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AN
EVALUATION OF THE IMPLEMENTATION OF THE UNIVERSAL BASIC EDUCATION (UBE)
PROGRAMME IN EDO STATE
TABLE OF
CONTENTS
Title page
….. ….. ….. ….. ….. ….. ….. ….. i
Certification
….. ….. ….. ….. ….. ….. ….. ….. ii
Dedication
….. …. …. …. …. …. …. iii
Acknowledgement
….. ….. ….. ….. ….. ….. iv
Table of
Contents ….. ….. ….. ….. ….. ….. ….. v
Abstract …..
….. ….. ….. ….. ….. ….. ….. viii
CHAPTER ONE:
INTRODUCTION
Background
to the Study ….. ….. ….. ….. ….. 1
Statement of
the Problem ….. ….. ….. ….. 8
Research
Questions ….. ….. ….. ….. ….. 9
Research
Hypotheses ….. ….. ….. ….. ….. 10
Purpose of
the Study ….. ….. ….. ….. ….. 11
Scope and
Delimitation of the Study ….. ….. ….. 11
Significance
of the Study ….. ….. ….. ….. ….. 12
Limitation
of the study ….. ….. ….. ….. ….. 12
Operational
Definition of Terms ….. ….. ….. 13
CHAPTER TWO:
REVIEW OF RELATED LITERATURE
Theoretical
Framework of the study (Programme Evaluation Theory) 15
Evaluation
Model 18
School
Quality 20
Quality of
Educational provisions in Nigeria 33
The
Evolution of free Basic Education in Nigeria 48
The
Universal Basic Education (UBE) Programme 55
Strategies
for the Implementation of UBE 60
History of
Evaluation 79
The Meaning
and Definitions of Evaluation 83
Evaluation
of Educational programmes 86
The
different Models of Evaluation 91
Appraisal 99
CHAPTER
THREE: RESEARCH METHOD AND PROCEDURE
Research
Design ….. ….. ….. ….. ….. ….. 102
Population
of the Study ….. ….. ….. ….. ….. 103
Sample and
Sampling Techniques ….. ….. ….. 103
Instrumentation
….. ….. ….. ….. ….. ….. 106
Teachers’
Questionnaire (TQ) ….. ….. ….. ….. 106
Class room
Situation Questionnaire (CSQ) ….. ….. 106
School
Questionnaire (SQ) ….. ….. ….. ….. 106
Validity of
Instrument ….. ….. ….. ….. ….. 107
Reliability
of Instrument ….. ….. ….. ….. ….. 107
Data
Collection Procedure ….. ….. ….. ….. 108
Data
Analysis Procedure ….. ….. ….. ….. ….. 108
CHAPTER
FOUR: DATA PRESENTATION OF RESULTS
AND
DISCUSSION
Result
Presentation and Test of Hypotheses ….. …. 109.
Findings …..
….. ….. ….. ….. ….. ….. 131
Discussion
of Research findings ….. ….. ….. 132
CHAPTER
FIVE: SUMMARY, CONCLUSION AND
RECOMMENDATIONS
Summary …..
….. ….. ….. ….. ….. ….. 137
Conclusion
….. ….. ….. ….. ….. ….. ….. 138
Recommendations
….. ….. ….. ….. ….. ….. 139
Suggestions
for Further Study ….. ….. ….. ….. 140
REFERENCE
….. ….. ….. ….. ….. ….. ….. 142
APPENDIX A:
Sample of Questionnaire ….. ….. ….. 159
APPENDIX B:
Reliability Test Result ….. ….. ….. 175
APPENDIX C:
Pupils or School Enrolment….. ….. …. 183
ABSTRACT
The study
evaluated the implementation of the Universal Basic Education (UBE) programme
in Edo State in terms of the state of inputs and outputs variables during pre and
post UBE periods in Edo State. It took a retrospective look at the efforts in
the past by various governments either at the regions or states and national
levels to provide free, universal and compulsory basic education in the
country. Studies however, revealed that these efforts resulted in abysmal
failure .These failed attempts on the part of previous governments to
universalize basic education to its citizens in the past is one of the
motivating reasons for this study. The main purpose of this study is to
evaluate the implementation of the Universal Basic Education in Edo State with
a view to identifying the possible factors that may hinder the realization of
the aims and objectives of the Universal Basic Education programme and possibly
proffer solutions to these identified problems. The variables of this study are
pupils enrolment, teachers availability, school facilities, teachers training,
monitoring and evaluation. Six research questions and null hypotheses were
generated for this study. This study adopted the ex-post-facto research type.
