Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/389
Title: PROGRESS AND PROBLEMS OF IMPLEMENTATION OF THE UNIVERSLA BASIC EDUCATION PROGRAMME IN EBONYI STATE
Authors: ADALI ANASTECIA ONELE
Issue Date: 23-Mar-2011
Publisher: EBSU
Series/Report no.: EBSU/PG/PhD/2005/01760;
Abstract: Abstract This study assessed the progress and problems of implementation of the Universal Basic Education Programme in Ebonyi State. The study Was limited to all state owned primary and junior secondary schools in the state. Eight research questions and three hypotheses guided the study. The study employed a descriptive survey research design. The population of the study comprised 1,036 primary school head teachers and 198 secondary school principals making the total population to be 1,234. Thirty percent of the population was selected using the simple random sampling technique yielding 370 research subjects. The researcher developed a 28-item 4-point rating scale termed Progress and Problems Assessment Scale (PPAS). This was used to collect data on the extent to which the UBE has been free, compulsory and universal; as well as the problems of mobilization and fund allocation as they hindered the implementation of the UBE programme in Ebonyi state. The instrument was face-validated by two experts in Educational Administration and Planning and 3 experts in Measurement and Evaluation. Construct validity was also established through factor analysis. A test of internal consistency (reliability) was conducted using the Cronbach alpha, and it yielded 0.66. The result of data analysis revealed that the UBE programme had to a little extent been compulsory and free in Ebonyi state, while universalization of the programme had been achieved to a great extent. The study further revealed that mobilization problems had greatly hindered the implementation of the UBE prgramme. Finally, the study showed that the level of fund allocation had to a little extent helped the implementation of the UBE programme in Ebonyi State. Finally, the study revealed that school type, gender and location did not exert any influence on the progress and problems of implementation of the UBE programme in Ebonyi State. The study recommended that: government should establish rules to guide the State Government on the enforcement of the UBE law, that resources should be provided by the Federal and State governments to ensure that more schools were established to reach all who needed them. In addition, resources should be adequately made available if free basic education was to be achieved. The research suggested that this study could be carried out in some other states of the Federation. Some educational implications of the study were also highlighted.
Description: A THESIS SUBMITTED TO THE DEPARTMENT OF EDUCATIONAL FOUNDATIONS , EBONYI STATE UNIVERSITY, ABAKALIKI.IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF THE DEGREE OF DOCTOR OF PHILOSOPHY IN EDUCATIONAL ADMINISTRATION AND PLANNING, EBONYI STATE UNIVERSITY.
URI: http://hdl.handle.net/123456789/389
Appears in Collections:Theses & Dissertations

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