PLANNING AND ADMINISTRATION OF
UNIVERSAL BASIC
EDUCATION
(UBE) IN NIGERIA
Edited By:
Prof. Taiwo Ajayi
Dr. J. O. Fadipe
Dr. P. K. Ojedele
Dr. E. E. Oluchukwu
A Publication of The National Institute for
Educational Planning and Administration
First published in 2002
Published for National Institute for Educational Planning and Administration
(NIEPA) by Lucky Odoni (Nig.) Enterprises, Ijebu-Ode.
 National Institute for Educational Planning and Administration
(NIEPA, Nigeria) 2002
ISBN 978-35960-5-5
All rights reserved. No part of this publication may be reproduced, translated
into any language or computer language, in any form or any means,
electronic, mechanical, magnetic, chemical, thermal, manual or otherwise
without the prior consent in writing of the owner.
Typeset and Printed by Lucky Odoni (Nig.) Enterprises 12, Olatunji Street,
Moborode. Ijebu-Ode.
TABLE OF CONTENTS
Preface and Acknowledgement
SECTION 1: EDUCATIONAL PLANNING AND THE
UNIVERSAL BASIC EDUCATION (UBE)
Chapter 1
Chapter 2
Chapter 3
Chapter 4
From UPE to UBE: Some Basic Planning
Considerations for Effective Implementation of
Programmes Prof. N. A. Nwagwu.
Towards the Successful Implementation
of the UBE Scheme in Nigeria: A Consideration
of Some Planning Strategies --Dr. Adesola Famade
A Model for School Enrolment Projections for
the UBE Programme in Nigeria:
—
A. A. Osagiede and S. E. Omosigbo.
Planning for the Universal Basic Education
in Nigeria
—
—
Dr. R. A. Alani
2-13
14-24
25-37
38-48
Chapter 5
The place of Planning in the Successful Implementation of
the UBE Programme ~ 49-58
Onanuga, P. A.; Adeyemi, Muyiwa; Fakoya Victor.
Chapter 6
An Investigation into the Attrition Rate of
Ogun State Primary School Teachers:
Planning Implications for the UBE
Dr. Lasun Gbadamosi.
Chapter 7
Effective Planning Strategies for the
UBE Programme:
-Prof. Taiwo Ajayi.
59 - 69
70?80
Chapter 8
Economics of Educational Programme
Success: Household Income and learners
participation in Universal Basic Education (UBE)
Programme in Nigeria
- 81-92
Dr. Mon Nwadiani
Chapter 9
Adequate Provision and Maintenance of
Instructional Materials and Textbooks for a Successful
Implementation of UBE Programme in Nigeria -- 93-100
Dr. A. Y. Abdulkareem
Chapter 10
The School Building and it's Environment:
Implications on the Achievement of Functional
UBE in Ondo State --101-110
F. O. Afolabi
Chapter 11
Universal Basic Education: Mobilizing
Resources for Successful Implementation —
Prof. E. O. Fagbamiye
111-117
Resource Management in the Successful
Implementation of UBE Programme in Nigeria
Dr. E. E. Oluchukwu
118-129
Chapter 12
Chapter 13
Resource Mobilisation and Management:
Towards A Successful Implementation of the
Universal Basic Education (UBE) Programme
in Nigeria
130-136
H. F. Adepoju
Chaper 14
A Survey of Junior Secondary Schools
Teachers Demand and Supply in
Edo State
Dr. O. A. Aworanti
Chapter 15
Educational Statistics and the Implementation
of the Universal Basic Education (UBE)
Programme in Nigeria
—
—
Dr. J. O. Fadipe
iv
137-143
144-152
SECTION 2
EDUCATIONAL ADMINISTRATION AND
THE UNIVERSAL BASIC EDUCATION (UBE)
153
Chapter 16
The Politics of UBE in Nigeria
Dr. O. A. Arikewuyo
Chapter 17
The Administration of Primary Education System
in Nigeria before the Introduction of UBE
163 - 172
Dr. Joshua O. Oni
Chapter 18
Towards Involving Rural Population in the
Administration of UBE
P. A. Ajala
Chapter 19
The Nigerian Teacher Education Policy:
Issues and Strategies for a Successful
Implementation of the new UBE Programme
Mrs. A. B. Daini
154 - 162
173 - 181
182 - 189
Chapter 20
The Challenges ahead of School Administrators
in the Successful Implementation of the UBE
Programme in Nigeria Dr. P. K. Ojedele
190 - 196
Chapter
Community and Parental Participation in the
Successful Implementation of the UBE
Programme in Nigeria
Dr. (Mrs.) R. O. Oduwaiye
197 - 204
Chapter 22
Analysis of Trends in Community Participation
in Secondary Education in Oyo, Ogun and
Osun States. Dr. Phillip O. Okunola
205 – 230
Chapter 23
Educators' Parents' and Community Members'
Participation in Resolving Students
Disciplinary Problems: A Starting Point for
Effective Administration of UBE in Nigeria
Dr. (Mrs) A. N. Okone
v
231 - 239
Chapter 24
Chapter 25
Chapter 26
Community and Parental Participation
for Improved Delivery of Universal Basic
Education (UBE) in Nigeria
-240-247
Dr. M. A, Oyebamiji
Community and Parental Participation
for Effective Implementation of the
Universal Basic Education (UBE) in Nigeria.-- -- 248-259
Dr. A. Ogundele
The School Administrator's Role in
Promoting Teachers' Effectiveness in the
Implementation of the UBE Scheme.
