ATTENTION:
BEFORE YOU READ THE CHAPTER ONE OF THE
PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE
TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO
PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN
CALL: 08068231953, 08168759420
AN EVALUATION OF THE IMPLEMENTATION OF THE UNIVERSAL BASIC
EDUCATION (UBE) PROGRAMME IN EDO STATE
TABLE OF CONTENTS
Title page ….. ….. ….. ….. ….. ….. ….. ….. i
Certification ….. ….. ….. ….. ….. ….. ….. ….. ii
Dedication ….. …. …. …. …. …. …. iii
Acknowledgement ….. ….. ….. ….. ….. ….. iv
Table of Contents ….. ….. ….. ….. ….. ….. ….. v
Abstract ….. ….. ….. ….. ….. ….. ….. ….. viii
CHAPTER ONE: INTRODUCTION
Background to the Study ….. ….. ….. ….. ….. 1
Statement of the Problem ….. ….. ….. ….. 8
Research Questions ….. ….. ….. ….. ….. 9
Research Hypotheses ….. ….. ….. ….. ….. 10
Purpose of the Study ….. ….. ….. ….. ….. 11
Scope and Delimitation of the Study ….. ….. ….. 11
Significance of the Study ….. ….. ….. ….. ….. 12
Limitation of the study ….. ….. ….. ….. ….. 12
Operational Definition of Terms ….. ….. ….. 13
CHAPTER TWO: REVIEW OF RELATED LITERATURE
Theoretical Framework of the study (Programme Evaluation
Theory) 15
Evaluation Model 18
School Quality 20
Quality of Educational provisions in Nigeria 33
The Evolution of free Basic Education in Nigeria 48
The Universal Basic Education (UBE) Programme 55
Strategies for the Implementation of UBE 60
History of Evaluation 79
The Meaning and Definitions of Evaluation 83
Evaluation of Educational programmes 86
The different Models of Evaluation 91
Appraisal 99
CHAPTER THREE: RESEARCH METHOD AND PROCEDURE
Research Design ….. ….. ….. ….. ….. ….. 102
Population of the Study ….. ….. ….. ….. ….. 103
Sample and Sampling Techniques ….. ….. ….. 103
Instrumentation ….. ….. ….. ….. ….. ….. 106
Teachers’ Questionnaire (TQ) ….. ….. ….. ….. 106
Class room Situation Questionnaire (CSQ) ….. ….. 106
School Questionnaire (SQ) ….. ….. ….. ….. 106
Validity of Instrument ….. ….. ….. ….. ….. 107
Reliability of Instrument ….. ….. ….. ….. ….. 107
Data Collection Procedure ….. ….. ….. ….. 108
Data Analysis Procedure ….. ….. ….. ….. ….. 108
CHAPTER FOUR: DATA PRESENTATION OF RESULTS
AND DISCUSSION
Result Presentation and Test of Hypotheses ….. …. 109.
Findings ….. ….. ….. ….. ….. ….. ….. 131
Discussion of Research findings ….. ….. ….. 132
CHAPTER FIVE: SUMMARY, CONCLUSION AND
RECOMMENDATIONS
Summary ….. ….. ….. ….. ….. ….. ….. 137
Conclusion ….. ….. ….. ….. ….. ….. ….. 138
Recommendations ….. ….. ….. ….. ….. ….. 139
Suggestions for Further Study ….. ….. ….. ….. 140
REFERENCE ….. ….. ….. ….. ….. ….. ….. 142
APPENDIX A: Sample of Questionnaire ….. ….. ….. 159
APPENDIX B: Reliability Test Result ….. ….. ….. 175
APPENDIX C: Pupils or School Enrolment….. ….. …. 183
ABSTRACT
The study evaluated the implementation of the Universal Basic
Education (UBE) programme in Edo State in terms of the state of inputs and
outputs variables during pre and post UBE periods in Edo State. It took a
retrospective look at the efforts in the past by various governments either at
the regions or states and national levels to provide free, universal and
compulsory basic education in the country. Studies however, revealed that these
efforts resulted in abysmal failure .These failed attempts on the part of
previous governments to universalize basic education to its citizens in the
past is one of the motivating reasons for this study. The main purpose of this
study is to evaluate the implementation of the Universal Basic Education in Edo
State with a view to identifying the possible factors that may hinder the
realization of the aims and objectives of the Universal Basic Education
programme and possibly proffer solutions to these identified problems. The
variables of this study are pupils enrolment, teachers availability, school
facilities, teachers training, monitoring and evaluation. Six research
questions and null hypotheses were generated for this study. This study adopted
the ex-post-facto research type. Kerlinger (1986) defined ex-post-facto type of
research as a systematic empirical inquiry in which the researcher does not
have direct control of independent variable because their manifestations have
already occurred.. Data were collected using three sets of structured research
questionnaires namely: Teacher Questionnaire (TQ), Classroom Situation
Questionnaire (CSQ); School Questionnaire (SQ). The three instruments for the
study yielded the following degree of reliability: TQ = (.80), CSQ = (.88), SQ
= (.73) using Cronbach’s Alpha reliability test. The data collected in this
study were analysed using Gross Enrolment Ratio, paired t-Test and diagrammatic
representation. The findings of this study revealed that there was no
significant difference in pupils enrolment between pre and post UBE periods in
Edo State. There was significant difference in the availability of school
facilities between pre and post UBE periods in Edo State. There was also a
significant difference in teachers participation in in-service training
programme in Edo State in pre and post UBE periods. There was a significant improvement
in monitoring and evaluation carried at the basic education level. Finally,
this study recommended that the mass mobilization unit or department of the
State Universal Education Board (SUBEB) should embark on an aggressive
awareness or enlightenment programme that will lead to an increased enrolment
to justify government huge investment in basic education in the state.
