Integrative
funding and effective implementation of Universal basic education programme in
Central Senatorial District of Delta State, Nigeria
ABSTRACT
This paper was an empirical study on
the integrative funding of universal basic education (UBE) and effective
implementation in Central Senatorial District of Delta State, Nigeria. The
researcher adopted a descriptive survey design. Three research questions were
posed. The study involved a population of 733 Principals and 1103 Head teachers
in the public primary schools and junior secondary schools in the State.
A sample size of 182 principals and 274 headmasters were used for the study.
The validity of the instrument was based on face and content values. The
reliability of the instrument was established through the use of test re-test
method and the reliability co-efficient was 0.75. Mean and standard deviation
were employed in the analysis of data. The study revealed that government
contributed adequate finance towards effective implementation of UBE programme.
The study also showed that parent teachers association (P.T.A) contributed
immensely to the UBE programme towards its effective implementation. Also, that
Non-governmental organizations (NGOs) equally contributed greatly in the
provision of instructional materials, sports and health equipment, furniture,
classroom blocks to the programme. Based on the findings, it was
recommended that government should maintain the policy of making adequate
budget for the funding of the UBE and a monitory supervisors be set up to see
to the judicious expenditure of such funds. Similarly, that government should
ensure that the contributed funds from the various agents are judiciously
utilized. Government should also hold routine meetings with the various
stakeholders.
Key words: Integrative funding, implementation, universal basic
education (UBE), Nigeria.
INTRODUCTION
In Delta State, Nigerian parents,
local communities and individuals assist in the funding and implementation of
basic education programme. Parents deny themselves a lot of things to keep
their children in schools. Local communities also often levied themselves to
raise enough funds to provide facilities in both primary and secondary the
schools like classroom blocks and dormitories. This is because education has
been identified by all in the economy as a dynamic instrument of change, hence
developed countries and those aspiring to develop have adopted it as an
instrument per excellence for effecting national development (Federal Republic
of Nigeria, 2004). Nigeria, as a nation, needs the education of its citizens,
in her onward march for technological development. It therefore needs the
collective efforts of all concerned to reduce the illiteracy level to the
barest minimum. Illiteracy is a dangerous, socially powerless and highly
susceptible and vulnerable to exploitation.
However,
Agada (2002) noted that education may not do the magic overnight but it would
go a long way to-wards achieving global awareness whereby the populace would
know the dynamics of what exists in their societies. This is true because
educations have been regarded as the highest generation of democracy dividends.
To enhance faithful compliance of the covenant and make the UBE programme
relevant to the socio-cultural environment, the UBE has had its objectives
defined. The universal basic education is a response to section 19 of 1989
Nigeria constitution which reads:
“Government
shall direct its policy towards ensuring that there are equal and adequate
education opportunities at all levels”.
It
is pertinent to mention that the said 1989 constitution suffered a “still
birth” as it was never put to use. However, that section was replicated as
section 18(1) of the current 1999 constitution because the goals of the UBE
programme are to universalize access to basic education, engender a conducive
learning environment and eradicate illiteracy in Nigeria within the shortest
possible time (Babalola, 2000).
In
pursuance of these goals, the Ministry of Education organized a three-day mini
summit on the implementation of the UBE in Abuja, Nigeria, between November
29th and December 1st, 1999. To enhance these goals and make the implementation
of the programme relevant to Nigeria’s socio-cultural background, Obenya (2000)
stated that the UBE had its objectives redefined as follows:
a. Developing in the citizens a
strong consciousness for education, a strong commitment to its vigorous
promotion.
b. The promoting of free, universal
basic education for every Nigerian child of school going age.
c. Reducing drastically the
incidence of dropout from the formal school system through improved relevance
quality and efficiency.
d. Catering for the learning needs
of young persons who for one reason of another have had to interrupt their
schooling through appropriate forms of complementary approaches to the
provision and promotion of basic education.
To ensure that the objectives of the
UBE programme are achieved, there are concerted efforts at publicizing it by
way of implementing the programme. Ever since, Nigeria has always been
convinced that education is a tool for empowering his people and also to the
best legacy any nation can bequeath to its citizens. The universal basic
education (UBE) programme is in fact, a response to the universal declaration
of Human right (1948), which stipulated the rights of every citizen to
education. Every member state of the United Nations is signatory to the
declaration. In addition, there is a long list of international educational
conlklklklkl on basic education to which Nigeria is committed. According to
Obenya (2000), it includes amongst others:
a. The Jomtien (1990) declaration
and framework for action on basic education for all.
b. The New Delhi (1991) declaration
on the E-9 countries (that is, the nine countries with the largest
concentration of illiterates of which Nigeria is a member) lately re-affirmed
in Racife – Brazil (January, 2000) calling for a massive reduction of
illiteracy within the shortest possible time span.
c. The Ouagadougou (1992)
Pan-African declaration of the education of girls and women, and
d. The OAU decade of education in
Africa (1997-2006) on Inter-African co-operation on education, with a strong
emphasis on the vigorous pursuit of basic education.
