AN EVALUATION OF THE IMPLEMENTATION OF THE UNIVERSAL BASIC EDUCATION (UBE) PROGRAMME
Background to the Study
The current Universal Basic Education (UBE) scheme in Nigeria is a product of an earlier educational scheme, programme and educational decisions. It is an shoot of previous schemes, which could be said to have been bedeviled by problems and which the present scheme is expected to correct. Social Studies according to Dubey (1980) is the investigation of human activities; it studies man at home, at work, workshop, in politics, at play, in the village, in the nation, everywhere, engaged in his busy programme of living and it is particularly interested in man’s problems about which decision must be made.
The content of social studies is drawn from sociology, economics, political science, anthropology, geography, history, psychology, social-psychology, literature, arts and music, religion, philosophy, achealogy, demography, linguistics, communication, science… most of which constitute the social sciences and the humanities (Mezieobi and Domike, 1996).
The other sources of social studies programme include resource persons and places, oral historiography, contemporary issues, mass media, etc. In the light of the definitions and descriptions of social studies as stated above, one of the contemporary public issues that affect the Nigerian society today is the introduction and implementation of the Universal Basic Education (UBE) programme of which social studies is one the core subjects offered. The 1950s laid the foundation stone for later educational developments in the 1960s and beyond. Educational eorts of the 1950s were themselves
determined by the history of educational growth from the fourth decade of the 19th century. By implication therefore, explosion in education in the Western region had tremendous influence on other regions. It should be recalled that the 1950 Macpherson constitution created regional houses that were responsible to the central government in Lagos. The constitution also empowered the regional houses to make laws on education. The effect of this was that regions grew differently in educational provisions (Aluede, 1992), (Kosemani and Okorosaye-Oruibite, 1995).