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CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Education is one of the vital instructions in development. According to the National Policy on Education (1998) “Education in Nigeria is an instrument “par excellence’ for affecting national development Certainly, what Nigeria needs in this 2Pt century to turn her economy around is not extended primary or elementary education, but a basic education programme that will ensure that every Nigerian youth on graduation is sufficiently equipped with knowledge, skills, and experiences required for initial entry into one occupation in the world of work, whether college bound or not (Anyabolu, 2000).

The Universal Basic Education (UBE) programme of the Federal Republic of Nigeria was however launched by President Olusegun Obasanjo 30th September, 1999. The UBE programme as spelt out in the implementation guidelines, aims at achieving the following specific objectives.

• Developing in the entire citizenry a strong consciousness for Education and a strong commitment to its vigorous promotion.

• The provision of free, universal basic education for every Nigerian child of school going age.

• Reducing drastically the incidence of drop out from the formal school system.

• Catering: for the learning needs of young person’s one reason or another, have had to interrupt their schooling through appropriate forms of complementary approaches to the provision and promotion. Basic education;

• Ensuring the acquisition of the appropriate levels of literacy numeracy, manipulative, communicative and life skills, as well as the ethical, moral and civic value needed for paying.

A review of related literature has revealed that attempts in the past to provide free education whether at the federal or state levels has never been successful due to poor planning and implementation. This view was supported by Nwagwu (2000) who sees poor planning 1 as one of the problems responsible for the unsuccessful implementation of the former UPE programme. They posited that the planners of the programme were unable to project a fairly accurate number of children that would gain from the scheme.

Adequate efforts therefore, should be made to counter all the factors which led to the unsuccessful implementation of similar programmes in the past. This paper examines some issues associated with free education programmes and proffers. solution for the effective implementation of the UBE programme.

The existing educational programmes in Nigeria failed to meet the educational needs and aspirations of the populace. This led to the proposal of the universal basic education (UBE) by the Nigerian government. This was a welcomed idea to the Nigerian populace. Who were Unhappy that the 6-3-3-4 system which replaced the 6- 5-2-3 system and the earlier introduced universal primary education programmes. (UPE), (of the past regimes) was no better than the earlier introduced programmes.

1.2 STATEMENT OF THE PROBLEM

Despite the establishment of the Universal Basic Education (UBE) programme in Nigeria with the aim of ensuring access to quality education for all children, there remains a pressing need to evaluate the effectiveness of its implementation. This study seeks to identify and assess the key challenges, obstacles, and shortcomings encountered in the execution of the UBE policy across various regions and sectors of the Nigerian educational system. Specifically, the research aims to investigate issues such as inadequate funding, insufficient infrastructure, poor planning, bureaucratic hurdles, mismanagement of resources, and other factors that impede the successful realization of the UBE programme's objectives. Through a comprehensive examination of these challenges, the study endeavors to provide insights and recommendations for enhancing the implementation of UBE in 

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