Community Based Organisations (Cbos) and Development of Basic Education in Tarka Local Government Area, Benue State
– Community Based Organisations (Cbos) and Development of Basic Education in Tarka Local Government Area, Benue State –
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ABSTRACT
This study investigated the contribution of Community Based Organizations to the Development of Basic Education in Tarka Local Government.
CBOs (formal or informal) are usually organizations made up of a group of individuals in a self-defined community who have come together to pursue specific interests.
They consist of people who live close to one another, in a given community or village who have set out to achieve a common goal for the purpose of development in their community.
Development of Basic Education on the other hand, is defined as the improvement of a child’s foundational requirements for learning for the purpose of a lifelong investment and development,
Through the availability of adequate, accessible, affordable and functional essential facilities to enhance a good study environment and condition of the child, and to make them more productive in the society.
The main aim of this study was to assess the activities of CBOs in Tarka local government area. The Hypotheses were all stated in the Null form,
TABLE OF CONTENTS
Declaration – – – – – – – – – – – i
Certification – – – – – – – – – – -ii
Dedication – – – – – – – – – – -iii
Acknowledgement – – – – – – – – – -iv
Abstract – – – – – – – – – – – v
Table of contents – – – – – – – – – -vi
CHAPTER ONE:INTRODUCTION
1.1 Background to the Study – – – – – – – – 1
1.2 Statement of the Research Problem – – – – – – – 8
1.3 Research Questions – – – – – – – – 11
1.4 Aims and Objectives of the Study – – – – – – – 12
1.5 Research Hypotheses – – – – – – – – 12
1.6 Significance of the Study and Limitations – – – – – – 12
1.7 Scope of study – – – – – – – – – 14
1.8 Definition of Concepts – – – – – – – 14
CHAPTER TWO:LITERATURE REVIEW AND THEORETICAL FRAMEWORK
2.1 Introduction – – – – – – – – – – 16
2.2 The Concept of Community Based Organizations (CBOs) and Basic Education – 16
2.2.1 The Concept of Basic Education – – – – – – – 22
2.2.2 The main Objectives of UBE Programme – – – – – – 23
2.3 Community Based Organization and Local Government: Actors in
Community Development – – – – – – – – 24
2.4 The Role of CBOs in Promoting Educational Development- – – – 27
2.5 Impact of CBOs and NGO Services – – – – – – – 30
2.6 A Perspective of NGOs in Basic Education in Ghana – – – – – 32
2.6.1 Overview of the Sustainable Integrated Development Services Center
(SIDSEC) – – – – – – – – – – – 34
2.7 CBOs and Education in Nigeria- – – – – – – – 41
2.7.1 Western Educational Development in Nigeria – – – – – – 42
2.7.2 The Role of Parents-Teacher Associations as an Instrument of Community
Participation in Education – – – – – – – – 43
2.7.3 The CBOs and Rural Transformation in Niger Delta, Nigeria. – – – – 46
2.7.4 The Challenges Faced By Community Based Organizations (CBOs) in
Nigeria. – – – – – – – – – – – 50
2.8 Review of Empirical Studies – – – – – – – – 54
2.9 Theoretical Framework – – – – – – – – 56
2.10 Relevance of Participatory Community Development Theory – – – 58
CHAPTER THREE:RESEARCH METHODOLOGY
3.1 Introduction – – – – – – – – – – 60
3.2 Research Design – – – – – – – – – 60
3.3 Population and Sample Size of the Study – – – – – – 60
3.4 Sources of Data – – – – – – – – – – 60
3.5 Sampling Technique – – – – – – – – 62
3.6 Administering of Instruments – – – – – – – 63
3.7 Method of Data Presentation and Analysis – – – – – – 63
CHAPTER FOUR :SOCIO-ECONOMIC PROFILE OF TARKA LOCAL GOVERNMENT
4.1 Origin and Creation of Tarka Local Government- – – – – – 64
4.2 Geographical Location of Tarka Local in Benue State- – – – – 64
4.3 The people- – – – – – – – – – – 65
4.4 Culture- – – – – – – – – – – 65
4.5 Political and Administrative Structure of the Local Government- – – – 65
4.6 Occupation of the People- – – – – – – – – 67
4.6.1 Farming – – – – – – – – – – – 63
4.7 Education- – – – – – – – – – – 68
CHAPTER FIVE:DATA PRESENTATION AND ANALYSIS
5.1 Introduction – – – – – – – – – – 70
5.2 Data Cleaning and Screening – – – – – – – – 79
5.3 Factor Analysis – – – – – – – – – 80
5.4 Robustness Test – – – – – – – – – 80
CHAPTER SIX:SUMMARY OF FINDINGS AND RECOMMENDATION
6.1 Summary of Findings- – – – – – – – – 83
6.2 Conclusion – – – – – – – – – – 85
6.3 Recommendations – – – – – – – – – 85
REFERENCES – – – – – – – – – – 87
INTRODUCTION
Education is the bedrock of every existing community or nation; its relevance to development cannot be overemphasized.
No nation can aspire to greatness without adopting education as an instrument for effecting national development.
This is why there has been a lot of emphasis, particularly in recent times, on the importance of all citizens of the world having access to basic education.
It is also in recognition of the importance of education that the International Communities and governments all over the world have stressed the need for citizens to have access to education.
Basic education has always been an important concern for society and the government. This is because universal literacy and the success of secondary and post-secondary education depend on the extensiveness and efficiency of basic education system of a country.
As a result, basic education is viewed as a service that must be provided to the populace, irrespective of affordability. It is generally considered to be the responsibility of the state to deliver primary education (Nicholas,2012).
After attaining independence in 1960, Nigerian government made efforts to reshape the education system in line with the yearnings of the time.
REFERENCES
Abdullahi, U. (2013). The Parent-Teachers Association as an instrument for community participation in Education. ZEDA(Zaria Education Development Association).
Abegunde ,A.A. (2004). Community Based Organizations in the Sustainable Development of the Rural Area of Atiba L.G.A., Oyo State. J.Inst. Town Plan. 17: 1-14
Abegunde, A.A. (2003). Rethinking Polarization of Raw-Material Inputs toregion CentresPanacea to Rural Economic Development. Environment and Behavior. Adekunleet al (eds) EBAN. 315-324.
Abubakar, A. (1999). The Outlook for Community Development: An International Symposium 5.P. 33 55.
Abott L. (1995) Participatory Community Development Theory
Adarnaechi, B.C. and Romaine. HA. (2000). Issues, Problems and Prospects of Free Compulsory and Qualitative Education in Nigeria. Onitsha: Nigeria Educational Publishers Ltd.
