scholarly journals Analysis of the State Universal Basic Education Board's Execution of Strategic Capacity Building and Teachers' Job Satisfaction in Akwa Ibom State, Nigeria

2019 ◽  
Vol 2 (2) ◽  
pp. 85-90
Author(s):  
Affiong Imeh Imeh
Keyword(s):  
Job Satisfaction ◽  
Capacity Building ◽  
Basic Education ◽  
Research Question ◽  
The State ◽  
Successful Implementation ◽  
Educational Strategies ◽  
Universal Basic Education ◽  
Strategic Capacity ◽  
Multi Stage

This study examined the relationship between the State Universal Basic Education Board's execution of strategic capacity building and teachers' job satisfaction in Akwa Ibom State. One objective, research question and null hypothesis were formulated to guide the study. The correlational design was adopted. The population of the study consisted of 12,566 public primary school teachers in Akwa Ibom State. A multi-stage approach was used to select a sample size of 1,750 teachers. Two researcher-developed instruments namely ‘Executing Strategic Capacity Building Questionnaire (ESCBQ) and ‘Teachers’ Job Satisfaction Questionnaire (TJSQ)’ were both completed by teachers and used for data collection. The instruments were validated by three experts from the University of Uyo. The Cronbach’s Alpha Statistic was used to ascertain the reliability coefficients of .832 and .790 respectively. Correlation (r) was used to answer research question while the PPMC analysis was used to test hypothesis at 0.05 level of significance. The findings revealed that strategic capacity building has a significant relationship with teachers’ job satisfaction. It is therefore recommended that SUBEB management should strategically design and carryout capacity building programmes for teachers based on needs assessment that leads to successful implementation of educational strategies.

Capacity building for proportionate climate policy: Lessons from India and South Africa

2020 ◽  
pp. 019251212096388
Author(s):  
Prabhat Upadhyaya ◽  
Manish Kumar Shrivastava ◽  
Ganesh Gorti ◽  
Saliem Fakir
Keyword(s):  
South Africa ◽  
Capacity Building ◽  
Climate Policy ◽  
Global Climate ◽  
The State ◽  
Successful Implementation ◽  
Discretionary Power ◽  
Nationally Determined Contributions ◽  
Definitive Role

Countries must develop their capacity to credibly revise their nationally determined contributions (NDCs) proportionate to the global climate goal. This paper argues that long-lasting capacity is necessarily embedded in the institutions governing cooperation between state and non-state actors. This institutional capacity for cooperation is determined by the two interactive processes of conception and calibration, where the state plays a definitive role in mediating between competing interests. In conception, the state uses its discretionary power to set the long-term vision, whereas during calibration it exercises flexibility to accommodate concerns and capacity of other actors. We conclude that proportionality of policy response is better understood, and achieved, through the convergence of both these processes. Drawing on climate policy experiences of India and South Africa, we recommend that successful implementation and enhancement of NDCs would require a greater emphasis on capacity building for calibration in developing countries.

scholarly journals The Challenges Facing Schools’ Inspection Amid Universal Basic Education (UBE) Implementation In Nigeria

2012 ◽  
Vol 2 (5) ◽  
pp. 203 ◽  
Author(s):  
Ige Akindele Matthew
Keyword(s):  
Basic Education ◽  
The State ◽  
Financial Resources ◽  
Quality Of Education ◽  
Limited Time ◽  
Universal Basic Education ◽  
Adequate Funding ◽  
State Of The Economy ◽  
Regular Training

In 1999, Universal Basic Education (UBE) programme was inaugurated in Nigeria, to increase the access of the citizens to basic education and correct other loopholes inherent in its provision. Since the inception of the programme, there have been massive commitments of human, materials and financial resources to its implementation to ensure that its objectives are achieved holistically even amid the parlous state of the economy. Over the years, inspection has been an activity which is geared towards the improvement of the quality of education being provided in schools and the effectiveness of the teachers. In spite of the role it can play in achieving this feats and the objectives of Universal Basic Education (UBE) programme, inspection is ineffectively carried out in Nigeria because of many challenges it is facing. This paper examines the challenges facing inspection in Nigeria such as inadequate resources, inadequate qualified inspectors, limited time, uncooperative attitude of schools’ administrators and teachers, corruption, among others. To achieve this feat, reports of authors, statistics and findings of researches in literature were explored. To improve the state of inspection in the country, adequate funding, recruitment of more qualified inspectors, regular training and re-training of the inspectors, among others, are imperative.

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.

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.

