ABSTRACT
This study examined the influence of federal government policy on the extent of implementation of universal basic education in Abia state, Nigeria. The study adopted an ex-post facto research design. A sample of 345 teachers drawn from a population of 624 teachers in fifteen upper basic schools in the three education zones of Abia state was used for the study. The sample was arrived at using proportionate stratified random sampling technique. The instrument for data collection was a 30-item researcher developed questionnaire titled: Federal Government Educational Policies and School Management Questionnaire (FEGEPSMQ). The face validation of the instrument was carried out by three experts: two in educational administration and planning and one in measurement and evaluation all from college of education, Michael Okpara University of Agriculture, Umudike, Abia state. The internal consistency aspect of the reliability of the instrument was determined using Cronbach alpha statistic which yielded an overall index of 0.72. The instrument has six clusters with 4-point response scale of Very High Extent, High Extent, Low Extent, and Very Low Extent with 4, 3, 2, and 1 ratings respectively. The data was collected by the researcher with the help of three research assistants. Out of the 345 copies of the questionnaire administered, 315 representing 91% of the entire instrument distributed were returned and used for data analysis. Data collected were analyzed using mean and standard deviations to answer the six research questions raised for the study while t- test statistic was used to analyze the six hypotheses that guided the study at 0.05 level of significant. The results showed among others that manpower training and adequate funding influence the implementation of Universal basic education to a very high extent while good physical facilities, work force recruitment, supervision and evaluation of overall policy on education respectively influence the implementation of Universal basic education to a high extent.
TABLE OF CONTENTS
Page
Title
page i
Declaration ii
Certification
iii
Dedication iv
Acknowledgement
v
Table
of Contents vi
List
of tables viii
Abstract
ix
CHAPTER 1: INTRODUCTION 1
1.1
Background to the Study 1
1.2
Statement of the Problem 13
1.3
Purpose of the Study 14
1.4
Research Questions 14
1.5
Hypotheses 15
1.6
Significance of the Study 16
1.7
Scope of the Study 17
CHAPTER 2: REVIEW
OF RELATED LITERATURE 19
2.1 Conceptual
Framework 19
2.1.1 Concept of Education 19
2.1.2 Policy Formulation 20
2.1.3 Policy implementation 22
2.1.4 Early Childhood Education 23
2.1.5 Universal Basic Education 25
2.1.6 Objectives of UBE 25
2.1.7 Adequate Funding 26
2.1.8 Physical Facilities 28
2.1.9 Workforce Recruitment 29
2.1.10 Policy Evaluation 30
2.2
THEORETICAL FRAMEWORK 31
2.2.1 Scientific
management theory (Taylor 1947) 31
2.2.2 Administrative Theory (Henry Fayol 1949) 34
2.2.3 Professional
Development Theory by Steffy and Wolfe (2001) 35
2.3 Empirical Studies
36
2.4 Summary of Review of Related Literature 42
CHAPTER 3:
METHODOLOGY 44
3.1 Design
of the Study 44
3.2
Area of the Study 44
3.3
Population of the Study 45
3.4 Sample and Sampling Techniques 45
3.5 Instrument for Data Collection 46
3.6
Validation of the Instrument 46
3.7
Reliability of the Instrument 47
3.8
Method of Data Collection 47
3.9 Method
of Data Analysis 47
CHAPTER
4: RESULTS AND DISCUSSION 48
4.1 Results 48
4.2 Summary of
the Major Findings 59
4.3 Discussion
of Finding 60
CHAPTER
5: SUMMARY, CONCLUSION AND RECOMMENDATION 64
5.1 Summary 64
5.2 Conclusion 65
5.3 Implication
of the study 66
5.4 Recommendation 67
5.6 Limitation
of the study 68
5.7 Suggestion
for further study 68
References 70
Apendices 74
LIST
OF TABLES
4.1 Mean
Analysis of Male and Female Teachers on the extent Manpower training
Influence the extent of implementation of Universal
basic education in
Abia state 48
4.2 t-test Analysis of mean ratings of male and female teachers on the influence
of
manpower training on the extent of implementation of
Universal
basic
education 49
4.3 Mean
Analysis of Male and Female Teachers on the extent adequate funding by
federal
government influence the extent of implementation of Universal basic
education 50
4.4 t-test Analysis of mean ratings of male and female teachers on the influence
of
adequate funding by federal
government on the extent of implementation of
Universal basic education 51
4.5
Mean Analysis of Male and Female
Teachers on the extent good Physical
Facilities
influence the extent of implementation of Universal basic education 52
4.6 t-test Analysis of mean ratings of male and female teachers on the influence
of
good Physical facilities on
the extent of implementation of Universal basic
education
53
4.7 Mean
Analysis of Male and Female Teachers on the extent work force
Recruitment influence the extent of implementation of
Universal
basic education 54
4.8
t-test Analysis of mean ratings of male and female teachers on the influence of
work force recruitment on the extent of
