Escolar Documentos
Profissional Documentos
Cultura Documentos
Sky Journal of Educational Research Vol. 4(6), pp. 053 - 059, September, 2016
Available online http://www.skyjournals.org/SJER
ISSN 2354-4406 2016 Sky Journals
The study was on resources availability and implementation of Universal Basic Education (UBE) programme in
secondary schools in Ikot Abasi Education Zone of Akwa Ibom State. Three research questions were raised.
The study adopted a survey research design. The study population was the 7 secondary schools in the zone. A
purposive sampling technique was used since the entire population was studied. A checklist, Universal Basic
Education (UBE) Act and a questionnaire (RAIUBEQ) were used to elicit information from 7 principals. The
instrument was validated by three research experts and reliability of the questionnaire was established using
Cronbach Alpha Reliability analysis which gave a reliability coefficient of 0.82. The data collected were analysed
using mean and standard deviation. The findings of the study show that most UBE schools do not have enough
teachers and the classroom blocks and desks/furniture available were not adequate to accommodate the
students. Furthermore, most principals get impress but not enough for the execution of meaningful project.
Based on the findings of the study, it was recommended that the Akwa Ibom State Government, should
adequately plan for UBE programme in the state by getting accurate data/statistics on human and material
resources and make provision for these resources.
Key words: Resources availability, implementation, universal basic education, school facilities, school fund.
INTRODUCTION
Universal Basic Education (UBE) is the transmission of Universal Basic Education (UBE) is a nine (9) year basic
fundamental knowledge to all facets of the Nigerian education which aims to provide free and compulsory
society, it has three main components Universal, Basic education at the primary level and junior secondary
and Education. Universal connotes a programme that is school level. The target population age is the school-
meant for all facets of the society the rich, poor, the going age which FRN (1998) puts at 6 - 11 for the
physically fit and the disabled, the brilliant, the dull, the primary school and 12 - 15 for Junior Secondary School.
regular students and the dropouts including every other According to the implementation guideline released by
individual that is ready to acquire knowledge. The term the Federal Ministry of Education in 2000, the UBE
Basic relates to the base, take-off point, fundamental programme aims at achieving the following objectives:
and essential. It therefore shows that basic education is
the starting point in the acquisition of knowledge. The 1. Develop in the entire citizenry a strong consciousness
for education and strong commitment to its vigorous
promotion.
2. Provide free, compulsory, universal basic education for
*Corresponding author. E-mail: cetta_cettas@yahoo.com. or every Nigerian child of school age.
bolaagboola11@gmail.com. Tel.:+2348060118244 or 3. Reduce drastically, drop-out rate from the formal
+2348153518179.
54 Sky. J. Educ. Res.
situation where a sizeable percentage of the national and laudable policies made by educational policy makers
wealth in Nigeria is invested annually in education (Briggs and curriculum planners are executed in the classroom.
1971). The author maintained that the actual implementation of
For Gagn (1980), learning occurs when the student is Universal Basic Education programme takes place in the
motivated to this motivation should be established with classroom where the acquisition of knowledge, attitudes
the development, in student, of a process called and skills by the learners are made possible by the
expectation a foretaste of the obtained reward when you teacher. To enhance this, Igbuzor (2006) observed that
reach the understanding of new knowledge. The author the teacher must be prepared in such a way that he
believes that the motivation is caused by stimuli that the would be able to present a pre-digest, planned,
teacher plans for the purpose of start, activate and systematic, sequential and controlled content and
maintain student learning (Moreira, 1999). So the methodology. This signifies that for quality education to
instruction is in fact a planning activity and execution of be realized, the teacher should endeavour to manage
external events, in order to influence the internal learning materials effectively for maximum compliance
processes (we can consider that internal processes are, from the learners during instruction. The Federal
in fact, cognitive and affective) learning, to achieve Republic of Nigeria (FRN, 2004) reported that at the time
certain goals, allowing the capacity to be learned the Universal Basic Education programme was launched
(Moreira, 1999). Udoh (2007) observed that going by in 1999, a short fall or 300,000 was estimated in the
instructional system design theory, the learning system number of teachers needed to implement the scheme.
