CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Education is very important for the development of individuals and the society. In
realization of the role which education plays in national development the government of Nigeria
has introduced various educational policies and programmes with great expectation that the felt
socio-economic and political needs of the citizenship would be met by the government.
Response to the agitation for a more functional and qualitative educational systems the
Federal Government of Nigeria introduced Universal Basic Education (UBE) in 1999. UBE in
Nigeria is a positive reaction to the Jomtien declaration of education for all by the year 2000. It
also signifies its commitment to the total eradication of literacy. It sees education in its broadest
sense of close articulation of the formal, non-formal and informal approaches as an instrument
for the awakening and development of human potentials. The implementation document on UBE
(2000) explains the meaning and scope of UBE as the foundation for sustainable lifelong
learning for the acquisition of numeracy skills. In Nigeria context, basic education includes
primary/ junior secondary, nomadic education as well as adult education.
By implication, a child will spend 6 years in primary school and 3 years in junior
secondary school. The education programme shall be directed towards the acquisition of
functional literacy, numeracy and life skill especially for adults. Furthermore, it will also
function as out of school, non-formal programmes for updating the knowledge and skills of
persons who left schools before acquiring the basic skills needed for lifelong learning. It is
expected also to provide non-formal skills and apprenticeship training from adolescent and youth
who have not had the benefit of formal education.
The Universal Basic Education Programme was funded by the states and local
governments, with support from the federal government through its intervention programme.
Federal government provides matching grant. This is utilized as follows. Primary 60%, JS5 35%
it is used in the construction of classrooms/furniture, 70% for procurement of textbooks,
instructional materials, 15% for teacher professional development etc.
The federal government coordinates and monitors the implementation of the following
objectives of UBE programme:
1. Developing the entire citizenry a strong consciousness for education and a strong
commitment to its vigorous promotions.
2. The provision of free universal basic education of every Nigeria child of school age.
3. Reducing drastically the incidence of drop outs from the formal school system through
improved relevance quality and efficiency.
4. Catering for the learning needs of young persons who for one reason or another have had
to interrupt their schooling through appropriate forms of complementary approaches to
the provision and promotion of basic education.
The administration of Former President Obasanjo was very much concerned about the
general improvement of primary and junior secondary education in the country. Kano state was
very much committed in the staff welfare, provision of infrastructure teaching and retraining,
proper utilization of curriculum as well as management of funds were given top priority.
The thirty six (36) states of Nigeria are key implementers of the nation’s universal basic
Education. The universal basic Education Commission (UBEC) is headed by an executive
secretary in Nigeria. The State Universal Basic Education Boards (SUBEB) are charged with the
responsibilities of implementing, coordinating, directing, administering and overseeing the
policies of the UBE program in their respective state’s teaching and learning process, headed by
an executive chairman.
It is a well known fact that a good primary education with surrender values can only be
provided it essentials such as teachers’ salaries and allowances including non-teaching staff and
administrative charges, provision of infrastructure and materials, maintenance of school building
and construction of classrooms building are effectively controlled.
To ensure effective implementation of UBE programme, the federal government has
directed all teacher training institutions to increase their students’ enrolment to enable more
teachers to be trained. Similarly, the National Teachers Institute (NTI) Kaduna has been
mandated to provide remedial, pivotal and NCE courses to train more teachers (UBE, 2004).
Teachers are in high demand for the UBE programme but only brilliant experience and hard
working teachers are needed. Furthermore, Obanya (2009) stated that no educational system can
rise above the level of its teachers. Many laudable educational initiatives have failed mainly
because they did not take sufficient accounts of the teachers factor. Therefore, the functions of
the teachers’ implementation guidelines of the UBE (2004) include the following:
1. Facilitating learning and imparting knowledge pupils/students.
2. Using and leading the pupils to make good use of all facilities equipment and
infrastructure provided.
3. Ensuring adequate discipline among the pupils obedience to school rules and regulations.
4. Ensuring safety and security of all facilities and equipment.
5. Publicity and popularizing of the scheme in the communities of which they live.
6. Formulating using and protecting the school curriculum and syllabus (UBE Act 2004).
One of the resources required by every organization or institution for effective
performance is finance, which the UBE is not an exception. The Universal Basic Education UBE
programme is expected to be free and compulsory to all children of school going age. Funds for
education goes into various facet of the system i.e. capital and recurrent expenditure besides
salaries. Fund for UBE just like funds for other sectors of the educational system in Nigeria
comes from various sources. Decree No. 7 of 1992 stipulates that all companies operating in
Nigeria with a minimum of 100 employees are required to contribute 2.0 percent of their pre-tax
earnings to the education Tax fund for the purpose of funding education (UBE, 2004). Federal
government intervention in UBE is funded through: not less than 20% of the consolidated
revenue funds (CRF) of the federal government funds/contribution in the form of federal
government guaranteed credits: local/international donor grants: The federal intervention funds
to states is used for the purpose of broading access, improving quality and ensuring equity in
basic education but not for teachers enrolment and overhead cost. The components are:
substantial part of the consolidated revenue fund is distributed to states as matching grants and
part of it is disbursed to state for special intervention to support:
1. Initiative by state to correct educational imbalance up to 2010.
2. Efforts by states to implements school feeding program.
3. Efforts by the state to provide special education for the physically and mentally
challenged.
