Perceived Impact Of Universal Basic Education On National Development In

Nigeria

Adebola O. Jaiyeoba
Department Of Educational Management
University Of Ibadan, Ibadan, Nigeria
+234-8037218010
adebolajaiyeoba@yahoo.co.uk

Abstract
The effectiveness of basic education to eradicate or reduce level of illiteracy as well as enhance
development has been an issue of concern to all the stakeholders of basic education. This has been one of the
reasons for the introduction of Universal Basic Education in place of the former Universal Primary
Education in Nigeria. Therefore, this study sought the impact of UBE programme on National
Development vis – a – vis social, cultural and political development in Nigeria. The descriptive research
design was adopted for carrying out the research work. 1000 participants that cut across students, teachers,
parents and staff of SUBEB were sampled. A self-designed validated questionnaire was used to collect the
data. Five (5) research questions were generated while data were analysed through descriptive statistics. The
findings revealed a remarkable depature from the former UPE programme in the present UBE programme,
provision of infrastructure though not adequate at present and devotion of adequate fund by the government
though with no transparency in the disbursement of such UBE fund among others. The study concluded that
UBE has been contributing to the National Development especially with its scope, objectives/aims,
implementation and services being quite different from those of the former programme (UPE). It was
recommended that the present administration should endeavour to build and consolidate on the
implementation of UBE, and provide adequately some essential facilities like libraries, laboratories and play
materials (in the early years) that would make the programme to adequately contribute to national
development.

Introduction
Education, needless to say, is a priority sector in every well-meaning society. Thus,
Burtch (2006) referred to it as a major force in economic, intellectual, social and cultural
empowerment. Its value in bringing about character and attitudinal change ranks as
important as its ability to reshape human potentials for desired development. The education
given by the colonial masters was tailored towards white-collar job and this did not
contribute meaningfully to Nigerian educational business venture according to the critics of
the system. Hence, the idea of introduction of Universal Primary Education (UPE) by the
regional government of Western Nigeria in 1955. This too failed woefully.
Later in 1976, UPE was reintroduced in the country at national level on Monday 6th,
September by the Olusegun Obasanjo Military Administration at the Oke Sunna Municipal
Primary School, Lagos to provide free and compulsory education to children at the primary
school level. Unfortunately, because of several unanticipated problems such as enrolment
explosion, shortage of teachers, inadequate infrastructural facilities among others that
emerged in the early stages of the implementation of the scheme the programme failed to
achieve the objectives.
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At the advent of democratic governance and inauguration of the Olusegun Obasanjo

Administration in May, 1999, the government made education one of its priorities by
introducing Universal Basic Education (UBE). The UBE scheme was put in place to
improve on the limitations of Universal Primary Education (UPE) of the 1970s. The
scheme was flagged off on 30th September, 1999 in Sokoto State by the former President.
The specific objectives of the UBE scheme as stated by the Federal Ministry of
Education (1999) are:
(i) Developing in the entire citizenry a strong consciousness for education and a
strong commitment to its vigorous promotion.
(ii) The provision of free Universal Basic Education for every Nigerian child of
school age.
(iii) Reducing drastically the incidence of drop-out from the formal school system
(through relevance, quality and efficiency).
(iv) Catering for the learning needs of young persons who for one reason or another
have had to interrupt their schooling through appropriate forms of
complementary approaches to the provision and promotion of basic education,
and
(v) Ensuring the acquisition of the appropriate level of literacy, numeracy,
manipulative, communicative and life skills as well as the ethical, moral and civic
values needed for laying a solid foundation for life long learning.
Fabunmi (2004) intimated that the programme was conceived as a response to the level of
awareness and general education of the populace. The UBE scheme was introduced in order
to take care of the large population of the disadvantaged groups, the rural community, the
girl child, the nomadic, the disabled, the almajiri and the phenomenon of boys drop-out.
The welfare of the teachers is another paramount importance, because it is from them that
the standard and enhanced learning achievement can be restored. UBE was introduced so
that teacher’s involvement in curriculum development, in societal mobilization and in the
over all educational decision-making process will be improved. The programme was also
packaged to make school environment learner friendly by providing appropriate forms of
infrastructure and facilities, and recognizing the professional autonomy of teachers and
school administrators.
With the introduction of Universal Basic Education, it is believed that development
of Nigeria will be accelerated because of inherent value in education. Attesting to this,
Preece (2006) submitted that education is a proven contributor to reducing poverty. As the
UNESCO IIEP (2002:25) document states:
Education has been shown to have an impact on individual workforce outcomes
such as a higher income, but the impact is greater than that literacy and formal
schooling are linked with reduced fertility rates, improved health and sanitation
practices and an increased ability to access information and participate in various
social and economic processes. Educated parents also tend to invest more in
children schooling, health/nutrition, and human capital measures important for
future well-being.

