Project Abstract

<p>&nbsp;               <b>ABSTRACT</b></p><p>&nbsp;This study titled challenges of the Implementation of Universal Basic Eduction programme in Yobe State, Nigeria and prospects for 2015 and beyond has largely been shaped by the recent events in the country, specifically the problems confronting the education sector and the Nigerian government responses; the government efforts in initiating various measures through its policies, programmes and institutions to improve the education sector in Yobe state and Nigeria generally have become a major source of concern to observers and scholars. The study therefore attempted assesses the implementation of the Universal Basic Education in Yobe state and its prospect for 2015 and beyond. To achieve this objective therefore, the study used the primary and secondary sources of data collection. Charts for data analysis were drawn using the 2003 Microsoft Excel XP Version10 package while the Analysis of Variance (ANOVA) and Spearman Rank Order (RHO) were used to test the null hypothesis. A sample of 243 respondents was randomly selected from six local government areas of Yobe. The System theory was used as the main theoretical framework. From the data analyzed, it was found that the programme recorded a very poor performance in the area of pupils’ teacher ratio, where the minimum ratio of 140 is abuse. In all the schools visited both primary and junior secondary sections had the minimum of a teacher to fifty pupil (150 and above). Again, it was observed that the qualifications of teachers ranged from certificate A- 3-year post-secondary education, certificate A- 4-years post middle, Diploma in Basic Education; Senior School certificate holders and second degree holders with the least number. The study thus recommends amongst others that more qualified teachers should be recruited and special salary structure should be designed for them, by doing that at least many people will develop interest for the teaching profession and shortage of teachers will be overcome in Yobe state, Nigeria. KEYWORDS Implementation. Universal Basic Education, Programme, Yobe state, Nigeria <br></p>

Project Overview

<p><b>1.1 INTRODUCTION&nbsp;</b></p><p>The desire for drastic reduction of illiteracy in modern societies is a basic concern of every society in the world. This is because education is one of the vital indices used in the measurement and categorization of nations as developed or developing. For Nigeria to be categorized as a developing nation, she must enhance the quality of literacy among its citizens by ensuring that every member of the society has access to western education. Education is an important key for the development of any society. In fact, education is an instrument a society can use to solve her problems. Nigeria’s educational system has witnessed a series of amendment in policies and programmes. In fact many of the changes in educational policies of Nigeria are as a result of poor planning and implementation among other things. Universal Basic Education is the educational activities that children, youth and adults participate; it is a nine years free and compulsory education programme. It comprised six years of primary education and three years of junior secondary education. One of its fundamental principles is that everybody must have access to equivalent education comprehensively and co-educationally. The objectives of the Universal Basic Education programme 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. The federal government of Nigeria therefore provided some strategic guidelines to ensure the realization of these objectives. Among them are countering of the factors which serve as an impediment to the realization of similar programme in the past like the universal primary education and the provision of punishment to parents who refused to comply with the provision of the programme. It is therefore imperative for all states government in Nigeria to comply with the provision of the UBE programme. Yobe State had the lowest literacy rate and educational attainment, out of the total number of 551,698 children between 6 – 14 years only pupils 69,467 (10.7%) were in primary schools; out of the total number of 445,366 children between the ages 15-24 only 74,057 (12.1%) were in junior secondary and 92,504 (14.2%) were in senior secondary school (Census 2006). <br></p><p><b>1.2 Statement of the Problem&nbsp;</b></p><p>Over the years, Nigerian governments have been confronted with a lot of difficulties in the educational sector, especially in the aspect of funding, infrastructure, getting qualified teachers, school supervision, and staff motivation among others. Due to the importance of education in all parts of human development, government at both federal and state level had made a concerted effort in making policies and programmes for educational development. Yoloye (2004) states that, in view of the government commitment to eradicate illiteracy, ignorance and poverty as well as stimulate and accelerate national development, political consciousness and national integration, government decided to adopt the UBE Programme. The implementation of this programme in Yobe state commenced in 2005 following the enactment of the enabling Law in the preceding year. Like any other government policies and programmes often experience shortcomings and at times abandoned, especially when the desired goals become difficult to attain. The Universal Basic Education programme cannot be an exception, It is often said by many scholars that implementation is the graveyard of many good policies in Nigeria, especially where the intention of the policy designers are likely undermined either by corruption, politics or lack of human and material resources among others. For example programmes such as the NHIS, Monetisation policy, and Pension scheme among others were either not implemented or abandoned by the Yobe state government. Therefore, this study intends to assess the extent to which the Universal Basic Education programme is implemented in Yobe state.&nbsp;</p><p><b>1.3 Objective of the Study</b>&nbsp;</p><p>The main objective of the study is to assess the implementation of the Universal Basic Education Programme in Yobe state. The specific objectives are to:</p><p>&nbsp;i. Examine the compliance of 1:40 teacher/pupils ratio of the scheme in Yobe state, Nigeria; and&nbsp;</p><p>ii. Assess the level of pupils’ school enrolment in the state.&nbsp;</p><p><b>1.4 Research Questions&nbsp;</b></p><p>This study is guided by the following research questions:&nbsp;</p><p>i. Has the minimum teacher/pupils ratio been met at UBE institutions?&nbsp;</p><p>ii. Did the level of school enrolment increase with the scheme?&nbsp;</p><p><b>1.5 Research Hypothesis&nbsp;</b></p><p>This study is guided by the following hypothesis:</p><p>&nbsp;Ho1: There is no significant difference among respondents in the implementation of UBE and the improvement in students/pupils enrolment. <br></p>