STRATEGIES FOR EFFECTIVE IMPLEMENTATION

STRATEGIES FOR EFFECTIVE IMPLEMENTATION OF THE SENIOR BASIC EDUCATION (UBE) IN NSUKKA EDUCATION ZONE OF ENUGU STATE

ABSTRACT
The study investigated the Strategies for Effective Implementation of Senior Basic Education (UBE) in Nsukka Education zone of Enugu state, Nigeria. The main purpose of the study was to investigate the strategies for effective implementation of the Basic Education (UBE) in Nsukka Education zone of Enugu state. Four research questions and two null hypotheses guided the study. The research design adopted for the study was the descriptive survey design. The population is 928 subjects made up of all the principals and teachers in the 58 secondary schools in Nsukka Education zone of Enugu state. The researcher made use of 40 percent of the target population, making up a sample size of 205 subjects. A 35-item questionnaire built in 4 clusters addressing the four research questions was used for data collection. The data collected were analyzed using descriptive statistics. Mean and standard deviation were used to answer the research questions while t- test statistics was used to test the null hypotheses at 0.05 level of significance. The study found out that the current state of UBE in Nsukka is poor because personnel’s are not trained properly for UBE implementation. The study further revealed that poor infrastructural facilities (e.g. library), inadequate classroom facilities hinders effective implementation of UBE programme in Nsukka. Some strategies that could be adopted to improve effective implementation include: personnel management strategies like recruitment of sufficient trained qualified staff, and planning strategies like accurate statistical data among others.

TABLE OF CONTENTS
Title page i
Approval page ii
Certification iii
Dedication iv
Acknowledgements v
Abstract vi
Table of contents vii
List of tables x
List of Appendices xi
CHAPTER ONE: INTRODUCTION
Background of the Study 1
Statement of the Problem 6
Purpose of the Study 7
Significance of the Study 7
Scope of the Study 9
Research Questions 9
Research Hypotheses 9
CHAPTER TWO: REVIEW OF LITERATURE
Conceptual Framework 10
Concept of Implementation 11
Effective Implementation 11
Concept of Basic Education 13
Universal Basic Education 14
Concept of Secondary Education 22
Concept of Strategy 27
Theoretical Framework 32
Human Relations Theory 32
Universal Basic Education Model 33
Review of Related Empirical Studies 34
Studies on the present state of UBE programmes 34
Studies on the constraints to effective implementation of UBE programmes 37
Studies on the strategies for effective implementation of UBE program 38
Summary of Reviewed Literature 41

CHAPTER THREE: RESEARCH METHODS
Design of the Study 43
Area of the Study 43
Population of the Study 43
Sample and Sampling Technique 44
Instrument for Data Collection 44
Validation of the Instrument 45
Reliability of the Instrument 45
Method of Data Collection 46
Method of Data Analysis 46

CHAPTER FOUR: PRESENTATION OF RESULTS
Analysis of Research Questions and Hypotheses 47
Summary of the Major Findings 54

CHAPTER FIVE: DISCUSSION OF FINDINGS, CONCLUSION,
IMPLICATIONS, RECOMMENDATIONS, AND SUMMARY
Discussion of Results 57
Conclusion 59
Implications of the Findings 61
Recommendations 61
Limitations of the Study 62
Suggestions for further Study 62
Summary of the Study 63
REFERENCES 64
APPENDICES 68
Appendices
APPENDICES A: Questionnaire on Strategies for Effective Implementation of UBE
Programme 68
APPENDICES B: Reliability Estimate Results 73
APPENDICES C: Analysis of Data 74
APPENDICES D: Distribution of Sample 75
APPENDICES E: Proposed Implementation Blueprint for the UBE Scheme 76
LIST OF TABLES
Table 1: Mean responses of principals and teachers on current state of
UBE implementation in Nsukka Education zone 47
Table2: Meanresponses of principals and teachers on constraints to effective
implementation of UBE programme 48
Table 3: Mean responses of principals and teachers on personnel management strategies to be adopted in the implementation of UBE programme 50
Table 4: Mean responses of principals and teachers on the planning strategies
that could enhance effective implementation of UBE programme 52
Table 5: Summary of t-test for Hypothesis One 53
Table 6: Summary of t-test for Hypothesis Two 54

