i
AN ASSESSMENT OF THE IMPLEMENTATION OF MILLENNIUM DEVELOPMENT GOAL TWO (UNIVERSAL PRIMARY EDUCATION) IN ENUGU STATE, NIGERIA (2000-2012)
BY
OHOTU MARCUS .E. PG/M.Sc/11/59671
DEPARTMENT OF PUBLIC ADMINISTRATION AND LOCAL GOVERNMENT, UNIVERSITY OF NIGERIA, NSUKKA.
MAY 2013 i
TITLE PAGE
AN ASSESSMENT OF THE IMPLEMENTATION OF MILLENNIUM DEVELOPMENT GOAL TWO (UNIVERSAL PRIMARY EDUCATION) IN ENUGU STATE, NIGERIA (2000-2012)
By
OHOTU MARCUS .E. PG/M.Sc/11/59671
BEING A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF PUBLIC ADMINISTRATION AND LOCAL GOVERNMENT, UNIVERSITY OF NIGERIA, NSUKKA.
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF MASTERS OF SCIENCE DEGREE (M.Sc) IN PUBLIC ADMINISTRATION AND LOCAL GOVERNMENT
MAY 2013 ii
APPROVAL PAGE
This project work has been approved for the award of Master of Science Degree (M.Sc) in Public Administration/ in the Department of Public Administration and Local Government, University of Nigeria, Nsukka.
By
______Prof. (Mrs) R.C Onah Dr. Mrs S U Agu Supervisor Head of Department
______Date Date
______External Examiner Dean of the Faculty of the Social Sciences
______Date Date iii
CERTIFICATION
I certify that this research work titled an “Assessment of the Implementation of Millennium Development Goal Two (Universal Primary Education) In Enugu State, Nigeria (2000-2012)”, was carried out by Ohotu Marcus .E., under my supervision in the Department of Public Administration and Local Government, Faculty of the Social Science, University of Nigeria Nsukka.
______Prof. (Mrs) R.C Onah Dr. Mrs S U Agu Supervisor Head of Department
______Date Date
______External Examiner Dean of the Faculty of the Social Sciences
______Date Date iv
DEDICATION
This work is dedicated to Almighty God, the giver of intelligence and wisdom. Also to my wife and children. v
ACKNOWLEDGEMENT
I am grateful to God Almighty who has upon my unworthiness given me strength and resources to make this work a successful one.
My gratitude goes to my lecturer and supervisor Prof (Mrs) R.C. Onah for her patience and understanding with me. I thank Prof. Fab Onah (HOD),
Prof. F.C. Okoli (Osisi Oma), and my only brother in the department Dr.
Edwin Izueke for their effort and accommodation.
My special thanks go to my darling wife (Caroline) who stood by me through out the exercise. I have not forgotten the contributions of my friends and colleagues – Mr. Apeh Godwin Ejike, Mrs. Akpu Ebele, Prince
Ezeodili, etc. They are source of inspiration to me. I also remember my typist, Lebechi who did a wonderful job. I also remember my lecturer and friend in the Public Administration Department ESUT, Mrs. Ify Asomba
(Nee Ezenwaji) for her support and encouragement.
This acknowledgement can never be completed without recognizing my father, mentor, role model and the life wire of my academic sojourn. Dr.
Jude Okezie Emmanuel Udenta. I thank you immensely for your encouragement, support, advice and every thing humanly possible.
Without God and you, I wouldn’t have been shouting “mission
accomplished”. vi
ABSTRACT
The study was an assessment of the Implementation of Millennium Development Goal Two (Universal Basic Education) in Enugu State of Nigeria. The poor infrastructural facilities in the school system and high rate of school drop out in the state necessitated the study of the implementation of the UBE in Enugu State. The research was guided by three hypotheses which were drawn from the problem statements and objectives of the study. Related literatures were reviewed in the study. The data are sourced from both the primary and secondary sources available. The interview was the only source for primary data collection, the interview guide was drawn from the research objectives. The secondary data came from the literature of scholars and different agencies, such as UNO publications, gazettes and project files, etc. Content analysis method was adopted as the method of data analysis for the study. The findings indicated that the poor infrastructural facilities in the state primary and secondary schools were as a result of inadequate funding of the UBE in Enugu State. Also, government has not done enough to monitor the teachers under UBE programme effectively, etc. The study further discovered major obstacles militating against effective implementation of Universal Basic Education in Enugu state. Such as inadequate infrastructure, poor motivation, etc. Finally, some recommendations were made to ratify the problems identified. vii
TABLE OF CONTENT Title Page ------i
Approval Page ------ii
Certification ------iii
Dedication ------iv
Acknowledgment ------v
Abstract ------vi
Table of contents ------vii
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study - - - - - 1
1.2 Statement of the Problem - - - - - 2
1.3 Objectives of the Study ------4
1.4 Significance of the Study ------5
1.5 Scope and Limitations of the Study - - - - 6
CHAPTER TWO: LITERATURE REVIEW
2.1 Literature Review ------8
2.1.1 History of Education in Nigeria - - - - 10
2.1.2 Purpose of Education ------14
2.1.3 Aims of Education ------14
2.1.4 Universal Basic Education - - - - - 15
2.1.5 UBE and UPE Interrelation - - - - - 18
2.1.6 Provision of the Universal Basic Education Programme - 22
2.1.7 Mass Literacy, Adult and Non-Formal Education - - 32 viii
2.2 Hypotheses ------35
2.3 Theoretical Framework ------36
2.4 Operationalization of Key Concepts - - - - 38
CHAPTER THREE: RESEARCH PROCEDURE AND STUDY AREA
3.1 Background Information on Study Area - - - 40
3.2 Research Procedure ------49
3.2.1 Population of the Study ------51
3.2.2 Sample Size ------55
3.2.3 Sampling procedure ------56
3.3 Reliability and Validity of Instruments - - - 56
3.4 Method of Data Presentation and Analysis - - - 57
CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND FINDINGS
4.1 Data Presentation and Analysis -- - - - 58
4.2 Findings and Discussion ------65
CHAPTER FIVE: SUMMARY, RECOMMENDATIONS AND CONCLUSION
5.1 Summary ------71
5.2 Recommendations ------72
5.3 Conclusion ------74
Bibliography
Appendix 1
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
The Millennium development Goals are United Nations initiative.
They are eight international development goals that all the 193 United
Nation member states and at least 23 international organizations have agreed to achieve by the year 2015. The goals are:
(i) Eradication of extreme poverty and hunger.
(ii) Achieving universal primary education.
(iii) Promoting gender equality and empowering women.
(iv) Reducing child mortality rates.
(v) Improving maternal health.
(vi) Combating HIV/AIDS, Malaria and other diseases,
(vii) Ensuring environmental sustainability
(viii) Developing a global partnership for development (Wikipedia, the
free encyclopedia).
Each of the eight goals has specific stated targets and dates for achieving those targets. To accelerate progress the, G8 finance ministers agreed in June 2005 to provide enough funds to the World Bank, the
International Monetary Fund (IMF) and the African Development Bank 2
(ADB) to cancel an additional $40-55 billion debt by members of the heavily indebted poor countries (UN Report 2007). This will allow these countries to re-channel the resources saved from the forgiven debt to social programme for improving health and education and for alleviating poverty.
The aim of the MDGs is to encourage development by improving socio and economic conditions in the world’s poorest countries. It is also aimed at providing both national and global route for the transformation of the national economy and the emancipation of the total citizenry, providing educational opportunity for all.
Enugu state among other states of the federation is expected to carry out the aforementioned goals especially the achievement of universal primary education.
This work assesses the implementation of the universal primary education which is the MDG goal number two as stated above, in Enugu
State.
1.2 STATEMENT OF THE PROBLEM
The work focused attention on the assessment of implementation of universal primary education which is the Millennium Development Goal two in Enugu State, Nigeria. 3
The earlier systems of primary education have not addressed the fundamental problems of basic primary education. There have been reported cases of parents pulling their children out from public schools with the preference of schools that are privately managed. They have come to believe that education is not practically free as a result of various fees collected from their children. It is clear that pupils may leave school for a number of reasons:- change to a more convenient school, drop out for business, poor academic performance or lack of fund.
In Enugu-North L.G. Area, it has been observed that many children of school age have been seen during school hours at Ogbete main market, Old park area and road sides hawking various goods for their parents and relatives. Also in Ezeagu L.G.A, there are a number of schools that the pupils still could not express themselves in English language. These children lack in attitudinal change and behaviour caused by environment and extent of exposure to societal values and norms.
This appalling basic primary education status in the cited local government areas is likely to be the same in other parts of Enugu State.
The government failure to address these fundamental challenges above many times emanate from the fact that the state government is not ready to fund basic primary education which equally caused the use of 4 unqualified teachers, lack of teaching aids, dilapidated infrastructures and poor training of teachers involved in Universal Basic Education.
