APPRAISAL OF RESOURCES FOR IMPLEMENTATION OF THE SENIOR BASIC EDUCATION PROGRAMME IN ENUGU STATE
ABSTRACT
This study appraised the resources for the implementation of the Senior Basic Education programme in Enugu State. Six research questions and six null hypotheses were formulated to guide the study. The study made use of descriptive survey design. The population of the study comprised 313 urban and rural public secondary schools across Agbani, Enugu and Udi Education Zones in Enugu State. A checklist consisting of 9 items was designed and administered to teachers in 43 urban and 102 rural public secondary schools across Agbani Education Zone, Enugu Education Zone and Udi Education Zone forming 145 total sample for the study. The checklist was face validated by three experts. Scorer reliability test was used to try-test the instrument, yielding a reliability coefficient of + 1.00. The data collected were analysed using benchmarks provided in the minimum guideline for establishment of senior basic education school in Enugu State. The Chi-square (X2) – test statistic was used to test the null hypotheses. The study found that B.Ed qualified teachers are available and adequate in urban public secondary schools in Enugu State for the implementation of SBE programme; B.Ed qualified teachers are available in rural public secondary schools in Enugu State but not adequate for the implementation of SBE programme; infrastructural facilities are available in both urban and rural public secondary schools in Enugu State but, are inadequate for the implementation of the SBE programme; fund for SBE programme implementation is available in both urban and rural public secondary schools in Enugu State but, inadequate. Based on the findings, the researcher recommended that teachers not having the required minimum qualification of B.Ed should be encouraged to register for PGDE program in any university, government should continue to recruit teachers with the requisite qualification of B.Ed for SBE programme implementation, parents within each education zone should throw their lot and help provide basic school facilities for effective teaching, capital grant allocation for SBE programme should be improved and increased by government to the SBE schools, and be supported by contributions from philanthropists for successful Senior Basic Education programme implementation.
CHAPTER ONE
INTRODUCTION
Background of the Study
Acquisition, provision and adequacy of resources for basic education programme of any nation are instruments par excellence for smooth, efficient and effective instructional delivery. Teaching and learning cannot properly take place without educational resources. Okeke (2005) described educational resources as varieties of materials, infrastructure, funds, space, land and people available for teaching and learning purposes; a collection of all that can be used effectively for enhancing teaching and learning. According to Federal Republic of Nigeria in her National policy on Education (NPE, 2004), educational resources has been described as resources that improve teaching and learning, as they make teachers and learners to interact together. Educational resources can then be seen as all that can enhance teaching and learning for purposes of efficiency and effectiveness. This implies that the planned national curriculum about basic education cannot work out to effect national growth and development without resources for education. Any nation that genuinely wishes to attain greater height in national development will not compromise acquisition, provision and adequacy of resources for basic education programme implementation for her citizenry. Akinpelu (2002) observed that education is an instrument par excellence for addressing issues like poverty, underdevelopment, population, governance and other social concern. In 1948 the United Nations (UN) made declarations on human rights that included the right to education (Ugwuoke, 2011). The United       Nations        (UN)       charter       on    Human       rights       was     emphatic        about      basic
education and as such, many other global declarations about basic education which are in line have been made such as:
The 1990 Jomtien world conference declaration of “Education For All (EFA) by the year 2000, made in Jomtien, Thailand; the New Delhi 1991 declaration of nine countries of the world with the largest concentration of illiterates of which Nigeria is one of them (E-9 countries); the Arman Jordan Re-affirmation 1995 call for the forceful pursuit of Jomtien recommendation of basic education for all… (Okah, 2012: 103). Most      of    the    declarations           affirmed        basic      education         as   a   human      right       and therefore should be free and compulsory for all (UNESCO, 2005). With the above human rights declarations in mind about basic education, many countries of the world have pursued aggressive mass basic education programme for her citizenries. Propelled  by the benefits of basic education for all, the Federal Government of Nigeria declared universal basic education for all Nigerians: The      Federal        Government            of     Nigeria,          under       Olusegun          Obasanjo         regime,
launched the Universal Basic Education Programme on 30th September, 1999
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