can be seen as an organized combination of people, The National Policy on Education of the Federal Republic
materials, facilities, equipment and procedures which of Nigeria (FRN, 2004) stated in section 4 item 19 B that
interact to achieve a goal. This has justified the adoption for effective teaching and learning, the teacher-pupil ratio
of the instructional system design theory as the shall be 1:35.
framework for this study on resource availability and the The Federal Republic of Nigeria (FRN, 2004) stated
implementation of Universal Basic Education scheme. that since no education system may rise above the
In a learning system, people include students, teachers quality of its teachers, teachers education shall continue
and other school personnel, including inspectors and to be given major emphasis in all educational planning
administrators; materials include books, chalkboard, and development. The minimum qualification for entry
chalk, photographic slides and prints, motion pictures, into the teaching profession at the secondary school level
audio and videotapes, facilities and equipment include of the UBE programme is the Bachelors Degree in
classrooms, learning carrels, offices, libraries, staff Education. Ibe-Bassey (2004) reported that effective
quarters, laboratories, school vans, audiovisual training and qualification of teachers relate with proper
equipment (Tape recorder, power-point projector, management and utilization of instructional media for
television monitors and so on) and computer as well as instructional communication. The same work also
methods of sequencing information, testing and materials reported that availability of media facilitate effective job
for interpreting data among others. Lack of these performance by qualified teachers. Furthermore, asserted
instructional resources cannot support effective and is that availability of school media and their utilization by
efficient instructional process and output in schools teachers ensures accountability in education (Ibe-Bassey
(Udoh, 2007). (2004).
The teacher, therefore, do both the job of facilitating The teacher sees to the effective classroom
learning through instruction previously planned tasks, management as well as interpretation and impartation of
administered delineated, selected, organized, but also intended learning outcomes. He considers the individual
supervise external events, with the objective of influence differences, administers his lessons accordingly, it takes
the internal processes of learning, which includes the to be an effective teacher for this to be recorded
motivation for the content (Moreira, 1999). (Mbakwem, 2005). According to Mbakwem (2005),
For Vygotsky (1987), the teacher has the fundamental teachers for effective implementation of UBE programme
role of mediator in the acquisition of meanings, with this are such that; should be knowledgeable and have
exchange of meanings passed from teacher to student. mastery of the subject matter of each lesson, possess
The student must then return to the teacher the meanings psychological and emotional competencies, acquire a
captured and, finally, the teacher is responsible for repertoire of teaching skills and methodology and exhibit
checking that these meanings are correct (MOREIRA, proficiency in diagnosing students learning difficulties
1999). For this exchange occurs, the student must be and classroom management for effective
socially interacted in the learning process, without having teaching/learning.
to create any embarrassment that do prevent the signs of Isuagba (2003) stated that the academic qualification of
internalizing the teacher looking to spend (Lima, 2013). the teacher is significant in education delivery. The above
Ukeje (1996) affirmed that teachers are the chief opinion identifies the need for trained quality teachers in
implementation agent of the school curriculum and implementing UBE programme. Isuagba (2003) also
Universal Basic Education programmes. All the wonderful reiterated that teacher education is one of the principal
56 Sky. J. Educ. Res.
factors for programme implementation and national ceilings, repairing broken furniture and leaking roofs or
development in any society. blown off roofs for teaching and learning efficiency. The
There are many things that would contribute to the quality and quantity of the school plants has direct
success of an educational programme. One of such influence on the attainment of the goals of educational
things is the availability of good facilities and the programmes. The scholar stressed that a conducive well
presence of a very good school plant. As put forward by ventilated and good classroom structure, make for good
Adaralagbe in Akpan (2003) the right type of educational and meaningful teaching and learning but where there
atmosphere is one that consists of better school buildings are dilapidated buildings, partitioned classrooms as in
and teaching facilities. many secondary schools, where palm fronds are used as
Procurement or acquisition of facilities is not the end of ceiling and zinc, effective and efficient implementation of
it all. Proper management and the maintenance of these UBE programme will be a mirage (Obi, 2005).
