Universal Basic Education Research Articles

Accessing the Impact of Policy Reforms on the Rights to Education: A Comparative Study of Emerging and Developed Economies (Nigeria and the U.S. )

This study examined the impact of education policy reforms on the right to education in emerging and developed economies, focusing on Nigeria and the United States. It analyzed how policy interventions shaped access to education, the quality of educational outcomes, and equity in both countries. The key research questions investigated the effectiveness of education reforms in improving access, addressing regional and socioeconomic disparities, and ensuring quality education. The study adopted a comparative case study methodology, analyzing secondary data, policy documents, and education statistics from both nations. Theoretical frameworks such as Human Capital Theory and a rights-based approach to education were used to evaluate the policies' impact. Findings revealed that while Nigeria made significant strides in increasing school enrollment through policies like the Universal Basic Education (UBE) program, it struggled with quality, funding, and regional disparities. In contrast, the U.S. achieved widespread access to education but faced persistent challenges related to racial and socioeconomic inequities, influenced by the shortcomings of standardized testing and uneven funding allocation. The study’s implications suggested that addressing policy implementation, funding, and equity issues is essential for advancing the right to education. Recommendations were provided to strengthen reforms, improve funding mechanisms, and promote equitable access to quality education in both contexts.

Career Guide Expert System for Nigerian Secondary Schools Based on Howard Gardner Categorisation of Intelligence

Career Guide Expert System for Nigerian secondary schools is an applied research targeted at developing a web-based career guidance system for students transitioning from the Universal Basic Education (UBE) Scheme to Senior secondary school (SSS). The transitioning process requires students to choose among groups of subjects (Science, Art, or Commercial) to study in SSS which ideally requires the services of counsellors. However, there is a shortage of counsellors in schools. This research will significantly address the problem of shortage of professional counsellors and inefficient associated manual career guidance, which can negatively affect the career trajectory of students. Three parameters (Howard Gardner Intelligence Categorization, Academic performance and student aspirations) were used in determining which of the three alternatives (Science, Art, and Commercial) suits a student the best. The inference engine of the Expert System was implemented using a weighted sum multiple decision criteria model to determine which alternative suits a student the most based on the data generated from the quiz attempted by a student. The system was validated by a professional counsellor who subjected the system to a test with twenty samples of student data and certified that the system was accurate. Thus, if this system is incorporated into the Nigerian educational system, it will revolutionize the career guidance process, leading to better performance of students and future career satisfaction.

Department of History, Ahmadu Bello University, Zaria, Nigeria nanasidi@abu.edu.ng

Abstract. In 1999, the Nigerian government launched its Universal Basic Education (UBE) program to provide free and compulsory education for every Nigerian child. Despite this effort, girls’ enrollment and school retention are still at their lowest ebb. This problem is even more apparent in Northern Nigeria where economic, religious and cultural factors often deny most girls access to education, especially in the NorthWest. Using a qualitative research methodology, this paper assesses the factors debilitating against girl child education in Northern Nigeria between 1999 and 2015 and their implications. This study finds out that factors such as early marriage, gender discrimination, low government support and the condemnation of co-education were responsible for the low enrollment of girls in schools across the Northern region. The paper concludes that to achieve the United Nation’s Millennium Development Goals2 (MDG2) and Sustainable Development Goals-4 (SDG 4), the government, international community, NGOs and parents must put their hands on deck to break the social, economic, religious and cultural barriers denying girls full and equitable access to education in Northern Nigeria. Keywords: Girl child education, Social Inclusion, MDG2, SDG4, Northern Nigeria, Challenges

Exploring Offline e-Learning for Resilience: A Case Study

There are too few teachers and schools to meet the need for quality universal basic education. Therefore, alternative approaches to education provision need to be explored, such as open and distance learning methods and development and provision of curriculum-based Open Educational Resources (OER). However, distribution of printed materials is increasingly costly, and distribution of digital resources remains a challenge in areas with little or no connectivity. This case study explores the potential of using offline strategies to share digital OER. It suggests it is possible to provide access to digital learning resources even in the most remote areas by using appropriate technology, like the Commonwealth of Learning’s Aptus device.