Against this backdrop, this study will be guided by the following research questions:
1) Does the poor implementation of UBE contribute significantly to
the incidence of drop-out by pupils in Enugu State?
2) Is there a significant relationship between the funding of UBE and
the poor implementation of the programme in Enugu State?
3) What other factors constitute impediment to the effective
implementation of UBE in Enugu State?
4) What measures can be taken to ensure effective implementation of
UBE programme in Enugu State?
1.3 OBJECTIVES OF THE STUDY
In assessing the implementation of universal primary education as enunciated in the millennium development goals; the broad objective of this research is to find out the constraints/obstacles working against the implementation of the Universal Basic Education Programme in Enugu
State. Therefore, the specific objectives of this study were:- to:
5
(1) find out if poor funding contributes significantly to the incidence
of pupils drop-out in Enugu State.
(2) explore if there is a significant relationship between funding of
UBE and poor implementation in Enugu State.
(3) examine other factors that constitute impediment to effective
implementation of UBE in Enugu State.
(4) suggest measures to ensure effective implementation of UBE
programme in Enugu State.
1.4 SIGNIFICANCE OF THE STUDY
The contribution of this research is that it has served as a blue print that assessed the barriers that impede the successful implementation of
Universal Basic Education in the state. It provides a framework for necessary work by students who wish to write on the topic. Other beneficiaries of the study include the Principals, Headmasters, Teachers,
Parents and political actors who in so many ways influence the formulation, adoption and implementation of educational policies in the state.
Also, it shall make members of the public to make effective demand for implementation of government programmes and projects. 6
Finally, the recommendation of this study is expected to successfully accomplish and actualize all the noble objectives of the Universal Basic
Education Programme in the state. Another important point here is that through the exposure of the weaknesses of the implementation of the policy, government would take a second look at their priorities in the achievement of the programme in the state.
1.5 SCOPE AND LIMITATIONS OF THE STUDY
Scope of the Study
This work specifically is on Enugu State of Nigeria. The assessment of implementation of universal primary education as a millennium development goal is also the focal point.
It however, does not provide an exhaustive account but a peripheral approach since it is purely for academic purpose it represents the extent of implementation within the period under review (i.e 2000-2012).
Therefore, in attempt to justify the assessment of implementation some local government areas in the state were covered. Some schools in
Enugu-North, Ezeagu and Nsukka Local Government Areas in the state were covered.
7
Limitations of the Study
It is not an understatement to mention that every research poses one kind of problem or the other to the researcher no matter the scope or magnitude of the research objective. Therefore the limitations of this work are based on the fact that it took a longtime before the researcher was able to write the chapters since he engaged himself in other work to source out money for the school and the research writing.
Also, it was difficult for the researcher to go to some interior schools in Ezeagu local government area to distribute questionnaires. Again, difficult terrain and ignorance of the people posed great problems in providing correct answers to the research question. Most of the people contacted had nonchalant attitude in providing correct answers to the questionnaires.
Another limitation encountered at the field work was difficulty in gathering data from Millennium Development Goals office direct because they do not have an independent office. They operate through United Nations and
NAPEP offices in the state. The researcher could not have access to some data except through internet. But despite these limitations, information gathered is sufficient for validity and reliability of the results of the research. 8
CHAPTER TWO
LITERATURE REVIEW AND RESEARCH PROCEDURE
2.1 LITERATURE REVIEW
EDUCATION
The word Education was derived from the Latin word “Educare” meaning to bring up to lead out, to raise up, to educate. In its original sense, to educate means acting in order to lead out fully all the potentialities of an individual.
There are today many definitions of education, varying with educational philosopher’s scholars and students. A few of current ideas and definitions of education are given below.
Frankenna (1965), a well known writer in philosophy of education gives a four fold definition of education thus,
Education is:-
(1) What parents, teachers and schools do or in other words, the activity
of educating the young.
(2) What goes on in the child or the process of being educated.
(3) The result or what the child acquires or has in the end, namely
education. 9
(4) The discipline that studies i.e the discipline that studies (1) (2) and (3),
above. The field that reflects on all of the above to build up a body of
knowledge is education; roughly, what is studied and taught in
schools of education.
Also, Kaunda (1963) and Castle (1966) claim basically that education is transmission of culture from the older generation to the young Callaway
(1975) holds the view that life is education and education is life, meaning that the process of education spans through a man’s life. On the other hand he believed that a good education consists in giving to the body and the soul all the beauty and all the perfection of which they are capable.
Taiwo (1986), education is the total efforts of a community to raise its social, economic and political standard of life. Majasan (1967) defined education as the process by which society passes its culture from one generation to another, while Ajayi (1965) holds the view that education should aim not merely at creating and transferring technology, but also at developing people and resources. Fafunwa (1974) on the other hand is of the opinion that “the end objective of education is to produce an individual who is honest, respectful, skilled, co-operative and who would conform to the social order. Another popular definition came from Good (1945) who sees education as the art of making available to each generation the organized 10 knowledge of the past” which is the process by which the traditions and culture of a society are passed on from one generation to the other, from the older to the younger ones.
In summary, education can be said to be the whole process of the development of an independent and integrated personality. It entails training and acquisition of special skills, knowledge attitudes and values needed by an individual to be responsible and which would enable him to contribute his own quota, to the growth of the society of which he is a member.
Education is a life-long process and aimed at imparting skills needed to live meaningful life and for an individual to adjust well to his immediate environment and the ultimate world or universe in which he finds himself. It can be said to be the process by which a sound mind in a sound body is developed. For education to be worthwhile it must be able to produce a refined mind, body and soul. Therefore, the main purpose of education is to develop the individual so that he can be useful to himself, his family and the society in general.
2.1.1 History of Education in Nigeria
History of education in Nigeria can be attributed to the beginning of formal education introduced by the early missionaries. We can not discuss 11 history of education without emphasizing on informal education. Informal education is the kind of education that goes on in the society all the time every where with every member of the society either as student or as teacher, no classrooms, no certificate or graduation. It is the first education acquired by a child. The community in general is the sole agent and beneficiary of its own education. There is no limit to the time or length of study and there is no limit to the content of instruction.
This traditional system of education was practiced before the advent of Europeans (Western Education) in Nigeria Adults in any given society imparted the necessary or required knowledge and skills(s) to the young ones. It is aimed at producing a total being that would function effectively within a given community. This type of education is functional by nature.
In the other hand, the formal system of education was introduced by the white men to Nigeria and other parts of Africa. This is the western system of education where education is given formally within the school system i.e in schools, colleges and universities. It is based on particular curricular and clearly defined content or subject syllabuses, a teaching- learning process with a classroom or school as base; an education that is based on the principle of examination and certification. This is the kind of education that was prevalent in the Attenian society of the days of Socrates 12
Plato, and Aristotle and it was also prevalent in Roman Society of the days of Cierro and Quintillion. When Greece-Roman education was brought to
Western Europe during the middle ages, education in Western Europe became formal like that of Greece and Rome. With the introduction of
Western Education into Nigeria and other Africa countries the Western type of formal education system prevalent in most Countries in Africa as in other third world countries was replaced by the formal education.
Therefore, the history of formal education in Nigeria is rooted to the early missionaries that established churches in some places like Badagary and Lagos and they subsequently ran mission schools. This was used to penetrate other places in Southern Nigeria. While the introduction of
Education in the North was through Islamic religion.
According to Fafunwa (1974) History is to a people what memory is to the individual. A people with no knowledge of their past are a victim of collective amnesia, groping blindly into the future without guide-posts of precedence to slope their course. Individuals, communities, societies could scarcely exist if all knowledge of the past were wiped out. The knowledge of our past gives us greater freedom in the control of our present.
Therefore, history is the account of past events investigated, analyzed and interpreted in order to discover generalizations that are helpful in 13 understanding the present and to a limited extent, in anticipating the future.
Without knowledge of history we and our communities would be utterly adrift on an endless and futureless sea of time.
History familiarizes us with customs, though processes and standards different from our own, tells us about humanity and its various environments and then helps to know and understand our fellow human beings. Stories do not become history until the writer has put in his comment and judgments.
This, we know from the work of Curtis and Boultwood (1966) and other renowned historians. As applied to education, history is the record or account of educational activities that have taken place especially in Nigeria.
Development relates to the idea of growth in quality and quantity, the process by which someone or something increases in size or structure and shape. It refers to the changes in time and space. As applied to education, it refers to the changes that have taken place in the policy and practice of education in all countries of the world: the growth of educational institutions, the growth in enrolment and numbers of schools and students at various levels of education, the growth in the number of teachers and other supporting staff, changes in curriculum, changes and improvements in the methods and resource for teaching,
14
2.1.2 Purpose Of Education
The singular purpose of education is to produce a useful citizen. A useful citizen is useful both to himself and the society in which he lives and generally, to the world community. If the purpose of education is to become useful then the purpose of education in Nigeria is to become useful to the community into which a person is born.
