Full Project – FACTORS THAT INFLUENCE THE PROBLEMS OF IMPLEMENTING THE UNIVERSAL BASIC EDUCATION UBE IN NIGERIA
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ABSTRACT
Primary education is crucial to the development of education and to national growth and development of any nation. It lays the foundation for successful nation building, security and better standards of living for the citizens. In Nigeria several programmes have been designed to ensure basic education for all citizens. Among these is the Universal Basic Education (UBE) which was launched in 1999 and has a semblance with the Universal Primary Education (UPE) Scheme of 1976. The implementation of the previously launched programme UPE was abandoned. The aim of this research is to evaluate the factors that influence the problems of implementing the Universal Basic Education (UBE ) Scheme in Nigeria. Also studying its origins and the foundational policies, recognizing the need for it, its fundamental problems within the limited study area as a reflection of the general challenges faced on the national scene, to discover the prospects that exist for successful implementation of the program and suggest solutions to the identified problems so as to ensure that access to basic education is given to all, paving way for growth and development of Nigeria. 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
CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND TO THE STUDY
The idea of universal education was first mooted in 1955 when the universal primary education scheme was inaugurated by the government of Western Nigeria. The Eastern Nigeria government launched its own universal primary education in 1957. In Northern Nigeria, education was provided free by government in a bid to make children attend school (Adeyemi, 2007). Thus, at its onset, the universal primary education scheme had been undertaken by regional government. There was no Federal Government intervention until 1976 when the universal primary education (UPE) was launched to cover the whole country. The period of universal primary education (UPE) marks the unprecedented growth at all levels of education which includes primary, secondary and tertiary education in Nigeria. The Murtala Mohammed/Obansanjo military regime launched the UPE scheme in October 1976. The regime made primary education PROGRAM free. Universal Basic Education (UBE) is actually an expansion of UPE. Instead of ending it in primary 6, it now extended to the first three years of secondary education which is junior secondary school. The objectives of the Universal Basic Education PROGRAM are to develop the entire Nigerian citizen with a strong consciousness for education and strong commitment to its vigorous promotion; provide free Universal Basic Education for every Nigerian child of school going age and reduced drastically the incidence of drop-out from the formal school system; cater for the young persons and other out of school children or adolescents through appropriate form of complementary approaches to the universal basic education. Education is defined as permanent change in behavior as a result of learning and consists of all efforts (conscious or incidental) made by a society to accomplish set objectives, which are considered to be desirable in terms of the individual as well as the societal needs. In all human societies, particularly the modern ones, education remains one of the most powerful instruments for both the development of man and transformation of the human society.
However, the efficacy of education as an instrument of transformation depends entirely on how the government manages the project meant for the upliftment of the educational system. (Abolarin, D. O. 2004) The Millennium Development Goals (MDGs) item two adopted by world nations in 2000 proposed that, by 2015, children of educable age should have free, adorable and accessible education.
1.2 STATEMENT OF THE PROBLEM
Education is the most important thing to build any society or country, the importance of education cannot be too emphasize, the greatest weapon to overcome some of the challenges tackling the economy is a good education policy. The introduction of the universal basic education is one of the best thing that has happen to the education sector but the policy cannot be meets the desired objective unless there is a good human resources to implement it. Teachers in Basic schools complain a lot on some of the problems they encounter in other to achieve the stated objective of the policy, they are not well trained for the success of the policy, poor infrastructures in government owned schools and so many more. Even though the UBE came as a good policy to transform the education sector of Nigeria, but the policy is not meeting the desired target it was created for, it is therefore the interest of the researcher to investigate into those factors that influence the problems of UBE in Yobe state, Nigeria
The objectives of this research include:
- To investigate the problems encountered in the process of implementing the UBE Scheme in Yobe State;
- To analyze the causes of these problems;
- To review the prospects of the successful implementation of the Scheme in the area, making reasonable generalizations about the development of the people of Yobe State if the Scheme is valued accordingly; and
- To suggest solutions and recommendations to overcoming the challenges faced in the
1.4 SIGNIFICANCE OF THE STUDY
Education is more than important to any people of any society or country and its importance cannot be over emphasized, especially in the area of basic learning skills such as reading and writing. Whatever an individual wishes to become they could be unique with proper primary education.
From all of the foregoing, the importance of education to human beings is invaluable. Education is a human right that should be accorded to all human beings solely for the reason of being human. There are a lot of international human rights instruments that provide for education as a fundamental human right. These include the Universal Declaration of Human Rights (1948), The International Covenant on Economic, Social and Cultural Rights (1966) and the African Charter on Human and Peoples’ Rights (1981) to mention but a few.
This study is therefore, an eye-opener that seeks to help and encourage inhabitants, indigenes and teachers to understand and change their orientation towards primary education, especially the UBE Scheme which is free. The quality of primary education even marks the extent of success a person can attain in a lifetime.
1.5 HYPOTHESIS
This research will work with the following assumptions:
- That the major problems that the UBE Scheme is faced with in Yobe State are lack of funding, inadequate infrastructure, mass promotion and religious influence
- That there are many interrelated problems as stated above that are confronting the UBE Scheme in Yobe State as well as in other parts of
1.6 SCOPE OF THE STUDY
The importance of this study to the nation at large cannot be overemphasized. However, the study is narrowed down to a few UBE schools in Yobe State as sample for convenience purposes and a thorough investigation, and also in order to seek the overall progress of the scheme, the prevailing problems of the UBE, and recommend some solutions that could be adopted, and perhaps applied in other parts of the country
1.7 LIMITATIONS OF THE STUDY
The capturing of this study is faced with a number of setbacks such as insufficient data (lack of access inclusive), insufficient funding, lack of time and other means including gender disparities.
1.8 DEFINITION OF OPERATIONAL TERMS
- Disparity – lack of equality between people or things
- Education – a relatively permanent change in behaviour as a result of conscious and unconscious learning
- Empowerment – make more confident or assertive: to give somebody a greater sense of confidence or self-esteem
- Human Rights – freedom, justice, and equality: the rights that are considered by most societies to belong automatically to everyone
- Investigate – to carry out official inquiry
- Militate – have influence on something: to have an influence, especially a negative one, on something
- Posterity – people in future: all future generations Productivity – the ability to be productive
- Prospects – expectations of success: the likelihood of being successful or prosperous in the future
1.9 Abbreviations of Acronyms
- UBE – UNIVERSAL BASIC EDUCATION
- UPE – UNIVERSAL PRIMARY EDUCATION
- WCEFA – WORLD CONFERENCE ON EDUCATION FOR ALL
- NEI – NORTHERN EDUCATION INITIATIVE
- NPE – NATIONAL POLICY ON EDUCATION
- MDG – MILLENNIUM DEVELOPMENT GOALS
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Full Project – FACTORS THAT INFLUENCE THE PROBLEMS OF IMPLEMENTING THE UNIVERSAL BASIC EDUCATION UBE IN NIGERIA