REMODELLING EDUCATION FOR STUDENTS IN NIGERIA BY PROVIDING RELEVANT SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS LEARNING (STEM).

Over the past thirty years, it is evident that there has been little change in the methodology of teaching Science, Technology, Engineering, And Mathematics (STEM) in Nigeria. Consequently, Nigerian students have lagged, encountering difficulties in science and math proficiency. Despite national reform initiatives aimed at enhancing the situation, the absence of uniformity and a unified effort has resulted in negligible alterations in instructional methods. This research examined data from student and teacher programs conducted by State Universal Basic Education Board (SUBEB). The focus was on two programs implemented over a two-year period: STEM Bootcamps for children and Teacher training initiatives. The results indicated that these programs successfully enhanced learning and forged a robust link to the real world. Even though it was their initial encounter with STEM pedagogy, both educators and students recognized its worth and found it advantageous in grasping the concepts addressed during the programs. These favorable outcomes sparked conversations about expanding the pilot programs and considering the ramifications for policy and future research.

Universal Basic Education Implementation Issues in Nigeria: Options of Innovation for Improvement in the Administration of Basic Education System

The paper explored Universal Basic Education, UBE implementation issues in its systemic administration and management of basic schools in Nigeria. On a more specific note, it discusses: the roles of Universal Basic Education at federal and State government levels; beneficiaries of UBE; existing implementation issues of UBE; and other Basic Issues termed unique UBE implementation Programme. All these put together may work against innovative ideas that existed with the UBE programme as stipulated in the Basic Education Act of 2004. The paper concluded and recommended the following among others, the actual statistics of out-of-school children should be obtained and balanced provision of education resources to rehabilitate them should be done by the commission, and UBE teacher’s capacity building boost should be revisited to train many of them to acquire knowledge regarding UBE operations in addition to their existing academic qualifications.

Teachers’ Variables as Predictors of Junior Secondary School Students’ Academic Performance in Osun West, Nigeria

This study examined the teachers’ variables as predictors of junior secondary school students’ academic performance in Osun West Senatorial District, Nigeria. The target population comprised Islamic Studies teachers and students in junior secondary schools across the ten (10) local government areas in Osun West Senatorial District. Purposive sampling was adopted in selecting 125 Islamic Studies teachers in all the 132 public junior schools in the district and a simple random sampling technique was adopted in selecting 20 Islamic Studies students from each of the 10 Local Government Areas, therefore, 325 respondents were engaged in the study. The questionnaire was employed to collect relevant information from the respondents. Data were analyzed using Percentage, Mean Range, Standard Deviation, and Regression analysis. The study found that factors like teacher confidence, interest in the subject, qualifications, and experience all significantly predicted student performance. It was concluded from the findings of the study that teachers’ variables positively improved students’ understanding of Islamic Studies and predicted their performance. In line with the findings of the study, it was recommended that teachers should be supported through incentives and professional development. The teachers should have a change of attitude towards the teaching of Islamic Studies so that the achievement of universal basic education will not be hindered, those without required teaching qualifications or non-professionals among the Islamic Studies teachers should strive to pursue professional qualifications. Teachers of the subject should improve their pedagogical skills through seminars, Post Graduate Diploma Courses in Education, and workshops.

Universal Basic Education Policy and the Quality of Primary Education in the Federal Capital Territory (FCT) Abuja, Nigeria

Universal Basic Education Policy and the Quality of Primary Education in the Federal Capital Territory (FCT) Abuja, Nigeria

Evaluating the Donor Organizations’ Impact on School Administration with Reference to Primary Education in Katsina Education Zone, Katsina State of Nigeria

