
These resources, according to Mohammed (2004), have to be of appropriate
quality and.....
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