IDENTIFICATION OF BASIC TECHNOLOGY DIFFICULT TOPICS AS PERCEIVED BY UPPER BASIC EDUCATION TEACHERS AND STUDENTS IN IBADAN METROPOLIS

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Abd-El-Latif Adekunle Abd-El-Aziz ◽  
Jelil Adebayo Jimoh ◽  
Abdullahi Muhammad Hassan
Keyword(s):  
Basic Education ◽  
Research Question ◽  
Sampling Technique ◽  
Multi Stage ◽  
Significant Difference ◽  
Teachers And Students ◽  
Basic Technology ◽  
Main Instrument ◽  
Level Of Significance ◽  
Specialist Teachers

The study identified basic technology difficult topics in upper basic curriculum as perceived by teachers and students in Ibadan metropolis. A research question and one hypothesis guided the study. The study adopted a descriptive survey of the correlational research design using multi-stage sampling technique. “Questionnaire for Identification of Basic Technology Difficult Topics in Upper Basic Education” (QIBT-DTUBE) was the main instrument for data collection. Face and content validity of QIBT-DTUBE was established by three technology education experts. The reliability coefficient for QIBT-DTUBE yielded 0.91 using Cronbach Alpha reliability technique. Research questions were analyzed using Mean and Standard deviation while the null hypotheses were tested at .05 level of significance using t-test statistics. Result obtained indicated that teachers and students perceived ten topics as difficult to teach and learn while the students identified additional nine topics that are difficult to learn. More so, a significant difference exists between the mean ratings of upper basic education teachers and students on their perceived levels of difficulty of basic technology topics. Based on these findings, it was recommended among others that basic technology specialist teachers be supported with appropriate trainings and refresher courses on all the topics identified as difficult. Keywords: Difficult Topics, Basic Technology, Basic Education Curriculum, Teachers’ Perception, Students’ Perception

scholarly journals Satisfação no trabalho de professores de educação física da educação básica da Grande Florianópolis (Brasil)

2019 ◽  
Vol 17 (1) ◽  
pp. 159-166
Author(s):  
Ana Carolina Gesser ◽  
Raquel Krapp do Nascimento ◽  
Juliana Regina Silva Guimarães ◽  
Jorge Both ◽  
Alexandra Folle
Keyword(s):  
Professional Development ◽  
Job Satisfaction ◽  
Physical Education ◽  
Basic Education ◽  
Descriptive Analysis ◽  
Statistical Treatment ◽  
The State ◽  
Metropolitan Region ◽  
Physical Education Teachers ◽  
State Education

Objetivo: Analisar a satisfação no trabalho, considerando o vínculo empregatício, o tempo de serviço na rede estadual de ensino e os ciclos de desenvolvimento profissional, de professores de Educação Física. Métodos: A amostra foi constituída por 140 docentes vinculados à Coordenadoria Regional de Educação da Grande Florianópolis, Brasil. Na coleta de dados, utilizou-se a Escala de Avaliação da Qualidade de Vida no Trabalho Percebida por Professores de Educação Física do Ensino Fundamental e Médio e um questionário sociodemográfico. No tratamento estatístico, empregou-se análise descritiva (frequência relativa e absoluta, mediana, primeiro e terceiro quartil) e inferencial (Qui-quadrado para grupo único com referência de 50,0% para os grupos e teste Prova U de Mann-Whitney). Resultados: As informações obtidas revelaram que, na dimensão condições de trabalho, os professores efetivos se encontravam mais insatisfeitos. Além disso, na dimensão trabalho e espaço total de vida os professores com quatro a 10 anos de atuação na rede de ensino se mostraram insatisfeitos, enquanto docentes com 11 anos ou mais de atuação estavam satisfeitos. Os ciclos de desenvolvimento profissional não apresentaram diferenças estatísticas em relação às dimensões da satisfação no trabalho. Conclusão: A satisfação no trabalho de professores de Educação Física está associada ao vínculo empregatício e ao tempo de serviço na rede estadual, mas não está associada aos ciclos de desenvolvimento profissional docente.ABSTRACT. Job satisfaction of physical education teachers of basic education in the Metropolitan region of Florianópolis (Brazil). Objective: to analyze the job satisfaction, considering the employment bond, the time of service in the state education network and the cycles of professional development, of Physical Education teachers. Methods: the sample consisted of 140 teachers linked to the Regional Education Coordination in the Metropolitan region of Florianópolis, Brazil. Data collection, we used the Quality of Life at Work Perceived for Physical Education Teachers of Elementary and Secondary Teaching and a sociodemographic questionnaire. In the statistical treatment, descriptive analysis (relative and absolute frequency, median, first and third quartile) and inferential (Chi-square for single group with reference of 50.0% for groups and Mann-Whitney test U test). Results: the information obtained showed that, in terms of working conditions, effective teachers were more dissatisfied. Moreover, in the work dimension and total living space, teachers with four to 10 years of teaching activity were dissatisfied, while teachers with 11 years or more of work were satisfied. The professional development cycles did not present statistical differences in relation to the dimensions of job satisfaction. Conclusion: the job satisfaction of Physical Education teachers is associated with employment and length of service in the state, but is not associated with teacher professional development cycles. 

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