In Nigeria, the National policy on Education spells out the nature and purpose of education as thus:
“An instrument par excellence” for effecting national development to use education as a tool to achieve its national objectives to make education relevant to the needs of the individual and set its goals in terms of the kind of society desired in relation to the environment and realities of the modern world and rapid social changes (FRN, 1981).
2.1.3 Aims Of Education
In Nigeria, Ghana, Uganda, Kenya and other African countries, there is a common trend. They were colonies under European countries. These
African countries became independent after being governed by foreigners for a number of years. Christian missionaries visited these countries to evangelize, colonial masters were there to rule and to trade. Both Christian missions and the colonial masters tried to introduce Western form of education, and their culture. After independence, those countries have been 15 striving for a dynamic education that has root on the aims stated below
Fafunwa (1974).
(1) To remove social inequalities, poverty violent crime, illiteracy,
ignorance, etc.
(2) To train for good citizenship, health improvement, vocational
competence, commercial development.
(3) To provide individual happiness and pleasure, self-realization, public
morality and aesthetic development
(4) To create a society with high moral standard
(5) To provide public enlightenment and civilized behaviour
(6) To eradicate the problem of economic and technological dependence
on the advanced countries of the world.
2.1.4 Universal Basic Education
The Universal Basic Education (UBE) Programme was inaugurated in
Nigeria in September 1999. Its scope include, per school, primary and junior secondary school education. The UBE programme in recognizing the needs for adequate supply of textbooks and supplementary reading materials to pupils recommended that the Federal Government should fund 100% the provision of infrastructural and learning materials in primary schools. 16
The UBE is an educational reform programme of the Nigerian government that provides free, compulsory and continuous 9-year education in two levels: 6 yrs of primary and 3 yrs of junior secondary education for all school aged children.
The constituents of this programme are three viz:
(1) Early childhood care and development education.
(2) 6 yrs primary education.
(3) 3 yrs JSS educations.
The implementation of this programme resides with the state government in conformity with the provisions of the 1999 constitution and the relevant section of UBE Act 2004. It is funded by the states and local government with support from Federal Government of Nigeria through
Intervention Fund.
Some of the objectives of UBE programme are:-
(1) The provision of free universal basic education for every Nigerian
child of school age.
(2) Ensuring the acquisition of appropriate level of literacy, numeracy,
manipulative, communicative and life skills as well as the ethical,
moral and civic values needed for laying a solid foundation for life
long learning. 17
(3) Reducing drastically, the incidence of drop-outs from the formal
school system through improved relevance, quality and efficiency.
(4) Develo0ping in the entire citizenry a strong consciousness for
education and a strong commitment to its vigorous promotion.
UBE DIGEST (A newsletter of Basic Education Programme in
Nigeria vol. 3, No. 3, May 2004).
The Universal Basic Education Programme is still inclusive in matters covering the nine yrs of basic education indeed including pre-primary and adult education, formal and non-formal. More especially it covers the following:-
(i) Programme and initiative for early childhood education and
development
(ii) Programme and initiatives for the acquisition of functional literacy,
numeracy and life skills especially for adults (persons aged 15 and
above).
(iii) Special programmes for nomadic population
(iv) Out-of-school children, non-formal programme for updating the
knowledge and skills of persons who left before acquiring the
basics needed for life long learning. 18
(v) Non-formal skills and apprenticeship training for adolescents and
youths who have not had the benefit of formal education.
(vi) The formal school system from the beginning of primary to the end
of the junior secondary school.
2.1.5 UBE and UPE Interrelation
The origin of Universal Basic Education can be traced back to the
January 1955. During this era, the western regional government under the premiership of late Obafemi Awolowo launched the free Universal Primary
Education (UPE). The packages associated with the UPE were among others abolishment of school fees, reduction of the duration of study in the primary school from eight to six years and an increase in funding to the tune of about
60% of the total budget.
This era also witnessed a great influx of pupils into the primary school system. In 1957, Nnamdi Azikiwe launched another UPE programme as a counter programme to weaken the strength of the Action Congress Party.
This programme was characterized by a short period of planning and as such numerous problems were associated with it (Akinyemi, 1983; Ajayi,
1989). During the military rule 1997, the government of General Olusegun
Obasanjo re-designed the content of UPE programme by launching another 19 programme. In 1999, the government also launched another programme with the tag UBE instead of UPE.
The idea of education in UBE programme is that, it is expected that theoretical and practical knowledge will be transmitted to learners in its simplistic form. This involves starting from the scratch and being able to carry the learners along.
This education is the aggregate of all the processes by which a child or young adult develops the abilities, attitudes and other forms of behaviours which are positive value to the society in which we live (Fafunwa 1976).
UBE by definition must provide minimum education. Citizens should have easy access to it and it should be free. In the implementation guidelines for the UBE programme there is a UBE commission which runs the affairs of the programme. They set up minimum standards of primary junior secondary and adult literacy throughout Nigeria. The programme is intended to be universally free and compulsory. These terms imply that appropriate types of opportunities will be provided for the basic education of every
Nigerian child of school-going age.
It can be recalled that the origin of the universal basic education in
Enugu state is not different from situations in other parts of the country and 20 can be traced back to January 1957 when Azikiwe launched UPE programme in the Eastern Region.
Also, the Universal Basic Education is the state response to the international call for the eradication of illiteracy by 2015. It was evident that
Enugu state lagged behind expectations using acceptable educational indicators. There are substantial shortcomings in Enugu state institutional and personnel capacities for the delivery of a sound basic education for all citizens.
The UBE since its launch in September 1999 has not addressed some problems in primary and junior secondary schools in the state. It has been discovered that the programme is not properly funded. The programme is solely left in the hands of state government alone implying that private sector is left without functions. This is a major set back of the programme.
This is evident in the short supply of furniture items for teachers and pupils in the schools visited. It is important to note at this juncture, that funding is central to the development of education in general and technical education in particular. According to Olaitan (1996), no educational programme can be successful in the face of inadequate funding. Also there is inadequate provision of infrastructural materials, school records, curriculum modules, etc 21
There are still some grey areas that must be addressed with respect to the provision of adequate and qualified teachers for the programme in the state. In spite of the presence of the Enugu State University of Science and
Technology, the State College of Education (Technical), the Institute of
Management and Technology (IMT) and other private tertiary institutions that run education programmes in the state most primary and secondary schools lack teachers and where the teachers are found, some are not qualified.
According to Obayan (2000), no educational system can rise above the level of its teachers. Also, in his own contribution, Fafunwa (1976) opined that no significant change in education can take place in any country unless their teaching staff was well trained and retained. The teacher plays a central role in the actualization of educational goals as well as ensuring the survival of the entire education system.
As the UBE programme is an expression of the strong desire of the government of Enugu state and Nigeria in general to reinforce participatory democracy by raising the level of awareness and general education of the entire citizens, it is imperative that they ensure adequate implementation of the programme to achieve a desired result.
22
2.1.6 Provision of the Universal Basic Education Programme
Education is a vital instrument in development. According to the
National Policy on Education (1998), “education in Nigeria is an instrument
‘par excellence’ for effecting national development”. What Nigeria needs in
21st century to turn her economy around is not extended primary or elementary education but a basic education programme that will ensure that every Nigerian youth on graduation is sufficiently equipped with the knowledge, skills and experience required for initial entry into one occupation in the world of work, whether college bound or not (Anyabolu,
2000).
Universal Basic Education is the transmission of fundamental knowledge to all facets of the Nigerian society from generation to generation. It has three main components – universal, basic and education.
The universal connotes the programme that is meant for all facets of the society – the rich and poor, the physically challenged and physically fit, the brilliant and dull, the regular students and the drop outs including every other individual that is ready to acquire knowledge. While, the term basic connotes that which is fundamental or essential indicating that basic education is the starting point in the acquisition of knowledge and that it is for all citizens. It is that type of education that can help an individual 23 function effectively in the society (Adewole, 2000) Enoch and Okpede
(2000) described it as the form of education, which is essential for life. They also saw UBE as the form of education which must equip an individual with the necessary skills to survive in his environment. It should be a practical and functional education.
According to the Federal Ministry of Education (1999), Universal
Basic Education Programme (UBEP) encompasses primary, junior secondary, adult and non-formal education. The specific objectives of the
Universal Basic Education Scheme are to:
(i) Develop the entire citizenry a strong consciousness for education
and strong commitment to its vigorous promotion;
(ii) Provide free compulsory Universal Basic Education for every
Nigerian child of school age;
(iii) Reduce drastically dropout rate from the formal school system
through improved relevance and efficiency;
(iv) Cater for dropouts and out of school children/adolescents through
various forms of complementary approaches to the provision and
promotion of basic Education; 24
(v) Ensure the acquisition of the appropriate levels of literacy, numeric,
manipulative and life skills (as well as the ethical, moral and civic
values) needed for laying the foundation for life long learning.
