Universal Basic Education Programme Research Articles

Strategies for Enhancing Community Participation for Effective Implementation of the Universal Basic Education (UBE) Programme in Nigeria

Strategies for Enhancing Community Participation for Effective Implementation of the Universal Basic Education (UBE) Programme in Nigeria

Assessment of the Implementation of the Universal Basic Education Programme in South West, Nigeria: Issues, Problems and Prospects

Assessment of the Implementation of the Universal Basic Education Programme in South West, Nigeria: Issues, Problems and Prospects

Two Decades of Universal Basic Education Programme in Nigeria.1999-2019: UBE Implementation, Achievement, Challenges and Suggested solutions

In September 1999, the UBE was officially launched and passed into law in 2004 as an implementation tool of the government initiative to achieve the Millennium Development Goals in achieving the EFA. Researchers has agreed that the Universal Primary Education (UPE) in Nigeria was also recognized as the predecessor of the present UBE Scheme, which has been directed towards the possibility of increasing the number of attendance or enrollment in schools, as well as the provision of an excellent opportunity to correct the current imbalance. The major objective and aim of the UBE programme is the provision of free, universal and compulsory basic education for every Nigerian child aged 6—15 years. However, for the Universal Basic Education programme to be truly free and universal, efforts must be made to check those factors that are known to have hindered the success of such programmes in the past. This paper thereore will consider the implementation of Universal Basic Education (UBE) in Nigeria -.its achievement, challenges and make some suggestion. The paper hereby made some recommendations that the government should provide adequate fund for the UBE programme.

Effect of Universal Basic Education Programme (Ube) on Girl-Child Education Enrolment in Katsina Local Government Area of Katsina State

In a bid to address girl-child education challenges and promote greater access to basic education generally, the Federal Government as a signatory to the Jomtien Declaration on Education for All (EFA, 1990) and other international treaties introduced the Universal Basic Education (UBE) Program in 1999. The UBE program seeks to ensure an uninterrupted access to 9-year formal education by providing free, and compulsory basic education for every child of school-going age, with a particular emphasis on the girl child and other disadvantaged groups. Against this backdrop, this study attempted an assessment of the effect of the UBE program on girl-child education in Katsina LGA with a particular focus on enrolment rate of the girl child. Data were generated from mainly secondary source but complemented with interviews and questionnaires. Findings of the study revealed that the UBE program has brought about increased educational enrolment of the girl-child owing to the free and compulsory basic education policy of the program, establishment of girls’ model primary schools, enlightenment on girl child education, provision of bus services and increased provision of infrastructures. Nevertheless, the program has encountered challenges such as inadequate infrastructure arising from poor funding, low value accorded girl-child education by parents, inadequate competent teaching staff, etc. The study therefore recommends increased allocation of funds; employment of more qualified and competent teachers as well as their training and retraining; imposing stiff sanctions on parents withdrawing their female children from schools; and upward review of teachers’ welfare packages to boost their morale.

Determinants of effective implementation of universal basic education programme in Ikom Education Zone of Cross River State, Nigeria

This study examined the determinants of effective implementation of Universal Basic Education Programme in Ikom Education Zone of Cross River State, Nigeria. Two research questions were posed to guide the study. Relevant literature was reviewed based on the variables of the study. Descriptive survey design was adopted for the study. The population of the study was made up of all 4,508 public primary school teachers and all the 345 public primary schools in the area while the sample size was 468 public primary school teachers and 156 public primary schools. In selecting the sample for the study, a multi-stage sampling technique was adopted involving stratified random sampling, purposive sampling and accidental sampling. Data was collected for the testing of the two research questions through the use of questionnaire, checklist and secondary source, from State Universal Basic Education Board and analyzed using SPSS. The result of the analysis revealed that instructional monitoring and supervision in schools is poor as only Head teachers do the bulk of monitoring and supervision of instruction. The results further revealed that record keeping practices in schools was below standard. Based on these findings, recommendations were madeKeywords: UBE Programme, Ikom Education zone, instructional monitoring, supervision, record keeping

Teachers’ Perception of Influence of Environmental Factors on the Implementation of Universal Basic Education (UBE) Programme in North Central Nigeria

Teachers’ Perception of Influence of Environmental Factors on the Implementation of Universal Basic Education (UBE) Programme in North Central Nigeria

Planning and Implementation of Universal Basic Education Programme in Cross River State: Implications for Effective Implementation

Planning and Implementation of Universal Basic Education Programme in Cross River State: Implications for Effective Implementation

Emerging Issues in the Achievement of the Mandates of the Universal Basic Education Programme in Nigeria