This study explores the donor organisations’ impact on school administration with reference to primary education in Katsina education zone, Katsina State of Nigeria. Descriptive Survey Research Design and self-structured questionnaires were adopted in the study. The total population was 4,825, while the sample of the study comprised 343 primary school teachers, 7 administrators of local government education authorities and 10 P.T.A. officials was 362 as guided. Consequently, R – value of 0.97 was obtained using Cronbach Alpha Value, which depicted the suitability of the instrument. Descriptive statistics of mean and standard deviations (SD) as well as inferential statistics (Analysis of Variance (ANOVA) and SPSS V 23.0 as the statistical tools for analyzing the data. The study found that donor organisations’ impact on the provision of training and retraining of public primary school teachers in Katsina education zone was positive. The null hypothesis was retained, because the P. value was greater than the 0.05 significant Level. It was also recommended that Katsina State Universal Basic Education Board – SUBEB should decentralize and democratize its processes of selecting participants in training and retraining, thereby involving all school administrators in Katsina Education zone in selecting public primary school teachers to participate in any training and retraining. Keywords: Academic performance, Donor Organisations, Impact, Primary education, School Administration.

Re-Crafting the Nigerian Universal Basic Education Sector for a Competitive Advancement in the 21st Century

The universal basic education programme was designed and lunched in Nigeria in September 1999 by the civilian administration of Olushegun Aremu Obasanjo, with the aim of eradicating totally, illiteracy and equipping its recipients with the requisite skills, attitudes, norms, as well as providing an all-round educational opportunity for all, as this will not only assist the individual to be useful to himself, but also contribute meaningfully to the sustainability of social, political, economic and educational development of the Nigerian society. Thus, this paper is predicate on the need to re-crafting the Universal Basic Educational programme (UBE), so as to avert it from failing as that of Universal Primary Education of 1976 did, which was evident on poor funding, inadequate facilities, inadequate staffs or lack of manpower, as well as poor personnel motivation. Etc. hence, the paper seeks to proffer strategies on how to re-craft the UBE programme for a more advanced and competitiveness amongst comity of nation. Thus, the paper examined the background/origin of the UBE programme, objectives of the universal education programme, problems confronting the UBE programme as well as its implications. The paper concluded by admonishing the federal government with the strategies needed for a successful implementation of the UBE programme in Nigeria while also recommending that the Nigerian society should do away with both the British and American system of education, to adopt that of a practical and technologically inclined system of education like China, Japan and other industrialized nations of the world.

Impact of Principals' Managerial Strategies on Universal Basic Education in Junior Secondary Schools in Kaduna North Senatorial Zone, Kaduna State

This study investigated the impact of principals' managerial strategies on Universal Basic Education in Junior Secondary Schools in Kaduna North Senatorial Zone, Kaduna State. The study was guided by two research objectives and questions, employing a descriptive survey research design. The population under consideration comprised 5,593 respondents, from which a random sample of 375 individuals was selected. Data collection was conducted through the utilization of a questionnaire. Analysis of the research questions was performed using mean and standard deviation. The study findings unveiled a significant impact of funding on the practical implementation of the Universal Basic Education (UBE) program in junior secondary schools within Kaduna North Senatorial Zone, Kaduna State, among other discoveries. Based on the study's findings, several recommendations were proposed, including fostering synergy between government bodies and school authorities to ensure enhanced funding and adequate instructional materials to effectively implement the UBE program in the Kaduna North Senatorial Zone, Kaduna State.

Alumni association’s participation in plant maintenance for effective implementation of universal basic education (UBE) programme in Kogi state

