IBIFAA - 7th March, 2023 - Amended Thesis Work

IGNATIUS AJURU UNIVERSITY OF EDUCATION
RUMUOLUMENI, P.M.B. 5047

PORT HARCOURT
POSTGRADUATE SCHOOL
STAKEHOLDERS’ PARTICIPATION IN UNIVERSAL BASIC EDUCATION FOR

ATTAINMENT OF SUSTAINABLE DEVELOPMENT GOAL FOUR (SDG4) IN
RIVERS STATE, NIGERIA
BARRAH IBIFAA MEMBERR

HND(RIV POLY), PGDE (UDUSOK), M.Ed (IAUE)
IAUE/2019/EDM/Ph.D/0034
FEBRUARY, 2023.
1
STAKEHOLDERS’ PARTICIPATION IN UNIVERSAL BASIC EDUCATION FOR
RIVERS STATE, NIGERIA
BY
BARRAH IBIFAA MEMBERR

HND(RIV POLY), PGDE (UDUSOK), M.Ed (IAUE)
IAUE/2019/EDM/Ph.D/0034
A THESIS SUBMITTED TO SCHOOL OF POST GRADUATE STUDIES, IN PARTIAL

FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF DOCTOR OF
PHILOSOPHY (Ph.D) IN EDUCATIONAL MANAGEMENT (EDUCATIONAL
ADMINISTRATION) IN THE DEPARTMENT OF EDUCATIONAL MANAGEMENT,
FACULTY OF EDUCATION, IGNATIUS AJURU UNIVERSITY OF EDUCATION,
PORT HARCOURT, RIVERS STATE, NIGERIA
SUPERVISOR: PROF. IBEKWE ROBERT-OKAH
FEBRUARY, 2023
i
DECLARATION
I, BARRAH, IBIFAA MEMBERR with registration number IAUE/2019/EDM/Ph.D/0034

declare that this Thesis on “Stakeholders’ Participation in Universal Basic Education for
Attainment of Sustainable Development Goal Four (SDG4) in Rivers State, Nigeria”, was carried
out by me. That this is my original work and that is has been submitted wholly or in part for the
award of degree in any institution.
BARRAH, IBIFAA MEMBERR _______________ _______________

Signature Date
ii
CERTIFICATION
IGNATIUS AJURU UNIVERSITY OF EDUCATION
POSTGRADUATE SCHOOL
“STAKEHOLDERS’ PARTICIPATION IN UNIVERSAL BASIC EDUCATION FOR

RIVERS STATE, NIGERIA”
BY
BARRAH, IBIFAA MEMBERR
The Board of Examiners certifies that this is the original work of the candidate and that the thesis
is accepted in partial fulfillment of the requirement for the award of Doctor of Philosophy in
Educational Management.
Designation Name Signature Date
Supervisor: Prof. Robert-Okah, I ………………… ……….…….
Head of Department: Assoc. Prof. Okai N. Okai ………………… ……..…..…….
Dean of Faculty: Prof. V. E. Asuru ………………… ……..............…
Dean, School of Graduate Prof Good Wilson ………………… ……..............…

Studies
External Examiner: ………………………. ……………………. ………………
Chairman Board of Examiners: ………..……… ……………….…. ………….……
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DEDICATION
This work is dedicated to God Almighty for His divine grace and mercies which have brought
me thus in my academic pursuit.
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ACKNOWLEDGEMENTS
To God be the glory. In Him alone do I put my trust for the insight and wisdom imparted on me
during the period of this research work. All adoration to his name.
However, I will also not forget to appreciate my dissertation supervisor Prof. Ibekwe Robert-
Okah who inspite of his crowded schedule guided and gave me necessary assistance needed in
this research work.
I extend my deepest appreciations to Prof. P.N. Ololube, Prof. Owhondah, S.N., Prof. E. C.
Ibara, Prof. Nwiyi, G, Dr. Okogbaa, V.E, Prof. C. O. Agabi, Prof. R. Ibekwe-Okah, Dr. Walson
O. B. A., Prof. U. K. Agi, Late Dr. W. Worlu, Prof. E. E. Adiele, Dr. Okai N. O., Dr. A.N.
Yellowe, Dr. Nnokam and Dr. Nwankwoala H. N. L. for their special efforts in fine tuning,
guiding me through to the actualization of this project work. I will not forget to specially salute
and knowledge all the Lecturers in the Department of Educational Management for daring me
ahead of time, to be able to stand the challenge. It is a great honor and privilege to be taught by
you. My God will reward you greatly.
I wish to also acknowledge my lovely and wonderful husband, Mr. F. Barrah and my children.
Nonye and Zara for their support physically, financially and morally I say may God Almighty
bless and keep you all for me. I will also want to further express my appreciation to my mum,
Mrs. Florence Elekema Memberr, my sisters; Mrs. Beddieba Amadu, Mrs. Siya Boyede and my
one and only brother, Mr. Diamiete Elekema Memberr for their prayers and support. I cannot
forget to appreciate these two of young and able men who were my backbone during my
programme, Mr. Humphery Obinna Agala and Mr. Njigwum, Sunny All well. I pray the
Almighty God will bless you richly.
I also want to acknowledge Engr. & Mrs. Oladapo Adigun, I say a big thank you for your endless
care and support, especially Mrs. Kemi Adigan who is my sister from another womb. I will not
forget to appreciate all my course mates inspite of all odds made it to the end.
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TABLE OF CONTENTS
Title Page i
Declaration ii
Certification iii
Dedication iv
Acknowledgements v
Table of Contents vi
List of Tables ix
List of Figures xi
Abstract xii
CHAPTER ONE INTRODUCTION
1.1 Background to the Study 1

1.2 Statement of the Problem 6
1.3 Aim and Objectives of the Study 8
1.4 Research Questions 9
1.5 Hypotheses 10
1.6 Significance of the Study 11
1.7 Scope of the Study 13
1.8 Operational Definition of Terms 14
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Theoretical framework 15

2.2 Conceptual Framework 19
2.3 Review of Related Empirical Studies 72
2.4 Summary of Literature Review 94
CHAPTER THREE: METHODOLOGY
3.1 Research Design 96

3.2 Population of the Study 96
3.3 Sample and Sampling Technique 96
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3.4 Instrument for Data Collection 97
3.5 Validation of the Instrument 97
3.6 Reliability of the Instrument 97
3.7 Method of Data Collection 98
3.8 Method of Data Analysis 98
CHAPTER FOUR: RESULTS AND DISCUSSION

4.1 Data Presentation and Analysis 99
4.2 Test of Hypotheses 108
4.3 Summary of Findings 113
4.4 Discussion of Finding 115
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Summary of the Study 130
5.2 Conclusions 132
5.3 Recommendations 132
5.4 Limitations of the Study 133
5.5 Contribution to Knowledge 134
5.6 Suggestions for Further Studies 134
REFERENCES 135
APPENDIX A 144
APPENDIX B 145
APPENDIX C 149
APPENDIX D: 153
APPENDIX E 159
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LIST OF TABLES
Tables Pages
1.1: Objectives of Sustainable Development Goal Four (SDG4) 38
3.1: Population Distribution 96
3.2: Distribution of Sample Size 97
4.1: Mean ( x ) and standard deviation of respondents (principals and teachers) on the ways 99
government participate in Universal Basic Education for the attainment of Sustainable
Development Goal Four (SDG4) in Rivers State.
4.2: Mean ( x ) and Standard Deviation of respondents (principals and teachers) on the 101
extent school board members as stakeholders participate in Universal Basic Education
through curriculum development for the attainment of Sustainable Development Goal
Four (SDG4) in Rivers State.
4.3: Mean ( x ) and standard deviation of respondents (principals and teachers) on the 102
extent teachers as stakeholders participate in UBE through sensitization for the
attainment of Sustainable Development Goal Four (SDG4) in Rivers State.
extent school principals as stakeholders participate in Universal Basic Education
through capacity building for teachers for the attainment of Sustainable Development
Goal Four (SDG4) in Rivers State.
extent parents as stakeholders participate in Universal Basic Education through
provision of physical facilities for the attainment of Sustainable Development Goal
extent alumni as stakeholders participate in Universal Basic Education through
educational funding for the attainment of Sustainable Development Goal Four (SDG4)
in Rivers State.
4.7: z-test Analysis on the difference between the mean rating scores of stakeholder (school 108
personnel and parents) on the ways government as stakeholders participate in
Universal Basic Education for the attainment of Sustainable Development Goal Four
(SDG4) in Rivers State
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4.8: z-test Analysis on the difference between the mean rating scores of principals and
teachers on the extent to which school board members as stakeholders participate in
109
Universal Basic Education through curriculum development for the attainment of
Sustainable Development Goal Four (SDG4) in Rivers State.
110
4.9: z-test Analysis on the difference between the mean rating scores of urban and rural
principals on the extent to which teachers as stakeholders participate in Universal
Basic Education through sensitization for the attainment of Sustainable Development
4.10: z-test Analysis on the difference between the mean rating scores of urban and rural 111
teachers on the extent to which school principals as stakeholders participate in
Universal Basic Education through capacity building for teachers for the attainment of
4.11: z-test Analysis on the difference between the mean rating scores of principals and 112
teachers on the extent parents as stakeholders participate in Universal Basic Education
through provision of physical facilities for the attainment of Sustainable Development
4.12: z-test Analysis on the difference between the mean rating scores of principals and
113
teachers on the extent alumni as stakeholders participate in Universal Basic Education
through educational funding for the attainment of Sustainable Development Goal Four
(SDG4) in Rivers State.
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LIST OF FIGURE
Figure Page
2.1: Stakeholders’ Participation in Universal Basic Education for the Attainment of 19
Sustainable Development Goal Four (SDG4)
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ABSTRACT
This study examined stakeholders’ participation in Universal Basic Education for attainment of
Sustainable Development Goal Four (SDG4) in Rivers State. The study was guided by six
objectives, six research questions and six null hypotheses. The theoretical framework of the
study was anchored on three theories: Stakeholders theory, Participatory theory and System
theory. The study adopted descriptive survey research design. The population of the study
comprised of 9,064 academic staff (321 principals and 8,743 teachers) in 321 public junior
secondary schools in Rivers State. The proportionate stratified sampling technique was used to
sample 1,812 respondents representing 20% of the entire population. The instrument for data
collection was a 30-item questionnaire titled “Stakeholders’ Participation in Universal Basic
Education for the Attainment of Sustainable Developmental Goal Four Questionnaire
(SPUBEASDGFQ)”.The instrument was validated and Cronbach alpha was used to determine
the reliability index of the instrument which yielded 0.83. Mean and Standard Deviation statistics
were used to answer six research questions, while z-test statistics was used to test six null
hypotheses at 0.05 levels of significance. Findings of the study revealed that the extent of
stakeholders like the government, school board members, teachers, principals, parents and
alumni participation in UBE especially in the area of curriculum development, sensitization,
capacity building of teachers, provision of physical facilities and funding towards the
achievement of Sustainable Development Goal Four (SDG4) in Rivers State is low. Hence, the
study concluded that stakeholders’ participation in Universal Basic Education for attainment of
Sustainable Development Goal Four (SDG4) in Rivers State to a low extent. Based on the
findings and conclusion, it was recommended among others that government at all levels should
improve in their roles in a way to ensure the full implementation of UBE programmes. Teachers
as part of their roles should improve in their task and responsibilities to help sensitize and
educate community members and well-meaning individuals of the society on areas where they
need to contribute towards the improvement of basic education for achieving Sustainable
Development Goal Four (SDG4) in the country. Also, school principals should encourage
teachers and as well solicit the help of government to sponsor the teachers for capacity building
programmes in order to be equipped for the task of implementing UBE programmes.
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CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Education has turned a major venture over the globe and it was conceded as the greatest
investment that any economy could use for the speedy development of its economic, political,
sociological, and human capacity. Education is a need whose budgetary weight has for years
stayed on the shoulders of the legitimate authority. The investment in education through the
establishment of schools becomes much more paramount as a way to move Nigeria forward
through youths’ empowerment. By investing in schools the youth, government, enterprises,
community groups, Non-governmental organizations and people can help prepare the children
toward the task ahead. Therefore, if children are genuinely the leaders of tomorrow, then there is
need to for every individual to keep investing time, knowledge and assets on them.
Education occupies the planning decision in Nigeria on account of the important roles it
performed in preparing the people to live meaningful in their environment. In fact, greater
dimensions for disclosing advancement are formed through education which produces the human
capacities, social and economic growth. Correspondingly, Adunola (2011) stated that education
is a process of acquiring skills obtaining relevant knowledge and aptitudes in order to survive in
this world. Individuals, parents, groups, societies, government and even the international
community expend huge sum of money because education is the key to achieving political and
other socio-economic goals and objectives of different social groups in the society. This has
prompted individuals and even the government to take particular interest in the education sector
as a way of bringing about the needed change and development. This is responsible for different
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educational reforms and the introduction of various educational programmes over the years in
Nigeria.
The advent of free and compulsory education can be traced to 1976 when the Universal Primary
Education (UPE) programme was introduced by the government to various educational
stakeholders. However, Salihu and Jamil (2015) pointed out that universal primary education
actually started in Western Nigeria in 1955 and spread to Eastern Nigeria in 1957 before being
generally distributed across the country in 1976.Ogunsanmi and Ibimiluyi (2014) stated that
between 1976 and 1980, the UPE programme recorded huge success with enrollment increasing
from six million to twelve million. This was because students, parents and members of the
community had interest in the programme and the turnout was very huge. The collapse of the
Universal Primary Education (UPE) in the 80’s gave birth to the emergence of the Universal
Basic Education. The UPE programme was acclaimed to have failed because enrollment level
increased beyond the anticipation of the government and the commitment of the government
towards the programme also began to dwindle thereby resulting in the failure of the programme.
The end of the UPE programme therefore provided the basis for the emergence of the Universal
Basic Education (UBE) programme.
The UBE programme is another free and compulsory education programme that different
stakeholders believed could rescue the Nigerian economy from its socio-economic decay.
Amuchie, Asotibe and Audu (2013) pointed out that the members of the public were happy to
welcome the UBE because they had earlier been “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”. The
acceptance of this educational programme was due to the fact that it had a wider coverage and is
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fundamental and as such must be available to individuals who are willing and able to access it.
This provides the opportunity for more individuals to attain their various aspirations and
experience the needed growth and development.
Education is a viral tool needed for growth and development. Development is simply an
advancement in the quantity and quality of life which provides comfort for all individuals. Basic
education therefore empowers individual members of the public to attain this level of comfort.
When the level of education acquired makes maximum impact for a long period of time, then the
development is said to be sustainable. Sustainable development is development that satisfies the
needs of the present populace without jeopardizing the means of livelihood of the future
generation. International Institute of Sustainable Development (2013) pointed out that
sustainable development is development that strikes a balance between present and future needs
of people living in an environment. This kind of development can only be achieved when the
citizens are properly educated through an encompassing education such as the Universal Basic
Education.
Nwankwo (2010) stated that the Rio conference specifically identified four major shoves
of education for sustainable development as: “promotion and improvement of basic education,
reorienting existing education at all levels to address national development, developing public
understanding and awareness of sustainability and training”. This feat can only be achieved when
the education system puts all individuals both young and old, boys and girls, present and future
into consideration. The place of Universal Basic Education as a medium for achieving
sustainable development depends on the active desire, contribution and participation of various
stakeholders to achieve this end. The various educational stakeholders have their expectations
from the implementation of the Universal Basic Education programmes. The expectations of the
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different stakeholders differ depending on their perceived benefits from the programme. It is
therefore appropriate to state that the expectations of these stakeholders will determine the kind
of support that they will give towards the sustenance of the programme.
The role played by education stakeholders is indispensable for the success of the UBE
scheme. Yamma and Izom (2018) revealed that if the UBE programme must succeed, the various
stakeholders which include government, principals, parents, teachers and even the students must
play their role effectively. The community must also make their contributions for the programme
to succeed. The success or failure of the scheme depends actively on the role played by the
various stakeholders. Stakeholders who are affected by the outcome of the Universal Basic
Education are therefore expected to perform their various duties more effectively to contribute to
the success of the educational programme.
There is no exaggeration in saying that the UBE programme is of importance to all
educational stakeholders and as such these stakeholders should rise up to the duty of protecting
the programme. Students just like other stakeholders have a lot to benefit from the UBE
programme. The UBE programme has not only increased students literacy level but has also
enabled these students to compete favourably for middle level jobs which has helped to meet
their basic needs such as food, housing and clothing. Similarly, certification acquired at this level
of education is also vital for students who wish to further their education. The UBE programme
has not only slightly increased literacy level (Yusuf, et al., 2013) but has also increased middle
level manpower opportunities (Emeka & Vaaseh, 2015). Some of the students who undergo the
UBE programme have had the opportunity to attain up to tertiary education thereby providing
high level manpower for the general public.
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Parents of students benefiting from the UBE programme have also benefitted immensely.
There are various non-economic benefits such as prestige and social status which they have
acquired as a result of the literacy level of their children (Apebende, et al., 2010). Similarly,
basic education provided through the UBE will benefit the community in the form of reduced
environmental health hazards ad reduced inter-communal conflict. The government on her part
has been able to acquire middle level manpower for different sectors of the economy and
increased revenue generation prospects. The UBE programme is therefore of utmost importance
to all stakeholders and as such should be protected by all and sundry.
The contribution of the UBE programme to the development of Nigeria is an issue that
cannot be over accentuated. There is no nation that can achieve meaningful development without
a viable and productive education system. The contribution of the UBE scheme to national
development cuts across the various sectors or spectrum of the nation. The UBE scheme no
doubt has been instrumental to the increase in the literacy level of the Nigerian nation. Similarly,
no nation can be said to have developed when there is no change in the attitude of the citizens.
There are different subjects enshrined in the UBE scheme that are designed to equip the citizens
with civic values. This has in no measure enhanced the developmental mindset of the citizens.
The UBE scheme cannot be said to have meaningfully contributed to development in
Nigeria and Rivers State in particular. This is because so many factors have hindered the
prospects of the programme just like many other educational programmes in Nigeria. There is no
doubt that the inadequacy of human, financial and material resources in its various forms has
been an interference to the developmental drive of this programme right from inauguration. It is
therefore imperative that adequate actions should be taken for the programme to achieve its aim
of bringing about sustainable development. This is to ensure that the Sustainable Development
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Goals (SDGs) does not become a failed programme like the Millennium Development Goals
(MDGs). All hands must therefore be on deck for the UBE scheme to be able to achieve its
sustainable development goals in the long run just as it has done in other countries where the
programme has been introduced and sustained magnificently.
The Nigeria government at the federal, state and local level has aligned with the
government of other developed countries that believe that the UBE is very beneficial for the
nation to achieve the recent sustainable development goals. These goals have been carefully
designed to contribute to the development of persons and societies and also to assist in the
liberation of individuals and the entire society from a state of economic crunch and
underdevelopment. Consequently, it is essential that all hands must be on deck especially among
educational stakeholders to ensure that the UBE achieves these important developmental goals. It
is based on this premise that this study seeks to examine stakeholders’ participation in universal
basic education for attainment of sustainable development goal four (SDG4) in Rivers State.
1.2 Statement of the Problem
The UBE programme in Nigeria as observed by some well-meaning individuals are
confronted with the problems of gross underfunding, insufficient skilled manpower, shortage of
facilities and equipment, and over-crowded student population. The UBE programme received
wide acceptance and jubilation when it was introduced because different educational
stakeholders saw the programme as one that is well intended to meet the educational needs of
Nigerians. The programme indeed was designed in good faith, however, many years after the
introduction of this programme very little success seems to have been recorded so far. The
Universal Basic Education no doubt has a lot to contribute to the sustenance of development in
the state and nation at large. The sustainable development goals outlined by the United Nations
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seem unattainable except a viable educational programme is put in place. However, it appears
these sustainable development goals especially goal four may not be achieved without adequate
participation of all stakeholders to strengthen the Universal Basic Education programme.
Development goals such as the Millennium Development Goals were not achieved because the
Universal Basic Education scheme was not given adequate support by the government,
community leaders and other educational stakeholders for the actualization of these goals.
The apparent failure of the Universal Basic Education programme can be attributed to the
attitude of complacency among the various education stakeholders. Students, teachers, school
administrators, school board members, parents, alumni among others have failed to be active
participants to ensure that this educational programme achieves its intended objectives towards
enhancing the sustainable development goals. The failure of these participants to partake and
contribute in enforcing the UBE has led to students’ lopsided performance over the years. There
is the problem of inadequate funding and teachers have also not been properly trained to enforce
this programme for the actualization of the sustainable development goals. Also, there appears to
be little interest from both parents and students to enroll for the programme. This and many other
problems appear to be responsible for the inability of the UBE programme to assist in the
attainment of the sustainable development goal four (Ndifon, et al. 2021). Thus, it is imperative
to find out if stakeholders such as government, school board members, teachers, principals,
parents and alumni participate in universal basic education through curriculum development,
sensitization and mobilization of students, funding and development of physical facilities for the
attainment of the sustainable development goal four in Rivers State.
1.3 Aim and Objectives of the Study
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The aim of the study was to examine stakeholders’ participation in universal basic
education for attainment of sustainable development goal four (SDG4) in Rivers State.
Specifically, the objectives of the study sought to:
1. Identify ways government as stakeholder participate in Universal Basic Education for the
2. Examine the extent school board members as stakeholders participate in Universal Basic
Education through curriculum development for the attainment of Sustainable
3. Determine the extent to which teachers as stakeholders participate in Universal Basic
Education through sensitization for the attainment of Sustainable Development Goal Four
4. Find out the extent to which school principals as stakeholders participate in Universal
Basic Education through capacity building for teachers for the attainment of Sustainable
5. Find out the extent to which parents as stakeholders participate in Universal Basic
Education through provision of physical facilities for the attainment of Sustainable
6. Ascertain the extent to which alumni as stakeholders participate in Universal Basic
Education through educational funding for the attainment of Sustainable Development
1.4 Research Questions
The following research questions guided the study:
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1. What are the ways government as stakeholder participate in Universal Basic Education
for the attainment of Sustainable Development Goal Four (SDG4) in Rivers State?
2. To what extent do school board members as stakeholders participate in Universal Basic
Development Goal Four (SDG4) in Rivers State?
3. To what extent do teachers as stakeholders participate in Universal Basic Education
through sensitization for the attainment of Sustainable Development Goal Four (SDG4)
in Rivers State?
4. To what extent do principals as stakeholders participate in Universal Basic Education
through capacity building for teachers for the attainment of Sustainable Development
Goal Four (SDG4) in Rivers State?
5. To what extent do parents as stakeholders participate in Universal Basic Education
through provision of physical facilities for the attainment of Sustainable Development
6. To what extent do alumni as stakeholders participate in Universal Basic Education
(SDG4) in Rivers State?
1.5 Hypotheses
The following null hypotheses were tested at 0.05 level of significance:
Ho1. There is no significant difference between the mean scores of principals and teachers on
the ways government as stakeholder participate in Universal Basic Education for the
9
the extent to which school board members as stakeholders participate in Universal
Basic Education through curriculum development for the attainment of Sustainable
the extent to which teachers as stakeholders participate in Universal Basic Education
in Rivers State.
Ho4. There is no significant difference between the mean scores of principal and teachers on
the extent to which school principals as stakeholders participate in Universal Basic
Education through capacity building for teachers for the attainment of Sustainable
the extent to parents as stakeholders participate in Universal Basic Education through
provision of physical facilities for the attainment of Sustainable Development Goal
the extent alumni as stakeholders participate in Universal Basic Education through
educational funding for the attainment of Sustainable Development Goal Four (SDG4)
in Rivers State.
1.6 Significance of the Study
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The result of this study would be productive and utmost significance to students, parents,
teachers, school administrators, government, the school community and the international
community.
The students will be enlightened on the need to take their learning seriously as the
knowledge they acquire from the programme is very important for them to secure employment of
their choice and also contribute to the development of their environment. Additionally, the
knowledge acquired by these students in the Universal Basic Education programme will be the
input needed for the nation to achieve the sustainable development goals in the State.
To the parents, the study will inform them on the need to know that their failure to enroll
their children for the UBE programme means that they are being short changed. This is because
the UBE programme is free and compulsory and it is important that all parents should take
advantage of this programme for the development of their children. Parents will also understand
that they need to provide support for the programme by providing basic learning materials where
necessary and to also communicate across to the school about the progress level of their children
when and where necessary.
Consequently, the study will enable the teachers understand that they are vital tools in the
actualization of the development objectives of the government through the proper
implementation of the UBE programme. The teacher is responsible for the transmission of the
right skill, knowledge and attitude needed by the student to contribute to sustainable personal
and societal development. The teacher will therefore see the need to retrain himself or herself to
be able to discharge his or her responsibility as accurately as possible such that the students
under their care will acquire the basic knowledge they require to contribute to the development
of their immediate environment. The teacher will also ensure that they take advantage of the
11
capacity building programmes provided by meaningful stakeholders for them to contribute to the
success of the Universal Basic Education programme.
School administrators are the overseers of the educational programme where they have
been posted. The school administrators; principals, teachers etc. serve as a link between the
school and the external environment. It is the responsibility of the school administrators to
supervise the activities of the teachers in line with governments’ goals and objectives for the
actualization of this programme and also the goals of the sustainable development programme.
The school administrator can assist by helping to point out the areas of strength and weaknesses
of this educational programme for meaningful intervention by other stakeholders. This will help
in the provision of quick responses where necessary. The school administrator will also see the
need to resolve issues of congestion, understaffing and other challenges confronting the UBE
programme.
Government will be enlightened through this research on the need to properly supervise
the implementation of this educational programme. The resources invested into the programme
should be commensurate with the output from the programme so as to reduce wastage. The
government will therefore understand that when quality human, material and financial resources
are provided for this educational programme, it will contribute to the production of quality
manpower across all sectors of the economy and also contribute to peaceful co-existence in the
society which is needed for growth and development in addition to achieving the sustainable
development goals within the stipulated time frame.
The school community is the host of the school wherever the school is situated. It is the
responsibility of the host community to protect the school and school programmes when they are
situated within their area. The community head and other members of the community should
12
take it up as a responsibility to monitor the UBE programme in their locality and report any
inadequacy experienced in the programme. Since the community is the primary beneficiary of
the programme, they should also take it up as a responsibility to protect school facilities and
similarly encourage their children to take advantage of the free education scheme while also
encouraging parents to allow their children attend school during school hours or period.
International community will benefit from this study as they will understand that it is
only through the provision of free and quality education that other global socio-economic
objectives can be achieved. For example, it is difficult to achieve health awareness, good climate
and good neighborliness when the citizens are not properly educated. This international
community will therefore understand that their various voluntary activities can be achieved faster
and easier when quality education is provided. This will encourage these international
organizations to contribute in cash and kind to the achievement of the Universal Basic Education
goals and objectives across all states and regions. This will also help in the equitable distribution
of human and material resources needed for global peace and development.
1.7 Scope of the Study
This study was delimited in terms of geographical location to Rivers State with particular
reference to Universal Basic Education (UBE) classes in public junior secondary schools in
Rivers State. The content of the research was delimited to the extent to which government
participate in Universal Basic Education, school board members participate in Universal Basic
Education through curriculum development, teachers participate in Universal Basic Education
through sensitization, principals participate in Universal Basic Education through capacity
building for teachers, parents participate in Universal Basic Education through provision of
13
physical facilities, alumni participate in Universal Basic Education through educational funding
for the attainment of Sustainable Development Goal Four (SDG4) in Rivers State.
1.8 Operational Definition of Terms
The following terms were operationally defined;
Education: This is the acceptable process which enables the learners to study and learn skills,
attitudes, competencies and values of the society.
Stakeholders: Stakeholders are individuals or institutions that are interested in the school
development and who could likely benefit from the output from the school system and for the
betterment of the society at large.
Stakeholders Participation: represents a commitment to democratic principles in planning
public works and projects. In other words, it is defined as the involvement and contribution of
some individuals in the planning and implementation of public or government projects such as
the school.
The Sustainable Development Goals (SDGs), otherwise known as the Global Goals, are a
universal call to action to end poverty, protect the planet and ensure that all people enjoy peace
and prosperity.
Sustainable Development Goal Four (SDG4): The sustainable development goal four is one of
the 17 sustainable development goals also known as global goals designed to be a blueprint to
achieve a better and more sustainable future for all. SDG4 is aim at ensuring inclusive and
equitable quality education and promotion of lifelong learning opportunities.
14
Universal Basic Education: The Universal Basic education can be defined as Nigeria’s Federal
government mandate to formulate and prescribe the minimum standards for basic education in
Nigeria. This is a programme lunched by the Federal government in 1999 with the aim to
eradicate illiteracy and ignorance through the provision of free, compulsory and universal basic
education for all Nigerians.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
In this chapter, efforts were made to critically review related literatures on the study. In
achieving this, the review was carried out under the following sub-headings:
2.1 Theoretical Framework
2.2 Conceptual Framework
2.3 Review of Related Empirical Studies
2.4 Summary of Literature Review
2.1 Theoretical framework
The theoretical framework for this study is hinged on the Stakeholder Theory,
Participatory Theory and System Theory.
2.1.1 The Stakeholder Theory
Stakeholder theory was propounded by Edward Freeman (1983) as cited in Hellen and Enose
(2017). The stakeholder theory is a theory of management that concerns itself with matters
relating to morals and ethics in running a business. Stakeholder theory suggests that a business
must seek to maximize value for its stakeholders. It emphasizes the interconnections between
15
business and all those who have a stake in it, namely customers, employees, suppliers, investors
and the community. The business is to serve the needs of the stakeholders, and not just the
shareholders. Other bodies that are considered stakeholders include the media, the government,
political groups, trade associations and trade unions. All of these are linked to the business
organizations and can affect and are affected by them in turn.
Stakeholder theory has seen growing uptake in education in the 21 st century. One
influential definition defines a stakeholder in the context of education as anyone with a
legitimate interest in education who thereby acquires a right to intervene. Stakeholders in this
context include students, teachers, parents, NGOs, the government, churches and community
leaders etc. the school organization is not in isolation, every school is sited in a community.
Therefore, the school affects the community as well as the community (Stakeholders) affects the
school. This is because local schools educate future employees, business owners, and community
leaders. A solid education program builds a stronger community by better preparing its students
to be successful community members. But this can only happen when quality educational
resources are provided by the stakeholders; hence there is the need for stakeholders’ contribution
for educational development.
The relevance of this theory to this study is that the business of education such as the UBE
is not the affair of the government alone or that of the teachers and school principal but a shared
responsibility of every individual in the society who yearn for growth in educational sector and
that of the economy for sustainable development.
2.1.2 Participatory Theory
The participatory classical theory according to Bachrach and Botwinick (1992) is credited to
Rousseau. The theory has its emphasis on grassroots empowerment and local control. It is a
16
democratic process concerned with developing practical knowledge in pursuit of worthwhile
human purposes grounded in a participatory worldview. It is that institutional arrangement for
arriving at political decisions which realizes the common good by making the people itself
decide issues through the election of individuals who are assembled to carry out its will. It,
therefore, seeks to bring together action, reflection theory and practice in participation with
others in the pursuit of solution to issues of pressing concern to people and more generally the
flourishing of individual persons and their communities (Khan & Choranec, 2010).
The theory suggests an active participation of individual and communities in taking
decisions which affect their welfare and lives. Therefore, by extending the general participation
in decision-making the classical theorist hopes to increase awareness of his moral and social
responsibilities, reduce the danger of tyranny, and improve the quality of governance.
Corroborating this view Bachrach and Botwinick (1992) opined that as free people in a
democratic society, human beings should have the right to participate in making decisions in the
work place that affect their lives. The theory according to Adekola (2008) underscores the belief
that human beings are more productive more loyal and trustworthy if they are granted a role in
the decision making on issues that affect their lives.
In the field of educational management and for the purpose of this study, participatory
theory is of immense relevance. This in the view of Okorie in Aleru (2014) is because
individuals and stakeholders in educational activities readily agree to contribute to the success of
educational decisions if they are made to be part of the decision.
2.1.3 System Theory
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The System Theory developed by Bertalanffy (1968). This theory was used by him to explain
the fact that an institution or entity functions better and achieves her goals quicker when all the
sub-units work harmoniously. The assumptions of this theory include:
i. That a system is a combination of parts that are interrelated
ii. That the sub-systems have limits or boundaries
iii. That the system as a whole is better than the sum of the sub-systems in part
iv. That change in one of the sub-system can lead to a predicable change in the entire system
v. Positive growth in the system depends on how well the system fits into the environment.
The system theory is of great importance to the implementation of the Universal Basic
Education programme in so many ways. The UBE scheme is anchored on a combination of
different sub-systems. The sub-systems of the scheme could be in terms of the stakeholders
benefiting from the scheme or the resources needed for the scheme to succeed.
However, in line with the assumptions of the system theory, the theory is relevant to this study in
the following areas:
1. The UBE scheme is a combination of different sub-systems in terms of its stakeholders