The evidence indicates that basic education affects not only wages but also broader
workforce outcome, such as participation in the formal labour market, work in more modern
sectors, and (particularly for women) the ability to earn regular income from work (Spohr,
2002).
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Statement of the Problem

For any nation to minimize illiteracy, ignorance and poverty as well as stimulate and
accelerate the pace of national development, political consciousness and national integration,
there is need to make basic education compulsory for the populace. Having recognized this
fact, Nigeria introduced Universal Basic Education about nine years ago. The study
therefore, investigated the perceived contribution of Universal Basic Education to National
Development in Nigeria.

Purpose of the Study

The main purpose of the study was to investigate the perceived contributions of
Universal Basic Education to national development in Nigeria. Specifically, the objectives of
the study include the following:
(1) To find out if Universal Basic Education (UBE) departed from the failure of
Universal Primary Education (UPE);
(2) To find out if necessary infrastructures have been put in place for successful
implementation of the programme;
(3) To verify the funding arrangement put in place whether it is adequate or no;
(4) To inquire if there is necessary manpower for a successful execution of the
scheme; and
(5) To find out if the programme has contributed to national development so far.

Education and National Development

It is a general belief that education plays a vital means in achieving development in
all ramifications. In many countries, education has provided one dependable leverage for
national development (http://www1.worldbank.org/disted/policy/national/leg-02.html). In
this regard, education and training have continued to be given a very high priority in
countries’ National Development Plans in order to educate and prepare enough people to fill
middle and high level positions in the private and public sectors of the economy. This is
because, the production of sufficient numbers of secondary and university graduates with
the required skills, knowledge and expertise for filling the middle and high level positions to
prop the modern dynamic economy remains a challenge to educational planners (Tostensen
and Scott, 1987). It should be noted that primary education serves as foundation to the other
two levels of education (i.e, secondary and tertiary).
Raji (2004) described education as both a social and private good. It is an
investment that is capable of yielding benefits that have some externalities. Education and
training are the main instruments available to government and the community to prepare
individuals for a rapidly changing, increasingly demanding world of work, and to improve
their employability. This is why scholars of economics of education and educational
planning continue to link investments in education to national development. Perhaps, it was
this belief that led to the global declaration of Education for All (EFA) in 1990 in Jomtien
Thailand (Fabunmi, 2004). This culminated the Nigeria emphasis in provision of basic
education for all and which has to be compulsory.
Basic Education is the foundation for sustainable life long learning. It provides
reading, writing and numeracy skills (FME 1999). Basic education refers to early childhood
and pre-primary education, primary education, the first three years of secondary education
and basic functional literacy for out-of-school children, youths and adults. It comprises a
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wide variety of formal and non-formal educational activities and programmes designed to
enable learners to acquire functional literacy.

