Universal Basic Education in Nigeria: Challenges and Prospects.
Abstract
The fundamental principle of UBE in Nigeria is that everybody must have access to
equivalent education comprehensively and co-educationally. The concept of the
Universal Primary Education (UPE) introduced in 1976. (6 years education) was to
change into Basic education (9 years education) twenty three years later. Basic
education is not completely new but its meaning has been broadened after the World
Declaration on Education for All (EFA),and the Framework for Action to meet Basic
learning needs. The policy provisions of these documents surpass what was on ground
then. Three demographic studies on the existing national situation in the primary
education sector revealed that, 12% of primary school pupils sit on the floor, 38%
classrooms have no ceilings, 87% classrooms overcrowded, while 77% pupils lack
textbooks. Almost all sampled teachers are poorly motivated coupled with lack of
community interest and participation in the management of the schools.
That was the prelude to the launching of the UBE introduced in line with Millennium
Development Goals (MDGS). Consequently this paper examines the unique features
of the UBE and the extent that, the Nigerian school age population can benefit from
the policy. This research therefore, aims to assess the on-the-field performance of the
UBE policy.
Introduction
Education has remained a social process in capacity building and maintenance of
society for decades. It is a weapon for acquiring skills, relevant knowledge and habits
for surviving in the changing world. Invariably, the major problem identified in the
Nigerian UBE system lies in the automatic promotion, that is, 100% promotion and
transition for 9 years. This indeed is a mockery of any form of evaluation done at this
level and is bound to reflect on the standard of education in no distant future. In
particular the provision for the out of school population has remained obscure since
eight years of its introduction and inception.
Yoloye (2004) observed that, the concept of Basic Education is not a completely new
term to the Nigerian society and that within the last decade, it has assumed a global
significance and its meanings has been broadened. The expanded vision of UBE
comprises the universalising of access and promotion of equity, focusing on learning
and enhancing the environment of learning and strengthening partnerships.
Goals of UBE
The objectives of the programme as specified in the implementation guideline by
government in 1999 are as follows:
- Developing in the entire citizenry, a strong conscientiousness for education
and a strong commitment to its vigorous promotion
- Provision of free Universal Basic Education for every Nigerian child of school
going age
- Reducing drastically the incidence of drop out from the formal school system
- Catering for young persons, their schooling as well as other out of school
children or adolescent through appropriate form of complementary approaches to the
provision of UBE
- Ensuring the acquisition of appropriate levels 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 life long living.
Theoretical Framework
In every organization, there is an input process output system. The quality of the input
in this case, the entry behavior of the pupils, and both physical and material resources
available and in use will essentially predict the quality of the act.
A system theory explains the existence of different parts which perform different
functions in such a way that each part interacts and is interdependent on the other
parts. The educational system has similar characteristics with other systems.
A typical system is characterized by an input that is a component which enters from
the outside, conversion process and an output component which leaves the system for
the outside/environment. This study is hinged on the systems theory. The input in this
case are educational resources, the process involves management strategy employed
to transform the output which describes skills acquired and quality of the output or
graduate. Nwankwo (1984) Zelvys (2004) describe a system as series of interrelated
and interdependent parts such that the interaction of any part affects the whole system.
Review of Literature
Basic education, according to the Jomtien Declaration and Framework of
Action on Education for All is not defined in terms of years of schooling. It is
not limited to formal schooling and 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)
describes 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 UBE Mission Statement observed that at the end of the nine years of
continuous education every child that passes through the system should
acquire appropriate levels of literacy. Other skills include numeracy,
communication, manipulation of life skills and be employable, useful to
himself and society at large by possessing relevant ethical, moral and civic
values. The mission statement states in part --- working in concert with all
stakeholders by mobilizing the nation’s energies to ensure that education for
all becomes the responsibilities of all. The scope includes programmes and
initiatives for early childhood education and development, the six year
primary education and the three year junior secondary school.
The Federal Government guidelines on implementation for the Universal
Basic Education Programme (1999) proffer some strategies which are to serve
as guidelines for implementation. These include the fact that provision of the
educational programme should be universal, free and compulsory and efforts
are to be made to counter the factors which have been impediments to global
realization of previous education programmes e.g. Universal Primary
Education (UPE).
Summary of the act for UBE
As contained in the official Reference of the Federal Republic of Nigeria
Gazette (2004), the act provides for compulsory universal basic education and
stipulates penalties for parents who fail to comply with the provision. On the
issue of relevance of the school curriculum to the society Ehindero (2000)
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 some six life roles e.g. role as an individual, as a
producer, citizen, national consumer and as a family member. As far as the
provision of human and material resources are concerned, 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 area of specialization. Salaries need to be paid as at when due
because it serves as a motivation factor towards productivity.
The Problem
Universal access to education has been prime target for Nigeria in the last
four decades and Nigeria is a signatory of World Declarations on Education
for All. Igwe (2006) reported that the United Nations Organization (UNO),
article 26 on 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. So, both at the 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 no appreciable positive results
have been recorded. The problem of implementation continues to be a
perennial problem to the fulfilment of a constitutional and social obligation to
make access possible to all.