CHAPTER ONE
INTRODUCTION
Background to the Study
The current Universal Basic Education (UBE) scheme in Nigeria
is a product of an earlier educational scheme, programme and educational
decisions. It is an offshoot of previous schemes, which could be said to have
been bedeviled by problems and which the present scheme is expected to correct.
Social Studies according to Dubey (1980) is the investigation
of human activities; it studies man at home, at work, workshop, in politics, at
play, in the village, in the nation, everywhere, engaged in his busy programme
of living and it is particularly interested in man’s problems about which
decision must be made. The content of social studies is drawn from sociology,
economics, political science, anthropology, geography, history, psychology,
social-psychology, literature, arts and music, religion, philosophy, achealogy,
demography, linguistics, communication, science… most of which constitute the
social sciences and the humanities (Mezieobi and Domike, 1996).
The other sources of social studies programme include resource
persons and places, oral historiography, contemporary issues, mass media, etc.
In the light of the definitions and descriptions of social
studies as stated above, one of the contemporary public issues that affect the
Nigerian society today is the introduction and implementation of the Universal
Basic Education (UBE) programme of which social studies is one the core
subjects offered.
The 1950s laid the foundation stone for later educational
developments in the 1960s and beyond. Educational efforts of the 1950s were
themselves determined by the history of educational growth from the fourth
decade of the 19th century. By implication therefore, explosion in education in
the Western region had tremendous influence on other regions. It should be
recalled that the 1950 Macpherson constitution created regional houses that
were responsible to the central government in Lagos. The constitution also
empowered the regional houses to make laws on education. The effect of this was
that regions grew differently in educational provisions (Aluede, 1992),
(Kosemani and Okorosaye-Oruibite, 1995).
In the Western Region, Chief Obafemi Awolowo had the
opportunity of putting his own concept of education into practice. Thus, as the
leader of the Action Group (AG), he placed priority on education by drawing up
a comprehensive educational development plan for the whole of western region
which Edo state was part of, and adhered strictly to this policy because he
believed that to educate the children and enlighten the illiterate adults, is
to lay a solid foundation not only for the future social and economic progress,
but also, for the political stability of the region in particular and the
country in general. He therefore, introduced free, universal and compulsory
primary education (UPE) in 1955 which is synonymous with his name in Nigeria
today (Taiwo, 1980).
The Eastern Regional House that introduced the UPE scheme
under the leadership of Dr. Azikiwe in January 1957 followed the Western
Region’s example. The Lagos area that was cut off from the educational
programmes of the Western Region in 1954 when it was declared a Federal
Territory, equally introduced the Universal Primary Education (UPE) scheme in
January 1957.
It should, however, be noted that educational development in
the Northern Region lagged behind in what was being experienced in Lagos and
other regions, because, while the Western and the Eastern Regions were
struggling hard to surpass each other in the south, the Northern Region did not
come to terms with the challenges of the time.
However, the Federal Government of Nigeria became conscious
of the dangers of disparity in educational development in a nation state and
therefore introduced the UPE scheme throughout the federation in 1976.
Thereafter, there was the regularization of primary education system throughout
Nigeria. The differences that had existed in the different regions were checked
by the Federal Government’s decision that all states of the federation must run
similar programme (Itedjere, 1997).