- 260-267
Dr. (Mrs) T. S. M. Hayble
SECTION 3:
QUALITY CONTROL AND THE UBE
Chapter 27
The Role of School Inspectors in
the Implementation of the Universal
Basic Education Scheme in Nigeria
Dr. M. A. Ogunnu
Chapter 28
Chapter 29
Chapter 30
268
-
- 269-284
Trade off Issues Between Quality
and Quantity: Implications for Implementation
of Universal Basic Education Scheme in Nigeria --285-294
Dr. Martins Fabunmi.
Perception of Secondary School
Teachers on the Roles of Supervision,
Monitoring and Evaluation in Secondary
Schools in Ijebu-Ode Local Government Area: — 295-305
Lasisi F. O.
Teacher Effectiveness and the
Universal Basic Education
—
— 306 - 310
O. O. Ogunlade
VI
Chapter 31
Teacher Effectiveness in the
Implementation of UBE in Nigeria:
A Challenge to School Supervisor
Dr. Y. A. Fasasi
—
- 311-318
Chapter 32
Correlates of Teachers' Effectiveness for A Successful
Implementation of UBE in Nigeria
- 319-326
Dr. S. O. Oyekan
Chapter 33
The Teacher Factor In The Successful
Implementation f the UBE Scheme
- James O. Balogun; Solomon Manguwat
Chapter 34
327-337
Towards a Successful Implementation
of the UBE Programme in Nigeria:
Dr. S. A. Fakayode
-- - 338-343
Chapter 35
Towards a Realistic UBE in Nigeria —
Oyewobi G. O.
- 344-350
Chapter 36
Quality Control of Universal Basic
Education in Nigeria: Policy Options
Dr. T. L. Adepoju
SECTION 4
Chapter 37
-
- 351-360
IMPLEMENTATION STRATEGIES AND THE
UNIVERSAL BASIC EDUCATION (UBE)
Implementation of the Universal
Basic Education (UBE): Priorities
and Prospects
Dr. (Mrs) F. I. O. Ofoegbu
—
-
362-370
Chapter 38
Adult Literacy and Universal Basic
Education: Strategies for Implementation - - 371 - 381
Dr. M. A. Hassan
Chapter 39
Imperatives for the Successful Implementation
of the UBE Scheme in Nigeria.
- 382-391
Dr. M. A. Ogimdipe
vii
361
PREFACE AND ACKNOWLEDGEMENT
Since The President Federal Republic of Nigeria Chief Olusegun
Obasanjo made the policy pronouncement of formally launching the
Universal Basic Education programme in Sokoto on September 30 1999, all
hands had been on deck to ensure that this laudable pet project is transformed
into reality. As part of our own modest contribution to ensuring the successful
implementation of the programme we organized a 3-day national conference
in May 2000. The workshop which brought together about 150 participants
mostly academicians, public and private sector professionals as well as staff
of Universal Basic Education Programme including the then Coordinator
Prof. Pai Obanya critically examined the prospects, problems associated with
the successful planning, administering and implementation of the UBE
programme. In all 110 papers were presented under the following broad
sections.
(1)
(2)
(3)
(4)
(5)
Educational Planning and the Universal Basic Education
Educational Administration and Universal Basic Education
Quality Control and the UBE
Implementation strategies and the UBE
Other issues and the UBE
Although some books or Journals must have been published ever
since the launching of the UBE programme, addressing issues relating to
planning, and administration of the programme, there is hardly any single text
which comprehensively and exhaustively examine problems and issues
relating to successful implementation of the programme as this text has
attempted to do.
It is therefore my pleasure to present this compendium of carefully
selected and edited articles as guide to Educational Planners and
Administrators at the Federal and State Ministries of Education, SPEB and
LGEA levels. I also recommend the book to researchers, lecturers and
students alike.
