Assessment of the implementation of universal basic education programme in nigeria (1999-2009) pdf

ABSTRACT

This study is “Assessment of the implementation of Universal Basic Education Programme in Nigeria” (1999 – 2009). Universal Basic Education aims at giving free and compulsory education to Nigerian children from primary school to junior secondary school. Universal access to education has been the prime target for Nigeria in the last four decades and at the global level, Nigeria is a signatory of world declaration in Education for All by 2015, but Universal Basic Education Programme (UBEP) implementation has continued to face serious challenges, like high dropout rate in primary school, low transition to junior secondary school etc.

This study was specifically interested in finding out whether the implementing agencies adhered to the implementation guidelines of UBEP in Nigeria. Availability of infrastructural and instructional materials, funding arrangement, personnel resources, adequate supervision, monitoring and evaluation among others, were assumed by the researcher to limit or render the successful implementation of the programme incapacitated. The main objective of the study is to assess the implementation of UBEP in Nigeria. Specifically, the study seeks to assess the adequacy of infrastructural and instructional facilities provided for effective implementation of UBEP, identifying if adequate funding arrangement is put in place, investigate the effectiveness of the monitoring and evaluation process, community participation, examine the involvement of international community and donor agencies, investigate state and local government adherence to the implementation guidelines and also to assess the free and compulsory nature of UBEP in Nigeria. Nine (9) hypotheses were postulated to find out the significant differences in the opinions of the six groups of respondents. The researcher reviewed relevant literature to establish the theoretical base of the study. The descriptive survey method was adopted for investigations, identification and data collection. The total number of sample for the study was one thousand three hundred and twenty five (1325) made up of principals of junior secondary schools (144), 345 teachers in JSS, 132 head teachers, 349 teachers in primary schools, 229 SUBEB staff and 36 education secretaries of Nigeria. Through random sampling technique, two (2) States each were selected from the six geopolitical zones of Nigeria in which three local government areas from each of the States selected were used. A total of 1325 copies of questionnaire were administered by the researcher and 1221 copies were returned. The questionnaire as instrument was vetted by the supervisors and other experts in Educational Administration and Educational Statistics section, and subjected to a pilot study in Okene local Government Area of Kogi State. The analysis of variance (ANOVA) and Duncan Multiple Range Test were used to determine the extent of significant difference in the respondent opinions. The findings of the research revealed that infrastructural and instructional facilities were inadequate for the implementation of UBEP in Nigeria. Its UBEP was also found to be grossly underfunded and lacks requisite teachers which hampered effective implementation. It was also discovered that supervision, monitoring and evaluation had positive impact on the implementation of UBEP. However, the programme lacked qualified and motivated staff. The study also established that free and compulsory education was partially implemented. Recommendations such as provisions of adequate facilities, text books and modern library in line with the UBEP implementation guidelines were made. SUBEB should intensify the sensitization of community on the 9 year compulsory Basic Education Programme and Government should introduce school feeding programme to boost enrolment.

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education system in Nigeria before 1999 was six years primary school, three years, junior secondary and three years senior secondary school. But in an attempt to encourage pupils to stay in school, and learn appropriate skills that will make them self reliant, the compulsory nine year basic education programme was introduced.

The UNESCO (2002), Ofoegbu (2002), Obanya (2002), Arikewuyo and Onanuga (2005) and Adeyemi (2004) conceptualize Basic Education as all forms of organized education and training, including access to information to equip the individual to cope better with work and family responsibilities and change his/her image . In like manner, the Jomtien Declaration and Framework of Action on Education for All (1990), defines Basic Education as a process which encourages close articulation of formal, non-formal and informal approaches to education and structures for the awakening of all round developments of human and capital potentials. Basic Education, therefore, is a “life-long” form of education. This involves “learning to learn”, “continuing education”, “mass literacy” and “Adult Education”. The Federal Government of Nigeria (2004) in the National Policy on Education is very clear on the importance of basic education. The new idea of basic education is expected to cover primary and junior secondary education for all children (encompassing the first nine years of schooling), nomadic and education, and literacy and non-formal education.

