ROLES OF SUBEB IN THE MANAGEMENT OF PRIMARY AND JUNIOR SECONDARY SCHOOL. CASE STUDY OF OREDO LOCAL GOVERNMENT, BENIN CITY

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 CHAPTER ONE

INTRODUCTION

1.1       Background  to  the  Study 

Education has remained an instrument of change and national development. It is a social process and the medium for the acquisition of relevant knowledge, skills and attitudes for survival in a changing world. The strengthening of democratic institutions witnessed the world over including Nigeria and the rapid increase in globalization have become more prominent in the 21^st  century. Nations desire closer cooperation, improvement in the quality of life, respect for the rule of law and Human Rights and peaceful co-existence among communities and nations constitute global is6sues of concern (Labo-Popoola, Bello & Atanda, 2009).

State Universal Basic Education Board (SUBEB), an offshoot of UBEC in the states, is established to address the inequality in educational opportunity at the basic level and improving the quality of its provision.  The programme was introduced by the Federal government to remove distortions and inconsistencies in basic education delivery and reinforce the implementation of the National Policy on Education as well as to ensure access, equity and quality of basic education throughout the country.

SUBEB are established to serve as a model and anchor for school libraries development in Nigeria.  Much recognition has been accorded SUBEB libraries as a pivot point around which teaching and learning activities in primary schools in the states revolve. However, they have not been able to perform important role of collecting, processing, storage and making available and accessible information materials to support teaching and learning. Some of the SUBEB and learning resources centres (LRCs) are almost empty as there are very few information resources available in them.

In responding to these issues Nigeria has been part of the global deliberations on Education for All (EFA) which have been reflected in the national education policies and programmes. Notable among these policies are the National Economic Empowerment and Development Strategies (NEEDS) developed, adopted and implemented in 2004. NEEDS has four critical elements which are: value re-orientation, poverty eradication, wealth generation and job creation. NEEDS is also anchored on the Millennium Development Goals (MDGS). Since education is the vehicle for cultural transmission and economic transformation, basic education must transform and empower people. Hence, the relevance of education in the actualization of NEEDS cannot be overemphasized. Thus, if education will be used to achieve the goals of NEEDS, its contents and processes of delivery should be reformed in the context of improving the quality of life and facilitating the cherished global values earlier mentioned (Unagha, 2008).

The State Universal Basic Education Board (SUBEB) programme, an educational reform programme of the Federal Government of Nigeria was introduced to serve as a catalyst for achieving free, compulsory and universal 9 year education for all school age children irrespective of their socio-economic circumstance (Federal Government of Nigeria, 2006). The State Universal Basic Education Board (SUBEB) programme was launched on 29th September 1999 by former president Olusegun Obasanjo in Sokoto, Sokoto state. SUBEB Act (2004) which was signed into Law in May, 2004 provided the legal framework for the programme and an indication of its effective take off.

The implementation started in July, 2005 with the appropriation of the SUBEB fund to the State Universal Basic Education Board (SUBEB) and subsequent disbursement to states. The education programme is regarded as a reinforcement of the 6-3-3-4 policy on education rather than a new policy in itself. The New Basic Education curriculum was approved by the National Council of Education (NCE) in December 2005. There is no doubt that the curriculum is the bedrock of any educational reform of which the State Universal Basic Education Board is not an exception.

The concept of the State Universal Basic Education Board (SUBEB) may not be a new idea totally. From all indications, the Universal Education can be regarded as an offshoot of the Universal Primary Education (UPE) scheme, which was launched in the country in 1976. As usual with Nigeria, this scheme was abandoned mid-way (Aluede, 2006). The fact that the scheme i.e., UPE had something to offer perhaps led to the re-introduction of the programme in another name and concept known as State Universal Basic Education Board in 1999. The State Universal Basic Education Board (SUBEB) is a policy reform measure of the Federal Government of Nigeria, aimed at rectifying distortions in the basic education. SUBEB is conceived to embrace formal education up to age 15, as well as adult and non-formal education including education of the marginalized groups within the Nigerian society.

The National Policy on Education, 2004 section 3 defines Basic Education as a type of education comprising 6 years of primary education and 3 years of junior secondary school. The policy stipulates that the education shall be free and compulsory. This scheme shall include adult and non-formal educational programmes at primary and junior secondary school levels for both adults and out-of school youths. The SUBEB has three main components universal, basic and education. Universal here means the programme is for every one irrespective of tribe, culture or race and class (Aluede, 2006; Eddy and Akpan, 2009). The term basic depicts that which is a fundamental or essential thing that must be given or had. It is on this factor that every other thing rests on. Without it, nothing may be achieved. It is the root for acquisition of any knowledge (Eddy and Akpan, 2009). Hence, SUBEB can be seen as that type of education that every individual must have. It should not be a privilege but a right and it should be the sum total of an individual’s experience.

The State Universal Basic Education Board’s mission is to serve as a prime energizer of national movement for actualization of the nation’s SUBEB’s vision, working in concert with all stakeholders. This will mobilize the nation’s creative energies to ensure that Education for all becomes the responsibilities of all (SUBEB, 2005 Annual Report). The State Universal Basic Education Board in its annual report in 2005 listed the objectives of the State Universal Basic Education Board to include ensuring unfettered access to 9 years of formal basic education; the provision of free, State Universal Basic Education Board for every Nigerian child of school-going age; reducing drastically the incidence of drop-out from the formal school system, through improved relevance, quality and efficiency and ensuring the acquisition of appropriate levels 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.

