An assessment of the implementation of the Universal Basic Education Programme in primary schools in Mubi North LGA, Adamawa State
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Background of the study
The Universal Basic Education (UBE) Programme was conceptualized to democratize access to quality education for all children in Nigeria, emphasizing equity, inclusivity, and quality (Adeyemi, 2023). In Mubi North LGA, Adamawa State, the implementation of the UBE programme has been pivotal in bridging educational disparities and improving literacy rates. Over the past decades, the federal and state governments have invested in infrastructural development, teacher training, and curriculum reforms to ensure that primary schools deliver a standardized education that meets national goals (Ibrahim, 2024). However, despite these efforts, discrepancies in resource allocation, teacher motivation, and community engagement have emerged as significant challenges. The region’s socio-economic conditions, coupled with security issues and cultural factors, influence the effectiveness of programme implementation. Scholars argue that while policy frameworks exist, the translation of these policies into practice is fraught with administrative bottlenecks and inadequate monitoring (Chukwu, 2025). Furthermore, the interplay between local government priorities and federal mandates sometimes creates conflicts that hinder smooth execution (Bello, 2023). A robust evaluation of the UBE implementation process is essential to identify both the strengths and weaknesses of current strategies, and to propose remedial measures that can bolster educational outcomes. Recent studies underscore the need for community involvement and adaptive strategies tailored to local needs (Olawale, 2023). The contextual dynamics of Mubi North LGA, with its unique blend of urban and rural challenges, make it an ideal setting to investigate the operational realities of the UBE programme. Integrating perspectives from educators, parents, and policy-makers is crucial in understanding the multifaceted nature of educational delivery in this region. Moreover, the programme’s impact on literacy, numeracy, and overall student engagement remains a critical area of inquiry. By exploring the administrative frameworks, funding mechanisms, and stakeholder perceptions, this study aims to provide a comprehensive overview of the UBE’s practical implications in primary schools, and to recommend evidence-based interventions that can enhance programme efficacy (Suleiman, 2024). The continuous evolution of educational policies and practices, especially in regions with complex socio-political landscapes, necessitates ongoing research and dialogue to ensure that every child receives the promised quality education.
Statement of the problem
Despite the ambitious objectives of the UBE Programme, its implementation in Mubi North LGA has encountered significant hurdles that impede its effectiveness. One major concern is the uneven distribution of resources across primary schools, which leads to disparities in infrastructure, teaching materials, and qualified personnel (Abubakar, 2023). This inequality is further exacerbated by administrative challenges, such as bureaucratic delays in fund disbursement and a lack of accountability mechanisms, which hinder the timely execution of policy directives (Ibrahim, 2024). Moreover, the local socio-economic and cultural environment poses additional challenges, as community involvement in educational activities is often limited by prevailing beliefs and economic constraints. Teachers, who are critical agents in policy implementation, face low motivation due to inadequate remuneration and professional development opportunities. This has led to diminished classroom performance and a general decline in the quality of education delivered (Chukwu, 2025). The gap between policy intent and classroom realities indicates that while the UBE Programme is well-designed on paper, its practical application is far from optimal. Furthermore, security concerns and infrastructural deficits in certain areas have contributed to irregular attendance and increased dropout rates among primary school students. This study, therefore, seeks to investigate the underlying causes of these implementation challenges and to evaluate the overall impact of these shortcomings on educational outcomes in the region (Olawale, 2023). The persistent gaps in programme execution call for a critical examination of the administrative, socio-economic, and cultural factors that collectively undermine the UBE’s objectives. By addressing these issues, the research aims to provide actionable insights that can inform policy revisions and enhance the efficiency and equity of the programme.
Objectives of the study
- To assess the current status of the UBE programme implementation in primary schools.
- To identify the key challenges affecting the programme’s effectiveness in Mubi North LGA.
- To propose strategic recommendations to enhance the implementation process.
Research questions
- What is the current state of the UBE programme implementation in Mubi North primary schools?
- What are the primary challenges hindering effective programme execution?
- How can policy and administrative processes be improved to enhance educational outcomes?
Research Hypotheses
- H1: There is a significant relationship between resource allocation and the quality of UBE programme implementation.
- H2: Inadequate teacher training negatively affects the delivery of the UBE curriculum.
- H3: Enhanced community involvement leads to improved implementation outcomes.
Significance of the study
This study is significant as it provides a critical evaluation of the UBE programme’s implementation in Mubi North LGA, offering insights into the challenges and opportunities inherent in educational reforms. The findings will inform policymakers, educators, and stakeholders, enabling them to address existing gaps and improve educational quality. By identifying practical interventions, the study contributes to the ongoing discourse on educational equity and serves as a valuable resource for future policy revisions and academic research in similar socio-economic contexts.
Scope and limitations of the study
This study is limited to assessing the implementation of the UBE programme in primary schools within Mubi North LGA, Adamawa State. The focus is on evaluating policy execution, resource distribution, and stakeholder engagement within this specific context. Limitations include potential biases in stakeholder responses and the inability to generalize findings beyond the selected region.
Definitions of terms
- Universal Basic Education (UBE): A government initiative aimed at providing free and compulsory education for all children at the basic level.
- Implementation: The process of executing and enforcing policies and programmes.
- Primary schools: Educational institutions that provide the first stage of compulsory education for children.
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