Therefore, there are three (3) major components of the Universal
Basic Education scheme: These include:
(1) Formal Basic Education made up of primary and junior secondary
schools
(2) Nomadic Education for school age children of pastoral nomads and
migrant fishermen; and
(3) Literacy and non-formal education for out of school children,
youth and illiterate adults (News letter of Basic Education in
Nigeria Vol.3, May 2005).
The Universal Basic Education Scheme also spelt out the various approaches and strategies for the successful implementation of the scheme, these include:
(a) Enactment of necessary legislation,
(b) Articulation of enabling policies,
(c) Sensitization and mobilization of the target groups and all stake
holders,
(d) Adequate funding, 25
(e) Optimal allocation and efficient utilization of resources,
(f) Adequate teacher-training, recruitment and motivation,
(g) Effective co-ordination of activities,
(h) Encouragement and stimulation of the active participation of the
private sector, non-governmental and voluntary organization, as
well as local communities in the scheme,
(i) Establishment of working partnership and collaboration with the
international community and donor agencies, and
(j) Regular supervision, monitoring and evaluation of the scheme.
Implementation Agencies of Universal Basic Education Programme
There are agencies that are established by government to implement the programme starting from the Apex government (federal) to the local governments. In the State level, there is the Universal Basic Education
Board (SUBEB).
Structure
The board has the following as members, the chairman, four experienced educationists, a representative of the ministry of education, there representatives from senatorial zones. Also included, members are three education secretaries in the state. 26
Functions of the Board
1) Management of public primary and junior secondary school in the
state.
2) Recruitment appointment, promotion, transfer and discipline of
teaching and men teaching staff on grade level 07 and above.
3) Establishment of basic education data bank for the state.
4) It shall establish and maintain a separate account into which has to be
paid and credited all payments made to it from federal or state
government or any other source.
5) It ensures that annual reports are rendered by the principals of public
junior secondary schools and head teachers of public primary schools
and non teachers appointed to serve under them.
6) The board monitors state and local government inputs into the
Universal Basic Education.
It equally performs such other functions as may be assigned to it by the commissioner for education or the commission.
Local Government Education
Authority:- The education authority in each 17 local governments of Enugu state is another agency that ensures the implementation of the programme. 27
The authority is subject to the control of the state Universal Basic Education
Board. The local government authority comprises of the following:
(i) The Chairman who is a seasoned educationist from the local
government.
(ii) One representative from the state ministry of education
(iii) One representative from Nigerian Union of Teachers (NUT) in the
local government.
(iv) A secretary who is a seasoned educationist.
Functions of the Authority
(1) To supervise the administration of public primary and junior
secondary schools in the area of jurisdiction.
(2) To maintain data of early childhood care and development centres
as well as the institutions for special education.
(3) Making recommendations to the education board on promotion an
discipline of teaching and non – teaching staff in its area of
jurisdiction.
(4) Submission of annual estimates, annual accounts and monthly
returns to the board. 28
(5) Undertaking general maintenance of public primary and junior
secondary school buildings and infrastructure in its area of
jurisdiction.
(6) It also performs such other functions as may be delegated to it by
the state Universal basic Education Board.
Other implementation agency worthy to note here is the district education committee which is an offshoot of local government education authority. This committee is charged with the responsibility of:-
(a) Keeping the local government education authority informed of all
educational problems in the area.
(b) It ensures good enrolment and full attendance in all public primary
and junior secondary school in the area.
(c) It helps promoting and encouraging community interest and
participation in the running of schools in the area. it equally
recommends to the local government education authority necessary
repairs and renovations of public secondary and primary school
buildings in the area.
Above these agencies, the Universal Basic Education has a federal government commission that performs various functions such as receiving block grant from the federal government and allocates such to the state and 29 local governments and other relevant agencies implementing the programme in accordance with an approval formula as may be laid down by it and approved by the federal executive council.
The federal commission also prescribe the minimum standards for basic education throughout Nigeria in line with the national policy on education and the directive of the national council on education and ensure the effective monitoring of the standards set SUBEB (2005) Annual Report.
Primary Education
Primary education is described in the policy document as education given in an institution for children aged six (6) to eleven (11) years plus. It is the foundation level of the Nigerian educational system. It is the key to the successor failure of the whole system. The Universal Basic Education
Scheme stated that primary education should be tuition free, universal and compulsory.
The general objectives of the Primary Education, e.g stated in the policy document include:
(1) The inculcation of permanent literacy and numeracy, and the
ability to communicate effectively,
(2) The laying of a sound basis for scientific and reflective thinking, 30
(3) Citizenship education as a basis for effective participation in and
contribution to the life of the society,
(4) Character and moral training and the development of sound
attitudes,
(5) Developing in the child the ability to adapt to his changing
environment
(6) Giving the child opportunities for developing manipulative skills
that will enable him to function effectively in the society within the
limits of his capacity, and
(7) Providing basic tools for further educational advancement
including preparation for trades and crafts of the locality.
The following educational services shall be provided: school library, health scheme, counseling and educational resource centre, and specialist teachers of particular subject offered.
Secondary Education
In secondary education, junior secondary school education is described in the National policy document as education children receive after primary education and before the tertiary stage. It is for children aged eleven (11) years plus. The broad goals of secondary education shall be to 31 prepare the individual for useful living within the society, and for higher education. This education is in TWO stages of three-year duration, called the junior secondary school stage and the senior secondary school stage. The junior secondary school stage was only provided for in the UBE scheme.
The policy specifically stated that students who complete junior secondary school shall be streamed into either the senior secondary school, technical college, out of school vocational training centre or an apprenticeship scheme. The streaming shall however be based on the results of tests to determine academic ability, attitude and vocational interest. In specific term, secondary education shall:
(1) Provide all primary leavers with the opportunity for education of a
higher level, irrespective of sex, social status, religious or ethnic
background,
(2) Offer diversified curriculum to cater for the difference in talents,
opportunities and future roles,
(3) Provide trained manpower in the applied science, technology and
commerce of sub-professional grades,
(4) Develop and promote Nigerian languages, art and culture in the
context of world’s cultural heritage, 32
(5) Inspire students with a desire for self improvement and achievement
of excellence,
(6) Foster National Unity with an emphasis on the common ties that
unites us in our diversity,
(7) Raise a generation of people who can think for themselves, respect
the views and feelings of others, respect the dignity of labour,
appreciate those values specified under our broad national goals and
live as good citizens and provide technical knowledge and
vocational skills necessary for agricultural, industrial commercial
and economic development.
2.1.7 Mass Literacy, Adult and Non-Formal Education
It is stated in the federal government policy document (1998: 25-28), that the goals of mass literacy, adult and non formal education is to:
(1) Provide functional literacy and continuing education for adults and
youths who have never had the advantage of formal education.
These include the nomads, migrant families, the disabled and other
categories or groups;
(2) Provide functional and remedial education for those young people
who did not complete secondary education; 33
(3) Provide education for different categories of completers of the
formal education system in order to improve their basic knowledge
and skills;
(4) Provide in service, on the job, vocational and professional training
for different categories of workers and professionals in order to
improve their skills;
(5) Give the adult citizens of the country necessary aesthetic cultural
and civic education for public enlightenment. To attain these goals,
the federal government established a National Commission for
mass literacy, Adult and non-formal education. To complement the
efforts of the federal government, each state established a mass
literacy agency as part of the overall national efforts to eradicate
mass illiteracy in Nigeria.
In order to eradicate illiteracy at the shortest possible time: The mass literacy, adult and non-formal education shall continue to be under the supervision of ministry of Education. Also mass literacy programmes shall be provided free to the beneficiaries.
34
The National Commission for mass literacy and formal Education shall:
I. Co-ordinate mass literacy, adult and non-formal education programmes
nation wide.
II. Ensure uniform standards and quality control nation wide.
III. Liaise with national, non governmental organizations and corporate
bodies for the implementation of the mass literacy programmes.
IV. Train the required man power for the state agencies.
V. Provide a national recognized basic Education Certificate.
The state agencies for mass education shall:
I. Implement the National policy on mass literacy adult and non-
formal education in the states
II. Monitor and ensure quality control of state programmes
III. Set up and supervise the activities of the literacy network
committees in the states
IV. Liaise with non-governmental organization in the states for the
implementation of the mass education programmes
V. Train grassroot personnel; and
VI. Provide support services for adult and non-formal education
including curriculum development, mobile and rural libraries. 35
The local government councils shall be responsible for:
(i) Day to day control and administration of local mass literacy and
adult education programmes:
(ii) Feedback to the state and federal ministries of education in respect
of curriculum and materials development, techniques of teaching
and evaluation procedures and the collection of data and
(iii) Ensuring that the literacy network committee at the local
government district, village, ward and centre levels are operating
efficiently and effectively.