Despite the efforts of the federal Government of Nigeria at establishing equal educational opportunities for all children of school age and to gradually eliminate illiteracy and ignorance in the Nigerian society through the introduction of the Universal Basic Education (UBE) programme, the successful implementation of the programme has been a serious challenge. This paper therefore, examined the emerging issues in the achievement of the objectives of the UBE programme in Nigeria. The paper discusses the meaning of Basic Education and the mandates of UBE as provided for in the UBE Act of 2004 in Nigeria. The paper further identified and discussed the contemporary issues in the attainment of the objectives of the programme, which include: funding, teacher quality and quantity, gap between policy formulation and implementation, non-implementation of sanctions on erring parents, politics of enrolment figure and unreliable data and inadequate quality assurance measures. The paper among others recommends that there should be adequate provision of funds for the programme, re-organisation of the system of teacher preparation for the UBE schools, provision of the appropriate sanctions to the erring parents as provided for in the UBE Act and the creation of child-friendly learning environment.

Challenges of Educational Technology and Adequacy of Trained Educator for the Implementation of Universal Basic Education (UBE) Program in Primary Schools: A Case of Ondo State, Nigeria

The purpose of this study is to investigate the challenges of technology and trained educators in the implementation of UBE in primary schools in Ile-Oluji Ondo State. A descriptive survey was used to answer the following research questions; to what extent has the Universal Basic Education been able to cater for the children in Ile-Oluji primary schools?, does the Universal Basic Education Programme provide adequate technology facilities to enhance teaching and learning effectiveness in all the primary schools? Are the pupils exposed to modern technological equipment to improve teaching and learning? Do primary schools possess adequate technological equipment? And lastly, are there any challenges hindering the implementation of UBE programme? The investigation was carried out by randomly selecting forty (40) pupils in five (5) schools and ten (10) teachers in each of the five schools making a total of two hundred and fifty respondents. Questionnaires were designed to aid the investigation. The questionnaire was validated by the researcher’s supervisor. Split-half method was used to test the reliability of the instrument. The findings of the research revealed that there are challenges of technology and adequacy of trained educators in the implementation of UBE programme in primary school level. Suggested solutions will help reduce the challenges of technology and adequacy of trained educators and these challenges will be a thing of the past.

대학기반 발달장애인 평생교육 프로그램에 참여한 강사들의 교육 경험 연구

대학기반 발달장애인 평생교육 프로그램에 참여한 강사들의 교육 경험 연구

A Qualitative Analysis of Universal Basic Education Policy Implementation Strategies in Nigeria: Effective Management for Goals Realization

The study assessed qualitatively, the implementation strategies of the Universal Basic Education (UBE) Policy in Nigeria. In order to provide insights into the topic, terms were clarified accordingly. The Universal Basic Education goals were stated as contained in the policy statement of the National Policy on Education. The proposed strategies for the realization of the goals of UBE were stated and analysed accordingly. Relevant literatures were cited to provide understanding of the issues involved. A critique was carried out on the implementation of the stated strategies in order to x-ray the strengths and weaknesses underlying the implementation of UBE policy. It was discovered that the formulated policy of the UBE was very good including the strategies documented to attain stated objectives of the programme. It was also observed that the programme has witness some setback at its implementation phase. Based on these problems, five critical questions were asked to serve as a blueprint for judging whether the UBE programme has achieved its objectives or not. Based on these, recommendations and conclusion were made for policy implementation reform.

Health shocks in Sub-Saharan Africa: are the poor and uninsured households more vulnerable?

BackgroundIn developing countries, health shock is one of the most common idiosyncratic income shock and the main reason why households fall into poverty. Empirical research has shown that in these countries, households are unable to access formal insurance markets in order to insure their consumption against health shocks. Thus, in this study, are the poor and uninsured households more vulnerable from health shocks? We investigate the factors that lead to welfare loss from health shocks, and how to break the vulnerability from health shocks in three Sub-Saharan Africa (SSA) countries, namely, Burkina Faso, Niger and Togo.MethodsThis study focusses on 1597 households in Burkina Faso, 1342 households in Niger and 930 households in Togo. A three-step Feasible Generalized Least Squares (FGLS) method was used to estimate vulnerability to poverty and to model the effects of health shocks on vulnerability to poverty.ResultsThe estimates of vulnerability show that about 39.04%, 33.69%, and 69.03% of households are vulnerable to poverty, in Burkina Faso, Niger, and Togo respectively. Both interaction variables, ‘health shocks and wealth’ and ‘health shocks and access to health insurance’ had a significant negative effect on reducing household’s vulnerability to poverty. Poverty is the leading cause of economic loss from health shocks as the poorer cannot afford the purchase of sufficient quantities of quality food, preventive and curative health care, and education. We found that lack of health insurance coverage had a significant effect by increasing the incidence of welfare loss from health shocks. Moreover, household size, type of health care used, gender, education and age of the head of the household as well as the characteristics of housing affect vulnerability to poverty.ConclusionOur findings suggest that for the poor households, reduction of user fees of health care at the point of service or expansion of health insurance could mitigate vulnerability to poverty. Other challenges—birth control policy, adequate sanitation facilities and a universal basic education program—need to be addressed in order to reduce significantly the effects of health shocks on vulnerability to poverty in SSA.