In fact, Nigeria, as a predominantly
illiterate society, needs a thickly populated educated citizens. For the masses
to contribute meaningfully to the development of the country, education is
needed as a panacea to eradicate all forms of ignorance likely to hinder
effective national development. It is against this backdrop that the Federal
Government of Nigeria is committed to the integration of the individual by the
provision of equal educational opportunities for all citizens of the nation
through the universal basic education scheme (UBE).
The
Federal Republic of Nigeria (FRN) thus affirmed that education is the most
important instrument for a fundamental change in an intellectual and revolutionary
society. Dewey (1966) corroborated this, when he espoused that education itself
is growth leading to further growth. This means that for development to take
place, the educational process must be a continuous one. It is in
consonance with the philosophy that the universal basic education (UBE) was
introduced.
In
contemporary times, there has been a growing interest in the funding of the
universal basic education (UBE) in Nigeria. One of the reasons advanced for
this development is the considerable growth in the volume of universal basic
education activities and the huge financial expenditure which have become
unbearable by the Federal government. This is because education is today one of
the largest industries and the chief employer of highly skilled workforce. In
sequel, Nwikina (2000) asserted that education is a vital social activity that
is capital intensive. To actualize the short and long term plans of action on
education, money provides the necessary ingredients for its implementation.
Maduewesi (2005) corroborated Nwikina’s assertion (2000) when he opined that
money provides the essential power with which education acquires its human and
physical inputs. In Central Senatorial District of Delta State, Nigeria,
the mode of funding educational programme is expected to be a joint efforts of
the Federal, State, local governments.
As
a matter of fact, education is an expensive project in which the government
alone cannot successfully handle it in the country. This is evidenced in the
previous universal primary education (UPE), which collapsed because of poor funding,
and it suffered multiple setbacks both under regional government and the
federal military government in 1976. In an attempt to achieve the goals of the
ill-fated UPE scheme, the present Universal Basic Education Programme was
formally launched on the 30th of September 1999 in line with the constitutional
provision of section 18 that the government shall as and when practicable
provide:
1. Free, compulsory and
universal primary education,
2. Free adult literacy programme
amongst others to its citizens as a means of eradicating illiteracy in the
country, and
3. Free secondary education.
The Universal Basic Education
therefore, amid providing learners with basic skills within the first nine
years of schooling, which includes reading, writing and numerical skills.
Through this, they can competently contribute to the overall development of the
society (Bassey and Archibong, 2001).
In
sequel, there is no definite mode of funding the universal basic education
(UBE) programme in Central Senatorial District of Delta State: hence, there is
the need to codify an integrative funding system in the State:
The
funding of UBE programme in Central Senatorial District of Delta State is a
major problem both for the school managers/administrators and the general public.
It has suffered a set back of decrees and edicts which have competed with
policies to determine the budgetary allocations to the programme (UBE). The
parent teachers association (P.T.A.) which should be another major source of
funding the UBE programme lacks focus and coherence. PTA in the state has been
bedeviled with records of poor management of its funds in project execution.
Some executive members have not helped matters by their uncooperative attitude
to assist the government to fund the UBE programme. The issue has been
resented, as government is believed to have enough money from the gains of
international marketers.
Statement of problem
There are many problems in the
funding of the previous educational programmes, like the universal basic
education (UBE), embarked upon by the Federal Government which now transcend to
the UBE programme in Central Senatorial District of Delta State. There is the
general outcry in Central Senatorial District of Delta State that her
educational programmes have not produced the desired objectives as stipulated
in the National Policy on Education due to lack of proper funding. It is on the
basis of this, that there is the need for integrative funding of the UBE
programme in order to enjoy its effective implementation. Government alone
cannot properly fund the UBE programme. In order to avoid the bitter
experience of failure in the previous educational programmes, there is the dire
need to look into how the present UBE programme can be adequately funded for
its effective implementation.
The
increase in pupils’ enrolment in schools without the corresponding
increase in the needed number of professional teachers, the inadequate supply
of instructional materials, the lack of financial commitment from the parent teachers
association (PTA), the absence of curriculum development by
the government, the poor funding of urban and rural
schools, the non-chalant attitude of the Non-governmental organizations (NGO’s)
and educational philanthropists in funding education have continued to plague
the state’s educational planning system. It is on the basis of these enumerated
problems that the researcher saw it imperative to carry out this work. The
major statement of problem therefore is to what extent does integrative funding
affects the effective implementation of the UBE programme in Central Senatorial
District of Delta State?
Research questions
The following research questions
were raised to guide the study:
1. What are the financial
contributions of government to the funding of universal basic education (UBE)
programme in Central Senatorial District of Delta State?
