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Stakeholders Perception of Universal Basic Education (Ube) Programme Implementation in South-south Nigeria

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Stakeholders Perception of Universal Basic Education (Ube) Programme Implementation in South-south Nigeria.


This study is a survey research design sought to identify the extent of stakeholder’s perception of the implementation of Universal Basic Education (UBE) programme in south-south Nigeria as to ascertain whether the introduction of UBE in South-South Nigeria has been fully and adequately implemented following the set objectives of the programme rules and regulations that guided its establishment according to UBE Acts (2004). The study was limited to three States in southsouth Nigeria; Akwa-lbom State, Delta State, and Rivers State owing to some logistical constraint.

In carrying out the study, the researcher developed a questionnaire titled, Stakeholders Perception of Universal Basic Education Programme Implementation Questionnaire (SPUBEPIQ) as an instrument for data collection from the sampled respondants made up of six (6) Education secretaries, twelve (12) secondary school principals, twelve (12) Heads of primary schools and Twenty-four (24) chairmen of Parents Teacher Association of the schools involved. Simple random sampling technique was used to select a total of Fifty-four persons.

Fifty-four (54) copies of the questionnaire were distributed and all were returned completely filled. The data collected were analyzed using t-test analysis. Five research questions and five hypotheses guided the researcher’s adequacy of the study and data analysis. The findings of the study revealed that there were various variables responsible for the implementation of UBE programme in South-South Nigeria although the implementation level is rated high, there is need for more funding, planning, supervision by relevant authorities. 


Nigeria’s educational system has witnessed a catalogue of changes in policy and programmes. In September, 1976, the Federal Government of Nigeria launched the Universal Primary Education (UPE) scheme. This scheme which was welcomed by many quarters in Nigeria was abandoned midway. In November, 1999, under the leadership of President Olusegun Obasanjo, the present Universal Basic Education (UBE) programme was launched.

Yoloye (2004) noted that, the concept of Basic Education is not a completely new term to the Nigerian society and that within the last decade it was assumed a global significance and its meanings has been broadened, comprising; the universality of access, promotion of equity, focusing on learning and enhancing the environment of learning and strengthening partnership.

Jomtien declaration and framework of action on Education for All, confirms Basic Education as not defined in terms of years of schooling, limited to formal schooling. Obayan (2000) describes Basic Education as that level, type and form of learning needed to build firm roots for literacy and numeracy to inculcate basic life skills and more importantly to consolidate the skills of learning how to learn.

The FGN (2002) observed that the scope of UBE includes programmes and initiatives for early childhood education and development, six-year primary education and the three-year Junior Secondary School. That at the end of the nine years of continuous education every child that passes through the system should acquire appropriate level of literacy, numeracy, communication and manipulation of life skills and be employable, useful to himself and society at large by possessing relevant ethical moral and civic values.  


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CSN Team.

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