STRATEGIES FOR EFFECTIVE IMPLEMENTATION OF THE SENIOR BASIC EDUCATION (UBE) IN NSUKKA EDUCATION ZONE OF ENUGU STATE(5k material)
ABSTRACT
The study investigated the Strategies for Effective Implementation of Senior Basic Education (UBE) in Nsukka Education zone of Enugu state, Nigeria. The main purpose of the study was to investigate the strategies for effective implementation of the Basic Education (UBE) in Nsukka Education zone of Enugu state. Four research questions and two null hypotheses guided the study. The research design adopted for the study was the descriptive survey design. The population is 928 subjects made up of all the principals and teachers in the 58 secondary schools in Nsukka Education zone of Enugu state. The researcher made use of 40 percent of the target population, making up a sample size of 205 subjects. A 35-item questionnaire built in 4 clusters addressing the four research questions was used for data collection. The data collected were analyzed using descriptive statistics. Mean and standard deviation were used to answer the research questions while t- test statistics was used to test the null hypotheses at 0.05 level of significance. The study found out that the current state of UBE in Nsukka is poor because personnel’s are not trained properly for UBE implementation. The study further revealed that poor infrastructural facilities (e.g. library), inadequate classroom facilities hinders effective implementation of UBE programme in Nsukka. Some strategies that could be adopted to improve effective implementation include: personnel management strategies like recruitment of sufficient trained qualified staff, and planning strategies like accurate statistical data among others.
TABLE OF CONTENTS
Title page…………………………………………………………………………………………… i
Approval page………………………………………………………………………………………….. ii
Certification………………………………………………………………………………………… iii
Dedication…………………………………………………………………………………………. iv
Acknowledgements………………………………………………………………………………………….. v
Abstract…………………………………………………………………………………………. vi
Table of contents……………………………………………………………….. vii
List of tables……………………………………………………………………….. x
List of Appendices……………………………………………………………… xi
CHAPTER ONE: INTRODUCTION
Background of the Study………………………………………………………. 1
Statement of the Problem……………………………………………………… 6
Purpose of the Study……………………………………………………………. 7
Significance of the Study……………………………………………………… 7
Scope of the Study……………………………………………………………….. 9
Research Questions……………………………………………………………… 9
Research Hypotheses……………………………………………………………. 9
CHAPTER TWO: REVIEW OF LITERATURE
Conceptual Framework…………………………………………………….. 10
Concept of Implementation…………………………………………………. 11
Effective Implementation……………………………………………………. 11
Concept of Basic Education………………………………………………… 13
Universal Basic Education………………………………………………………………………………………… 14
Concept of Secondary Education…………………………………………. 22
Concept of Strategy………………………………………………………………………………………… 27
Theoretical Framework…………………………………………………….. 32
Human Relations Theory…………………………………………………….. 32
Universal Basic Education Model………………………………………………………………………………………… 33
Review of Related Empirical Studies…………………………………. 34
Studies on the present state of UBE programmes…………………… 34
Studies on the constraints to effective implementation of UBE programmes 37
Studies on the strategies for effective implementation of UBE program……………………………………………………………………………. 38
Summary of Reviewed Literature……………………………………… 41
CHAPTER THREE: RESEARCH METHODS
Design of the Study……………………………………………………………. 43
Area of the Study……………………………………………………………….. 43
Population of the Study………………………………………………………. 43
Sample and Sampling Technique…………………………………………. 44
Instrument for Data Collection…………………………………………….. 44
Validation of the Instrument………………………………………………… 45
Reliability of the Instrument……………………………………………….. 45
Method of Data Collection………………………………………………….. 46
Method of Data Analysis…………………………………………………….. 46
CHAPTER FOUR: PRESENTATION OF RESULTS
Analysis of Research Questions and Hypotheses……………………. 47
Summary of the Major Findings………………………………………….. 54
CHAPTER FIVE: DISCUSSION OF FINDINGS, CONCLUSION,
IMPLICATIONS, RECOMMENDATIONS, AND SUMMARY
Discussion of Results…………………………………………………………. 57
Conclusion………………………………………………………………………… 59
Implications of the Findings………………………………………………… 61
Recommendations……………………………………………………………… 61
Limitations of the Study……………………………………………………… 62
Suggestions for further Study………………………………………………. 62
Summary of the Study………………………………………………………… 63
REFERENCES………………………………………………………………… 64
APPENDICES…………………………………………………………………. 68
Appendices
APPENDICES A: Questionnaire on Strategies for Effective Implementation of UBE
Programme……………………………………………………………………….. 68
APPENDICES B: Reliability Estimate Results……………………… 73
APPENDICES C: Analysis of Data……………………………………… 74
APPENDICES D: Distribution of Sample…………………………….. 75
APPENDICES E: Proposed Implementation Blueprint for the UBE Scheme 76
LIST OF TABLES
Table 1: Mean responses of principals and teachers on current state of
UBE implementation in Nsukka Education zone……………… 47
Table2: Meanresponses of principals and teachers on constraints to effective
implementation of UBE programme……………………………… 48
Table 3: Mean responses of principals and teachers on personnel management strategies to be adopted in the implementation of UBE programme…………………………. 50
Table 4: Mean responses of principals and teachers on the planning strategies
that could enhance effective implementation of UBE programme…………………………………………………………………. 52
Table 5: Summary of t-test for Hypothesis One……………………… 53
Table 6: Summary of t-test for Hypothesis Two…………………….. 54
CHAPTER ONE INTRODUCTION
Background of the Study
Education is regarded as an instrument par-excellence and the means of achieving human capital and national development. This underscores the aim for the introduction of universal basic education by Obasanjo’s administration. The type of education introduced to us by the colonial government was too loop sided that it does not suit the need and demand of the Nigerian citizens (FRN, 2004). According to Federal Republic of Nigeria (FRN), the introduction of the Universal Primary Education in September 1976 was the first major national initiative that was aimed at universal access to education. Ebuoh (2004) noted that the hindrances to Universal Primary Education are mainly ineffective personnel and inadequate material resources.