facilities do count so that they would continually support Fund means money in its various forms. Adequate
teaching and learning (Udoh, 2008). funding is crucial in effective policy implementation at any
SUBEB (2009) report in the Akwa Ibom State Manual educational level. With adequate funding, recruitment of
for the 9 years UBE Scheme described school buildings qualified teachers, instructional materials and suitable
to include the classrooms, offices, libraries and play facilities are provided for effective UBE programme
grounds. These constitute the infrastructural facilities of a implementation. The secondary education sub-system as
school. Denga (1999) reported that for a school to be the link between the primary and higher education level
considered as having minimum school plant to operate, it prepares and processes its beneficiaries for the tertiary
must have the infrastructural facilities such as standard institution so, the work at this level of education requires
school buildings, standard classrooms administrative funding (Omoregie, 2006). It had been recommended by
offices, furniture in the classroom and offices, toilet UNESCO that the education sub-sector should not have
facilities, water supply (pipe borne or dug-out well). Store less than 26% of the annual budgets of a developing
room for instructional materials, first aid office and first country like Nigeria. Free and compulsory education is
aid box with essential drugs and materials for emergency suffering financial set-backs in Nigeria and Akwa Ibom
use, play-ground for recreational activities and a State is not an exception because it was not adequately
workshop for instructional materials both hardware and budgeted for. The poor allocations to the education
consumables. Adaralagbe in Akpan (2003) agreed to this sector are at variance UNESCO provisions, for instance,
by saying that the right type of atmosphere required for the Federal Government of Nigerias budgets/allocations
effective learning is the one consisting of better school to education in 2008, 2009 and 2010 were 6.5%, 6.0%
buildings, more and better teaching facilities. The author and 4.3% respectively while that of Akwa Ibom State
maintained that excellent school facilities and dedicated were 0.3%, 0.5%, 0.34 and 0.53 for 2008, 2009, 2010
teachers are the basic ingredients of a good education and 2011 respectively (Federal Ministry of Finance,
programme. Also, It cannot be assumed that functionally 2004).
designed school buildings, containing a wide variety of Finance is a crucial factor that determines the extent to
modern teaching aids, will automatically improve the which programmes are carried out. In the words of
quality of educational programme; the importance of Salami (2004), a plan without a large budget surplus will
skillful teachers cannot be overstated. get nowhere. Osokoya (2011) maintained that Universal
Junaid (2004) observed that in order to achieve the goals Basic Education (UBE) is free, compulsory and universal,
of UBE, classroom blocks in selected primary schools in thus this project is a huge enterprise that ought to take a
all the 36 states and the Federal Capital Territory (FCT) substantial amount of the nations budget, if it has to be
are being built and renewed and so far, over 20000 well implemented. Onwuka (2004) noted that educational
classrooms and over 3000 head teachers office have programmes in Nigeria failed because of shortage or
either been constructed or renovated. Udofot (2003) inadequate funds to keep them afloat, school heads
commented that an essential task in the planning of UBE found it difficult to procure funds to make Universal Basic
scheme in Akwa Ibom State should involve a census of Education (UBE) programme work. Therefore, it is
existing infrastructure and facilities. Furthermore, they important to note that money is needed for improvement
should be assessed for their quality, appropriateness, of instructional programmes, maintenance of physical
quantity and adequacy. The findings indicated that the structure and equipment.
task of refurbishing dilapidated schools and buildings new In an empirical study carried out by Ekpo (2005), using
ones is indeed enormous. a sample of 572 teachers from 26 secondary schools in
In the SUBEB (2009) report on UBE Teacher Training Akwa Ibom State to examine the influence of principals
Manual, it described the maintenance of school facilities financial management on teachers work performance. He
as activities put in place to restore the physical conditions found that good financial management correlates
of facilities. Obi (2005) stated that to maintain the school positively with teachers work performance. Ekpo (2005)
plant the school needs to be kept clean by sweeping the observes that school fund management as a sole
floor and grounds, cleaning the doors, windows, walls, responsibility of the school head calls for prioritization of
Agboola and Noah 57
Table 1. Result of Mean and Standard Deviation for availability of Teachers and Implementation of UBE Programme.
