Universal Basic Education LUBE] as Effective Strategy for the National Transformation of Nigeria

Abstract

This paper looks at the Universal Basic Education (UBE) as effective strategy for National Transformation of Nigeria. The UBE programme was introduced by the Federal Government of Nigeria, to remove distortions inconsistencies in basic education delivery, reinforce the implementation of the National Policy of Education as well as to provide greater access to, and ensure quality of, basic education throughout Nigeria. Consistent with the National Policy on Education and the relevant laws, the UBE is aimed at: ensuring an uninterrupted access to 9-year formal education by providing free, compulsory UBE for every child of school-going age; reducing school dropout and improving relevance, quality and efficiency and acquisition of literacy, numeracy, life skills and values for lifelong education and useful living. After some years of implementation, the programme faces some challenges: These are that more than 8 million children 6-1 1 years are not in school, dropout rate in primary school is 9.3%; transition rate to secondary school is 61%; there were only 590,655 teachers catering for the learning needs of 24.77 million children in primary schools. UBE programme is in dire need of more than 40,000 teachers, 336,467 additional classrooms, 336, 144 additional chairs and tables; and 950,430 units of toilets to meet the present requirement. This paper posits that for the UBE to succeed these challenges must be sorted out by creating effective strategy for vital transformation in the personal/manpower resources by recruiting more qualified teachers and improving the quality of teachers admitted to be trained to implement the programmes instead of regets, who sought admission in education as a last resort. Government should also transform the issue of the syllabus/curriculum of teachers education.

Full text

Universal Basic Education LUBE] as Effective Strategy for the
National Transformation of Nigeria
Anho, J.E.
Department of Educational Administration and Policy Studies,
Delta State University, Abraka
efejosiff@yahoo.co. uk
08035413324
Abstract
This paper looks at the Universal Basic Education (UBE) as effective strategy for National
Transformation of Nigeria. The UBE programme was introduced by the Federal Government of Nigeria,
to remove distortions inconsistencies in basic education delivery, reinforce the implementation of the
National Policy of Education as well as to provide greater access to, and ensure quality of, basic
education throughout Nigeria. Consistent with the National Policy on Education and the relevant laws, the
UBE is aimed at: ensuring an uninterrupted access to 9-year formal education by providing free,
compulsory UBE for every child of school- going age; reducing school dropout and improving relevance,
quality and efficiency and acquisition of literacy, numeracy, life skills and values for lifelong education
and useful living. After some years of implementation, the programme faces some challenges: These are
that more than 8 million children 6-1 1 years are not in school, dropout rate in primary school is 9.3%;
transition rate to secondary school is 61%; there were only 590,655 teachers catering for the learning
needs of 24.77 million children in primary schools. UBE programme is in dire need of more than 40,000
teachers, 336,467 additional classrooms, 336, 144 additional chairs and tables; and 950,430 units of
toilets to meet the present requirement. This paper posits that for the UBE to succeed these challenges
must be sorted out by creating effective strategy for vital transformation in the personal/manpower
resources by recruiting more qualified teachers and improving the quality of teachers admitted to be
trained to implement the programmes instead of regets, who sought admission in education as a last
resort. Government should also transform the issue of the syllabus/curriculum of teachers education.
Keywords: *Universal Basic Education, *National Transformation, *Man power, *Effective Strategy,
*Quality.
Introduction - Overview of UBE
The philosophy of the Universal Basic Education is based on the declaration arising from a meeting of
September 2000, when, 189 world leaders met at the Millennium Summit and committed themselves and
their countries to eight goals and targets known as Millennium Development Goals (MDGS). The MDGs
are aimed at meeting the needs of the World’s developing and poorest countries (UNDP, 2005). The eight
goals and targets to be met in .
partnership with the world’s leading development institutions by 2015 could be summarized thus:

