COMPLETE SCHOOL PROJECT TOPICS & MATERIALS :
CHAPTERS: Chapter 1-5
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APPRAISAL OF RESOURCES FOR IMPLEMENTATION OF THE SENIOR BASIC EDUCATION PROGRAMME IN ENUGU STATE
ABSTRACT
This study appraised the resources for the implementation of the Senior Basic Education programme in Enugu State. Six research questions and six null hypotheses were formulated to guide the study. The study made use of descriptive survey design. The population of the study comprised 313 urban and rural public secondary schools across Agbani, Enugu and Udi Education Zones in Enugu State. A checklist consisting of 9 items was designed and administered to teachers in 43 urban and 102 rural public secondary schools across Agbani Education Zone, Enugu Education Zone and Udi Education Zone forming 145 total sample for the study. The checklist was face validated by three experts. Scorer reliability test was used to try-test the instrument, yielding a reliability coefficient of + 1.00. The data collected were analysed using benchmarks provided in the minimum guideline for establishment of senior basic education school in Enugu State. The Chi-square (X2) – test statistic was used to test the null hypotheses. The study found that B.Ed qualified teachers are available and adequate in urban public secondary schools in Enugu State for the implementation of SBE programme; B.Ed qualified teachers are available in rural public secondary schools in Enugu State but not adequate for the implementation of SBE programme; infrastructural facilities are available in both urban and rural public secondary schools in Enugu State but, are inadequate for the implementation of the SBE programme; fund for SBE programme implementation is available in both urban and rural public secondary schools in Enugu State but, inadequate. Based on the findings, the researcher recommended that teachers not having the required minimum qualification of B.Ed should be encouraged to register for PGDE program in any university, government should continue to recruit teachers with the requisite qualification of B.Ed for SBE programme implementation, parents within each education zone should throw their lot and help provide basic school facilities for effective teaching, capital grant allocation for SBE programme should be improved and increased by government to the SBE schools, and be supported by contributions from philanthropists for successful Senior Basic Education programme implementation.
CHAPTER ONE
INTRODUCTION
Background of the Study
Acquisition, provision and adequacy of resources for basic education programme of any nation are instruments par excellence for smooth, efficient and effective instructional delivery. Teaching and learning cannot properly take place without educational resources. Okeke (2005) described educational resources as varieties of materials, infrastructure, funds, space, land and people available for teaching and learning purposes; a collection of all that can be used effectively for enhancing teaching and learning. According to Federal Republic of Nigeria in her National policy on Education (NPE, 2004), educational resources has been described as resources that improve teaching and learning, as they make teachers and learners to interact together. Educational resources can then be seen as all that can enhance teaching and learning for purposes of efficiency and effectiveness. This implies that the planned national curriculum about basic education cannot work out to effect national growth and development without resources for education. Any nation that genuinely wishes to attain greater height in national development will not compromise acquisition, provision and adequacy of resources for basic education programme implementation for her citizenry.
Akinpelu (2002) observed that education is an instrument par excellence
for addressing issues like poverty, underdevelopment, population, governance
and other social concern. In 1948 the United Nations (UN) made declarations
on human rights that included the right to education (Ugwuoke, 2011). The
United Nations (UN) charter on Human rights was emphatic about basic
education and as such, many other global declarations about basic education
which are in line have been made such as:
The 1990 Jomtien world conference declaration of “Education For All (EFA) by the year 2000, made in Jomtien, Thailand; the New Delhi 1991 declaration of nine countries of the world with the largest concentration of illiterates of which Nigeria is one of them (E-9 countries); the Arman Jordan Re-affirmation 1995 call for the forceful pursuit of Jomtien recommendation of basic education for all… (Okah, 2012: 103).
Most of the declarations affirmed basic education as a human right and
therefore should be free and compulsory for all (UNESCO, 2005). With the
above human rights declarations in mind about basic education, many countries
of the world have pursued aggressive mass basic education programme for her
citizenries. Propelled by the benefits of basic education for all, the Federal
Government of Nigeria declared universal basic education for all Nigerians:
The Federal Government of Nigeria, under Olusegun Obasanjo regime,
launched the Universal Basic Education Programme on 30th September, 1999 at
Sokoto State, Nigeria. The UBE programme comprises Senior Basic Education programme as an integral part. The Senior Basic Education programme has the following objectives.
• Ensuring the acquisition of the appropriate levels of literacy, numeracy, manipulative, communicative skills as well as ethical, moral and civic values needed for life-long learning.
• Catering for the learning needs of the young persons who for one reason or another have had to interrupt their schooling after primary schools through appropriate forms of complementary approaches.
• Reducing drastically the incidence of drop-out rate from the formal school system through improved relevance, quality and efficiency.
• Provision of free compulsory Universal Basic Education for every Nigerian child of school going age.
• Developing in the entire citizenry a strong consciousness for education and strong commitment to national consciousness (Education for All
Assessment (EFA): Country Reports, Nigeria, 2000:1).
The Universal Basic Education programme is a conscientiously designed programme to cater for primary and senior basic education for anyone who is willing to go to school. The programme was made free and compulsory.