4. Disbursement of grants to states will depend on 50% counterpart funds by the state
UBEC may withhold further disbursement to a state if it is not satisfied that funds earlier
disbursed has not been used judiciously.
5. To access the fund, shall (i) present acceptable annual implementation plans based on
EFA/MOG and those projects that address their peculiar problems (ii) show evidence of
state UBE law or a strong commitment to enacting it and (iii) set up an appropriate
mechanism that ensures transparency for the procurement of goods and services.
Monitoring of fund utilization will be multisectorial, involving the Universal Basic
Education Commission, Federal Ministry of Education, National Assembly, Budget
Office of the Federal Budget Monitoring (Presidency) Accountant General and Auditor
General of the Federation (UBE, 2004).
Tahir (2004) stated that UBE infrastructural facilities include permanent, semipermanent,
temporary, mobile collapsible, boat-school and even under tree shade classroom
structures. However, the permanent structures are the commonest as the national economy
declines and people’s earning dwindles temporary and semi-permanent structures are
predominant in the school system. In addition, as the social demand for education increases
many classrooms variant will no doubt be introduced. The under tree shade classrooms have
been in the educational scene since the colonial period and its number is increasing in an
alarming rate. The mobile collapsible and school structures are peculiar to nomadic primary
schools and primary schools for migrant fishermen’s children only. The provision of classroom
facilities in the context of UBE programme in Nigeria entails the review of the existing facilities
to ascertain their adequacy and appropriateness coupled with the provision of additional facilities
where the existing ones are in short supply and the rehabilitation of those facilities that may be in
deplorable conditions. This necessitates the need to acquire usable data and information in order
to guide informed decisions on either construction of new classrooms or rehabilitation of the
existing ones in order to achieve the aims and objectives of the UBE programme in Nigeria.
The blue print for the implementation of the UBE programme encouraged the
participation of local communities, philanthropists, NGOS, international communities, banks and
donor agencies. States and local governments are expected to pick up the balance of 50%
(NPEC, 1999). They are to assist local communities in the provision of infrastructural facilities
in schools. This will enhance the implementation and success of the UBE programme in Nigeria.
1.2 Statement of the Problem
Education is capital intensive, as a result, the implementation of UBE scheme demands a
lot of capital and unless the government is financially committed to the project, the
implementation might be ineffective as inadequate funding can cripple the effective
implementation of the scheme. The introduction of UBE programme has led to population
expulsion in primary schools. The pupils’ enrolment is on the increase on yearly basis.
According to Olu (2012) educationists and researchers have agreed that enrolment in
primary schools has increased massively. The UBE scheme has attracted many children to school
which resulted in explosive enrolment in primary schools in the country. Enrolment rose from
21,122,583 pupils in 2007 to 21,714,314 in 2009. Also the number of primary schools grew from
56,105 in 2007 to 57,970 in 2009 in Nigeria (UBEC, 2009).
Unfortunately, there is no corresponding increase in the provision of facilities to
accommodate the increase in primary schools. Another problem militating against the
programme is lack of accurate data. The commission had inaccurate data on funds allocation and
management of resources. There were no accurate data on equipment and facilities for the
programme. Also it is necessary to attempt to determine the level of funding and its utilization
for the purpose of improving the UBE scheme and educational development.
According to Yodatai, (2015) in World Data Atlas, literacy rate was estimated at 59.57%
of the population in the year 2015. Also, 10.5 million children were out of school in Nigeria in
2013. The disturbing scenario arising from the quoted statistical information above is quite
daunting. In Nigeria, the problem of statistics for planning cannot be over emphasized. For
example, the natural population census which is expected to provide the most reliable data for
educational planning and implementation has always been politicized. Planning in Nigeria is
mostly based on projected statistical data which is likely to be inaccurate for educational
planning. Inaccurate data for educational planning constitutes a threat to the envisage benefit of
UBE scheme.
Another problem facing UBE scheme is the problem of inadequate supply of facilities
and equipment. Most of the existing structures are dilapidated and in a state of disrepair, most of
the school libraries and laboratories are ill equipped. Educational related materials such as tables,
chairs, textbooks, charts etc are either damaged or in short supply. According to Baikie (2000),
the cost of providing essential educational facilities was about 300million us dollars, currently
the figure has double ten times. The question here is that whether the federal, state or local
government is ready to fund education in the country.
The researcher developed the desire to access the management and performance of
Universal Basic Education (UBE) in the North West Zone for the purpose of improving the UBE
scheme and educational development in the North West Zone.
