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PARTICIPATION IN THE UBE PROGRAMME IN CROSS RIVER STATE FROM 2006-2012
chapter one
introduction
1.1 Background of the Study
The emphasis
on multi-sectoral approaches to solving the problems of poverty, and other
human development challenges in the developing societies of the world has
become the emerging trend since the turn of the new millennium. This paradigm shift is influenced by the
premises that the resources available at the disposal of the government is
inadequate to cater for the enormous challenges facing mankind in his social
environment. This therefore means, the
government, the private sector, community and other relevant stakeholders must
partner and collaborate.
This new
approach has been described by developmentalists as Public Private Partnership
(PPP) approach to addressing the human development challenges in the
society. It is within the context of the
above that the whole concept of community participation in the running of the
Universal Basic Education (UBE) Programme of the federal government came into
being.
Community
participation in the delivery of Basic Education Programme simply means the
active involvement and participation of the members of the communities where
schools are located in the management and implementation of the Universal Basic
Education (UBE) Programme as envisaged by the government. The essence of this participation and
involvement of the communities is to elicit the spirit of commitment and ensure
project sustainability and eventual ownership of the project and school.
The concept
of community participation in the provision of social services has been
described as botton-up approach to development.
According to Egwu (2004), it is an evolving concept which builds on
community resources, expertise, supplies and the best way to utilize the
development Latent Potentials which are abundant in the communities.
The
Universal Basic Education Programme of the federal government was a brain-child
of the Chief Olusegun Obasanjo’s administration on assumption of office as
President and Commander in Chief of the Federal Republic of Nigeria in
1999. The programme was launched in
Sokoto State in 1999 by former President Obasanjo in 1999. The UBE Programme is a new educational reform
which focuses on the issues of access, equity and quality in the delivery of
Basic Education. The Programme is
intended to provide a free, compulsory, Universal Basic Education for every
Nigerian child of school age as contained in the enabling law, UBE Act of
2004. The programme is primarily aimed
at eradicating illiteracy, ignorance and poverty in all facets in Nigeria because
education is regarded as the panacea to human and development problems of any
society.
The
objectives of the UBE Programme includes among others as contained in the UBE
Act of 2004: developing in the entire
citizenry a strong consciousness for education and a strong commitment to its
vigorous promotion, provision of free, Universal Basic Education for every
child of school age; reducing drastically the incidence of school dropout from
formal school system; catering for the learning needs of young persons who for
one reason or another have had to interrupt their schooling through appropriate form of
complementary approaches to the promotion of basic education; and ensuring the
acquisition of the appropriate levels of literacy, numeracy, communicative and
life civil values needed for laying a sound and solid foundation for Life-Long
Learning (UBE Act, 2004).
The origin
and antecedent of the present UBE Programme of the government can be traced to
the various international treaties and agreements of the last Millennium. Some of these were, the Jomitien declaration
and framework for Action on Education for All (EFA) in 1990, the Ouagadougou
Pan-African declaration on Education of girls and women held in 1992, the
Darkar – Senegal World Education Forum on Education for all which proposed the
six EFA goals in 2000, and lastly and importantly, the World Millennium Summit
which articulated the Millennium Development Goals agenda (MDG) in 2015.
It suffices
to note that, the UBE Programme is a roadmap to achieving the needs of the
National Economy Empowerment Development Strategic (NEEDS) and the Vision 2020
Agenda of the government which were all conceived within the Framework of the
MDG thrust. The National Economic
Empowerment Development Strategy (NEEDS) Agenda also stresses on partnership
and collaboration.
It is
suffice to state here that the Motto of the Universal Basic Education reads
thus “Education of all is the responsibility of all”. This motto undoubtedly captures and delivers
the message that the provision of Basic Education to the Nigeria child is
through collaboration and partnership.
The UBE
Programme’s major goal as outlined in the enabling Law, UBE Act 2004 and Policy
Guideline is; to engender positive changes which include making programme
implementation more responsive to the needs of the people and ensuring that
parents and communities are actively involved in the provision of Basic
Education delivery. The UBE process
involves, advocacy and mobilization of support to ginger education participation,
empowerment of communities to take greater interest in education and eventual
ownership of the schools amongst others.
The
Universal Basic Education Programme is Nigeria’s response to the call for
“Education for All” as well as the Millennium development goals number 1–3
which are directed at addressing problems of development, illiteracy and
poverty, gender equity and elimination of gender disparity in schools by
2015. In line with this policy thrust
and direction, the UBE Act of 2004 mandated the UBE Commission in section 9 of
the Act to perform these functions amongst others:
Carry out
mobilization and sensitization of the general public and enter into partnership
with the communities and other stakeholders in Basic Education with the aim the
overall of achieving Objectives of the compulsory, free Universal Basic
Education in Nigeria. (UBE ACT 2004:4).