N M e a n Std. Deviation
T e a c h e r s A v a i l a b i l i t y 7 1 . 0 0 0 . 0 0 0 0 0
Implementation
1. We have enough teachers to teach in all the classes in this school
The teacher to student ratio in this school is 1:40 as recommended by NPE 7 1.0000 0.00000
2. (2004)
Teachers teach on areas of specialization 7 1.0000 0.00000
3. One teacher handles more than one subject 7 3.0000 0.57735
4. Enough professional qualified teachers 7 2.4286 097590
5. Overall implementation 7 1.5714 1.13389
7 9.0000 1.91485
activities to allow for prudent expenditure. Udoh (2008) ii.) Examine the level of availability of school facilities and
added that finance is the basis of every other functional implementation of the UBE programme at the secondary
activity. school level in Ikot Abasi Education Zone; and
iii.) Ascertain the level of the availability of fund and
implementation of the UBE programme at the secondary
Statement of the problem school level in Ikot Abasi Education Zone of Akwa Ibom
State.
Though the strides made by the Akwa Ibom State
government for the successful implementation of UBE
programme are commendable, however, it is sad to note METHODOLOGY
that barely two (2) years to the new target date (2015) for
the achievement of Education For All goals, drawbacks A descriptive research design was adopted for the study.
are still vividly being observed (UNESCO 2006). It has The population of this study was all the 7 public
also been revealed that facilities such as books, secondary schools comprising 7 principals and 196
equipment, classrooms and furniture, libraries, workshop, teachers in Ikot Abasi education zone in
toilets facilities and laboratories are inadequate or in non- 2014/2015session(SSEB, Uyo). The entire population
existence (Jaiyeoba, 2007; UNESCO, 2006). This could was studied as sample using purposive sampling
be as a result of leakages in the fund budgeted for the technique because of the small population. A Checklist
implementation for the UBE programme or lack of access and UBE Act 2004 were used as research instruments.
to UBE grants. The checklist was used to solicit for information on the
The problem of this study is that as vital as educational while the UBE Act (2004) served as a benchmark to
resources are in the attainment of school goals, how measure the level of implementation of UBE programme.
these resources are available for the implementation of Mean and standard deviation were used for data
the UBE scheme at the secondary school level in Ikot analysis. The decision rule taken for results interpretation
Abasi Education Zone of Akwa Ibom State is not certain. was as follows: The mean of the items scored = 3
The question arising in this study is what is the level of (normative mean). Mean value of 3 and above = high;
resources availability and implementation of the Universal Mean value of 3 - 2.5 = Moderate and Mean below 2.5 =
Basic Education programme at the secondary school low
level in Ikot Abasi Education Zone?
RESULTS
Objectives of the study
Entries in Table 1 show that teacher level of availability is
The main purpose of this study was to determine the low with the mean value of 1.00. The aspect of
level of availability of educational resources and implementation reveals that teachers are not enough to
implementation of the UBE programme in Ikot Abasi teach in all the classes (X = 1.00), the teacher to students
Education Zone. Specifically, the study sought to: ratio is above 1:40 as recommended by UBE Act 2004.
The table also reveal that one teacher handles more than
i.) Examine the level of availability of teachers and one subject (X+2.42) and not enough professionally
implementation of the UBE programme at the secondary qualified teachers. From this analysis, one can suggests
school level in Ikot Abasi Education Zone; that the number of teachers are not enough for
implementation of UBE in Ikot Abasi education zone of
58 Sky. J. Educ. Res.
Table 2. Result of mean and standard deviation for availability of fund and implementation of UBE programme.
7 13.149 1.46385
Table 3. Result of mean and standard deviation for availability of school facilities and implementation of UBE
programme.
N M e a n Std. Deviatio n
F a c i l i t i e s A v a i l a b i l i t y 7 1.5714 0.53452
Implementation
11. Enough classroom/buildings 7 3.0000 0.00000
12. Well-equipped laboratory 7 2.1429 0.37796
13. Functional library 7 1.1429 0.37796
14. Teaching aids/instructional materials 7 2.5714 0.78680
15. Enough desk and furniture 7 1.0000 0.00000
Akwa Ibom State. teacher handles more than one subject and some of
Data in Table 2 show that the level of availability of them are not professionally qualified. Udoh (2008)
fund is high with the mean value of 2.00. The overall level observed that the introduction of UBE scheme increased
of implementation is fairly high with a mean value of 13.4. enrolment figures and this demanded increase in the
it also reveals that principals receive impress regularly quantity of teachers needed for effective implementation
(4.00), have enough money to buy materials for practical of the scheme. Mbakwem (2005) stated clearly that
(3.00), but lack money to buy chalk and other materials teachers for effective implementation of UBE programme
(1.00). There are not enough fund to maintain school are such that should be knowledgeable and have
furniture (1.71) though they have enough money to meet mastery of the subject matter of each lesson, acquire a
the current expenditure throughout the term (3.43). repertoire of teaching skills and methodology and exhibit
Entries in Table 3 show that the level of availability of proficiency in diagnosing students learning difficulties
school facilities is low with a mean value of 1.57. The and classroom management for effective
aspect of implementation reveals that the schools have teaching/learning.