Basic Education, according to the Jomtein (1990) declaration and framework of action on education for all, is not defined in terms of years of schooling and also not limited to formal schooling. In the same vein, Jegede (2000) advocated for the non-formal and informal media to work together complementarily to ensure that all categories of Nigerians have access to Basic Education. Obayan (2000), described basic education as that level, type and form of learning needed to build firm roots for literacy and numeracy, to inculcate basic life skills and more importantly, to consolidate the skills of learning how to learn.

The Universal Basic Education mission statement observed that at the end of nine years of continuous education, every child that passes through the system should acquire appropriate levels of literacy. According to the mission statement, skills like numeracy, communication, and manipulation of life skills are to make individuals employable, useful to him/herself and the society at large by possessing relevant ethical, moral and civic values. It also states in part working in concert with all stakeholders by mobilizing the nation’s energies to ensure that education for all becomes the responsibility of all.

The implementation guideline of the Universal Basic Education programme (1999) proffers some strategies which are to aid effective implementation. The strategies include the fact that provision of educational programme should be universal, free and compulsory and efforts are to be made to counter the factors that were impediments to the realization of previous education programmes for example, the universal primary education scheme.

Education for decades has remained a tool in capacity building and maintenance of the society. It is a weapon of acquiring skills, relevant knowledge and habits for survival in the changing world. Education is widely regarded as a veritable instrument for social change, national development and integration. Society and its many structures are subject to constant change, the education system which serves as an agent of change must be dynamic, innovative and sensitive to societal expectations, aspirations and goals.

Any nation that does not support an environment that attracts, sustains, retains creativity and globally resourceful individuals, will eventually lag behind in the scheme of events in the affairs of the world. The role of education in such nurturing is most apparent as it is the primary supplier of such individuals. Hence, it is a priority sector in every meaningful society. Thus, Eden (2004) referred to it as a major force in economic, intellectual, social and cultural empowerment. Its value in bringing about character change ranks as important as its ability to reshape human potentials for desired development. Encyclopaedia Americana (1989) shows the function of education as both social and individual. While the social function of education is to help an individual become a more effective member of the society by passing to him the collective experience of the past and present, it also makes him to have the ability to handle new experiences successfully.

Nigeria regards education as an instrument per excellence for effecting national development (National Policy on Education: 2004). This belief is incorporated into the philosophy of education, which is reflected and emphasized in the objectives at each level of the Nigerian Education System.

Nigeria is a developing, but leading country in Africa located in the West African sub-region of the Sub-Saharan Africa (SSA) with an estimated population of about 140 million (2005 census), it is the most populous country in Africa and one of the largest in terms of land area,(about 923,768 square kilometres). According to Gidado (2005), educational statistics show Nigeria in 2005 with illiteracy rate of about 52%. About 35% of the nation’s population consists of school age children that is, those who require Basic Education, aged between 6-14 years; unfortunately, majority of them are not in school. Out of this 35% school age children, 3.7 million are in primary schools and 7.9 million of the 35% are in junior secondary schools.

According to Ijaiya (2003) every nation dreams of literate citizenry because it makes the people easier to carry along. Such society is likely to be pro active, and good for national development. They are likely to be more politically conscious, economically productive, more alive to civic responsibility and sensitive to their rights which are basic for development. This is further captured by the federal government in the National Policy on Education (2004:8) which says: Education shall continue to be highly rated in the national development plan because education is the most important instrument of change, any fundamental change in the intellectual and social outlook of any society has to be proceeded by an education revolution to this end, “lifelong education shall be the basis of the nation’s educational policy” (NPE 2004: 9). Education implementation right from the introduction of western education in Nigeria to date has been geared towards improving the quality of education. To this end, government has made several attempts at socializing her citizenry towards the attainment of self actualization, better human relationships, effective citizenship, national consciousness, socio-cultural, economic, scientific, and technological advancement (FGN, 1998).