such as parents, students, teachers, and students etc. who must work together for the
scheme to succeed. The sub-systems could also be in the area of resources such as
human, financial or material resources which must be properly coordinated for the
scheme to succeed. However, in which ever dimension the scheme is viewed, the
combination of the units is better as a whole than the addition of the units.
2. Secondly, each of the sub-systems have boundaries and as such must work together for
the common good of the scheme. The different stakeholders must recognize the part they
are supposed to play for the success of the scheme but must also be willing to provide the
needed support for the scheme.
18
3. The failure in one aspect or unit of the scheme is going to affect the entire scheme or
ineffectiveness in the entire aim of the scheme. Care must therefore be taken to forestall a
dis-coordination among the units
4. The system can only succeed when it properly fits into the environment. There must be
wide and general acceptance from, the populace who the programme is designed to
benefit. The level of success of the scheme therefore depends on the level of acceptability
it receives from the different stakeholders.
2.2 Conceptual Framework
Stakeholders’ Participation
Curriculum Development
Sensitization
Capacity Building Sustainable Development Goal Four

(SDG4)
Provision of Physical
Facilities
Educational Funding
Stakeholders Promotion
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Fig 2.1: Stakeholders’ Participation in Universal Basic Education for the Attainment of
Source: Researcher’s Idea (2021).
2.2.1 Stakeholders in Education
A stakeholder is anybody who can affect or is affected by an organization, strategy or
project. They can be internal or external and they can be at any level. Some definitions suggest
that stakeholders are those who have the power to impact an organization or project in some
way. For example: ‘people or small groups with power to respond to, negotiate with, and change
the strategic future of the organization’ (Ackermann, 2002). However, Bryson (2004) states this
is somewhat restrictive definition because it excludes those who are affected, but who do not
have any power to respond or negotiate with an organization. To this end, Bryson (2004) prefers
a more inclusive definition which extends to all stakeholders who are affected by a change as it
is more compatible with notions of democracy and social justice.
Contrary to the above, UNESCO’s Education for sustainable Development (2020) opines
that it will be true but unhelpful to say that everyone is a stakeholder in Education. For them,
every single individual feels the impact of education’s success or failure, and that everyone
affects the impacts of education by their behavior which may be supportive or underminable.
This generalization does not help to identify targeted strategies of cooperation, communication
or action. Particular roles and responsibilities devolve to a number of bodies and groups at
20
different levels: local, national, regional and international. At each level, stakeholders may be
part of government, civil society and non-governmental organizations, or in private sector.
The Singapore Ministry of Education (2017) also identifies stakeholders in education to
include a list of people and organizations. These include the students, parents and families,
teachers, principals of schools, government, businesses and industries, the alumni association,
the school advisory/management committees, etc, who are expected to play their roles effectively
in order to create conducive teaching and learning atmosphere to enable children learn better and
reach their fullest potential. Also, Aina (2015) opines that the various stakeholders of education
include; community leaders, teachers, students/pupils, parents, churches, NGOs, and the
government.
Similarly, Sheldon (2020) indicates that stakeholders in educational community include;
students, families, teachers, administrators, policymakers, NGOs, community leaders, churches,
Government (all tiers) and the public who have stake and must have an equal voice in the
development, interpretation, and reporting of assessment information. Students are concerned
because their knowledge and skills acquisition and the quality of their subsequent lives and
careers are at stake. Teachers have a stake because of their understanding of their students, their
professional practice and knowledge, their perceptions of themselves as teachers, and the quality
of their work life and standing in the community. Families clearly have an investment in their
children’s learning, well-being and educational future.
The public invests money in education, in part as an investment for the future, and has a
stake in maintaining the quality of that investment. The stewardship of the investment involves
administrators and policymakers. Provision of a quality education is a huge burden which
requires participation of all stakeholders, in a democratic society. When any one
21
stakeholder/perspective is missing, dormant, or privileged above others, the assessment picture is
distorted (Wall & Rinehart, 2018). Stakeholders are crucial to the success of an organization or
institution or project and therefore cannot be neglected (DiPaola & Tschannenmoran, 2011).
Stakeholders in Education and their Roles
In this study, the following stakeholders are identified by Ndifon et al (2021) are discussed:
- The Government as Educational Stakeholder
Government at all levels plays a very important role in the development of education. No any
educational system survives without government intervention. Hence, the government has a
significant role to play towards the effectiveness of UBE implementation. The FRN (2014)
directed that the government from the Federal to the local level under the Ministry of Education
must ensure that all policies stipulated in the National Policy of Education are implemented at all
levels of education in the country. This means that the Federal, State and Local Governments are
vested with the responsibilities of ensuring the effective implementation of educational policies.
At the federal level of governance, the Minister of Education is to superintend over education
while the Commissioner for Education takes charge of the education at the state level. At the
local government level, the Education Secretary is saddled with the responsibility of overseeing
education. These three levels function as agents of educational developments in the country and
collaborate in terms of financing, staffing and supervision of schools (Ndifon, et al. 2021).
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As a stakeholder in education, Marianhi (2019) noted that the government is saddled with
the following specific responsibilities: Employment of teachers, Funding of schools, Provision of
adequate infrastructures, Regular payment of salary, Monitoring and supervision, Motivation and
teachers (promotion), Training and retraining of teachers and Implementation of educational
policies.
i). Employment of teachers: The three tier government has the responsibility of employing
manpower that will help implement the curriculum in schools. So, for effective implementation,
the government must only employ qualified and competent teachers to teach. For the secondary
schools, no teacher below the qualification of a first degree is permitted to be employ for
teaching.
ii). Funding: The government must ensure that, education is funded properly for effective
implementation of curriculum. There are so many challenges needing the disbursement of funds.
Thus, the government must ensure adequate funding to cater for those challenges leading to the
effective implementation of the curriculum.
iii). Provision of adequate infrastructure: The government must make adequate provision of
equipment/material that will enhance the development of education system. Effective
implementation of the curriculum requires the utilization of various equipment, infrastructure
and materials. Schools need libraries, laboratories, recreational facilities, teaching resources and
so on. The availability or non-availability of these items has lots of implementations for effective
implementation of the curriculum (Nwachuku, 2015).
iv). Regular payment of salary: Government is to endeavor to pay salaries of teachers as at when
due. If teachers are assured that their emolument is going to be paid them as at when due, they
would be better stable emotionally for effective implementation of the curriculum.
23
v). Monitoring and supervision: Considering the importance of the educational system, staff of
schools cannot be left without supervision and monitoring. The government is responsible for the
inspection and evaluation of schools through regular visits for records update, assurances for
maintenance of standards, infrastructural assessment and welfare of the members of the school
community.
vi). Motivation of teachers: Government is also responsible for the motivation of teachers
through promotions, awards of honour, commendations based on performance and
implementation of their entitlements. These encourage teachers to work towards effective
implementation of the school curriculum.
vii). Training and retraining of teachers: The government takes into account the professional
preparation of teachers by organizing workshops, seminar and conference and retraining
programmes for the purpose of inducting them into new trends and to keep abreast with the new
curriculum.
viii) Implementation of policies: The government is responsible for ensuring that all policies
made for effective implementation of the curriculum are implemented for the purpose of
achieving the set goals.
- School Board Members as Educational Stakeholders
A school board is comprised of members that are usually elected by the residents of the school
district, but in some districts are elected by the mayor or other executives of jurisdictions that
may include towns, cities, or counties. The size of a school board varies between districts and
from city to city; similarly, the power of the boards will vary between districts and from city to
city. School boards have the power to hire and fire teachers and principals. They are the
guardians of the policy that help implement changes that will benefit the district or support the
24
superintendent of the district who has the responsibility of implementing and maintaining the
policies set by the board.
According to Darden (2018), the school board has to take in legal considerations when making
decisions pertaining to policy governing them.
Darden (2018) argues that school board policy is equivalent to local law for those
people who work within the district. This policy or law encompasses not only the teachers and
administrators, but also the students and their parents. Ideal school boards will be educationally
focused and will avoid risking legal action. From the school boards perspective the dismissal of
the teacher could have been justified if there was a policy against religious symbols instituted
district wide. The idea that Christmas is both a secular and a religious holiday makes it difficult
to decide what policy is best. The idea that Christmas symbols are to be banned from school
came from the landmark court case of Engle and Vitale, where school prayer was banned from
public schools when led by a school employee. The school board could take the position of the
best policy is no policy at all as was done in Marblehead, Massachusetts school district when
teacher's began to question the policy of putting up angels and other religious symbols in their
classroom. After meeting with four rabbis, four priests, and for Protestant ministers they agreed
that the symbols should come down only when someone voices an objection (Christmas, 2018).
Another direction the school board could have reacted according to their perspective is
to go to a zero tolerance policy. This would mean that the district would allow no holiday
celebrations at all in their district. This would mean that if no policy were in place before, the
teacher should be reinstated to their job if they agree to adhere to the new policy or at least
suspended until the new policy was placed in the contract. Since there was a policy, then there
should be clause stating the punishment if the policy was violated. This would satisfy the
25
offended parties, protect the district from wrongful dismissal, and have a policy set in place for
the next school year with all teacher held liable under it and consequences if they fail to uphold it
(Okunola, 2015; Agusiobo, 2017).
Consequently, School boards according to Darden (2018) are responsible for:
a. Deciding how to spend the funds they receive from the province (for expenditures such as
hiring teachers and other staff, building and maintaining schools, and purchasing school
supplies).
b. Establishing an annual balanced budget for the school board.
c. Deciding to close schools or build new schools.
d. Coordinating programs in schools such as special education, supports for new programs
e. Developing local education policy (e.g., safe school programs and literacy programs).
f. Ensuring schools follow the rules set out in the Education Act.
g. Establishing a School Council at each school and a Parent Involvement Committee for
the school board
- School Principal as Educational Stakeholder
In school organization, there will always be a curriculum manager or school administrator.
According to Zaki, (2011) as cited in Ndifon et al (2021) school administrators also known as the
principals are curriculum managers. In fact, for school principals, one of their functions is being
a curriculum manager, they supervise curriculum implementation, orientate new teachers, admit
students, and procure equipment and materials needed for effective learning. Ogban (2020)
observed that school heads also plan for the improvement of school facilities and physical plants.
The role of the school principal can never be ignored. The principle of command responsibility
and institutional leadership rests on the shoulders of the school principal. The final decision
26
making in terms of the school purpose rests on his shoulders. In the secondary schools, the
principals have a great stake or concern about what kind of curriculum the school offers and how
these are implemented. Principals also share ideas on curriculum implementation during their all
Nigerian Conference for Principals of Secondary Schools (ANCOPSS).
Principals according to Spillane, Camburn and Pareja (2017) are not responsible alone
for the management of individual schools. They may have one or more vice-principals assigned
to help them. In view of this, the principals are responsible for:
 Overseeing the teaching and curriculum in the school and making decisions about their
school’s improvement plan.
 Supervising teachers and other staff.
 Admitting students and making decisions about special education placements.
 Administering the school’s budget and ensuring the school building is well maintained.
 Making decisions about the allocation of specialized staff, such as department heads, arts
specialists, and school library staff
 Maintaining student records and ensuring report cards are distributed to parents
 Overseeing student discipline and making decisions about suspensions and
recommendations for possible expulsions.
 Working with school board to organize capacity building programmes for teachers,
encourage parent involvement in school activities, assist in decisions about fundraising,
and develop new policies related to protocols (e.g., the school’s Code of Conduct)
- Teachers as Educational Stakeholders
The teacher as a stakeholder is expected to possess the professional knowledge to lead the
students in instruction. In addition to serving in an instructional role, the teacher can be a mentor,
27
supervisor, counselor, and community leader. The teacher can be a mentor to students or other
teachers. The role of supervisor is present in every aspect of a teacher's daily responsibilities.
The teacher's role as counselor can be used to offer advice to students or school advisory
committees. The motivational factors for teachers is related to the impact their role plays in
producing individuals who are an asset to the community they live in. The ends of education
have to do with such things as providing the society with a culturally literate citizenry, a world-
class workforce, people who can think and reason (Schlechty, 2021). The teacher is motivated to
fulfill their role with an understanding of how important teachers are to society. Without
teachers, our society would not be able to function as a global competitor.
The teacher is a critical resource for effective implementation and realization of the
educational policies and objectives at the practical level of the classroom. The teacher interprets
and implements the policy as represented in the school curriculum which is designed to actualize
educational goals (Omojuwa, 2017). According to Mkpa (2009) as cited in Ndifon et al (2021), a
teacher is a professional who consciously and deliberately uses his/her wealth of experience,
training, skills, competences, attitudes, interest, knowledge of context with the help of
instructional materials, methods and techniques to impact to a less experience person. The
teacher is therefore dealing with the learners to foster the effective implementation of the
Curriculum. Denga (2022) affirmed learning as a change in behaviour or performance, which is
as a result of experience and practice and which makes an individual face theirsituations
differently. Here are some related skills needed by the teachers to be able to perform theirroles
towards effective implementation of the curriculum:
i. Creating a comfortable and positive learning environment.
ii. Creating Assignments and examinations and grading student for assessing the learning.
28
iii. Development of lesson plans and preparation of note of lessons.
iv. Selection/good knowledge of instructional material/methods.
v. Management of students’ behavior towards the achievement of the curriculum objectives.
vi. Adequate planning and preparation of lessons for effective delivery to the learners.
vii. Responsibilities toward the professional.
viii. Provide student support services and are result oriented.
ix. Setting expectations and goals for the teaching/learning process.
x. Classroom organization and management.
xi. Record keeping and maintenance.
xii. Being abreast of curriculum content knowledge.
xiii. Counselling and supervision of learners.
xiv. Knowledge for individual differences.
xv. Participation and openness to learner ideas.
Teachers have to juggle a number of these tasks, from teaching to attending meetings to lesson
planning and to grading. Teachers keep all of these duties organized, and complete tasks in a
timely manner to ensure that the curriculum is effectively implemented.
- Alumni as Educational Stakeholders
Alumni Associations (or Alumni) can be defined as organizations reuniting former students of a
college or university which can be found at many educational institutions around the world. The
basic philosophy behind an “Alumni Association” is the development of a network for mutual
support. In order words, Alumni are associations of former students. These associations often
organize social events and raise funds, for the schools they graduated from. Many provide a
variety of benefits and services that help the Alumni Association maintain connections with their
29
educational institutions and fellow graduates (Banka, 2019). Former students or alumni of an
institution play an immensely positive role in education transformation. The alumni have the
great potential to conduct fundraising. It has equally great ability to build a skills and knowledge
sharing network. It is therefore strategic for institutions of learning to establish and maintain
good relations with its alumni by inviting them in decision making, network building and
development processes towards the overall advancement of any institution. In order to do so, it is
vital for the institutions to have established open and direct communication channels with alumni
and ensure that alumni representatives provide a strong support to the managing body of the
school (Saroj & Bhagyashree, 2020).
In addition to alumni donations, it can serve many other purposes such as – being or
building school’s ambassadors, recruiting prospective students and mentoring current ones,
providing assistance to students in career advancement; helping alumni to stay connected with
each other and providing valuable feedback to the school. An efficient alumni network with
external stakeholders assists the school in building its reputation. The Alumni are truly a strong
support to the institution. An active Alumni Association can contribute in academic matters,
student support as well as mobilization of resources – both financial and non-financial (Saroj &
Bhagyashree, 2020). According to Jumpa (2003) and Lorenzen (2010) in Banka (2019),
generally the roles of Alumni Associations of schools seek to among others;
i. maintain the ethical and moral standards of its alma-mater
ii. invest in the educational progress of their alma-mater through provision of funds,
infrastructure, facilities and instructional materials.
iii. participate in meaningful ventures that will positively contribute towards national
development
30
iv. develop and maintain business contact and also create job opportunities for members in
order to contribute/support their alma-mater.
- Community as Educational Stakeholder
A community is referred to as a group of people living together in one place or having a common
religion, race or culture. It can also be seen as a social unit larger than a small village. Hornby
(2011) defined a community as a group of people living in same place or having particular
characteristics in common. Schools are basically built and hosted with community resources.
Thus, there is need for the communities as stakeholders to be responsive to the needs and
aspirations of the school. Ugwu (2000) stated that the community enormous functions or roles
towards ensuring educational development include; provision of school facilities, fund raising,
and maintenance of school discipline. Stressing on the role of community in supporting of
schools in Nigeria, the National Policy on Education stated that, school system and consequently
their management and day-to-day administration shall grow out of the cultural and social ethos
of the community which they serve (FRN, 2014).
Consequently, Colletta and Perkins (2015) identified various roles of community towards
development of schools to include: (a) research and data collection; (b) dialogue with
policymakers; (c) school management; (d) curriculum design; (e) development of learning
materials; and (f) school construction. Heneveld and Craig (2016) recognized community
support as one of the key factors to determine school effectiveness in Sub-Saharan Africa. They
identify five categories of community roles that are relevant to the region: (i) preparing children
to come to school for learning; (ii) provision of financial and material support to the school; (iii)
initiating regular communication between the school, parents, and community is frequent; iv)
meaningful role in school governance; and (v) assisting with instruction.
31
- Parents as Educational Stakeholders
It is generally accepted that the quality of family interactions has important associations with
children’s and adolescents’ academic motivation and achievement, and with young adults’
eventual educational and occupational attainments. Thomas (2019) claim, for example, that the
family environment is the most powerful influence in determining students’ school achievement,
academic motivation, and the number of years of schooling they will receive. Similarly, Coleman
(2019) stated that parents’ involvement in learning activities has substantial emotional and
intellectual benefits for children. He observes, however, that because supportive and strong
families are significant for school success, teachers confront increasing challenges as many
children experience severe family disruption and upheaval.
Although it is acknowledged that families are perhaps the most substantial influence on
children’s school success, it is not always clear which family influences are the most important.
In addition, research findings are inconclusive about the extent to which relationships between
parents interactions and academic performance are independent of a child’s family background
and family structure. Parents play key roles as educational stakeholders. Parents’ primary
objective is the assurance that their children will receive a quality education, which will enable
the children to lead productive rewarding lives as adults in a global society (Cotton & Wikelund,
2017). Parents bring a valuable quality to the educational experience of their children because
they may better understand their own children and can influence significantly student behaviors
such as time management and study habits, eating practices, and their personal safety and general
welfare. Parents as educational stakeholders provide additional resources for the school to assist
with student achievement and to enhance a sense of community pride and commitment, which
may be influential in the overall success of the school. For instance, parent involvement with
32
their children's educational process through attending school functions, participating in the
decision making process, encouraging students to manage their social and academic time wisely,
and modeling desirable behavior for their children represent a valuable resource for schools
across this nation, according to (Cotton & Wikelund, 2017).
In addition, parents have the right and the responsibility to be involved in their children's
educational process (Essex, 2015). Parents play significant role in decision making process in the
school as educational stakeholder. As suggested by Essex (2015), many parents’ decisions on
educational issues are significantly influenced by their values and beliefs. They are seen as
school based mangers because decisions are not always taken without their knowledge. Outside
decision making, parents provide funds required for their children to go to school. Parents
participate in the Parents’ Teachers Association (PTA) and also School Management Board
which help in the provision of physical facilities. They equally make possible inputs and
educative suggestions in meeting and also recommend qualified and competent teachers to the
school management; they are advocates of teaching efficiency, quality education and
disciplinarians of education. Some parents also provide necessary learning materials for their
children, support the school financially and play a supervisory role through the assessment of
their children’s performance.
- Students as Educational Stakeholders
Educational institutions were incepted for the purpose of providing free schooling for all
children. Schlechty (2021) states statements about the purpose of education have emphasized the
intention of the schools to provide all students with the “opportunity to learn”. For years, they
(public schools) have taken as their primary customers those students who come to school with
the backgrounds, incentives, and work habits that lead them to desire to engage in academic
33
pursuits (Schlechty, 2021). Today schools serve a wider range of students who are expected to
meet standards that were required of only a few students years ago (Schlechty, 2021). Those who
are identified as students have changed from all to those who participate but their role in the
education process has not change. The student plays the lead role in the educational process and
as stakeholders are expected to participate in the process. Successful schools encourage
significant participation by parents, students and teachers (Wilson, 2018).
Although the student’s primary role is that of a recipient, students should be encouraged
to exercise their decision-making role in the education process. By giving aid to the decision-
making process students become an integral part of a successful institution. Empowering
students with shared decision making increases their choices and responsibilities for their own
learning (Short & Greer, 2012). Participant is not the only role of students, but the student is used
as a determining factor for some aspects of education. The student determines the educational
services offers such as special education for those who are gifted and learning challenged. The
number and needs of students can be a determining factor for allocating resources. As a result of
their participation students gain the skills and knowledge needed to be productive and viable part
of our society. Students as stakeholders possess both intrinsic and extrinsic motivational factors.
The intrinsic motivation comes with understanding the value of an education. Extrinsic
motivations are the accolades students receive for successful completing their education.
- Professional bodies as Educational Stakeholders
Professional bodies such as Union of Teachers (NUT), Teacher Registration Council of Nigeria
(TRCN) and Nigeria Educational Research and Development Council (NERDC), play a very key
role in development of educational in Nigeria, especially at the primary and secondary school.
These professional organizations have shown great influence in the implementation of
34
educational policies. They are being charged with the responsibility to contribute in curriculum
review because they have a voice in licensure examinations, curriculum enhancement and many
others (Ndifon et al., 2021). The NERDC make available materials that are relevant to the
innovative curriculum and their text (reading materials) are simplified in a language that are
easily interpreted by the teachers. TRCN also ensure that all teachers in the classroom are dully
qualified to teach at all levels of education while the NUT works towards making teachers
relevant in the society by professing their welfare towards improving the standard of education
(Ndifon et al., 2021).
In view of the above identified educational stakeholders and the roles they perform, it is pertinent
to identify educational stakeholders through brainstorming, mind mapping, stakeholder lists,
pervious projects, organizational charts and directories, and categorization of stakeholders, to
encourage them participate in universal basic education for sustainable development goal four
(SDG4).
2.2.2 Sustainable Development Goal Four (SDG4)
The 2030 Agenda for Sustainable Development is universal, holistic and indivisible, with a
special imperative to leave no one behind. Education and the achievement of SDG4 - ensure
inclusive and equitable quality education and promote lifelong learning opportunities for all -
plays a central role in building sustainable, inclusive and resilient societies. Much progress was
made under the Millennium Development Goals toward universal primary school enrollment;
SDG4 now aims to raise the bar and make education a catalyst for broader change toward
sustainable development.
The initiative of sustainable development goals (SDGs) came at the exit of the Millennium
Development Goals (MDGs) in September 2015 when world leaders came together at the 70 th
35
session of the United Nations General Assembly in New York to sign a new global partnership
for development. The SDGs replaced the MDGs, which in September, 2000 rallied the world
around a common 15-year agenda to tackle the indignity of extreme poverty. With the job
unfinished for millions of people there is the need to go the extra mile in ending hunger,
achieving full gender equality, improving health services and getting every child into school. It is
the aim of SDGs to accomplish these tasks for greater human happiness, with year 2030 as the
target date.
Sustainable development is mostly regarded as the development of that meets the needs of the
present without compromising the ability of future generations to meet their own development
needs. The United Nations Educational, Scientific and Cultural Organization (UNESCO, 2016)
concisely expressed that, sustainable development is an organizing principle for global
development that supports the welfare of both people and planet. There are quite a lot of
sustainable development goals in practice in Nigeria, for example sustainable development goal
1, goal 2, goal 3 and even up to goal 17. However, this study is basically anchored on sustainable
development goal 4 which is focused on quality equitable and all-inclusive education.
Sustainable Development Goal Four (SDG4) is geared towards all-inclusive and equitable
quality education and promotion of lifelong learning opportunities for all. The emphasis under
this goal has worldwide coverage of quality education from pre-school through at least
secondary education, and then on to more advanced, skills training (Sachs, 2015). The ambition
of the goal is to build a nation that will facilitate a realization of the full potential of each child in
order that he/she can contribute to building a just, tolerant and egalitarian society. The vision of
an inclusive quality education reflect on the idea of education for all, principally for those groups
who are seen to be vulnerable. Particular emphasis is on equal access to all and lifelong
36
education. It then means that those who lead education in several countries must give attention to
all forms of education, both formal and non-formal.
Education, predominantly the all-inclusive and quality education is the focus of SDG 4, and is
critical to all of the other SDGs and sustainable development in general (Buckler & Creech, 2014
as cited in Hanachor & Wordu, 2021). SDG 4 is therefore a wise decision because education is
the bedrock of any society that is willing to open up employment opportunities for all which help
in bringing out individual from the shackle of unemployment and poverty; reduces societal
inequalities and provide the knowledge and skills needed to live supportive lifestyles. McKeown
(2002) posits that an educated citizenry is spirited to employing informed and sustainable
development. This essence implies that, a national sustainability plans can be put in place to
ensure that all girls and boys complete free, equitable and quality primary and secondary
education leading to relevant and effective learning outcomes. Hence, the introduction of all-
inclusive education can expedite changes in values, world views and behaviour at the level of the
individual, the community and society at large (UNESCO, 2016).
Furthermore, for sustainability in education lifelong learning as noted in SDG4 in indispensable,
this is because it facilitate reflective or critical learning, knowledge and skills acquisition and
greater agency to address complex sustainability issues, for example, how to create a sustainable
school or a carbon-neutral city’ (UNESCO, 2016). Lifelong learning (LLL) as a component of
SDG4 is a continuous learning which translates the acquisition and development of knowledge to
a process that is essentially an integral part of living. Lifelong learning conceptualizes learning
as the life wide, voluntary and self-motivated quest to knowledge for not only personal but
professional reasons as well. It recognizes that learning is not confined to childhood or the
classroom, but takes place throughout life and in a diversity of circumstances (Ates & Alsal,
37
2012), the ultimate goal being to enable learners to obtain more of the new skills required by the
knowledge economy as well as more traditional academic skills (Soni, 2012).
In Soni (2012) four characteristics which transform education and training into Lifelong
Learning were identified. They includes: the integration of both formal and non-formal/informal
learning; self-motivated learning; self-funded learning; and a commitment to universal
participation in education and training. Therefore, lifelong learning indicates an inclusive
education and learning model that embraces all children, youth and adults, both as learners and
as educators (Torres, 2003).
Objectives of Sustainable Development Goal Four (SDG4)
The International Education Framework and the 2030 Agenda, as cited by (Global Campaign for
Education, 2019) SDG4 is the education goal objectively based on guaranteeing all-inclusive and
equitable education that promote lifelong opportunities for all. SDG4 is embodied with 7 definite
targets as seen in Table 1 below.
Table 2.1:
Objectives of Sustainable Development Goal Four (SDG4)
Target 1. By 2030, ensure that all girls and boys complete free, equitable and quality primary
and secondary education leading to relevant and effective learning outcomes.
Target 2. By 2030, ensure that all girls and boys have access to quality early childhood
development, care and pre-primary education so that they are ready for primary
education.
Target 3. By 2030, ensure equal access for all women and men to affordable and quality
technical, vocational and tertiary education, including university.
38
Target 4. By 2030, substantially increase the number of youth and adults who have relevant
skills, including technical and vocational skills, for employment, decent jobs and
entrepreneurship.
Target 5. By 2030, eliminate gender disparities in education and ensure equal access to all
levels of education and vocational training for the vulnerable, including persons with
disabilities, indigenous peoples and children in vulnerable situations.
Target 6. By 2030, ensure that all youth and a substantial proportion of adults, both men and
women, achieve literacy and numeracy.
Target 7. By 2030, ensure that all learners acquire the knowledge and skills needed to promote
sustainable development, including, among others, through education for sustainable
development and sustainable lifestyles, human rights, gender equality, promotion of a
culture of peace and non-violence, global citizenship and appreciation of cultural
diversity and of culture’s contribution to sustainable development.
Source: Global Campaign for Education (2019).
Clearly, the SDG4 targets have raised the bar for education beyond merely achieving basic
education enrolment. Also, education must now be relevant, inclusive irrespective of children’s
peculiar circumstances, equip recipients with life coping skills and must be free up to the
secondary school level of which UBE (Junior Secondary School) is part of.
2.2.3 Universal Basic Education (UBE)
The Universal Basic Education is a term that cannot be explained since it means different things
to different people. However, it is clear that the UBE is an educational programme provided
freely and compulsorily to all deserving citizens. it is an educational programme provided to
educate all citizens within the specified age limit. Amuchie, et al (2013:1) stated that “Universal
Basic Education is the transmission of fundamental knowledge to all facets of the Nigerian
society from generation to generation”. The UBE programme as designed by the government is
scheduled to provide free education for students for first nine years comprising six years in
39
primary and three years in junior secondary. Furthermore, Amuchie, et al (2013:1) opined that
“It has three main components - Universal, Basic and Education. Universal connotes a
programme that is meant for all facets of the society - the rich; poor, the physically fit and the
disabled, the brilliant fit, the dull the regular students and the dropouts including every other
individual that is ready to acquire knowledge”.
Similarly, Amuchie, et al (2013:1-2) revealed that “the term “basic” relates to the base, take off
point, fundamental essential, spring board, bottom line, they required and of course expected it
therefore shows that basic education is the starting point in the acquisition of knowledge.
“Education” connotes transmission of knowledge from general to generation”. The UBE is
therefore governments educational intervention scheme provided universally and fundamentally
for all deserving students. There are certain objectives which the government expects from the
UBE programme. Universal Basic Education as cited in Edho (2009:184) stated that the
objectives of the UBE include:
(a) Ensuring unaltered access to 9 years of formal basic education;
(b) Provision of free, universal education for every Nigerian child of school going age;
(c) Reducing drastically the incidence of dropout from the formal school system
through improved relevance, quality and efficiency;
(d) Ensuring the acquisition of appropriate levels of literacy, numeracy, manipulation,
communication and life skills as well as the ethical, moral and civic values needful for
laying a solid foundation form lifelong learning.
2.2.4 Nexus between Stakeholders Participation in Universal Basic Education and
40
The stakeholders in the UBE programme refers to all individuals who have particular
interest in the success of the UBE programme. There are different individuals and groups that are
directly or indirectly affected by the decisions taken regarding the UBE programme. Similarly,
stakeholders in the UBE also cover individuals who stand to benefit from the success of the
scheme within their environment. The stakeholders in the UBE scheme include parents, teachers,
school heads among others (Amuche, & Kukwl, 2013). These individuals either contribute or
benefit directly or indirectly from the success of the UBE scheme and this makes them
stakeholders of the educational programme.
The Universal Basic Education scheme is not just a free education programme, rather it is
a scheme that is strategically positioned by educational stakeholders to assist in achieving the
developmental needs of the nation. SDG4 is one of the SDGs which highlighted the need for the
achievement of quality education across all society and the UBE plays a significant role in this
regard. The SDG4 on the Universal Basic Education scheme include but is not limited to the
following:
Mass Literacy: The UBE is an educational programme that is designed to assist in enhancing
the level of literacy across all ethnic, social and religious groups. Literacy in this case includes
the ability to read, write and engage in meaningful communication with other members of the
society. The UBE scheme has gone as far as contributing to the improvement in the level of adult
literacy (Kazeem & Oduaran, 2006). This ability to communicate is indispensable in any
developed society. It is therefore almost impossible for development to take place in the midst of
illiteracy. The UBE therefore plays a vital developmental role by assisting to enhance the level of
literacy across all levels of the society which is necessary for the achievement of all round
development.
41
Development of Civic Values: One of the objectives of the UBE scheme is that it is developed
to assist in boosting the morale and ethical values of the members of the public. There is no
society that can achieve development without a strong moral principle. Amadioha (2008) pointed
out that without universal education, it is almost impossible to achieve lifelong education which
is important for societal development. Civic, ethical and moral principles are vital as they help to
build a sense of responsibility and commitment into all citizens. The UBE is designed to ensure
that all citizens are informed about the role they must play to ensure that the rights and privileges
of individuals and the entire society are achieved without jeopardizing the efforts of others. Civic
values are vital as they help to contribute to the sustenance of existing developmental efforts
from all stakeholders in the society. The UBE scheme is therefore strategic as it helps to put into
the citizens the consciousness and need to protect the developmental strides achieved in the
society as a whole.
Skill Acquisition: There are various skills that students can develop from the UBE scheme. This
includes manipulative skills, numerical skills, life skills, communication skills etc. Every
beneficiary of the UBE scheme is expected to acquire one or more of these skills. The UBE helps
in the development of entrepreneurial skills which are needed for development in any society
(Oyetola, Kayode & Okunuga, 2012). This is geared towards ensuring that these beneficiaries
can contribute meaningfully to the development of the society. The skill acquired by these
individuals is vital as it helps in contributing to the sustenance of developmental goals of the
society. The skills acquired from the UBE do not only help in making the beneficiary self-reliant,
rather, it assists the beneficiary to be able to make meaningful contribution to other members of
the society which will help in sustaining the developmental efforts made by individuals, groups,
governments and other stakeholders.
42
2.2.5 Ways Government as Stakeholder Participate in Universal Basic Education for the
Attainment of Sustainable Development Goal Four
Government through the Ministry of Education plays critical roles in education service delivery.
The Education Board of Nigeria (both secondary and primary education Board) are required to
monitor the condition of school buildings and school infrastructure requirements, including
cleanliness, lands, and facilities; monitor the supply of textbooks and other teaching and learning
materials; monitor the moral and professional behavior of all staff and student, including proper
performances of functions, including the regular and punctual attendance of teachers and
students, and matters related to discipline; monitor complaints of all sorts relating to education,
and pertaining to, or emanating from teachers, students, principals, parents community members,
and collect information on private educational institutions operating within the states,
information should include basic statistics, operating information among others (Ministry of
Education, 2019).
The Ministry of Education which is the representative of the government set up School
Management Committees (SMCs) to assist district and regions with data collection as required,
by submitting standard data, completing surveys and questionnaires; inform districts and regions
of any capacity- building needs; conduct small scale evaluations of school-based projects and
activities; report findings to local community members, leaders and regional authorities; and
create annual school performance improvement plan (SPIP), monitor implementation activities
and evaluate progress towards SPIP objectives(Ministry of Education, 2019). Also, the
government encourages traditional authorities and civil society organizations to express views of
the community whose needs the District Medium Term Development Plan (DMTDP) aim to
address; provide information about how educational programs and policies are operating on the
43
ground and about their impact for the community; provide information about how other
responsible authorities (Teachers, school administrators, federal and state educational
authorities) are performing their duties; serve as an on- the-ground watch-force to expose
malpractice, corruption, inefficient resource expenditures, and poor policy decisions; assist in
data collection for monitoring and evaluation; do critical analysis of educational issues close to
the target community and come out with credible and dependable data to inform decision-
making at all levels and to achieve improved results; channel gross root voices and experiences
such that they can inform national level policy and practice (Ministry of Education, 2019).
Olatunji (2017) argued that the place of government for UBE sustainable development
goal cannot be over emphasized, they provide: scholarships, books and stationeries, repair and
maintenance of school buildings, students training and development, instructional materials,
hostel accommodations for students, internet facilities and provision of school buildings and
many more. Furthermore, Peter (2015) carried out a study on the contributions of government as
a stakeholder in Koggi North, and the findings of the study showed that out of the twenty public
secondary schools sampled, government as a stakeholder in education participated in providing
infrastructures such as: pipe borne water, libraries, hostel accommodations, instructional
materials, scholarship schemes, books and internet facilities and so on.
The participation of government at each level of education such as UBE (junior
secondary school) are complementary. Governmental and intergovernmental bodies are
responsible for policy making and frame work setting, promoting public consultation and input,
national and international (SDGs) public campaigns and embedding and operationalising
education system (Olatunji, 2017). Government and non-governmental organizations are
responsible for public awareness raising, advocacy, campaigns and lobbying; consultancy and
44
input into policy formation; delivering quality education, primarily in non-formal settings;
participatory learning and actions; and mediation between government and the people. The
public sector is responsible for entrepreneurial initiatives and training, management models and
approaches, implementation and evaluation, development and sharing of practices of sustainable
production and consumption (Blasé, 2016). However, the development of expertise and capacity,
the production of educational and informational materials, the identification mobilization of
resources, the modeling of best practices in institutional life, the exchange of information, and
the promotion of cross-sectional cooperation are some of the functions and participations that are
common to all stakeholders.
Government play an important role as stakeholder, because of their particular and long-
term links to specific geo-physical environments and because of threats to their living and future
(Blasé, 2016). They are in both active and passive sense, but more especially represent a fund of
knowledge in balancing the use and preservation of education. The transfer of knowledge from
generation to generation gives government a role in informing the wider debate and offering
detailed insights into practices of the management of human survival and development (Blasé,
2016). The government through her Media agencies are key in promoting the broad public
awareness and ownership without which education will remain the concern of a few enthusiasts
and be confine to the walls of educational institutions.
Furthermore, Ndifon et al (2021) stated that the government as a stakeholder participate
in the implementation of the UBE programme through the following means; employment of
teachers, funding of schools, provision of adequate infrastructures, regular payment of salary,
monitoring and supervision, motivation and teachers (promotion), training and retraining of
teachers and implementation of educational policies. However, Hoover-Dempsey and Kathleen
45
(2011) identified the government as one of the most important educational stakeholders who are
closely involved in the overall operations of schools. They argued that schools should not relent
to advocate for significant participation of government in order to be successful. Another way
the government participate in UBE is the empowerment of teachers. Teacher empowerment by
government provide teachers with a significant role in decisions making, control over their work
environment and conditions, and opportunities to serve in a range of professional roles (Short &
Greer, 2018). The teacher as a stakeholder is expected to possess the professional knowledge to
lead the students in instruction.
Additionally, the government empowers the teacher to serve as a mentor, supervisor,
counsellor, and community leader. The teacher is a mentor to students or other teachers. The role
of government as a supervisor is present in every aspect of a teacher's daily responsibility. The
teacher's role as counselor can be used to offer advice to students or school advisory committees
(Kufi, 2013). The primary objective of the government is to ensure that every child receive
quality education, which will enable them lead productive rewarding lives in future. The
government through the employment of parents of students, help to provide students with their
school needs, and influence their behaviours with regard to time management and study habits,
eating practices, and their personal safety and general welfare. Parents as employees of
government provide additional resources for the school to assist with students’ achievement and
to enhance a sense of community pride and commitment, which may be influential in the overall
success of the school for attainment of sustainable goals (Cotton & Wikelund, 2017). Also,
employment of parents by the government enables parents’ involvement in their children's
educational process through attending school functions, participating in the decision-making
46
process, encouraging students to manage their social and academic time wisely, and modeling
desirable behavior for their children represent a valuable resource for schools.
2.2.6 Ways School Board Members as Stakeholders Participation in UBE through
Curriculum Development for Attainment of Sustainable Development Goal Four
(SDG4)
One of the key areas that have limited the UBE scheme from achieving its sustainable
development goals is the problem of lopsidedness in formation and implementation of the
curriculum (Ahmadi & Lukman, 2015). There are various educational programmes that have
been designed by the government before and after independence. The type and duration of
educational programmed designed for students is determined by the government. The
government therefore has a role to play in determining the type and duration of the educational
programmes developed for students. Consequently, the government through the school board
members should be able to determine the impact of the intended educational programmes
whether it will be cognitive, psychomotor or affective in nature. The curriculum designed by
curriculum developers must have the capacity to achieve the sustainable development goals.
The government needs to formulate policies that will help school board members who are
also part of curriculum developers to design educational curriculum that will contribute to
sustainable development. Educational policies are important for the coordination and
management of educational programmes. The development of educational policies and
programmes in Nigeria is the sole responsibility of the government at the local, state or federal
level as well as the school board members (Centre for Public Impact, 2017). These policies help
to give direction and clearly define the responsibility of the various educational stakeholders.
The school board members must therefore ensure that proper rules and regulations are put in
47
place that will create accessibility and all-inclusiveness in the educational programme designed.
This will contribute to the achievement of the goal of the government of ensuring that all
children of school age enjoy the free education scheme for the first nine years without any child
being left behind. Similarly, it will prepare students to make meaningful contributions towards
the development of the society.
Carl as cited in Alsubaie (2016:107) stated that it is the role of the school board members
to ensure that the teacher create lesson plans and syllabi within the framework of the given
curriculum since the teacher’s responsibilities are to implement the curriculum to meet student
needs. The teacher therefore cannot be ignored when the curriculum for any level of education is
being developed. Furthermore, Alsubaie (2016) pointed out that the knowledge, experiences and
competencies of the teacher are important in the development of the curriculum, and thereby
should be encouraged by school board members. This is because it is the teacher that understands
the strength and weaknesses of the students in the classroom. According to the study conducted
by Abudu and Mensah (2016), teacher’s involvement in curriculum design is still very low.
Furthermore, Abudu and Mensah (2016:21) pointed out that:
The results of the study further showed that the importance