1.2       Statement of the Problem

The major challenge to successful implementation of the SUBEB Scheme is lack of proper planning on the part of the government, improper planning is faulty census exercises. The resultant unreliable statistics has led to poor projections. Since the available data do not allow for proper projections, there is no way that the facilities on ground will be adequate for the number of children in school. This poor projection is a factor that has affected the universality of primary education in Nigeria. The inadequacy in terms of population data has also affected the provision of instructional materials such as textbooks, laboratory equipment, audio-visual materials, etc. which in themselves constitute another major challenge to successful implementation of the SUBEB programme (Oni, 2008).

Many reasons have been adduced for inadequate access to basic education, which includes costs of schooling (cost of books, equipment, uniform, tuition and examination fees), illness, poverty and economic benefits of education. This then explains why in general terms, any time tuition and all other fees are abolished, there is increase in enrollment in schools.  One other reason that could be the cause of drop out is that many children do not start education i.e., schooling at the right age of 6 years.  The delayed entry into the school or education system results into children dropping out of school and entering the labour market with limited qualifications. This invariably makes them live less productive lives. This has led the country into having a less educated population, which brings poverty amongst the citizens.

1.3       Purpose of the Study

The broad objective of the study is to examine roles of SUBEB in the Management of Primary and Junior Secondary School. The specific objective of the study is to:

• To examine whether Basic Education programme has influence enrollment of both Primary and Junior Secondary School into basic education.
• To examine whether provision of State Universal Basic Education Board  has influence  enrolment of every Nigerian child into basic education.
• To determine whether State Universal Basic Education Board has influence reduction in drop-out from the formal school system, through improved relevance, quality and efficiency.
• To examine whether Universal Basic education will influence the acquisition of appropriate levels of  literacy education among  the people.
• To find out whether Universal Basic education will influence the numeracy, manipulative, communicative and life skills for life-long learning.

1.4       Research Questions

The study will provide the answers to the following questions;

• To what extent will State Universal Basic Education Board programme influence enrollment of both Primary and Junior Secondary School into education?

• To what extent will  provision of State Universal Basic Education Board  has influence  enrolment of every Nigerian child into basic education?
• To what extent will  State Universal Basic Education Board  influence reduction drastically the incidence of drop-out from the formal school system, through improved relevance, quality and efficiency?
• To what extent will Universal Basic education influence the acquisition of appropriate levels of literacy education among  the people?
• To what extent will Universal Basic education influence the numeracy, manipulative, communicative and life skills for life-long learning?

1.5      Research Hypotheses

The following research hypotheses are formulated for testing:

• Basic Education programme has no significance influence on enrollment of people into basic education.

• To examine whether provision of State Universal Basic Education Board has influence enrolment of every Nigerian child into basic education.
• State Universal Basic Education Board has no influence reduction in drop-out from the formal school system, through improved relevance, quality and efficiency.
• Universal Basic education will not influence the acquisition of appropriate levels of  literacy education among  the people.

1.6       Significance of the Study

In this regard, the significance of this study will be for the benefit of the following individual:

This research work will among others help:

It is expected  that the outcome  of  this  findings will aid curriculum planners and developers to identify the difficulties involved in implementing the business studies curriculum in Nigeria Basic school.

The research findings will make school administrators to determine the various factors that can affect the teaching and learning of vocational based subject in Nigeria Basic school.

The outcome of research will enables teachers and school managers in proffering possible solution to the challenges of State Universal Basic Education Board in our modern society.

Government, school principals and other stakeholders in the area of effective utilization of the limited available resources to accomplish the goals and objectives set for the State Universal Basic Education Board Programme in the country.

It expected that the outcome  of study will help teachers in providing useful information about the state of resources and how their availability  and utilization can improve teaching and learning in schools. In addition it will give an insight into skills acquired by teachers and their ability to make use of the available resources.

The research work will enable Nigerian government at various levels to find workable solutions to the problems encountered in the Basic Education programme, the way pupils learn and inadequate provision of learning resources/aids as well as that of teachers’ motivation.

1.7       Scope of Study

The study would be limited to the Roles of SUBEB in the Management of Primary and Junior Secondary School. Case Study of Oredo Local Government, Benin City.  Due to proper administrative and control purposes, the Edo State Ministry of Education is divided into six (6) Education Districts. The study will be limited to Oredo Local Government, Edo state.

1.8       Operational Definition of Terms

State Universal Basic Education Board (SUBEB): The State Universal Basic Education Board (SUBEB) Programme is a basic educational programme, which was launched and executed by the government and people of the Federal Republic of Nigeria to eradicate illiteracy, ignorance and poverty as well as stimulate and accelerate national development, political consciousness and national integration.

Millennium Development Goals: This is  known as sets of short and long term goals designed for the challenges of 21^st century in Nigeria with exclusive focus on the State Universal Basic Education Board Programme.

National Economic Empowerment and Development Strategy (NEEDS): In the context of  this  research work, NEEDS is an empowerment programme designed to equip individual developed and developing nations including Nigeria in the area of value re-orientation, wealth creation, employment generation and poverty eradication.

Basic Education Programme: In the context of  this research study, the Basic Education programme was initiated in Nigeria  as one of the strategies aimed at implementing the educational component of the Millennium Development Goals (MDGs).

Teaching Effectiveness: this is when the teaching objectives have been achieved. This has to do with producing the result that is wanted; producing a successful result.

Evaluation: a term used interchangeably with assessment. It has to do with assessing the value or quality of the NEEDs project to check whether the objectives were achieved.

Academic Performance: it involves how the child is being taught and how he is able to learn and perform well. This is the outcome of education.

Junior Secondary School Pupils: they include children whose age ranges from of 11 and 18 years in a high school.

Primary School: Primary education or elementary education is typically the first stage of compulsory education, coming between early childhood education and secondary education.

Teachers: these are the people that impacts knowledge into the children. They are the ones charged with the responsibilities of making the teaching and learning process a reality.

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