ASSESSMENT OF THE IMPLEMENTATION OF THE UNIVERSAL BASIC EDUCATION IN FEDERAL CAPITAL (FCT) TERRITORY ABUJA

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 (2000) by calling for a massive eradication of illiteracy within the shortest possible time span. 
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 educational programme does not always lie with adequate knowledge and policies, but the effective implementation of the programme.
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, particularly in Abuja metropolitan area council of FCT.  Most of the UBE primary schools are bedeviled with overcrowded classrooms, poor funding of the school activities, inadequate infrastructural facilities, non-availability of functional library, inadequate instructional materials, poor supervision and monitoring of the school programme among others. All these are challenges for the effective implementation of UBE programme in Nigeria. Thus, the problem of this study is to find out what the extent of the implementation of UBE programme in primary schools in Abuja metropolitan area council of FCT is. It was against this background that the researcher embarked on this study.

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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Item Type: Project Material  |  Attribute: 89 pages  |  Chapters: 1-5
Format: MS Word  |  Price: N3,000  |  Delivery: Within 30Mins.
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