Basic Education according to Federal Ministry of Education (F.M.E) (1999) is the type of education given at the foundation level of education. Mgbodile (2000) described basic education as the type of education for sustainable life-long learning which provides basic skills for reading, writing and numeracy. Keefe (2000) opined that basic education comprises a wide range of formal and non-formal educational activities and programmes designed to enable a learner acquire functional literacy. As it is in Nigeria, basic education programme in practice is categorized into junior and senior basic education. The junior basic education is the six (6) years of primary school education while the senior basic education is the first three years of secondary school education formerly referred to as junior secondary school (Enemoo, 2014). The Senior Basic Education programme was planned to give further access to basic education at secondary school level which will equip the beneficiaries with knowledge of pre-vocational and academic experience (Federal Republic of Nigeria, 2004).
At inception of UBE in 1999 in Nigeria, there was an unprecedented upsurge in school enrolments across the country. The implication of this unprecedented upsurge in Nigerian secondary schools is that enough resources should be on ground to enable smooth implementation of the Senior Basic Education programme. However, the Enugu State Post- primary School
Management Board (2014) and Science, Technical and Vocational Schools Management Board Enugu State (2014) statistical records have shown fluctuations in the enrollment of pupils into the senior basic education schools down past five years in Enugu State. The implication of this development is that there is the need to always keep in check the number of pupils (students) being enrolled into the senior basic education schools in Enugu State in order to ensure that they are always of a reasonable number for successful implementation of the Senior Basic Education programme.
The Senior Basic Education programme of the current UBE took effect in Enugu State with enabling laws which made the programme compulsory for all school age citizens of the state. Consequently, the Enugu State Universal Basic Education Board law was enacted by the State House of Assembly and assented to by the Governor in December 2003. This bill was accompanied by a minimum guideline on resources which must be on ground for effective take off and operation of Senior Basic Education programme in every secondary school in the state to include: sizeable school land of 4-8 hectares with certificate of occupancy, adequate number of classrooms, dimension of classroom to be 9m x 12m, administrative block of at least 3 rooms with store, a library block, laboratories for all science subjects, basic health scheme-sick bay, toilet facilities, games field, guidance and counseling rooms, head teachers
(principals) having qualification of Bachelor of Education degree (B.ED) or first university degree/PGDE, qualified teachers with a Bachelor of Education degree (B.Ed.), minimum number of teachers at inception of a senior basic education school to be 12 teachers, school bank account to stand at N5 million, workshops, farmland/ fish farm (Enugu State Ministry of Education, 2014). All these constitute resources in addition to instructional materials which must be available to enable a smooth implementation of the Senior Basic Education programme in the state. Nevertheless, according to Edeze (2008) resources needed for teaching and learning have been grossly inadequate in institutions across the state.
Okeze (2003) observed that over the years, principals of secondary schools have been accused of lapses and offences bordering on school resources provision needed to generate active teaching and learning processes in the schools, and these lapses have been attributed to the poor administration of physical and human resources of schools. It should be noted that it is the government, host communities, international education agencies and some philanthropists that provide resources for education while principals utilize them for effective teaching and learning. But, the question is whether the resources needed are actually being provided enough by the government and other stakeholders for implementation of Senior Basic Education programme.
In addition to using every other educational resources, the principals are expected to motivate their teachers by ensuring proper utilization of the school financial resource.
School financial resource is one of the resources that helps principals to discharge their duties satisfactorily for effective implementation of the Senior Basic Education programme. Ogbonnaya (2009) shows that school financial resource includes school fees, donations from individuals and educational agencies, government grants, money generated from sale of school farm products, money realized from schools annual inter-house competitions. School financial resource enables quality instructional delivery for successful implementation of the Senior Basic Education programme. But, the question remains whether the financial resource obtainable in secondary schools in Enugu State is enough to run the Senior Basic Education programme.
Quality instructional delivery is very much important in the implementation of the Senior Basic Education programme in Enugu State. According to Lassa (2005) there is a current level of dissatisfaction over the quality of instructional delivery by teachers in secondary schools in Enugu State. This implies that unqualified teachers may have been recruited to teach in a bid to meet the minimum need of the Senior Basic Education (SBE) programme in the state. As a consequence, there is dissatisfaction with the
product of secondary school system. Egwu (2004) observed that the product of the system in Enugu State lack technological, attitudinal and psychological abilities needed to cope and thrive in an emerging new world of global competitiveness. Egwu (2004) also observed that the products together with their teachers lack the needed skills, roles and responsibilities to sustain interests and ideas, and that academic and classical learning environment are now completely absent in the current system of education in the state . Hence, proper appraisal of resources for the implementation of the Senior Basic Education programme in Enugu State is apt so as to ascertain the effectiveness or otherwise of the programme in order to strengthen the identified areas of weakness. This will make the programme positively goal oriented.
Ogbonnaya (2003) observed that appraisal is the process of carrying out objective or plan-assessment to ascertain the level of compliance or performance of a system. Egonmwan (2001) described appraisal as the stage where preparation made earlier-the plans, designs and analyses proposed are tested to see how realistic they are. It is therefore obligatory on the agencies which provide educational resources not only to ensure provision but to appraise resources needed from time to time to ensure compliance with the set objectives of senior basic education. Educational resources such as books, computers, teachers, laboratories, workshops, classroom buildings are resources