PurposeThe level of deterioration of educational facilities, such as leaking classroom roofs, inadequate good seats, obsolete offices, broken shutters and doors, outdated school buildings, power plants and office equipment like ICT media, laboratories, offices and workshops, despite the involvement of Alumni association in the maintenance of educational facilities for the effective actualization of school objectives was a worrisome nightmare in Kogi state. This, therefore, prompted the researchers to explore the Alumni’s participation in plant maintenance for effective implementation of the universal basic education (UBE) programme in public junior secondary schools in Kogi state. The purpose of this study was guided by the research question which stated that to what extent does the Alumni Association participate in plant maintenance for effective implementation of the UBE programme in public junior secondary schools in Kogi state?Design/methodology/approachA quantitative research approach using a descriptive survey was adopted for the study. The sample was drawn using a proportionate stratified sampling technique comprising 387 participants which consisted of 191 (49%) urban junior secondary school principals and 196 (51%) rural principals in selected UBE junior secondary schools. Alumni’s Participation in Plant Maintenance Questionnaire was used as an instrument for data collection. The data were analysed with the aid of mean and standard deviation for the research question and z-test statistics at 0.05 level of significance and the value of z-crit. of 1.96 was used to determine the rejection or otherwise of the hypotheses.FindingsThe descriptive analysis revealed that the average mean set of 2.64 pointed to the fact that the respondents averagely agreed that there was a high extent to which Alumni participate in plant maintenance in urban than rural areas for effective implementation of the UBE programme in public junior secondary schools in Kogi state. This indicates that Alumni contribute to the management of UBE schools in Kogi state, especially in the areas of funding, infrastructural facilities, discipline, politics and quality control. This finding also shows that the contributions of the alumni to educational institutions are still unclear if they have made contributions to education in some areas and none in other areas making their relevance to plant maintenance unclear.Research limitations/implicationsIn terms of practical implications, the study has contributed to knowledge in that it is the first of this form of a study carried out in Kogi state, and as such the findings of the research will make contributions to the physique of information on plant maintenance for the profitable implementation of the UBE programme in Kogi state. Besides, the degree of plant preservation for the implementation of the UBE programme among applicable stakeholders in Kogi state is nevertheless at a low extent.Originality/valueResearchers have conducted studies that show how non-state Alumni members contribute to the administration of education across different states. Some of these studies revealed that Alumni members have assisted schools in the provision of teaching and learning materials at the senior secondary or tertiary education level. There are no sufficient studies to show how these Alumni members have contributed to the implementation of the free education programme, especially in public junior secondary schools in Kogi state and this is the gap this study intends to fill.

Evaluation of End Users’ Participation in the Design and Delivery of Public Building Projects in Ekiti State, Nigeria

Building projects are expensive, complicated, and frequently involve several parties with various demands. Since users are the ones who will ultimately use, maintain, and benefit from the projects, successful construction projects are planned, developed, and equipped to meet their needs. The purpose of this study was to assess end users’ involvement in the planning and execution of public building projects in Ekiti State, Nigeria, in order to improve project performance. Information on the extent of end users’ participation in the design and implementation of public projects was gathered through the use of questionnaires with professionals in the ministry of works, directors in the ministry of education, state universal basic education board, contractors and direct users of public building projects. A total of 138 of 143 copies of questionnaires that were distributed were recovered to achieve a rate of 96.5%. Findings revealed that end users were not involved in the planning, execution, or quality control of public building projects when it came to examining the ongoing work or the process of quality assurance. The study concluded that end users are typically satisfied with the outcomes when they are closely involved in the project’s management and participate often. The study therefore recommended that, prior to the project being closed and turned over, end users should be involved in the quality control process to ensure that the project deliverables and outcomes satisfy needs and requirements.

Exploration of Universal Basic Education Policy and its impact on Overall Education Quality of Schools in Nigeria

Universal Basic Education (UBE) programme was developed internally, although it is heavily influenced by global trends and developments in education. It is anticipated that its implementation will provide all Nigerians who are willing to learn with a top-notch basic education, as required by various international accords. Nevertheless, Nigeria is confronted with problems such a lack of resources, a lack of public awareness, an inadequate implementation of the new UBE curriculum, and low teacher motivation. These barriers continue to limit how effective the UBE policy may be. This study provided an important contribution to explore Universal Basic Education Policy and its impact on overall education quality of schools in Nigeria. More so, certain recommendations were made amongst others that cooperation between the School administration, Local Government, and parents is required to stop children from working and begging during school hours to reduce absenteeism.