Nigerian’s National and International Antecedents and Commitments to the

Universal Basic Education Programmes

The regional practices before independence and concern for widening educational
base and re-shaping of the educational pyramid led to the experiments in Universal Primary
Education (UPE) scheme of the 1950s. The first was by the defunct Western Region of
Nigeria in 1955. The second attempt was by the government of the former Eastern Region
of Nigeria in 1957, which was generally dismissed as a failure (Nwagwu, 1976). These two
attempts were regional. The first attempt at the national level was the introduction of
Universal Primary Education (UPE) in 1976. The programme ran into all sorts of
insurmountable difficulties soon after it was introduced and therefore hit the rock. The
scheme was crippled by lack of baseline data. However, between 1979 and 1983, the Unity
Party of Nigeria (UPN), the ruling party on the Western part of the country then
reintroduced free education at all levels in their states. There are international antecedents
associated with Nigeria’s Universal Basic Education. These include; The 1948 Universal
Declaration of Human Rights under which the right of every one to education was
emphasized and with particular reference to basic education.
The 1968 Paris Conference on the World Education Crisis which led to publication
of the well known book on the subject by Philip Coombs and the establishment of the
UNESCO International Institute for Educational Planning (IIEP). Also, the 1990 Jomtien
World Conference on Education For All (EFA).
In addition, there have been a number of follow-up conferences to that of Jomtien,
and Nigeria is a signatory to all of them. Some of such conferences are:
(i) The 1990 Jomtien Declaration and Framework for Action on Education for All.
(ii) The 1991 Ouagadougou Declaration on Education for women and girls.
(iii) The 1996, Amman Affirmation on the pursuit of the goals of Jomtien.
(iv) The 1998 Durban State of commitment on Inter-African Collaboration for the
development of Education.
(v) The OAU Decade of Education in Africa 1997 – 2006.
(vi) The Recite (Brazil) Declaration on the pursuit of the New Delhi goals on the
massive reduction of illiteracy.
(vii) The 2000 Dakar Recommendations on the pursuit of the Jomtien.
The Universal Basic Education Programme was launched by the formal President of the
Federal Republic of Nigeria, Chief Olusegun Obasanjo in Sokoto on 29th September 1999.
It is intended to provide a-nine-year free and compulsory education that covers primary and
junior secondary school as well as nomadic and adult education.

Objectives of Universal Basic Education

According to the implementation Guidelines, the principal objectives are stated as
being, Intended to remove all obstacles to life-long education for million of Nigerian citizens
(FME, 1999).
In more specific terms, UBE programme is intended to achieve the following
principal objectives:
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(i) Developing in the entire citizenry a strong consciousness for education and a
strong commitment to its vigorous promotion;
(ii) The provision of free, Universal Basic Education for every Nigerian child of
school going age;
(iii) Reducing drastically the incidence of drop-out from formal system (through
improved relevance quality and efficiency);
(iv) Catering for the learning needs of young persons who for one reason or another,
have had to interrupt their schooling through appropriate forms of
complimentary approaches to the provision and promotion of basic education;
and
(v) Ensuring the acquisition of the appropriate level of literacy, numeracy,
manipulative, communicative and life skills as well as the ethical, moral and civic
values needed for laying a solid foundation for life-long learning.
Just like objectives of the Jomtien Declaration and Framework of Action on Education For
All, Basic Education is not defined in terms of year of schooling, neither is it limited to
formal schooling. The broad aim therefore is to give a solid foundation for life-long learning
through the inculcation of appropriate learning-to-learn, self-awareness, citizenship and life
skills (Federal Ministry of Education, 1999:3).

Basic Education and National Development

Psacharopoulos and Woodhall (1985) defined national development as the
improvement of a country’s productive capacity through changes in social attitude, values
and behaviour and finally, changes toward social and political equality and eradication of
poverty. Earlier studies (Denison, 1962; Akangbou, 1985; 1986; 1987; Longe, 1999,
Fabunmi and Akinwumiju, 2002, and Fabunmi, 2004) revealed a strong and positive
relationship between investment in education and national development while Adu (2004)
recommended that if UBE will contribute meaningfully to our educational development,
teachers have to be creative, innovative and inspiring, teaching materials should be adequate
and well utilized; facilities such as school buildings, desks, tables, chairs, water, electricity,
library and access roads need to be made available.

Research Questions
The following research questions were answered by the study:
(1) Is there any remarkable departure from the failed UPE?
(2) Have necessary infrastructures been put in place for successful execution?
(3) Is the funding arrangement put in place for the programme adequate?
(4) Is there necessary manpower for a successful execution?
(5) Has the programme contributed to the social, economic and political
development so far and Oyo State in particular?

