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FACTORS AFFECTING THE IMPLEMENTATION OF UNIVERSAL BASIC EDUCATION IN SOME SELECTED SECONDARY SCHOOLS.

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FACTORS AFFECTING THE IMPLEMENTATION OF UNIVERSAL BASIC EDUCATION IN SOME SELECTED SECONDARY SCHOOLS.

 

CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

The Universal Basic Education (UBE) in a broader concept and more ambitious programme than that of the universal primary education (UPE), the universal basic education is intended to inculcate more forcefully on the life of Nigerians than the universal primary education. Although the universal basic education is a programme, it also an educational programme for the acquisition of functional literacy and skills, the type of education that will inculcate an understanding of the need for unity such that is required in Nigeria the development of conduct and attitudes that can foster unity, patriotism and tolerance, special emphasis should be place on peace and unity, that unities us in our diversity. It is necessary to be noted what it takes to make a nation strong and self reliant, above all to impact into the citizenry a sense of belonging so as to make them for effective respond to their responsibility. Ernwaca us called upon to encourage and commission mere research in all aspect of UBE and devise ways to diffuse the funding to as wide audience as possible in order to stimulate policy and public dialogue.

The Nigeria educational system is guided by clearly defined aims and objectives, which are intended to mould the society into the defined form through the instrumentation of educational outcome from time to time and facilities a clear understanding of the successes status of our educational programme. Education is an instrument of social, mental and economic development, through which right values and attitude for proper development are inculcated. Educational innovation consequently evolves whenever there are deficiencies in or problem with the accomplishment of objectives. Among such innovation are the introduction of universal primary education (UPE), the 6-3-3-4 system of education, introducing technology, integrated science and so on and recently the universal basic education (UBE) was launched by president Olusegun Obasanjo in Sokoto on the 30 September 1999. The objectives of the programme include.

i.   Facilitation of growth and development

ii.  Enhancement of quality education for all citizen.

iii. Addressing the implementation of educational policies designed to achieve the notable objectives in the national policy on education.

During the launching ceremony of the Universal Basic Education (UBE) the honorable minister of education in his speech stated that universal education in his speech stated that universal basic education is Nigeria response to the education for all nations of the global community. More so, the programme was envisaged to be a solid foundation for life along learning and evolution of Nigeria into a learning society in order to improve the average literacy rate of Nigerians from the current 51% to something close to 90%.

The primary and pre-primary level is very important because it is here the foundation should be consolidated at the junior secondary level of the programme. Despite the national policy on education (NPE) 1977m revised 1981, which has provided that the mother tongue be used as a medium of restriction to English in the upper primary classes most school around the country use English right from nursery and primary schools. Similarly, the policy provisions for these languages to be taught as school subject are not being implemented in most schools around the country. In nomadic and adult education, the intention is to give opportunity to those who by virtue of the culture and social economic background, were they are unable to benefit from the femoral education early in life are to be treated specially along with the deft and dumb disable and blind. The treatment revolved adequate materials for learning.

STATEMENT OF PROBLEM

          This study intends to find out if:

1.  Lack of qualified teachers a problem facing the implementation  of universal basic education (UBE)

2.  If finance is a constraint to the implementation of universal basic education.

3.   Whether equipment/materials is a problem affecting the implementation of universal basic education.

4.     If the attitudes of students are problem affecting the implementation.

5.     If the attitude of parents towards the implementation of universal basic education (UBE)

6.  Beliefs are problem facing the implementation of universal basic education (UBE).

PURPOSE OF THE STUDY     

In connection with the statement of problem earlier state, the purpose of the study or investigating is to find out more about the problem facing or militating against the programme in Oredo local government area.

RESEARCH QUESTIONS

          The research questions are listed below:

1.  Does lack of qualified teacher a factor affecting the implementation of UBE?

2.  Does lack of qualified teachers a factor affecting the performance of students?

3.    Does inadequate facilities a factor affecting the implementation of UBE?

4.    Does government failure to provide the required facilities will also affect the implementation of UBE?

5.     Does lack of finance a factor affecting the implementation of UBE?

SIGNIFICANCE OF THE STUDY      

Teachers’ role in the universal basic education (UBE) is very vital and essential in the societal progress. It is therefore factual that people need to acquire those proficiencies that are completely necessary for the development of the nation. It is important to know that the quality of education we have and ensure proper delivery if there is more qualified teachers.  

ASSUMPTION OF THE STUDY

In carrying out this research, the researcher made the assumption that the information given by the respondents are related to a large extent, the true situation in the schools in Ovia north east local government area of Edo State. The sample used for the study is representative of the student’s population in the local government area.

DEFINITIONS OF TERMS 

Some terms have been frequently used to mention in the process of conducting this research for the purpose of promoting simplicity and clarity of work, some of these terms are defined below.

Universal: This refers to event, which affects people in the wider area.

Basic: Restricted ort limited in the foundation aspect of development

Education: This refers to the aggregate of all the process by and other forms of behaviour of positive values in the society in which we live.

Ernwaca: Educational research network for west and Central Africa

Research: AS careful study of a subject especially in order to discover new facts or information about it.

Roles: These are the various parts which one plays in the execution of the programme. It also means the contribution of a person to the achievement in certain objective.

Implementation: This means carryout a designed programme according to how it was planned.

Background: The details of a person’s family education experience etc.

Panoramic: A view of a wide area of land or a description study or set of pictures that present all the different aspects or stages of a particular subject event etc.

Project: A planned piece of work that is designed to find information about some thing. It is also what you discover from the known to the unknown.

Survey: An investigation of the opinion, behaviour etc of a particular group of people which is usually done by asking them questions in an act of e examining and recording the measurement, features etc of an area of land in order to make a map or plan of it.

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