On behalf of the Institute, I most sincerely thank all our team of
assessors and my co-editors who did not only take time off to edit the work
but also assisted in sorting them into sections.
x
Also worthy of recognition are my Secretaries, Mrs. T. F. Ojo, and
her colleagues Mrs. B. O. Iwegbu and Mrs. H. A. Sowemimo who did the
initial ftypesetting of some of the articles. I also thank the former Coordinator
of the I UBE Prof. Pai Obanya who wrote the keynote address and personally
delivered the paper. I also thank the current coordinator of UBE, Prof. Gidado
Tahir for his participation. Finally, I thank the Almighty God for his mercies
and protection on the N1EPA family.
Prof. Taiwo Ajayi
Director/Chief Executive Officer
NIEPA, Ondo
Chapter 21
Community and Parental Participation
in the Successful Implementation of Universal
Basic Education (UBE) in Nigeria
By
Dr. (Mrs.) R. O. Oduwaiye
Kwara State Teaching Service Commission Ilorin.
Abstract
This paper focused on the community and parental
participation in the successful implementation of Universal Basic
Education (UBE) in Nigeria, It dealt extensively on the roles and
responsibilities of the local and foreign communities. The local
communities as supplier of human resources need to co-operate with
the Government to make the scheme a success while the foreign should
provide the badly needed capital and the technical know-how.
The parents are not left out of the scheme, as their supportive
roles are equally important in the implementation process. This is
through the formation of Parents Teachers Association, which help to
monitor the scheme into success. The paper ended by offering useful
suggestions on areas of participation of both parents and the
communities.
Introduction
Universal Education is not new in the history of "Nigeria.
There was Universal Primary Education in the Western Region under
the leadership of late Obafemi Awolowo. There was an upsurge of
enrolment of pupils from 456,000 in 1954 to 908.022 in 1956
(Arikewuyo 2000). The Eastern Regional Government also launched
Universal Primary Education (UPE) in 1956 but unfortunately the
scheme ran into problems from inception because of strong
opposition from the Catholic Mission coupled with the intra-party crisis
within the ruling NCNC party. This eventually led to the collapse of the
scheme in 1958.
197
The Universal Primary Education (UPE) was first launched in
the country in September 1976 under the military regime of General
Olusegun Obasanjo. The scheme covered the whole Federation and the
Federal Government was responsible for its finance and control with
some support from State and Local Governments.
The rationale for launching the scheme in 1976 was the need to
improve school enrolment in the country and to correct the educational
imbalance between the Northern and Southern parts of Nigeria. (Taiwo
1980, Arikewuyo 2000). Like the Western Region, there was a great
upsurge of pupil enrolment. The projected population according to
Arikewuyo 2000 was 2.3 million children in primary one but by the
time the scheme took off 3 million pupils were actually enrolled.
The UPE schemes at regional and federal levels were partially
successful but they were faced with many problems, which were
actually marred with some difficulties. These difficulties included
problems of inadequate planning, lack of data, dearth of infrastructural
facilities, acute shortage of trained and qualified teachers, lack of
proper finding and monitoring. Ajayi (1989) summed up the problems
like this:
The scheme was hurriedly launched without proper planning in
1976. This hurried launching, coupled with the failure to precede
the scheme by evaluation study of the antecedents, also contributed
to the failure of the UPE scheme. Infact there was a shortage of
every thing except pupils.
There is the need to know these antecedents so as to have proper
planning for the present Universal Basic Education (UBE) which was
again launched in September 1999, ironically by the same President
who was in 1976 the Military Head of State. The failure of the UPE
should therefore be a warning against the future. This UBE, unlike
previous schemes, covers the junior secondary schools (JSS). Since this
scheme is larger in scope, covering the first nine years of education,
adult literacy and nomadic education, it is necessary that no room
should be given to failure.
Community Participation
Briggs (1970) opined that education cannot be discussed or
operated in a vacuum but in relation to the community and life of the
people, so, in line with this, our education should be closely knit with
the life of the people and the community to which the school is located.
198
Educational policy, learning and teaching should at the same time revolve
round the community.
The Blue print on UBE recognizes the role and responsibilities of
parents and communities, both local and international. They all have specific
roles to play to make the UBE scheme a success. Specifically the blue print
recognizes the roles and responsibilities of local communities. They are to:
i.
Initiate and execute specific projects and activities within the
framework of the scheme in their localities,
ii.
Provide logistic support and enabling environment for the
execution of the scheme in their localities;
iii.
Provide relevant human and material resources for the
successful implementation of the scheme;
iv.
