From the Universal Primary Education (UPE) to Universal Basic Education (UBE): Implications for counseling in primary and junior secondary schools in Nigeria

Abstrak: Biaya Satuan Pendidikan Dasar dan Dana yang Dibutuhkan untuk Pendidikan Dasar Gratis. Penelitian ini bertujuan untuk memperkirakan dana yang diperlukan untuk melaksanakan pendidikan dasar gratis pada tahun 2009 dan membandingkannya dengan realisasi anggaran untuk pendidikan dasar. Metode yang digunakan meliputi proyeksi pendaftaran, identifikasi sumberdaya pendidikan yang diperlukan, ketersediaan dan keterbatasan, identifikasi biaya satuan masing-masing unsur dan perkiraan total dana yang diperlukan. Temuan penelitian menunjukkan bahwa pelaksanaan pendidikan dasar pada tahun 2009 membutuhkan dana sebesar Rp157,22 trilyun, termasuk anggaran untuk SD dan SMP. Pemerintah pusat dan daerah menyediakan anggaran hanya Rp132,24 trilyun sehingga ada kekurangan sebesar Rp25 trilyun. Kata Kunci: biaya satuan, pendidikandasar gratis Abstract: The Unit cost of Basic Education and the Funds Needed for Free Basic Education. This study was aimed to estimate the funds needed to implement free basic education in 2009 and compare it with the budget realization for basic education. The methods employed included projection of enrollment, required educational resource identification, the availability and shortage, identification of the unit cost of each component, and estimation of the total funds needed. The findings revealed that implementing free basic education in 2009 required as much as Rp157.22 trillion, including the budget for primary schools and junior secondary schools. The national and regional government levels provided the budget for basic education as much as Rp132.24 trillion only, and so there was a deficit of Rp25 trillion. Keywords: unit cost, free basic education

Download Full-text

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

Sokoto Educational Review ◽

10.35386/ser.v16i1.69 ◽

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.

Download Full-text

An Investigation into the Challenges Facing Administration of STEM Education in Gwagwalada Universal Basic Education Junior Secondary Schools in FCT, Nigeria

International Journal on Research in STEM Education ◽

10.31098/ijrse.v2i1.200 ◽

2020 ◽

Vol 2 (1) ◽

pp. 59-78

Author(s):

Ogunode Niyi Jacob

Keyword(s):

Secondary Schools ◽

Science Teachers ◽

Stem Education ◽

Basic Education ◽

Development Program ◽

Negative Attitude ◽

Instructional Materials ◽

Junior Secondary Schools ◽

Junior Secondary ◽

The Government

This study aimed to investigate the challenges facing the administration of STEM Education in Gwgwalada junior secondary schools of FCT, Nigeria. The study employed a descriptive survey design. The instruments used for data collection were questionnaires titled:' Challenges facing Administration of STEM Education Questionnaire” (CFASEQ).The sample for the study comprised of 200 teachers. A simple random sampling method was used to select the sample. One hypothesis and three research instruments were used for the study. Test and retest were employed to determine the reliability of the instrument. Simple percentages were employed to analyze the data collected and a chi-square test was used to test the hypothesis. The study revealed that challenges are facing the administrations of STEM Education in Gwagwalada junior secondary schools and these challenges include; inadequate infrastructural facilities, shortage of science teachers, lack of instructional materials, lack of motivation, inadequate fund, poor supervision, high population, poor capacity development program for science teachers and negative attitude of students towards STEM education. The result also revealed that100% of the respondents agreed that the implications of the challenge facing the administration of STEM Education are responsible for poor implementation of STEM education in Gwagwalada junior secondary schools of FCT, Nigeria. From the finding, it was recommended that the government increase the funding of education and give more priority to STEM Education.