In order to actualize her educational goals, Nigeria joins other nations of the world to universalize educational access in accordance with the stipulation in the 1948 universal declaration of human right. According to Eya (2000), regions, states, and federal government in Nigeria have shown a keen interest in education. This can be seen in the introduction of Universal Primary Education (UPE) in the western region on the 17th January, 1955, in the eastern region in February, 1957 and in Lagos (then Federal Territory) in January, 1957. The Federal Government on September 6th, 1976, launched the universal free primary education (UPE) scheme. The 1976 UPE scheme which gave Nigerians the hope of a literate society was besieged with lots of problems. Problems such as the Federal Government’s inability to estimate the number of pupils that would want to benefit from such a programme, its inability to determine the number of teachers, school buildings and the amount of money that would be required to make the programme functional, all culminated to it being abandoned. Nwagwu (1976) noted that the implementation process of the UPE scheme became hampered by the surprising and hasty reduction in the funding of the programme by the Federal Government which affected the provision of facilities such as classrooms, furniture, instructional materials and teachers, needed to make the programme work as expected. There was a shortage of everything except pupils. The new initiative, Universal Basic Education Programme (UBEP) was majorly triggered by the World Conference on Education for All which was held in Jomtien, Thailand 1990 and organized by the World Bank, UNDP, UNESCO and UNICEF was however, launched in September, 1999, by the Federal Government of Nigeria. The launching of the UBEP in Nigeria, would have suggested that the problems that hampered the realization of the UPE scheme having been given a careful analysis, a more careful planning would have taken place.

Universal Basic Education is the transmission of fundamental knowledge to all facets of the Nigerian society from generation to generation. It has three main components: Universal, Basic and Education. Universal connotes a programme that is meant for all facets of the society - the rich, the poor, the physically fit and the physically challenged, the brilliant, the dull, the regular students and the dropouts including every other individual that is ready to acquire knowledge. Basic is a term that is related to the base, the take- off point, the fundamental, essential springboard, bottom line required and of course the expected.

Thus Basic Education is the starting point in the acquisition of knowledge. Basic education is that type of education that can help an individual to function effectively in the society (Adewale, 2000). Edho (2009) described it as a form of education which is essential for life. To them, Universal Basic Education is a form of education which mostly equips an individual with the necessary skills to survive in his environment. In the UBE programme, it is expected that theoretical and practical knowledge will be transmitted to learners in its simplest form. This involves starting from the scratch and being able to carry the learners along. Universal Basic Education is the transmission of fundamental knowledge to all facet of the Nigerian society from generation to generation.

Universal Basic Education is a programme which aims at addressing problems of access, quality and equity in primary and junior secondary schools. It is a 9-year educational programme of six years duration for the primary segment and three years of junior secondary. These two levels of basic education are universal, free and compulsory for all Nigerian children aged 6-15. The UBE programme also stipulates learning from the early years of 3-5+ which is called Early Childhood Care Development and Education (UBEC, 2008).

The implementation guideline of the Universal Basic Education program (1999) proffers some strategies which are to aid effective implementation. The strategies include the fact that provision of educational program should be universal, free and compulsory and efforts are to be made to counter the factors that were impediments to the realization of previous education programs like the universal primary education.

The Universal Basic Education Act (2004) provides for compulsory Universal Basic Education and stipulates penalties for parents who fail to comply with the provision. On the issues of the curriculum and its relevance to the society, Ehindero (2000) and Adesina (2000) have raised doubts as it has been observed that there is a growing rate of poverty which is an indicator of problems in the system. It was, therefore, suggested that it should be so structured that each individual will be equipped to perform life roles such as role as an individual, producer, citizen, national consumer and as a family member. As for the provision of human and material resources, Adebimpe (2001) opined that for the UBE to succeed adequate provision should be made to produce sufficient qualified teachers and make them relevant within the limit of their areas of specialization, salaries should be paid as at when due, as it serves as a motivation factor towards productivity.