Nigeria’s Tertiary Institutions and Education Laws

The study investigated Nigeria’s tertiary institutions and education laws. Without education laws, tertiary institutions would be in a state of anarchy. The study is beneficial to students, members of academic communities, curriculum developers, education administrators, the National Universities Commission (NUC), the Federal/States Ministries of Education, and its parastatal. Historical and case study designs were adopted. The doctrinal method was used in data collection. The primary sources of data were the Education Ordinance 1887, Education Code 1903, Education Ordinance 1928, Education Ordinance 1916, Education Code 1926, Education Ordinance 1948, Education Act 1952, Education Edicts 1966-1979, the Constitution of the Federal Republic of Nigeria 1999, Education Law 1999 and the Universal Basic Education Act 2004; sources of secondary data were published textbooks, scholarly peer-reviewed journals, and articles. Data were content-analysed, compared, contrasted, and presented thematically. The research findings were that students, academics, and non-academic members of staff of the schools should know education laws. The teaching of education laws should be a continuous exercise in all tertiary institutions. It was recommended that the NUC, the National Board of Technical Education, and the National Commission for Colleges of Education should introduce education laws as a course in the curriculum, to be registered for and passed by each student of the institutions before graduation. The management of the schools should train and retrain their students, academics, and non-academic members of staff on education laws regularly. Anybody who does anything contrary to the education laws of the institutions should face its consequences.

Sustainable Development Goal for Education: The Case of Kenya’s Efforts towards Universal Basic Education

The agenda for education globally is currently being driven by Sustainable Development Goals (SDGs). Among the seventeen goals, education’s SGD4 is a stand-alone goal whose priority Target One, articulates that by year 2030, all girls and boys should complete free, equitable and quality primary and secondary education. Kenya has strived towards this target of promoting access to education at these two levels through various approaches. This is arrived at through waiver of tuition fees, subsidies and putting in place other policies among them one hundred percent Transition policy so as to increase access to basic education at these two levels. However, even with tremendous growth in enrolments at primary school levels, not all of them complete primary school cycle. In addition, the transition to secondary school level is still a challenge, since out of those who complete primary school level, not everyone proceeds with education. On the other hand, transition rates to secondary school for boys and girls indicates that inequality still abound. This paper documents the extent to which Kenya has promoted twelve years of Universal Basic Education, the trends for Primary to Secondary Transition Rates (PSTR) from year 2011 to 2022, and establish the differences in transition rates between boys and girls. Lastly the obstacles that impede transition of pupils from primary to secondary school level, hence impacting on achievement of universal Basic education.

Awareness on universal basic education policy and out of school children phenomenon in Nigeria

Basic education policy in Nigeria is free, universal and compulsory for the first nine years of schooling. The policy envisaged a drastic reduction in the reluctance of parents/guardians towards basic education in parts of Nigeria where the pursuit of qur’anic education remained predominant. So far, the free education programme had yielded less than desirable results as the number of Out of School Children (OOSC) remain largely and increasingly unacceptable, thus necessitating a study that investigated stakeholders’ perspectives on the extent to which awareness and the participation in schooling amongst school age children has been achieved. Hence, the level of awareness and how stakeholders’ perspectives may be impacting on universal basic education policy implementation vis-à-vis out of school children phenomenon in Nigeria were examined. In fulfilling the objective of the study, the respondents’ perspectives were obtained through a multi-stage sampling technique. The selection of the state was purpose driven; hence purposive sampling of Kano State, and within Kano metropolis, North-western Nigeria, all the four Local government within the metropolis namely: Taurani, Fegge, Nasarawa and Kano Municipal Council were Local Education Authorities -LEAs were purposively selected. Further, 30 facilitators of qur’anic schools who were selected from each of the 4 LEAs in Kano metropolis amounting to 120 facilitators (respondents) that were sampled, and a structured questionnaire was administered to them. Findings revealed a high level of awareness of stakeholders on the consequences of non-schooling. However, it was inferred that the aged facilitators of the qur’anic schools could affect the effort and process of integrating basic education programmes into the qur’anic schools thus exacerbating the exclusion of children from the formal education worsening OOSC phenomenon. Recommendations were made as follows: that qur’anic school, class-size, class-management and facilitations processes should be standardized, to enhance curriculum integration and inclusiveness. Moreover, enlightenment of stakeholders be intensified

Repositioning Universal Basic Education: A Need For Teachers Retraining And Motivation For National Development