Kerlinger (1986) defined ex-post-facto type of research as a systematic
empirical inquiry in which the researcher does not have direct control of
independent variable because their manifestations have already occurred.. Data
were collected using three sets of structured research questionnaires namely:
Teacher Questionnaire (TQ), Classroom Situation Questionnaire (CSQ); School
Questionnaire (SQ). The three instruments for the study yielded the following
degree of reliability: TQ = (.80), CSQ = (.88), SQ = (.73) using Cronbach’s
Alpha reliability test. The data collected in this study were analysed using
Gross Enrolment Ratio, paired t-Test and diagrammatic representation. The
findings of this study revealed that there was no significant difference in
pupils enrolment between pre and post UBE periods in Edo State. There was
significant difference in the availability of school facilities between pre and
post UBE periods in Edo State. There was also a significant difference in
teachers participation in in-service training programme in Edo State in pre and
post UBE periods. There was a significant improvement in monitoring and
evaluation carried at the basic education level. Finally, this study
recommended that the mass mobilization unit or department of the State
Universal Education Board (SUBEB) should embark on an aggressive awareness or
enlightenment programme that will lead to an increased enrolment to justify
government huge investment in basic education in the state.
CHAPTER ONE
INTRODUCTION
Background
to the Study
The current
Universal Basic Education (UBE) scheme in Nigeria is a product of an earlier
educational scheme, programme and educational decisions. It is an offshoot of
previous schemes, which could be said to have been bedeviled by problems and
which the present scheme is expected to correct.
Social
Studies according to Dubey (1980) is the investigation of human activities; it
studies man at home, at work, workshop, in politics, at play, in the village,
in the nation, everywhere, engaged in his busy programme of living and it is
particularly interested in man’s problems about which decision must be made.
The content of social studies is drawn from sociology, economics, political
science, anthropology, geography, history, psychology, social-psychology,
literature, arts and music, religion, philosophy, achealogy, demography,
linguistics, communication, science… most of which constitute the social
sciences and the humanities (Mezieobi and Domike, 1996).
The other
sources of social studies programme include resource persons and places, oral
historiography, contemporary issues, mass media, etc.
In the light
of the definitions and descriptions of social studies as stated above, one of
the contemporary public issues that affect the Nigerian society today is the
introduction and implementation of the Universal Basic Education (UBE)
programme of which social studies is one the core subjects offered.
The 1950s
laid the foundation stone for later educational developments in the 1960s and
beyond. Educational efforts of the 1950s were themselves determined by the
history of educational growth from the fourth decade of the 19th century. By
implication therefore, explosion in education in the Western region had
tremendous influence on other regions. It should be recalled that the 1950
Macpherson constitution created regional houses that were responsible to the
central government in Lagos. The constitution also empowered the regional
houses to make laws on education. The effect of this was that regions grew
differently in educational provisions (Aluede, 1992), (Kosemani and
Okorosaye-Oruibite, 1995).
In the
Western Region, Chief Obafemi Awolowo had the opportunity of putting his own
concept of education into practice. Thus, as the leader of the Action Group
(AG), he placed priority on education by drawing up a comprehensive educational
development plan for the whole of western region which Edo state was part of,
and adhered strictly to this policy because he believed that to educate the
children and enlighten the illiterate adults, is to lay a solid foundation not
only for the future social and economic progress, but also, for the political
stability of the region in particular and the country in general. He therefore,
introduced free, universal and compulsory primary education (UPE) in 1955 which
is synonymous with his name in Nigeria today (Taiwo, 1980).
The Eastern
Regional House that introduced the UPE scheme under the leadership of Dr.
Azikiwe in January 1957 followed the Western Region’s example. The Lagos area
that was cut off from the educational programmes of the Western Region in 1954
when it was declared a Federal Territory, equally introduced the Universal
Primary Education (UPE) scheme in January 1957.
It should,
however, be noted that educational development in the Northern Region lagged
behind in what was being experienced in Lagos and other regions, because, while
the Western and the Eastern Regions were struggling hard to surpass each other
in the south, the Northern Region did not come to terms with the challenges of
the time.
However, the
Federal Government of Nigeria became conscious of the dangers of disparity in
educational development in a nation state and therefore introduced the UPE
scheme throughout the federation in 1976. Thereafter, there was the
regularization of primary education system throughout Nigeria. The differences
that had existed in the different regions were checked by the Federal
Government’s decision that all states of the federation must run similar
programme (Itedjere, 1997).
