ASSESSMENT OF THE IMPLEMENTATION OF UNIVERSAL BASIC EDUCATION (UBE) PROGRAMME IN ANAMBRA STATE.
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Inroduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
The Universal Basic Education (UBE) Programme is an initiative by the Nigerian government aimed at providing free and compulsory education to all children between the ages of 6 and 15. This study assesses the implementation of the UBE Programme in Anambra State, Nigeria. The objective of the study is to evaluate the extent to which the UBE Programme has been effectively implemented, identify the challenges encountered, and provide recommendations for improvement.
The study utilizes a mixed-methods approach, combining quantitative data from surveys and qualitative data from interviews and focus group discussions. The quantitative data is collected using a structured questionnaire administered to teachers, parents, and students in selected schools across Anambra State. The qualitative data is obtained through in-depth interviews with key stakeholders, including education officials, school administrators, and community leaders.
Preliminary findings reveal that the UBE Programme has made significant progress in increasing access to basic education in Anambra State. Enrollment rates have improved, and more schools have been constructed to accommodate the growing student population. Additionally, the availability of teaching materials and the training of teachers have been enhanced.
However, several challenges hinder the effective implementation of the UBE Programme in Anambra State. These challenges include inadequate funding, insufficient infrastructure, limited teacher capacity, and low community involvement. Furthermore, issues of equity and inclusiveness persist, particularly in reaching marginalized and vulnerable groups.
Based on the findings, this study recommends a multi-faceted approach to improve the implementation of the UBE Programme in Anambra State. This includes increased funding allocation to the education sector, targeted infrastructure development, comprehensive teacher training programs, and strengthened community engagement. Furthermore, efforts should be made to address the specific needs of marginalized groups and ensure their inclusion in the education system.
In conclusion, while the UBE Programme has made positive strides in Anambra State, there are still significant challenges that need to be addressed to ensure its effective implementation. This study’s findings and recommendations provide valuable insights for policymakers, education officials, and other stakeholders to enhance the quality and inclusiveness of basic education in Anambra State and similar contexts.
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