2.2 HYPOTHESES
Hypothesis is simply a tentative statement which is open to confirmation or rejection when exposed (subjected) to empirical verification.
It is defined by Lundberg (1957) as a 0tentative generalization whose validity remains to be tested.
In view of the above, the following hypothesis would act as our guide.
(1) Poor implementation of UBE does not significantly contribute to
incidence drop out by pupils in Enugu State.
(2) There is no significant relationship between the funding of UBE
and the poor implementation of the programme in Enugu State. 36
(3) Inadequate infrastructure does not constitute impediment to the
effective implementation of UBE in Enugu State.
2.3 THEORETICAL FRAMEWORK
Implementation is a process of turning policy into practice. However, it is common to observe a gap between what was planned and what actually occurred as a result of a policy implementation. In our pursuit to assess the implementation of Universal Basic Education programme in Enugu State, we apply the principal – agent theory/modal. This theory was propounded by
Anderson and Sotir Hussey in 2006 and applies in every situation where there will be a relationship between principals (those who define policy) and agents (those who implement policy) which may include contracts or agreements that enable the principal to specify what is provided and check that this has been accomplished.
The amount of discretion given to the agents and the complexity of the principal agent relationship are affected by:-
(a) The nature of the policy problem including scale of change required,
size of affected group, simple vs complex intervention, ill-defined vs
clear policy, many cause vs single cause degree of political sensitivity,
length of time before changes become apparent. 37
(b) The context or circumstances surrounding the problem – political,
economic climate, and technological change.
(c) The organisation of the machinery required to implement the policy –
number of formal and informal agencies.
According to the theorists policy implementation involves three activities
i) Interpretation:- This is the translation of the policy into
administrative directives
ii) Organization:- This involves establishment of administrative units
and methods necessary to put a programme into effect
iii) Application:- This involves the routine administering of the
services.
Application of the Theory to the Study
Applying this theory to our study, the federal government is the principal agent that defined the Universal Basic Education and constitutes a commission for the same purpose. Agents are those that are involved in the implementation of the policy. They are:
ii) The State Universal Basic Education Board.
iii) The Local Government Authority 38
iv) The Ministry of Education of the State.
These agents actualize the programme by translating the policy into administrative directives and ensuring effective routine administrative services. in Enugu State, the federal government funds the UBE programme through Enugu State Universal Basic Education Board (UBEB). The Board ensures that the programme reaches the Local Governments Areas of the
State through its constituted local government Education Authority headed by a secretary that make periodic returns to the Board.
The ministry of education plays an advisory role and also supplies the programme with human resources.
2.4 OPERATIONALISATION OF KEY CONCEPTS
(1) Universal Basic Education:- this is a national policy on Education
of nine (9) years duration comprising sex (6) years of primary
education and three (3) years of junior secondary education. It is
compulsory of children of school age.
(2) MDGs:- These are eight goals that are initiated by the United
Nations to develop third world by the year 2015. It is called
Millennium Development Goals. 39
(3) JSS:- Junior Secondary School level of Education in Nigeria. It is
the three years of junior secondary education and covered by the
universal basic education programme.
(4) Programme:- This is a long-term plans adopted by government in
the pursuit of a goal. Here, it is a set of actions to achieve the
millennium development goal two (universal basic education)
(5) Implementation:- This is the execution of the programme of the
universal basic education policy in concrete terms. 40
CHAPTER THREE
BACKGROUND INFORMATION ON THE STUDY AREA
3.1 BACKGROUND INFORMATION OF ENUGU STATE
The study of this research centred on Enugu state of Nigeria called the coal city state, whose population according to United Nations Demographic
Report (2009) is estimated to be 3.3 million people.
NOMENCLATURE
Enugu State Birth/Creation: It was created on 17th August 1991 by the
Military head of state, Ltd General Ibrahim Babangida. The state that was incorporated in 1909 was founded by Ogui Nike people. The state has seventeen (17) recognized local government areas and under the
Governorship of Bar. Sullivan Iheanacho Chime fro Udi local government area of Enugu West senatorial zone and the flag-bearer of the Peoples
Democratic Party (PDP) in the state.
The state has its capital and government seat at Enugu which is heated at the South eastern area of Nigeria and inhabited by Igbo ethnic group.
The name Enugu was a derivative of two words “Enu Ugwu” meaning
“hill top” signifying the city’s hilly geography. In 1900 the Southern Nigeria protectorate was established by the colonial administration of British 41
Empire. The discovery of Coal by the colonialists led to the building of
Eastern Line railway to carry coal from the inland city to the port of Port
Harcourt, a city created for this purpose located 151 miles (243km) South of what was called Enugu Coal Camp. It later developed into a big city in West
Africa. By 1958, Enugu had over 8,000 coal miners. Enugu later became the capital of the Eastern region after Nigeria’s independence in 1960, a succession of territory increment in 1967, 1976 and lastly 1991 when Enugu
State was created out of then Anambra State. This led to it becoming the capital of what is now Enugu state. It is imperative to note that on 30 may
1967 Enugu was made the capital of Republic of Biafra. This makes it to be the “Capital of Igbo Land”.
TOPOGRAPHY
Enugu is located in the Cross River Basin and the Benue trough and has the best developed Coal in this area. Coal seams in the Enugu Coal district measure between one to two metres (3.3 and 6.6 ft) in thickness and the reserves have been estimated to be more than 300 million tones. Enugu’s hills at the extreme may reach an elevation of 1,000 metres (3,300 ft).
Highlands surrounding Enugu for the most part are underlain by sandstones, 42 while lowlands are underlain by shale. Much of the escarpment stretching from Enugu to Orlu has been ravaged by soil and gully erosion.
Other features include numerous rivers and tributaries in the state among whom are Ekulu river, (the largest), Idaw river Nike Lake, Nyaba river, etc.
EDUCATIONAL INSTITUTIONS AND LITERACY LEVEL
The greater populations of youths in the state are literate. This is made possible by the proliferation of schools. It is rated as the only state in he
South east that has the greater number of tertiary institutions. The main educational establishment in the state is University of Nigeria Nsukka which has its campus in side Enugu metropolis. (UNEC).
Others are:
Institute of Management and Technology
Enugu State University of Science and technology
Enugu State of College of Education
College of Agriculture, Iwollo
College of Education Eha-Amufu (Federal)
Also there are a lot of private tertially institutions among whom are:
Renaissance University Ugboka 43
Caritas Univeristy Amorji Nike
Osisa Technology Polytechnic Enugu.
Godfrey Okoye University, Nike
National Teachers Institute Kaduna based at Nike grammar school.
These schools provide qualitative education to the citizens and as such attract people from other states.
The number of public junior secondary schools in the state stood at two hundred and ninety-nine (299). By august 2010, the total of 107,407 pupils were enrolled in the junior secondary school under the millennium development goals 2. In the same vain the numerical strength of primary school enrolment stood at 237,548 pupils. While the total number of public primary schools stood at one thousand one hundred and eighty-eight (1,188),
Enugu State School Census Report (2009-2010).
ORGANIZATIONAL STRUCTURE OF MINISTRY OF EDUCATION,
ENUGU STATE
The honourable commissioner is the chief executive on political appointment to head to ministry. He is followed by the permanent secretary who is the highest career civil servant in the ministry. 44
The ministry is divided into departments which are nine in numbers viz. Administration, Finance and Accounts, Planning Research and statistics, schools, inspectorate, higher and technical education, library, educational services and Examination Department. These are also divided into sections and units even sub-units to ensure deconcentration of power. The departments are headed by Directors that report to the commissioner and the permanent secretary while the unit or section heads are responsible to their various directors.
EDUCATIONAL ZONES
Enugu state has six educational zones as was created by the ministry of education. They are as thus: Enugu North LGA
7) Enugu zone Enugu East LGA Isiuzo LGA
Enugu South LGA 8) Agbani zone Nkanu West LGA Nkanu East LGA
Nsukka LGA 9) Nsukka zone Igbo etiti LGA Uzouwani LGA Awgu LGA 10) Awgu zone Oji River LGA Aninri LGA 45
Udenu LGA 11) Obollo zone Igbo-eze North LGA Igbo-eze South LGA
Udi LGA 12) Udi zone
Ezeagu LGA
The state has a board for the universal basic education called UBEB.
The board then appointed education secretaries in the local governments that will be charged with the responsibility of reporting to them the activities/running of the universal basic education programme in the various schools.
MANAGEMENT STRUCTURE OF UBE
The UBE was launched in 1999 at Sokoto. The aim was to provide free education to children for their first nine years of life. It covers pre- primary, primary and junior secondary schools. However, the enabling Act came in 2004, the delay was as a result of debates on management and funding. It was later resolved that the federal government would fund the programme through the states. Hence, the management order of hierarchy runs has thus.
46
(1) Universal Basic Education Council UBEC of federal level.