Extent of Parent-Teacher Association Involvement in the Implementation of Universal Basic Education Program in Primary Schools in Northern Senatorial District of Ondo State, Nigeria

Extent of Parent-Teacher Association Involvement in the Implementation of Universal Basic Education Program in Primary Schools in Northern Senatorial District of Ondo State, Nigeria

THE IMPLEMENTATION OF UNIVERSAL BASIC EDUCATION: THE JOURNEY SO FAR IN BORNO, BAUCHI AND TARABA STATES, NIGERIA

This paper examined the implementation of Universal Basic Education programme in Borno, Bauchi and Taraba states, Nigeria. The major problems that the paper looked at include lack of infrastructural facilities, storage of teaching and learning material and qualified teachers. Observation and documented evidence from the three Ministries of Education, Local Education Authorities and Universal Basic Commission were used in collecting the data. The study revealed that some of the teachers recruited to participate in the programme had fake certificates. This was discovered through verification of results by the UBE commission in Borno state. Despite the problems observed, the UBE has in the three states employed over 7.000 teachers as well as built and renovated classrooms. It was recommended, among other things that, statistical information on the components that makes teaching and learning effective should be considered before embarking on such an important educational programme for the nation.

Demographic analysis of turnover intentions amongst Nigerian high school teachers

Nigeria’s Universal Basic Education program massifies access to education. School enrolment numbers have risen consistently. However, pre-existing issues have often diminished the incentive to achieve the greater goals of massification efforts. This study investigates teachers’ intentions to quit; to wit, the relationship between turnover causations and teachers’ demographic variables [including age, sex, work status, qualifications and years of experience]. We analysed a total of 925 questionnaires received from public high school teachers in Ogun State, south-western Nigeria. Data were grouped for analysis by respondents’ gender, age, qualifications, work status and years of experience. The frameworks for the analysis were: job satisfaction, personal health, work-social life balance, involuntary turnover, workload stress, LEAP leadership behaviour, organizational commitment, work environment and motivation. Methods used for analyses include descriptive methods, analysis of variance, pairwise comparisons, Cronbach’s Alpha reliability estimation and T-test statistics. The study found significant correlation between teachers’ intention to quit, and teachers’ age, qualification, work status and experience. Teachers aged 36 – 45 years are least willing to quit. Teachers aged 55 years and above, and those aged below 35 years are most willing to quit. The managerial insight to this is that managers need to target employees within the age brackets that are most willing to stay-on, and to work out appropriate strategies to retain those who are most valuable to the goals of the UBE and the organizations in which they serve.

Strange bedfellows in science teacher preparation: conflicting perspectives on social justice presented in a Teach For America—university partnership

Teach For America (TFA), a widespread and well-known route into the teaching profession, frequently partners with university-based education programs to prepare and certify its corps members. However, university-based teacher education programs frequently emphasize very different understandings of socially just education and priorities for training teachers from those of TFA. Accordingly, science teachers trained through TFA-university partnerships encounter conflicting understandings of science education, justice, and urban communities as they are introduced to teaching practice. In this ethnographic case study we explored the experiences and reactions of a cohort of TFA corps members in a science methods course as they engaged with TFA’s perspective focused primarily on enhancing students’ social mobility and the methods course emphasizing democratic equality through scientific engagement. The study considers intersections between TFA’s approach to teacher preparation and sociocultural perspectives on equitable science teaching. The study also lends insight into the contradictions and challenges through which TFA science teachers develop understandings about their role as science teachers, purposes and goals of science education, and identities of the students and communities they serve.

RELATIONSHIP BETWEEN THE SOCIOECONOMIC STATUS OF PARENTS AND ACADEMIC PERFORMANCE OF STUDENTS IN ONITSHA NORTH LOCAL GOVERNMENT AREA OF ANAMBRA STATE.