2. What are the financial
contributions of parents teachers association (P.T.A.) in the effective
implement-tation of the universal basic education (UBE) in Central Senatorial
District of Delta State?
3. What are the financial
contributions of Non-governmental organizations (NGOs) in the effective
implementation of the UBE programme in Central Senatorial District of Delta
State?
LITERATURE REVIEW
The UBE is an organization and
integrated system of interdependent structures and functions in Nigeria. Also,
the three tiers of government and Non-government organizations are related and
interdependent. They work in unison towards the attainment of the goals of the
programme in relation to the integrative funding and effective implementation
of the UBE programme in Central Senatorial District of Delta State. The
programme constituted of persons who know what others are doing. It is therefore
essential to deal with different levels of insight when one seeks to understand
and describe the phenomena. In this regard therefore, the choice of the unique
features of the general systems theory aptly suit the integrative funding and
effective implementation of the UBE programme in Central Senatorial District of
Delta State. It is the responsibility of the different components to ascertain
that the integrative funding and effective implementation of the UBE in Central
Senatorial District of Delta State is sustained and achieved.
Teachers and the universal basic
education programme
The teacher’s
position as a central
figure in any educational endeavour is
universally recognized and as such it is agreed that “no educational system can
rise above the quality of its teachers.” Society therefore expects many things
from the teachers. Students expect teachers to impact knowledge
effectively, parents expect them to ensure discipline and sound moral values
among students, development planners expect them to initiate ideas and actions
towards community development, curriculum reformers expect them to adopt
innovative technique of teaching, and also adult literacy planners expect them
to help students imbibe positive attitude towards national unity and respect
for the state. Years ago, many laudable educational programme like the
universal primary education (UPE) failed mainly because they did not take due
account of the teacher factor. Government is committed to ensuring the success
of the universal basic education (UBE) programme and teachers are integral part
of the process of its conceptualization, planning and execution. To this end,
the on-going efforts to raise the level of their initial professional
preparation is to be pursued, broadened and intensified (Ohwojeroh, 2010).
Moreso,
the crucial issue of career-long professional development of serving teachers
in areas of in-service programme like sandwich, weekend programme, seminars and
workshops should be properly intensified for the actualization of the universal
basic education (UBE) programme. The following accredited bodies such as
National Teachers’ Association (NUT), Universities, Colleges of Education, the
National Teachers’ Institute (NTI), the National Board for Technical Education
(NBTE) are mobilized to develop a more systematic career improvement
orientation and programmes for all categories of teachers.
In
pursuance of the universal basic education (UBE) programme, the Federal
Government has further charged the institute with the production of a large
number of qualified teachers in the pivotal teachers training programme (PTTP).
This programme prepares the beneficiaries for the specific teaching assignment
in the universal basic education (UBE), and it was contracted to the National
Teachers Institute, Kaduna. So far the pivotal teachers’ training programme
(PTTP) has produced about 30,000 additional teachers for the UBE programme.
However, it is envisaged that the products of the PTTP will enter the teaching
profession through continuing education programme up to the Nigeria Certificate
in Education (NCE) level.
Corroborating
the above view, Igborgbor (2000) assets that the right people at the right time
and of course in the right place should be recruited for the UBE programme to
make it effective and successful. He believes that the first step is staffing
so to determine the present and future manpower needs for the UBE
programme. He adds that the on-going efforts of training and re-training
to raise the level of general education of teachers should be vigorously
pursued, broadened and intensified for the survival of the
programme. Employment of adequate number of well trained and qualified
teachers who should be well motivated for improved teaching – learning process
is essential for the effective implementation of the programme. That the
teachers should be regularly trained and re-trained to improve their teaching
methodology and competencies of instructional delivery. He concluded that the
ultimate minimum qualification of teachers for the UBE programme should be the
Nigeria Certificate in Education (NCE).
Integrative funding of the universal
basic education in schools
The Nigeria National Policy on
Education indicates that the financing of education is a joint responsibility
of the Federal, State and Local Governments. In other words, education at the
primary and junior secondary schools for the purpose of the universal basic
education should be jointly funded, and the programme should have con-current
legislative jurisdiction for funding to actualize its objectives.
President
Obasanjo (1999) noted that as far as funding of education is concerned the time
has come for all Nigerian parents to appreciate the need to contribute to their
children’s education particularly at the elementary level. Presenting a
financial flow model for education in Nigeria, Nwagwu (2002) stated that three
groups of decision – makers are involved in the production of educational
services in Nigeria. He listed them to include public sector, private sector
and the rest of the world. The public sector includes the Federal, State, and
Local Governments. The private sector is made up of companies and other firms
that contribute to educational development, and the rest of the world involves
international agencies like UNESCO and other bilateral and multi-lateral
arrangements for funding of educational activities.