enough classrooms (3.00), no well-equipped laboratories, The level of funding as stipulated in the UBE Act (2004)
(2.14) no functional library (1.14), fairly enough teaching has been fairly implemented. The study reveals that
aids (2.14), not enough desk/furniture (1.00). The overall principals have not been getting their impress regularly to
input shows that the level of implementation is low (9.85). meet the current expenditure throughout the term. It was
observed that principals lack enough funds to maintain
Discussion of Findings/implications to educational school furniture. Denga (2000) observed that in-spite of
planning the various sources of funding education in Nigeria and
increase in budgetary allocation to education, the UBE
Findings from the study shows that the UBE aspect of the scheme is critically under-financed. Osokoya (2011)
NPE has not been fully implemented as stipulated in maintained that UBE is free, compulsory and universal,
National Policy on Education (FRN, 2004). The policy thus this project is a huge enterprise that ought to take a
document stated that for effective class control and substantial amount of a nations budget, if it has to be
teaching to take place there should be a teacher- well implemented.
students ratio of 1:40. In most of the schools studied Finally, the study reveals that there are inadequate
reveal that the teacher-students ratio is above 1:40, school facilities to accommodate the large enrolment
some ratio is doubled. The study also revealed that one figures, as stipulated in the NPE (2004) and UBE Act
Agboola and Noah 59
(2004). As observed from this study, most of the schools Denga DI (1999). The eve of the 21st century educational threshold
strategies for entry and standard development. Calabar: Rapid
lacked desk/furniture for students to sit. Edem (2005)
Educational Press Ltd.
stated that school buildings should be of appropriate Denga DI (2000). Upgrading school resources for effective
quantity, size and quality to meet the minimum standards implementation of UBE programme in Nigerian schools. A lead paper
for promoting any meaningful teaching and learning. presented at the train-the-trainer seminar organized by the Cross
River State Ministry of Education, 20th-24th February.
Udofot (2003) commented that an essential task in the
Ekpo CM (2005). Strategies for Effective Teaching and Learning of
implementation of UBE scheme in Akwa Ibom State Science, Technology and Mathematics (STM) Education. Uyo:
should involve a census of existing infrastructures and Ivy Press Limited, Nigeria.
facilities, assessment for their quality appropriateness Federal Republic of Nigeria (1998). National Policy on Education (3rd
Ed.). Lagos: NERDC Press.
quantity and adequacy, so that new ones could be built or Federal Republic of Nigeria (1999). National Action Plan (NAP) for
dilapidated ones refurbished. This study is in line with the Implementation of UBE Programme to achieve Education For All
study of Mbakwem (2005) who observed that some (EFA) and the Millennium Development Goals by 2015. Abuja NAP
secondary schools may have enough classrooms in for UBE, Nigeria.
Federal Republic of Nigeria (2004). National Policy on Education.
terms of the numbers of the available classes but not
Lagos: NERDC Press.
enough tables, desks and chairs. Udoh (2008) noted that Federal Ministry of Education (2000). Implementation Guidelines for the
the critical issue implicating against effective UBE Programme. Abuja: NERDC Press
implementation of UBE programme in Akwa Ibom State is Gagn RM (1980) Princpios Essenciais da Aprendizagem para o
Ensino. in: Ed Globo, Porto Alegre. Trad. Rute V. A. Baquero.
poor classroom furnishing as pupils nearly stand or sit on
Ibe-Bassey GS (2000). Principles and Practice of Instructional
the floor to learn. Communications. Uyo: Dornnd Publishers Nig.