(2) SUBEC – State Universal Basic Education Council at state level.
LGEA – Local Government Education Authority at local government level.
ECONOMY
The indigenes of Enugu State are predommatly peasant farmers. The location of the state in the hill made Agriculture subsistence one coupled to the fact that the land is not arable. However, the people produce tuber crops and root crops, vegetables, cereals in small quantity. For instance, the Uzo-
Uwani people and Ugboka people produce rice. Yams, cassava etc are gotten from Nike and some parts of Awgu and Ezeagu areas. These crops are used to feed the urban people. The state in the early 20th century depended on
Coal mining in the Udi Plateau.
This industry contributed to the economy of the state because large numbers of the people were engaged as coal miners.
But the Biafra War brought wide spread devastation that forced a decline in Coal production and consequently retrenchment of workers that affected the economy of the state. 47
Recently, economy of the state has increased by (85.2%) through the intervention of industrialization and commercialization of Agriculture by private owned farms.
TRANSPORT AND ROAD NETWORK
Apart from railway and the Airport that provide means of transportation in the state other forms are taxi cabs, buses, Okada
(motocycles), Coal city shuttle, visitors and traveling indigenes leave and enter the city through Ogbete Motor Park and Garki Motor Park. Also
Abakpa Nike Junction serves the same purpose especially for those going or coming from Abakiniki Area. The yellow paint marks the difference between the registered and unregistered cabs in the city. In 2009, government introduced a taxi job scheme under “Coal City cabs to help in the eradication of poverty in the city. 200 registered Nissan Sunny taxis were provided by the state government and another 200 registered Suzuki taxis were provided by a Micro Credit Finance Bank as loan to unemployed youths in the city who will operate as taxi drivers and would own the vehicles after payments are completed. Thereafter, in March 2009 government provided another 20 buses with a capacity of 82 passengers as coal city shuttle buses. These interventions are to make transport easy and 48 cheap within the city. To ensure the durability of these buses and cabs provided by the government, roads within and outside the metropolis are rehabilitated and construction work are going on some roads. On this effect,
Agbani Road leading to Garki was dualized, Okpara Avenue road to Old
Park, New Heaven and Besara roads were rehabilitated. Outside Enugu metropolis, the Ugwogo – Opi road is under construction, Eke-Affa-Adani road, Oghe-Omor road, four corner-Udi linkage roads were all constructed.
MEDIA
The popular newspaper published and sold in Enugu is the daily star.
Among the city’s television and radio stations are the Nigerian Televisions
Authority’s networks affiliate of (NTA Enugu) whose headquarters in located at independence layout. The Radio Nigeria station which broadcasts in various languages notably, English, Igbo, Tiv, Efik. The state owned broadcasting service ESBS-TV which offers 18 hours per week. There are other private media houses that existed or exist such as Caritas University radio, Rainbow net etc.
Some well known writers were born and lived in the city of Engu like
Chinua Achebe, Christopher Okigbo etc.
49
HEALTH CARE
Health they say is wealth. On this note the state governments do not hesitate in providing public and primary health care to the citizens. Health care services can be obtained in institutions like the ESUT teaching hospital, parklane behind the “shop rite” departmental store, University of Nigeria
Teaching hospital UNTH, at Ituku-Ozzalla. Other hospitals are private and special hospitals such as National orthopedic and psychiatric hospitals, the church owned hospital (Annunciation and Ntasi Obi ndi no n’ Afufu), Hansa
Clinic at Awolowo street, Niger foundation and host of others located in different parts of the metropolis.
The hospitals owned by government have been aided by foreign organization and by Enugu state indigenes at home and abroad. They have donated medicine and equipment to support government effort.
3.2 RESEARCH PROCEDURE
Research Design
This research is a descriptive study. According to Chukwuemeka
(2002) “Descriptive research is concerned with the collection, presentation analysis and interpretation of data for the purpose of describing practical beliefs and attitudes in an on-going process”. Also, Nworgu (1991) states 50 that, descriptive design is a method of study in which a group of people or items are studied by collecting and analyzing data from only a few people or items, considered to be representative of the entire group. Therefore, this study is a type of survey that tries to figure out the assessment of implementation of the Universal Basic Education programme (UBE) in
Enugu State.
Sources of Data
To ensure an adequate coverage of the research findings two methods of data collection would be adopted in this study. Hence primary and secondary sources of data were used.
Primary Sources: They are facts that were obtained directly by the researcher himself. They are primary because they were not gotten from other person’s work. Data relating to the extent of implementation of MDGs goal two (Universal Basic Education) in Enugu State were obtained from the people because they are the beneficiaries. These people were selected from some schools in Enugu-North LG, Ezeagu Local Government area and
Nsukka Local Government, out of the seventeen in Enugu State.
Secondary Source: These are data obtained from related work of others.
Under this therefore expert authors and individuals have come up with own 51 views in form of written works, journals, newspapers seminar papers. They were all used as secondary source of the research.
Instrument for Data Gathering
The instrument for data gathering is a structured questionnaire. The researcher used the direct delivery and retrieval method to administer the instrument. He was assisted by two of his friends for the administration of the instrument. The questionnaire is titled “The assement of implementation of the Universal Basic Education in Enugu State. The instrument was developed by the researcher and structured into Section A and Section B.
While the Section A contains the personal data of the respondents, section B contains statements structured according to the research hypotheses formulated for the study.
3.2.1 Population of Study
The target population of this research was citizens of Enugu State and of school age under Universal Basic Education. In Enugu State we have six education zones as was created by the ministry of education and seventeen local government areas.
(1) Enugu Zone comprises of:- Enugu North, LGA, Enugu East, Isi-
Uzo. 52
(2) Agbani Zone comprises:- Enugu South, Nkanu West LGA, and
Nkanu East LGA.
(3) Nsukka Zone:- Nsukka LGA, Igbo-etiti and Uzo-Uwani LGA.
(4) Awgu Zone:- Awgu LGA, Oji River and Aninri LGA.
(5) Obollo Zone:- Udenu LGA, Igbo-eze North, Igboeze South LGA.
(6) Udi Zone:- Udi LG and Ezeagu LGA.
The population of each educational zone runs as thus:
(a) Enugu Zone:
Enugu North - 242140
Enugu East - 277,119
Isi-uzo - 148597
(b) Agbani Zone:
Enugu South - 198032
Nkanu West - 147386
Nkanu East - 153,591
(c) Nsukka Zone:
Nsukka - 309448
Igboetiti - 208333
Uzo-uwani - 127,150 53
(d) Awgu Zone:
Awgu - 197,292
Oji River - 128,741
Aninri - 136,221
(e) Obollo Zone:
Udenu - 178,687
Igboeze North - 258829
Igboeze South - 147364
(f) Udi Zone:
Udi - 238305
Ezeagu - 170,603
By this figure therefore, the population of Enugu State stands at
3,267,837 people.
Source: 2006, Population and Housing Census: Enugu State, Priority Tables, Vol.
54
BREAKDOWN PER LOCAL GOVERNMENT
Enugu East Senatorial Zone: Population
(i) Enugu East LGA 277,119
(ii) Enugu North LGA 242,140
(iii) Enugu South LGA 198,032
(iv) Isiuzo LGA 148,597
(v) Nkanu East LGA 153,591
(vi) Nkanu West LGA 147,386
Total 1,166865 people
Enugu North Senatorial Zone
(i) Igbo-etiti 208,333
(ii) Igbo-eze North 258,829
(iii) Igbo-eze South 147,364
(iv) Nsukka LGA 309,448
(v) Udenu LGA 178,687
(vi) Uzo Uwani LGA 127,150
Total 1,229,811
55
Enugu West Senatorial Zone
(i) Aninri LGA 136,221
(ii) Awgu LGA 197,292
(iii) Ezeagu LGA 170,603
(iv) Oji River LGA 128,741
(v) Udi LGA 238,305
Total 871,162
Total population Enugu state = 3,267,837
Source: 2006 Population and Housing Census Enugu State.
3.2.2 Sample Size
As it was stated in the population of study, four (4) out of 17 Local governments were used as a sample size of this study, (ie Enugu North,
Nsukka, Ezeagu and Udi). The selection is based on three educational zones thus Enugu zone, Nsukka and Udi zones. In each of these Local
Governments, we chose two schools. They were selected because of the following reasons.
(a) They were appropriate schools where I was able to elicit reliable
information with regard to the assessment of implementation of
millennium development goal two in the state. 56
(b) They were the schools that have poor infrastructure and poor
children enrolments under UBE
(c) They were schools that have larger number of public schools in
their area.
3.2.3 Sampling Procedure
The six education zones in the state were stratified into three (3) to tally with the three (3) senatorial zones of the state. Then simple random sampling method was used to select a local government from each senatorial zone. Further, I used judgemental sampling method to select 20 parents whose children are attending Universal Basic Education Schools and 20 children of school age that are not in the school.