In addressing the same problem, Opara (2001) opined that UPE did not achieve its objectives and collapsed due to lack of trained manpower as well as high dropout rates, ethnic and religious influence as well as gender difference. Although the scheme collapsed it helped to sensitize parents towards sending their children and wards to schools. Its collapse according to Ukeje (1992) also led to a number of major re-organization in the educational system. Thus,the down fall of Universal Primary Education leads to the introduction of Universal Basic Education.
The Federal Government launched the Universal Basic Education on September 30th, 1999 for the purpose of achieving compulsory free and Basic Education. FRN (2004) opined that it was also Nigeria’s response to the achievement of
Education for all (EFA) and Millennium Development Goals (MDGs). The Universal Basic Education programme, as a policy reform measure, is aimed at rectifying distortions in basic education delivery in the country as well as catering for basic education in the formal and non formal sectors.
The Universal Basic Education according to Federal Ministry of Education (1999) encompasses primary, junior secondary and nomadic education as well as adult literacy is aimed at enabling all children in the Nigeria society to participate in the 9 years of schooling from primary one to Junior Secondary School three (JSS 111). In other words, Universal basic education is of low level basic and upper level basic. Low level basic encompasses primary schools while upper basic encompasses junior secondary schools. One of the main reasons for introducing the Universal Basic Education scheme is because Nigeria is a signatory to the 1990 geometry declaration of education for all (EFA) by the year 2000 and also member of the group nations committed to the total eradication of illiteracy.
The Universal Basic Education is thus intended to be universal and compulsory. Obanya (2000) opined that these terms imply that appropriate types of opportunities will be provided for the basic education of every Nigeria child of school going age up to JSS 3. This means that all Nigeria children shall be given opportunity to acquire basic education; hence Nigeria is one of the countries that signed the 2000 Dakar framework of action to ensure education for all (EFA) by the years 2015.Fabunmi (2004) intimated that basic education programmes was conceived as a response to the level of awareness and general education of the populace. The UBE scheme was introduced in order to take care of the large population of the disadvantaged groups, the nomadic and improve access to education generally. Basic education according to Jaibeoba (2007) is the foundation for sustainable lifelong learning. It provides reading, writing and numeracy skills (FRN).
Operationally, basic education the type of education, in quality and content, that is given in the first level of education. This construct changes from country to country. In Nigeria, basic education was equated with six years of primary schooling in the past. Currently basic education is extended to include the three years of Junior Secondary School (FRN). Universal Basic Education (UBE) is conceived to embrace formal education up to age 15, as well as adult and non- formal education including education of the marginalized groups within the Nigerian society, (FRN, 2004). It is a policy reform measure of the Federal Government of Nigeria that is inline with the state objectives of the 1999:10 constitution which states in section 18 that……………..
Government shall eradicate illiteracy, to thisend, government shall as and when practicable provide a free and compulsory uni vers alprimary education, free secondary education up to junior secondary three (JSS3) and freeadult literacy programs.
The main thrust of the Universal Basic Education programme is to lay the foundation for lifelong learning through the inculcation of appropriate learning, self awareness, and citizenship and life skills. Since the introduction of Universal Basic Education scheme, its implementation has not been well managed, thus leading to some problems. The implementation of Universal Basic Education scheme has not achieved desired objectives due to problems that beset its implementation such as poor training for teachers, poor supervision and monitoring of the scheme, funds, corruption, inadequate facilities and inaccurate statistical data. Thus, it isobserved that the successful implementation of the Universal Basic Education will require mobilization of the teacher.
Great number of problems is perceived in the implementation of Universal Basic Education scheme in Enugu State. Ebuoh (2004) stated that the teachers and the government are the two main participants in implementation of the Universal Basic Education. Teachers problems according to Ebuoh includes lack of sufficient classroom for the Universal Basic Education children, inadequate facilities, inadequate qualified teachers, poor performance of students in public examinations, inadequate supply of teaching materials and problem of planning and execution and problems of funding of Universal Basic Education.