This study was aimed at determining the relationship between socioeconomic status of parents and academic performance of students in Onitsha North L.G.A. of Anambra State. Three research questions and three null hypotheses were formulated to guide the study. Correlation research design was adopted. From a population of 2,452, a sample of 100 respondents selected through the simple random sampling technique was adopted. For data collection, the junior secondary school annual examination was used, while questionnaire was also used to collect relevant information from students. Pearson product moment correlation was used to provide answers to the research questions, while the t- test was used in testing the null hypotheses at 0.05 level of significance. From the results; it was discovered that there is a positive relationship between high socioeconomic status of parents and student’s academic performance, also that there is a negative relationship between middle socioeconomic status of parents and student’s academic performance, and that there is a positive relationship between low socioeconomic status of parents and student’s academic performance. Based on the findings, it was recommended that government should endeavor to implement the Universal Basic Education (UBE) programme, as it will go a long way in helping students attain success in their academic pursuits. With this, the low academic performance of students that is characterized with low socioeconomic status of parents will be minimized.

Problem-based Learning and Theories of Teaching and Learning in Health Professional Education

Although problem-based learning (PBL) has been linked to several theories of teaching and learning, how these theories are applied remains unclear. The objective of this paper is to explore how theories of teaching and learning relate to and can inform problem-based learning within health professional education programs. We conducted a scoping review on current theories of teaching and learning and considered their relevancy to the problem-based learning approach. The findings suggest that no single theory of teaching and learning can fully represent the complexity of learning in PBL. Recognizing the complexity of the PBL environment and the fluidity between theories of teaching and learning, we proposed eight principles from across 11 theories of teaching and learning that can inform how PBL is operationalised in university-based health professional education: 1) Adult learners are independent and self-directed; 2) Adult learners are goal oriented and internally motivated; 3) Learning is most effective when it is applicable to practice; 4) Cognitive processes support learning; 5) Learning is active and requires active engagement; 6) Interaction between learners supports learning; 7) Activation of prior knowledge and experience supports learning; and 8) Elaboration and reflection supports learning. These eight principles provide the foundation for curriculum design recommendations relevant to PBL within university-based education programs. Specifically, our findings suggest that active engagement and interactions should be encouraged, that students should be prompted to activate their prior knowledge and experiences, and that elaboration and reflection on learning is critical. The small group format of PBL can facilitate this engagement if students question each other, consider alternative perspectives, and are actively involved in setting learning objectives. Further research is needed to develop the empirical basis for these principles and examine if PBL is an effective approach for implementing these principles.

Counselling Services and Sustenance of Universal Basic Education (UBE) Programme in Public Secondary Schools in Calabar Municipality in Cross River State

Over the years, the public secondary schools in Calabar municipality in Cross River State, Nigeria were operating at the mercy of God. Little wonder the students after graduation faces a lot of educational, vocational and personal-social problems. This study investigated whether there is change now that there is the introduction of counseling services vis-a-vis the Universal Basic Education Programme. To carry out this investigation, two hundred respondents (certificated teachers) drawn from selected public secondary schools in the study area constituted the sample of the study. Pearson product moment correlation statistic at 0.05 level of significance with 198 degree of freedom was employed to analyze the data collected with a self- designed questionnaire – counseling services and Universal Basic Education Questionnaire (CSUBEQ). The result of hypothesis tested revealed a significant relationship between educational and vocational services and Universal Basic Education. However, it was found that little relationship exist between – social service and Universal Basic Education. The results were discussed and a conclusion was made. A number of useful recommendations were proffered. DOI: 10.5901/jesr.2016.v6n1p47

An Academic Educational Program for Providing Eye Care to Older Individuals

The literature indicates that the prevalence of oculovisual problems increases with age and that it is higher in older individuals residing in long-term care facilities (LTCF) compared to those living in the community. It further indicates that eye care services in LTCF are sub-optimal. The objective of this article is to describe the university-based educational program we have developed and implemented to train optometry students in the eye care of older individuals, including those among the most vulnerable, i.e. those residing in LTCF. Our two university-based institutions, the Institut universitaire de geriatrie de Montreal and the ecole d’Optometrie de l’Universite de Montreal, collaborated to implement this program. The program has three main components: formal didactic courses, clinical rotations and in situ clinical research. It allows the students to learn how to adapt their clinical interventions to a variety of older patients, taking into account their specific needs, potential complex health conditions, behavior, socio-economic and socio-cultural context, as well as their capacity to understand and collaborate to the oculovisual exam. The program further follows recommendations by leaders in public health, geriatrics and optometry in offering a discipline-specific program in geriatrics.