Source: United Notions Development Report, 2005

However, the major concern of this paper is the Goal 2: Achieve Universal Primary Education and Goal
3: Promote gender equality and empower women. The Establishment and Implementation of the
Universal Basic Education (UBE) is also based on the compliance by Nigeria to the Declaration of
Human Rights in 1748 which mandated every ration of the world to provide Universal access to basic
education for her citizenry. This programme was also to redress access and quality education for all
children of school age, thereby fulfilling goals of the Education For All (EFA) originating from the World
Conference on Education in Jomtien Thailand in 1990 that urges every nation to pursue the attainment of
the agreed objectives, based on their developmental needs and capabilities. The Jomtien declaration has
its basic aim for basic Education as laying the foundations for self awareness, lifelong living acquisition
of life skills and competence (Anho, 2009:12-22).
The Universal Basic Education (UBE) was passed into law in 2004. It stipulates the provision of
compulsory free Universal Basic Education for all children of Primary and Junior Secondary School age
in the Federal Republic of Nigeria. FRN (2004) Section 3(15) intensified in Section 4(19) (a) for primary
school and Section 5(24) (a) for junior secondary schools, It also stipulates penalties for parents who fail
to comply with its provisions based on the legal justifications from the constitution FRN (1999) section
18(1) and (3) which enjoins government to provide free and compulsory basic education amongst other
education objectives. Item 60(e) of part 1 of the second schedule to the constitution (under the executive
legislative list) also confers powers on the National Assembly of Nigeria to make laws with respect to set
minimum standards of education at all levels. This is to ensure quality control at all levels of education in
Nigeria. Therefore, with the passage of the UBE Act, in FRN (2004a) Federal Republic of Nigeria
Gezette 66(91) Act 8 of 8th August, pp. Al 13 and A129 (sic). The UBE Commission was established in
2004 by an Act of the National Assembly, known as the compulsory, free, University Basic Education
Act, 2004. Government is enjoined to provide free and compulsory basic education amongst other
educational objectives. The section provides as follows:
1) “Government shall direct its policy towards ensuring that there are equal and adequate educational
opportunities at all levels;
2) Government shall strive to eradicate illiteracy; and to this end,
government shall as and when practicable provide:
a) free, compulsory and universal primary education;
b) free secondary education;
c) free university education; and
d) free adult literacy programme”.
All tiers of government in the country are mandated to provide free, compulsory nine years universal
basic education of primary and junior secondary school age. According to the act,
1. The Federal Government’s intervention shall provide an assistance to the States and Local
Governments in Nigeria for the purposes of uniform and qualitative basic education throughout Nigeria.
2. Every Government in Nigeria shall provide free, compulsory and universal basic education for every
child of primary and junior secondary school age.
3. Every parent shall ensure that his/her child or ward attends and
completes
- Primary school education; and
- Junior secondary school education.

4. The stakeholders in education in a Local Government Area, shall ensure that every parent or person
who has the care and custody of a child performs the duty imposed on him/her under the University Basic
Education Act, 2004.
5. Every parent shall ensure that his/her child receives full-time education suitable to his/her age, ability
and aptitude by regular attendance at school.
6. A parent who does not enroll or withdraws his/her child/ward from
school contravenes section 2(2) of the UBE Act, and therefore
commits an offence and be liable
- On first conviction, to be reprimanded;
- On second conviction, to a fine of N2,000.00 or imprisonment for a term of one month or to both; and
- On subsequent conviction, to a fine of N5,000.00 or imprisonment for a term of two months or to both.
7. Transition from Primary to Junior Secondary School (JSS) should be automatic, as basic education
terminates at the Junior Secondary School level thus entrance examination may no longer be necessary.
Emphasis will be placed on effective continuous assessment, while final examination and certification
will not be done at the end of the nine-year basis education programme.
8. The Secondary School system should be restructured so as to ensure that the JSS component is
disarticulated from the SSS as stipulated in the National Policy on Education (NPE).
9. The services provided in public primary and junior secondary schools shall be free of charge. These are
tuition, books, instructional materials, furniture and mid-day meal.
10. A person who receives or obtains any fee contrary to the provisions of the Act commits an offence
and is liable on conviction to a fine not exceeding N10,000.00 or imprisonment for a term of three months
or to both.
11. The provisions of the UBE Act shall not apply to any parent who, for the time being, is resident
outside Nigeria.
12. The Magistrate Court or any other State Court of competent jurisdiction shall have jurisdiction to hear
and determine cases arising from non-compliance of the provision of section 2 of this Act and to impose
the punishment specified.
The UBE Act (2004) covers;
* Early Childhood Care, Development and Education (ECCDE)
* Six years of Primary Education
* Three years of Junior Secondary Education.
The UBE Act has some basic features of the Reform Programme which includes:
- Free Formal Basic Education
- Compulsory, uninterrupted nine years of primary and junior secondary schools
education.
- Provision of mid-way meals to enhance children’s access, retention and completion
of the school cycle.
- Emphasis on curriculum diversification and relevance to effectively and adequately cover individual and
community needs and aspiration.
- Disarticulation of junior secondary schools from senior secondary schools.
- Re-alignment/integration of junior secondary education with primary
education.
- Individualized teaching methods
- Introduction of rudiments of computer literacy.

