PERCEPTIONS OF STAKEHOLDERS ON THE MANAGEMENT OF UNIVERSAL BASIC EDUCATION (U.B.E) PROGRAMME
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- NGN 3000
Background to the Study
Education is very important for the development of individuals and the society. In realization of the role which education plays in national development the government of Nigeria has introduced various educational policies and programmes with great expectation that the felt socio-economic and political needs of the citizenship would be met by the government. Response to the agitation for a more functional and qualitative educational systems the Federal Government of Nigeria introduced Universal Basic Education (UBE) in 1999. UBE in Nigeria is a positive reaction to the Jomtien declaration of education for all by the year 2000. It also signifies its commitment to the total eradication of literacy. It sees education in its broadest sense of close articulation of the formal, non-formal and informal approaches as an instrument for the awakening and development of human potentials. The implementation document on UBE (2000) explains the meaning and scope of UBE as the foundation for sustainable lifelong learning for the acquisition of numeracy skills. In Nigeria context, basic education includes primary/ junior secondary, nomadic education as well as adult education. By implication, a child will spend 6 years in primary school and 3 years in junior secondary school. The education programme shall be directed towards the acquisition of functional literacy, numeracy and life skill especially for adults. Furthermore, it will also function as out of school, non-formal programmes for updating the knowledge and skills of persons who left schools before acquiring the basic skills needed for lifelong learning. It is expected also to provide non-formal skills and apprenticeship training from adolescent and youth who have not had the benefit of formal education. 2 The Universal Basic Education Programme was funded by the states and local governments, with support from the federal government through its intervention programme. Federal government provides matching grant. This is utilized as follows. Primary 60%, JS5 35% it is used in the construction of classrooms/furniture, 70% for procurement of textbooks, instructional materials, 15% for teacher professional development etc. The federal government coordinates and monitors the implementation of the following objectives of UBE programme: 1. Developing the entire citizenry a strong consciousness for education and a strong commitment to its vigorous promotions. 2. The provision of free universal basic education of every Nigeria child of school age. 3. Reducing drastically the incidence of drop outs from the formal school system through improved relevance quality and efficiency. 4. Catering for the learning needs of young persons who for one reason or another have had to interrupt their schooling through appropriate forms of complementary approaches to the provision and promotion of basic education. The administration of Former President Obasanjo was very much concerned about the general improvement of primary and junior secondary education in the country. Kano state was very much committed in the staff welfare, provision of infrastructure teaching and retraining, proper utilization of curriculum as well as management of funds were given top priority. The thirty six (36) states of Nigeria are key implementers of the nation’s universal basic Education. The universal basic Education Commission (UBEC) is headed by an executive secretary in Nigeria. The State Universal Basic Education Boards (SUBEB) are charged with the responsibilities of implementing, coordinating, directing, administering and overseeing the 3 policies of the UBE program in their respective state’s teaching and learning process, headed by an executive chairman. It is a well known fact that a good primary education with surrender values can only be provided it essentials such as teachers’ salaries and allowances including non-teaching staff and administrative charges, provision of infrastructure and materials, maintenance of school building and construction of classrooms building are effectively controlled. To ensure effective implementation of UBE programme, the federal government has directed all teacher training institutions to increase their students’ enrolment to enable more teachers to be trained. Similarly, the National Teachers Institute (NTI) Kaduna has been mandated to provide remedial, pivotal and NCE courses to train more teachers (UBE, 2004). Teachers are in high demand for the UBE programme but only brilliant experience and hard working teachers are needed. Furthermore, Obanya (2009) stated that no educational system can rise above the level of its teachers. Many laudable educational initiatives have failed mainly because they did not take sufficient accounts of the teachers factor. Therefore, the functions of the teachers’ implementation guidelines of the UBE (2004) include the following: 1. Facilitating learning and imparting knowledge pupils/students. 2. Using and leading the pupils to make good use of all facilities equipment and infrastructure provided. 3. Ensuring adequate discipline among the pupils obedience to school rules and regulations. 4. Ensuring safety and security of all facilities and equipment. 5. Publicity and popularizing of the scheme in the communities of which they live. 6. Formulating using and protecting the school curriculum and syllabus (UBE Act 2004). 4 One of the resources required by every organization or institution for effective performance is finance, which the UBE is not an exception. The Universal Basic Education UBE programme is expected to be free and compulsory to all children of school going age. Funds for education goes into various facet of the system i.e. capital and recurrent expenditure besides salaries. Fund for UBE just like funds for other sectors of the educational system in Nigeria comes from various sources. Decree No. 7 of 1992 stipulates that all companies operating in Nigeria with a minimum of 100 employees are required to contribute 2.0 percent of their pre-tax earnings to the education Tax fund for the purpose of funding education (UBE, 2004). Federal government intervention in UBE is funded through: not less than 20% of the consolidated revenue funds (CRF) of the federal government funds/contribution in the form of federal government guaranteed credits: local/international donor grants: The federal intervention funds to states is used for the purpose of broading access, improving quality and ensuring equity in basic education but not for teachers enrolment and overhead cost. The components are: substantial part of the consolidated revenue fund is distributed to states as matching grants and part of it is disbursed to state for special intervention to support: 1. Initiative by state to correct educational imbalance up to 2010. 2. Efforts by states to implements school feeding program. 3. Efforts by the state to provide special education for the physically and mentally challenged. 4. Disbursement of grants to states will depend on 50% counterpart funds by the state UBEC may withhold further disbursement to a state if it is not satisfied that funds earlier disbursed has not been used judiciously. 5. To access the fund, shall (i) present acceptable annual implementation plans based on EFA/MOG and those projects that address their peculiar problems (ii) show evidence of state UBE law or a strong commitment to enacting it and (iii) set up an appropriate mechanism that ensures transparency for the procurement of goods and services. Monitoring of fund utilization will be multisectorial, involving the Universal Basic Education Commission, Federal Ministry of Education, National Assembly, Budget Office of the Federal Budget Monitoring (Presidency) Accountant General and Auditor General of the Federation (UBE, 2004). Tahir (2004) stated that UBE infrastructural facilities include permanent, semipermanent, temporary, mobile collapsible, boat-school and even under tree shade classroom structures. However, the permanent structures are the commonest as the national economy declines and people’s earning dwindles temporary and semi-permanent structures are predominant in the school system. In addition, as the social demand for education increases many classrooms variant will no doubt be introduced. The under tree shade classrooms have been in the educational scene since the colonial period and its number is increasing in an alarming rate. The mobile collapsible and school structures are peculiar to nomadic primary schools and primary schools for migrant fishermen’s children only. The provision of classroom facilities in the context of UBE programme in Nigeria entails the review of the existing facilities to ascertain their adequacy and appropriateness coupled with the provision of additional facilities where the existing ones are in short supply and the rehabilitation of those facilities that may be in deplorable conditions. This necessitates the need to acquire usable data and information in order to guide informed decisions on either construction of new classrooms or rehabilitation of the existing ones in order to achieve the aims and objectives of the UBE programme in Nigeria.
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