THE IMPACT OF UNIVERSAL BASIC EDUCATION PROGRAMME (UBE) ON THE NIGERIAN CHILD: A CASE STUDY OF NEW ERA JUNIOR SECONDARY SCHOOL IN UPPER MISSION AREA, BENIN CITY.
- Format: Ms Word Document
- Pages: 76
- Price: N 3,000
- Chapters: 1-5
- Get the Complete Project
This project work is aimed at critically examining the impact of universal basic education (UBE) programme on the Nigerian child using New Era Junior secondary school, Benin City as a case study. The project work therefore studies the impact of universal basic education (UBE) on Primary and Junior secondary students. The school used as sample here was collected and critically analyzed using simple percentage method to analyze the questionnaires administered for this study. The result of the study shows that the universal basic education (UBE) programme has impact on the Nigerian child especially in the area of academic performance.
TABLE OF CONTENT
Background to the study
Statement of result
Purpose of the study
Significance of the study
Definition of terms
The early schools
The new system
A philosophical insight into the meaning and content of universal basic education (UBE) programme
Content of UBE programme
The effect of UBE on Nigerian child
Funding the universal basic education programme (UBE)
The problems of UBE
Instrument for data collection
Population of study
Sample and sampling techniques
Presentation and data analysis
Research questions 1
Research question 11
Research question 111
Summary, conclusion and recommendations
BACKGROUND TO THE STUDY
The National Policy on Education was developed to eradicate illiteracy at all levels of human existence and provide affordable education for all Nigerians irrespective of class, religion, ethnic origin of physical appearance. The policy was driven by a desire to eradicate poverty, increase indices of national policy, increase political consciousness and encourage issues of national interpretation. These basic objectives of the policy have not been realized.
In pursuance of the aforementioned objectives of the national policy, the federal government under the federal ministry of education have from time to time introduced different educational reform programmes with the hope of realizing its objectives. One of such programmes for educational reform is the universal basic education (UBE).
Yoloye (2004) opined that the concept of basic education is not a relatively new concept to the Nigerian educational system. Within the last decade, it has assumed a global significance and its meaning has assumed a wider dimension. The expanded vision of UBE comprises the universalizing of access and promotion of equity, focusing on learning and enhancing the environment of learning and strengthening partnerships. The UBE of 2004 represents a significant educational reform which addressed the lapses and loop holes of the UPE. The UBE was formulated to be the bed rock of a life long learning that will impact reading, writing and the acquisition of the other relevant skills for sustenance and development. This education comprises of formal and non formal acquisition of basic skills.
The (UPE) programme was however hampered by a number of foreseen difficulties, which rendered it virtually unimplemented. First of all, the large population of the 1980s meant that there were suddenly a large number of the primary school children who could not readily be accommodated with in the existing schools. Secondly, there was scarcity and trained and qualified teachers coupled with the political instability in the country at the time.
The former president of the federal republic of Nigeria, Chief Olusegun Obasanjo launched the universal basic education (UBE) programme, on 30th September 1999 in Sokoto. The first batch of primary one pupils for the programme were enrolled nation wide in the 2000/2001 academic.
The objectives of UBE programme are as follows
· Developing in the entire citizenry a strong consciousness for education and a strong commitment to its vigorous promotion.
· The UBE programme is free, universal and compulsory education for every Nigerian child for school going age.
· Reducing drastically the incidence of drop-out from the formal school system (through improved relevance quality and efficiency).
· 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; and ensuring the acquisition of appropriate levels of literacy, numeracy, manipulative, communicative and life skills, as well as the ethnical, moral and civil values needed for laying a solid foundation for life long learning.
STATEMENT OF PROBLEM
Over the years, the country’s educational system has not met this yearnings and aspirations of the Nigerian people. this necessitated the regular changes in the system. For any nation to minimize illiteracy, ignorance and poverty as well as stimulate and accelerate the pace of national development, political consciousness and national integration, there is need to make basic education compulsory for the populace.
Having recognized this fact, Nigeria introduced universal basic education about nine years ago. The study therefore investigated the perceived contribution of universal basic education to national development in Nigeria.
1. Do the primary school pupils have access to free education?
2. Do students in junior secondary schools have free books?
3. Are teachers greatly motivated for teaching?
4. Are there enough teaching materials/equipment for teaching?
PURPOSE OF STUDY
The purpose of this study is to examine the objectives and problems associated with the implementation of universal basic education and suggest possible solutions which will assist to overcome the challenges faced by the programme.
SIGNIFICANCE OF THE STUDY
The findings of the study will be of great relevance to the educational sector.
a) It would create awareness on the masses as regards the importance of the programme to educational system.
b) It would provide information to practitioners e.g. teachers, planners and other stakeholders in the education of the child.
c) The study will enable planners to identify the problems that militated against the UPE with a view to avoiding its occurrence in the UBE programme.
DEFINITION OF TERMS
Education: This is the process of imparting knowledge and skills through training to enable the child or individual develop positive attitude to adjust to the society to which he/she belongs.
Basic education: This is the type of education given to a child in the first year level of education to develop skills and practical orientation.
Primary education: This is the first level of education organized in the formal school system offered to a child usually age (6-11) years in Nigeria.
Secondary education: It is the type of education given in an institution for children aged normally (12-14) for junior secondary schools and (15-18) years for senior secondary schools.
Experienced teacher: This is one who taught a particular subject in his/her area of specialization continuously in a school over a period of time.
Free and compulsory informal education: This is the education given to a child of school going age freely from primary level to junior secondary level