Motivation is the driving force that generates and sustains action towards the achievement of a set goal. It is closely related and affects teachers’ efficiency and effectiveness in the classroom, which have far reaching implications for national transformation since the teacher is the live wire of education enterprise. This paper delves into the place of motivation for repositioning Universal Basic Education (UBE) for national transformation. The status of UBE teachers’ motivation was portrayed in relation to motivational factors and it is evident that UBE teachers lack proper motivation and this affects their service delivery negatively. The lack of motivation among UBE teachers is evidence in the poor and irregular payment of salaries as well as lack of incentives; work overload, poor teaching environment and facilities as well as low status of teachers in the society. The paper also elucidated the roles of motivation in teaching profession for national transformation. These roles include: Production of goal-oriented teacher; production of conscientious and pain-staking teacher; helps to make a teacher maintain a friendly classroom environment; and helps to check brain drain in the teaching profession. Suggested strategies for motivating UBE teachers for national transformation include: enhancement and prompt payment of teachers’ salaries and allowances; provision of car and housing loans; provision of free medical services for teachers and their children/wards; provision of free and compulsory in-service training, and provision of better teaching and learning environment in UBE school. Conclusion was drawn.
 
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Political Leadership and Education for Sustainable Development in Nigeria: An Assessment of Akwa Ibom State Universal Basic Education Board (SUBEB), Uyo

Education for sustainable Development (ESD) targets at acquisition of knowledge, skills, values and attitudinal changes in both formal and informal sectors to increased productive population in the state for job creation and economic self-reliance of the people in present generation without compromising the future generations. However, a gap exists as most leaders in the state failed to give top priority to education as potential nexus for development in Nigeria. Corruption among leaders in the education sector was identified as a major drawback to education in developing economies. The main objective of the study was to examine the relationship between political leadership and ESD in Nigeria with reference to Akwa Ibom State Universal Basic Education Board (SUBEB) using Education Index proxied by literacy rate (average adult year of schooling and expected year of schooling), education budget/implementation, quality and access to education. Descriptive research and Survey of study population of about 40,266 comprising of appointed education officials in 2,826 schools affiliated to SUBEB with sample size of 380 determined using Krejcie and Morgan table (1970). Simple random and stratified random sampling techniques were used to administer 12 items questionnaire on the respondents. Simple percentage, Pearson Moment Correlation Co-efficient and tabular form were adopted for data presentation and analysis. The study among others revealed that: Political leadership has significant direct relationship with ESD in Akwa Ibom State. It recommended policy reforms to reduce anomalies in educational management and adequate funding to meet UNESCO education budget baseline of 26%, employment of more qualified teachers, training and re-training of teachers to develop technical skills in entrepreneurship education; provision of libraries, laboratories and other facilities for modern research/innovations.

POLITICAL LEADERSHIP AND EDUCATION FOR SUSTAINABLE DEVELOPMENT IN NIGERIA: AN ASSESSMENT OF AKWA IBOM STATE UNIVERSAL BASIC EDUCATION BOARD (SUBEB), UYO

Education for sustainable Development (ESD) targets at acquisition of knowledge, skills, values and attitudinal changes in both formal and informal sectors to increased productive population in the state for job creation and economic self-reliance of the people in present generation without compromising the future generations. However, a gap exists as most leaders in the state failed to give top priority to education as potential nexus for development in Nigeria. Corruption among leaders in the education sector was identified as a major drawback to education in developing economies. The main objective of the study was to examine the relationship between political leadership and ESD in Nigeria with reference to Akwa Ibom State Universal Basic Education Board (SUBEB) using Education Index proxied by literacy rate (average adult year of schooling and expected year of schooling), education budget/implementation, quality and access to education. Descriptive research and Survey of study population of about 40,266 comprising of appointed education officials in 2,826 schools affiliated to SUBEB with sample size of 380 determined using Krejcie and Morgan table (1970). Simple random and stratified random sampling techniques were used to administer 12 items questionnaire on the respondents. Simple percentage, Pearson Moment Correlation Co-efficient and tabular form were adopted for data presentation and analysis. The study among others revealed that: Political leadership has significant direct relationship with ESD in Akwa Ibom State. It recommended policy reforms to reduce anomalies in educational management and adequate funding to meet UNESCO education budget baseline of 26%, employment of more qualified teachers, training and re-training of teachers to develop technical skills in entrepreneurship education; provision of libraries, laboratories and other facilities for modern research/innovations.