implementation of Universal basic
education 55
4.9 Mean
Analysis of Male and Female Teachers on the extent Supervision influence 56
the
extent of implementation of Universal basic education
4.10
t-test Analysis of mean ratings of male and female teachers on the influence
of 57
Supervision on the extent of implementation of
Universal basic education
4.11 Mean
Analysis of Male and Female Teachers on the extent evaluation of overall
policy
on education influence the extent of implementation of Universal
basic
education in Abia state 58
4.12
t-test Analysis of mean ratings of male and female teachers on the influence
of 59
Evaluation of overall policy on education on the
extent of implementation of
University basic education
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
The need for harmonization of educational
curriculum, structure and programmes in Nigeria led to the introduction of
various policies of education in the country by the federal government. However,
in order to meet with these educational needs and aspirations of the Nigerian
citizenry, the federal government of Nigeria in its national policy on
education (2013) spelt out the educational policies in the nation which is
derived from the educational philosophy and goals in Nigerian education.
Education therefore could be seen as an
activity or exercise of transferring new concepts and ideas to certain groups
of people. Ogedi and Okoro (2017) defined education as essential tool for
national and global development in terms of industrial expansion and
sustainability, manpower production, technological advancement and quality
standard of living. This in essence entails that human societies be it past or
present, education remains an instrument of imparting positively to the
survival of individuals and the society at large. The capacity of development
in any country can be measured through a properly planned, innovative
curriculum and well directed education. Joshi (2010) defined education as an
important component for enhancing the lives of deprived and disadvantaged
groups of the populations in developing countries and also a part of
anti-poverty programmes. It was on this premise that every nation be it developed,
under-developed or developing invest in education. Simply, education is the
process or act by which every society attempts to present or upgrade
accumulated knowledge, skills, concepts, innovation and technological software
in its cultural values with the view of fostering sustainable economic,
political, social development and survival of its citizens. Since education is
needful in every society for sustainable development, policy formulation and
implementation becomes salient to educational growth and sustenance.
In Nigeria, education policy formulation and
implementation involves interest groups, stakeholders in education and
educational agencies. The concept of policy has been well articulated by
researchers and social scientists on the subject. Egonwam in Ogbonna (2010) defined policy as a
government programme of action. This makes policy directive as regards to
actions and activities in an organization, education system inclusive. Policy
thus stands for various degree of goal articulation and normative regulation of
government activities and what they intend to do. This shows that policy is a
purposive or proposed plan of action regarding organizational activities and
programmes. Dror in Ogedi (2017) defined policy as a major guideline for action
as general directives for actions. In essence, Policy is a general directive,
rather than detailed instruction on the main line of action to be followed. Antiabong
(2017) substantively concerted that there is need for unhindered access to
education generally by putting in place flexible policy for potential students’
to have access to education particularly into higher education without
consideration for students’ across international boundaries.
Policies therefore serve as guide for decision
making, this reflects and interprets objectives of an organization (education
system), channel decision to contribute to the objective and establish a
framework for planning programmes. Mary (2012) opined that policies are broad
guideline for making decisions which flows from a strategy. In essence, it
provides guidance for decision making throughout the organization. Policy deals
with inter-related decision making process by the government or organizational
management concerning certain selected actions or goals as well as the channel
through which these policies could be achieved. Policy thus focus on
aggregative decision-making as against single discrete decision; general
directives for action in an organization; and a course of action adopted by an
organization, government or government agencies towards accomplishing well-defined
objectives. If policy could be set-out to achieve a clearly defined objectives
in an organization, educational policy becomes a clear road map for effective
actualization of educational goals.