of teachers taking part in curriculum design include
contributing to successful implementation of curriculum,
knowing the needs of the students, developing some skills
and contributing their knowledge in the design process.
Finally, huge workload, lack of expertise, inadequate
funding and lack of availability of information emerged as
the major barriers to teachers’ participation in curriculum
design.
School board members must also ensure that the quality of the curriculum is controlled
so that the curriculum will not lose relevance. One of the roles played by the school board
members in the implementation of the UBE scheme is that of controlling quality (Adeyemi,
48
2011). The school board members knows the goals they intends to achieve from the UBE scheme
and the quality of education expected from the scheme. The quality of the UBE scheme has a
great impact on the overall development of the nation. The quality of teachers, students and
instructional materials should be monitored by the school board members and the curriculum
designers such that the goals of the scheme can be achieved. Well-meaning members of the
society have pointed out over time that the curriculum of the school is derived from the needs of
the society. In view of this, school board members should bring to the notice of the community
as part of the society that they have a role to play in contributing to the school curriculum design.
There is no educational curriculum that can make meaningful impact if it does not address the
needs of the community or society.
Nakpodia (2010) pointed out that the school curriculum is usually developed from the culture of
the community. It is important that the community as the primary beneficiary of the education
scheme should be active participants in the design of the school scheme. This will help in the
development of an effective curriculum for the school. One of the duties performed by school
board members in the school is that of performance evaluation. When the current curriculum is
not evaluated after implementation, meaningful reforms will not take place. School board
members in ensuring the implementation of the UBE scheme must therefore assist the
curriculum designers to evaluate previous curriculums so that meaningful change and innovation
can take place. This is the only way by which teachers can know if their teaching has impact on
the students. Teachers should be empowered by the school board members to use different oral
and written methods to assess the extent to which the students grasp the knowledge that has been
transmitted to them. The use of performance evaluation will enable the teacher to make
49
necessary corrections so that the students can acquire the needed skills and attitude for
contributing to their immediate environment.
2.2.7 Ways Teachers as Stakeholders Participate in UBE through Sensitization for the
Attainment of Sustainable Development Goal Four (SDG4)
The attainment of the sustainable education goal four starts with the students at the heart
of any planning that will take place at this level of education. This is because the students in this
case are the change agents that are expected to be transformed so that they can in turn work
towards the actualization of these goals. However, the students have little or nothing to
contribute about an educational programme that they have heard nothing about. Students no
doubt constitute the major beneficiaries of the UBE scheme in Nigeria. Hence, it is the strategic
role of the teacher to ensure the successful implementation of the UBE scheme in order for the
students to benefit. The UBE programme can only contribute to sustainable development when
teachers place the students at the centre of the programme. Teachers at this level of education
therefore have a huge responsibility ahead of them to orient these students into the programme
and ensure that they are beneficiaries.
Teachers as part of educational stakeholders have a lot of role to play to sensitize the
citizens about the UBE scheme and mobilize them for enrollment. This will help to increase the
level of enrollment and literacy in such areas. The immediate beneficiaries of the free education
scheme of the government are those in the community. Students who benefit from the scheme
are assembled from the host communities. It is therefore important that the community heads and
other notable individuals in the community should be encouraged by the teachers who also reside
in the community to campaign about the scheme. Yusuf et al (2013:41) stated that “the
participation of every teacher of Cuban society in the literacy campaign has equally been
50
identified to have contributed to the success of literacy in the country”. Campaigning about the
UBE scheme has been a very good mechanism used by many developed countries to promote the
acceptance of the programme. Teachers as well as community leaders, parents and even school
administrators must therefore use all available.
There are various areas in which students need to be sensitized on by the teachers in order
to benefit maximally from the educational programme. Students who will benefit from the
objectives of the UBE scheme must be encouraged by the teachers to be punctual and regular at
school. There are different activities scheduled in the school for the overall development of the
student. These activities include physical and social activities held within the school premises
and at different periods. Students who are not punctual or regular to school may not benefit from
this essential part of the school activities. Jumare, et al (2015:56) stated that “students who are
punctual get full benefits of morning hour lessons, which are vital (English and Mathematics) for
these subjects are fixed during morning hours due to their importance”. These activities are
important as they help to build the student into a complete citizen. The various essential subjects
taught by teachers in school such as mathematics, sciences and technology are usually scheduled
for the morning hours of school days. Students who are punctual to school benefit from these
subjects immensely and can demonstrate same when called upon to do so. It is therefore the duty
of the student to come early to school to acquire this knowledge for personal and societal
development.
Students who are mobilized into the school must not only be sensitized and mobilized by
the teachers. Students need to be re-sensitized in order for them to take advantage of the various
activities designed in the school. It is important that these students are encouraged to be active
participants in the entire activities going on in the school. This will help them to build new skills,
51
values and attitudes that can contribute to the development of the society. There is no better way
to learn in the classroom than asking questions where necessary. Ogo, et al (2014:33) stated that
“if student do not see the relevance of the new curriculum there is the likelihood that they will
not be motivated to participate or learn”. However, when students see the essentiality of the UBE
scheme, it will motivate them to be active participants. It is the duty of the student to ask their
teachers questions and participate actively in school activities. Students should be able to
demonstrate and practicalize what they have learnt in school. This measure is important for the
students to benefit from the UBE scheme for societal development. However, this action can
only be carried out by a teacher as a way of sustaining the success of the programme.
Teachers and other stakeholders also have the duty of ensuring that students mobilized
into the school are enrolled. One of the campaign of the government to guarantee wide
acceptance of the UBE scheme is that any individual who is willing and qualified to attend
school should be admitted into the school. This implies that any student who wants to benefit
from the programme should enroll. However, students may not be willing to enroll into the
programme until they are sensitized to do so. Enrollment is a prerequisite for students to benefit
from the free education programme of the government for national development (Anaduaka &
Okafor, 2013). There are students who refuse to enroll for the UBE scheme either because they
think they are over-aged or prefer to go into business rather than schooling. It is only through
proper sensitization by the teachers that such perception can be changed. Enrollment in the UBE
scheme is a prerequisite for any student to be able to benefit from government national
development plan of education for all.
The introduction of the UBE programme is geared towards the overall development of
the society. The scheme cannot contribute to SDG4 except students are empowered with the
52
right skills and knowledge. It is important therefore that students should put this knowledge and
skill to use for meaningful development to take place. It is the duty of every student to utilize the
skill acquired from the school. The essence of acquiring formal education in a school is for the
skill to be used for societal advancement. Students who enroll and benefit from the UBE scheme
should feel free to use the skills they have acquired in different aspects of the society. Students
acquire manipulative, technical, communication and other skills from their nine years in the UBE
scheme. The scheme will amount to a mere waste when the students cannot properly apply what
they have learnt for the development of their society. This will help to foster development in the
society in the long run (Anaduaka & Okafor, 2013).
Students should also be encouraged by teachers to be able to point out areas where they
are not satisfied with the education programme during the sensitization and mobilization process
so that the programme will not fail like others. Students are in a better position to report the
performance of their teachers to the appropriate school authority when the need arises. There is
no better way to get feedback about the effectiveness of the teacher than listening to the report of
the students. When students provide feedback about the performance of their teachers in the
classroom, it helps the government and other stakeholders to take appropriate measures that will
improve on teacher’s service delivery for sustenance of the UBE scheme (Anaduaka & Okafor,
2013) and achievement of SDG4.
There is also the need for teachers to encourage students to enroll for the free education
programme for meaningful development. Students may be unwilling to enroll for the education
programme for different reasons. It is therefore important for teachers to be able to identify the
challenges of these students and proffer immediate solution. Teachers for example need to
provide the emotional climate that will foster student’s interest in learning at school (Apebende,
53
et al., 2010). It is the duty of the teachers to encourage their students to take advantage of the free
education provided by the government. Teachers must also ensure that their students report to
school with the right mindset. Any child who is emotionally unstable due to previous actions fo
the teacher may not be willing to learn at school. Teachers must therefore endeavor to put their
children in the right frame of mind for effective teaching and learning to take place in the
classroom. Teachers should also be willing to interact with teachers from other schools for cross-
fertilization of ideas that will help them update their teaching process. The Parents Teachers
Association (PTA) exists in different public primary and junior secondary schools in the country.
The PTA meeting and other school meetings is an avenue for teachers to interact about the
education system and the future of the school child. Teachers who fail to attend school meetings
deprive the students and the school of meaningful contributions that would have helped in the
achievement of the developmental objectives of the UBE scheme. Regular interaction;
sensitization should also take place among various teachers through any available medium.
2.2.8 Ways Principals as Stakeholders Participate in UBE through Capacity Building for
Teachers for the Attainment of Sustainable Development Goal Four (SDG4)
The teaching force is another important issue that needs the attention of educational
stakeholders if the Universal Basic Education programme must achieved to meet the objective
sustainable development goal four. It has been pointed out by education scholars that the
education system cannot succeed above the quality of the teaching force. It is therefore important
that educational stakeholder like the principal must be active participants in the drive to ensuring
that teachers are empowered to discharge their duties in order to help the implementation of the
54
UBE programme. There are different international organizations that have continued to show
interest and support for western education across all levels and types. One area in which this
concern has been shown is in the area of capacity building. Local and international organizations
are involved in the training and retraining of Nigerian teachers for improvement in service
delivery in the education system (Ogunrin, 2011).
Ejeh (2003) stated that without the training of teachers, the nine years basic education will just
be for mere attendance. Consequently, principals should solicit the assistance of international
organizations in the training and development of teachers from time to time on modern and
innovative teaching methods for better service delivery. Without adequate and regular training
programmes organized by principals for teachers, the teachers will not be empowered and
relevant in meeting contemporary needs of the society which is important for sustainable
development to take place. Teachers need to be trained from time to time for them to be up to
date with modern teaching pedagogy. Research has shown that there is positive relationship
between teachers training and service delivery (Afolabi, et al., 2012). There is no way the UBE
scheme will contribute to sustainable development when the teachers who are the transmitter of
knowledge are not current. The principals need to make way available for teachers to be trained
in order to be committed to the task of training students. The principal should recommend
teachers for conferences, workshops and seminars organized by the government. This will help
the teacher to acquire modern ideas that is needed for development and same will be transmitted
to the students.
One of the areas where the UBE programme has suffered defeat is in the area of ratio of
teachers to students. Principals also have the duty to encourage the government in ensuring that
quality human resources (teaching and non-teaching) who are experts are employed to educate
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the students in key areas that will contribute to development. The human resources needed for
the successful implementation of the UBE scheme partly comes from the community (Adeyemi,
2011). There are occasions where slots are given to the community for employment as part of the
federal character. Similarly, employees of the school are usually considered from the community
before other avenues. However, it is important that the principals who are members of the
communities recommend quality human resource since the outcome of the students taught by
these teachers will be felt first by the community. The community must therefore ensure that
they send their children to school and at graduation these students can be re-employed into the
school for quality education delivery (Afolabi et al., 2012).
The teachers employed into the school also need to be up-to-date about the development
of the students. The principal must therefore encourage the teachers to always participate in any
capacity building programme or professional development programme to keep track of the
development of the students under their care. The monitoring of the academic progress of the
school child is the duty of all principal but especially the teachers who are custodians of the
students. Students are exposed to different activities when they are at school. There are students
who appear to be in school but do not actually get to school. Similarly, there are other students
who benefit nothing from the teaching-learning process because their teachers have failed to
communicate with them appropriately. The teacher must therefore be oriented by the principal on
how to deal with these issues when they arise in the school (Afolabi et al., 2012).
The need for the teacher to be trained on effective teaching methods is also an issue that
cannot be overemphasized. Ogo, Eneyo and Akpan (2014:32) stated that “regardless of which
philosophical belief the education system is based on, there is no denying that teachers influence
students’ learning”. The duty of the teacher is to teach. It is therefore important that the principal
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finds positive means to ensure that the teacher is equipped to do his job which is to teach such
that the students will understand. Any teaching that does not enlighten the students more is not
an effective teaching. For the developmental objectives of the UBE to be achieved, the teacher
must ensure that recent knowledge is transmitted to the students and in a more understandable
manner. Teachers must therefore be adequately trained in these areas since they cannot give to
the students what they do not have.
Teachers need to go beyond acquiring training to becoming professionals in their area of
specialization. Principals must provide the teachers with the opportunity to be experts in their
field. It is the duty of the teacher to build his or her professional competence. The teaching
profession is not a profession for all dick and harry. It is therefore important that any individual
who wants to join the teaching profession must therefore make effort to acquire the right
certification and train and re-train himself or herself. This will enable the teacher to acquire the
right expertise needed for effective communication between the teacher and learner. This is also
important for the success of the free education scheme. The teachers must therefore be directed
by the principal on how to get the support from the government and non-governmental
organization to improve his/her skill in the teaching profession. The teachers must also make
himself or herself available for this training. Edho in Nakpodia (2013:288) stated that “some of
the constraints that affect the success rates of the UBE programme in the rural communities is
teacher’s inadequacy and their unwillingness to be posted to rural communities”. It is important
that principals emphasize to the government to employ teachers that would be willing to go to
rural areas of assignment.
It is the duty of the principal to explain to the teacher on ways to research and come up
with new ways of impacting on their students in the classroom. It is also the duty of the
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principals to provide the teachers with an enabling environment that can motivate them to do
their work. Nakpodia (2011:159-160) stated that “the teacher’s position as a central figure in any
educational endeavour is universally recognized and as such it is agreed that “no educational
system can rise above the quality of its teachers curriculum reformers expect them to adopt
innovative technique of teaching”. The teacher should be tutored by the principal to improvise,
and come up with innovate teaching methods and materials that will have positive impact on the
learning of the students. This platform must be provided for the teachers by principals who want
the programme to succeed. The teacher should also be guided through proper supervision of the
principal. Litchfield (2003) revealed that secondary school principals are actively involved in
supervisory function as one of their responsibilities. The essence of supervising is to provide
guidance for the teacher on how to discharge their responsibilities. The principal also needs to
supervise and inspect so as to be able to report accurately the strength and weaknesses of the
programme. Supervision and inspection by the principal helps the teacher to also discharge their
duty with integrity in line with the goals and objectives of the UBE scheme.
The principal must be ready to carry out this supervisory role adequately so as to enable
the teacher benefit from this advisory technique. Onuma (2016) pointed out that there are school
principals who have abandoned their primary responsibility of organizing training programmes
for their teachers. The principal has the duty of providing good leadership so that the school
system can function well. The leadership style of the principal will either affect the running of
the school positively or negatively and this can also affect the UBE scheme. Similarly,
information that will assist the teachers to be empowered must be passed across to the teachers
by the principals adequately. Information is said to be power. The principal is the mouthpiece of
the school and it is his duty to communicate with the various stakeholders either vertically or
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laterally. Students, teachers, parents and the external community look forward to the principal for
information relating to the education of the student. The principals must be ready to share
information with the teachers that will help to improve the quality of teacher’s service delivery.
2.2.9 Ways Parents as Stakeholders Participate in UBE through Provision of Physical
Facilities for the Attainment of Sustainable Development Goal Four (SDG4)
The need for the provision of physical facilities for the success of the UBE scheme is an
issue that cannot be overstressed. In this epoch of technological advancement, there is more need
for physical facilities in the school for the achievement of the nation’s development goals than
ever before. The need for modern technology in today’s science and technology-oriented society
is an issue that cannot be over emphasized (Akpan & Ita, 2015). Physical facilities play
important roles in the success of the school system and stakeholders in the education system such
as the parents are expected to contribute meaningfully in the provision of facilities for the
education system to meet the objectives of sustainable development goal four.
The provision of learning materials need not to be left in the hands of the government
alone. It also the responsibility of parents to also support in the provision of physical materials or
facilities in the right quality and quantity to aid teaching and learning in the school (Akpan & Ita,
2015). The UBE scheme is a free education programme where students are expected to be
provided with school uniforms, notebooks, textbooks and other learning materials. If this scheme
must enjoy wide patronage, the parents must ensure that this learning materials are provided as at
when due for the students and in the right quantity and quality. This will contribute to the proper
education of the students and contribute immensely to national development. Similarly, facilities
needed in the school can be provided by the community which are made of parents. Facilities
used in the school are often derived from the community. The land for the construction of the
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school is gotten from the community which may be donated by some group of parents for
practical subjects such as agriculture (Ndifon et al., 2021). Adeyemi (2011:3) revealed that it is
the responsibility parents who make up the community to “provide logistic support and enabling
environment for the execution of the UBE scheme in their localities”. Similarly, the community
has the role of providing cultural materials that can be used for teaching subjects such as history
and arts.
The continuous relevance of physical facilities provided in the school depends on the
level of maintenance. Parents who want the UBE scheme to contribute to the development of the
society must also participate by helping to maintain available school facilities, Adeyemi (2011:3)
stated that the parents who are residents of school host community has the duty to “ensure safety
and maintenance of the scheme infrastructure and UBE implementation resources and materials
in their localities”. The school and the facilities provided is a capital project that is also capital
intensive. It is therefore important that the facilities available in the school should be protected
jealously. These facilities are and will be beneficial to future generations and as such appropriate
security measures should be put in place by parents who are members of the school host
community to ensure their longevity (Ndifon et al., 2021).
Another area which parents can also assist the UBE programme is in the provision of
learning materials needed in the school. The UBE scheme is free as declared by the government.
However, there are other indirect education cost that must be borne by the parents (Ndifon et al.,
2021). Apebende et al (2010) pointed out that it is the responsibility of parents to provide
learning materials such as food for their children. Any child who reports to school hungry may
not benefit optimally from the day’s lesson. Similarly, any parent that fails to provide a means of
transportation for their ward has automatically deregistered the child from the scheme. Parents
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therefore have the responsibility of providing other support educational resources needed for the
student to acquire the right knowledge at school.
The principal who is also a parent and member of Parents Teacher Association PTA the
also has the responsibility of managing the physical facilities under his school. The resources
allocated to the school system either by the government or private individuals usually pass
through the principal. It is the principal that decides how these resources will be allocated in line
with the needs of the school. There are schools where the principals are known for the
mismanagement if scarce educational resources and this has hindered the success of the UBE
scheme. Nwafukwa and Sunday (2015) pointed out that the inability of principals to manage the
resources at their disposal is one of the impediments to the implementation of the UBE
programme. Principals need to judiciously utilize the educational resources at their disposal in
line with the developmental goals of the UBE. Educational resources at their disposal must be
used prudently and accounted for in a transparent manner. Jaiyeoba (2004) pointed out that
school principal as parent is also in charge in planning. The various activities carried out in the
school ranging from academic to non-academic activities are scheduled by the principal. The
principal therefore has the responsibility of planning the activities and facilities of the school in
line with the objectives of the UBE. The principal must ensure that all activities and facilities
provided in the school are planned in the overall interest of sustaining the developmental goal of
the UBE. Principals who fail in their planning process will definitely fail to achieve the goals and
objectives of the free educations scheme.
2.2.10 Ways Alumni as Stakeholders Participate in Universal Basic Education through