Methodology
The population of the study include staff of Oyo State Universal Basic Education
Board (SUPEB), primary school teachers, students as well as parents in Oyo State, Nigeria.
Oyo State being one of the 36 states of the federation, is also controlled by the ruling party
at the federal level ( the People’s democratic Party; PDP). It is one of the largest states in the
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country and found in the western part. Through multistage sampling procedure, a sample of
1000 participants consisting of 30 SUPEB staff, 250 teachers, 360 students and 360 parents
was selected.
The questionnaire titled “Perceived Impact of UBE on National Development
Questionnaire (PUBENDQ)” was the main instrument used for data collection it contains
25 items which sought information on the variables such as comparison between UBE and
UPE scheme, status of infrastructure, funding, human resources, UBE and social, economic
and political development. The instrument was both content and face validated through the
assistance of experts in the field, of educational evaluation and management while its
reliability was ensured through test-retest approach. The reliability coefficient of 0.87 was
obtained. The data collected was analysed through the use of descriptive statistics including
frequency counts, percentages, mean and standard deviation.

Result And Discussion

Research Question 1: Is there any remarkable departure from the failed UPE?
S/N Statement SA A D SD Mean Std.
(x) Dev.
1. Present UBE covers much 437 373 150 40 3.21 .84
ground on basic than UPE. (43.7) (37.3) (15.0) (4.0)
2. The objectives of UBE are 427 407 136 30 3.23 .80
more detailed. (42.7) (40.7) (13.6) (3.0)
3. UBE programme is not 236 504 252 8 2.95 .73
likely to face the constraints (23.6) (50.4) (25.2) (0.8)
witnessed by UPE
4. The present administration 150 557 280 13 2.84 .68
has facts and figures on (15.0) (55.7) (28.0) (1.3)
projects enrolment before
commencement of the
programme
5. UBE success is guaranteed 430 343 120 107 3.10 .99
(43.0) (34.3) (12.0) (10.7)

Table 1: UBE and UPE Compared

Table 1 reveals that there is a remarkable departure from the failed UPE programme.
This could be noticed in the responses of the respondents, for instance, they agreed that
present UBE covers much ground (x = 3.21), UBE has more detailed objectives (x = 3.23),
it is not likely to face the problems witnessed by UPE (x = 2.95), and UBE success is
guaranteed (x = 3.10). All these point to the fact that UBE is remarkably different from
UPE.

Research Question 2: Have necessary infrastructures been put in place for successful
execution of UBE Scheme?
S/N Statement SA A D SD Mean Std.
(x) Dev.
6. There is adequate furniture for 327 330 307 36 2.95 .88
the pupils. (32.7) (33.0) (30.7) (3.6)
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7. There is adequate furniture for 167 577 226 31 2.87 .71

the teachers (16.7) (57.7) (22.6) (3.1)
8. The libraries are equipped with 173 340 375 112 2.58 .90
library facilities. (17.3) (34.0) (37.5) (11.2)
9. There is provision for 206 452 266 76 2.65 .92
functional science laboratories. (20.6) (45.2) (26.6) (7.6)
10. The classroom are in 78 486 318 118 2.54 .95
commensurate with the (7.8) (48.6) (31.8) (11.8)
enrolment

Table 2: Provision of Necessary Infrastructures

Table 2 shows that the infrastructures are provided but not adequate at present. For
instance, only 65.7% of the respondents agreed that the pupils have adequate furniture, this
gives the mean to be 2.95
i.e. (x = 2.95), 74.4% (x = 2.87) agreed that the teachers have adequate furniture, 51.3% (x =
2.58), agreed that the libraries are well equipped, 59.7% (x = 2.65) agreed that there are
available functional laboratories while 60.7% (x= 2.54), agreed that the classrooms are
commensurate with the enrolment. The just average responses show that the facilities are
available but not adequate.

Research Question 3
Is funding arrangement put in place for the programme adequate?
S/N Statement SA A D SD Mean Std.
(x) Dev.
11. Government votes adequate fund 380 480 102 38 3.00 .85
to UBE programme. (38.0) (48.0) (10.2.) (3.8)
12. The fund vote meant for UBE is 303 177 347 173 2.61 1.09
released as at when due. (30.3) (17.7) (34.7) (17.3)
13. Government is sincere with UBE 230 488 240 42 2.84 .84
financial policy. (23.0) (48.8) (24.0) (4.2)
14. There is transparency in the 167 270 433 130 2.47 .92
disbursement of UBE fund (16.7) (27.0) (43.3) (13.0)
15. The school is not short of fund in 147 237 370 246 3.10 .99
executing some project. (14.7) (23.7) (37.0) (24.6)

Table 3: Funding Arrangement of UBE Programme

Table 3 reveals that though government devoted adequate fund to UBE programme
(x = 3.00), the fund is being released as at when due (x = 2.61), the government is sincere
with UBE financial policy (x = 2.84), but there is no transparency in the disbursement of
UBE fund (x = 2.47) and the school is short of fund in executing some project.