1.3 Objectives of the Study
The study was set to:
1. examine the perceptions of stakeholders on staffing situation of UBE programme in
Northwest Zone, Nigeria;
2. investigate the perceptions of stakeholders on provision and maintenance of
infrastructural facilities in UBE programme in Northwest Zone, Nigeria;
3. investigate the perceptions of stakeholders on the funding of UBE programme in
Northwest Zone, Nigeria;
4. determine the perceptions of stakeholders on students’ enrolment and retention of UBE
programme in Northwest Zone, Nigeria;
5. assess the perceptions of stakeholders on the supervision of UBE programme in
Northwest Zone, Nigeria;
6. assess the perceptions of stakeholders the utilization of instructional materials for
teaching and learning processes in Northwest Zone, Nigeria and
7. examine the perceptions of stakeholders on staff development of UBE programme in the
Northwest Zone, Nigeria.
1.4 Research Questions
The following research questions were asked for this study:
1. What is the perception of stakeholders on staffing situation in the UBE programme in
Northwest Zone, Nigeria?
2. What is the perception of stakeholders on the provision and maintenance of
infrastructural facilities in UBE programme in Northwest Zone, Nigeria?:
3. What is the perception of stakeholders on funding of UBE programme in Northwest
Zone, Nigeria.
4. What is the perception of stakeholders on the rate of students’ enrolment and retention in
UBE schools in Northwest Zone, Nigeria?
5. What is the perception of stakeholders on the effectiveness of supervision of UBE
programme in Northwest Zone, Nigeria?
6. What is the perception of stakeholders on the utilization of instructional materials for
teaching and learning processes in UBE programme in Northwest Zone, Nigeria?
7. What is the perception of stakeholders on staff development in UBE schools in the
Northwest Zone, Nigeria?
1.5 Hypotheses
The following null hypotheses postulated were tested:
1. There is no significant difference in the perceptions of stakeholders (head teachers,
teachers and UBE officials) on staffing situation of Universal Basic Education (UBE)
programme in Northwest Zone, Nigeria;
2. There is no significant difference in the perceptions of stakeholders on the provision and
maintenance of teaching and learning facilities in Northwest Zone, Nigeria;
3. There is no significant difference in the perceptions of stakeholders on the level of
funding of Universal Basic Education UBE programme in Northwest Zone, Nigeria;
4. There is no significant difference in the perceptions of stakeholders on the students’
enrolment and retention in Northwest Zone, Nigeria;
5. There is no significant difference in the perceptions of stakeholders on supervision of
Universal Basic Education (UBE) programme in Northwest Zone, Nigeria;
6. There is no significant difference in the perceptions of stakeholders on the utilization of
instructional material for teaching and learning processes in Northwest Zone, Nigeria;
7. There is no significant difference in the perceptions of stakeholders (head teachers,
teachers and UBE officials) on staff development in UBE programme in the Northwest
Zone, Nigeria;
1.6 Basic Assumptions
This study was based on the assumptions that whenever:
1. staffing situation improves, the programme will be more successful in Northwest Zone,
Nigeria;
2. provision and maintenance of infrastructural facilities improve, the UBE programme will
be enhanced in Northwest Zone, Nigeria;
3. fund allocation for the running of the UBE scheme increases, challenges of the scheme
will be eradicated in the Northwest Zone, Nigeria;
4. adequate provision of infrastructural facilities is made, it will enhance enrolment and
retention of pupils in the UBE programme in Northwest Zone, Nigeria;
5. adequate supervision is made for UBE programme, learners will get the best in Northwest
Zone, Nigeria;
6. adequate provision of teaching and learning materials is made, it will enhance the UBE
programme in the Northwest Zone, Nigeria; and
7. staff development programme of UBE is improved, the UBE Programme will be
enhanced in Northwest Zone, Nigeria.
1.7 Significance of the Study
The study will be of significant to the states in the Northwest Zone, State Universal Basic
Education Board (SUBEB) in the zone, Local Government and Universal Basic Education at the
federal level by providing vital information to the federal government. It will also be of
importance to higher institutions of learning, researchers etc. It will assist the public, federal and
State Ministry of Education and financial institutions etc.
Primary school administrators and educational research council would also benefit from
the findings of this study. The study will be of help to the Head teachers, head teachers and
teachers in primary and junior secondary schools.
A study of this kind will provide information on how to fund primary schools properly
and improve the quality of education given to children in primary schools in Northwest Zone,
Nigeria.
1.8 Scope of the Study
The research is centred on assessment of the management of universal basic education
programme in Northwest zone of Nigeria. This study is limited to States Universal Basic
Education Boards (SUBEB) in northwest zone which comprises of seven (7) states i.e. Kano,
Kaduna, Kebbi, Sokoto, Katsina, Jigawa and Zamfara States. This study is limited to four (4)
states which were Kano, Kaduna, Katsina and Jigawa states. It also included stakeholders such as
school head teachers, teachers, Parents (PTA), SUBEB officials. This study was carried out in
some selected public primary schools both in the rural and urban areas in the above mentioned
states. Some of the limitations of the study were finance, time management and language barrier
etc.
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