CHAPTER ONE INTRODUCTION
Background of the Study
Education is regarded as an instrument par-excellence and the means of achieving human capital and national development. This underscores the aim for the introduction of universal basic education by Obasanjo’s administration. The type of education introduced to us by the colonial government was too loop sided that it does not suit the need and demand of the Nigerian citizens (FRN, 2004). According to Federal Republic of Nigeria (FRN), the introduction of the Universal Primary Education in September 1976 was the first major national initiative that was aimed at universal access to education. Ebuoh (2004) noted that the hindrances to Universal Primary Education are mainly ineffective personnel and inadequate material resources.
In addressing the same problem, Opara (2001) opined that UPE did not achieve its objectives and collapsed due to lack of trained manpower as well as high dropout rates, ethnic and religious influence as well as gender difference. Although the scheme collapsed it helped to sensitize parents towards sending their children and wards to schools. Its collapse according to Ukeje (1992) also led to a number of major re-organization in the educational system. Thus,the down fall of Universal Primary Education leads to the introduction of Universal Basic Education.
The Federal Government launched the Universal Basic Education on September 30th, 1999 for the purpose of achieving compulsory free and Basic Education. FRN (2004) opined that it was also Nigeria’s response to the achievement of
Education for all (EFA) and Millennium Development Goals (MDGs). The Universal Basic Education programme, as a policy reform measure, is aimed at rectifying distortions in basic education delivery in the country as well as catering for basic education in the formal and non formal sectors.
The Universal Basic Education according to Federal Ministry of Education (1999) encompasses primary, junior secondary and nomadic education as well as adult literacy is aimed at enabling all children in the Nigeria society to participate in the 9 years of schooling from primary one to Junior Secondary School three (JSS 111). In other words, Universal basic education is of low level basic and upper level basic. Low level basic encompasses primary schools while upper basic encompasses junior secondary schools. One of the main reasons for introducing the Universal Basic Education scheme is because Nigeria is a signatory to the 1990 geometry declaration of education for all (EFA) by the year 2000 and also member of the group nations committed to the total eradication of illiteracy.
The Universal Basic Education is thus intended to be universal and compulsory. Obanya (2000) opined that these terms imply that appropriate types of opportunities will be provided for the basic education of every Nigeria child of school going age up to JSS 3. This means that all Nigeria children shall be given opportunity to acquire basic education; hence Nigeria is one of the countries that signed the 2000 Dakar framework of action to ensure education for all (EFA) by the years 2015.Fabunmi (2004) intimated that basic education programmes was conceived as a response to the level of awareness and general education of the populace. The UBE scheme was introduced in order to take care of the large
population of the disadvantaged groups, the nomadic and improve access to education generally. Basic education according to Jaibeoba (2007) is the foundation for sustainable lifelong learning. It provides reading, writing and numeracy skills (FRN).
Operationally, basic education the type of education, in quality and content, that is given in the first level of education. This construct changes from country to country. In Nigeria, basic education was equated with six years of primary schooling in the past. Currently basic education is extended to include the three years of Junior Secondary School (FRN). Universal Basic Education (UBE) is conceived to embrace formal education up to age 15, as well as adult and non- formal education including education of the marginalized groups within the Nigerian society, (FRN, 2004). It is a policy reform measure of the Federal Government of Nigeria that is inline with the state objectives of the 1999:10 constitution which states in section 18 that
Government shall eradicate illiteracy, to thisend, government shall as and when practicable provide a free and compulsory uni vers alprimary education, free secondary education up to junior secondary three (JSS3) and freeadult literacy programs.
The main thrust of the Universal Basic Education programme is to lay the foundation for lifelong learning through the inculcation of appropriate learning, self awareness, and citizenship and life skills. Since the introduction of Universal Basic Education scheme, its implementation has not been well managed, thus leading to some problems. The implementation of Universal Basic Education scheme has not achieved desired objectives due to problems that beset its implementation such as poor training for teachers, poor supervision and monitoring of the scheme, funds, corruption, inadequate facilities and inaccurate statistical data. Thus, it is observed that the successful implementation of the Universal Basic Education will require mobilization of the teacher.

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STRATEGIES FOR EFFECTIVE IMPLEMENTATION OF THE SENIOR BASIC EDUCATION (UBE) IN NSUKKA EDUCATION ZONE OF ENUGU STATE