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SUSTAINABLE
STRATEGIES FOR EFFECTIVE IMPLEMENTATION OF UNIVERSAL BASIC EDUCATION (UBE)
PROGRAMME
ABSTRACT.
Universal
basic Education programme is programme instituted by Federal Government under
the auspices of Federal ministry of Education aimed at reducing illiteracy and
create job for Nigerian citizen by being self reliant.
But so far,
the programme had encountered some problem.
Therefore
the research’s major objective as regards this work is to identification of
there problems hindering effective implementation of the programme using some
selected schools in Enugu Educational Zone as case study and finding or providing suggestions
that will give lasting solutions to the problems .
The research
determines the factors that hinders its effectives implementation using three
research questions which forms (16) sixteen item questionnaire which was
distributed to 150 respondents at various schools selected.
At the end,
the questionnaire was collected and analyzed using number of score, tally total
scores and mean (frequency distribution) as employ 4 lickert scales (SA, A, D,
SD).
On analysis,
the mean of scores, less than 2.5 was taken to be disagree with the item while
above 2.5 was regarded as agree. From
the findings (decision) recommendation were made base on the literature and
results of the findings. Finally,
conclusion were also made.
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Universal
Basic Education was born out of many programmes which had tried to uplift
Educational system in Nigeria like pre compulsory primary school education of
six year which later collapsed due to long period of military regime in Nigeria
(N.P.E. 2004, 4th edition).
As a result
during the implementation phase of the Universal Basic Education Programme
(UBEP) in year 2000, it was realized that some efforts was needed to improve
the quality of basic education to ensure that a solid foundation was laid at
that level of education. This was
predicted on the fact that solid basic education would make learning at higher
level easier and more meaningful.
Consequently, steps were taken to
increase access to basic education, ensure the provision of equal opportunity
for all learners and improve quality of education (UBEC Journal 2004). These steps included:-
(i) Construction of additional infrastructure
in existing school.
(ii) Rehabilitation of dilapidated
infrastructure.
(iii) Creation of new schools in areas that
needed their.
(iv) Supply of supplementary reading materials.
(v) Training of more teachers through the
Pivotal Teacher Training Programme (PTTO).
Through these steps, the targeted
improvement in the learning environment were taken a need was felt to focus
attention on the teachers factors, not necessarily the quantitative aspect
which had been addressed by the Pivotal Teachers Training Programme and other
initiatives but the quality aspect which hitherto had remained unattended to
Teachers all over the world are recognized as a critical factor in delivery of
quality education. Therefore level of
teachers quality has to be made in order to ensure successful basic education
in Nigeria.
Following the backdrop in
implementation of this programme, Universal Basic Education commission was
established during the Administration of Olusegun Obasanjo by an act 2004 by
Act of National Assembly the compulsory free, Universal Basic Education Act
2004 to includes six years of primary school and three additional years of
Junior Secondary School.
According to the act, it provides
compulsory, free universal basic education for all children of primary school
and junior secondary school age in Federal Republic of Nigeria.
It also stipulates penalties for any
parent who fails to comply with the provisions.
But with all these stipulations and
act embarking this programme much had not be achieved in providing this basic
education for all citizenly (UBEC Journal, 2004).
Therefore as a result of that I was
prompted to pick this as a research topic so that I will contribute in solving
the problems facing universal basic Education in Nigeria by bring a lasting
solution to it.
“Sustaniable strategies for effective
implementation of Universal Basic Education Programme in Nigeria.
To achieve these, Universal Basic
Education Programme and its objectives must be critical at the foundation so
that good foundation will be laid for life-long learning process.
The Universal Basic Education
programme and its lofty objectives would of course be sabotaged if left in the
hands of under-qualified, badly trained, ill equipped and unmotivated teachers.
As a result, this research work will
concentrates of finding out the major problem which endangers proper
implementation of Universal Basic Education which includes how inadequate
infrastructure and facilities/finding, curriculum content and development and
inadequate manpower effect its full implementation and finding a lasting
solutions to it.
1.1 (i) Inadequacy of infrastructure and poor
funding; this has been one among many factor which hinders proper
implementation of this programme since we know that teaching and learning
process cannot take place where there is no infrastructural material like
structures (building) where the actual learning process takes places, and
instructional materials. Therefore in
this case teacher cannot use them head or sit under mango trees to teach
therefore effort will be made through this work to enlighten public and all
stakeholders to support in providing these material which are lacking in our
schools.
1.1
(ii) Curriculum content of the
basic education
Curriculum should be made in a way that it will reflect the purposed/aim
and target of the programme so that adequate skills will taught to student
during this nine (9) years uninterrupted basic education which will give them
adequate skill needed.
1.1
(iii) Inadequate in area of
manpower, in this area, teachers factors contributes a lot in full
implementation of the programme.