Educational policy refers to specific goals
arrived at that should be pursued through educational institutions. In Nigeria,
educational policy generation and implementation involves major interest groups
and actors in the educational system. Nelson (2010) defined educational policy
as a proposal, an on-going programme or the goal of programme or major decision
in education. Ocho in Nkoyo (2012) defined educational policy as decision of
people in authority which expresses government’s intention for achieving
educational goals. This entails that education policies help to point towards
future direction for further development of educational system as well as help
in correcting defects detected in the operation of education system. Education
policy therefore is concern with the formulation of a decision, its
implementation and evaluation. If educational policy enhances quality
productivity and achievement of educational goals as an intended plan,
educational policy implementation becomes cogent in schooling system.
Similarly, Ogbonnaya in Unachukwu and Okorji
(2014) defined educational policy implementation as the process of carrying out
educational objectives or plans of action. Educational policy could be
characterized by exchange of information and resources, discussion and
bargaining between States and agencies. It also involves the kind of decision
to be made in the education system with detailed instruction and specify the
structure of educational system to be run by the entire nation. Policies become
needful in educational institutions for effective administration and quality
functioning of the system.
Federal
Republic of Nigeria (2012) in its national policy on education stipulates the
objectives of educational policy to include;
a.
Design a skeletal framework which form the basis of educational policies
that is implemented within the society.
b.
Create the basic funding based on UNESCO recommendation for basic
education programme.
c.
Provide the technical support for training of manpower who form the
workforce for implementation of basic education curriculum.
d.
Provide required infrastructural facilities that supports effective
teaching and learning at basic education level and other levels of education.
Saliently, education institutions constitute
an example of organizations that are guided by definite policies. All
educational institutions in Nigeria ranging from pre-primary, primary,
secondary and tertiary institutions of learning are guided by the governments’
policy document known as national policy on education. The federal government
of Nigeria has formulated and reviewed many policies in education which
includes 1977, 1981, 1998 etc. which has contributed a lot to the educational
system of Nigeria. FRN (2012) identified various policies on education to
include free education, universal basic education programme (UBE), mass
literacy, adult and non-formal education, technical and vocational education
programme, open and distance education, introduction of post UME screening
test, introduction of nomadic education and introduction of early childhood
development amongst others.
In time past, Nigerian government has come up
with diverse educational structure with modified system of education known as
9-3-4 system which was later changed to 6-3-3-4 system of education and
currently operating 9-3-4 system of education. This call for implementation of
various educational reforms as enshrined in the national policy on education
which is the blue print of Nigerian educational activities. Amongst these
educational reforms is the policy of free and compulsory education.
The idea behind free and compulsory education
in Nigeria could be traced to the federal government of Nigerian view on
education in article 18(3) of 1999 constitution which stipulated that: the
government shall strive to eradicate illiteracy; and to this government shall
as and when practicable prove: -
a. Free compulsory and universal primary
education.
b. Free secondary education.
It was on this premise of constitutional
requirement that most State governments in Nigeria, Abia State inclusive
introduced free tuition and feeding at primary and secondary education level. Free
and compulsory education could be seen as a kind of educational provision to
Nigerian citizens with free tuition, free food and other minor cost incurred by
government in making education available to pupils at low and upper basic
education. Daku and Sotikare (2018) opined that western region of Nigeria was
the first to introduce free primary education in 1955.The emergence of free
education gave rise to universal primary education. Universal primary education
policy is not a new development in Nigeria. This view is as a result that there
have been other such policies such as universal primary education scheme in the
detract western region of Nigeria in 1955 and universal primary education
scheme in the defunct Eastern Region of Nigeria in 1957. Although these
educational policies could not be sustained as a result of poor or inadequate
planning.
The universal primary education scheme was
launched in September 6, 1976 by the former military Head of State Lt. general Olusegun
Obasanjo. This scheme was a federal government of Nigerian programme that
covered the entire federal with enrolment of 8.2 million primary school
participants. This high and financial demanding project that was designed to
checkmate and control illiteracy level in Nigeria failed as a result of poor or
inadequate manpower, inadequate classroom and other planning issues. Taiwo in Ogbonnaya
(2010) contended that the federal government of Nigeria underestimated the cost
of the universal primary education scheme and overestimated its own capacity to
finance the programme in such a vast country as Nigeria taking into account
quality and quantity. In essence, the view of Taiwo simple shows that the
federal government of Nigeria did not embark into comprehensive planning on
personnel, facilities and funds needed for the programme. Iwechukwu (2008)
stated that the issue of free primary education accentuated the introduction of
the overly orchestrated, but failed, universal primary education in Nigeria,
since it was included in the national policy on education in 1977. The
inability of the universal primary education to deliver led to the introduction
of universal basic education.