Download Full-text

Comparison of Pupils’ Academic Performance by Region, in Integrated Science at the Basic Education Certificate Examination, between 2005 and 2007 in Selected Junior Secondary Schools in Sierra Leone

International Journal of Innovative Research and Development ◽

10.24940/ijird/2018/v7/i8/aug18099 ◽

2018 ◽

Vol 7 (8) ◽

Author(s):

Tamba Kebbie

Keyword(s):

Academic Performance ◽

Secondary Schools ◽

Sierra Leone ◽

Basic Education ◽

Integrated Science ◽

Junior Secondary Schools ◽

Junior Secondary ◽

Certificate Examination

Download Full-text

ADEQUACY OF MATERIAL RESOURCES REQUIRED FOR EFFECTIVE IMPLEMENTATION OF UPPER BASIC EDUCATION BUSINESS STUDIES CURRICULUM IN EBONYI STATE, NIGERIA

African Journal of Teacher Education ◽

10.21083/ajote.v4i1.3015 ◽

2015 ◽

Vol 4 (1) ◽

Author(s):

Okoli Benedette Ekwutosi ◽

Okorie Ogbonnaya Ogbonnaya

Keyword(s):

Secondary Schools ◽

Basic Education ◽

Research Question ◽

Junior Secondary Schools ◽

Business Studies ◽

Material Resources ◽

Effective Implementation ◽

Junior Secondary ◽

Significant Difference ◽

Education Business

This work is a descriptive survey of the adequacy of the material resources required for effective implementation of upper basic education business studies curriculum in Ebonyi State. Two research questions and two hypotheses guided this study. Two hundred and forty-one (241) business studies teachers participated in this study. A four point structured questionnaire, with reliability coefficient of 0.81 was administered to the 241 respondents. The research question responses were sorted to find the mean and standard deviation with a t-test run to test the hypotheses. The two null hypotheses were accepted at 0.05 significance. The results showed that business studies facilities are of low adequacy and business studies curriculum textbook provisions are of low adequacy. There was no significant difference between the adequacy of business studies facilities in public and private junior secondary schools; and there is no significant difference between the adequacy of business studies curriculum textbook provision in urban and rural junior secondary schools. The study recommended that government and other stakeholders pool their resources to ensure that business studies facilities and textbooks are adequately provided since education for all is the responsibility of all.

Download Full-text

Addressing the Factors Responsible for Schooling without Learning in Primary and Secondary Schools in Nigeria

International Journal of Synergy and Research ◽

10.17951/ijsr.2018.7.0.161-178 ◽

2019 ◽

Vol 7 ◽

pp. 161

Author(s):

Yusuf Suleiman ◽

Yusuf Abiola Abubakar ◽

Ibrahim Musa Akanbi

Keyword(s):

Secondary Schools ◽

Basic Education ◽

Font Size ◽

Tertiary Institutions ◽

Junior Secondary Schools ◽

Civic Values ◽

Stroke Width ◽

Junior Secondary ◽

Fourth Step ◽

The Right

The most often debated topic among stakeholders in education and the generality of Nigerians today is the issue of decline in the quality of education at all levels (primary, secondary and tertiary institutions). To substantiate the foregoing debate, a new World Bank Report (2018) warns of learning crisis in Nigeria and other developing countries which face moral and economic problems because primary and secondary schools fail to equip students with the right education to succeed in life and that without learning, education would fail to deliver on its promise to eliminate extreme poverty and create shared opportunity and prosperity for all. Despite the establishment of Universal Basic Education (UBE) in 1999, which is saddled with the responsibility of ensuring the acquisition of the appropriate levels of literacy, manipulative and life skills as well as the ethical, moral and civic values needed for laying the foundation for lifelong learning for children, have continued to be a mirage. In view of the foregoing, this study examined the factors responsible for schooling without learning in primary and junior secondary schools. Those factors include insuffiient budget allocation to education, lack of adequate infrastructure, lack of qualified teachers and poor remuneration package, and corruption. In addressing the aforementioned factors, this study used World Bank’s (2018) solutions which have four steps. The fist step is to find the truth from facts; the second step is to assess the learning so that it become a measurable goal; the third step is to make schools work for all children and the fourth step is to mobilize everyone who has stake in learning. In addition, recommendations were provided to ensure that the rising case of schooling without learning is eradicated.<br style="font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: 2; text-align: -webkit-auto; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px;" />

Download Full-text