Research Question 4: Is there necessary manpower for a successful execution?

S/N Statement SA A D SD Mean Std.
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(x) Dev.
16. Government employed 393 510 43 53 3.24 .77
sufficient number of (39.3) (51.0) (4.3) (5.3)
teachers for the programme.
17. The objectives of UBE are 217 437 256 90 2.78 .89
more detailed. (21.7) (43.7) (25.6) (9.0)
18. The pupil-teacher-reaction 227 380 283 110 2.72 .94
(PTR) is moderate. (22.7) (38.0) (28.3) (11.0)
19. The science laboratories are 167 453 333 47 2.47 .79
staff with specialist. (167) (45.3) (33.3) (4.7)
20. Teachers recruited are 417 360 177 46 3.15 .87
qualified ones. (41.7) (36.0) (17.7) (4.6)
Table 4: Availability of Human Resources
Table 4 reveals that there are necessary manpower for the programme because,
government employed sufficient number of teachers (x = 3.24), pupil/teacher ratio is
moderate (x = 2.78), the libraries are staffed with specialists (x = 2.72), and the science
laboratories are also staffed with specialists (x = 2.74) qualified teachers were recruited (x =
3.15).

Research Question 5: Has the programme contributed to the social, economic and
political development so far, and Oyo State in particular?
S/N Statement SA A D SD Mean Std.
(x) Dev.
21. UBE has contributed to 317 563 87 33 3.16 .72
social harmony in Nigeria. (31.7) (56.3) (8.7) (3.3)
22. UBE has improved people’s 260 533 190 17 3.04 .72
political awareness. (26.0) (53.3) (19.0) (1.7)
23. UBE has improved people’s 483 367 133 17 3.32 .77
productive capacities. (48.3) (36.7) (13.3) (1.7)
24. UBE programme has 424 508 60 8 (0.8) 3.25 .68
promoted religious (42.4) (50.8) (6.0)
tolerance in Nigeria.
25. UBE programme has 463 333 100 104 3.16 .98
improved the literacy level (46.3) (33.3) (10.0) (10.4)
in the country.

Table 5: UBE and Social, Economic and Political Development

Table 5 reveals that UBE has contributed to social harmony (x = 3.16), it has
improved people’s political awareness (x = 3.04), it also improved productive capacities (x =
3.32), religious tolerance has been enhanced by the programme (x = 3.25) and it has
improved the literacy level in the community (x = 3.16).