- Appropriate continuous teacher professional development
- Involvement of community in decision- making process in schools. (FR N, 2004: 7)
The need to inculcate the right type of values, skills and competences necessary to make the citizens
develop into useful members of society and contribute towards national growth has been the driving force
between policy formulation and various educational programmes in the country, unfortunately, majority
of such policies and programmes were never fully implemented and the dreams envisaged by planners
remained still born. According to Okwudishu, (2010) the moribund 3- 3 structure of secondary education
are remarkable examples of failure. The failure of these programmes has tremendous effect on our
educational system in the reformed UBE Programme since it is mostly acclaimed for its inclusiveness
designed to carter for the school age population (primary and junior secondary school are clear
indications that the programme designers did not loose sight of the fact that the hallmark of a well
articulated policy lie in its implementation. To this end, it was envisaged that no meaningful achievement.
will be recorded in the implementation plan without the active involvement and participation of teachers.
That is the reason why the UBE implementation guidelines state that; the policy framework was anchored
on the philosophy that “no education system can rise above the level of its teachers.
Based on the above, the built in sustainable policy of the UBE provided for:
- Full teacher involvement in programme development
- Adequate supply of teachers
- Adequate professional development and professional autonomy
- Training programmes for upgrading of teachers.
- State of facilities for programme implementation.
The Universal Basic Education is organized with sectional community based education which consists of
the acquisition of the skills of reading, writing and numeracy as well as functional knowledge and
generative skills determined by the environment. According to the FRN (2006) the basic aim is to provide
every citizen with the necessary knowledge, skills, attributes and values to derive maximum benefit from
contribute towards the development of the country. Such development is expected to have overt and
convert development and transformation on the country.
Thus, with government liberalized access into primary and junior secondary schools with the introduction
and reformation of the UBE Programme created a tremendous increase in the enrolment into the school
system. When we use the 2001 population census figures of 140, 003,542, and the current population
growth rate of 3.2 percent per annum, Enrolment into the primary schools could be between 15 and 16.5
present while that of secondary schools is 12 percent. Consequently, 16 percent and 12 percent were used
to project enrolment into Primary and Junior Secondary School respectively using 2006 as a base year. It
was envisaged by planners that by the 2003/2004 academic session, the UBE Programme would have
achieved 85% Universal access to Primary and Junior Secondary Schools at a 10% expended access rate
and 100% transition rate. The UBE report indicates that in Early Childhood Care Development and
Education 13,648 Centre were created with 741 ,886 enrolment; 53.93% male and 46.07% females. The
Early Childhood Care Development Education (ECCDE) had 53.04% of its care- givers as males and
46.96% as females, while in the primary schools, there were 55,497 public primary schools with
24,768,497 pupils, 55.56% being boys while 44.44% of girls. In the junior secondary schools there were
6,330 junior secondary schools, 2,523.029 students 56.27% were male; 43.73% females.
Challenges of Students as Determinants of Educational Transformation via UBE
The UBE Commission (2006) stated among its challenges that the UBE programme was in dire need of
more than 40,000 qualified teachers, 336,467 additional classrooms, 3,361,144 additional chairs tables

