ABSTRACT
This study assessment
the implementation of UBE programme in primary schools in Abuja metropolitan
area council of FCT. 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 Abuja metropolitan area council of
FCT. The sample constituted of 40 head teachers and 80 teachers drawn from study
area. 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 Abuja
metropolitan area council.
TABLE
OF CONTENTS
Abstract
CHAPTER ONE:
INTRODUCTION
Background
of the Study
Statement
of the Problem
Purpose
of the Study
Significance
of the Study
Scope
of the Study
Research
Question
Research
Hypotheses
CHAPTER TWO:
LITERATURE REVIEW
Conceptual
Framework
Concept
of Evaluation
Concept
of Implementation
Concept
of UBE programme
Importance
of UBE in FCT
Requisite
educational Resources for the effective Implementation of UBE
Constraints
affecting effective implementation of UBE program
The
Role of Head teachers and teachers in the implementation of UBE Programme
Theoretical
Framework
Functionalism
Theory
System
Theory
Review
of Related Empirical Studies
Enhancing
the implementation of UBE Programme in Nigeria
Problems
against implementation of free and compulsory education Policy
Head-teachers’
competencies for implementation of UBE
Perceived
Impact of UBE on National Development in Nigeria
SUMMARY
OF LITERATURE REVIEW
CHAPTER THREE:
RESEARCH METHOD
Design
of the Study
Area
of the Study
Population
of the Study
Sample
and Sampling Technique
Instrument
for Data Collection
Validation
of the Instrument
Reliability
of the Instrument
Method
of Data Collection
Method
of Data Analysis
CHAPTER FOUR:
DATA ANALYSIS AND PRESENTATION OF RESULTS
Research
Question 1
Research
Question 2
Research
Question 3
Research
Question 4
Research
question 5
CHAPTER FIVE:
DISCUSSION OF THE STUDY, IMPLICATIONS,CONCLUSION, ECOMMENDATION, LIMITATIONS
AND SUGGESTIONS FOR FURTHER STUDIES AND SUMMARY
Discussion
of the Study
Conclusion
Implication
of the Study
Recommendation
Limitations
of the Study
Suggestions
for further studies
Summary
of the Study
REFERENCE
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
The Universal
Basic Education Commission (UBEC), which is the government agency responsible
for monitoring the implementation of UBE programme, in its 2013 Annual Report
revealed that transformation of the education in the area of school
infrastructural development has been achieved through judicious use of FGN-UBE
intervention funds. It is the view of the commission that adequate allocations
are made for the provision of basic education in the country. They noted that
the UBE programme has been on the funding priority list of the government. This
the report observed, was buttressed by the government huge allocation to State
Universal Basic Education Boards (SUBEBs) in
the 36 states and FCT for both
capital expenditure for erection of building and purchase of equipment and
recurrent expenditure for the payment of salaries, services, among others.
Specifically the reports showed that UBE marching grants statutory allocations
to the 36 states and FCT from 2005-2013 was N200, 392, 601, 491. 67. and out of
this figure N159, 734, 113, 067.03 has been accessed by the 36 states and FCT,
while the sum of N1, 312,500.000 has been expended on the development of the
new 9-years basic education curriculum in the year 2007.
The above
minimum standard, together with UBE guidelines (1999) that are the aims,
objectives and policies of the programme, was used in this study as the
benchmark for determining the extent of
implementation of the UBE programme in primary schools in Abuja metropolitan
area council of FCT.
Statement
of the Problem
Over the years,
the implementation of basic education programme in Nigeria
has been facing lots of constraints, and it seems like the problem of the Nigeria
The Universal
Primary Education (UPE) progrmme which is one of the basic education programmes
introduced in the country in the past seems to have failed due to several
factors, and such factors were attributed to non-availability of fund,lack of
trained teachers, lack of infrastructural facilities, poor supervision of the
programme, inadequate instructional materials, among others. There also seem to
be lots of obstacles affecting the implementation of the current Universal
Basic Education (UBE) programme primary schools in Nigeria Nigeria
Purpose
of the Study
The main purpose
of the study is to evaluate the implementation of the UBE programme in primary
schools in Abuja metropolitan area council of FCT using the Federal Ministry of
Education’s guidelines for the establishment of primary schools in Nigeria and
the UBE guidelines (1999) as the benchmark .Specifically, the study sought to
find out:
1.