Education, according to Fafunwa (1976), is the aggregate of all the processes by which a child or young adult develops the abilities, attitudes and other forms of behaviour which are positive to the society in which he lives. Yoloye (2004) observed that, the concept of basic education is not completely a new term to the Nigerian society and that within the last decade; it has assumed a global significance and its meanings have been broadened. The expanded vision of UBE comprises the universality of access and promotion of equity, focusing on learning and enhancing the environment of learning and strengthening partnership.

The specific objectives of the Universal Basic Education Programme as stated by the Federal Ministry of Education (1999) are:

(i) developing in the entire citizenry a strong consciousness for education and a strong commitment to its vigorous promotions;

(ii) the provision of Universal Basic Education for every Nigerian child of school age;

(iii) reducing drastically the incidence of drop-out from the formal school system (through relevance, quality and efficiency);

(iv) catering for the learning needs of young persons who for one reason or the other have to interrupt their schooling through appropriate forms of complimentary approaches to the provision and promotion of basic education; and

(v) ensuring the acquisition of the appropriate level of literacy, numeracy, manipulative, communicative and life skills as well as the ethical, moral and civic values needed for laying a solid foundation for the long life learning.

For these laudable objectives to be achieved there has to be an effective implementation of the programme involving all the stakeholders. For Fagbemi (1992), asserted that the success of any educational programme depends largely on effective implementation of such programme.

1.2 Statement of the Problem

Universal access to education has been the prime target for Nigeria in the last four

decades and Nigeria is a signatory to World Declaration on Education for All. Igwe (2006) reported that the United Nations Organization (UNO) article 26 of the Universal Declaration of Human Rights states in part that everyone has the right to education, and this shall be free in elementary and primary stages. It, therefore, can be said that at both national and international levels, Nigeria is committed to the provision of basic education to all its citizens. Many attempts have been made in this direction but with little or no appreciable positive impact made.

Jomtein (1990) World Declaration on Education for All revealed three demographic studies on the existing national primary education sector; that 12% of primary school pupils sit on the floor, 30% classrooms have no ceilings, 87% classrooms are over-crowded, while 77% pupils lack textbooks. To buttress this assertion, Ajayi (2000) opines that teachers are poorly motivated, there is lack of community interest and participation as well as inadequate teaching personnel, infrastructure, mobilization and poor planning are problems which may hinder the implementation of the UBE program. Most educators and researchers hold the view that the factors responsible for some of the inadequacies in the educational development in Nigeria include poor implementation strategies, inadequate funding, insufficiently trained teachers and lack of adequate educational facilities among others. (Ogunsola, 1986).

In the same vein, Moda (2000) states that ignorance and illiteracy inhibit the attainment of sustainable development. Okwori (2004) summarized the dilemma facing the country’s educational system as excessive over politicization of education, unplanned educational growth, failure of education to enhance social and economic development, deliberate deviation from and distortions of established educational goals and indiscipline. In his opinion, the above are just some of the multifarious problems bedevilling the educational system which calls for attention.

It is observed that even though the number of teachers on ground for the programme was inadequate, yet teachers go on strike as much as up to six months in a year in some of the states, infrastructural facilities were grossly inadequate as pupils are charged some fees to provide essentials such as chalk, dusters and others. Presently, there is over population in urban and semi urban schools, the inability to provide adequate support to community self help projects, the lack of monitoring and supervision of the program, gender disparity in enrolment and retention between boys and girls due to factors such as work roles, early marriages and poverty.