The problems of unqualified teacher shows that many teachers do not possess the necessary competence or skills in developing valid assessment instmment for evaluating behaviour outcomes in the three domains of the children that is cognitive, affective and psycho-motor domain. A lot of efforts according to Ebuoh have been made to achieve the goals as enunciated in the action plan.
Thus, for a successful of UBE program implementation it is very important that some practical strategies be adopted.Many educational policies and strategies have attempted to address issues of access, equity, pretension, quality enhancement, absenteeism, dropout rates, inadequate learning, irregular attendance, under achievement, with little success, (FRN, 2004). The situation demands that better strategies should be employed to achieve aims and objectives of the government on the Universal Basic Education programme.
The word strategy is a plan of action designed to achieve a specific goal. Hornby
- described strategy as a plan that is intended to achieve a particular purpose. As there is always an element of uncertainty about future, strategy is more about a set of options than a fixed plan. Universal Basic Education has its own strategy that they will use in order to achieve its objectives. In order words, proper strategies will enable Universal Basic Education to remove all the obstacles to lifelong education for millions of our citizens who otherwise would be denied the opportunities of education.
Strategies to be adopted for effective implementation of UBE program include financial strategies, supervisory strategies as well as training strategies for teachers. In support to these strategies, Ezeocha (1985) opined that to operate any system or project without adequate fund is an uphill task which could lead to either non-accomplishment or frustration on the job. Thus, fund is very important factor in operation and implementation of Universal Basic Education. In other words, effective implementation of Universal Basic Education depends on the availability of fund. Other strategies according to Ejike (2008) that can be effective in the implementation of UBE can be identified as follows: Provision of school libraries; Recruitment of qualified teachers; Provision of classroom facilities; and supervision and monitoring of the scheme by the UBE board. This undoubtedly will ensure the effective implementation of UBE programme at the upper level of the basic education which is junior secondary three (JSS 3).
Implementation on the other hand is the realization of an application or execution of a plan, idea, model, design, specification, standard or policy. Efforts by government to promote education and literacy in Nigeria have failed because there was no provision for adequate facilities in the implementation of Universal Basic Education. Ebuoh opined that the successful implementation of Universal Basic education has serious implications because there is inadequacy in provision of funds. If we want children, and all citizens to acquire literacy, we must provide reading materials, the abundant and pleasurable reading materials are found in libraries. If we want learners to develop skills for life-long learning, we must give them opportunities to enquire, search, explore, practice, solve problems and all these are found in the libraries. School libraries, funds and good training of teachers are basic to the successful implementation of Universal Basic Education in Junior Secondary Schools especially in Enugu state.
Secondary education according to National Policy on Education (2004) is the education children receive after primary education and before the tertiary stage. Junior secondary school is the most innovative contribution contained in the national policy to the development and modernization of Nigeria’s educational system in the area of secondary education. The broad aims of Universal Basic Education in Junior Secondary Education according to FRN (2004: 18) are: “preparation for useful living within the society; preparation for higher education”.
The Junior Secondary School shall be both pre-vocational and academic. It shall be tuition free, universal and compulsory. It shall teach basic subjects which will enable pupils to acquire further knowledge and skills. The objectives of the
Universal Basic education in Junior Secondary in Enugu State will be achieved if the necessary strategies are adopted for the effective UBE program implementation.
To this end, there is need for effective implementation of Universal basic education at the junior secondary three level of education. Thus, this study seeks to identity the strategies for the effective implementation of the Universal Basic Education Programme in junior secondary three level of education in Enugu state. Statement of the Problem
The importance of education at junior secondary school in the achievements of Nigeria’s educational objectives cannot be overemphasized. Education at this level despite the efforts of the Nigerian leadership through the introduction of universal basic education seems dissatisfactory due to the poor implementation of the UBE programmers at the junior secondary school level of education. The dissatisfaction in the implementation of UBE programmers in junior secondary school in Nsukka education zone is perceived in the following areas: poor teaching facilities and materials, inadequate funding, poor planning, monitoring and evaluation, lack of high productivity in junior secondary schools, poor teachers’ performance (untrained and inadequate teachers) and inaccurate statistical data collection.
From all indications, these factors impede the proper and effective implementation of UBE programmers in Nsukka Education zone, thereby making the aims of the programme unattainable and unachievable. Thus, the need to evolve strategies for the effective implementation of senior basic education in Nsukka education zone becomes of great paramount. Therefore, the problem of this study put in a question form is: What strategies will ensure effective implementation of senior basic education in Nsukka education zone of Enugu state.
Purpose of the Study
The main purpose of the study is to investigate the strategies for effective implementation of the Universal Basic Education programmes in junior secondary school (JSS3). Specifically, the study:
- ascertained the present state of UBE program in Nsukka education zone
- identified the constraints to the effective implementation of UBE program
- identified the personnel strategies that will enhance effectiveness in the implementation of UBE program
- found out the planning strategies that could enhance effective implementation of UBE programme