Ensure safety and maintenance of scheme infrastructure and
UBE implementation resources and materials in their
localities;
v.
Organize and ensure the support and effective participation of
the entire community in the scheme.
From the Blue-print on the UBE scheme the role of the local community
in its success cannot be over emphasized. It is realised that, for the scheme to
be successful, the community has to fully participate in creating awareness in
every member of the community and ensure the support of everyone. It is the
community that will supply the human resources in terms of the required
number of teachers and the pupils that will be needed for enrolment in some
communities. It is therefore necessary to mount campaigns against early
marriage of the female children (a major problem in Northern Nigeria) and in
other communities a campaign against child labour and going into business
apprenticeship as in the Eastern part of the country. Awareness and cooperation of the local communities have to be sought before the scheme can
be successful. The safety and maintenance of the materials of the scheme lie
on the local communities. It was noted that many of the introductory
technology equipment supplied to schools for the use of schools in the 6-3-3-4
system were carted away by the local communities. Many people in the area
to which these equipment were supplied helped themselves on the tools by
pilfering and selling them. They saw them as their own share of the national
cake.
Relevant material resources should be supplied by the community for the
success of the scheme and where land is needed to build additional
classrooms for the school, or a new school is entirely needed, the community
should not hesitate to release the land for such purpose. Local communities
are not only needed to supply resources or create awareness but they (the
community) would be useful in assessing the implementation of the UBE at
199
the grassroot level. Adesina (1982); and Arikewuyo (2000) contended that the
local community must always be involved if any universal scheme must
succeed in Nigeria.
International communities are not left out in the implementation of
UBE. The Blue print stipulates the roles and responsibilities of international
community and Donor Agencies as to:
i.
collaborate with the Federal, State and Local Government in the
designing and execution of specific projects for the success of
the scheme;
ii.
assist in capacity building to enhance efficiency and
effectiveness in the implementation of the scheme,
iii.
provide advisory and consultancy services to Federal, State and
Local Governments to facilitate the aforementioned objectives
of the scheme;
iv.
support and facilitate research, monitoring and evaluation of the
UBE scheme.
In search of foreign donors and communities, the Nigeria Tribune of
Friday 19th May 2000 said that the Japanese government promised to build
and rehabilitate primary schools in the country to help prosecute the UBE
programme. It further said that Japan was ready to help Nigeria in the scheme.
Donor organisations have also specified their area of contributions to the
success of the scheme.
The situation and policy analysis of Basic Education (SAPA) study
(1999) revealed that 66 percent of Non Governmental Organisations (NGO)
in the survey are highly involved in the support for Basic Education especially
in the provision of equipment and infrastructural facilities. Through these
NGOs more funds could be raised to assist the programme.
Parental Participation
The roles and responsibilites of the individual in the Blue print is in
effect the same as that of the parents. It shall be to;
i.
provide and or mobilise infrastructural and materials resources for
the successful implementation of the scheme,
ii.
initiate, design and execute specific projects for the attainment of
the objectives of the UBE scheme,
iii.
encourage and support increased enrolment, retention and
completion by target groups in the programmes of the scheme.
The role of the parents in the successful implementation of UBE scheme
is by no means small. Parents are required to give maximum support in
releasing their children/wards to be enrolled in the scheme. The parents need
to supply the pupils the necessary material for their use, such material like
200
uniform, writing materials adequate feeding and even additional fund. The
parents should also give their support in the supervision of the scheme by
monitoring their children's academic performance. They should visit such
schools to give support to the teachers. Efforts like these would no doubt help
in boosting areas of enrolment and retention of pupils.
In the scheme, the activities of Parents Teachers Association should
be strengthened. Frankly, many Parent Teacher Association (PTA) have
merely concerned themselves with traditional issues that boarder on extending
classrooms and hostel accommodation or building new ones, student
discipline, fees, and uniforms. Parents Teachers Association can even do
more. Parents need to continue to reinforce their involvement in supervising
the education of their children. Neglect can result in failure of the entire
scheme. As far as possible, PTA funds should be spent on the provision of
classrooms and to provide a total learning environment for both the child and
a more conducive teaching place for the teacher. The run-away inflation in the
economy leaves the PTA with no option than to gear their contributions
towards the provision of essential materials to promote good learning
environment and in good time too.
All schools have on their PTA, an impressive variety of experts in
carpentry, painting, health care teaching, electrical installation and repairs
mechanical works etc. The PTA is a great pool of resources no matter where
the school is situated in the country. The school inform the Parents Teachers
Association of any problem begetting it. There can be no aid where there is no
need.