Igbuzor O (2006). Financing Quality Basic Education in Nig. A Keynote
Address delivered at a roundtable organized by the
Commonwealth Education Forum (CEF) at Abuja, 5th Sept., 2006.
Conclusion
Jaiyeoba AO (2007). Quality Sustenance in Nigerian Educational
System. Ibadan: NAEPPublications, Nigeria.
Based on the findings of the study, it is evident that Junaid IB (2007). Socio-political context of educational planning and
availability of resources (teachers, facilities and funds) for administration. Ibadan: Center for External Studies, University of
Ibadan.
implementation of UBE in secondary schools in Ikot Lima UDB (2013). Uma Proposta Didtica para o Ensino de Evoluo
Abasi education zone of Akwa Ibom state is at a low Humana no Ensino Mdio Utilizando um Recurso 3d. Monografia
level. Availability of resources both human and materials para concluso do Curso de Licenciatura em Cincias Biolgicas.
plays vital role in implementation of any functional Universidade Federal do Rio de Janeiro. Rio de Janeiro-Brazil. pp 95.
Mbakwem TM (2005). Facility Provision for the take-off of UBE in
learning programme. This vital role cannot be displayed if
Nigerians Schools. J. of Edu. Res. Dev., 12(2): 136-147.
these resources are inadequate, inappropriate and low in Moreira MA (1999) Teorias de Aprendizagem. Editora Pedaggica e
quality. Universitria: 1-198.
Obi OPK (2005). Facility Provision and Management for the Successful
Implementation of the UBE Programme in Nigeria. Jos: NAEAP
Recommendations
Publications.
Omoregie N (2006). Repackaging secondary education in Nigeria for
The following recommendations are made based on the great and dynamic economy. Retrieved January, 2013 from
conclusions drawn: http://idahosauniversity.com/publications/index:php?itemid=5&option
=com_searchword=univer.
Onwuka AO (2004). A Comparative Study of the Quality of Managers,
1) The Akwa Ibom state government should adequately Teachers and Facilities of Private and Public Primary Schools in
plan for UBE programme in the state by getting accurate Ibdan, Oyo State. Nig. J. of Edu. Admin. and Planning, 5(2): 210-216.
data/statistics on human and material resources. Osokoya IO (2011). 6-3-3-4 Education in Nigeria: History, Strategies,
Issues and Problems. Ibadan: Laurel Education Publishers.
2) The state government and other stakeholders in
Salami KA (2004). Provision and management of school facilities for the
education should make sure adequate fund and implementation of UBE. The Ogun State Experience. In EO
necessary school facilities needed for the implementation Fagbemiye, JB Babalola (eds): Management of Primary and
of UBE programme in public secondary schools are Secondary Education in Nigeria. Ibadan, NAEP
SUBEB (2009). Training Manual for the New 9-years Basic Education
provided.
Curriculum for Teachers in Akwa Ibom State, Uyo: SUBEB.
3) The state secondary education board should recruit UBE (2004). The compulsory, free, universal basic education act and
and post enough qualified teachers to schools. other related matters. Lagos: Serenity Printing and Publishing Co.
Udoh JS (2008). Points on Education: Principles and Practice. Uyo,
Nigeria: Ntabeco Press.
Udoh JS (2007). Personality variables and utilization of digital
REFERENCES
instructional media by lecturers in the University of Uyo. Unpublished
M.Sc.(Ed) Thesis, University of Uyo, Uyo.
Akpan RJ (2003). Theories and Practice in Educational Administration.
Udofot MN (2003). Educational Planning in Contemporary Nigeria.
Uyo: MEF Limited Nigeria.
Enugu: Computer Edge Publishers Nigeria.
Babalola JB (2006). Overview of Education Management. Ibadan:
Ukeje BO (1996). Educational Administration. Benin: Ethiope Publishing
Codat Publications.
Co.
Briggs IT (1971). Theories of educational administration. London: John
UNESCO (2006). Managing primary education in Nigeria. Abuja: SLNL.
Hill Publishing.
Vygotsky LS (1987). Pensamento e Linguagem. in: 1 Ed Brasileira.
So Paulo. Martins Fontes.