EVALUATION OF UNIVERSAL BASIC EDUCATION IN OBIO/AKPOR L.G.A OF RIVERS STATE

CHAPTER ONE

INTRODUCTION

1.1. BACKGROUND OF THE STUDY

The complex and conflicting nature of education system in Nigeria led to so many trials and errors in the smooth running of schools right from primary to tertiary level largely due to inconsistence and lack of continuity in formulating education policy objectives and the methods employed to realize such objectives (Asemota, 2011). It is an open secret that the education system bequeathed to us by the colonial masters was tailored towards achieving narrow minded political objectives in which the emphasis was to produce white collar jobs for immediate post independent elites (Ajayi, 2011). However, the idea to introduce Universal Primary Education (U.P.E) was first nurtured by the then regional government of Western Nigeria in 1955 as a last resort for a massive expansion of education services to the generality of school age children in the area (Boyd and King, 1989). Consequently, the concept of U.P.E later became the watchword in the other regions as a political idea to satisfy the yearning and aspirations of their people in a slogan called, “Educational Services for All”. This massive development and investment in the education sector which has far reaching consequences in the national education system was adopted by the Federal Government and launched in 1976 with the sole aim to produce citizens that are capable of using their heads, hands and hearts for the overall socio-economic improvement of the individuals and their nation at large (Dukor, 2015). As a result of the 1976 Ibrahim Dasuki Committee report in Local Government reforms, coupled with the transfer of power to civilian government in 1979, the responsibility of shouldering primary education was rested with the Local Government councils. Subsequently, and in line with the new revenue formula introduced in 1981, the Federal Government withdrew itself from funding primary education. Many state Governments realizing that they would not fund the scheme also left the management to the Local Government councils (Ibukun, 2011). This singular action of the Federal Government led to the down turn of the standard and quality of primary education as classrooms built for the UPE intake began to collapse, and could not be rehabilitated. The pupils’ enrolment and attendance started to decline. Instructional materials and equipment became scarce in the schools (Federal Republic of Nigeria, 2011). In the same vein, teachers’ salaries and allowances were not paid for several months. The whole system witnessed an unprecedented deterioration, when it was under the supervision of the Local Government councils, which echoed in every part of the country manifesting itself in the form of poor funding and gross mismanagement (Fafunwa, 2010). Such crisis and conflict in the running of primary education necessitated the introduction and the reintroduction of National Primary Education Commission (NPEC) through Decree No. 31 of 2008 and No. 96 of 1993 respectively. The introduction and reintroduction of the commission though short lived had contributed greatly in the areas of prompt payment of teachers’ salaries and allowances, renovation and rehabilitation of infrastructures, mobilization for community participation and the provision of teaching and learning material (Maduewesi, 2009). The launching of the Universal Basic Education (UBE) by the former Head of State Chief Olusegun Obasanjo at Sototo state on 3oth September, 2011 is a clear testimony of the fact that the civilian administration is also very much concerned about the general improvement of primary and junior secondary education which is the bedrock of future educational endeavors (Nwagwu, 2011). However, in order to ensure the success of the programme, adequate measures should be taken to avoid the past mistakes of the U.P.E. thus, aspects of staff welfare, provision of infrastructure, teacher training and retraining, proper utilization of curriculum as well as management and funding should be given top priority (Obanya, 2008).