It
has been argued that statutory allocation has been inadequate to meet the needs
of the UBA programme (Enouch and Okpede, 2000). This calls for integrative
funding to actualize its objectives. As noted in previous educational programme
in Nigeria like the UPE of other years, government alone bears the burden of
its financing and this situation makes such programmes not to succeed. In such
situations, the government leaves the structures dilapidated, delay teachers
salaries, while the classrooms lack seats and most of the used furnitures need
rehabilitation. Also, there is no adequate supply of instructional materials,
no development of teachers regarding retraining on the job as well as no proper
attention on curriculum development to suit the educa-tional objectives. All
these, do not provide a conducive teaching and learning environments in the
school system.
In
the previous educational programmes in the country, emphasis on development in
education is well placed in the urban schools where the governors (policy
markers) have their interest than the rural areas where the citizens have
almost drifted away to the urban. Today with the introduction of the UBE
programme in the country, the rural schools are more cared for than the urban
schools. The rural schools raise fund in various ways in funding the UBE
programme. Some of the sources of raising fund for the UBE programme to succeed
include launching of endowment fund, encouraging donations, schools engaging in
commercial farming, fishing, organizing of sports and games, and support from
parent teachers association (PTA). The old students/pupils association also
supports the school financially. Local service organizations such as: Rotary
Club of Nigeria also gives financial support for school programmes and
develop-ment in their area of operation in assisting the inhabitants for their
living. In the UBE programme local communities support the programme than in
the urban areas where people see it as no man’s land.
In
addition, the local communities help the rural schools in the areas of land
donation, supply of labour and security supply for the school properties as
well as organizing themselves in raising fund for the school growth. All these
are employed to complement government’s efforts. The urban schools are mainly
supported by government but with the integrative funding of the UBE programme,
the situation has changed; because private individuals, foreign aids, endowment
and religious organizations are now complementary to government’s effort to
achieve the goals of the UBE programme as entrenched in the 1999 constitution.
The
provision of furniture and equipment is very important in the universal basic
education programme. From the view of many scholars, provision of facilities
especially in the rural area is far behind the expectation in line with the
programme’s determination. There is acute shortage of furniture in form of
pupils and students seats and desks, teachers tables and chairs, books,
teaching aids and instructional materials.
The
supply of furniture in urban schools is fair except in a few cases where the
supply is grossly inadequate because of unexpected increase in the schools
population. A worse situation exists in the rural schools where both furniture
and equipment were not provided when the schools were first built. Children
have to carry their furniture form school each day. With increase in the
enrolment rate in our primary and junior secondary schools today in view of the
UBE programme. Government need to put the basic and necessary infra-structural
and other facilities in place, with the fund from various stakeholders of the
programme especially in the urban areas where majority of the population lived
in other for the UBE programme to achieve her desired goals. This will also
help to remove the disparity of the rate of infrastructural development in the rural
and urban schools in view of the on-going universal basic education (UBE)
programme in Central Senatorial District of Delta State.
Non-governmental organizations in
the funding of UBE
A number of non-governmental groups
participated in the funding of the Universal Basic Education in Nigeria. They
include business enterprises, particularly the oil companies. Others include:
the parents-teachers association, alumni and community development committees.
Nonetheless,
the Nigeria government is categorical on a wide range of participation by
government and non-governmental bodies in financing education. Thus: Education
is an expensive social service and requires adequate financial provision from
all tiers of government for a successful implementation of the educational
programmes. In this connection, government welcomes and encourages the
participation of local communities, individuals and other organizations. (NPE,
2004).
Nwagwu
(2002) in his “Can Nigeria Survive” queries the national corporations in the
development of the third world, when he stated that there activities are
essentially those of underdevelopment. Agada (2002) also noted that these
corporations have clandestine activities which are inimical to the interest of
the developing world. He cited thanking insurance, construction and
manufacturing as examples of the network of intrigue through which these
multi-nationals operate. Their contribution he further argued are at best,
illusory since they only service not transfer of technology and repatriate
rather than reinvest their staggering profits. Essentially we expect business
to contribute to the education system. After all, the product of the school
system is utilized by the first as clerks, managers, engineers, economic
analysis and accountants.
Maduewesi
(2005) also asserted that companies could supplement government funding of
education by paying the education tax. This is necessary because the business
enterprises are also beneficiaries of the education acquired. In addition,
community groups need to contribute because they also benefit from the
education system. The community development committees as well as alumni of the
primary and secondary schools who are gainfully employed can supplement
government funding thereby promotion educational development in the area.
Ukeje
(2002) argues that in the present circumstances, funds and facilities are very
much limited and the school administrator is being asked to achieve maximum
results with this limitation. He observed that there is increasing demand by
the people for more and better education and the problem of rising cost, and
concluded that there was crisis in the education system. Ukeje (2002) therefore
argued that the way out of the financial malaise is to seek supplementary
sources of funds. Such bodies from which to seek support includes: parent
teachers association and alumni as well as community development committees and
social clubs. Since education is now community based, there is need for
considerable level of community support for the education system.