The UBE programme implementation has continued to face serious challenges some of which include; a large number of out of school children (various sources estimate that as much as 10 million children within school age are still roaming the streets), insufficient facilities for the physically challenged, as well as children with special needs. e.g. the almajiri, boy/girl child in specific communities; high drop-out rate in primary schools; low transition rate to junior secondary schools; insufficient quantity and quality of teachers(590,655 teachers catering for the learning needs of about 24.77 million children in primary schools), low access/draw down on Federal Government FGN-UBE Intervention funds by states, poor accountability and transparency in the utilization of FGN-UBE Intervention Funds and low and gradually decreasing budgetary allocation by state government to the UBE programme etc (UBEC News Letter, 2009). The Regional overview report on Education for all (EFA) highlights the situation in sub-Saharan countries; Nigeria is one of the countries at serious risk of not achieving the universal primary education goal. The report defines serious risk as furthers to go and moving away from goal or progress too slow. The same goes for the adult literacy and gender parity goals. With an Education for all Development Index (EDI) of less than 0.8, Nigeria is among 16 countries in sub-Saharan Africa very far from achieving EFA goals (The Nation Thursday, October 16, 2008). Moreover, in the Global competitiveness report for the period 2009-2010, Nigeria’s primary education level was ranked 132nd out of the 133 countries that were surveyed (Daily Sun Monday, October 12, 2009).

The implication of all these points to the fact that inadequate planning strategies and non compliance to the implementation guidelines as well as the objectives of the UBE programme have rendered the programme incapacitated. Thus implementation of the programme continues to be a general problem to the fulfilment of a constitutional and social obligation to make access and quality education possible for all.

In the same vein, the Federal Government's released statistics recently showed continuing drop in school enrolment particularly at the basic education level. The figures showed that 17 million children were not enrolled at the primary and junior secondary schools in 2009. According to the former Minister of Education, Dr Sam Egwu, 11million children were not enrolled at the primary level and another 6 million at the junior secondary level. The situation was further compounded by low level of transition from junior to senior

secondary school, with a steep 16% drop (The Punch Newspaper, February 3rd, 2010). All these show that there is an inherent problem in the implementation strategy of the UBE programme in Nigeria.

It is against this background that this researcher is set to make an assessment on the field experiences of the programme by stakeholders - the school head teachers (principals and headmasters), teachers, SUBEB officials and Education Secretaries as well as the efforts of government in the mobilization and participation of the community in complementing effective implementation of the UBE programme in Nigeria(1999 - 2009).

1.3 Objectives of the Study

The main objective of the study is to assess the implementation of the UBE program

in Nigeria. Specifically, the study seeks to:

i. assess the adequacy of instructional and infrastructural facilities provided for effective implementation of the UBE;

ii. investigate the personnel capacities in the delivery of a sound basic education for all citizens;

iii. assess the adequacy of funding for effective implementation of the programme;

iv. investigate the effectiveness of the monitoring and evaluation process of the Universal Basic Education program;

v. find out the extent of involvement of stakeholders' participation in the effective implementation of the program;

vi. examine the extent of involvement of international community and donor agencies in the implementation of the UBE program;

vii. find  out  the  level  of  states  and  local  government  areas  adherence  to  the

implementation;  guidelines of the universal basic education programme;

viii. ascertain the adequacy of 9year basic education curriculum;

ix. ascertain the free and compulsory nature of the programme.

1.4 Research Questions

The study seeks to answer the following research questions.

i. are the instructional and infrastructural facilities on ground adequate for the effective implementation of the Universal Basic Education programme?

ii. what are the personnel capacities of Nigeria in the delivery of sound basic education to all her citizens?

iii. how adequate is funding for the effective implementation of Universal Basic Education programme?

iv. how effective is the monitoring and evaluation machinery of the implementation of Universal Basic Education programme?.

v. what has been the involvement of stakeholders in the implementation of the Universal Basic Education programme?.

vi. what role do the international community and donor agencies play in the implementation process of the Universal Basic Education programme?

vii. to what extent do states and local government areas adhere to the implementation guidelines of the universal basic education programme?

viii. how adequate is the 9year basic education curriculum?

ix. how free and compulsory has the Universal Basic Education programme been?