This is because we cannot give what we
don’t have, therefore it is of great benefits if we ensure that the teachers
who are involve in this programme will be highly educated and acquits
themselves in all methods of teaching, they should have in their hand all about
lesson plan which includes introduction, general sequence/orderliness of
presentation, questioning, pupils’ participation, use of chalkboard, time,
allocation, evaluation of learning outcomes, including lesson summary and home
work/assignment. Another factor in
manpower is issue of teachers remuneration because even when the teacher knows
all it takes to teach but he or she receives almost nothing at the end of the
month, he or she cannot give all his best which will create inadequacy in
manpower therefore the issue reward should be encouraged for devoted work.
When all these factors are achieved
after nine years of continuous education, every child that passes through the
programme should acquire appropriate levels of literacy, innumeracy, common
manipulative and life skill and employable, useful to himself and the
society.
1.2 Statement of Study
In the past decades, Nigeria has been
trying to formulate one programme or the other through National Policy on
Education in order to achieve equal education for all citizen at least 9 (nine
years of Basic Education which will be equal opportunity for all citizen will
to achieve national goal (N.P.E. 2004) which is to live in unity and harmony as
indivisible, indissoluble and democratic society backed up by self reliance.
Universal Basic Education was
introduced by Federal Government in order to remove distortion and
inconsistencies in basic education delivery and reinforce the implementation of
National policy on Education as well as provide access to and ensure quality of
basic education throughout Nigeria in consistent with National Policy on
Education.
It is important to observer that
without sustainable strategies for the implementation of the Universal Basic
Education programme which National Policy on Education plans to achieved which
targeted at National unity and integration with entire citizenly being self
reliance. The researcher is worried about
strategies for implementations of Universal Basic Education Programme. Hence, the sustainable strategies for
effective implementation of Universal Basic Education programme in primary
junior secondary school. Therefore there is need for sustainable strategy for
implementation of Basic Education using Enugu Educational Zone as a case study.
1.3 Purpose of the Study
The purpose of this study is to find
out the major sustainable strategies for effective implementation of universal
basic education.
It is also important to carryout this
study to draw the attention of the public to full participation in
implementation of better strategies so as to enhance the Universal Basic
education programme in order to:-
(a) Ensuring an uninterrupted access to nine
(9) years of formal education by providing free and compulsory Universal Basic
Education for every child of school age.
(b) Reducing school drop-out and improving
relevance, quality and efficiency and
(c) Acquisition of literacy, innumeracy life
skills and values for life long education and useful living.
1.4 Significance of the Study
Although,
there had been a lot of publications on researches carried out for proper
implementation of universal basic education in Nigeria.
But it is
hoped that this work will provide an insight into problems facing proper
implementation of universal basic education programme and serves as a guide
post to this programme in Nigeria.
Moreover,
the study or research will provide empirical evidence useful for full
achievement of policies on to policy makers in educational sector in Nigeria
especially in universal basic education, programme. This will go along way to
help achieve the target “education for all Nigeria in nearest future.
Therefore,
this study will be of great interest and relevance to all governmental agencies
who are the stakeholders in educational sector or the agencies involves in
making and formulating policy to enhance educational background of entire
citizens.
To the
schools, this study will help provide needed infrastructure that will show that
it is real school setting or an environment that donates a learning atmosphere
and environments. In area of manpower, that is giver of knowledge themselves
“Teacher” the research will provide an atmosphere where the teacher will
enhance and update his knowledge in continuous teacher education without
continuous teacher education, teacher cannot give education per excellence,
which is quality education to our children.
Above all,
when all this had been put on ground for learning purposes, students will
benefits more because adequate environment had been provided in area of
infrastructure, teacher education then students themselves will now put their
heads on ground and learn. While doing this there will conducive atmosphere for
learning and cordial relationship between the student and the teacher and the
teacher which is the major factor that enhance teaching and learning in
schools.
Finally, to
the society in general, the significance of the this study will give room for a
society where everyone in the society can be self dependent since the programme
is aimed at producing citizens that acquire functional literacy, innumeracy and
life skills for the children starting from their school age which will help
them in later days of life.
It will
equally create more awareness and interest in the problem of children of school
age dropping out from school and sustainable ways of handling the problem so
the entire nation will be devoid of youth restiveness which is caused by lack
of job and skills in our youth.
In carrying
out in depth investigations in educational sector and entire society, it will
guide economic planner and educational planner how plan our children’s
education so as to suit our present economy will save our educational value and
socio-economic value and sustain-one’s self reliance.
1.5 Scope of Study
1. Universal Basic Education Programmes
initiates programmes and initiative for the acquisition of functional literacy,
innumeracy and life skills for the school age children.
2. Programme and initiatives for early
childhood education and development.
3. The formal school system from the
beginning of primary education to the end of the junior secondary school.
4. Formulating a special education for
nomadic population through National commission for normadic Education (NCNE).
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