The
argument above tends to contradict Okoye (2002), quoting that “school finance
is public finance”. Public finance according to Obanya (2006) is the spending
on goods and services provided by the government for the generality of the people.
The spending may be on wages/salaries, motor vehicles, housing, education,
health subsidies and grants.
Framework for the implementation of
universal basic education
Recruitment and
training of new teachers
The successful implementation of the
universal basic education in Delta State at the primary school level will
require the recruitment of additional 7,109 teachers to the existing 10,520.
The former figure of 7,109 was obtained based on projected figure of 40 pupils
to classroom tied to the 284,332 expected enrolments. The figure of seven
thousand, one hundred and nine teachers is quite an enormous one to locate at a
stretch. Hence, the present effort of massive training of the would-be teachers
through the National Teachers Institute specially designed for this scheme
appears to be a viable means of addressing this problem. To actualize this
dream, Akhaine (2001) reported that the federal government has mandated the
National Teachers’ Institute (NTI) to produce 30,000 teachers yearly for the
scheme of which Delta State will be a benefactor. Caution should however be
exercised as to the quality of the teachers being selected to participate in
the programme. This advice is intended to avert incompetence in service
delivery. Writing in support of this view, Harbison (1973) opined that those
working in occupation which does not ‘fit’ their qualification are
‘mal-employed’, and therefore show incompetence at work. In another vein, the
organizers of the programme should ensure that only competent hands are
recruited to teach the would-be teachers. This is intended to alley the fear
expressed by Chapman (1994) that poorly prepared teachers find it difficult to
face the challenges of the classroom content, maintain classroom discipline and
manages flow of class activities.
Retraining of existing teachers
The new scheme will entail
retraining of existing teachers to acquaint them or create awareness at a
general level and to highlight new additions to the various subject areas. On
the whole, this programme of action can be attained through frequent seminars,
workshops and professional contacts with other educators. This will reduce
teachers’ sense of isolation and build high professional morale. Throwing more
light on this, Beaty and Schneller (1977), Casio (1978) observed that training
and development activities were planned programmes of organizational
improvement undertaken to bring about a relatively permanent change in an
employee’s knowledge skills, attitude or social behaviour. It is one method of
improving performance and stability at the workplace.
Establishment of new schools
The present 817 public primary
school spread in 25 local governments in Delta State is considerable adequate
to cope with the existing number of students in the primary schools. It is in
realization of this that the committee set up by the Delta State Government on
school system data collection/collation (2000) recommended the establishment of
additional 495 primary schools at the rate of 300 pupils per school. These
projected schools, if established will go a long way in addressing the problems
of school mapping currently in existence in the state, that is to say the
existing schools are not evenly distributed.
Provision of infrastructure and
equipment
Sequel to the establishment of new
schools, there will be a need to adequately equip the schools. The existing
number of libraries in the state primary schools is only 67 with 37 out of
these in bad condition. The total number of benches was given as 44,238 while
the number of toilets in usable condition is only 679. In light with the
afore-mentioned data, it is imperative that something urgent should be done to
redress the insufficient number these facilities.
Monitoring and evaluation
The human and material resources
outlay involved in the universal basic education scheme calls for an effective
monitoring and evaluation of the programme to ensure regular appraisal of the
scheme. This will help to identify the progress made, areas of deficiency and what
needs to be done. Ojedele (1998) had noted that the implementation had been a
serious handicap to most genuine effort aimed at developing the educational
system in Nigeria. He therefore upheld that:
“If the Nigerian educational system
is to develop and compare favourably with the advanced countries of the world,
there is need to monitor and evaluate each stage of the implementation process
so as to ensure that projects are being implemented”.
Increased enrolment strategies
The projected figure for the
universal basic education scheme in the state is moderately high and therefore
calls for sustainable strategy in ensuring a successful enrolment in the
scheme. The entire exercise should not be abandoned at the well-wish level but
some defined strategies as a viable publicity committee made up of churches,
parent-teachers association, community development associations, village
counsels and so on should be put in place to assist in creating awareness about
the programme and its attendant benefit.
Insurance of school properties
The cost of rehabilitating existing
school facilities, erecting new ones and providing necessary equipment is quite
enormous and therefore, calls for an excellent school insurance programme.
Commenting in support of this, Jordan (1969 maintained that a time has come
when the school insurance programme should:
“Instead
of being viewed as hedge against losses as a result of fire and other disaster,
the insurance programme provides local school authorities with the opportunity to
determine the values of school property, provide a plan through which the
properties could be replaced or restored in case of loss and also develop an
orderly systematic plan for proper care of the properties while they are used
by the school”.
The overriding importance of the
school insurance programme apparently is a suggested new dimension in school
facilities management intended to achieve Jordan’s position, and hence save
government huge losses incurred as a result of improper facilities management.