Educational Funding for the Attainment of Sustainable Development Goal Four
(SDG4)
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Funding is one of the key issues confronting the education system in Nigeria today.
Government at all levels has shown very little financial commitment to the success of education
in the country including the UBE scheme. Similarly, the scheme has received very little financial
support from the government and hence, shouldn’t be left in their hand alone to handle less its
intended goal and objectives will not be achieved. Alumni who are also part stakeholders in
education have been identified by scholars as key and relevant fulcrum in funding education
(Ndifon et al., 2021). In affirmation to this view, Universal Basic Education Commission
(2017) reported that alumni supports the funding of the UBE by providing intervention funds
from time to time, which goes a long way in the sustenance of the UBE scheme. Similarly, it was
also reported that with several interventions of some school alumni, many UBE facilities would
have been in a state of comatose, especially with the rate at which allocation to the education
sector have been nose-diving from time to time (Hanachor & Wordu, 2021). Adequate funding is
needed for the procurement of the needed human and material resources for the success of the
UBE scheme, and several times it the alumni that make the provision of the resources through
the donations of financial and material resources (Hanachor & Wordu, 2021).
The contribution of alumni to the success of the UBE programme especially in the area
of funding have been finely honed by teachers, principals and well-meaning individuals of the
society (Tyoakaa, 2014). There are alumni who have supported the school where their children
attend in cash and in kind. This social responsibility is important not just for the child or his
school but for the entire society. Alumni have the responsibility of providing financial, social and
moral support to their previous the school because they are beneficiaries. This will go a long way
in ensuring that the school is able to achieve her goals and objectives in the long run. Similarly, it
has been reported that alumni in diaspora are major supporters of global education around the
62
world (Education for Development, 2015). There are schools that lack the financial capacity to
meet the educational needs of their students and community. These alumni therefore provide
financial assistance to cushion the meager budgetary allocation to the schools. There are alumni
under the umbrella of Non-Governmental Organizations (NGOs) abroad and even developed
countries that have supported basic education across different states in Nigeria over the years.
According to Utuk (2014), financial support from NGOs especially in low income countries have
helped to improved literacy level and this is important for the development of any nation.
2.2.11 Challenges to the Attainment of Sustainable Development Goal Four (SDG4)
There are diverse challenges that have been identified by Hanachor and Wordu (2021) as
impediments to the implementation of the sustainable development goal four (SGD4). These
challenges according to these scholars include the following:
1. Inability to Provide Universal Education: The Child Right Declaration of (1959)
includes the right to education and any country which is unable to make provision of
educational opportunities for the entire children population is not acknowledging its duty
and obligation. Children are the future citizens of the country and if they receive good
and quality education, they would efficiently contribute towards the progress of the
country. Education leads to development of human resources.
2. Inability to Recruit Children into the System: The demand for education is normally
greater as compared to supply. Lack of resources, materials, infrastructure, civic
amenities, proper teaching and learning processes, instructional strategies and other
facilities are the factors that cause inability to recruit students into the education system.
The existence of legal prescription of the age at which children should begin school,
together decrease the incidence of the second source of wastage at the first and second
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level. Yet such form of wastage still needs to be considered, above the age of compulsory
education. It is one of the most important factors in making provision of additional and
higher education. Recruitment into the voluntary sectors of an educational system
depends upon ensuring that the pupils and their families recognize the objectives and the
framework of education as compatible with their own goals.
3. Inability to Retain Students within the System: The retaining capacity of the
educational system in both its voluntary and its compulsory sectors depends upon
external and internal factors. The social and economic conditions of the educational
institutions are primarily responsible for retaining students. Good quality education,
extra-curricular activities, kind and approachable teachers, proper infrastructure and
facilities and amiable environmental conditions of the schools are the primary factors that
contribute in retaining students. Absence of any of these factors may cause drop-out of
students from schools, therefore causing educational wastage. Nevertheless, in many
states, the number of available school places at successive levels of education decreases,
and it would be inappropriate to assume that all nations intend to retain children,
primarily recruited into the system throughout the total range of provision. However, it is
logical to recognize the primary objective as being to retain all students, recruited into the
system until the objectives have been adequately satisfied.
4. Inability to Set Appropriate Objectives: In the present world, there are differences
among nations in setting objectives for the entire education system and its components. In
most cases, the strongest single influence in the determination of objectives arises from a
traditional conception of what an educated person should be. The curriculum content and
processes, which have promoted this view of the educated man, over many decades still
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continues to have a considerable influence upon the concept of what education would
make one achieve. A more controlling influence in modern education has been the
concept of the nature of childhood itself. Child psychology focuses upon the notion of
growth, development and education of children. With the development of economic
planning and the recognition of the relationship between the output from education and
the manpower needs of the economy, a third major influence has arisen in the
determination of objectives of education. It is represented by a statement made at the
1970 conference, i.e. within the development plan, there is a relationship between
investment and qualified labour in various parts of the industry.
In the present existence, individuals experience the heart-breaking situation of
unemployment, amongst those who have been accomplished for specific purposes and the
reason is that the relationship between education and qualified labour was worked out
without true relationships with industrial developments. Inability to achieve a balance
between the demands of education in leading to operative growth and progression of the
individuals, the inculcation of values, morality and ethics among them, and the
production of trained and skilled human resources needed by the economy, characterizes
the incompetence of the educational system. Educational goals and objectives should be
such that will enable the nation achieve the objectives of SDG4.
5. Inability to Achieve Objectives: One thing is tom set a goal, another thing is to achieve
the goal. Achievement of goals require certain qualities. Every educational institution has
certain goals and objectives. The goals of enhancement of the educational system, leading
to operative growth and development of the students, making use of modern and
innovative strategies and methods and making provision of necessary facilities and
65
equipment are some of the common goals. In order to achieve these goals, it is vital for
the individuals to be skilled, aware, competent and knowledgeable. They need to possess
the traits of diligence, conscientiousness and resourcefulness to meet the desired goals
and objectives. The individuals are required to work in collaboration and share with each
other, ideas and suggestions. It is vital for them to create an amiable atmosphere within
the school environment and implement truthfulness, honesty and ethics.
Absence of any of these factors would result to inability in the achievement of objectives.
At the primary level, teachers are required to depict efficiency is within the education
system. There are numerous factors that are included within the education system, in
which the teachers and the staff members of the schools are required to be efficient.
These includes, the teaching learning methods, instructional strategies, time management,
tests, class assignments, home works signments, competitions, workshops and other areas
that are needed to enrich learning among students. It is vital for the teachers to be
experienced, skilled and qualified. These should possess efficient knowledge regarding
how to put into practice, the strategies and approaches that are required to improve the
standing of the educational institutions within the community. The individuals need to be
aware of how to utilize the financial resources of the schools in an appropriate manner,
especially when they have limited funds. In order to depict efficiency in the achievement
of objectives, and to make the education system productive, it is imperative for the
human resources to be competent and proficient in the performance of job duties.
Funding has been one of the major challenges confronting the different levels and types of
education in Nigeria. The budgetary allocation to education for the past few decades has been
below expectation. One of the levels of education that has suffered from this financial
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inadequacy is the basic level of education. This level of education is expected to be free and as
such capital intensive. However, the government has not been able to sufficiently provide the
funds needed for managing this educational programme. Salihu and Jamil (2015:152) pointed out
that “the yearly average allocation for the educational sector in Nigeria has been in a decline. It
caused many educational services to be significantly damaged, especially in consideration of the
fact that they are provided by the government for free to its citizens”. The basic education has
therefore been greeted with financial inadequacy like other levels and types of education in
Nigeria.
Edho (2009) stated that lack of supervision is one of the drawbacks of the education
sector for so many decades. There is no proper monitoring and accountability in the education
sector. The inputs and output from the education sector is of little or no interest to educational
stakeholders. Similarly, those who are saddled with the responsibility of monitoring the
successful implementation of the UBE programme have taken it from the onset as a mere
exercise. This lack of supervision and monitoring has caused a decline in the good intention that
the programme was initially designed to achieve.
There are different socio-cultural practices that have hindered the successful
implementation of the UBE programme. There are communities where the girl-child is not
allowed to attend formal education. Similarly, there are other places where the boy child prefers
to go into business than attending school. These among other social and cultural problems hinder
the effort of the government and other stakeholders to bring as many students as possible under
the UBE scheme. The failure of the universal primary education scheme (UPE) was largely due
to the fact that enrollment increased beyond the anticipation of the various educational planners.
However, many years after the fall of the UPE programme, there is still no proper data on the
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inputs and outputs in the education sector. One of the problems affecting the education system in
Nigeria is the lack of data for proper planning (Dare, et al., 2000). Educational planners are
finding it difficult to be able to determine the number of people who have and who will need to
access the free education scheme so that the programme can be sustained for a longer period of
time.
There are politicians and political affiliates who have perceived from inception that the
Universal Basic Education is another money spinning venture. The political backing needed for
the UBE programme to ‘succeed is lacking. There are records of those saddled with the
responsibility of implementing the UBE programme selling off materials needed for the
programme while some state governors are unable to account for the funds allocated to them by
the federal government for the implementation of the programme. The lack of political will
across the various levels of government has therefore hindered the success of the UBE scheme
for sustained development.
2.2.12 Strategies for Improving the Implementation of UBE Programme for Attainment of
The following are some of the strategies that can be used for the successful
implementation of the UBE programme for sustainable development:
Re-organization of Curriculum and Instructional Methods: The provision of curriculum and
instructional methods has to be in accordance to the needs and requirements of the students. The
teachers have to ensure that students are able to adequately understand the lesson plans. The
reorganization of the curriculum and instructional methods enables all-inclusive, quality
equitable education that will ensure students acquisition of relevant academic concepts, so that
they are able to promote academic excellence. It does not only lead to alleviation of educational
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sustainability, but teachers are able to earn appreciation from the students and acquire job
satisfaction. The students take pleasure in learning from the teachers, since they possess adequate
knowledge and skill to transfer same.
Infrastructural Development: Infrastructural adequacy plays a major role in the sustenance of
the UBE programme. One of the factors that led to the collapse of the UPE programme was
because there were no infrastructures. The classes were overcrowded while other learning
facilities were also inadequate. The recommended classroom size according to the government is
30 pupils per classroom (FRN, 2014). However, there are classrooms today in UBE schools
occupying hundreds of students thereby making teaching and learning difficult. It is therefore
important that the government must give massive attention to the construction of learning
facilities in order to make teaching and learning effective.
Provision of Human Resources: The recommended ratio of teachers to students is 1:30 or 1:35
depending on the level of education. However, many UBE schools just as in the case of
infrastructure have one teacher overseeing hundreds of students. This situation makes the teacher
ineffective and unable to deliver quality education to the students. Agboola and Aloysius
(2016:56) stated that “excellent school facilities and dedicated teachers are the basic ingredients
of a good education programme”. There is therefore need for more teachers to be employed for
the sustenance of the UBE programme for sustainable development.
Adequate Funding: Nakpodia (2011:160) stated that “the Nigeria National Policy on Education
indicates that the financing of education is a joint responsibility of the Federal, State and Local
Governments”. The various educational stakeholders need to be financially committed to the free
education programme of the government. Private individuals and organizations should
complement the effort of the government financially. The availability of finance will make it
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easy for other human and material resources to be bought for the implementation of the
education programme.
Policy Formulation and Implementation: The Universal Basic Education Commission
(UBEC) as cited in Uzomah and Okereke (2010:110) stated that “the Universal Basic Education
(UBE) is a policy reform measure of the federal Government of Nigeria aimed at rectifying
distortions in the Basic Education”. It is important that the government should further formulate
policies and make laws and regulations that will build further commitment to the programme.
The UBE programme is an educational policy that was aimed at removing students’ exclusion
from the educational system (Oludbodum, 2005). However, further educational policies need to
be formulated to sustain the programme and those defaulting as regards this educational policy
should be punished.
Supervision and Monitoring: Supervision is important if the UBE programme must succeed.
One of the measures of managing the scheme is to ensure that proper supervision and monitoring
teams are put in place. Supervision and monitoring will help to expose the limitations of the
programme and appropriate corrective measures can be put in place. Monitoring of the UBE
programme will also help to provide feedback to the government of what needs to be done for
the programme to contribute to the development of the country.
Sociable and Agreeable Atmosphere: Within the home and in school, the atmosphere should be
sociable and agreeable. Equal educational opportunities need to be provided to both boys and
girls.
In rural and backward areas, individuals usually are of the view that girls are meant to perform
the household chores and education is not meant for them. Hence most people take interest in
sending their male children to schools, thereby discouraging the girls from obtaining education.
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In order to reduce educational inequality to realize SDG4 objectives, it is important that sociable
and agreeable atmosphere should be created within homes and schools. Both girls and boys
should be encouraged towards acquisition of education.
Health: To make effective use of education, it is vital to maintain good health. When an
individual is healthy and well, he would be able to develop rational thinking and make use of his
education to not only sustain the living conditions of his family, but also to bring about well-
being of the community. The poverty stricken families are unable to take care of the nutritional
requirements of their children. In schools, there should be provision of mid-day meal scheme,
where nutritious meals are provided to the students. When students are provided with nutritious
meals, they do feel motivated towards learning. It is necessary that meals should be prepared in a
clean and hygienic environment, proper ingredients should be used and the system should be
properly organized as physical development is necessary for the mental development of the
students.
Professional Competence: The teachers and the staff members, who are part of the educational
institutions, should be professional in their conduct. Students may drop out of school due to
harsh treatment obtained or unapproachable attitude of the teachers. Even when the teachers are
dissatisfied with the performance of the students, they should provide explanation in a polite
manner, so that they obtain desirable results in future. Improvements in the professional
competence of the teachers are made by providing training facilities, both pre-service and in-
service. Within the course of one’s job, the teachers have to undergo training programs to
acquire knowledge of modern and innovative strategies and methods. They are required to be
skilled and knowledgeable in training the students, regarding how to make use of their
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knowledge and skills in order to live enhanced lives and to bring about well-being of the
community.
Appropriate Evaluation Procedures: For SDG4 to be achieved, when examinations are
conducted, it is appropriate to set up a passing percentage. The teachers employed, work hard
towards completion of the course curriculum. Before exams, it is up to the students to adequately
prepare themselves in order to obtain good grades. The evaluation procedures that should be put
into practice should be fair and motivating to the students. The main purpose is to assess the
performance of the students and identify any kinds of flaws and inconsistencies. Grading should
entirely be based upon the performance of the students. Various evaluation procedures that are
usually put into practice include, class assignments, home-work assignments, tests, exams,
participation in competitions, workshops and so forth.
Provision of Scholarships and Financial Assistance: As it has been stated that marginalized,
deprived and economically weak sections of the society are unable to meet the educational needs
and requirements of their children. Financial problems have been a matter of concern to rural
people. On the other hand, provision of scholarships and any kind of assistance if made available
would to these students would enable them to attain education. At present, some states are
providing mid-day meals, books, stationary, bags, uniform to the students in schools. Financial
assistance could also be obtained in the form of grants and scholarships. Financial assistance in
the form of grants, scholarships or fellowships would help in enhancing the achievement of SDG
4 in Nigeria.
Effective Communication: Within educational institutions at all levels, education and learning
can take place in an optimal manner, when the individuals are involved into effective
communication with each other. There should be mutual understanding and they should learn
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how to work in collaboration with each other. Effective communication not only leads to
enhancement of learning, but also proper performance of job duties and functioning of the
educational institutions. The teachers should be kind and approachable towards the students. It is
vital for the teachers to ensure that they do not feel vulnerable or apprehensive within the school
environment.
The students should feel that they can approach their teachers when experiencing any problems.
Fellow students also need to maintain good communication terms with each other and be helpful
and supportive.
Elimination of Criminal and Violent Acts: In educational institutions, students do drop out and
leave education, before obtaining the degree, due to prevalence of criminal and violent acts.
There have been cases of sexual harassment and mistreatment against especially girls at all levels
of education. When they experience such types of acts, they not only drop out of school, but also
feel vulnerable in going out of their homes. Experiencing criminal and violent acts, such as
verbal abuse, physical abuse rap. Hence, in order to have access to sustainable development goal
four (SDG4), it is vital to eliminate various kinds of criminal and violent acts.
2.3 Review of Related Empirical Studies
Akinseinde (2001) also carried out a research on the administrative perception towards effective
implementation of the Universal Basic Education in Delta State, Nigeria. The instrument adopted
for data collection was a questionnaire which was structured on a response scale of highly
important, important, unimportant and highly unimportant. Test-retest reliability was carried out
to determine with reliability of the instrument with an index of 0.64. Simple percentage was used
to answer the research questions raised. The findings of the study showed that infrastructural
facilities and equipment, provision of quality control services, teachers’ welfare, provision of
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library services, supervision, monitoring and evaluation, educational counseling services,
professional development of teachers, curriculum modification were important for the
implementation of the Universal Basic Education programme.
Damar (2003) carried out a study on the evaluation of the implementation of the national mass
literacy campaign programme in Nasarawa, Plateau and Bauchi States of Nigeria. The study
adopted utilized the survey research design. The instrument for data collection was direct
observation and a questionnaire titled “Evaluation of Literacy Implementation Questionnaire”
(ELIQ). The reliability was determined using Cronbach Alpha and yielded a coefficient of 0.68
for instructors and 0.75 for graduates. Data were analyzed using mean, percentages and Analysis
of Variance (ANOVA) for the research questions and hypotheses respectively. The findings of
the study revealed that instructors had good educational qualifications. It was recommended that
this good trend should be sustained through appropriate policies.
Enyi (2003) conducted a study on head teachers’ competencies in micro- level management of
UBE programme in Ebonyi State, Nigeria. The design used for the study was descriptive survey
design. A 12-item questionnaire titled “Head teacher’s Micro-level Management Competence
Inventory Questionnaire” (HMLMCIQ)as well as an open-ended interview schedule were used
for the collection of data. The reliability index of 0.65 was derived using Cronbach Alpha
statistic. Mean, percentage and t- test statistics were used to answer the research questions and
test the hypotheses. The study showed that the head teachers had little knowledge of the
Universal Basic Education programme because of inadequate professional preparation. It was
recommended that teachers’ professional development programmes should be encouraged.
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Achebe (2004) carried out a study one valuation of the basic literacy programme of the national
mass literacy in the South East zone of Nigeria. The instruments used for data collection were
observation schedule and questionnaire. The Pearson Product Moment Correlation was used to
establish the reliability coefficient of the instrument with an index of 0.75. The research
questions were answered using mean, frequencies and percentages. The hypotheses were tested
at 0.05 level of significance using t-test of independent means and one-way Analysis of Variance
(ANOVA). The findings of the study revealed that there was an increase in the enrolment of
learners in the basic literacy programme in the state. However, facilities and resource materials
were not available at the literacy centers. It was recommended that these resources need to be
adequately provided for improved performance.
Okunbor and Agwubike (2004) conducted a research on assessment of physical education
programme and implementation of the Universal Basic Education (UBE) scheme in primary
schools of Edo State, Nigeria. Descriptive survey design was adopted for the study. Oral
interview, questionnaire and checklist were used for the collection of data for the study. Simple
percentages were used to answer the research questions raised. The findings of the study showed
that physical education programme for the UBE scheme was generally poorly implemented due
to some militating factors relating to lack of funds, inadequate quality and quantity of physical
education personnel as well as inadequate facilities and equipment. These essential resources
were therefore recommended to be provided in the right quantity and quality.
Eya (2005) conducted a study on the extent of primary school teachers’ awareness and
involvement in Universal Basic Education in Enugu urban areas. The design adopted for the
study was the survey design. The instrument used for the collection of data was a structured
questionnaire which was responded to on a 5-point Likert scale ranging from very good
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knowledge, good knowledge. Little knowledge, very little knowledge and no knowledge. Mean
score of 3.00 was used for decision making. The findings of the study revealed that the extent of
teachers’ awareness and involvement was low. It was hence recommended that programmes such
as seminars and workshops which will help to retrain the already serving teachers was necessary
as well as improving teachers’ conditions of service.
Aduwa-Ogiegbaen (2006) conducted a study on assessment of the provision of educational
services under the Universal Basic Education (UBE) scheme in Southern Nigeria. The
instrument used for the collection of data for the study was a questionnaire. The items on the
questionnaire were measured on a four point Likert type scale ranging from strongly agree to
strongly disagree with weighted scores of 4, 3, 2 and 1 respectively. The reliability coefficient of
the instrument was tested using the Cronbach Alpha statistic with an index of 0.79, which was
adequate for the study. The research questions were answered using mean and standard deviation
while the hypotheses were tested using One-way Analysis of Variance (ANOVA]. The findings
of the study revealed that majority of primary school teachers in Southern Nigeria were of the
opinion that educational services were not adequately provided in their schools under the UBE
progamme which limited their service delivery. It was also revealed that parents still buy books
and report cards for their children. Educational facilities such as library, instructional materials,
guidance and counseling services and information and communication technology were not
adequately provided. It was recommended that these facilities should be provided in the right
quality and quantity.
Ugwuanyi (2008) carried out a study on the extent of implementation of Universal Basic
Education Programme at the junior secondary school level in Nsukka education zone of Enugu
state. Emphases were laid on the availability and adequacy of personnel/teacher factor,
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instructional materials, facilities and equipment, monitoring and supervision, funding,
community participation and sensitization. The study was conducted with seven research
questions and two null hypotheses were tested. The survey research design was used for the
study and. questionnaire was the instrument used for data collection. The population of the study
consisted of 58 principals and 674 teachers in the existing 58 public junior secondary schools in
Nsukka education zone of Enugu state making a total of 732 respondents. A total number of 310
subjects were selected as sample for the study using proportionate stratified random sampling
technique. The research questions for the study were analyzed using percentage, mean, and grand
mean while the hypotheses were tested using z-test statistic. The findings of the study revealed
that the personnel/teacher factor, instructional materials, monitoring and supervision were
moderately provided at the JSS level in Nsukka education zone of Enugu state. The findings also
showed that the extent of community participation and sensitization in the achievement of the
objectives of UBE was still low. Infrastructural facilities, equipment and fund were not
adequately provided and students still pay school fees at the JSS level. Recommendations were
made based on the findings of the study including the need for the use of ICT facilities in the
UBE schools in the education zone.
Jaiyeoba (2009) investigated the effectiveness of basic education to eradicate or reduce level of
illiteracy as well as enhance development. This has been one of the reasons for the introduction
of Universal Basic Education in place of the former Universal Primary Education in Nigeria.
Therefore, the study sought the impact of UBE programme on National Development vis-a-vis
social, cultural and political development in Nigeria. The descriptive research design was
adopted for carrying out the research work. 1000 participants that cut across students, teachers,
parents and staff of SUBEB were sampled. A self-designed validated questionnaire was used to
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collect the data. Five (5) research questions were generated while data were analyzed through
descriptive statistics. The findings revealed a remarkable departure from the former UPE
programme in the present UBE programme, provision of infrastructure though not adequate at
present and devotion of adequate fund by the government though with no transparency in the
disbursement of such UBE fund among others. The study concluded that UBE has been
contributing to the National Development especially with its scope, objectives/aims,
implementation and services being quite different from those of the former programme (UPE). It
was recommended that the present administration should endeavour to build and consolidate on
the implementation of UBE, and provide adequately some essential facilities like libraries,
laboratories and play materials (in the early years) that would make the programme to adequately
contribute to national development.
Iliyasu (2009) carried out a study on the implementation of the Universal Basic Education
programme in Kogi State. Simple percentage was used to answer the research questions while t-
test statistic was used for testing the hypotheses. The findings revealed that the implementation
of the Universal Basic Education scheme cannot be possible without the adequacy of human and
material resources. The research design used for the study was descriptive survey design.
Instruments used for data collection included questionnaire, documents and interview. The
population of the study was twenty (20) schools from ten (10) local government areas of Kogi
state in North central of Nigeria. The population of respondents was one hundred (100) teachers
in UBE schools and one hundred (100) UBE officials totaling two hundred (200) for both
teachers and UBE officials. Ten schools were sampled for the study and ten teachers and ten
UBE officials were also sampled as sampled respondents. The instrument was validated and the
reliability index determined.
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Nakpodia (2011) conducted a study to investigate the integrative funding of Universal Basic
Education (UBE) and effective implementation in Central Senatorial District of Delta State,
Nigeria. The researcher adopted a descriptive survey design. Three research questions were used
to guide the study. The population of the study was 733 Principals and 1103 Head teachers in the
public primary schools and junior secondary schools in the State. A sample size of 182 principals
and 274 headmasters were used as sample for the study. The face and content validity of the
instrument used was determined while the reliability of the instrument was established through
the use of test re-test method and the reliability co-efficient was 0.75. Mean and standard
deviation were employed in the analysis of data. The study revealed that - government
contributed adequate finance towards effective implementation of UBE programme. The study
also showed that parent teachers association (P.T.A) contributed immensely to the UBE
programme towards its effective implementation. Also, that Non-governmental organizations
(NGOs) equally contributed greatly in the provision of instructional materials, sports and health
equipment, furniture, classroom blocks to the programme. Based on the findings, it was
recommended that government should maintain the policy of making adequate budget for the
funding of the UBE and a monitory supervisors be set up to see to the judicious expenditure of
such funds.
Afolabi, et al (2012) conducted a study that unveiled the relationship between UBE training and
teachers’ quality in Nigerian Public primary schools using Kwara State as a case study. The