The extent of
availability of infrastructural facilities for the effective implementation of
the UBE programme in primary schools;
2.
The extent of
availability of instructional materials for the effective implementation of the
UBE programme in primary schools;
3.
The extent of
availability of trained teachers for the effective implementation of the UBE
programme in primary schools in Abuja metropolitan area council of FCT;
4.
The extent of
adequacy of funds for the effective implementation of the UBE programme in primary
schools; and
5.
The constraints
to the effective implementation of UBE programme in primary schools in Abuja
metropolitan area council.
Significance
of the Study
The
findings of this study will have both theoretical and practical significance.
Theoretically, the findings of the study will provide data that would be useful
for clear understanding of system theory. It is expected that the findings will
help to explicate the findings of the theoretical propositions of the theory.
This could influence the effective implementation of UBE programme in primary
schools.
The
system theory as propounded by Von Bertallanffy in 1968 tries to explain the
existence of different interrelated parts, such that the interaction of any
part affects the whole system; and the performance of a system depends on how
the various elements in the system work together. The findings of the present
study will be theoretically significant because it will contribute additional
empirically-derived theoretical body of knowledge on system theory. The results
of this study will strengthen the tenets of this theory, and will help to
expand the body of knowledge in the area of implementation of UBE programme in
primary schools.
The
results of this study will be of practical benefits to the government,
administrators of primary schools, teachers and society in general. It will be
of benefits to the government because when evaluation is done, the area of
weakness in the implementation process of the UBE programme in primary schools
will be revealed, and this will help the government to propose possible
strategies for improvement on the implementation process.
The
results of this study will be of benefit to UBE teachers, for when
instructional and infrastructural facilities are provided in UBE schools,
teaching and learning will become more effective and meaningful.
It
is also hoped that his study will be of immense benefit to school
administrators (head teachers) for when educational resources are provided into
UBE schools in their rightful quantity and qualities, administrative functions
are done in effective ways, and they will be able to implement the UBE
programme effectively.
The
result of this study will benefit society, because when teaching and learning
in the UBE schools are done effectively, the major objective of the scheme,
which is the acquisition of appropriate level of literacy and life skills, will
be greatly achieved and society will become crime-free and a better place for
all to live in.
Finally,
it is hoped that this study will add to the existing body of knowledge which
might be harnessed for further research in this field and other related fields.
Scope of the Study
This
study was delimited to all UBE primary schools in Abuja metropolitan area
council in FCT.
Research
Questions
The following research questions
were posed to guide the study:
1.
To what extent
are infrastructural facilities available for the effective implementation of
the UBE programme in primary schools?
2.
To what extent
are instructional materials available for the effective implementation of UBE
programme in primary school?
3.
To what extent
are trained teachers available for the effective implementation of the UBE
programme in primary schools?
4.
To what extent
are funds adequate for the effective implementation of the UBE programme in
primary schools?
5.
What are the
constraints to the effective implementation of the UBE programme in primary
schools?
Hypotheses
The following null hypotheses
guided the study and were tested at 0.05 level of significance.
H01 There is no significant difference
between the mean ratings of head-teachers and teachers on the availability of
infrastructural facilities for the effective Implementation of the UBE
Programme in primary schools in Abuja metropolitan area council.
H02 There is no significant difference
between the mean ratings of head-teacher and teachers on the availability of
instructional materials for the effective implementation of the UBE Programme
in primary school in Abuja metropolitan area council.
H03 There is no significant difference
between the mean rating of head-teachers and teachers on the availability of
trained teachers for the effective implementation of the UBE Programme in
primary schools in Abuja metropolitan area council.
H04 There is no significant difference
between the mean ratings of head-teachers and the teachers on the adequacy of
funds for the effective implementation of the UBE Programme in primary schools
in Abuja metropolitan area council.
H05 There is no significant difference
between the mean ratings of head-teachers and teachers on the constraints to
the effective implementation of the UBE Programme in primary schools in Abuja
metropolitan area council.
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