METHODOLOGY
Research design
The researcher uses the descriptive
survey design. This is aimed at gathering information to describe the
integrative funding and effective implementation of the universal basic
education programme in Central Senatorial District of Delta State.
Population of the study
The population of the study consists
of one thousand one hundred and three public primary schools (1103) with
headmasters/headmistresses and seven hundred and thirty-three (733) public
secondary schools principals in Delta Central Senatorial District.
Given
a total population of one thousand eight hundred and thirty-six (1,836) both
public primary and public secondary schools with the same population of
principals and headmasters/ headmistresses in Central Senatorial District of
Delta State, Nigeria.
Sample and sampling technique
The sample of this study consists of
four hundred and 456 representing 24.82% of the population. 182 public junior
secondary schools principals and 274 public primary schools headmasters/
headmistresses randomly selected by a means of stratified randomly sample
technique. Six Local Government Areas in the Senatorial District were used for
the study.
Instrumentation
The instrument used for data
collection was the questionnaire. Titled: “Integrative funding and effective
implementation of the universal basic education programme questionnaire (IFEIQ)
in Central Senatorial District of Delta State.
The
questionnaire consisted of 36 items distributed to reflect each of the research
questions. Items 1-6 were structured to elicit information in relation to
research question one. While items 7-13 were structured to elicit information
in relation to research question two. Also items 14-20, were necessary to
answer research question three. In the same vein, items 21-26 are required to
answer research question four. Items 27-31 were also structured to elicit
information in relation to research question five. And items 32-36 for research
question six. It has four point likert interval scale, “strongly agree” (4
points) “agreed”, (3 points), “disagreed”, (2 points), and “strongly disagreed”
(1 point).
Validity of the instrument
Two types of procedures were adopted
by the researcher to establish the validity of the instrument. They include the
face and content validity.
Reliability of the instrument
The reliability of the instrument
was established by using the test-retest method. The questionnaire was
administered to twenty (20) respondents not included in the sample size. After
an interval of three weeks of the administration, the same sets of instrument
were re-administered to the same group of respondents and the resulting test
scores were correlated. The Pearson product moments correlation coefficient ‘r’
was used to correlate the responses obtained from the two separate scores. This
yielded a reliability coefficient of 0.75 which shows that the research
instrument has a high internal consistency, and therefore reliable.
Administration of the Instrument
The researcher administered the
instrument personally to the respondents. At the end of the
administration, four hundred and fifty-six (456) questionnaire were retrieved
from the respondents.
Method of data analysis
Mean and standard deviation were the
statistical tools used to answer the three (3) research questions. A mean of
2.50 was taken as the critical value for decision such that a mean response
that falls below 2.50 was regarded as disagreed while a mean response on or
above 2.50 was regarded as agreed.
PRESENTATION OF RESULTS
Research question 1
What are the financial contributions
of government to the funding of universal basic education (U.B.E) programme in
Central Senatorial District of Delta State?
Table 1. Mean and standard deviation of the financial contribution
of government to the funding of universal basic education (U.B.E.) programme in
Central Senatorial District of Delta State.
|
S/N
|
Statement
|
N
|
Mean
|
SD
|
Decision
|
|
1.
|
Provides money for payment of staff
salaries and allowance regularly.
|
456
|
2.54
|
0.053
|
Agree
|
|
2.
|
Provides fund for development of
new structures.
|
456
|
2.51
|
0.053
|
Agree
|
|
3.
|
Provides fund for Library and
Laboratory equipment.
|
456
|
2.54
|
0.053
|
Agree
|
|
4.
|
Provides fund for maintenance and
repair of building, equipment and furniture.
|
456
|
2.59
|
0.053
|
Agree
|
|
5.
|
Provides fund for the day-to-day
running of schools.
|
456
|
2.54
|
0.052
|
Agree
|
|
6.
|
Provides fund for sports and
health facilities.
|
456
|
2.52
|
0.053
|
Agree
|
Table 2. Mean and standard deviation of the financial contribution
of parent teachers association (P.T.A.) in the provision of school facilities
for effective implementation of UBE in Central Senatorial District of Delta
State.
|
S/N
|
Statement
|
N
|
Mean
|
SD
|
Decision
|
|
1.
|
Renovates dilapidated structures.
|
4.56
|
2.48
|
0.052
|
Disagree
|
|
2.
|
Build classrooms.
|
4.56
|
2.73
|
0.051
|
Agree
|
|
3.
|
Provides writing desk and benches.
|
4.56
|
2.47
|
0.053
|
Disagree
|
|
4.
|
Buy books for the Library.
|
4.56
|
2.51
|
0.051
|
Agree
|
|
5.
|
Buy science equipment for the
laboratory.
|
4.56
|
2.53
|
0.052
|
Agree
|
|
6.
|
Provides fund for toilet
facilities.
|
4.56
|
4.56
|
0.052
|
Disagree
|
|
7.
|
Provides fund for potable water.
|
4.56
|
4.56
|
0.054
|
Agree
|
Table
1, show that both principals and headmasters/ headmistress in public secondary
schools and public primary schools agreed to items 1, 2, 3, 4, 5 and 6 with a
mean ranging from 7.51 to 2.59 that government”. Provides money for payment of
staff salaries and allowances regularly; provides fund for development of new
structures; provides fund for library and laboratory equipment; provides fund
for maintenance and repair of building, equipment and furniture; provides fund
for the day-to-day running of the schools; and provides fund for sports and
health facilities to the funding of universal basic education (U.B.E.)