study adopted a correlational design. It was the State that championed education reform in the
country. All the 24 members of State School Improvement Team (SSIT) and 50 members of
Quality Assurance Bureau (QAB) constituted by the Kwara State Government were used as
samples. The Questionnaire tagged UBE Training and Teachers Quality Questionnaire (UTTQ)
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was used. Three (3) research hypotheses raised were analyzed using Pearson Product Moment
Correlation and chi-square statistics. The findings of the study were: that there was a significant
relationship between SUBEB training workshop and teachers’ quality; a significant relationship
between training resources and quality of workshop training organized by State Universal
Education Board (SUBEB), but there was no significant difference between the perceptions of
SSIT and QAB on teachers’ quality in Kwara State. However, the programme was not without
its attendant challenges which include: delayed and inadequate supply of the training materials
and poor remuneration of the trainers and trainees. It was suggested that more funds should be
committed to the training programme, training materials supplied promptly and adequately.
Indeed, training and re-training of teachers is a sine qua non for quality teaching in schools.
Uduchukwu (2012) conducted a study on curriculum challenging need areas for enhancing basic
education. The design of the study was research and development (R&D). The study sampled
140 beginning teachers 520 veteran teachers, 108 market union executives, 6 traditional rulers,
114 senior officers from State Ministry of Education and 15 schools in the six education zones.
Two questionnaires, focus group discussion and interview schedule were used for data
collection. Percentage, mean, standard deviation and t-test were used for analyzing the research
question, and hypothesis respectively. Content analysis was used for analyzing focus group
discussion and interview. The challenging needs (baseline data) were used to develop the
objectives, proposed intervention, and activities in the framework. The major findings showed
that curriculum content did not contain more practical and functional subjects, daily balance
school meal, medical services, curriculum support materials. There were also overloaded
curriculum content; and non-availability of educational evaluation tools (Standardized tests)
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Onele and Aja-Okorie (2013) assessed the extent of integrative funding for the effective
implantation of universal basic education (UBE) programme in Ebonyi State, Nigeria. In
carrying out the study, a descriptive survey design was adopted by the researchers. Three
research questions and two hypotheses were posed to guide the study. The population of the
study was comprised of 228 principals and 1036 primary school head teachers in Ebonyi state. A
30 0/0 sample size of 59 principals and 311 primary school head teachers were randomly drawn
making the sample to be 370 research respondents. The instruments for data collection were self
structured questionnaire which was based on face and content values. The reliability of the
instrument was established through test re-test method and the statistical tools used to analyze
the results was Pearson product moment and it yielded a reliability co-efficient of 0.75. Mean
and standard deviation were employed in the analysis of the data based on the research questions
while t-test of difference was used to analyze the two hypotheses at 0.05 significant level. The
study revealed that government contributed to a great extent but not enough for effective
implementation of UBE programme. The study also showed that local donor agencies
contributed insignificantly to the effective implementation of UBE programme in Ebonyi state.
Also, that international donor agency contribute to a low extent in the provision of instructional
material, sports and health equipment, furniture and classroom blocks for the implementation of
UBE programme. Based on the findings, it was recommended that government should maintain
the policy of allotting at least 26 percent of the entire budget to education hence, adequate fund
for UBE implementation, and ensure there are committed body to see to the prudent management
of such fund. Government should devise a way of holding a regular or routine meetings with the
various stake holders, parents and other voluntary agencies for them to be committed towards
UBE funding in Ebonyi State etc.
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Iyeke (2013) on his part carried out a study to find out the level of motivation and productivity of
Universal Basic Education Teachers in Edo and Delta States of Nigeria. The sample size for the
study was four hundred and seven teachers under the Federal Teachers’ Scheme (FTS). Three
research questions were raised to guide the study and three null hypotheses were tested at 95%
level of significance. Means, standard deviation, Pearson Product Moment Correlation Statistics
and factor analysis were used for answering the research questions and testing the hypotheses.
From the data analysis, a correlation value of 0.464 was obtained which indicates a significant
correlation between the independent and dependent variables. The findings therefore revealed
that UBE teachers were satisfied with their conditions of service. It was therefore recommended
that the teachers be absorbed by their state governments on completion of their mandatory two
years’ service with the federal government.
Tyoakaa (2014) in his study assessed the level of readiness of primary schools in Birnin Kebbi
local government area of Kebbi state-Nigeria, in terms of Personnel and infrastructure, in the
implementation of the universal basic education programme of the Federal government. The
study adopted a descriptive research design. A sample of thirty (30) primary schools was
randomly drawn from the population of a hundred and four (104) Primary schools located in the
Local Government Area using stratified random sampling techniques (15 public and 15 private
primary schools). Five (5) research questions and two null hypotheses were formulated to guide
the study, while the main instrument designed for data collection was a Checklist or Inventory.
The statistical analyses were done using simple statistics such as Mean, Percentages and t-test at
0.05 levels of significance. The analysis revealed a high level of readiness in terms of personnel,
but infrastructurally, there have been a gross inadequacy in the provision. As such, it was
therefore recommended among other things that, there is need for government at all levels,
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including the private sector and other donor agencies as well as all stake holders in the
educational sector to provide the necessary personnel and basic infrastructure to facilitate
meaningful implementation.
Agbowuro and Joseph (2014) on their part investigated the problems and prospects in the
learning of basic science in the upper basic under the umbrella of the Universal Basic Education
programme. Six research questions guided the study. The research designed used for the study
was a descriptive survey design. The population of the study was 20,000 students and 150
teachers. The sample for the study comprised 200 students and 15 teachers. The instrument used
for the study was a questionnaire. The simple percentage was used for answering the research
questions. The results revealed that the teaching and learning of basic science in upper basic in
Kajuru Local Government Area of Kaduna State has some problems such as lack of enough
qualified and competent teachers, high enrolment of students with lack of adequate facilities. It
was equally recommended that these facilities should be provided in the right quality and
quantity.
Sanni (2014) carried out a study to evaluate the resource provision for the Universal Basic
Education Scheme in Kogi Central education zone of Kogi State. The research design adopted is
survey research design, three research questions and three null hypotheses guided the study,
Population of the study is 1,333, and the sample size is 1055 teachers and 278 head teachers in
the public upper basic school in Kogi central education zone. 18-item questionnaires were
administered to 200 respondents, the instrument was validated by three experts, two in education
administration and planning and one in measurement and evaluation. The experts examined the
instrument and modified it to suit the purpose, the validated instrument was trial tested using 20
respondents which comprised 2 principals and 18 teachers in Ogbadibo Local Government Area
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which is outside the area of the study, Cronbach alpha technique was used for its analysis to
determine the internal consistency of the instrument, this gave the reliability index of 0.75, 0.76,
0.80, 0.85, and 0.79. The overall reliability index result of 0.83 was obtained. This confirmed
that the instrument was reliable for the study of Universal Basic Education Scheme in Kogi
Central Education Zone. The major findings proved that lack of provision of resources such as
finance, personnel and material resources affects the full implementation of UBE and hinders the
management of UBE from achieving its set goals and objectives. Based on the findings, the
researcher recommended that government should involve the education planners in the planning
for Universal Basic Education since they are expert in the planning and designing of the schools,
government and school administrators should give priority attention to the provision of learning
and teaching resources and government should strengthen the capacity of all the bodies and
agencies set up for the production of materials and management of UBE by providing adequate
personnel, finance and materials to enable the agencies execute their functions. Also teacher’s
salaries and allowances should be paid as at when due to enable them perform their duties
effectively and efficiently.
Nwogu and Esobhawan (2014) also conducted a study to find out teacher quality and quantity
and its implication for the implementation of the Universal Basic Education in Edo State,
Nigeria. The design of the study was descriptive survey and a sample of 110 principals was
randomly selected using stratified proportionate sampling technique. Three research questions
and one null hypothesis guided the study. Mean, standard deviation and rank order statistics were
used to analyze the research questions and z-test statistics was used to test the null hypothesis at
0.05 alpha level of significance. Findings revealed that teacher quality and quantity facilitates the
implementation of the UBE programme in Nigeria, by ensuring a better delivery of instruction,
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use of varied teaching methodologies, pedagogical task of childbearing, better classroom
management, reduction in teachers’ workload and adequate teacher-student ratio. Findings also
revealed that the implication of the implementation of the UBE scheme in Nigeria includes:
training and retraining of teachers, improved academic performance, reduction in student
dropout and eradication of the widespread of examination malpractice. The study recommended
that the federal government should focus on the supply of quantity and quality teachers for
secondary school education who will be able to teach and equip our children with the
opportunities they need to optimize their potentials and contribute to the growth and
development of the society and humanity.
Doggoh (2014) conducted a research on assessment of the implementation of Universal Basic
Education (UBE) programme in North Central Geo-Political Zone of Nigeria. The research
which was carried out in the North-Central Geo- Political zone of Nigeria comprising Benue,
Kogi, Nasarawa, Niger, Plateau, Kwara states and Federal Capital Territory (FCT) Abuja. The
research was guided with six research questions. Six hypotheses were also tested in line with the
research objectives and research questions. The research used descriptive design and a cross
sectional survey method. The population of the study was 113,077 teachers and 2,951,552
students while the sample was 400 teachers and 800 students which amounted to 1,200
respondents. The research instrument used was structured questionnaire. The research
instruments were administered to the sampled population, collected and analyzed using Mann
Whitney and Kruscal Walis tests. The findings of the study revealed that there was a significant
difference among the states in the implementation of the UBE Act (2004). It was also revealed
that the motivation, retraining and retention of teachers was low; the provision of teaching
materials and infrastructure in UBE Schools was low, especially in rural areas. The quality of
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teachers in UBE programme was equally low. It was recommended that massive educational
awareness strategies should be employed to create more awareness in the zone.
Gladys (2015) examined Stakeholder involvement in Schools in 21 st century for academic
excellence in Nakuru Municipality. Nakuru Municipality has a population of 60 public primary
schools. The study adopted ex-post facto research design which defies manipulation of variables
since the KCPE results used had already taken place. The study sampled 52 schools using a
random sampling technique. The findings established that most schools embraced Stakeholder
involvement thus school management committees were actively participating in the decision
making process in respect to the school management; there is need to sensitize parents to take up
roles in their children’s class meetings; that more funding is required for the enhancement of
participatory activities that improve the learning environment and that participatory management
in most schools contributed positively to academic achievement to a large extent.
Peter (2015) carried out a study on Innovation in education: what works, what doesn’t and what
to do about it. 20 public secondary schools were sampled for study. The paper was based on a
literature survey and author research. Findings – US education badly needs effective innovations
of scale that can help produce the needed high-quality learning outcomes across the system. The
primary focus of educational innovations should be on teaching and learning theory and practice,
as well as on the learner, parents, community, society, and its culture. Technology applications
need a solid theoretical foundation based on purposeful, systemic research, and a sound
pedagogy. One of the critical areas of research and innovation can be cost and time efficiency of
the learning. Practical implications – Several practical recommendations stem out of this paper:
how to create a base for large-scale innovations and their implementation; how to increase
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effectiveness of technology innovations in education, particularly online learning; how to raise
time and cost efficiency of education.
Abutu (2015) conducted a research on the evaluation of the implementation of UBE programme
in primary schools in Nsukka Education Zone of Enugu State. Five research questions were
raised and five null-hypotheses were also tested in the conduct of the study. The research design
used for the study was a descriptive survey design. The population of the study was 2,673
respondents comprising 238 head teachers and 2,435 teachers of UBE primary schools in Nsukka
Education Zone of Enugu State. The sample for the study comprised 40 head teachers and 80
teachers each were drawn from 3 local government areas of the zone. A total of 360 respondents
participated as sample for the study. A 30-item questionnaire was used for data collection. Mean
rating and t-test were used in answering the research questions and testing of the null-hypothesis
respectively. The findings showed among others factors, infrastructural facilities, instructional
material, trained teachers and funds are not adequately available for the implementation of the
UBE programme in the primary schools. It was recommended that the government should recruit
more teaching staff for the primary schools and provide adequate training incentives,
infrastructural facilities, instructional materials and funding for the effective implementation of
the UBE programme in the schools in Nsukka Education Zone.
Akpan and Ita (2015) carried out a research to investigate the relationship between teachers’
professional development and quality Universal Basic Education. The study was carried out in
Lagos State. Three hypotheses were tested in the course of the study. The design used for the
study was correlation design while simple random sampling technique was used to select 500
teachers from the primary and junior secondary schools for the study. The instrument used for
data collection was a questionnaire titled “Teacher Professional Development and Quality
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Universal Basic Education Questionnaire (TDPQUBEQ)”. The questionnaire was structured on a
4point modified Likert type scale and consisted of 20 items. The reliability coefficient was 0.85,
using Cronbach Alpha reliability method index while Pearson Product Moment Correlation
statistics was used for testing the hypotheses. The findings of the study revealed that teacher
participation in induction programme, ICT training and seminars/workshop significantly related
to quality Universal Basic Education in Lagos State. It was therefore recommended that the
government and relevant agencies should intensify effort on the provision for teachers’
professional development through in-service education to enhance sustainable quality Universal
Basic Education.
Daura and Audu (2015) conducted a study on challenges of the implementation of Universal
Basic Education programme in Yobe State, Nigeria and prospects for 2015 and beyond has
largely been shaped by the recent events in the country, specifically the problems confronting the
education sector and the Nigerian government responses; the government efforts in initiating
various measures through its policies, programmes and institutions to improve the education
sector in Yobe state and Nigeria generally have become a major source of concern to observers
and scholars. The study therefore attempted assesses the implementation of the Universal Basic
Education in Yobe state and its prospect for 2015 and beyond. To achieve this objective
therefore, the study used the primary and secondary sources of data collection. Charts for data
analysis were drawn using the 2003 Microsoft Excel XP VersionlO package while the Analysis
of Variance (ANOVA) and Spearman Rank Order (RHO) were used to test the null hypothesis.
A sample of 243 respondents was randomly selected from six local government areas of Yobe.
The System theory was used as the main theoretical framework. From the data analyzed, it was
found that the programme recorded a very poor performance in the area of pupils’ teacher ratio,
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where the minimum ratio of 1:40 is abuse. In all the schools visited both primary and junior
secondary sections had the minimum of a teacher to fifty pupil (1:50 and above). Again, it was
observed that the qualifications of teachers ranged from certificate A- 3- year post-secondary
education, certificate A- 4-years post middle, Diploma in Basic Education; Senior School
certificate holders and second degree holders with the least number. The study thus recommends
amongst others that more qualified teachers should be recruited and special salary structure
should be designed for them, by doing that at least many people will develop interest for the
teaching profession and shortage of teachers will be overcome in Yobe state, Nigeria.
Obiunu (2015) also investigated the perception of secondary school teachers on the UBE
programme as an educational reform policy. Relevant literatures were reviewed in the area of
study specifically highlighting conceptual frame work, other researchers’ contributions and
current issues in the area of study. About 3 research questions and 2 hypotheses were developed
for the study. The population of teachers selected for the study comprised of all secondary school
teachers in Uvwie local government area of Delta. About 100 teachers were randomly selected
through proportionate stratified random sampling from 5 secondary schools in the local
government area. A questionnaire titled Perception of teachers on the UBE with face and content
validity with a reliability of 0.71 was used to collect data for the study. While mean analysis was
used for the research questions the z-test was used to analyse the hypothesis. The results
indicated that teachers have low perception of the UBE. While there is no significant difference
between male and female, rural and urban in the perception of teachers on the UBE as an
educational reform policy. The conclusion was that teachers seem not be aware of the objectives
and the goals of the UBE and also that teachers are not adequately prepared to implement the
program. This ultimately will affect the quality and success of the programme. It is therefore
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recommended that those in the ministry of education that are responsible for the development
and implementation of the UBE, should ensure that teachers are well prepared and equipped to
participate actively in the implementation of the programme.
Major (2015) examined the perception of school heads on the effect of the implementation of the
Universal Basic Education (UBE) programme on development in Bayelsa State, Nigeria. The
descriptive survey research design was used for the study. Four research questions were posed to
guide the study. A sample of 709 UBE school heads was selected for the study. The instrument
used for data collection was a structured questionnaire named “Universal Basic Education and
Development Questionnaire (UBEDQ)” developed by the researcher and formatted in four-point
Likert type. Mean and standard deviation were used in answering the research questions. A
criterion mean of 2.50 was used in determining the effect of UBE implementation on
development. The results reveal that UBE implementation in Bayelsa State contributed to
development in terms of improving the literacy and numeracy skills of learners, religious
harmony, political awareness and the productive capacities of the learners. Also, the results
showed that inadequate teachers, infrastructural facilities, funds and lack of political will were
perceived as challenges to effective UBE implementation for development. It was therefore
recommended that government should provide adequate personnel, facilities and funds added to
the political will needed. Also, effective collaboration between governments at all levels and
private organizations should be encouraged in terms of provision of facilities and training of
teachers (capacity building) to meet the needs of learners and development aspirations of the
society.
Abubakari and Al-hassan (2016) examined the contribution of stakeholders in zongo
communities to basic education service delivery in Brong Ahafo Region of Ghana. Data was
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collected from 461 respondents from seven categories of respondents in two zongo communities
in Techiman and Kintampo Municipalities. Data collection techniques were mainly interviews,
focus group discussions, and questionnaire. The study found among others that stakeholders in
zongo communities participate in basic education service delivery, but perceived quality basic
education differently, from input based (provision of school structure, trained teachers and use
of appropriate teaching methods) and outcome based ( results and other academic performance)
perspective. They are also motivated to participate in basic education service delivery as a mark
of obligation, responsibility, advocacy, and as philanthropists. The paper concludes that
stakeholders play important role in delivery basic education in the zongo communities but there
is poor information flow, weak coordination and poor consultation by GES and Municipal
Assemblies. The paper recommends the creation of an official platform to mobilize and
galvanize the support of all stakeholders in coordinated fashion to ensure effective participation
in basic education service delivery.
Kosunen and Carrasco (2016) carried out a study on different Stakeholders in education in
Finland and Chile. The study employed descriptive survey design, and the instrument used for
data collection were the questionnaire and interviews and participant observation. The population
of the study was 400 stakeholders in both Finland and Chile. The study found out that the
different stakeholders in education include Teachers, students, NGOs, Parents, and the
Government.
Chan and Choi (2016) examined the factors that enhance Stakeholders contribution in education
in Hong Kong. Eight public secondary schools were selected for the study. The study employed
descriptive survey design, and the instruments used for data collection were questionnaire and
interviews. The study found out among others, the factors that enhance stakeholders’
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contributions were favorable government policies, good behavior of students and students’
academic performance.
Hellen and Enose (2017) examined the contribution of stakeholders to provision of
Teaching/Learning Resources in Enhancement of Girls Academic Achievement in Kenya.
Descriptive survey design was used in this study, and the instrument that was used in the
collection of the data were questionnaire and interview schedules. The study was aimed at
finding out the contribution of stakeholders to the provision of quality education to girls in
secondary schools in Siaya County. The study established that religious sponsors and politicians
contribute little to the provision of Teaching and Learning in the enhancement of girls’ academic
achievement as signified by low overall mean rating of 1.55 and 1.56 for politicians and religious
sponsors respectively. Boards of management and parents contributed to teaching/learning
resources in the enhancement of girl’s academic achievement was moderate as signified by the
overall mean rating of 3.31 and 3.81 for Boards of management and parents respectively.
Principals’ contribution was high with an overall mean rating of 4.15. The contribution of
principals has its origins in prudent management of the resources bestowed to him. This
therefore means that principals were using educational resources contributed by parents, the
government, religious sponsors and other stakeholders prudently.
Rimvydas (2017) examined role of stakeholders leading to development of higher education
service. The study focused on Vilnius Gediminas Technical University. Ishikawa’s cause-and-
effect diagram was used to identify possible causes of a problem, it can also be seen as a method
that allows splitting the subject into separate parts, which are causally interrelated. During the
research of the activity fields of the HEI and the boundaries related to its surrounding groups, the
connections between different groups, their interests and expectations towards the activities of
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the HEI were determined. The article was prepared using the theoretical-analytical approach. It
contains the analysis of the literature on HEI stakeholders, quality management systems and
issues concerning the organizational development. The conclusions include insights and
suggestions for further research on the ways an HEI can correspond to the needs of stakeholders.
Aina (2017) examined the impact of stakeholders on academic performance of senior secondary
school students. Descriptive survey design was adopted for the study. Also, 20 senior secondary
schools were sampled for the study and the instrument that was used for data collection was the
questionnaire and interviews. The findings of the study among others showed that stakeholders
influence the performance of senior secondary schools. Thus, it was recommended that there is
need for formulation of educational policy that will ensure public and private partnership in
delivery of quality education.
Abdullahi and Abdulkareem (2017) investigated the strategies of financing universal basic
education for sustainable national development by school managers in North-Central Zone,
Nigeria. Specifically the purpose was to determine the relationship between commercial based
income and sustainable national development as well as to examine the relationship between
agricultural based income and sustainable national development in North-Central Zone, Nigeria.
Two research questions were raised to guide the conduct of this study. Survey research design
was adopted in carried out this study. The sample of this study was 375 headmasters and 331
principals of the selected schools in North-Central Zone, Nigeria. The sample was selected using
proportional sampling technique. The researcher utilized a self-designed questionnaires titled:
Strategies of Financing Universal Basic Education and Sustainable National Development
Questionnaire “(SFUSNDQ)” for this study. The instruments were validated and the reliability
index of 0.78 was obtained through Cronbach’s Alpha statistics. The research questions were
93
answered using mean, standard deviation and weighted mean scores while the hypotheses were
tested with t-test statistics at 0.05 level of significance. The findings of this study showed that
there is no significant difference between the mean scores of head masters and principals on
commercial based income as well, as agricultural based income as strategies for sustainable
national development in North-Central Zone, Nigeria. Based on the findings of the study, it was
recommended that school managers (head masters and principals) should continue to put efforts
to maintain commercial-based income. Furthermore, school mangers should continue to lay more
emphasis on agricultural-based income by encouraging students to participate fully in farming,
fisheries among others for sustainable national development in Nigeria.
Agi and Eremie, (2018) investigated the utilization of physical resources in the effective
implementation of UBE in Rivers State. Descriptive survey design was adopted. Two research
questions were raised to guide the study while one null hypothesis was formulated and tested at
0.05 level of significance. The population of the study consisted of 249 JSS school in Rivers
State. A sample of 20 urban and 30 rural JSS which represented 20% of the entire population
was drawn through stratified random sampling technique. Observation schedule and a
questionnaire titled, “Factors Affecting the Utilization of Physical Resources in the
Implementation of UBE Questionnaire (FAUPRIUBEQ)” were used for data collection. The
instruments were validated and its reliability tested, r = 0.78 through Pearson Product Moment
Correlation Coefficient. While Kr20 was used to test the reliability of the observation schedule, r
= 0.81. The mean and SD were used to answer the research questions while z-test was used to
test the hypothesis. The results revealed that inadequate provision of physical resources and poor
preventive maintenance culture are some of the factors hindering the utilization of physical
resources. Based on the findings, the following recommendations were made: UBE should be
94
properly funded by government in other to enhance its effective implementation and increase in
enrolment should be accompanied by increase in provision of physical resources and adequate
maintenance of available ones.
2.4 Summary of Literature Review
This chapter reviewed the literature on stakeholders’ participation in the attainment of
sustainable development goals of Universal Basic Education in Rivers State. The study work was
anchored on three theories. These theories are the Stakeholder theory by Edward Freeman
(1983), Participatory theory by Bachrach and Botwinick (1992), and System theory propounded
by Bertalanffy in1968. Stakeholders theory is of the view that everyone who desire growth in the
business of education should not be in isolation but rather should be participate in decision
making. However, Participatory theory opined that as free people in a democratic society,
every human being should have the right to participate in making decisions in the work
place (such as the school) that affect their lives. Similarly, Bertalanffy pointed out in his
system theory that there is need for a system to operate as a whole for the goals and objectives of
the organization to be achieved. These theories therefore emphasized the need for coordination
of all human and material resources as a whole for the goals and objectives of the organization to
be realized. The conceptual framework of the study focuses on the concept of Stakeholders in
Education, Sustainable Development Goals, and Universal Basic Education (UBE). Also,
attention was given to major variables of the study.
The review of related empirical studies covered other research studies similar to this
research study. From the various studies reviewed, it is observed that some studies carried out by
95
other researchers concentrated on the challenges limiting the implementation of the Universal
Basic Education in different states of the country, the role of the Universal Basic Education
programme for the achievement of the Millennium Development Goals in Nigeria. Also, some
others looked at the role of stakeholders in the development of higher education service,
stakeholders involvement in schools in 21st century for academic excellence, and impact of
stakeholders on academic performance of senior secondary school students.
However, to the best knowledge of the researcher none of the studies reviewed dealt with the
topic ‘Stakeholders’ Participation in the attainment of Sustainable Developmental Goals of
Universal Basic Education in Rivers State’. The achievement of sustainable development is a
global target by the United Nations for member countries between 2015 and 2030. Also, the
researcher observed that none of the studies decompose stakeholders into these components, viz,
government, school board members, teachers, principals, parents and alumni. More so, the
studies reviewed did not make use of the population and sample size which this study employed
in the course of investigation. Hence, these are the gaps identified that this study anticipates to
fill and which also makes this work novel.
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CHAPTER THREE
METHODOLOGY
This chapter presented the procedures that were adopted in conducting the research in the
following sub-headings: research design, population of the study, the sample and sampling
techniques, instrument for data collection, validity of the instrument, reliability of instrument,
method of data collection and method of data analysis.
3.1 Research Design
The study adopted the descriptive survey design. The descriptive survey design was considered
appropriate for investigating an existing phenomenon in order to explain the situation in its real
form. The design was also considered suitable because it deals with the collection of samples in a
population to investigate an existing situation and generalizing the findings.
3.2 Population of the Study
The population of this study comprised of 9,064 academic staff (321 principals and 8,743
teachers) in 321 public junior secondary schools (UBE) in the 23 Local Government Areas of
Rivers State. (Source: Rivers State Universal Basic Schools Board, 2021).
Table 3.1: Population Distribution

