Two Decades of Universal Basic Education Programme in Nigeria.1999-2019: UBE Implementation, Achievement, Challenges and Suggested solutions

Abstract

In September 1999, the UBE was officially launched and passed into law in 2004 as an implementation tool of the government initiative to achieve the Millennium Development Goals in achieving the EFA. Researchers has agreed that the Universal Primary Education (UPE) in Nigeria was also recognized as the predecessor of the present UBE Scheme, which has been directed towards the possibility of increasing the number of attendance or enrollment in schools, as well as the provision of an excellent opportunity to correct the current imbalance. The major objective and aim of the UBE programme is the provision of free, universal and compulsory basic education for every Nigerian child aged 6—15 years. However, for the Universal Basic Education programme to be truly free and universal, efforts must be made to check those factors that are known to have hindered the success of such programmes in the past. This paper thereore will consider the implementation of Universal Basic Education (UBE) in Nigeria -.its achievement, challenges and make some suggestion. The paper hereby made some recommendations that the government should provide adequate fund for the UBE programme.

Effectiveness of Inclusive Design for Children with Disabilities in Nigerian Education Buildings

“…The study found that ten criteria for accessibility and usability were significant at p < 0.00, but not reflected in existing buildings. This finding corroborates the recommendation that planners and administrators of schools should ensure that their buildings are architecturally friendly for kids due to peculiar academic wants including infirmities [30,38]. Inclusive design in educational settings is crucial for students with physical disabilities' well-being and academic success.…”

“…For people to experience space, the physical infrastructure accessibility attributes must be present in the environment. These attributes comprise symbols, available entry, hallways, conveniences/restrooms with clutch bars, switch and controls, ramps, lifts, obtainable small tables, playgrounds, canteens, water taps, and the design of outside amenities [21,29,30]. For a school to be considered obtainable, it should permit every learners, instructors, and parents to enter securely, utilise every amenities, partake completely in every instructional exercises with as greatly independence as feasible, and leave in crises [5,31].…”

Adequate Funding Panacea for Development of Educational Administration and Planning Programme in Tertiary Institutions in Nigeria

“…Further service development may also require a lot of resources, and it might require a new set of teams, and for that purpose, the organization may have to arrange funds for the employment of new staff. In addition, NOUN (2009); NOUN (2012); Nwafor, et al (2015); Ogunode & Abashi (2020); Ogunode, Olaoye & Yakubu (2023); and Ogunode, Onyekachi, & Ayoko (2023) submitted that the availability of funds is very important in the provision of school infrastructures. More funding will help the higher institutions' management in providing more facilities such as hall halls, classrooms, laboratories, libraries and instructional materials.…”

Exploring the impacts of public-private partnership investments and collaborative solutions for tackling inadequate funding in French language education

“…This study aims to assess and address these issues comprehensively. The fragmentation in the existing literature necessitates a comprehensive assessment of the risks and concerns associated with public-private collaborations in education [22,23] . Identifying best practices in collaborative funding solutions is essential to inform stakeholders about successful models.…”