1. STATEMENT OF THE PROBLEM

Education has been a tool for development in all nations of the world including Nigeria. Therefore, Nigerian government under the leadership of President Olusegun Obasanjo decided to introduce the Universal Basic Education [UBE] programme to rectify the existing distortions in the Basic Education sub-sector of the Educational system. The level of illiteracy is increasing among the populations that are supposed to be the target of UBE. The rate of school dropout is increasing daily. Level of skills acquisition does not seem to be materializing for graduates of UBE. In view of the objectives of the Universal Basic Education programme, these primary constraints to education are supposed to be addressed by Universal Basic Education. Why then do they still exist especially in my study area? The decision of the Federal and State Governments to leave the responsibility of managing primary education to the local government council brought about the down turn of the standard and quality of primary education as classrooms built for the UPE intake began to collapse, and could not be rehabilitated. The pupils’ enrolment and attendance started to decline. Instructional materials and equipment became scarce in the schools. In the same vein, teachers’ salaries and allowances were not paid for several months. The whole system witnessed an unprecedented deterioration, when it was under the supervision of the Local Government councils, WHICH echoed in every part of the country manifesting itself in the form of poor funding and gross mismanagement. Therefore, this study was designed to find out these problems, why they are not being tackled especially in the study area, Obio/Akpor L.G.A, Rivers state.

1.3 AIMS OF THE STUDY

The major purpose of this study is to examine evaluation of universal basic education in Obio/Akpor L.G.A of Rivers state. Other general objectives of the study are:

1. To examine the role of universal basic education program in educational development in Nigeria.

2. To examine the extent the implementation of the universal basic education program has gone in educational development in Nigeria.

3. To examine the impacts of universal basic education program in educational development in Nigeria.

4. To examine rate at which universal basic education program has contributed to educational development in Nigeria.

5. To examine the relationship between universal basic education program and educational development in Nigeria.

6. To proffer possible solutions to problems encountered with the introduction of universal basic education program in Nigeria.

1.4 RESEARCH QUESTIONS

1. What are the roles of universal basic education program in educational development in Nigeria?

2. To what extent has the implementation of the universal basic education program gone in educational development in Nigeria?

3. What are the impacts of universal basic education program in educational development in Nigeria?

4. At what rate does universal basic education program contributed to educational development in Nigeria?

5. What is the relationship between universal basic education program and educational development in Nigeria?

6. What are the possible solutions to problems encountered with the introduction of universal basic education program in Nigeria?

1.5 RESEARCH HYPOTHESES

Hypothesis 1

H0: There is no impact of universal basic education program in educational development in Obio/Akpor L.G.A, Rivers state.

H1: There is a significant impact of universal basic education program in educational development in Obio/Akpor L.G.A, Rivers state

Hypothesis 2

H0: There is no significant relationship between universal basic education program and educational development Obio/Akpor L.G.A, Rivers state.

H1: There is a significant relationship between universal basic education program and educational development Obio/Akpor L.G.A, Rivers state

1.6 SIGNIFICANCE OF THE STUDY

The study is intended to benefit the following:

The study findings will be of immense importance to UBE teachers, for when instructional and infrastructural facilities are provided in UBE schools, teaching and learning will become more effective and meaningful. It is also hoped that his study will be of immense benefit to school administrators (head teachers) for when educational resources are provided into UBE schools in their rightful quantity and qualities, administrative functions are done in effective ways, and they will be able to implement the UBE programme effectively. Academicians and researchers- this study is intended to add knowledge to previous studies done on evaluation or assessment of universal basic education in Nigeria. The study shall therefore serve as a reference for further research in this field and other related fields. The study can also provide the universal Basic Education planners, Administrators, the government and Associations and Organizations interested in the Universal Basic Education with vital information on how best to implement the programme in Nigeria and Obio/Akpor L.G.A, Rivers state in particular.

1.7    SCOPE OF THE STUDY 

The study is based on evaluation of universal basic education in Obio/Akpor L.G.A of Rivers State.

1.8 LIMITATION OF STUDY

Financial constraint- Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

Time constraint- The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

1.8 DEFINITION OF TERMS  

Education:  The wealth of knowledge acquired by an individual after studying particular subject matters or experiencing life lessons that provide an understanding of something. Education requires instruction of some sort from an individual or composed literature.

Plan: System for achieving objectives: a method of doing something that is worked out in advance. e.g. the sequential Universal Basic Education programme plan.

UBE: Universal Basic Education, this is a basic education meant for learners over a nine- year formal education.