3.2.4 Reliability and Validity of Instrument
The questionnaire was validated by the supervisor and two of the researcher’s lecturers. Some corrections were made to agree with the purpose of the study. On the reliability of the instrument, it was subjected to field trials. The trial test was conducted with three teachers from each of the schools randomly picked from Enugu – North, Ezeagu local government and 57
Nsukka local government. The data collected were used to determine the internal consistency of the instrument.
3.3 METHOD OF DATA PRESENTATION AND ANALYSIS
The data from secondary sources were presented using descriptive method. Qualitative data obtained from the in-depth interview were carefully categorized such that major ideas elicited from the respondents were collated and arranged for use.
The analytical method used for the secondary data was content analysis which involves an examination of views, thoughts, experiences and opinions of scholars expressed in any formal document such as ministry gazettes involving programmes, journals and publications. Moreso, opinions of the people interviewed were used also to analyze the data collected. The method helped us to assess the data to ensure that the study is comprehensive in scope and rational in orientation. 58
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND FINDINGS
4.1 DATA PRESENTATION
This section deals with the presentation of data collected from various sources, special emphasis was placed on data from the beneficiaries and other sources, since our analysis was based on content analysis. It should be recalled to our memory that the MDG programmes are eight in number, but with regards to this study we only assessed the goal two which is the universal basic education. It is imperative to state it clearly that the study focused on Enugu state only.
A total number of four hundred (400) questionnaires were distributed within the study areas. They were all completed successfully returned.
Therefore non was counted invalid as they were all utilized in the data analysis.
The structured questionnaires have two sections A and B. The section
A contains the respondents Bio data which bear their schools name, local government areas towns and status while the section B has three parts that bears the research items drawn from the three questions formulated for the study. The data collected from the questionnaires were analyzed and tested with the use of weighted mean. It is determined by: 59
Sum of product
Number of respondents
The outcome was used to establish the decision Rule for the research
questions. The data is presented in the table below:
Table 1.1: Government Adequate Funding of the UBE Programme in
S/N Research Items 5 4 3 2 1 No of respondents M Decision A. Provision of enough SD D N A SA Classrooms to 160 120 12 48 60 400 3.68 SD Accommodate the Students of Junior Secondary school B. Adequate SD D N A SA provision of School equipment 130 185 6 40 39 400 3.81 D C. Readiness to SD D N A SA release money for the purchase of instructional 10 14 12 240 140 400 1.91 A materials Enugu State
Source: Field Survey (2012)
Data Analysis
The tables show the weighted mean ratings of all the respondents to
the research items one to three on the government funding of Universal
Basic Education in Enugu State. On the Public Junior Secondary Schools
Section, the data presented above shows that a total of one hundred and sixty
people strongly disagree on government adequate funding of the programme 60
in the state. While one hundred and eighty five disagreed on the provision of
school equipment and facilities and two hundred and forty agreed that
government is ready to release money for the purchase of instructional
material. The total of twelve, six and twelve again respectively did not
respond to each of the questions.
Table 1.2: Children of school age drop out of school in Enugu State as a
result.
Research Items:
S/N Research Items 5 4 3 2 1 No of respondents M Decision A. Poor SD D N A SA 1.55 SA implementation of UBE programme 150 5 160 20 120 400 B. Poor economic SD D N A SA situation in the state 101 109 8 120 69 400 3.20 A C. Poor monitoring of SD D N A SA teachers in the 400 3.88 SA government schools 20 125 8 77 170
Source: Field Survey (2012)
Data Analysis
The tables show the weighted mean ratings of all the respondents to
the research item one to three on children of school age found hawking
during school days/hours in Enugu State. The data presented above show 61
that one hundred and seventy people strongly agreed that poor monitoring of
teachers in the government school causes children hawking during school
days/hours. While one hundred and twenty people agreed that poor
economic situation in the state causes it and two hundred and twenty people
strongly agreed that it is as a result of get-rich-quick syndrome on children
of these days. A total of twenty one people did not respond on any of the
three raised questions.
Table 1.3: What other factors constitute impediment to the implementation of
UBE programme in Enugu state.
Research Items:
S/N Research Items 5 4 3 2 1 No of respondents M Decision A. Teachers under SD D N A SA UBE are poorly motivated 141 112 62 49 36- 400 2.58 SD B. Too much SD D N A SA 3.25 SA corruption in the 91 94 4 100 110 400 system C. Lack of adequate SD D N A SA infrastructural facilities 105 49 5 201 40 400 3.94 A Source: Field Survey (2012)
62
Data Analysis
The tables show the weighted mean ratings of all the respondents to the research items one to three on parents withdrawal of their children from the public schools to the private ones in Enugu state. The data presented above show that hundred and ten people strongly agreed that teachers in the private schools are more serious than those of the public schools. Also two hundred and one agreed that provision of facilities like the transport and secured environment affects the withdrawal of children from public school.
Finally, a total of one hundred and forty-one strongly disagree that number of children per class teacher causes the withdrawal. In the research items, a total of seventy-one people did not respond on the three questions.
Test of Hypotheses
Hypothesis One
Poor implementation of UBE does not significantly contribute to the drop out by pupils in Enugu state. The results of the data in table 1.2 was used to determine the acceptance or rejection of the tentative statement with the rating scale of five points. Out of the questions raised to determine the major causes of dropout of pupils. Poor implementation of the programmes 63 has the highest score of 170 out of 400 people the 170 agreed that poor implementation is the major cause of drop out.
Therefore, we reject the hypothesis which says that poor implementation does not significantly contribute to the drop out of pupils in
Enugu state.
Hypothesis Two
There is no significant relationship between the funding of UBE and the poor implementation of the programme in Enugu state. The results in table 1.1 was used to determine the acceptance or rejection of the hypothesis with the rating scale of five points. The table shows that out of the three questions raised to determine government adequate funding of the UBE programme in Enugu state; Readiness to release money for the purchase of in structural materials has the highest score of 240 out of 400 respondents.
The 240 agreed that government was ready to release money for the purchase of in structural materials to fund UBE in the state. Therefore, we reject the hypothesis which says that, there is no significant relationship between the funding of UBE and poor implementation of the programme in
Enugu state.
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Hypothesis Three
Inadequate infrastructure does not constitute impediment to the effective implementation of UBE in Enugu state. The results of the data in table 1.3 were used to determine the acceptance or rejection of the hypothesis with rating scale of five points. The table shows/indicates that out of the three questions raised to determine other factors that constitute impediment to the implementation of UBE.
Inadequate infrastructural facilities have the highest score of 201 out of 400 respondents. The 201 respondents agreed that inadequate infrastructural facilities constitute major impediment to the implementation of UBE programme in Enugu state. Therefore, we reject the hypothesis which says that inadequate infrastructural facilities does not constitute impediment to the implementation of UBE in Enugu state.
Major Findings
(1) There exists in most public secondary schools poor state of school
equipment and facilities as a result of inadequate funding. In some
schools, these facilities were totally lacking, insufficient and not well
maintained. There is no enough provision of classrooms to
accommodate students. 65
(2) Government is ready to release money for the purchase of the
instructional materials for the implementation of Universal Basic
Education programme in the State.
(3) The government has not done enough to monitor the teachers under
the UBE programme as there is no effective supervisory machinery
put in place to check the anomalies always being noticed in the
programme.
(4) It was also found out that the poor economic situation of parents in the
state has forced children into hawking during school days. Equally to
get-rich-quick on the side of the children themselves contributed
immensely in children hawking during school days and periods.
4.2 DISCUSSION OF FINDINGS
Findings on the government funding of Universal Basic Education
Programme in the public secondary schools in the state:
The majority of the respondents on research items on funding were of the opinion that government in their course of implementing the UBE programme in the public secondary schools in the state has failed to provide adequate classrooms for students learning. The bulk of respondents with this opinion came from most of the rural public secondary schools, in each of 66 senatorial zones of the state where the researcher at the time of administering the questionnaires witnessed uncovered classrooms with decapitated blocks where the students stayed for learning. Most sympathetic cases in Ezeagu Local Government Area were Community Secondary
School Olo and Community Secondary School Oghe.
Most of the Public Secondary Schools lacked Junior School libraries and laboratories with no or inadequate supplies of reading books and laboratories equipment, lack of computers and photocopier machine. They were generally lacking in schools in Enugu state. In the schools where they are found, they were inadequately and poorly maintained.
This is evident with the indication of negative responses from the majority of the respondents in research items on adequate provision of school equipment and facilities eg computer, photocopiers etc. However, it was almost a general agreement from the respondents that government is ready to release the money for the purchase of instructional materials but time and insufficiency is the bane.
