ABSTRACT
This
study was carried out to evaluate the resource provision for the Universal
Basic Education Scheme in Kogi Central education zone of Kogi State. The
research design adopted is survey research design, three research questions and
three null hypotheses guided the study, Population of the study is 1,333, and
the sample size is 1055 teachers and 278 head teachers in the public upper
basic school in Kogi central education zone. 18-item questionnaires were
administered to 200 respondents, the instrument was validated by three experts,
two in education administration and planning and one in measurement and
evaluation. The experts examined the instrument and modified it to suit the
purpose, the validated instrument was trial tested using 20 respondents which comprised
2 principals and 18 teachers in Ogbadibo Local Government Area which is outside
the area of the study, Cronbach alpha technique was used for its analysis to
determine the internal consistency of the instrument, this gave the reliability
index of 0.75, 0.76, 0.80, 0.85, and 0.79. The overall reliability index result
of 0.83 was obtained. This confirmed that the instrument was reliable for the
study of Universal Basic Education Scheme in Kogi Central Education Zone. The
major findings proved that lack of provision of resources such as finance,
personnel and material resources affects the full implementation of UBE and
hinders the management of UBE from achieving its set goals and objectives.
Based on the findings, the researcher recommended that government should
involve the education planners in the planning for Universal Basic Education
since they are expert in the planning and designing of the schools, government
and school administrators should give priority attention to the provision of
learning and teaching resources and government should strengthen the capacity
of all the bodies and agencies set up for the production of materials and
management of UBE by providing adequate personnel, finance and materials to
enable the agencies execute their functions. Also teacher’s salaries and
allowances should be paid as at when due to enable them perform their duties
effectively and efficiently.
CHAPTER ONE
INTRODUCTION
Background of the Study
Education is said to be an instrument “per excellence” for effecting
national development, it is also regarded as an instrument of stability and
change (FGN 2004) According to FGN in her national policy on education and in
line with the philosophy and goals of education in Nigeria, education fosters
the worth and development of individuals and the general development of the
society. Education is geared towards self realization, better human
relationship, national consciousness, national unity, social, cultural,
political, economic, scientific and technological progress (FG, 2004).
Ogbonnaya and Obeogeulam (2004), viewed education as an essential factor for
political development and emancipations of citizenry, socializing people and
preparing them for political positions. Education is defined as a Conner stone
for development the basis for acquiring literacy, skills, technological
advancement and the ability to harness the national resources of the
environment. From the above, it is clear that education broadens individual’s
horizon and develop their physical, intellectual, affective and social
abilities thereby equipping them to improve the welfare of the society and
adequately utilize the natural and human resources available to them. As cogent
as education is, without resources, it is difficult to realize the dividend.
What then are resources? Resources are the total means available to a company
for increasing production.
Nigeria’s educational system has witnessed a catalogue of changes in
policies and programmes. Some of the changes appeared to a number of people
while one continues to wonder, why some of the other changes were ever
initiated. In fact, many of the changes in educational policies in Nigeria have
been described as the product of confusion. There is therefore, a high level of
uncertainties, which is beclouding meaningful
planning in Nigeria’s educational system because Nigerians will say a thing but
will not actualize it; most of the programmes in Nigeria are based on theories
not reality. This is because they will fail to provide the resources meant for
such programme. Division of resources meant for educational programmes to other
programmes and self pocket due to this behaviour of our leaders, we are afraid
whether the programme of UBE can materialize as planned by FGN. In view of
this, there is a need to evaluate the resource provision for UBE in Kogi
central education zone.
In September 1976, the Federal Government of Nigeria launched the
Universal Primary Education (U.P.E) Scheme. This scheme which was welcomed in
many quarters in Nigeria was abandoned midway. Because resources were not made
available adequately, materials for the success of UPE were no longer coming
and most importantly personnel resources were not considered in the management
of UPE and so it failed. Olusegu Obasanjo was the brain behind the UPE the
programmed failed because resources were not provided adequately, money
division and lack of care to personnel resources.
In November 1999, the administration under the leadership of President
Olusegun Obasanjo launched the Universal Basic Education (U.B.E) Scheme in
Sokoto for the nation. The re-launching of a similar programme to UPE by the
Federal Government of Nigeria indicates that there is something desirable which
the scheme is expected to enable Nigerians achieve. The task of this study
therefore is to evaluates the resource provision for the Universal Basic
Education Scheme in Kogi State. Universal in this context means the whole
people without exception, while Basic means that, on which anything rests or
depends. It is also the foundation from which other parts get support. There
are complaints from many people nationwide about the shortage of the resource
provision. A visit to Kogi Central Education Zone shows that primary schools
lack enough
human and material resources which can permit effective and efficient
implementation of this programme. The truth was confirmed from the report of
the chairman of Universal Basic Education in Kogi State in Lokoja in August,
2006, when he indicated that there were no sufficient personnel and physical
equipment for effective teaching and learning in primary schools. He said that
we had dilapidated buildings, blown off roofs, children sitting on the bare
floor during lesson in classroom instruction, lack of instructional materials,
teachers teaching under tree shades and libraries without books were the order
of the day. These made teaching and learning almost impossible for teachers and
pupils. Parents began to doubt the efficacy of the education provided for
children and began to withdraw their children from public schools to private
schools. Hence the need for this study. Education is interpreted to mean the
act of bringing up or training of a child, through instruction and in the
process bring about the strengthening of his culture. Education is an
instrument for conserving, transmitting and renewing culture. It is therefore
the sum total of person’s experience (Mallinson, 2000; Moore, 2006).
Universal Basic Education means it is an education in which a child
receives wholly without exception and that this training is on which anything
rest. It is the foundation from which other parts get their support as this
will bring up or training of a child through instruction and in the process
bring about the strengthening of his power of body and mind to enable him/her
understand his culture. Education is an instrument for conserving, transmitting
and renewing culture. It is therefore, the sum total of a person’s experience.
Basic Education means the type of education in quality and content that is
given in the first level of education. In Nigeria, basic education was equated
with six years of primary schooling in the past. Currently, basic education is
extended to include the three years of upper basic. Universal Basic Education
(UBE) is conceived to embrace formal education up to age 15 as well as adult
and non-formal educations including.....
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