This research is therefore set to assess the on the field experiences of the
programme by stakeholders e.g. the school principals, teachers, students and
parents.
The following research questions have been highlighted to guide this
assessment.
1. How do Junior secondary school principals assess the implementation of
the Universal Basic Education.
2. What is the on the ground assessment of teachers of the UBE programme.
3. How do some beneficiaries of the programme ie, students perceive the
UBE programme.
4. What is the role of parents in complementing effective management?
Research Methodology
The Research design adopted for this study was a cross sectional survey
which being both descriptive and exploratory entails a once and for all
observation of some of the different stakeholders of the Universal Basic
Education.
The target population
Lagos State is made up of six local education Districts and one of them,
Surulere Local Education District IV was randomly selected for the research.
There are thirty (30) Junior secondary schools in this District with a
population of 21,961 students and the total number of 540 teachers.
Surulere Local District IV was mapped into nine geographical areas as
follows: Coker, Sanya, Ijesha, Lawanson, Ojuelegba, Randle Avenue, Eric
Moore and Ikate Aguda. A school was randomly select from each of the
geographical areas.
All principals and vice principals of the 30 Junior Schools (60) were included
in the sample. Ten teachers from each of the geographical areas numbering
90 in all were sampled. 10 pupils, of JSS III there randomly were randomly
selected from each of the 9 geographical areas numbering 90 pupils. A total
of 270 of some stakeholders of UBE participated in this research.
Instrument: The Principals and Vice Principals Questionnaire were designed
to solicit relevant information on how they assessed level of the
implementation strategies. In the teachers’ questionnaire, information on the
availability and use of resources were measured. Students, who also were the
beneficiaries, responded to some questions on the relevance and gains of their
training/education at that level and on the level of participation of parents.
A set of three questionnaires were given to colleagues for purpose of scrutiny
and to ensure face validity. They were later administered to five principals,
then Junior secondary school teachers and then students as the case may be.
A re-administration was conducted as week after and correlation statistical
test – the Pearson Product Moment was applied. The correlation coefficient of
0.69, 0.66 and 0.61 for principals and vice principals, teachers and students
respectively was obtained.
Principals, Vice Principals and teachers were asked to assess the
implementation strategies as follows:
5 Very High Assessment (VHA)
4 High Assessment (HA)
3 Low Assessment (LA)
2 Very Low (VL)
1 NA Negative Assessment because it is extremely low.
The correctness of the statement is rated very high (VHA) if respondent is in
no doubt that the statement is exactly true. The lowest and the least true as
perceived by the respondent is rated Negative Assessment (NA). The
students on the other hand were requested to answer either No or in the
affirmative depending on their assessment of the statement. Data collected
was analysed using simple descriptive statistics such as means and
percentages.
Result
From Table 1, it is observed that principals’ assessment on the level of
involvement of the local counties in the provision of infrastructure was quite
low as 53 out of 60 sampled principals reported that majority of local
communities were not involved in the provisions of infrastructure. Although,
more communities were observed to be involved in construction and
maintenance of infrastructure the mean value was still assessed as low (2.1)
Table 1 : Principals and Vice Principals Level of Assessment of the Implementation of the
Universal Basic Education UBE
5 VHA 4 HA 3 LA 2 VL 1 NA Mean Decision
1. Local communities are
mobilized for the :provision
of infrastructure for education
construction and maintenance (a) 1 1 2 3 53 1.2 Very Low
of education infrastructure (b) 1 1 16 29 11 2.1 Low
2. Teachers are being
mobilized to write books that
are based on specific curricula. 2 1 26 21 10 2.4 Low
3. Non text materials are being
supplied by National Education
Technical Centre. 52 4 1 2 1 4.7 Very high
4. The school curriculum
emphasises team work and spirit
of enquiry 2 5 36 12 5 2.8 Low
5. Teaching – learning materials
depend on the curriculum. 8 11 59 1 1 3.9 High
6 UBE is career oriented 1 1 2 55 1 2.1 Low
7. A large number of out
of school children registered
enrolled in my school for the UBE
scheme. 7 4 1 47 1 2.48 Low
8. Available funds are targeted at
areas which will really make a
difference e.g. building, equipment,
textbooks etc. 11 8 37 3 1 3.4 High
9. Funds are grossly not adequate 51 3 2 2 2 4.65 Very high
10. The UBE programme
implementation is being politicized 44 8 3 2 3 4.46 Very high
11. Teachers are available:
(a) in the right numbers 20 17 12 10 1 3.75 High
(b) in the right quality 13 10 19 7 11 3.11 High
12. The infrastructure of the Junior
Secondary school is distinctively
separate from the senior school 25 18 9 6 2 3.96 High
13. Nigeria will be among countries
that would achieve education for all
school age by 2015 5 2 3 49 1 2.35 Low
14. Computer education is introduced
For : (a) computer awareness 39 12 6 1 2 4.4 High
(b) literacy and 33 11 9 5 2 4.1 High
(c) Application 10 17 10 16 2.9 Low
The principals expressed the fact that
the implementation of UBE
programme was being politicized.