Programme in Central Senatorial District of Delta State.
Research question 2
What are the financial contributions
of parent teachers association (P.T.A.) in the provision of school facilities
for effective implementation of the UBE?
Table
2, shows that both principals and headmaster/ headmistresses in public
secondary and public primary schools agreed to items 8, 10, 11, and 13 with a mean
ranging from 2.51 to 2.73 that parents teachers associations: Build classrooms,
Buy books for the library, Buy science equipment for the laboratory, and
provides fund for potable water for the effective implementation of UBE
programme in Central Senatorial District of Delta State. While
items 7, 9 and 12 with a mean ranging from 2.47 to 2.48 were disagreed by
principals, and headmasters/headmistress of public secondary schools and public
primary schools that parent teachers association do not contributes in
renovating of dilapidated structures, provisions of writing desk and benches,
and provision of fund for toilet facilities.
Research question 3
What are the contributions of
Non-government organization (NGOs) in the provision of instructional materials
to schools for the effective implementation of the UBE programme in Central
Senatorial District of Delta State?
Table 3, indicates that both
principals and headmasters/headmistresses in public secondary schools and
public primary schools agreed to items 14, 15, 16, 17 and 19 with mean ranging
from 2.50 to 2.71 that non-governmental organization contributes by: Build
classrooms blocks for the schools; purchase science and laboratory equipment
for the schools, provides furniture, provide books and writing materials and
pay allowance to some special subjects teachers. While items 18 and 20 with a
mean ranging from 2.03 to 2.49 were disagreed that non-governmental
organizations to not provide funds for transportation of staff children and
they do not provide fund for Sports/Health equipment for the effective
implementation of UBE programme in Central Senatorial District of Delta State.
Table 3. Mean and standard deviation of the contribution of
Non-governmental organization (NGOs) in the provision of instructional
materials to schools for the effective implementation of UBE programme in
Central Senatorial District of Delta State.
|
S/N
|
Statement
|
N
|
Mean
|
SD
|
Decision
|
|
1.
|
Build
classrooms blocks for the schools
|
4.56
|
2.62
|
0.053
|
Agree
|
|
2.
|
Purchase
science and laboratory equipment for the schools.
|
4.56
|
2.50
|
0.053
|
Agree
|
|
3.
|
Provides
furniture.
|
4.56
|
2.91
|
0.054
|
Agree
|
|
4.
|
Provide
books and writing materials.
|
4.56
|
2.54
|
0.053
|
Agree
|
|
5.
|
Fund
transportation of staff children.
|
4.56
|
2.49
|
0.052
|
Disagree
|
|
6.
|
Pay
allowance to some special subjects teachers.
|
4.56
|
2.50
|
0.052
|
Agree
|
|
7.
|
Provide
fund for Sports/Health equipment.
|
4.56
|
2.03
|
0.038
|
Disagree
|
DISCUSSION OF RESULTS
Financial contribution of government
to the funding of universal basic education (U.B.E.) programme
The study in research question one
revealed that government played an important role on adequate funding of UBE
programme for its effective implementation. The National Policy on Education
(2004) indicated that the financing of “education” is a joint responsibility of
the Federal, State and Local Government. Also in the words of President
Obasanjo (1999) noted that as far as funding of “education” was concerned the
time has come for all Nigeria parents to appreciate the need to contribute to
their children’s “education” particularly at the elementary level which is the
first nine years of school age.
The
implication of this finding was that there is integrative funding of UBE in
Central Senatorial District of Delta State. That the government, individuals,
parents, foreign aids, endowment and corporate bodies should contribute to the
adequate funding of education to enhance the effective implementation of the
UBE programme in Central Senatorial District of Delta State. This is to say
that government alone cannot carry the responsibility of a funding the UBE
programme in Central Senatorial District of Delta State.
Financial contributions of parents
teachers association (P.T.A.) in the provision of school facilities for
effective implementation of UBE
This study had discovered that
parent teachers association (P.T.A.) funded UBE for its effective
implementation. This is an indication of the various financial contributions
made by this body towards the effective implementation of the UBE programme
which came in form of provision of classroom buildings, schools halls, toilet
facilities, furniture supply and sports equipment to mention but a few. It is
also interesting to note that the two categories of respondents namely the
principals and headmasters/headmistresses did not differ significantly with
regard to the opinions on the financial contributions of PTA and effective
implementation of universal basic education (UBE) programme in Central
Senatorial District of Delta State.