The Universal Basic Education (UBE) scheme
was introduced by President Olusegun Obasanjo in 1999 which was designed to
cover not only primary education but also junior secondary education. UBE is a
9 years schooling programe which captures 6 years’ primary education and 3-years
junior secondary education. Action on Education for All in Daku and Sotikare
(2018) asserted that universal basic education in its broad sense is a close
articulation of formal, non-formal approaches to and mechanism for the
awakening of all-round development of human potentials. The essence of this is
to lay the foundation for lifelong learning, through the inculcation of
appropriate skills for learning, self-awareness, citizenship and living
generally. Basic education therefore should be seen as a comprehensive and
articulated process in determining evolutionary and developmental needs of a
nation. The introduction of universal basic education has actually brought
about changes and innovations in the education system which gives room for
national early childhood education.
Cogently, the decision of the federal government
of Nigeria to introduce the Universal Basic Education (UBE) programme in
September 1988, the Nigerian Educational Research and Development Council (NERDC
2008) re-structured and re-aligned early childhood education curriculum for
implementation in Nigerian center starting from September 2008. The structure
which has eight components including physical development, affective and
psychosocial development, cognitive development, food and nutrition, health,
water and environmental sanitation, safety measures and protection issues. In
childhood education, it is vital that the needs and the potentials of every child
for the purpose of quality national development. Iroegbu (2009) posited that
teaching children at this level of education requires thoughtfulness as well as
skillful planning. Early childhood curriculum is an open document that is
constantly changing with the needs, challenges and aspirations of the society.
This constant change in human society as regards to education paved way for
educational policy on mass literacy, adult and non-formal education in Nigeria.
Secondary school education world over is a
preparatory education stage to join higher education. Its quality investment
remains a critical tool for generating opportunities for socio-economic
development (World Bank, 2010). Still on this view, World Bank Report (2010) in
reference to economic return to invest in secondary education states that
individuals are willing to take more years of schooling partly because they can
earn and get better jobs on average with more education. Ezeugbor and Obunadike
(2018) defined secondary education as the second in the three level of education
that serves as a bridge between primary and tertiary institutions. Secondary
education therefore could be seen as a link between basic education, world of
work and training. The importance of secondary school education in advancing
economic growth and sustainable development requires provision of adequate
resources targeted at access, retention, quality and productivity (successful
completion with good grade) of secondary school education. This in essence will
help promote quality educational opportunity, exploration of talents and
eradication of poverty. Secondary school education therefore is defined as the
second stage of education that prepares an individual to able fit into their
society as well as avail them the opportunity of enrolling into the tertiary
education. If secondary school education could be obtainable, functional and
funded by government, the policy on mass literacy, adult and lifelong education
programme could be achieved in Nigerian education system.
Mass literacy, adult and lifelong education
is one of the educational programmes designed by the federal government of
Nigeria in a bid to help eradicate mass illiteracy as well as to ensure
education for all especially those who were not able to join the schooling
system at their youthful age. Adult education encompasses various educational
programmes established to enlighten/sensitize, update and promote overall
development amongst adults and their society in general. Nzeneri (2008) defined
adult education as any form of education (formal, informal or no non-formal)
given to adults based on their felt-social, economic, political and cultural
needs to enable them adjust fully to life changes. Onwuadi (2012) defined adult
education as any educational programmes designed for adults irrespective of
their previous educational attainment, social class or economic status to
enable them earn a decent living standard or adjust to societal demand. Adult
education is defined as a special educational programme provided to adults who
has no opportunity of enrolling into formal education. This therefore implies
that adult education programme is established with the aim of ensuring that the
participants adjust to the present changes in their society as well as ensure
meaningful living amongst them.