Findings on the children of school age dropout of school Enugu state:
This research item on the children of school age found hawking during school days/hours in the state reveal that: there is poor monitoring of 67 teachers in the public schools in the state to ensure full implementation of
UBE programme. The opinions by the majority of respondents proved that government has failed to establish efficient monitoring team to go around the state public schools, this has resulted to the teachers irregular attendance to schools. Those that come to school stay till break period and leave for other businesses. Many of the teachers in the rural schools the researcher had visited were Okada riders and crayfish sellers in the local market. This consequently resulted in the children targeting the off days of their teachers and absent themselves to school for hawking.
Also, greater number of people agreed that poor economic situation in the state has caused the children to enter hawking during the school days.
This is conspicuously seen in the urban centres. Enugu state is not a business hob of the Eastern part of the federation. Majority of the people in urban centres are civil servants that dwell more on their earned salary. As a result of high cost of training children these days, parents establish small scale business for their children to argument the family provisions. The implication of this, is that, the child will loose interest in education and have quest for quick richness through business.
68
Findings on what other factors constitute impediment to the implementation of UBE in Enugu state
The research reveal that: Teachers under UBE programme are poorly motivated. This is attributed to the lack of incentives to them, such as adequate promotion, prompt increase and payment of salaries, etc. Also, greater number of the respondents believe and of the opinion that lack of adequate infrastructural facilities constitute serious impediment to the implementation of UBE. Most of the buildings in the schools visited were all dilapidated and no possibility of repair or construct new ones. Equally, the researcher larded that the corruption which has affected the Nigerian society has a tremendous effect on the implementation of UBE. The programme is marred with corrupt officials and teachers. .
Implication of the Research Findings for Effective Implementation of
UBE in Enugu State
Upon the findings made in this study, it has become necessary to state their implications. The government’s inadequate provisions of classroom libraries, computers, photocopier machines laboratories and instructional materials etc, in Enugu state is not a good step in the right direction at the implementing the objectives of the universal basic education programme. the 69 poor conditions of the public secondary schools have been the reason in recent times why most parents have refused to enroll their children into these schools. A healthy and attractive school environment makes for conducive learning and at the same time promotes students pride in their school and their interest to stay in school. Education facilities are needed for developing the cognitive area of knowledge abilities and skills which are pre-requisite for academic achievements. The situation in most public secondary schools in Enugu State, if not improved would not reconcile with one of UBE programme specific objective that aims to reduce drastically students dropout rate from the formal school system through improved relevance and efficiency. In the course of government implementation of universal basic education programme in the state, the children of school age found hawking during school days/hours serious. This has manifested in seeing a lot of children especially in urban centres moving about in the streets and markets.
These children are our future leaders and needed education to be better equipped. If those children are not forced back to school the society will be invested with social vices. Also, parents withdrawal of their children from public schools to private ones is an implication of the government in ability to manage schools effectively. If the drift is allowed to continue, there is 70 every tendency that half educated children will be produced as most of the private schools indulge in recruiting half baked teachers. 71
CHAPTER FIVE
SUMMARY, RECOMMENDATIONS AND CONCLUSION
SUMMARY
On the implementation of the Universal Basic Education in Enugu
State, this research has revealed that the programme has not received adequate funding from the government. This is evident by the recorded cases of deplorable conditions and total lack of classrooms and general school facilities in most public primary and secondary schools in the state. It was also discovered that in spite of the clearly spelt out provisions of the UBE programme that Universal Basic Education is free, yet cumbersome levies tagged various names like sports fees, examinations fees, extra tutorial fees and many others that could turn off the pupils are being collected from the students in the public secondary schools in the state. This is as a result of poor government monitoring of the programme.
72
RECOMMENDATIONS
Based on the findings and implications of the study, the researcher recommends that:
(1) The federal government should commit adequate financial resources
to the State Universal Education Board (SUBEB). The provision of
sufficient financial resources would enable the educational
administrators in the state to refurbish school equipment, construct
new and enough classroom blocks, including other basic requirements
that would sustain the desire of parents to enroll their wards in public
schools, also to rekindle the interest of children to remain in school.
(2) The state government should increase and improve greatly its
supervisory and inspectorate roles in the public schools through the
use of the various education secretaries in the local government areas
and the State Universal Basic Education Board (SUBEB) which are
independently constituted body to check the anomalies in the
implementation of the Universal Basic Education in the state.
(3) There should be more intensification on the awareness creation about
the Universal Basic Education in the state. As such children found
hawking during school periods should be arrested and forced back to
school. 73
(4) Corrupt practices should be discouraged in the course of UBE
programme implementation in the state. The peculiar cases of illegal
fees collection from pupils and students and abandonment of UBE
school projects that have received full financial commitment must be
stopped with disciplinary measures meted to perpetrators. This is
because when corruption enters into implementation process, it
mutilates the actualization of the desired goals.
(5) There should be proper review by the government, on the condition of
service for the teachers with respect to their remuneration and other
non financial incentives, so as to make for their greater performance
and achievement of the UBE programme objectives in the state. This
motivational step is very necessary because of the society perception
of the teaching profession compared to other fields of human
endeavour.
74
CONCLUSION
Based on the deductions made from the concept of programme implementation in relation to the UBE programme objectives with the major findings of this study, the researcher concludes that the successful implementation of the Universal Basic Education in Enugu State cannot be guaranteed without the government adequate financial support.
Implementation can only become possible when resources have been committed to it. The recorded cases of dilapidated infrastructure, inadequate and total lack of classrooms in the primary schools are because of lack of funds.
It is evident that the success of any good educational policy depends to a great extent on the efficiency of the supervision machinery. The illegal fees being collected from the pupils and students in the public schools in the state, unapproved by the UBE scheme was as a result of government poor monitoring of the programme. The implication has been a decline of interest from the poor students, pupils and parents resulting to children indulging in hawking during school days, low level of enrolments and consequently total dropout of school.
75
BIBLIOGRAPHY
BOOKS
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Duro, A. and Ejiogu, A. M. (ed) (1987), Emergent Issues in Nigeria Education. Lagos. Joja Publishers Limited.
Ezeocaha, P.A. (1990), Modern School Supervision, Owerri: International Universities Press.
Federal Ministry of Education (1999), The Comprehensive Education Analysis Project (CEAP). Lagos.
Federal Republic of Nigeria (2004), National Policy on Education (4th Edition) Lagos: NERDC. pp 15 – 27
Mgbodile, T.O. (2004), Fundamentals in Educational Administration and Planning. Enugu: Magnet Computer Services. pp. 199 – 200.
Miller, D.C. (1991), Handbook of Research design and Social Measurement Beverly Hills: Sage Publications.
National Commission for Colleges of Education, (2001), Strategies for Professionalizing Teaching and Career – Long Professionalization Development of Teaching Abuja: A Submission by NCCE to UBE Teach. Committee.
Ndem, A.N. (2005), Fundamentals of Research in Behavioural Sciences and Humanities, Nigeria: Wusen Publishers. pp 340.
76
Ndu, et al (1997), Dynamics of Educational Administration and Management: The Nigerian Perspective. Aka: Meks Publishers Ltd. pp 167 – 168.
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INTERNET MATERIALS
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APPENDIX A
School of Postgraduate Studies Department of Public Administration And Local Government Faculty of the Social Sciences University of Nigeria, Nsukka
Dear Sir/Madam,
RE: QUESTIONNAIRE
I am a postgraduate student of the above institution, carrying out a research dealing on “Assessment of Implementation of Universal Basic Education Programme In Enugu State. You are pleased requested to supply information on the attached items for the successful completion of the study. The information being sought is purely for research purpose and will be treated with utmost confidentiality. Your name is not necessary
Thanks for your co-operation
Yours faithfully,
OHOTU EMEKA M.
79
APPENDIX B
Section A: Personal Data
1) Name of School 2) Local Government Area 3) Town 4) Status: i. Student/Pupil ii. Class Room Teacher iii. Parent iv. Principal/Head Teacher.
Section B: Instruction: Please indicate your view by ticking in the column that best expressed your opinion on the topic under study in the blank spaces using the 5 – point scale. SA = Strongly Agree A = Agree NA = No Answer D = Disagree SD = Strongly Disagree
1. Children of School age dropout of school in Enugu State as a result of: a) Poor monitoring of teachers in the government SD D N A SA schools b) Poor economic situation in the state c) Get-Rich-quick syndrome on children nowadays d) Poor implementation of UBE programme
2. Government Adequately Funds UBE through: a) Provision of enough classroom to SD D N A SA accommodate the students of junior secondary school b) Adequate provision of school equipment c) Readiness to release money for the purchase of instructional materials 80
3. What other Factors Constitute Impediment to the Implementation of UBE Programme a) Teachers under UBE are poorly motivated SD D N A SA b) Too much corruption in the system c) Lack of adequate infrastructural facilities
4. Measures to Ensure Effective Implementation of UBE Programme in Enugu State can be a) Prompt payment of salary to teachers SD D N A SA b) Regarding teachers as participants in the implementation and actualization of UBE c) Provision of opportunities for staff development through training