S/No Academic Staff Number
1 Principals 321
2 Teachers 8,743
Total 9,064
97
3.3 Sample and Sampling Technique
The sample size for this study was 1,812 respondents representing 20% of the entire population
was drawn using the proportionate stratified sampling technique in 6 local government areas
from 3 Senatorial District in Rivers State (Rivers South-East, Rivers West and Rivers East).
Table 3.2: Distribution of Sample Size

S/No Academic Staff Number Sampled
1 Principal 140
2 Teachers 1,672
Total 1,812
3.4 Instrument for Data Collection
The instrument that was used for this study is a self-structured questionnaire titled:
“Stakeholders’ Participation in Universal Basic Education for the Attainment of Sustainable
Developmental Goal Four Questionnaire (SPUBEASDGFQ)”, which consists of demographic
data as well as response items to address the five research questions. The instrument is coded
with modified 4-point Likert Scale of Strongly Agree (SA), Very High Extent (VHE) = 4 points,
Agreed (A), High Extent (HE) = 3 points, Disagreed (D), Low Extent (LE) = 2 points and
Strongly Disagree (SD), Very Low Extent (VLE) = 1point. The respondents were to tick any of
this scale which suits their opinion.
98
3.5 Validation of the Instrument
To ensure that the instrument measures what it was designed to measure, some copies of the
instrument were given to the researcher’s supervisor and two experts in the Department of
Psychology, Guidance and Counseling in Ignatius Ajuru University. The topic of the study, aim
and objectives of the study, research questions and hypotheses were attached to the copies of the
instruments given to the experts. To ensure the face, content and construct validity of the
instrument, the experts modified the instrument by removing some unsuitable items. After
retrieval of the instruments from the experts, the researcher ensured that all the corrections and
inputs made was effected in the instrument and the improved copy was sent to the researcher’s
supervisor for final vetting. After which, the instrument was said to have high face, content and
construct validity and was suitable for the study.
3.6 Reliability of the Instrument
The instrument for data collection in this research was subjected to reliability test. Applying the
method, the researcher administered 20 copies of the instrument to twenty (20) respondents (i.e.
4 principals, 8 teachers and 8 parents) who were outside the study sample. This was repeated
within a space of two weeks. The Cronbach alpha correlation coefficient was used to determine
the reliability index of 0.83 of the instrument.
3.7 Method of Data Collection
1,812 copies of the questionnaire for this study were distributed personally by the researcher
with the help of two research assistants who were adequately trained for the purpose. This helped
in the quick administration of the questionnaires. At the end of the exercise, one thousand, six
hundred and forty five (1,645) copies were retrieved and found suitable for analysis resulting to
90% retrieval rate.
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3.8 Method of Data Analysis
Mean and Standard Deviation statistics were used to answer six (6) research questions, while z-
test statistics was used to test six (6) null hypotheses at 0.05 levels of significance with the help
of manual calculation. A criterion mean of 2.50 was used for judgment.
100
CHAPTER FOUR
RESULTS AND DISCUSSION
4.1 Data Presentation and Analysis
This chapter presents the data analysis under the following sub-headings: answers to research
questions, test of the hypotheses and discussion.
The results of the analysed data for each research questions and its corresponding hypothesis are
presented on tables.
Research Question 1: What are the ways government as stakeholder participate in Universal
Basic Education for the attainment of Sustainable Development Goal Four (SDG4) in Rivers
State?
Table 4.1: Mean ( x ) and standard deviation of respondents (principals and teachers) on
the ways government participate in Universal Basic Education for the attainment of
SN Items Teachers Principals Mean Decision
N = 1,526 N = 119 Set
X̄ 1
SD1 X̄ 2
SD2 x1x2
2
1. Curriculum development. 2.60 0.49 2.55 0.50 2.57 Agreed
2. Capacity building for teachers 2.59 0.49 2.59 0.49 2.59 Agreed
3. Sensitization 2.82 0.38 2.54 0.49 2.68 Agreed
4. Provision of physical facilities 2.41 0.81 2.78 0.41 2.59 Agreed
5. Funding 2.38 0.66 2.42 0.53 2.40 Disagreed
Average Mean/Standard Deviation 2.56 0.56 2.57 0.48 2.57 Agreed
Source: Researcher’s SPSS Computed Data, 2021.
Table 4.1 shows data on the mean scores and standard deviation of respondents on the ways
Development Goal Four (SDG4) in Rivers State. From the table, it is observed that the mean set
101
scores of items 1, 2, 3 and 4 are 2.57, 2.59, 2.68 and 2.59 respectively. From the table, it is
observed that both the principals and teachers agreed on all the items because their mean set
scores are greater the criterion mean of 2.50 except item 5 with mean set score of 2.40 which is
below the criterion mean of 2.50. In summary, with the aggregate average mean score of 2.57
which is above the criterion mean of 2.50, the respondents agreed that the ways government as
stakeholder participate in Universal Basic Education for the attainment of Sustainable
Development Goal Four (SDG4) in Rivers State include: curriculum development, capacity
building for teachers, sensitization, and provision of physical facilities.
102
Research Question 2: To what extent do school board members as stakeholders participate in
Universal Basic Education through curriculum development for the attainment of Sustainable
Development Goal Four (SDG4) in Rivers State?
Table 4.2: Mean ( x ) and Standard Deviation of respondents (principals and teachers) on
the extent school board members as stakeholders participate in Universal Basic Education
through curriculum development for the attainment of Sustainable Development Goal

N = 1,526 N = 119 Set
X̄ 1 SD1 X̄ 2 SD2 x1x2
2
6. Vital information for designing a new curriculum 2.94 0.54 1.78 0.45 2.36 Low
are supplied by board members when needed to Extent
facilitate UBE programme and activities.
7. Board members are engaged as members of 3.01 0.51 1.78 0.45 2.40 Low
curriculum assessment committee to ensure that Extent
UBE standard are met.
8. Board members are engaged in the planning of the 1.96 0.57 2.05 0.40 2.01 Low
curriculum to ensure that it meets UBE standard. Extent
9. Regular evaluation exercise are carried out by 2.74 0.52 1.78 0.45 2.26 Low
school board members on existing curriculum in Extent
UBE schools.
10. School board members discuss with members of 2.06 0.54 2.06 0.38 2.06 Low
the society to incorporate societal needs into the Extent
curriculum to meet global practices.
Average Mean/Standard Deviation 2.54 0.53 1.89 0.42 2.22 Low
Extent
Decision Rule: 1.00– 1.79 = Very Low Extent (VLE), 1.80 – 2.49 = Low Extent (LE),2.50 –3.19 =
Moderate Extent (HE), 3.20 – 4.00 = High Extent (HE), 4.00 – 5.00 = Very High Extent
(VHE)
103
From Table 4.2, data show that all the items (6-10) had a mean score between the range of 1.80
and 2.49 showing a low extent.
In summary, with an average mean of 2.22 (which falls within the range of 1.80 to 2.49),
principals and teachers agree that school board members as stakeholders participate in UBE through
curriculum development to a low extent for the attainment of Sustainable Development Goal
Four (SDG4) in public junior secondary schools in Rivers State.
Research Question 3: To what extent do teachers as stakeholders participate in Universal Basic