More so, lifelong education is very vital to
every individual since it promote economic and societal participation,
sensitize people as well as make people active in contributing to the
development of their society. It also promotes creativity and innovation in the
society. Ugwu (2016) defined lifelong education as learning and education that
relates to life as a whole not just to work which is a continuum process that
run from cradle to grave. Lifelong education therefore means that education is
a constant practice or exercise which has no end. Since mass literacy, adult
and lifelong education is contributory to societal development, financial
resources becomes needful to put in place human and material resources for such
educational programme.
Cogently, financial resources management of a school system includes
budget making, and handling of funds, purchasing or the expenditure of funds,
inventory accounting, auditing, financial reporting and cost analysis.
Financial resources management simply entails the ability of the principal to
plan, coordinate and control the financial activities of the school for quality
productivity. Funds are extremely important but as far as accountability is
concerned, the issues remain the ability to manage and account for the fund. Management
deals with bringing people together to achieve a given result using available
resources efficiently and effectively. Nwoku in Afinmagbon and Nwokocha (2011)
defined management as a total system of organization that is getting
organizational personnel to accomplish their work so as to achieve
organizations objectives. This mean that management is a human activity that is
designed to produce useful outcome in an organization.
The essence of accountability of financial resources is to ensure that
there is judicious use of human, material and financial resources to achieve
set goals. This signifies that poor financial resources management can lead to
wastage and mismanagement of resources. The government, school management,
ministry of education and its agencies knowledge of education finance and
strategies for utilizing them becomes important in making educational policies
which may pave way for quality physical resources management in the school
system.
Physical facilities therefore consist of
school building, school ground and equipment that are provided in the school
which aids the stimulation of teaching-learning process. Eziuzo (2014) posited
that effective learning can occur regardless of the type of school facilities
provided which she assumes to be far from the truth. Eheazu (2007) right
highlighted that the presence of good desks, chairs, electricity, buildings and
various types of audio-visual aids have created a motivating conducive learning
environment. Lumisli (2009) and Mayama (2012) agreed that lack of basic
facilities such as inadequate classrooms, libraries, and laboratories can
compromise teaching of science subjects which may end up affecting students’
performance negatively. Quality physical facilities thus constitutes one of the
basis for policy formulation and implementation in the educational system. Physical
facilities therefore are defined as those resources that supports quality
teaching and learning in the school. These facilities include quality classrooms,
chairs, desks, offices, laboratories, libraries, staff rooms, and hostels among
others. Availability of physical facilities thus requires recruitment of
workforce to ensure adequate use of the facilities. The effectiveness of any
programme is dependent on the quality personnel recruited for such programme.
Recruitment is the process of galvating a
pool of qualified candidates for a teaching and administrative job in various
educational programmes. One of the steps in planning for the recruitment of
workforce in education system is to establish adequate policies and procedures.
A recruitment policy represents the code of conduct in education system.
Fatiregum in Anuna, Afinmagbon and Nwokocha (2010) defined recruitment as the
process concerned with the assessment of the job, announcing the vacancy,
arousing interest and waiting people to apply. Effective recruitment exercise
in various educational programmes (mass literacy, adult and lifelong education,
universal basic education, secondary school, tertiary education etc.) demands
declaration that teaching and non-teaching job vacancy exist, creating adequate
awareness to the people to apply. Put in a different view, recruitment could be
defined as those process and measure employed by an employer to ensure that
quality manpower required to achieve organizational goals are employed. In recruitment policy, information on task
performance, knowledge on the major subject matter, need to be carefully
explained. Since recruitment of workforce is essential in achieving
organizational goals, there is need for adequate supervision of manpower to
ensure quality job delivery.
The school organization incorporates
students, teachers, and administrators, permanent, and non-permanent resources.
The supervision of these educational resources remain needful for effective
functioning of the system. Osakwe in Ekpo and Eze (2015) defined supervision as
the provision of assistance and guidance to teachers and students geared
towards the achievement of effective teaching and learning in the school. Supervisor
can be defined as a person or group of people assigned with the responsibility
of monitoring or ensuring that the available human, material and structural
resources in the schools’ system and other establishments are effectively and
qualitatively utilized and maintained to achieved quality sustainability and
growth in the system. In line with this view, Ibiam (2015) sees supervision as
the process of stimulating growth among people that work with students,
improving all elements and factor resources surrounding teaching and learning
to improve quality learning and the total educational programme. Supervision
therefore ensures secured atmosphere for effective teaching and learning; it
recognizes the inherent potentials of people that can be utilized to full
potential.
