Scope, Relevance and Missions of Traditional Education: Implications for Partnership in Implementing Universal Basic Education Programme in Cross River State of Nigeria

Abstract Regional development planning/management responds to needs for preventing inequality among regions within nations characterised by multi-culturality and variation among regions, through the planning/management of appropriate programmes and policies. This paper examines inequality in the development of two of Nigeria’s states in the geographical South-East and the political South-South. Among other issues, historical conflicts among various ethno-cultural groups constituting Nigeria and culminating in violence (e.g. the 1967-1970 civil war fought against the programme of Ibo (a socio-cultural group) seceding from Nigeria’s federation to found Biafra) are reviewed. Despite Nigeria’s tragic civil war, inequality persists. We examine inequality resulting from systematic implementation of policies/programmes of Nigeria’s federal government institutions that marginalise Cross River State. Using the methods of comparative analysis and a descriptive case study, we show the consequences of marginalisation policies implemented by the federal government alone or in collaboration with (i.e. in support of) Akwa Ibom State for the development of human capital in Cross River State. The specific acts of marginalisation referred to here include: the ceding of the Bakassi Peninsula - a part of Cross River State - to the Republic of Cameroon in 2005, and more recently (2009) another ceding of 76 oil wells, hitherto the property of Cross River State, to Akwa Ibom State. We argue that, strengthened by marginalising/polarising policies (higher revenue allocation based on derivation principle of oil production), Akwa Ibom’s ongoing implementation of free education policy promises to facilitate its achievement of millennium development goals in basic education by 2015, beyond which it might reach disproportionately higher levels of tertiary educational attainment by 2024 and after. By contrast, the contrived dwindling of oil revenue accruing to Cross River State deprives it of funding for competitive human capital development programme(s). We recommend that Cross River State employs serious monitoring of marginalising schemes against its people considering recent traumatising experience, and plan/implement human capital development programmes aimed to improve its competitiveness under the context of intra-regional inequality.

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Community Participation and Basic Education Delivery in Calabar Education Zone of Cross River State, Nigeria

Literacy Information and Computer Education Journal ◽

10.20533/licej.2040.2589.2013.0175 ◽

2013 ◽

Vol Special 2 (1) ◽

pp. 1321-1328

Author(s):

Sarah N. Oden ◽

Nonso N. Bisong ◽

Francis E. Bisong

Keyword(s):

Community Participation ◽

Basic Education ◽

Cross River ◽

Cross River State ◽

Education Delivery

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Sleep Quality and Academic Performance of Upper Basic Education Students in Social Studies in Cross River State, Nigeria

Mediterranean Journal of Social Sciences ◽

10.36941/mjss-2020-0028 ◽

2020 ◽

Vol 11 (3) ◽

pp. 43

Author(s):

S. D. Edinyang ◽

Veronica Nakanda Effiom ◽

John Edwin Effiom ◽

Doris Ushie ◽

Amina Odugbo Adams

Keyword(s):

Academic Performance ◽

Literature Review ◽

Social Studies ◽

Sleep Quality ◽

Survey Research ◽

Basic Education ◽

Research Question ◽

Education Students ◽

Cross River ◽

Cross River State

This paper analyzed sleep quality and academic performance of Upper Basic Education (UBE) students in Social Studies. One research question and statement of hypothesis were formulated to guide the study. The literature review was done dependent on the variable under examination. The survey research design was used in the study. The outcome of the research uncovered that there is an impact of sleep quality on the academic performance of students in social studies.

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Two Decades of Universal Basic Education Programme in Nigeria.1999-2019: UBE Implementation, Achievement, Challenges and Suggested solutions

International Journal on Integrated Education ◽

10.31149/ijie.v2i6.236 ◽

2019 ◽

Vol 2 (6) ◽

pp. 179-186

Author(s):

Niyi. J. Ogunode

Keyword(s):

Basic Education ◽

Education Programme ◽

Major Objective ◽

Universal Basic Education ◽

Adequate Fund ◽

Nigerian Child ◽

Development Goals ◽

The Government ◽

Implementation Tool ◽

Government Initiative

In September 1999, the UBE was officially launched and passed into law in 2004 as an implementation tool of the government initiative to achieve the Millennium Development Goals in achieving the EFA. Researchers has agreed that the Universal Primary Education (UPE) in Nigeria was also recognized as the predecessor of the present UBE Scheme, which has been directed towards the possibility of increasing the number of attendance or enrollment in schools, as well as the provision of an excellent opportunity to correct the current imbalance. The major objective and aim of the UBE programme is the provision of free, universal and compulsory basic education for every Nigerian child aged 6—15 years. However, for the Universal Basic Education programme to be truly free and universal, efforts must be made to check those factors that are known to have hindered the success of such programmes in the past. This paper thereore will consider the implementation of Universal Basic Education (UBE) in Nigeria -.its achievement, challenges and make some suggestion. The paper hereby made some recommendations that the government should provide adequate fund for the UBE programme.

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