On whether or not Nigeria will be
among countries that would achieve
education for all school age by year
2015, it was not certain as their
assessment is also low (2.35).
Table 2: Teachers Assessment of the UBE Programme
5 VHA 4 HA 3 LA 2 VL 1 NA Mean Decision
1. Teachers in Junior secondary
schools are being trained and
retained as the need arises. 5 5 5 64 11 2.2 Low
2 Teachers are highly motivated. 4 6 71 6 3 3 Low
3. The Junior school classrooms are
over crowded 79 9 4 1 1 4.7 Very high
4. Teachers do not have time for
Every child 62 11 9 6 2 4.3 Very high
5. The school buildings are
Dilapidated and rarely refurbished 67 13 6 3 1 4.5 Very high
6. Teachers in my school teach only
subjects of their specialty 19 22 37 1 11 3.4 High
7. I have a lot of enthusiasm teaching
in the UBE scheme 15 4 24 21 16 2.3 Low
8. Government supplies adequate
number of textbooks 11 19 20 33 7 2.9 Low
9. Classroom not comfortable for
Pupils interaction and class work 71 12 1 3 3 4.6 Very high
10. Students from socio-economic
background can hardly afford a lunch 81 4 1 3 1 4.8 Very high
11. Continuous Assessment as method
of teaching and learning not continuous
testing is what operates in our
classroom today 9 15 27 31 8 2.8 Low
12. Salaries and incentives are well
planned and paid on time 50 24 7 3 6 4.2 Very high
13. Performance achievement of pupils
generally can be rated 5 4 6 61 14 2.2 Low
Table 2 is report of assessment of Junior secondary school teachers for the
implementation of the UBE programmes. Teachers agreed that their
classrooms were overcrowded (4.7) and are not comfortable or conducive for
teaching and learning. In addition, their salaries and other incentives are not
well planned neither were they paid at the right time.
Students reported that although some assistance is received from
government, in the area of supply of books (20%) it is ridiculously low to
equip them for classroom work. They claim that there was no force to compel
their parents to send them to school.
Table 3: Perception of Students – Beneficiaries of the Level of Success of
UBE Programme
Yes No
1. My parents did not have to pay my fees,
because Government was taking care of all my
school needs. 16 (17.8%) 74 (82.2%)
2. The Junior secondary school is preparing me for
a trade I learnt in school. 9 (10%) 81 (90%)
3. My parents were forced by Government to send
me to school. 3 (3.3%) 87 (96.7)
4. Government gave me many books in
Mathematics and English. 18 (20%) 72 (80%)
5. We have a school farm and we maintain the
school farm. 57 (63.3%) 33 (36.7)
6. There is a lot of play fields for games and sports
in my school. 61 (67.8%) 29 (32.2%)
Discussion and Conclusion
The cost of education has been reported to be on the increase yearly and in
spite of increase in budgetary allocation for implementation of educational
policies, the funds are still not adequate. In order to support government the
new policy advocated for sharing the burden of funding with other
stakeholders. The local community is expected to be mobilized to provide for
needed infrastructure. In this research, principals/managers of schools
assessed the community’s level of involvement to be very low. The lack of
commitment and general apathy towards the course of a successful
implementation of the UBE has been a problem. A survey research conducted
by Ker and Okwori revealed that the participation of individuals, private and
the three tiers of government was found to be the best option for funding and
managing UBE schools.
Massive provision of teaching and learning facilities and improvement of
existing ones will enhance programme implementation. The use of other
facilities that enhance communication and productivity is also a mark of good
performance. Falayajo, Makoju, Gladys, Okebukola, Onugha and Olubade
(1997) had assessed the learning achievement of primary four pupils in
Nigeria and discovered that this has not improved. Almost ten years after
their research, this research also reveals that teachers, performance is rated as
low, as their students achievements.
The principals observed that the use of computers is only limited to
computer awareness and literacy to a large extent. Computer use for
application was not emphasized. The use of computers should not be limited
to teaching and learning but for school administration. Askar et al (2006)
noted that computers in Turkish primary schools have become widely used in
administrative work and that in fact, information technology has entered the
life of teachers. Government policy on enforcing attendance at the UBE
programme has not been implemented as majority of parents are still
involved in keeping their children and wards behind.
This research reveals that only a small group (17.8%) of respondents agreed
that government was taking care of all their school needs whereas majority
(82.2%) claim that their parents were largely involved in funding their school
expenses. Adesina (2004) noted that private establishments, communities and
individual parents must be called upon to fund UBE. He cautioned that it
was wrong and misleading propaganda that education can be obtained
absolutely free as the actual experience on the field has shown that such
propaganda is more of a political gimmick than a statement of good intention.
It was observed that the greater the stake in any venture, the greater the
interest and commitment of the stake holders in that venture. An enabling
law to compel parents to leave no child behind should be enforced. Other
practical steps that could be taken to move UBE forward in Nigeria is to give
national recognition to individual private organization and local communities
who have contributed by way of commitment and financial backing to the
ideals of the programme.