950,430 units of toilets to meet present requirement. The commission also stated that employment and
retention of teachers of good quality was among its challenges. It is the expectation of Nigerians that for
the UBE Programme to succeed, teachers that will implement the policies would have to be qualified,
experienced and committed. Anho (2009) stated that teachers contribute to the advancement of
Civilization, help to buHI and develop national consciousness and foster national integration, promote
unity, help to help to develop and the national productivity, and foster human and capital development.
This is so because the quality of human capital direct impact on the development or otherwise of a system
or nation.
It is however common knowledge in Nigeria that candidates for teacher education are the generally,
academically weak students who do not aspire to more prestigious professions (Akinpelo, 1972, Fadipe,
1992) explained that many of the students in Nigeria’s Faculties of Education in the Universities, Schools
and Department of Education in Colleges of Education and Polytechnics are those who could not gain
admission into other faculties, schools or departments and have chosen to enter into teacher education
programme as a last resort.
This fact is supported by Anho, (2012) who noted that a closer look at majority of student — teachers in
the Universities, Colleges of Education and Polytechnics, reveals that they are those with deficiencies in
other disciplines with lower UTME and Post-UTME Scores. Anho (2012) explains further that at the
University level, while some Faculties admit NCE holders with Credit level into 300 level, others admit
same into 200 levels and in most Universities, Diploma Certificates holders and or NCE holders
(irrespective of grades) are admitted into 200 level, such discrepancy leaves room for poor quality entry
into the teaching profession. The recruitment procedures of entrants to the Education Faculties are not
only haphazard but of poor quality with low academic qualification as compared with other professions
like engineering, law and medicine (Anho, 2012, Anho, 2009).
To achieve the purposes of establishing the UBE programme, the programme should be transformed by
transforming or the modification of the recruitment of new entrants into the teaching profession. The
practice of falling back on Education as a last resort or second best should not be encouraged as teacher’s
education requires highly intelligent entrants/professionals to transform this nation through the UBE
programme to meet the Education For All (EFA) 2015.
Transforming the UBE Programme through Functional Content Education
The UBE Programme can be used to transform Nigeria economically, socially and technically by
transforming the UBE Programme through functional content training of the teachers and the would be
teachers of the programme. Functional education is very essential for individuals, society and a national
especially in the face of present Global economic challenges. Functional education that produce teachers
who are themselves functional, promote skills acquisition, entrepreneurship, self employment and will not
only help the economy which has worsened the unemployment rate, it will also lead to the achievement of
National Economic Empowerment of the youths and women, and also inculcate the right types of values,
attitudes and skills for the survival of the individual and the Nigerian Society. Thus using education to
address the socio-economic needs of the individual and Community (Anho, 2012).
Functional education being advocated should thus be well implemented to create awareness, the
willingness and knowledge in student teachers and the students and or pupils to embark on making use of
the vast valuable investment opportunities, economic activities and create job for themselves to open
many development and transformational opportunities, which are available in this era of trade, economic,
industry and education globalization. If well explored and exploited, could raise income per capital, create

employment and eliminate poverty thus, meeting the Millennium Development Goal aims and objectives
of transforming developing countries.
Transforming the UBE Programme through Effective and Efficient Teaching Methods
Teaching in this present age involves the task of assisting students to make worth while and satisfying
progress in their readiness through the use of various teaching methods aimed at removing obstacles,
friction and or frustration to learning. According to Ololube, (2005) teachers are expected not only to
impact knowledge but also to understand students, their culture and social problems and solve these
problems through good teaching methods. However, groups of teachers are employed to teach in the
secondary schools, with professional qualifications (trained teachers) and those with academic
qualifications (untrained teachers) Ololube (2005), explains further that such trained teachers have the
professional knowledge, skills, aptitude, techniques as different from the general education which the
untrained teachers have.
Gutek (1988) noted that teaching methods are the means of procedures that teachers use to aid students in
having an experience, mastering a skill or process, or in acquiring an aspect of knowledge. Good teaching
methods accounts for the natural diversity of ability within any group of students and can progress at their
rate.
From the works of (Onwuka, 1981; Okoye, 1998; Nwagbo, 2001; and Nwabueze, 2008). Good teaching
methods provide the pupils/students with opportunity to discover new truths, new rules, new methods of
tackling problems. It provides the pupils opportunities for “finding out” concepts and ideas by themselves
instead of the teacher just giving the pupils/students information.
The various good teaching methods can only be applied by trained, committed and qualified teachers who
offer courses in education such a Psychology of Education, Principles of teaching methods, curriculum
development and evaluation which enhances teachers capacity to handle learning instruction and
classroom, management effectively.
Macber (2002), identifies nine teaching skills which a trained teacher exhibits that positively affect his or
her jobs performance and equally affect academic performance of students as: high expectation, planning
methods and strategies, pupils management, time and resource management, time on task, lesson flow,
assessment selling appropriate and challenging homework. Such a class taught by an effective teacher
according to Smith (2002) would be full of lively, interested and positive students. In contrast, untrained
teachers creates tension base’unreaIistic goals and deadlines, frowns on a wide curriculum and sees
education in terms of a narrow range of basic skills, demands passive learning and has a single
documenting teaching style. It is therefore very important that all teachers presently in the teaching
service handling the UBE Programme or not should be properly trained.
Transforming Nigeria through the Adopting of ICT for Implementation of UBE
Onocha (2013:7) reported that in a recent needs analysis conducted by UBEC in the area of CI
infrastructure in the basic education sub-sector revealed that only 8 states (22%) can be said to be ICT
complaint. The emerging Information and Communication Technology (ICT) becomes an imperative for
implementing the UBE programme, for improving our education as education can accelerate economic
growth and investment.
The UBE is therefore an excellent opportunity for Nigeria to confront head-on the challenges and take
full advantage of the possibilities offered by the new information and communication technologies for
improving the quality of educations. The information age is also the age of knowledge (Nigeria Federal
Ministry of Education, 2000). This indicates that no nation can afford to stay outside the knowledge age
of information by keeping its educations system/sector out of information knowledge. Therefore, the way