(SDG4) in Rivers State?
the extent teachers as stakeholders participate in UBE through sensitization for the
N = 1,526 N = 119 Set
X̄ 1 SD1 X̄ 2 SD2 x1x2
2
11. Teachers adopt verbal communication to orient 2.65 0.57 2.65 0.40 2.65 High
people on the UBE programme. Extent
12. Teachers via mass media sensitize people about 1.69 0.39 1.69 0.28 1.69 Very Low
UBE programme. Extent
13. Electronic messages are sent to members of the 2.69 0.61 1.69 0.28 2.19 Low
public on the relevance of the UBE scheme. Extent
14. Town hall meetings are organized by teachers to 2.66 0.50 1.86 0.29 2.26 Low
inform people on the achievements of the UBE Extent
scheme.
15. Familiarization tour is sometimes organized by 2.72 0.61 1.69 0.28 2.21 Low
teachers for interested UBE stakeholders. Extent
Extent
104
Decision Rule: 1.00– 1.79 = Very Low Extent (VLE), 1.80 – 2.49 = Low Extent (LE), 2.50 –3.19 =
(VHE)
From Table 4.3, data show that item 11 had a mean score between the range of 2.50 and 3.19
showing a high extent. Inversely, items 12, 13, 14 and 15, had mean scores of between 1.80 and
2.49, showing that, for those respondents, teachers participate in UBE through sensitization for
the attainment of Sustainable Development Goal Four (SDG4) in public junior secondary schools
in Rivers State to a low extent, especially in the area of sensitizing the people about UBE
programme via mass media, sending of electronic messages to members of the public on the
relevance of the UBE scheme, organisation of town hall meetings to inform people on the
achievements of the UBE scheme, and organization of familiarization tour for interested UBE
stakeholders.
principals and teachers agree that teachers as stakeholders participate in UBE through
sensitization to a low extent for the attainment of Sustainable Development Goal Four (SDG4) in
public junior secondary schools in Rivers State.
105
Research Question 4: To what extent do school principals as stakeholders participate in
Universal Basic Education through capacity building for teachers for the attainment of
Sustainable Development Goal Four (SDG4) in Rivers State?
the extent school principals as stakeholders participate in Universal Basic Education
through capacity building for teachers for the attainment of Sustainable Development Goal
N = 1,526 N = 119 Set
X̄ 1 SD1 X̄ 2 SD2 x1x2

2
16. Principal recommends teachers for sponsorship 2.69 0.62 2.34 0.49 2.52 High
provided for developmental programmes. Extent
17. Teachers are given opportunity by the principal to 2.67 0.48 2.42 0.45 2.55 High
attend conferences, workshops and seminars. Extent
18. Sponsored field trips are provided for teachers to 2.31 0.44 2.31 0.31 2.31 Low
equip them updated knowledge and skills. Extent
19. Principals ensure that teachers are provided with 1.40 0.48 2.11 0.35 1.76 Very Low
modern teaching materials to match up with Extent
international best practices.
20. Principals make sure mentorship programmes are 2.04 0.60 2.04 0.42 2.04 Low
provided for teachers for improved service Extent
delivery.
Extent
(VHE)
From Table 4.4, data show that item 16 and 17 had a mean score between the range of 2.50 and
3.19 showing a high extent. Contrarily, items 18, 19 and 20, had mean scores of between 1.80
and 2.49, showing that, for those respondents, principals participate in UBE through capacity
building for the attainment of Sustainable Development Goal Four (SDG4) in public junior
secondary schools in Rivers State to a low extent, especially in the aspect of sponsoring field
106
trips for teachers to be equipped and updated with knowledge and skills, ensuring provision of
modern teaching materials for teachers to match up with international best practices, and
provision of mentorship programmes for teachers for improved service delivery.
principals and teachers agree that school principals as stakeholders participate in UBE through
capacity building to a low extent for the attainment of Sustainable Development Goal Four
(SDG4) in public junior secondary schools in Rivers State.
Research Question 5: To what extent do parents as stakeholders participate in Universal Basic

Education through provision of physical facilities for the attainment of Sustainable Development
the extent parents as stakeholders participate in Universal Basic Education through
provision of physical facilities for the attainment of Sustainable Development Goal Four
N = 1,526 N = 119 Set
X̄ 1 SD1 X̄ 2 SD2 x1x2

2
21. Donation of textbooks and other writing materials 2.74 0.52 2.77 0.34 2.76 High
to the school for teaching and learning. Extent
22. The construction of classroom blocks and offices 2.31 0.44 2.37 0.32 2.34 Low
for students and teachers to enhance school Extent
operation.
23. Equipping of the school laboratory and workshops 2.87 0.46 2.90 0.33 2.88 High
by parents to aid students practical works. Extent
24. ICT facilities are made available by parentss to 2.67 0.48 2.58 0.35 2.63 High
encourage the use of e-learning in schools. Extent
25. Sporting/recreational facilities are provided by 1.82 0.87 2.09 0.61 1.96 Low
parents to cater for the social needs of students and Extent
teachers.
Average Mean/Standard Deviation 2.48 0.55 2.54 0.39 2.51 Moderate
Extent
107
(VHE)
From Table 4.5 above, data reveal that item 21, 23 and 24 had a mean score between the range of
2.50 and 3.19 showing a high extent of parents’ participation in UBE through provision of
physical facilities for the attainment of Sustainable Development Goal Four (SDG4) in public
junior secondary schools in Rivers State. Contrarily, items 22 and 25, had mean scores of
between 1.80 and 2.49, showing that, for those respondents, parents participate in UBE through
provision of physical facilities for the attainment of Sustainable Development Goal Four (SDG4)
in public junior secondary schools in Rivers State to a low extent. This is in the area of
construction of classroom blocks and offices for students and teachers to enhance school
operation, and provision of sporting/recreational facilities to cater for the social needs of students
and teachers.
principals and teachers agree that parents as stakeholders participate in UBE through provision
of physical facilities to a high extent for the attainment of Sustainable Development Goal Four
108
Research Question 6: To what extent do alumni as stakeholders participate in Universal Basic
Education through educational funding for the attainment of Sustainable Development Goal Four
(SDG4) in public junior secondary schools in Rivers State?
the extent alumni as stakeholders participate in Universal Basic Education through
educational funding for the attainment of Sustainable Development Goal Four (SDG4) in
Rivers State.
N = 1,526 N = 119 Set
X̄ 1 SD1 X̄ 2 SD2 x1x2

2
26. Financial donations are made by alumni to enable 2.32 0.61 2.17 0.45 2.25 Low
the completion of school projects and programmes. Extent
27. Alumni make efforts to ensure that funds are raised 1.84 0.57 1.76 0.42 1.80 Low
for the UBE programme to meet global standard. Extent
28. Sales of school crafts/agricultural produce and 1.69 0.39 1.63 0.29 1.66 Very Low
launching programmes are organized by alumni to Extent
contribute to the educational activities of schools.
29. Alumni solicit for public-private partnership to 1.69 0.37 1.61 0.27 1.65 Very Low
fund school programmes and activities. Extent
30. Scholarship, grants and other financial aids are 1.79 0.63 1.91 0.43 1.85 Low
given to deserving students from time to time by Extent
alumni.
Extent
(VHE)
109
From Table 4.6 above, data reveal that all the items 28 and 29 had a mean score between the
range of 1.00 and 1.79 showing a very low extent of alumni participation in UBE through
educational funding for the attainment of Sustainable Development Goal Four (SDG4) in public
junior secondary schools in Rivers State, especially in the area of organization of sales of school
crafts/agricultural produce and launching programmes to contribute to the educational activities
of schools, and soliciting for public-private partnership to fund school programmes and
activities. Contrarily, items 26, 27 and 30, had mean scores of between 1.80 and 2.49, showing
that for those respondents, alumni participate in UBE through educational funding for the
attainment of Sustainable Development Goal Four (SDG4) in public junior secondary schools in
Rivers State to a low extent.
principals and teachers as stakeholders agree that alumni participate in UBE through educational
funding to a low extent for the attainment of Sustainable Development Goal Four (SDG4) in
public junior secondary schools in Rivers State.
4.2 Test of Hypotheses
Ho1: There is no significant difference between the mean scores of principals and teachers on the
ways government as stakeholder participate in Universal Basic Education for the attainment of
Table 4.7: z-test Analysis on the difference between the mean rating scores of stakeholder
(school personnel and parents) on the ways government as stakeholders participate in
Universal Basic Education for the attainment of Sustainable Development Goal Four
(SDG4) in Rivers State
Population N X̄ SD df z-cal z-crit. Remarks

Teachers 1,526 2.56 0.56 1,643 -0.21 ±1.96 Not significant
Accept Ho1
Principals 119 2.57 0.48 (z-cal. < z-crit.)
110
Table 4.7 shows that teachers have mean and standard deviation scores of 2.56 and 0.56, while
principals have mean and standard deviation scores of 2.57 and 0.48 respectively. With a level of
flexibility (degree of freedom) of 1,643 at an alpha noteworthy level of 0.05; the figured z-
estimation of -0.21 is less than the z-critical of -1.96. Along these lines the null hypothesis is
accepted. By implication, there is no significant difference between the mean scores of principals
and teachers on the ways government as stakeholders participate in Universal Basic Education
for the attainment of Sustainable Development Goal Four (SDG4) in Rivers State.
extent to which school board members as stakeholders participate in Universal Basic Education
through curriculum development for the attainment of Sustainable Development Goal Four
Table 4.8: z-test Analysis on the difference between the mean rating scores of principals
and teachers on the extent to which school board members as stakeholders participate in
Universal Basic Education through curriculum development for the attainment of
Population N X̄ SD Df z-cal z-crit. Remarks
Teachers 1,526 2.54 0.53 1,643 15.78 ±1.96 Significant
Rejected Ho2
Principals 119 1.89 0.42 (z-cal. > z-crit.)
Table 4.8 indicates that teachers have mean and standard deviation scores of 2.54 and 0.53, while
estimation of 15.78 is higher than the z-critical of 1.96. Along these lines the null hypothesis is
rejected. By implication, there is significant difference between the mean scores of principals
and teachers on the extent to which school board members as stakeholders participate in
111
extent to which teachers as stakeholders participate in Universal Basic Education through
sensitization for the attainment of Sustainable Development Goal Four (SDG4) in Rivers State.
and teachers on the extent to which teachers as stakeholders participate in Universal Basic
Teachers 1526 2.48 0.54 1643 18.66 ±1.96 Significant
Rejected Ho3
Principals 119 1.92 0.30 (z-cal. > z-crit.)
Table 4.9 reveals that teachers have mean and standard deviation scores of 2.48 and 0.54, while
flexibility (degree of freedom) of 1643 at an alpha noteworthy level of 0.05; the figured z-
estimation of 18.96 is higher than the z-critical of 1.96. Along these lines the null hypothesis is
rejected. By implication, there is significant difference between the mean scores of principals
and teachers on the extent to which teachers as stakeholders participate in Universal Basic
112
extent to which school principals as stakeholders participate in Universal Basic Education
through capacity building for teachers for the attainment of Sustainable Development Goal Four
Table 4.10: z-test Analysis on the difference between the mean rating scores principals and
teachers on the extent to which school principals as stakeholders participate in Universal

Teachers 1526 2.22 0.52 1,643 -0.52 ±1.96 No significant
Accept Ho4
estimation of -0.52 is less than the z-critical of -1.96. Along these lines the null hypothesis is
and teachers on the extent to which school principals as stakeholders participate in Universal
113
extent parents as stakeholders participate in Universal Basic Education through provision of
physical facilities for the attainment of Sustainable Development Goal Four (SDG4) in Rivers
State.
and teachers on the extent parents as stakeholders participate in Universal Basic Education
through provision of physical facilities for the attainment of Sustainable Development Goal
Teachers 1,526 2.48 0.55 1,643 -1.55 ±1.96 Significant
Reject Ho5
Table 4.11 shows that teachers have mean and standard deviation scores of 2.48 and 0.55, while
estimation of -1.55 is higher than the z-critical of -1.96. Along these lines the null hypothesis is
accepted. By implication, there is significant difference between the mean scores of principals
and teachers on the extent to parents as stakeholders participate in Universal Basic Education
through provision of physical facilities for the attainment of Sustainable Development Goal Four
114
extent alumni as stakeholders participate in Universal Basic Education through educational
funding for the attainment of Sustainable Development Goal Four (SDG4) in Rivers State.
and teachers on the extent alumni as stakeholders participate in Universal Basic Education