In
support of this finding, Nwikina (2000) opined that education in the urban
areas are more emphasis than the rural areas in the previous years. Today, the
rural schools raised fund in various ways in funding the universal basic
education (UBE) programme. Some of such include: PTA supporting school
projects through launching of endowment funds and donations for provision of
furniture, building of classroom blocks, halls, toilets, urinaries, potable
water etc.
Also,
some of the parents provided school buildings sometimes called PTA block of
classroom. Be that as it may, some communities do not have interest in the
affairs of the school, they saw it as liability to them.
The contribution of Non-governmental
organizations (NGOS) in the provision of instructional materials to school for
the effective implementation of UBE programme
The study had as well revealed that
NGOs financial contributions enhanced effective implementation of UBE programme
in Central Senatorial District of Delta State. As disclosed by Nwagwu (2002)
that “the era of over dependence on government for the funding of education in
Nigeria is becoming over.” In a free enterprise economy, he opined that
educational institutions must find alternative means of generating revenue to
supplement government budgeting. Thus:
Education
is an expensive social service and requires adequate financial provision from
all tiers of government for a successful implementation of the educational
programme. In this connection, Government welcomes and encourages the
participation of local communities, individuals and other organizations (NPE,
2004).
Okoye
(2002) in support of this idea also asserted that companies could
supplement government funding of education by paying
the education tax (2% of their surplus). He also said that communities need to
con-tribute as well as alumni of both primary and secondary schools who are
gainfully employed need to contribute.
Ukeje
(2000) was of the view that schools need to seek support from the parent
teachers association and alumni association as well as community development
committees and social clubs. In light of this, Non-governmental organizations
contributed in various measures to the educational sector. These included
provisions of charts, slide projectors, potable boards, laboratory equipment,
sports equipment etc.
The
petroleum trust fund (PTF) the UNESCO, UNICEF, UNDP, the parent teachers
association (P.T.A.) made donations in forms of books, furniture, drugs,
science equipment, sports and game equipment, organize work-shops and seminars
to pupils, teachers and students.
Consequently,
in schools where these gestures are received, the administrators and the
teachers are being encouraged to teach and the pupils and students are also
encouraged to learn. There is very likelihood that the standard of education
would be raised. It should be noted that not all parents make such
contributions to the support of schools. Though some consider it a solely
government efforts and others are ignorant of it and coupled with poverty.
CONCLUSION
Based on the findings of the study,
the following conclusions were drawn:
1. That adequate funding led to
effective implementation of UBE programme in Central Senatorial District of
Delta State.
2. Parent teachers association’s
(P.T.A.) financial contribution in the provision of facilities of UBE programme
enhanced effective implementation in Central Senatorial District of Delta
State. And so parents should always strive to contribute their quota to the
development of the programme. Similarly, Non-governmental financial
contribution to the provision of instructional materials to schools for
effective implementation of UBE programme in Central Senatorial District of
Delta State need much desire.
3. The development of school
curriculum for effective implementation of the UBE programme in Central
Senatorial District of Delta State is viewed seriously on the order of the
government in achieving the programme objectives.
4. Similarly, Non-governmental
financial contribution to the provision of instructional materials to schools
for effective implementation of UBE programme in Central Senatorial District of
Delta State need much desire.
In line with the issues raided in
the study, it could be concluded that integrative funding
influenced effective implementation of UBE programme in Central Senatorial
District of Delta State Nigeria. For Nigeria to attain the desired 100%
national literacy rate, it is imperative that provision be made and actions
taken to universalize basic education, enthrone a conducive learning
environment and improve quality and standards. All these have demands on
funding and implementation.
RECOMMENDATIONS
From the findings and conclusion of
this study, the researcher made the following recommendations.
1. That the government should
maintain the policy of making adequate budget for the funding of the UBE and a
monitory supervisory team be set up to see the judicious expenditure of such
funds. In the light of this, government should come out with a blue print on
punishment to offenders on misappropriation of education fund. The government
should intensify effort to over see the integrative funding of the UBE
programme by the various educational stakeholders for its effective
implementation.
2. The state government also should
recruit more teachers into the primary and junior secondary schools in the
state in other to enable the pupils to achieve permanent literacy and numeracy
and the ability to communicate effectively.
3. Teachers should be allowed to
attend seminars and workshop to acquaint themselves of new ideas and methods of
teaching for the universal basic education programme.
4. Teachers should be sent for
in-service training to enable them acquire more skills and competence in their
job performances. The state ministry of education should intensify more efforts
in the effective supervision, monitoring and evaluation of the universal basic
education programme in the state. The welfare of teachers should be a priority.
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