The recent re-launching of a similar programme – the
Universal Basic Education (UBE) scheme by the Federal Government of Nigeria on
the 30th of September 1999 would suggest that after the failure of the earlier
programme – UPE scheme, and a careful analysis of the factors that brought
about the failure of the earlier scheme would have taken place.
The Universal Basic Education (UBE) is a programme designed
to transmit a common cultural heritage. The training of children and
adolescents in the norms, values and aspirations of the nation is a veritable
instrument for national integration and development. It is expected that
educational reforms or re-organization would be carried out to enable Nigeria’s
education cater for the future professional needs (Ayeni, 2000).
In addition to playing the noble role of cultural
transmission in the modern society today, the UBE programme is designed to
provide universal literacy, numeracy and enlightenment. The desire to inculcate
in children the skills of literacy, numeracy and the ability to communicate
made the UBE programme worthwhile (Aboyi, 2004).
Apart from the above, there is the need to lay a solid
foundation for scientific and reflective thinking, character and moral training
and the development of sound attitude, and above all, develop in the child the
ability to adapt to his changing environment (FGN, 1981).
The UBE programme, if faithfully implemented by governments,
it will not only be a powerful instrument for achieving poverty alleviation,
but also, a secured means of ensuring proper and adequate internalization of
sound democratic culture. As a matter of fact, this type of political
socialization is what we need in order to stabilize our polity, which will in
turn guarantees economic growth and development (Osahon and Osahon, 2006).
Before the launch of the UBE scheme, the transition rate from
primary school to junior secondary school was 43.7%. By implication, 56.3% of
those in the nation’s primary school today are likely to grow into adulthood as
illiterates and this would further compound the problems of an estimated 43%
adults that have missed their opportunities of a formal education. It is for
these categories of people that the Universal Basic Education (UBE) intends to
provide a second chance UBE (2000). For Nigeria to attain the desired 100%
national literacy rate soon, it is imperative that provisions should be made
and actions taken to universalize basic education enthrone a conducive learning
environment and improve quality and standards. The Universal Basic Education (UBE)
scheme is designed to address these challenges.
It will be pertinent here to provide a highly succinct
meaning of Universal Basic Education and what it constitutes. UBE is an
educational reform programme of the Nigerian Government that provides free, compulsory,
and continuous 9-year education at two levels: 6 years of primary and 3 years
of junior secondary education for all school aged children. There are three
components of the UBE programme and these are:
Early Childhood Care and Development Education (ECCDE)
6 years primary Education
3 years Junior Secondary School Education (JSS) (UBE, 2005).
Statement of the Problem
The Universal Primary Education (UPE), which resulted in
increased access to basic education between 1960s and 1970s later, suffered
huge setback due to lack of proper planning and implementation and the desired
political will on the part of the leadership. The U.P.E. scheme failed because
the Federal Government of Nigeria underestimated the number of pupils that
would benefit from such a programme and could not also determine the number of
teachers, school facilities and the amount of money that would be required for
training and retraining in order to make the programme functional (Ayeni,
2000).
Before the launching of UBE in 1999, primary school enrolment
(education statistics) for 1996 showed that only 14.1 million pupils were
registered out of 21 million children of school going age, 14.8 million in 1997
and 15.5 million in 1998 (FME, 2000). What happened therefore to 6.9 million children
that were not registered and were not in school? Will they not further compound
the illiteracy situation in the country and in addition Nigeria has been facing
the problem of recording low National literacy rate of 52%. An adjunct to this
is the problem of teacher-pupil ratio which was put at 1:76. This is far from
the World Bank ideal ratio of 1:25 (World Bank, 1998).
Closely related to the problems highlighted above is that of
low levels of achievement in literacy, numeracy and life skills among pupils. A
Federal Government/UNICEF and UNESCO sponsored study (FGN/UNICEF/UNESCO, 1997),
which assessed the level of competence of primary four pupils in the three
skills revealed very low levels of achievement. The national mean scores for
numeracy, literacy and life-skills were 32.2%, 25.2% and 36.86% respectively
(UBE, 2005). In the light of the foregoing, the question therefore, is how
effective is the implementation of the Universal Basic Education in order to
avoid the pitfalls of the past and to ensure that the goals and objectives of
the programme are achieved?
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following
instructions and information if you will like to order/buy our complete written
material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount
(#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project
topics
(2) Email
Address
(3) Payment
Name
(4) Teller Number
We will send your material(s) after
we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
Comments
Post a Comment