AN ASSESSMENT OF THE IMPLEMENTATION OF UNIVERSAL BASIC EDUCATION IN TOTO LOCAL GOVERNMENT AREA OF NASARAWA STATE
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AN
ASSESSMENT OF THE IMPLEMENTATION OF UNIVERSAL BASIC EDUCATION IN TOTO LOCAL
GOVERNMENT AREA OF NASARAWA STATE
CHAPTER ONE
1.0 Background of the Study
1.1 Introduction
It is today
universally accepted that Education is the fountain and foundation of all
wisdom, therefore, the importance of education in any community cannot be
overemphasized. Education is the major factor for sustainable development as
well as a strong pillar around which every other action revolves. This is
because education is the most necessary and effective weapon identified by the
world over advancement of human progress and development. For rapid socio –
economics and social political development of Nigeria, education or at least
the basic one is indispensable (Wales,1996).
The biggest
obstacle that needs immediate attention in Nigeria and other developing
countries is how to reach the unreached. Education wise, how to take education
to the door steps of the masses. A lot of researchers found that between 65% to
70% of children do not go to school. From analysis made by stakeholders, it was
obvious that the explanations advanced that low enrolment among others was
mostly financial. Many parents find it hard to enroll their children in the
school and where they do, many of the children do not stay to complete their
studies due to financial problem, poverty and low level of awareness on the
needs to send children to school. The Universal Primary Education (UPE) Scheme
was the first attempt at the national level by government to establish a
universal education programme in Nigeria. It was launched in 1976 by President
Obasanjo, the then Military Head of State, compared to the Universal Basic
Education (UBE) programme launched in 1999 (Isyaku, 2000).
The
objectives of the UPE were more modest and directed by what was perceived to be
the needs of the nation at the time it was; To ensure that every Nigerian child
from age of six, attended primary school and remained therefore the next six
years, under a free education scheme funded by the federal and state government
(Obasanjo, 1999).
It is of
interest to note that the UPE was not a total failure as general opinion tends
to portray. This was so because the programme recorded and increased in the
number of children in primary school from 6 million in 1977 when it started to
`12 million in 1980 (Obasanjo, 1999).
The obstacle
UPE faced, began from the middle of the 1980s were also acknowledged. The
problems faced them were categorized in three broad groups. First, is the
population explosion of the 1980s which led to sudden astronomical rise in the
number of school age children who could not be accommodated within the existing
school structure, this was in turn due to inadequate schools and acute shortage
of trained and qualified teachers. Second was the decline in national revenue
which militate against the allocation of sufficient funds for the expansion and
quality improvement of the scheme. The third and final problem was political
instability in the country which caused confusion in terms of what priority
should be given to advance education at all levels for UPE to go beyond mere
recommitment and for it to represent the actualization of the “expand vision”,
all hands must be on deck (of those who lead, the led and those who stand
between the leaders and the led) must occupy sincerity, transparency and
accountability to implement the UBE programmes.
There was a
world conference on education held in Jomtien, Thailand in 1991 which was
popularly called Education for all (EFA). This conference was sponsored by the
effort of some of the world organizations and attracted all the Ministers of
Education from all the countries of the world. The outcome of the world
conference on education was the recommendation of the concept of ‘Basic
Education’ to be adopted by all countries in the bid to reduce dropout and
illiteracy rates in every society.
The report
on the state level policy dialogue on UBE programme organized by Nasarawa State
Universal Basic Education Board (SUBEB) Primary Education Board states that
every citizen of the world enjoys fundamental human right to education. To
determine its exact nature and content depends on the context – political, socio
– economic, cultural, technological etc of each society. UBE therefore entails
the following:
– An
enlarged view of education to integrate formal and informal possibilities for
the development of human potentials.
– An
attainment that is not confined to orthodox education agencies but which
requires the input of other socio – economic development sector.
– An affair
that is a lot more than the government organization and the entire civil
societies.
– A strong
emphasis on learning, that is, success in acquiring basic skills of literacy
numeracy to learn as the most valuable end result of education.
“Education
for all is the business of all” is the slogan used to summarize what UBE is all
about (UBE Digest 2002) to narrow down UBE to the Nigerian situation, one can
say that basic education in Nigeria encompasses vertical and horizontal
dimension. The vertical dimension is the broad spectrum of formal and informal
approaches to education. The horizontal dimension covers the linear vision of
education from early childhood care and education of junior secondary school
with respect to the scope of programmes, it goes beyond junior secondary
school, since the concept of UBE is a life long based venture, as skills
acquired are used for further learning according to changes, in individual and
national development.
The basic
aims and specific objective of the UBE as spelt out in the Federal Republic of
Nigeria (FRN) implementation guidelines for UBE programme (2000) are:
– The
provision of free, universal education for every Nigerian child of school age.
– Reducing
drastically the incidence of dropout from the formal school system through the
relevant quality and efficiency.
– Catering
for young persons who for one reason or the other have had to interrupt their
schooling as well as other out of school children/adolescent through
appropriate forms of complementary approaches to provision and promotion of
basic education ensuring the acquisition of the appropriate levels of literacy,
numerically manipulative, communicative and life skill as well as ethical moral
and civil values needed for laying a solid foundation for life long learning.
There is
need to identify the main areas of strategy, in implementing the UBE successfully.
The key areas are: a teachers training programme for curriculum defines a
building programme designed for the new curriculum. The infrastructure and
facilities remain inadequate for coping with the system that is growing at a
rapid pace. Lack of teaching and learning resources. The financial crisis left
the existing facilities inadequately maintained and has retarded progress in
building new facilities.
