Emerging Issues in the Achievement of the Mandates of the Universal Basic Education Programme In Nigeria

2019 ◽  
Vol 2 (1) ◽  
pp. 15-26
Author(s):  
Akeem A Adekunle
Keyword(s):  
Basic Education ◽  
Education Programme ◽  
Policy Formulation ◽  
Educational Opportunities ◽  
Successful Implementation ◽  
Universal Basic Education ◽  
Emerging Issues ◽  
Child Friendly ◽  
Adequate Provision ◽  
Equal Educational Opportunities

Despite the efforts of the federal Government of Nigeria at establishing equal educational opportunities for all children of school age and to gradually eliminate illiteracy and ignorance in the Nigerian society through the introduction of the Universal Basic Education (UBE) programme, the successful implementation of the programme has been a serious challenge. This paper therefore, examined the emerging issues in the achievement of the objectives of the UBE programme in Nigeria. The paper discusses the meaning of Basic Education and the mandates of UBE as provided for in the UBE Act of 2004 in Nigeria. The paper further identified and discussed the contemporary issues in the attainment of the objectives of the programme, which include: funding, teacher quality and quantity, gap between policy formulation and implementation, non-implementation of sanctions on erring parents, politics of enrolment figure and unreliable data and inadequate quality assurance measures. The paper among others recommends that there should be adequate provision of funds for the programme, re-organisation of the system of teacher preparation for the UBE schools, provision of the appropriate sanctions to the erring parents as provided for in the UBE Act and the creation of child-friendly learning environment.

scholarly journals Achieving Universal Basic Education in Nigeria since 1999: Woman as Partners

2012 ◽  
Vol 2 (5) ◽  
pp. 215 ◽  
Author(s):  
Professor A. O. I. Gabriel
Keyword(s):  
Basic Education ◽  
Education Programme ◽  
Intervention Strategies ◽  
Successful Implementation ◽  
National Council ◽  
Universal Basic Education ◽  
Education Commission ◽  
Umbrella Organization

The Universal Basic Education Programme UBE in Nigeria is free and compulsory. It is the responsibility of all and so women are represented on the Board of the Universal Basic Education Commission (UBEC) as stakeholders. This discourse examined the various areas and suggested strategies that women as individuals and groups can intervene for a successful implementation of the UBE. Advocacy, monitoring funding are major intervention strategies women can undertake as partners. Their umbrella organization the National Council of Women Societies (NCWS) should strengthen partnership with UBEC for the success of UBE and for recognition as significant partners.

Equivalency Programmes Through Open and Distance Learning

2018 ◽  
pp. 289-300
Author(s):  
Anita Priyadarshini
Keyword(s):  
Distance Learning ◽  
Adult Literacy ◽  
Basic Education ◽  
Education Programme ◽  
Educational Programme ◽  
Learning System ◽  
Successful Implementation ◽  
Course Materials ◽  
Distance Learning System ◽  
Open And Distance Learning

This chapter outlines the beginnings of equivalency programmes in India through the Open Basic Education programme, which was initiated by National Institute of Open Schooling(NIOS) and supported by the National Literacy Mission. An equivalency programme is an alternative educational programme equivalent to existing formal general or vocational education. The chapter traces the genesis of the Open Basic Education programme and shows how the growth of adult literacy in India led to a demand for equivalent education for neo-literates. The open and distance learning system with its inherent flexibilities became the appropriate vehicle for equivalency programmes. This chapter describes the concept of equivalency, its international context in the developing world and its relevance for out of school adults. The author outlines the design and development of the curriculum, course materials as well as the process of examination and certification. The chapter describes the close partnership between different stakeholders leading to its successful implementation in India.

Equivalency Programmes Through Open and Distance Learning

2021 ◽  
pp. 706-717
Author(s):  
Anita Priyadarshini
Keyword(s):  
Distance Learning ◽  
Adult Literacy ◽  
Basic Education ◽  
Education Programme ◽  
Educational Programme ◽  
Learning System ◽  
Successful Implementation ◽  
Course Materials ◽  
Distance Learning System ◽  
Open And Distance Learning

This chapter outlines the beginnings of equivalency programmes in India through the Open Basic Education programme, which was initiated by National Institute of Open Schooling(NIOS) and supported by the National Literacy Mission. An equivalency programme is an alternative educational programme equivalent to existing formal general or vocational education. The chapter traces the genesis of the Open Basic Education programme and shows how the growth of adult literacy in India led to a demand for equivalent education for neo-literates. The open and distance learning system with its inherent flexibilities became the appropriate vehicle for equivalency programmes. This chapter describes the concept of equivalency, its international context in the developing world and its relevance for out of school adults. The author outlines the design and development of the curriculum, course materials as well as the process of examination and certification. The chapter describes the close partnership between different stakeholders leading to its successful implementation in India.

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

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.

scholarly journals TOWARDS REVITALIZATION OF INSTRUCTIONAL LEADERSHIP FOR EFFECTIVE IMPLEMENTATION OF UNIVERSAL BASIC EDUCATION IN NIGERIA

2015 ◽  
Vol 16 (1) ◽  
pp. 9
Author(s):  
Bello Ahmad Bello
Keyword(s):  
Professional Development ◽  
Instructional Leadership ◽  
Basic Education ◽  
Instructional Materials ◽  
Successful Implementation ◽  
Junior Secondary Schools ◽  
Universal Basic Education ◽  
School Based ◽  
Junior Secondary ◽  
Definition Of

This paper examined the needs to revitalize instructional leadership of primary and junior secondary schools headteachers in Nigeria, for successful implementation of the Universal Basic Education (UBE) Programme. Instructional leadership, as viewed in the paper, has to do with creating a school culture that makes students’ learning a priority and provides the resources necessary to support teachers’ efforts to improve students’ learning. The need for revitalization of instructional leadership in the Nigerian Basic Education schools emanates from the identified problems of lack of clearly defined general instructional visions in the schools in question, dearth of instructional materials, ineffective instructional supervision by the headteachers, and absence of school-based professional development programmes for teachers. With the introduction of UBE and subsequent curricular review, the paper discovered that there was the need to re-orient teachers towards effective teaching of the newly infused contents of the 9-year basic education curriculum. The paper, based on the identified needs for the revival of instructional leadership has recommended clear definition of schools’ instructional vision, effective classroom supervision, organizing school-based teacher professional development programmes among other things as foremost measures to be taken to improve this vital function of the school headteachers in question.

Sign in / Sign up

Export Citation Format

Share Document