This study examined the fidelity of implementation and efficacy of Universal Basic Education (UBE) programme in Kwara State. It investigated the gap between policy formulation and implementation in the programme. The belief by various stakeholders in education that the huge investments made in the UBE programme had not been correspondingly compensated for by improved efficiency in basic education classes in Nigeria precipitated this study. A descriptive survey research design was used. The population for the study comprised all the 997 public primary schools and 225 junior secondary schools in nine Local Government Education Authorities (LGEAs) in Kwara State. Proportionate stratified random sampling technique was used to select samples, which consisted of 76 primary schools and 33 junior secondary schools. The respondents consisted of 76 primary school head teachers, 228 primary school teachers, 33 principals and 165 junior secondary school teachers. Two instruments were used for data collection. Three hypotheses guided the study and all the hypotheses were tested at 0.05 level of significance using Pearson Product Moment Correlation Coefficient. The study found among others that: teachers’ quality of delivery in the UBE programme was dependent on the quality of post qualification trainings they receive; the efficacy of the programme was a function of the adequacy of facilities in UBE schools. The study recommended that serious attention must be given to the re-training of teachers, provision of facilities and information resource centres for the goals of UBE to be realised.
Jacob Adeyanju, University of Lagos, Nigeria
Simeon Oladipo, University of Lagos, Nigeria
Stream: Educational policy
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