Discussion of Findings
Five research questions were generated based on the literature reviewed. These
questions led to five findings which are discussed here in detail.
The first research question, “Is there any remarkable departure from the failed UPE?
This study found that there was a remarkable departure from the failed UPE programme
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because it covers much ground, it has more detailed objectives, it is not likely to face the
problems witnessed by UPE and its success is guaranteed. This finding is corroborated by
the submission of Rose (2007) that there is a significant shift from UPE in the present UBE
programme in terms of access, introduction of early childhood education to public primary
school and other services like provision of mid-day meal.
This finding could be as a result of the fact that UBE was put in place so as to add to
or improve the then UPE programme. To start with, the scope of UBE in terms of number
of years is more than that of UPE. UPE covered only six years of primary education but
UBE covers pre-primary, primary and junior secondary education, nomadic, adult literacy
and so on. The implication of this is that for anyone to claim possession of basic education
now, such must have completed the junior secondary education. This extension increases
the level of literacy in the country. Universal Basic Education (UBE) also has well-defined
and detailed objectives. For instance, it is aimed at equipping individuals with such
knowledge, skills and attitudes that will enable them to live meaningful and fulfilling lives,
contribute to the development of the society and discharge their civil obligations
competently among others. All these have been pointing to UBE as the advanced
programme to the then UPE, hence the finding cannot be discarded.
The second research question is “Have necessary infrastructures been put in place
for successful execution of UBE?” This study found that the infrastructures are provided
but not adequate at present. This finding reveals the extent to which the Federal Ministry of
Education (1999) proposed implementation of blueprint have been carried out. It was
planned in the blueprint that, additional 1.12 million pupils are to be recommended and
then, additional facilities such as classrooms (28,000), more teachers (28,000) and other
materials are to be provided. It has been revealed that there is adequate furniture for the
pupils from which it could be inferred that there are enough classrooms, teachers also have
enough furniture but facilities such as libraries, laboratories have not been adequately
provided. This also could be as a result of leakages in the fund budgeted for the
implementation of the programme.
The third research question is “Is the funding arrangement put in place for the
programme adequate?” It was found that though government sincerely devoted adequate
fund for the programme but there is no transparency in the disbursement of the UBE fund.
This finding supported previous discussion. The government was aware of what it will cost
to put UBE programme in the right shape and was ready to pay the price, but it is a sad
news that the channel by which the money would pass through to the people that would
implement the programme is full of fraud. The money that gets to the schools is so small
that most of the facilities planned for could not be supplied again.
The fourth research question is “Is there necessary manpower for a successful
execution of UBE programme?” This study found that there is enough necessary manpower
for the successful implementation of the programme. This finding reveals how far the
government had recruited teachers as proposed in the implementation blueprint FME
(1999). It was planned that about 28,000 teachers would be recruited so as to have
approximately 1:40 teacher – pupil ratio. It was noticed as of recent that large number of
teachers were employed for the UBE programme in almost all the states in the federation.
No wonder the respondents who were teachers agreed that government employed sufficient
teachers for the programme. They also confirmed that the few libraries that were put in
place were staffed with specialists, and so also the science laboratories. It was also
confirmed that only qualified teachers were recruited unlike the case of UPE when both
qualified and unqualified teachers were recruited to teach in the schools.
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The last research question is “Has the programme contributed to the social,
economic and political development so far, and in Oyo State in particular?” This study
found out that UBE has contributed to social harmony, people’s political awareness,
improved productive capacities and has promoted religious tolerance. This study is in line
with the aims of the programme as stated by the FME (1999). The aim among others is to
equip the recipients with the knowledge, skills and attitudes that will enable them to live
meaningful and fulfilling lives, derive maximum social, economic and cultural benefits from
the society and so on. This could be as a result of the fact that the scope, objectives and
method of implementation of UBE make the programme more functional than any of its
kind that has been practiced before. The programme has all that it takes to be more
successful.

Conclusion and Recommendations

Based on the findings of this study, the following recommendations are proffered,
for better implementation and to make the UBE programme more effective: Since Nigeria is
now getting rooted in democratic system of government, the next people in government are
strictly advised not to change or stop the implementation of UBE because it has been found
to be far better and more promising than the previous programmes. However, monitoring of
the implementation strategies need to be put in place to ensure maximum result. Chairs,
tables, classrooms provided for this programs in the states and other parts of the country are
almost enough, except in some rural areas. There is a need for the government to provide
more in terms of library facilities, laboratory facilities and play materials. In fact, from
schools visited during the study it seems play materials are inexistent in the primary schools
and knowing fully that the best method of teaching the pupils at this level is through play
most especially the pre-primary level. Adequate provision should therefore be made for play
materials, library facilities and laboratory facilities in order to give the pupils chances to
explore their environment through their interaction with such materials.
It is also very important that a better monitoring strategy be designed for the fund
released to the programme so as to ensure proper usage of such funds. It should be noted
that a well-planned programme, that is well funded might be rendered ineffective through
embezzlement and corruption. If all these are ensured, then, UBE programme still have
more in stock to give to Nigerians in terms of national development as found in some other
countries such as United States, Tanzania and so on
Amongst the findings of the study are the remarkable departure of UBE from the
failed UPE, provision of infrastructures though not adequate (e.g. libraries and laboratories),
release of adequate fund but with no transparency in the disbursement, adequate provision
of necessary manpower for the successful implementation of the programme and finally,
enhanced social, economic and political development in the nation due to the introduction
of UBE. Based on the findings, the paper recommended that, Nigerian government should
be more conscious of the monitoring of UBE implementation and thus pay more attention
to this area so as to ensure maximum result. More furniture should also be provided to
schools in the interior parts of the country.

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