The recent
re-launching of a similar programme – the Universal Basic Education (UBE)
scheme by the Federal Government of Nigeria on the 30th of September 1999 would
suggest that after the failure of the earlier programme – UPE scheme, and a
careful analysis of the factors that brought about the failure of the earlier
scheme would have taken place.
The
Universal Basic Education (UBE) is a programme designed to transmit a common
cultural heritage. The training of children and adolescents in the norms,
values and aspirations of the nation is a veritable instrument for national
integration and development. It is expected that educational reforms or
re-organization would be carried out to enable Nigeria’s education cater for the
future professional needs (Ayeni, 2000).
In addition
to playing the noble role of cultural transmission in the modern society today,
the UBE programme is designed to provide universal literacy, numeracy and
enlightenment. The desire to inculcate in children the skills of literacy,
numeracy and the ability to communicate made the UBE programme worthwhile
(Aboyi, 2004).
Apart from
the above, there is the need to lay a solid foundation for scientific and
reflective thinking, character and moral training and the development of sound
attitude, and above all, develop in the child the ability to adapt to his
changing environment (FGN, 1981).
The UBE
programme, if faithfully implemented by governments, it will not only be a
powerful instrument for achieving poverty alleviation, but also, a secured
means of ensuring proper and adequate internalization of sound democratic
culture. As a matter of fact, this type of political socialization is what we
need in order to stabilize our polity, which will in turn guarantees economic
growth and development (Osahon and Osahon, 2006).
Before the
launch of the UBE scheme, the transition rate from primary school to junior
secondary school was 43.7%. By implication, 56.3% of those in the nation’s
primary school today are likely to grow into adulthood as illiterates and this
would further compound the problems of an estimated 43% adults that have missed
their opportunities of a formal education. It is for these categories of people
that the Universal Basic Education (UBE) intends to provide a second chance UBE
(2000). For Nigeria to attain the desired 100% national literacy rate soon, it
is imperative that provisions should be made and actions taken to universalize
basic education enthrone a conducive learning environment and improve quality
and standards. The Universal Basic Education (UBE) scheme is designed to
address these challenges.
It will be
pertinent here to provide a highly succinct meaning of Universal Basic
Education and what it constitutes. UBE is an educational reform programme of
the Nigerian Government that provides free, compulsory, and continuous 9-year
education at two levels: 6 years of primary and 3 years of junior secondary
education for all school aged children. There are three components of the UBE
programme and these are:
Early
Childhood Care and Development Education (ECCDE)
6 years
primary Education
3 years
Junior Secondary School Education (JSS) (UBE, 2005).
Statement of
the Problem
The
Universal Primary Education (UPE), which resulted in increased access to basic
education between 1960s and 1970s later, suffered huge setback due to lack of
proper planning and implementation and the desired political will on the part
of the leadership. The U.P.E. scheme failed because the Federal Government of
Nigeria underestimated the number of pupils that would benefit from such a
programme and could not also determine the number of teachers, school facilities
and the amount of money that would be required for training and retraining in
order to make the programme functional (Ayeni, 2000).
Before the
launching of UBE in 1999, primary school enrolment (education statistics) for
1996 showed that only 14.1 million pupils were registered out of 21 million
children of school going age, 14.8 million in 1997 and 15.5 million in 1998
(FME, 2000). What happened therefore to 6.9 million children that were not
registered and were not in school? Will they not further compound the
illiteracy situation in the country and in addition Nigeria has been facing the
problem of recording low National literacy rate of 52%. An adjunct to this is
the problem of teacher-pupil ratio which was put at 1:76. This is far from the
World Bank ideal ratio of 1:25 (World Bank, 1998).
Closely
related to the problems highlighted above is that of low levels of achievement
in literacy, numeracy and life skills among pupils. A Federal Government/UNICEF
and UNESCO sponsored study (FGN/UNICEF/UNESCO, 1997), which assessed the level
of competence of primary four pupils in the three skills revealed very low
levels of achievement. The national mean scores for numeracy, literacy and
life-skills were 32.2%, 25.2% and 36.86% respectively (UBE, 2005). In the light
of the foregoing, the question therefore, is how effective is the
implementation of the Universal Basic Education in order to avoid the pitfalls
of the past and to ensure that the goals and objectives of the programme are
achieved?
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