Gender refers to the social constructed
roles, behaviour, activities and attribute that a given society considers
appropriate from men and women. Doing gender is fundamentally a social relationship. Nwabueze (2016) contended that gender is
determined by the conception of task, functions and roles attributed to women
and men in society and in public and private life especially in the educational
institutions. This in essence implies that gender deals specially either
diverse assigned responsibilities to either male or female creature. In various
secondary schools, principals deployed to manage the school may either be a
male or female (man or woman). However, some scholars have criticized that
female teachers have better charisma as far as instructional activities are
involved. Gender in aspect of classroom performance in schools which depicts a
situation in which a qualified male or female characteristic is assigned with
classroom responsibility for effective outcome in their various areas of
specialization. The gender construct tends look at the various ways that the
either male or female teachers reasons, look and reacts to classroom management
and other classroom responsibilities that is expected to result to quality
productivity in the school system. Teachers thus are the centre of implementing
every educational policy as designed by the government.
Teachers are at the centre of attraction in
ensuring that quality education and sustainable is provided to educational
participants. Hervie and Winful (2018) defined teachers as professional trained
persons with the skills of facilitate students’ learning and ensure that
students excel academically in order to accomplish their potentials as well as
find a reasonable career. Modebelu (2017) defined teachers as group of
individuals trained specifically to impact knowledge and skills to children,
youths and adults to enable them develop healthier attitudes and live in
harmony with others. To Obunadike (2016), teachers are defined as group of
people trained to help learners to acquire necessary knowledge, skills and
attitude through a variety of ways of which are intertwined. This in its
implication denote that the activities carried out by teachers help in
remolding and rebranding the mind, attitude and perception of students, as well
as direct them to develop new instincts, ideas, concepts, gain resourceful
information and cultivate good cultural habit acceptable by the society to
ensure balanced knowledge. According to Aladejana (2014), teachers are persons
who pilot the daily activities of a school. Such teachers need to be
professionally vast in their subject areas, teachers’ work behaviour, teaching
methods, teaching skills, teaching strategies, teaching aids, techniques of
teaching and evaluating students. Teachers in this context refer to individuals
who have the prerequisite academic qualifications required to teach in a
secondary school. Presently there has been enough research work on educational
policies in Imo State, Akwa Ibom State, Ogun State and Rivers State as
indicated in the empirical study of this work but non has addressed the area of
the researchers focus, thus, the researcher tends to fill in this gap in
knowledge which is to ascertain the influence of federal government policies on
the extent of implementation of universal basic education in Abia State.
1.2 STATEMENT
OF THE PROBLEM
The present education system of Nigeria has
witnessed many policies for effective actualization of educational goals.
Ideally, the policies formulated in the educational system requires quality
planning, adequate funding, recruitment and sustainability of workforce, good
infrastructural facilities, training and re-training of workforce, competent
personnel for policy implementation, good supervision of policy implementation
mechanism and good evaluation of the overall policy achievement in the
education system. Here all these are available in the school, the teacher will
be more committed and students achievement will improve.
However, it seems that many policies
formulated by the Nigerian government as related to educational system has
failed to achieve its purpose. This has resulted in the change of policies
severally in a bid to improve students achievement which may be a resultant
cause of poor planning, incompetent personnel for policy implementation, poor
funding, shortage of workforce, poor infrastructure, lack of training and
re-training of workforce, poor supervisory mechanism and poor evaluation of
policy outcome and these remain the problems faced by policies implemented by
the federal government in the management of the school system in Nigeria. The
problem of this study put in question form; to what extent does federal
government policies influence the implementation of universal basic education
in Abia state?
1.3 PURPOSE
OF THE STUDY
The purpose of this study is to ascertain the
influence of federal government policy on the extent of implementation of universal
basic education in Abia State, Nigeria. Specifically, the study seeks to:
1.
Find out the influence of manpower training on the extent of implementation
of universal basic education in Abia State.
2.
Determine the influence of adequate funding by federal government on the
extent of implementation of universal basic education in Abia State.
3.