Communities
as major stakeholders in the Universal Basic Education Project are expected to
collaborate with the government in the following areas in the implementation of
Basic Education.
Prompt
repair and renovation of blown-off school roofs.
Construction/innovation
of school through Self-help.
Mobilization
for enrolment of School Aged Children in schools.
Provision of
infrastructural and Instructional materials in school to support effort of
Government.
Assistance
in procurement of books for School Libraries to improve reading and writing
skill of Pupils.
Provision of
school Uniform and books to wards/children.
Assist in
provision of Teaching/Learning materials in Schools.
Pooling of
resources to assist the schools in areas of needs.
Provision of
friendly environment for teaching/learning in School.
Encourage
enrolment and retention of pupils in school.
Checkmate
Child Trafficking through enrolment of School Aged Children.
The
Universal Basic Education (UBE) Programme being a programme of the federal
government is implemented in the 36 States of the Federation including the
federal capital territory through the various States Universal Basic Education
Boards (SUBEB).
It is on the
background of the above that this research work, “Community Participation and
the UBE Programme in Cross River State from 2006 – 2012” was examined.
1.2 Statement of the Problem
The study
sought to examine community participation in the implementation of the
Universal Basic Education Programme in Cross River State from 2006 to
2012. The essence of the study was to
determine the extend to which communities are involved in the implementation
process of the UBE programme as contained in the policy documents and enabling
law, CRS, law No. 1 of 2006.
The
realization of the Universal Basic Education Programme of the federal
government requires the collaboration of the government with communities and
other stakeholders since government alone cannot achieve this. Communities are expected to perform some of
the following roles: ensure the
maintenance of infrastructure and facilities for the UBE programme in their
local school; prompt responds to renovation of blown- off school roofs through
Community Self-help Initiative; Mobilization for enrollment/retention of pupils
in school; provision of logistic support and enabling environment for the
implementation of the UBE programme; assist government to address challenges of
out-of-school children in the State; identify and respond to the needs of the
schools among others. Unfortunately due recognition is not accorded Community
Members inspite of the critical roles these grassroot Stakeholders play in the
implementation of Educational Programmes such as the UBE Programme in Cross
River State.
Consequently,
there is dearth of information on the level of participation of Community
Members in the implementation of the Universal Basic Education (UBE) Programme
in the study area. Therefore, it is
imperative to ascertain the level of Participation of Community Members in the
implementation of the Universal Basic Education Scheme in Cross River State.
Thus, this
study investigated the level of Community Participation in the implementation
of the Universal Basic Education (UBE) Programme in Cross River State from it
inception in 2006 to 2012.
1.3 Research Questions
The
following Research questions were designed to guide the study:
How have
community members participated in the implementation of the UBE programme in
the state?
To what
extent do communities participate in the implementation of Self-help project of
the UBE programme in the state?
What is the
extent of community participation in the mobilization of pupils for school
enrollment and retention in the UBE Programme in the state?
What is the
contribution of members of the community in the provision of infrastructure and
instructional materials in the UBE Programme in the state?
What is the
extent of parental contribution to the education of the children/wards in the
UBE Programme in the state?
1.4 Objectives of the Study
The main
purpose of this study was to examine community participation in the
implementation of the Universal Basic Programme in Cross River State.
The
objectives of the study were identified as follows:
To determine
the various ways communities had participated in the implementation of the
Universal Basic Education Programme in the State.
To identify
the different ways communities had participated in the implementation of the
Self-help of the Universal Basic Education Programme in the State.
To determine
the level of community participation in the mobilization of pupils for school
enrollment to achieve the objective of the UBE programme.
To determine
the level of community commitment and participation in the provision of
infrastructural/instructional materials for the UBE programme in schools.
To ascertain
if the level of community participation had enhanced the implementation of the
UBE programme in the State.
To identify
challenges inherent in the effective mobilization of the community members to
achieve access, quality and equity in delivery of basic education in the State.
To identify
the extent of parental support for the education of their children/wards.
1.5 Statement of the Hypotheses
The
following hypotheses were formulated to guide the study:
a. the level of community participation has
no influence on the implementation of the UBE community initiated Self-help
projects.
b. the level of community participation has
no impact on increased enrollment of pupil in schools.
c. the level of community assistance in
infrastructural/instructional material provision has no impact on the success
of UBE programme.
d. parental level of support for wards
education has no influence on the successful implementation of the UBE
programme in my community.
1.6 Significance of the Study
The finding
of this study will be very useful to the government, ubec Governing Board, the
State Universal Basic Education Board Management, and the various stakeholders
involved in the delivery of Basic Education in the State and the country at
large.
