CHAPTER ONE
INTRODUCTION
1.1 Background Of The Study
Universal Basic Education, as defined by the Federal Ministry of Education (1999), comprises primary, junior secondary, and nomadic education, as well as adult literacy. Its objective is to ensure that all children in Nigerian society have access to nine years of schooling, from primary one to junior secondary school three (JSS 111). In other words, universal basic education encompasses both low-level and upper-level basic education. Primary schools are classified as low-level basic, whereas junior high schools are classified as upper-level basic (Ude, 2009). One of the primary reasons for implementing the Universal Basic Education scheme is that Nigeria is a signatory to the 1990 geometry declaration of education for all (EFA) by the year 2000 and a member of the group of countries dedicated to the ultimate elimination of illiteracy (Omeke, 2012).
As such, Universal Basic Education is designed to be both universal and mandatory. According to Obanya (2000), these criteria mean that enough opportunities for the basic education of every Nigerian kid of school-going age up to JSS 3 shall be given. This implies that all Nigerian children should have access to a basic education. As a result, Nigeria is one of the nations that signed the 2000 Dakar Framework of Action to provide universal access to education (EFA) by 2015. According to Fabunmi (2004), basic education programs were established in response to the populace’s level of awareness and general education. The UBE scheme was established to care for a large population of disadvantaged groups, including nomadic people, and to increase overall access to education. According to Jaibeoba (2007), basic education lays the groundwork for lifelong learning. It teaches reading, writing, and skills (FRN, 2004).
Basic education is the sort of education (in terms of both quality and content) that is provided at the primary level of education. This concept varies per nation. In the past, basic education in Nigeria was equated with six years of primary schooling. At the moment, basic education has been expanded to encompass three years of junior secondary school (FRN, 2004). According to Rediana (2014), universal basic education (UBE) encompasses formal education up to the age of 15, as well as adult and non-formal education, as well as education for underprivileged groups within Nigerian society (FRN, 2004). The primary objective of Universal Basic Education is to lay the groundwork for lifelong learning by instilling appropriate learning, self-awareness, and civic and life skills.
However, from the scheme’s inception, its execution has been poorly managed, resulting in certain difficulties. According to Vanessa (2010), the Universal Basic Education scheme has not met its objectives due to implementation challenges such as insufficient teacher training, inadequate supervision and monitoring of the scheme, insufficient funds, corruption, insufficient facilities, and inaccurate statistical data. According to Ebuoh (2004), the primary players in the implementation of Universal Basic Education are teachers and the government. According to Ebuoh (2004), teachers face a variety of children, including a lack of sufficient classrooms for Universal Basic Education students, inadequate facilities, insufficiently qualified teachers, low student performance on public examinations, an inadequate supply of teaching materials, planning and execution difficulties, and funding difficulties for Universal Basic Education.
Thus, it is critical that certain practical strategies be followed to ensure the success of the UBE program. Numerous educational policies and strategies have sought, with little success, to address problems of access, equality, pretense, quality improvement, absenteeism, dropout rates, inadequate learning, irregular attendance, and underachievement (FRN, 2004). The scenario necessitates the development of more effective strategies for achieving the government’s Universal Basic Education goals and objectives. At this point, strategies for implementing the UBE program effectively include financial strategies, supervisory strategies, and teacher training strategies. Ezeocha (1985) argued in favour of these strategies, stating that managing any system or project without appropriate funding is an uphill battle that might result in failure or dissatisfaction on the job. Thus, the fund plays a critical role in operating and implementing Universal Basic Education. In other words, the successful implementation of Universal Basic Education is contingent upon funding availability. Additionally, Ejike (2008) identifies the following strategies that may be beneficial in implementing UBE: provision of school libraries; recruitment of trained teachers; supply of classroom facilities; and supervision and monitoring of the scheme by the UBE board. This will surely ensure the program’s effectiveness at the upper level of basic education, which is junior secondary three (JSS 3).