out of such problem is the integration of computer literacy and application into the content of the teacher
training programme of the UBE.
Abinbada (1998), noted that there is already a national policy on computer education in Nigeria, Okiy
(2004), reported that a survey conducted to determine the extent of teachers awareness of this policy
revealed that many, were not aware of it and a large number of schools do not have microcomputers or
teachers qualified to teach computer studies. So far, Okiy (2004), explained further that computer usage is
limited to a few secondary schools such as federal government colleges, state government colleges and a
few private secondary schools.
As reported by Etukudo (1995), Bankole (1998), Ajelabi (1998), and Anho (2012) the computer can be
used in the process of teaching and learning and it will greatly transform the act of teaching and learning.
The computer assisted instruction can use the concept of continuous assessment to enable learners to
maximize their learning achievement, and that studies carried out in various primary and secondary
schools in Nigeria on the use of CAl indicate that it can be useful in enhancing achievement and
improving the achieve of students.
Anho (2012), recommended the use of modeling and simulation which is used with the aid of computer
software and hardware to promote, modeling and simulations, robotics — this used a type computer aided
manufacturing system which can be very useful in teaching. Robots can mimic the teacher in a classroom
setting.
Consequently, trained UBE teachers in Information and Communication Technology (ICT) are essential
for rapid political growth, economic development and socio-cultural transformation for an improved
standard of living, for the expansion, innovation and modernization of the education sector, for the
realization of national objectives.
ICT in the content/curricular of teaching institutions responsible for teaching the trainers will help in
transformation the UBE programme for national transformation. There should be integrated computer
system such as word processing, spread sheet for accounting and forecasting, data base management
system, communication facilities, data analysis, experimental process, input and storage system, fax link
up and radio among others.
Conclusion
The Universal Basic Education Programme can be used to transform Nigeria as a nation as contained in
the blue print on Basic Education in Nigeria (1999) with the aim to providing every citizen with the
necessary knowledge, skills, altitudes and value to derive maximum benefit from and contributes towards
the development of the nation through their communities.
However, there are some challenges to UBE implementation stated in Federal Republic of Nigeria
Universal Basic Education Commission (UBEC) Programme (2010:4). This paper beliefs that for the
success of the UBE there has to be vital transformation in the personnel/manpower resources admitted to
be trained to handle the programmes, the right number of people and the right quality are to be admitted
into the faculties and schools of Education for training instead of admitting regets, who sought admission
in Education as a last resort.
Manpower development and management is very important to every nation especially the developing
countries, if we appreciate that teachers are the foundation in any manpower development, then we would
appreciate the role of teachers in Education generally and in making the UBE programme succeed.

Recommendation
There is no gainsaying the fact that the needed transformation in our nation Nigeria via the UBE
Programme can only succeed, if the government transform the issue of recruitment/appointment of
teachers/lecturers by hiring more teachers to cater for the learning needs of 24.77 million children already
in primary school. This will also discourage dropout teach in the tertiary institutions where the UBE
Teachers are trained, by making it compulsory for all already engaged to teach in the faculty of Education
in Universities and Schools/Departments of Education in Colleges of Education to be those who have
equally been trained and had obtained certificates in Education. This will improve the quality of those
teachers already employed.
The syllabus/curriculum of teacher’s Education should be equally transformed to include
entrepreneurship Education, information and communication technology (ICT) and with functional
education subjects.
There should be improved teacher production in the tertiary institutions by producing well inspired,
articulate, motivated, oriented teachers with high personal and professional discipline and competence, as
well as knowledgeable in the use of modern technology such as Information and Communication
Technology (ICT) in the teaching and computing of knowledge, attitude and skills for all levels of the
Basic Education.
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