Ascertain available physical facilities influence on the extent of
implementation of universal basic education in Abia State.
4.
Determine the influence of workforce recruitment on the extent of
implementation of universal basic education in Abia State.
5.
Find out if policy supervision has an influence on the extent of
implementation of universal basic education in Abia State.
6.
To find out if evaluation of overall policy on education has influence on
the extent of implementation of universal basic education in Abia State.
1.4 RESEARCH
QUESTIONS
The following research questions will guide
the study. They are;
1.
To what extent does manpower training influence the extent of
implementation of universal basic
education in Abia State?
2.
To what extent does adequate funding by federal government influence the
extent of implementation of universal basic education in Abia State.?
3.
To what extent does good physical facilities influence the extent of
implementation of universal basic education in Abia State?
4.
To what extent does workforce recruitment influence the extent of
implementation of universal basic education in Abia State.?
5.
To what extent does supervision influence the extent of implementation
of universal basic education in Abia State.?
6.
To what extent does evaluation of overall policy on education influence on
the extent of implementation of universal basic education in Abia State?
1.5 HYPOTHESES
The following null hypotheses were formulated
and will be tested at 0.05 level of significance. They are;
H01:
There is no significant difference
between the mean rating of male and female teachers on the influence of manpower
training on the extent of implementation of universal basic education in Abia State.
H02:
Significant difference does not exist
between the mean rating of male and female teachers on the influence of
adequate funding by federal government on the management of universal basic
education.
H03:
there is no significant difference
between the mean rating of male and female teachers response on the influence
of availability of physical facilities on the extent of implementation of
universal basic education in Abia state.
H04:
there is no significant difference between the mean rating of male and female
teachers response on the influence of workforce recruitment and the extent of
implementation of universal basic education
H05: significant
difference does not exist between the mean rating of male and female teachers
responses on the influence of policy supervision on the extent of implementation
of universal basic education.
H06:
there is no significant difference
between the mean rating of male and female teacher’s responses on the
evaluation of overall policy on education and the implementation of universal
basic education.
1.6 SIGNIFICANCE OF THE STUDY
The findings of this could be relevant as its
recommendation will be of great benefit to the Government, Ministry of Education,
Educational Policy Makers, School Management, Teachers, Students and
Researchers.
The government could benefit from the
findings and recommendations of this study by gaining an insight on the
importance of proper planning and ensuring good evaluation of policies that
relates to education. They could also benefit from the study by ensuring that
any policy designed for the effective implementation of school system in
Nigeria is adequately funded.
The ministry of education could benefit
immensely from this study by ensuring that proper and effective supervision and
evaluation of policy outcome in secondary schools and other educational
programs as enshrined in the policy on education are enhanced.
Policy makers in the field of education could
find this study relevant and useful in ensuing that visible, realistic and
implementable policies are formulated as well as provide mechanisms for
effective implementation of such policies.
The school management at basic education
level, mass literacy, adult and lifelong education and secondary school
education system could find this study helpful as it will guide them in mapping
out further strategies to ensure effective management of the school system as
well as implement policies formulated by the government in achieving quality
outcome in the system.
Teachers as the focal point and centre of
quality implementation of policies will benefit from this study by
understanding the need to use classroom channel to impact quality skills on the
learners at various levels of education. This could help them to ensure
effective classroom management through quality communication skills, classroom
control and effective teacher-pupil relationship.
Students
could benefit from this study as it will help them understand the level of
government investment in education to ensure that there is educational equality
and access. This will also help the students to take the decision of been
retained in the school system rather than bringing up attitudes such as
withdrawal, not completing the schooling circle, staying out of school amongst
others which is an indicator of wastage in the education system.
Finally, future
researchers could benefit from this study as this will provide quality
literature and empirical review for their current work.
1.7 SCOPE OF THE STUDY
This study is delimited to the influence of federal
government educational policies on the extent of implementation of universal
basic education in Abia State. The study geographically will cover 5 secondary
schools in each of the three education zones in Abia State (Umuahia education
zone, Aba education zone and Ohafia education zone). The study in its content
scope will cover manpower training of secondary school teachers, adequate
funding by federal government on management of universal basic education, availability
of physical facilities, workforce recruitment, policy supervision and evaluation
of overall policy on education management of secondary school education.
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