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APPRAISAL OF
RESOURCES FOR IMPLEMENTATION OF THE SENIOR BASIC EDUCATION PROGRAMME
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.
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1
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.
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