1.2 Statement of the Problem
One of the
objectives of education in Nigeria, to which the nation’s philosophy is linked
to, is the acquisition skill, abilities and competencies both physical and
mental as an equipment for individual to line and contribute to the development
of the society (UPE, 2004). Thus after completion of primary school, an individual
can choose between continuing with his studies or opt for immediate employment
because it is expected that he might have acquired some basic skills that
equipped him or her for employment.
Nevertheless,
the implication of this is that adequate facilities, like, classrooms,
libraries, instructional facilities and enough qualified teachers will be
provided in all the primary schools. This smooth implementation of the UBE also
requires that adequate fund is to be provided for the procurement of facilities
and training of personnel.
Educational
system in Nigeria over the years has faced a lot of problems including lack of
needed human and material resources. Inadequacy in this area has lowered
educational standard in the country. For successful Implementation of the
Universal Basic Education (UBE), the Education sector must make sure it manages
its financial, physical and material resources properly.
This study
is designed to appraise the Universal Basic Education in Toto Local Government
Area of Nasarawa State.
1.3 Purpose of the Study
The general
purpose of the study is to assess the implementation of UBE in Toto Local
Government Area specifically, the study aims at.
1.
Determining the availability of instructional materials
2.
Determining the availability of Infrastructure
3.
Determining the number of trained teachers.
1.4 Significance of the Study
The study
will be beneficial to administrators and policy makers in the planning unit of
Nasarawa State Ministry of Education towards professional training of
sufficient teachers for sound implementation of universal basic education. The
study will also be useful in determining how government will make effort to
ensure successful implementation of the UBE programme.
The study
will be useful to pupils and students as ways of improving the standard of
education as determined at primary schools and JSS level so as to give the
students, the required skills needed for employment or further studies in their
various schools.
1.5 Basic Assumption of the Study
This study
is based on the following assumptions;
i. That
respondent to the questionnaire gave honest answers and were not influenced by
their professional background, national identification and educational status.
ii. It also
assumes that the information in the secondary data were accurate and unbiased.
iii. The
research further assumes that the reader has a fair knowledge of basic national
security terminologies. Therefore, only the variables shall be defined and
explained.
1.6 Research Questions
1. What are
the available instruction materials?
2. How
available are the infrastructure?
3. How
available are the trained teachers?
1.7 Scope of the Study
This
research work is restricted to find out the progress of Universal Basic
Education in Toto Local Government Area in terms of the Infrastructures,
instructional materials and the number of trained teachers
1.8 Limitations
In the
course of carrying out this study, the limitation confronted with were that of
not getting back the questionnaire immediately. Some teachers were very busy as
such the questionnaire stayed one to two weeks with them before completion.
They complained of too much engagement in their work, that is why they could
not fill the questionnaire on time. All these led to the missing of some of the
questionnaires and this led to partial effect on the analysis of the result.
1.9
Historical Background of Toto Local Government
Toto Local
Government was formerly located within the Keffi emirate, not until in 1976
when the local governments were reformed and it became a district entity.
The Local
Government is created during President Ibrahim Babangida Military administration
in 1991.
Toto Local
Government was occupied by the Hausa, Fulani as well as the Gwari people. Some
historians have it that the Gwaris were in the area before the arrival of the
British troops in 1891. this also bring me to how the Local Government got its
name. The colonialist asked different
question form the Gwari people and out of ignorance, the gwaris took the
question to be something else and instead gave “Kada ana” s the answer to the
question. (Google search: www.google.com).
The Local
Government has an overall population density of 23 person per-square metre. The area is able to have
over a hundred herds per square metre which is ranging to over 150, 794 people.
The settlers
engage themselves in some form of.
AGRICULTURAL
ACTIVITIES : Like the cultivation of crop such as millet, Guinea corn, Maize,
Cowpea, cassava rice etc and rearing of animals like cow for their milks and
meat production and every other domesticated animals worthy of managing.
COMMERCIAL
ACTIVITIES: Some inhabitant engages is petty trading and local craft works such
craft works includes black smiting, weaving, leather work, ties and dies. There
also exist quite a number of commercial bank and service.
More
importantly the local government under its councils provides social services to
its people such social services like electricity, water, health care center,
educational facilities etc. they maintain roads under their care and construct
new one. It also has a refuse disposal unit which is meant to serve the three
districts, this shows how clean and tidy most places in the entity are. (Google
search: www.google.com)
1.10 Operational Definition of Terms
UBE:
Universal Basic Education
Assessment:
measuring or evaluating and appraising of performance
SUPEB: State
Universal Primary Education Board
Implementation:
Means the realization of an application or the execution of plan, idea, model,
design, specification, standard, algorithm or policies.
Methodology:-
Is the study and practice of various method of teaching. This implies that
methodology is both the study of different methods and the systematic means of
presenting subject matter and learning experiences.
Motivation:-
Motivation comes from the word motive it is defined as a pushing or moving
power that makes an individual to strive to achieve a set goal despite
difficulties.
Researcher:-
He is an individual or group of individuals who carry out investigation about
an issue.
Research:-
It is defined as the systematic and objective analysis and reporting of
controlled observation with a view to arrive at the development of
generalization, principles, theories or explanation of phenomena.
Teacher: One
who teaches or instructs; one whose business or occupation is to instruct
others; an instructor; a tutor
School
Authority: Refers to an organized system of administration in which the whole
members in the school are united on agreeable constitution that enable the
school function towards achieving of her objectives and goals
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