1.5 Hypotheses

Based on the research questions above, the following hypotheses are proposed.

i. there is no significant difference in the opinion of stakeholders with regards to the adequacy of instructional and infrastructural facilities on ground for the effective implementation of the universal basic education programme in Nigeria;

ii. there is no significant difference in the opinion of stakeholders on Nigeria’s personnel capacities in the delivery of sound basic education to all her citizenry;

iii. there is no significant difference in the opinion of stakeholders on the adequacy of funding for effective implementation of the Universal Basic Education programme in Nigeria;

iv. there is no significant difference in the opinion of stakeholders with respect to the effectiveness of the supervision, monitoring and evaluation machinery put in place for the implementation of the Universal Basic Education programme in Nigeria;

v. there is no significant difference in the opinion of stake holders with regards to the adequacy of their (stakeholders) participation in the implementation of the Universal Basic Education programme in Nigeria;

vi. there is no significant difference in the opinion of stakeholders with regard to the adequacy of the role of international community and donor agencies in the implementation of the Universal Basic Education programme in Nigeria;

vii. there is no significant difference in the opinion of stakeholders on States and local governments’ adherence to the implementation guidelines of the Universal Basic

Education programme in Nigeria;

viii. there is no significant deference in the opinion of stakeholders with regards to the adequacy of the 9year basic education curriculum;

ix. there is no significant difference in the opinion of stakeholders with regard to the Universal  Basic  Education  program  in  Nigeria  being  free  and  compulsory;

1.6 Basic Assumptions

The researcher is of the view that:

(i) Stakeholders play vital roles in the success of any educational program. Therefore, it is assumed that stakeholders, that is, the head teachers (principals and headmasters), teachers, UBEC/SUBEB officials as well as non-governmental organizations complement the effort of the government in the effective implementation of the Universal Basic Education program in Nigeria;

(ii) there are adequate infrastructural and instructional facilities as a determinant of the government preparedness towards effective implementation of the Universal Basic Education programme;

(iii) there is adequate institutional and personnel for the effective delivery of social basic education in Nigeria;

(iv) there is equal access to quality basic education in all the states of the country.

1.7 Significance of the Study

The significance of this study can be seen in the light of the fact that education plays a

major role in the total well being of the individual and that of society. It connotes values that should be desired and as such no sacrifice made to achieve it will be too much. Education will enable the individual to live a more meaningful and fulfilling life as well as contribute to the social, economic and political development of their societies. Therefore, the variety of opinions from the respondents, that is, teachers, head teachers, SUBEB officials and Education secretaries would help in reactivating the government in the mobilization and participation of the community, provisions of adequate physical, human and material resources for the implementation of the UBE programme.

It is also hoped that, the public would be able to define the significance of the UBE programme as an instrument for effecting national development. Thus, the outcome will reveal the extent to which the community is mobilized and enlightened in the area of increasing pupil’s enrolment and retention in schools. The result of the research findings would improve upon the expanded vision of the Universal Basic Education program in promoting equity, access to learning, enhancing a conducive environment for learning and strengthening partnership.

Therefore, the beneficiaries of this study are educational administrators, policy makers, research centres, curriculum planners, teachers and the nation at large. Specifically, the outcome of the study will assist the educational planner to know the deficiencies or other wise of the programme and guide against it in subsequent plans. Policy makers too, will benefit immensely from the outcome of this study for it is not enough to churn out policies but that, those strategies for its effective implementation is equally important.

1.8 Scope of the Study

The study is on assessment of the implementation of the Universal Basic Education in Nigeria (1999-2009). Since research involves ability of the researcher to have control over respondents, the study covers both public primary and junior secondary schools in Nigeria, thus involving a large number of respondents which could create problem of control over the respondents and data. Therefore, the study is delimited to two states each from the six geo-political zones of the country and one local government area from each senatorial district of the selected states.