The findings
from this study will in no doubt awaken the consciousness of Members of the
community on their roles and expectations toward the successful implementation
of Basic Education in the State. This is
so because many parents and members of the community still have the strong
notion and belief that it is the sole responsibility of the government to
provide basic education to the people.
The findings
from the study will create a proper synergy for better partnership and
collaboration between the government and community members in the provision of
basic education.
The findings
from the study will help identify some of the challenges that hinder effective
community mobilization for support of the UBE Programme.
The findings
of the research will create an enabling environment where communities and other
stakeholders would have opportunity to interact and discuss issues relating to
the provision of basic needs of the school and how these needs can be met.
The findings
from the research study will assist identify the abundant human and material
resources available to communities and
with the aim of harnessing and pooling these resources with the community
support for the development of basic education in the State.
The finding
of this study will serve as literature review to future scholars who may want
to carry out research in similar related area.
Lastly, it
will be useful to the management of Universal Basic Education Commission as
reference point to other State SUBEB how to mobilize community support for UBE
Programme.
1.7 Scope of the Study
this
Research Work is focused on community participation and the implementation of
Universal Basic Education Programme in Cross River State from the inception of
the UBE Programme in the State from 2006 to 2012. The 18 Local Government Education Authorities
in the State where 1,018 public primary school existed for the delivery of
Basic Education Programme constituted the scope of coverage for the study.
Information
and data used for the analysis of this study were from sampled
school/communities in the 18 LGEAs on the expected areas of community
participation such as prompt response to renovation of school blocks,
mobilization of pupils by parents for school enrollment, provision of
infrastructural/instructional materials for effective teaching and learning,
provision of relevant school materials/textbooks for pupils by parents among
others.
Akin to
this, the study was restricted to relevant stakeholders at the communities such
as traditional rulers, members of the School Based Management Committees
(SBMC), School heads, parents, Teachers, Community members who also constituted
part of the scope of this study.
This study
should be understood within the above context.
TABLE 1
Showing
number of public primary schools LGA-by-LGA
S/N
Local
Government Areas
No. of
Schools
1.
Abi
45
2.
Akamkpa
62
3.
Akpabuyo
24
4.
Bakassi
12
5.
Bekwarra
57
6.
Biase
55
7.
Boki
91
8.
Calabar
Municipal
22
9.
Calabar
South
21
10.
Etung
24
11.
Ikom
61
12.
Obanliku
78
13.
Obubra
73
14.
Obudu
66
15.
Odukpani
65
16.
Ogoja
87
17.
Yakurr
48
18.
Yala
128
Total
1,018
Source: prs
Dept: CRS SUBEB, Calabar (March, 2012)
1.8 Operational definition of Terms
Community:
This refers to a group of people living within a distinct geographical area
where a public primary school is located.
Participation:
This refers to the process where members of the community are mobilized to take
active part or involvement in the management of the school.
Community
participation: This refers to the
involvement and participation of members of the community, parents and
guardians including traditional rulers in the management and implementation of
the UBE Programme of the Government.
Community
development: This refers to process
which the effort of the people themselves, are united with those of government
authorities to improve the socio-economic/cultural conditions of communities
into the life of the nation, and to enable them contributed fully to national
progress.
Universal
Basic Education Programme: This refers to new 9 year Educational Policy of 3
year lower primary, 3 years Upper and 3 years Junior Secondary of the Federal
Government that is compulsory for every
child of school age in Nigeria.
Collaboration:
This refers to coming together of different stakeholders for the purpose of
providing basic education.
Stakeholders:
This refers to the different agencies, organizations and key actors involved in
the provision of Basic Education delivery e.g. government, community, donor
agencies, parent, etc.
Substructure:
This refers to the first formal foundational education a child receives and
from which the secondary and subsequent educations are built. If this foundation is weak, it affects the
other levels of education.
Superstructure:
Superstructure here refers to the secondary and other levels of education
including the overall development of the child.
Infrastructural
Decay: This refers to the dilapidating conditions of school buildings,
furniture, classrooms and other amenities which tend to affect effective
teaching and learning.
Poverty:
This refers to inability to provide self and family with food, Medicare,
education and other social necessities of life.
It is a state of deprivation.
Millennium
Development Goal: This refers to a set of 8 goals ratified by 189 world leaders
in the year 2000 as a common global strategy of achieving equitable and
peaceful world development by 2015. These
8 goals are: Eradication of Poverty and
hunger, achieve Universal Primary Education, Gender Equality, Child Mortality,
Maternal Health, HIV/AIDS and other diseases, environmental sustainability and
global partnership for development.
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