Areas of Parents Teachers Association's Closer Attention
Apart from the traditional roles of the Parents Teachers Association in
helping the school financially, materially and morally, there are areas, which
need closer attention of the Parents Teachers Association. These include:
1.
Educational Materials: Parents Teachers Association can render
assistance by supplying books and references. PTA's fund could be used to
purchase typewriters, tape recorders and cassettes for learning, paints and
papers for Fine Art, computers and their software and even seeds for AgricScience practical. Parents could sponsor members of staff to join the libraries
of the British Council, Alliance Franchise etc.
2.
Physical Environment of the School:
The Parents Teachers
Association (PTA) should show interest in the environment and
environmental sanitation of their school. Prompt attention of the PTA is
needed when the roof of the school building is blown off by
201
storm, termite control and any other natural hazard. Provision of potable water
should also be their concern.
3.
Extra Lessons (Coaching or Students' Improvement Programme
(SIP): PTA could look into the issues of extra-coaching to guard against
burdening students and teachers beyond what is physically and mentally
healthy. Extra coaching need for deprive growing children of their recreation
time every afternoon. They need free exercise time. There must be a limit to
the size for an effective coaching class. As far as possible Class teachers
should be discouraged from handling the same class as they teach in SIP and
that of the morning hours.
4.
Co-curricular Activities: Activities such as sport and recreation
should be encouraged and sustained with the PTA making significant inputs
in ideas, finance and most especially prizes and other incentives. Schools'
societies should be formed to foster these activities which include Choirs,
Drama, Art, Photography Boys Scout, Girls Guides, Red Cross, Debate etc.
A standard athletics ground should be maintained and made accessible
throughout the year. PTA should support and sponsor competition which
could be organised inter-class, inter-house and inter schools.
5.
Health Care for Student: This is a very important aspect of student
welfare that deserves Parents Teachers Association. PTA should ensure that
there are reasonable stocked school dispensaries manned by experienced and
compassionate nurses either serving or retired. These should be well stocked
First-Aid boxes which should be under the control of Red Cross members.
6.
Staff Welfare: It would be good for staff morale if PTA looked into
staff welfare and chipped in things like painting, equipping and maintaining
the staff rooms some form of end of year staff entertainment, training scheme
and assistance with bonus would go along way to make the staff feel wanted.
Recommendations
As part of the necessary ingredients that will make the Universal
Basic Education (UBE) a success, I submit the following recommendations'
which are designed at ensuring that the participation of parents and
communities in the UBE programme bring about the successful
implementation of the scheme.
202
1.
2.
3.
4.
5.
6.
There is need to create further awareness in the communities so
as to get them mobilized and sensitized to the scheme. This
should be done on regular or continuous basis.
The roles and responsibilities of the local communities, as stated
in the Blue print should be made known to them, especially in
ensuring the safety and maintenance of the scheme's
infrastructure and materials.
The maximum support and assistance of the international
communities should be sought. This is in terms of financial input,
technical assistance, consultancy services, and evaluation of the
scheme.
Individual parents should cooperate with the government in
making this scheme a success by releasing their children to be
enrolled and equipping the children with the basic materials that
will make learning meaningful.
In Nigeria today, every school should operate a Parent Teachers
Association (PTA). For the obvious reason of need for such a
customised body of men and women who, out of enlightened self
interest, contribute enormously to the effective running of
schools.
The monitoring and evaluation roles of the PTA and indeed the
local community should not only be encouraged but intensified. If
all these measures of the scheme would be guaranted.
203
References
Adesina S. (1982): Planning and educational development in Nigeria. Lagos
Board Publications Ltd.
Ajayi, K. (1989): Educational development and management in Nigeria since
independence. Ibadan, Vantage Publisher (Int) Ltd.
Arikewuyo, M. O. (2000): Strategies for Achieving Productivity in the
Universal Basic Education (UBE) Scheme. A Paper Presented at the
NAEAP Annual conference at University of Ilorin.
Briggs, Winike (1970): Federal Government Monthly News Bulletin. Vol. 2,
No. 1.
Federal Government of Nigeria (1999): Federal Ministry of Education
Proposed Implementation Blue print for the Universal Basic
Education (UBE) Scheme.
The Nigeria Tribune Newspaper, Friday 9th May, 2000.
Taiwo, C. O. (1980): The Nigerian Education System: Past, Present and
Future. Lagos: Thomas Nelson (Nig.) Ltd.
Teachers and Parents Quarterly. April-June 1999. Vol. l.No. 1. Lagos:
Abbey Publishing Ltd.
Teachers and Parents Quarterly. July-Sept. 1999. Vol. 1. No. 2. Lagos: Abbey
Publishing Ltd.
204