Teachers 1,526 1.87 0.51 1,643 1.34 ±1.96 Not significant
Accept Ho6
estimation of 1.34 is less than the z-critical of 1.96. Along these lines the null hypothesis is
and teachers on the extent alumni as stakeholders participate in Universal Basic Education
through educational funding for the attainment of Sustainable Development Goal Four (SDG4)
in Rivers State.
4.3 Summary of Findings
115
Summary of findings are as follows;
1. The ways government as stakeholder participate in Universal Basic Education for the
attainment of Sustainable Development Goal Four (SDG4) in Rivers State include:
curriculum development, capacity building for teachers, sensitization, and provision of
physical facilities.
2. School board members as stakeholders participate in UBE through curriculum
development to a low extent for the attainment of Sustainable Development Goal Four
3. Teachers as stakeholders participate in UBE through sensitization to a low extent for the
attainment of Sustainable Development Goal Four (SDG4) in public junior secondary
schools in Rivers State.
4. School principals as stakeholders participate in UBE through capacity building to a low
extent for the attainment of Sustainable Development Goal Four (SDG4) in public junior
secondary schools in Rivers State.
5. Parents as stakeholders participate in UBE through provision of physical facilities to a
high extent for the attainment of Sustainable Development Goal Four (SDG4) in Rivers
State.
6. Alumni as stakeholders participate in UBE through educational funding to a low extent
for the attainment of Sustainable Development Goal Four (SDG4) in public junior
secondary schools in Rivers State.
7. There was no significant difference between the mean scores of principals and teachers
on the ways government as stakeholders participate in Universal Basic Education for the
116
8. There was significant difference between the mean scores of principals and teachers on
the extent to which school board members as stakeholders participate in Universal Basic
the extent to which teachers as stakeholders participate in Universal Basic Education
in Rivers State.
on the extent to which school principals as stakeholders participate in Universal Basic
Education through capacity building for teachers for the attainment of Sustainable
the extent to parents as stakeholders participate in Universal Basic Education through
provision of physical facilities for the attainment of Sustainable Development Goal Four
on the extent alumni as stakeholders participate in Universal Basic Education through
educational funding for the attainment of Sustainable Development Goal Four (SDG4) in
Rivers State.
4.4 Discussion of Finding
Ways Government as Stakeholders Participate in Universal Basic Education for the
117
The first finding of the study revealed that the ways government participate in Universal Basic
Education for the attainment of Sustainable Development Goal Four (SDG4) in Rivers State
include: curriculum development, capacity building for teachers, sensitization, and provision of
physical facilities. This implies that government as a stakeholder in various forms contribute to
UBE in ensuring that Sustainable Development Goal Four (SDG4) is achieved in public junior
secondary schools in Rivers State. This finding is agreement with Olatunji (2017) who argued
that the place of government as a stakeholder for sustainable development of education both at
the junior and senior secondary level cannot be over emphasized. The scholar reported that in
most junior secondary schools government provide: scholarships, books and stationeries, repair
and maintenance of school buildings, students training and development, instructional materials,
hostel accommodations for students, internet facilities and provision of school buildings and
many more.
In addition, Peter (2015) carried out a study on the contributions of stakeholders in Koggi North,
and the findings of the study showed that out of the twenty public junior secondary schools
sampled, government participated in providing infrastructures such as: pipe borne water,
libraries, hostel accommodations, instructional materials, scholarship schemes, books and
internet facilities and so on. Also, with government employment of parents in civil service jobs,
it gives the parents the opportunity to support the government in making sure children receive
quality education, which will enable them lead productive rewarding lives in future. When
government pay the salaries of parents, it creates the avenue for students’ school needs to be met,
and influence their behaviours with regard to time management and study habits, eating
practices, and their personal safety and general welfare, which may be influential in the overall
success of the school for attainment of sustainable goals (Cotton & Wikelund, 2017).
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Also in line with the finding, Kufi (2013), Blasé (2016), and Short and Greer (2018) emphasized
that government are responsible for public awareness raising, advocacy, campaigns and
lobbying; consultancy and input into policy formation; delivering quality education, primarily in
non-formal settings; participatory learning and actions; and mediation between school and the
society. According to the Blasé (2016), most government across the country is responsible for
the development of expertise and capacity, the production of educational and informational
materials, the identification mobilization of resources, the modeling of best practices in
institutional life, the exchange of information, and the promotion of cross-sectional cooperation
are some of the functions and participations that are common to government. Hence, there was
no significant difference between the mean scores of principals and teachers on the ways
The Extent of School Board Members as Stakeholders Participation in UBE through
Curriculum Development for the Attainment of Sustainable Development Goal Four
(SDG4)
The second finding of this study revealed that school board members as stakeholders participate
in UBE through curriculum development to a low extent for the attainment of Sustainable
Development Goal Four (SDG4) in public junior secondary schools in Rivers State. This implies
that school board members contribute very little to the development of the curriculum for the
UBE scheme and this is not a healthy practice for any type of education that will contribute to
national development. When school board members do not create the opportunity to contribute to
the development of the curriculum for the school, it may result to some of default in the
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curriculum which may not contribute to meeting the Sustainable Development Goal Four
(SDG4). The low participation of school board members in curriculum development will make it
difficult for the sustainable development goals of the UBE to be achieved.
This finding will be better understood from the position of the findings of the study conducted by
Uduchukwu (2012) where it was revealed that the curriculum of the UBE is unbalanced because
of the lack of involvement of the school board members. The implication of this is that the
developmental goals of the scheme will be difficult to achieve without the participation of these
board members. The curriculum is an essential educational resource which cannot be ignored at
any level of education. Similarly, the curriculum can be seen as an essential input that determines
what comes out as educational output. It is therefore the responsibility of all school board
members to ensure that the curriculum is constantly visited to address contemporary societal
problems. Educational stakeholders such as the school board members therefore have a role to
play in ensuring that the curriculum designed of UBE programmes meets with needs of the
society.
The review of the curriculum is one effort made by education developers in developed nations of
the world to ensure that the education system remains relevant for development. Tyoakaa (2014)
pointed out in his study that the absence of needed facilities has been a bane to implementing the
UBE curriculum. However, it is alarming to note that this is not the case in UBE schools in the
study area. The responses of the school board members revealed that there is a low extent to
which the curriculum is reviewed to address the developmental challenges of the society. It is a
common practice at all levels of education to see the curriculum being left for a long period of
time before they are reviewed. In most cases, the curriculum is only visited when it is out rightly
of no use. However, this is not the case in other developed societies where the curriculum is
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reviewed almost annually to ensure that the curriculum contributes to sustaining development in
a changing society.
The study also revealed that there is a variation in the opinion of principals and teachers on the
extent of school board members’ participation in development of co-curricular activities in the
schools. The teachers pointed out that there is a high extent of development of co-curricular
activities while the principals believe otherwise. On the average, the extent of attention given to
co-curricular activities is low and this has its own influence on the developmental goals of the
UBE. There are students and other educational stakeholders who build skills and passion needed
for the development of their society from co-curricular activities. However, the low extent of
attention given to this aspect of the curriculum influences the UBE scheme as it can hinder the
manpower development needed for national development. According to the findings of the study
conducted by Okunbor and Agwubike (2004), implementing educational programmes at the
primary level of education including the UBE has been one of the most challenging in the
educational system of the nation. Therefore, there was a significant difference between the mean
scores of principals and teachers on the extent to which school board members participate in
The Extent of Teachers as Stakeholders Participation in UBE through Sensitization for the
The third finding of this study showed that teachers as stakeholders participate in UBE through
sensitization to a low extent for the attainment of Sustainable Development Goal Four (SDG4) in
public junior secondary schools in Rivers State. This implies that teachers are not fully
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committed as expected to educating the various stakeholders on why they need to take advantage
of this educational programme as a way of enhancing the achievement of the sustainable
development goals of the UBE. This finding is however unexpected as it is believed that after a
long decade of introducing this educational programme, teachers should have been more
committed to enlightening people about the need for this programme.
This finding corroborates the study carried out by Daura and Audu (2015) which revealed that
there was a poor level of awareness among teachers on the Universal Basic Education
programme in the study area. Thus, this implies that the lack of awareness among teachers in
UBE may account for why sensitization is low on achieving Sustainable Development Goal Four
(SDG4) in Rivers State. Sensitization of the members of the public is one of the cardinal points
toward succeeding in the implementation of the UBE programme. The implementation of any
educational programme is first and foremost for the benefit of the citizens and secondly for
national development. Therefore, any educational programme which does not reach the people at
the grassroots will be dead on arrival. This is why the sensitization of the various beneficiaries is
very important. Sensitization is so important such that Eya (2005) pointed out in his study that
teachers engaging in sensitizing people or community members is a vital process for enlisting
involvement in the process of initiating any new programme.
One of the measures needed to make the UBE contribute to development is by creating
awareness in the minds of the various individuals on the role, responsibilities and privileges
accruing to them. This will create a sense of ownership among the various stakeholders. The
various respondents of the study have revealed that there is no door-to-door campaign by the
teachers about the UBE programme. This has on its part reduced the level of awareness about the
programme. Members of the public ought to be properly guided through face-to-face contact on
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what they stand to gain if they accept and own this free education scheme. In some developed
countries, efforts are made at all cost to ensure that all citizens are aware of and take advantage
of educational programmes initiated by the government for societal development. Iyeke (2013)
pointed out this helps to create a high level of satisfaction among beneficiaries. However, the
respondents reported that awareness is being created through the mass media to educate the
citizens about the UBE programme.
Rural dwellers are some of the unreached members of the society when the issue of free
education is discussed. This accounts for why there is a high level of rural labour force as well as
high level of illiteracy in most rural areas of the State. Communities in these rural areas are
supposed to have a meaningful interaction with the school in order to educate them on the free
education being provided by the government. However, this appears not to be the case. This
means that the school through the teachers has not been able to interact meaningfully with the
immediate community in order to educate these rural dwellers on how they can benefit from the
free education scheme. The respondents of the study also pointed out that there is no
communication between the teachers and the other stakeholders on the benefits of the education
scheme. Schools are supposed to organize programmes through meetings and workshops where
the achievements of the education scheme can be discussed for members of the public to benefit.
This is however not the case in most UBE schools in Rivers State.
The study has also revealed that all teachers in the UBE programme have failed in one area or
the other which has limited the level of sensitization about the UBE. Akpan and Ita (2015)
pointed out that these factors have contributed to the low quality of the UBE programme in some
states in the country. The teachers have failed to carry out the responsibilities expected from
them to ensure that the UBE scheme succeeds. There is therefore a low level of sensitization
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among people on the UBE scheme and this has great impact on the ability of the education
scheme to contribute to sustainable development. Thus, there was significant difference between
the mean scores of there is significant difference between the mean scores of principals and
teachers on the extent to which teachers as stakeholders participate in Universal Basic Education
through sensitization for the attainment of Sustainable Development Goal Four (SDG4) in Rivers
State.
The Extent of School Principals as Stakeholders Participation in UBE through Capacity
Building for the Attainment of Sustainable Development Goal Four (SDG4)
The fourth finding of the study revealed that school principals as stakeholders participate in UBE
through capacity building to a low extent for the attainment of Sustainable Development Goal
Four (SDG4) in public junior secondary schools in Rivers State. This result means that principals
are not committed to enhancing teacher’s capacity for achieving the sustainable development
goal of the UBE in Rivers State. In other words, it implies that teachers are not given the needed
support to empower them for contributing to the developmental goals of the UBE in Rivers State.
This however negates common expectation as it is believed that teachers stand at the center of
any successful educational system and should be given the needed support to contribute to the
success of the education system.
This finding is in consonance with Major (2015) who conducted a study where it was pointed out
that there is a loose collaboration between the government and private organizations in the
training of teachers. This implies that teachers lack the needed support for capacity building both
from the government and principals and this may explain why this study pointed out that there is
a low extent of principals’ participation in capacity building for teachers for achieving the
sustainable development goals of the UBE in Rivers State. This has a great implication on school
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administration and student’s performance as lack of training for teachers can adversely affect
their contribution to the education sector. The lack of support for capacity building may arise
when principals are not getting returns from their investment in teacher’s capacity building.
The training of teachers and non-teaching staff is an important aspect of the UBE scheme that
must not be undermined. The staff employed play an important role in the process of
empowering other staff to carry out their work diligently. Similarly, students who interact
frequently with other teaching and non-teaching staff are in a good position to acquire the right
skill, knowledge and attitude needed for development. This is why constant training of teaching
and non-teaching staff in the education system cannot be over-emphasized. According to Enyi
(2003), UBE staff especially teachers lack adequate knowledge of the free education scheme
because they have not been exposed to adequate professional preparations.
The result of the study has revealed that teachers are exposed to new techniques that are required
for having a meaningful teaching and learning interaction. This goes a long way to prepare
students and other stakeholders who interact with the teacher for contributing to their immediate
environment. The study also revealed that teachers are exposed to capacity development
programmes such as seminars, conferences and workshops. This implies that emphasis is being
made by principals for capacity building so as to equip the teachers of secondary schools to
empower the students and collectively contribute to the development of their immediate
environment and the society at large.
There are teaching and non-teaching staff of secondary schools who wish that they could further
their education so that they can contribute to the society. The education they acquire will be
expanded and used to contribute to the growth and development of their society. However, the
study has revealed that there is a low extent of opportunity provided for teachers and non-
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teaching staff to further their education. Iliyasu (2009) pointed out that the implementation of the
UBE programme will be absolutely difficult without the needed human resources. The inability
of these individuals to further their education and acquire contemporary knowledge will make
them continually apply traditional methods to modem problems. This is counterproductive to the
development drive of developing nations like Nigeria and states like Rivers State. Teachers who
will teach also need teaching materials to carry out their responsibilities. The principals in the
UBE programe have a responsibility to play by proffering ways to empower the teachers through
the provision of modem learning materials. However, the study has revealed that principals have
not lived up to expectations in the provision of these materials which teachers require to improve
on their service delivery. This has some level of implication on their service delivery and also
affects the quality of education which is an essential index for national development.
Furthermore, it was revealed from the outcome of the study that there is no mentorship for
beginning teachers who are supposed to be trained by a mentor on how they can discharge their
responsibilities effectively. Damar (2003) revealed in his study that good educational instructors
under the UBE scheme are those who have the right educational background which includes
good educational qualification and mentorship. The role of a mentor is to equip the mentee with
the technical know-how needed to carry out their responsibilities productively. Then such
opportunity is not provided for teachers by the principals under the UBE scheme, it becomes
difficult for these teachers to provide the quality education that will bring about change and
transformation in the society. Hence, there was no significant difference between the mean
scores of principals and teachers on the extent to which school principals as stakeholders
participate in Universal Basic Education through capacity building for teachers for the attainment
of Sustainable Development Goal Four (SDG4) in Rivers State.
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The Extent of Parents as Stakeholders Participation in UBE through Provision of Physical
Facilities for the Attainment of Sustainable Development Goal Four (SDG4)
The fifth finding revealed that parents as stakeholders participate in UBE through provision of
physical facilities to a high extent for the attainment of Sustainable Development Goal Four
(SDG4) in public junior secondary schools in Rivers State. This implies that the physical
facilities needed for the achievement of the sustainable development goals of the UBE are not
adequately provided even though they exist. This no doubt will make it difficult for meaningful
teaching and learning activities to take place in these schools which is vital for the achievement
of Sustainable Development Goals Four (SDG4).
This finding of this study was better explained from the finding of the study conducted by Agi
and Eremie (2018) where it was pointed that the lack of maintenance culture was one of the
reasons why there is shortage of physical facilities in UBE schools. Thus, the study agreed with
the findings of this study which pointed out that the UBE schools lack adequate physical
facilities and this no doubt will make it difficult for the developmental goals of the UBE to be
achieved in Rivers State.
The provision of physical facilities is one aspect where parents of students in the UBE appear to
have given considerable attention. The teachers and principals sampled for the study revealed
from their responses that there have been donations of books and other writing materials for
teaching and learning activities but not to a sufficient extent. The role of parents as PTA
members or stakeholders in providing books and other wiring materials is essential for
uninterrupted learning activities in the school.
However, there is a low extent to which parents have supported to the UBE in the area of
providing classroom blocks and other physical facilities for learning. The shortage of classroom
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blocks other learning facilities can however hinder the convenience that students, teachers and
other school users are supposed to enjoy during their learning interaction. This situation is better
understood from the findings of the study conducted by Ugwuanyi (2008) who pointed out that
facilities in most UBE schools in Nigeria has only been moderately provided and as such has
affected the quality of output from the free education programme. The study has also exposed the
fact that stakeholders contribute in the area of laboratory and workshops. The interest of parents
in this area may not be unconnected to the fact that students and other stakeholders have interest
in the development of practical skills among students and this has a great implication on the
ability of the students to contribute to the development of their society. The supports made by
these parents in this area therefore nave great influence on the ability of students to contribute to
the development of their environment.
In addition to this, the respondents revealed that there is a high extent to which parents contribute
to the development of the computer laboratory. The development of the school laboratory cannot
be ignored in the face of the technological development across the globe. Also, the study has
revealed however there is a shortage of attention given to sporting activities by parents. This is in
line with the findings of Aduwa-Ogiegbaen (2006) who pointed out that educational resources
are inadequately provided in most schools which affect quality of work done. The low extent of
provision of sporting facilities for students and teachers use has a negative influence on the
psychomotor and social development of beneficiaries of the UBE scheme. When this is the case,
this aspect of national development will be exposed to under development as there would be no
sufficient human resource to help develop and sustain this aspect of national development.
Students therefore require adequate attention in the area of sports especially at the UBE level as
this provides adequate opportunity to discover raw talents that can contribute to the development
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of the society. Hence, there was significant difference between the mean scores of principals and
teachers on the extent to parents as stakeholders participate in Universal Basic Education through
provision of physical facilities for the attainment of Sustainable Development Goal Four (SDG4)
in Rivers State.
The Extent of Alumni as Stakeholders Participation in UBE through Educational Funding
for Attainment of Sustainable Development Goal Four (SDG4)
Lastly, the sixth finding of the study showed that alumni as stakeholders participate in UBE
through educational funding to a low extent for the attainment of Sustainable Development Goal
Four (SDG4) in public junior secondary schools in Rivers State. This result implies that alumni
do not adequately support funding of UBE schools in order to meet Sustainable Development
Goal Four (SDG4) in Rivers State. The inadequacy of funding for the UBE scheme has great
implications as it will limit the quality and quantity of educational resources that can be provided
for the programme. This will affect the achievement of the developmental goals of the UBE
programme in Rivers State. This position relates with the findings from the study conducted by
Onele and Aja-Okorie (2013) where it was revealed that the government, donor agencies like
alumni and private individuals contributed insignificantly to the UBE scheme and this is why the
goals of the education scheme appear unrealistic. The lack of funding from alumni therefore
affects the UBE scheme negatively and makes it difficult for the developmental goals of the
scheme to be achieved in Rivers State. This situation is complicated by the lack of budgetary
commitment from the government to the education sector across all levels of education.
Funding has been described as the live wire of any education system. In addition, it has been
revealed that the shortage of fund has been identified as the bane of so many previous education
programmes in some states in Nigeria and the country as a whole. However, the situation appears
129
not to have improved as funding still continues to hinder so many educational programmes in the
country. This situation has made the government to make public that the contribution of other
stakeholders like alumni is very important for the success of any educational programme in the
country. One of the most important financial obligations of the alumni and other stakeholders in
the implementation of the UBE scheme is the financial support or funding made available to
schools. The inability of the government and alumni saddled with such responsibilities to make
these funding has great influence on the education system. This opinion contradicts the view of
Nakpodia (2011) who revealed in his study that the stakeholders like alumni has lived up to
expectation for the implementation of the UBE scheme in Nigeria. The finding of the study has
revealed that there is a low extent to which financial support are made. The implication of this is
that there is going to be a drop in the morale of teaching and non-teaching staff in the UBE
schools to contribute to the success of the education system. Studies have revealed that the
absence of financial reward is responsible for cases of absenteeism and ineffectiveness among
teachers. Educational stakeholders therefore have a role to play in ensuring that teachers’ salary
and other entitlements are paid adequately and appropriately if the UBE scheme must succeed.
There are other financial needs in the school which require consistent funding for the school to
continue to thrive. A study conducted by Abutu (2015) showed that there is the problem of
inadequacy of funding in the UBE programme which has hindered the procurement of essential
materials such as instructional materials and infrastructures. The absence of funds from the
government and other stakeholders such as alumni can hinder the pursuit of such obligations.
The respondents sampled for the study have revealed that funds are not available as at when due
to carry out other functions needed for the improvement of the education programme. When this
is the case, there will be cases of abandoned projects and tasks which would have contributed to
130
the success of the education system. This on its part has a way of limiting the ability of the
education scheme to achieve her goals and objectives which are developmental in nature. It was
therefore reported from the outcome of the study that funding still constitutes a problem to the
success of the education programme.
There has been a wide advocacy among stakeholders that educational institutions should make
effort to generate their own revenue for meeting their objectives. While some educational
institutions have been able to meet this target and hence are self-sufficient, others have not been
able to reach this height. The study has therefore revealed that the expenditure of most UBE
schools are always higher than their revenue and this is a great challenge to the ability of this
scheme to achieve her goals and objectives. When the expenditure of the scheme is more than
her revenue, there are important projects and programmes that would be abandoned which would
have contributed to meaningful development.
In a related development, some alumni have committed their resources to providing grants and
scholarship for the success of the education sector. Nakpodia (2011) gave an insight when he
pointed out that alumni of some schools have assisted in improving the financial base of some
UBE schools. However, responses from the respondents also revealed that this has been done to
a very low extent. Such financial aids which are essential for the development of the education
system are provided to a low extent. Generally, the study has revealed that the UBE scheme is
plagued by the problems of inadequate financial assistance and this is a bane to the
developmental objectives of the UBE. Therefore, there was no significant difference between the
mean scores of principals and teachers on the extent alumni participate in Universal Basic
Education through educational funding for the attainment of Sustainable Development Goal Four
131
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CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter of the study focused on the summary of the study, conclusion,
recommendations, limitations of the study, contribution to knowledge and suggestions for further
studies. These were discussed as follows:
5.1 Summary of the Study
Chapter one of the study dealt with the introduction to the study. The background to the study
presented detailed overview of various educational programmes which have been formulated and
implemented at the basic education level. The statement of the problem revealed the inability of
the Universal Basic Education to contribute to the achievement of the sustainable development
goal four (SDG4) despite the importance of education as a tool for national development. The
study was carried out using six research questions and six hypotheses. The significance of the
study revealed the benefits of the study to various educational stakeholders at the junior
secondary level of education. The scope and operational definitions of the study were also
captured under this chapter.
The chapter two of the study dealt with the literature review of the study. The various concepts
related to the study were extensively defined. In addition to this, the variables of the study which
focused on the participation of some stakeholders (government, school board members, teachers,
principals, parents alumni) in UBE for the attainment of sustainable development goal four
(SDG4) were discussed. This included ways these stakeholders’ participate in UBE in the area of
curriculum development, sensitization, capacity building,provision of physical facilities and
educational funding. The theories that guided the study were the system theory propounded by
Bertalanffy in 1968. The theory simply postulated that a system functions better when all the
133
subsystems are performing at optimum. This helps in the full realization of the goals and
objectives of the system. Also, the second theory used was the participatory classical theory
credited to Rousseau. The theory has its emphasis on grassroots empowerment and local control.
It is a democratic process concerned with developing practical knowledge in pursuit of
worthwhile human purposes grounded in a participatory worldview. In addition, the third theory
was system theory developed by Bertalanffy (1968). This theory was used by him to explain the
fact that an institution or entity functions better and achieves her goals quicker when all the sub-
units work harmoniously. The chapter also discussed the review of related empirical studies as
well as the summary of literature review.
The methodology of the study was discussed under chapter three of the study. The design
adopted for the study was descriptive survey design. The population of the study was 9,034
academic staff (291 principals and 8,743 teachers), out of which 1,806 respondents were sampled
for the study through a proportionate stratified random sampling technique. The instrument used
for the collection of data for the study was a 34-item questionnaire which was validated and the
reliability index determined with the aid of Cronbach Alpha statistic. Two research assistants
assisted in the collection of data for the study. The research questions were answered using mean
and standard deviation while the hypotheses were tested using z-test at 0.05 level of significance.
Chapter four presented analysed data for each research questions and its corresponding
hypothesis on tables and was explained according to the tables. Also, the findings of the study
were discussed.
Chapter five entailed summary of the study, conclusion, recommendations, contribution to
knowledge, limitations and suggestions for further studies.
134
5.2 Conclusions
Based on the findings, the study concludes that the extent of stakeholders like the
government, school board members, teachers, principals, parents and alumni participation in
UBE especially in the area of curriculum development, sensitization, capacity building of
teachers, provision of physical facilities and funding towards the achievement of Sustainable
Development Goal Four (SDG4) in Rivers State is low. Thus, the implication of this is that, it
would slow down or even hinder the full implementation of UBE programmes and the attainment
of the objectives of Sustainable Development Goal Four (SDG4) if proper action is not taken.
Therefore, the following below are recommended in order to address the above situation.
5.3 Recommendations
The following recommendations are made based on the findings and conclusion of the
study:
1. Government at all levels should improve in their roles in a way to ensure the full
implementation of UBE programmes, especially in the area of funding for the
achievement of Sustainable Development Goal Four (SDG4).
2. School board members should improve in their roles to ensure that the right curriculum is
developed in partnership with other relevant educational stakeholders to ensure that the
objectives of UBE programmes are met.
3. Teachers as part of their roles should improve in their task and responsibilities to help
sensitize and educate school host community members and well-meaning individuals of
the society on areas where they need to contribute towards ensuring full implementation
of UBE programmes.
135
4. The school principals should improve in their administrative roles by encouraging
teachers to be up to their duties, and as well solicit the help of government to sponsor the
teachers for capacity building programmes in order to be equipped for the task of
implementing UBE programmes. If possible the government should organize such
programmes for the teachers under the basic education sector.
5. Parents should improve in their relationship with the school in the area of not isolating
themselves from the affairs of the school, rather they should work hand in glove with
school management in the provision of facilities needed for UBE programmes.
6. Alumni both at home and in diaspora should be contacted and encouraged to beef up their
financial support to these UBE schools where they graduated from to assist in the
implementation of the UBE programmes for the achievement of Sustainable
Development Goal Four (SDG4).
5.4 Limitations of the Study
The following limitations were encountered in the course of carrying out this study:
1. The respondents sampled for the study were economical with the truth on some of the
responses provided in the study for fear of being indicted. This situation made it difficult
for the outcome of the study to be totally generalizable in all situations as a result of these
shortcomings.
2. The sample size used for the study was also a fraction of the total population of the study.
The inability to reach all the population of respondents made it difficult to conclude that
the outcome of the study is a true representation of the intentions of the various
stakeholders sampled for the study.
136
3. Findings of the study cannot be generalized to other levels of educational pyramid in
Nigeria.
5.5 Contribution to Knowledge
The study contributed to educational knowledge in the following way:
1. The study has established that stakeholders like the government, school board members,
teachers, principals, parents and alumni participation in UBE for the attainment of
sustainable development goal four (SDG4) in Rivers State is low. This is revealed in the
sense that different stakeholders as mentioned have only contributed little in the area of
curriculum development, sensitization, capacity building of teachers, provision of
physical facilities and funding, which are very fundamental needs for the actualization of
Universal Basic Education for sustainable development.
2. To the best of the researcher’s knowledge, this study is the first to investigate
stakeholders’ participation in Universal Basic Education for the attainment of sustainable
development goal four (SDG4)in Rivers State by decomposing the compound world
stakeholders and as such will provide relevant information for further research in this
area within and outside Rivers State.
5.6 Suggestions for Further Studies
The following suggestions for further studies were made based on the results of the study:
1. It is important that other researchers carry out further study to investigate stakeholders’
perception of the level of implementation of the Universal Basic Education in Rivers
State
137
2. There is also need for studies to investigate the contributions of the Universal Basic
Education Programme to the achievement of sustainable Development Goals in Rivers
State and other states in the country.
138
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APPENDIX A
Letter to Respondents
Department of Educational Management,

Faculty of Education,
Ignatius Ajuru University of Education,
Rumuolumeni Port Harcourt,
Rivers State.
20th October, 2021.
Dear Sir/Ma,
The researcher is a Post Graduate student of the above named institution, carrying out a research
work on the topic: Stakeholders’ Participation in Universal Basic Education for Attainment of
Sustainable Development Goal Four (SDG4) in Rivers State, Nigeria. In order to achieve the
above objective, the researcher hereby solicits your assistance in supplying honest information
required to the best of your knowledge.
Your responses will be strictly confidential and used for the purpose of research only.
Yours faithfully,
Barrah, Ibifaa Memberr

Researcher
149
APPENDIX B
QUESTIONNAIRE
Stakeholders’ Participation in the attainment of Sustainable Developmental Goals of
Universal Basic Education in Rivers State
PART A: Demographic Data

Instruction: Kindly tick √ against the appropriate box
1. Name of the school _____________________________________________
2. The L.G.A. of the school ________________________________________
3. Gender: Male Female
4. Status of Respondent: Principal Teacher
Part B: Questionnaire Items
Instructions: Please tick √ against the appropriate option: Strongly = (SA), Agree = (A),
Disagree = (A), Strongly Disagree (SD), (VHE) = Very High Extent, (HE) = High Extent, (LE) =
Low Extent, (VLE) = Very Low Extent.
A What are the ways government as stakeholder participate in the attainment of UBE
sustainable development goals in public junior secondary schools in Rivers State?
ITEMS SA A D SD
1. Curriculum development.
2. Capacity building for teacher
3. Sensitization
4. Provision of physical facilities
5. Funding
B To what extent do school board members as stakeholders VHE HE LE VLE
participate in Universal Basic Education through curriculum
150
development for the attainment of Sustainable Development
6. Vital information for designing a new curriculum are supplied by
board members when needed to facilitate UBE programme and
activities.
7. Board members are engaged as members of curriculum assessment
committee to ensure that UBE standard are met.
8. Board members are engaged in the planning of the curriculum to
ensure that it meets UBE standard.
9. Regular evaluation exercise are carried out by school board
members on existing curriculum in UBE schools.
10. School board members discuss with members of the society to
incorporate societal needs into the curriculum to meet global
practices.
C To what extent do teachers as stakeholders participate in
Universal Basic Education through sensitization for the
attainment of Sustainable Development Goal Four (SDG4) in
Rivers State?
11. Teachers adopt verbal communication to orient people on the UBE
programme.
12. Teachers via mass media sensitize people about UBE programme.
13. Electronic messages are sent to members of the public on the
relevance of the UBE scheme.
14. Town hall meetings are organized by teachers to inform people on
the achievements of the UBE scheme.
15. Familiarization tour is sometimes organized by teachers for
interested UBE stakeholders.
D To what extent do principals as stakeholders participate in
Universal Basic Education through capacity building for
teachers for the attainment of Sustainable Development Goal
Four (SDG4) in Rivers State?
151
16. Principal recommends teachers for sponsorship provided for
developmental programmes.
17. Teachers are given opportunity by the principal to attend
conferences, workshops and seminars.
18. Sponsored field trips are provided for teachers to equip them
updated knowledge and skills.
19. Principals ensure that teachers are provided with modern teaching
materials to match up with international best practices.
20. Principals make sure mentorship programmes are provided for
teachers for improved service delivery.
E T what extent do parents as stakeholders participate in
Universal Basic Education through provision of physical
facilities for the attainment of Sustainable Development Goal
Four (SDG4) in Rivers State?
21. Donation of textbooks and other writing materials to the school for
teaching and learning.
22. The construction of classroom blocks and offices for students and
teachers to enhance school operation.
23. Equipping of the school laboratory and workshops by parents to aid
students practical works.
24. ICT facilities are made available by parentss to encourage the use
of e-learning in schools.
25. Sporting/recreational facilities are provided by parents to cater for
the social needs of students and teachers.
F To what extent do alumni as stakeholders participate in
Universal Basic Education through educational funding for the
attainment of Sustainable Development Goal Four (SDG4) in
public junior secondary schools in Rivers State?
26. Financial donations are made by alumni to enable the completion
of school projects and programmes.
27. Alumni make efforts to ensure that funds are raised for the UBE
152
programme to meet global standard.
28. Sales of school crafts/agricultural produce and launching
programmes are organized by alumni to contribute to the
educational activities of schools.
29. Alumni solicit for public-private partnership to fund school
programmes and activities.
30. Scholarship, grants and other financial aids are given to deserving
students from time to time by alumni.
APPENDIX C
SPSS DESCRIPTIVE GENERATED DATA
153
DESCRIPTIVES VARIABLES=Item1 Item2 item3 Item4 Item5 Item6 item7 item8 item9
item10 Item11 Item12 item13 Item14 Item15 Item16 item17 item18 item19 item20
Item21 Item22 item23 Item24 Item25Item26 item27 item28 item29 item30
/STATISTICS=MEAN STDDEV.
Descriptives
Notes
Output Created 12-OCT-2022 12:18:32

Comments
Input Active Dataset DataSet1
Filter <none>
Weight <none>
Split File <none>
N of Rows in Working Data File 1526
Missing Value Handling Definition of Missing User defined missing values are treated as
missing.
Cases Used All non-missing data are used.
Syntax DESCRIPTIVES VARIABLES=Item1 Item2
item3 Item4 Item5 Item6 item7 item8 item9
item10 Item11 Item12
item13 Item14 Item15 Item16 item17
item18 item19 item20 Item21 Item22 item23
Item24 Item25 item26 item27 item28 item29
item30
Resources Processor Time 00:00:00.02
Elapsed Time 00:00:00.01
154
Descriptive Statistics
N Mean Std. Deviation
Item 1 1526 2.60 .492
Item 2 1526 2.59 .494
item 3 1526 2.82 .388
Item 4 1526 2.41 .811
Item 5 1526 2.38 .669
item 6 1526 2.94 .547
Item 7 1526 3.01 .515
Item 8 1526 1.96 .576
Item 9 1526 2.74 .523
Item 10 1526 2.06 .540
Item 11 1526 1.69 .394
Item 12 1526 2.65 .575
item 13 1526 2.69 .616
item 14 1526 2.66 .502
item 15 1526 2.72 .614
item 16 1526 2.69 .626
Item 17 1526 2.67 .483
Item 18 1526 2.31 .440
item 19 1526 1.40 .484
Item 20 1526 2.04 .605
Item 21 1526 2.74 .526
Item 22 1526 2.31 .442
Item 23 1526 2.87 .465
Item 24 1526 2.87 .489
Item 25 1526 1.82 .874
Item 26 1526 2.32 .617
Item 27 1526 1.84 .579
Item 28 1526 1.69 .391
Item 29 1526 1.69 .372
Item 30 1526 1.79 .631
Valid N (listwise) 1526
155
DESCRIPTIVES VARIABLES=item1 item2 item3 item4 item5 item6 item7 item8 item9
item10 item11 item12 item13 item14 item15 item16 item17 item18 item19 item20
item21 item22 item23 item24 item25Item26 item27 item28 item29 item30
Descriptives
Notes
Output Created 12-OCT-2022 16:18:25

Comments
Input Active Dataset DataSet1
Filter <none>
Weight <none>
Split File <none>
N of Rows in Working Data File 119
Missing Value Handling Definition of Missing User defined missing values are treated as
missing.
Cases Used All non-missing data are used.
Syntax DESCRIPTIVES VARIABLES=item1 item2
item3 item4 item5 item6 item7 item8 item9
item10 item11 item12 item13 item14 item15
item28 item29 item30
Resources Processor Time 00:00:00.03
Elapsed Time 00:00:00.11

a
156
[DataSet1]
157
Descriptive Statistics
N Mean Std. Deviation
Item 1 119 2.55 .509
Item 2 119 2.59 .494
item 3 119 2.54 .491
Item 4 119 2.78 .415
Item 5 119 2.42 .537
item 6 119 1.78 .451
Item 7 119 1.78 .457
Item 8 119 2.05 .405
item 9 119 1.78 .457
Item 10 119 2.06 .382
Item 11 119 1.69 .284
Item 12 119 2.65 .401
item 13 119 1.69 .283
item 14 119 1.86 .297
item 15 119 1.69 .287
item 16 119 2.34 .499
Item 17 119 2.42 .456
Item 18 119 2.31 .314
item 19 119 2.11 .351
Item 20 119 2.04 .426
Item 21 119 2.77 .341
Item 22 119 2.37 .328
Item 23 119 2.90 .331
Item 24 119 2.58 .353
Item 25 119 2.09 .614
Item 26 119 2.17 .457
Item 27 119 1.76 .422
Item 28 119 1.63 .290
Item 29 119 1.61 .274
Item 30 119 1.91 .432
Valid N (listwise) 119
158
APPENDIX D
CALCULATION OF Z-TEST VALUES
Hypothesis 1
x1−x 2
Z=
√
2 2
( S D1 ) ( S D2 )
+
N1 N2
Where x1 = average mean of Teachers

x2 = average mean of Principals
SD 1 = average standard deviation of Teachers
SD 2 = average standard deviation of Principals
N1 = Total number of Teachers
N2 = Total number of Principals
Where x 1=2.56 , x 2=2.57 , S D 1=0.56 , S D 2=0.48 , N 1=1526 , N 2=119
2.56−2.57
Z=
√
2 2
( 0.59 ) ( 0.49 )
+
1526 119
−0.01 −0.01
Z= =
√0.0002+0.0020 √ 0.0022
−0.01
Z= =−0.2132 ∴ Z −0.21
0.0469
159
Hypothesis 2
x1−x 2
Z=
√
2 2
( S D1 ) ( S D2 )
+
N1 N2

Where x 1=2.54 , x 2=1.89 , S D 1=0.53 , S D2 =0.42 , N 1=1526 , N 2 =119
2.54−1.89
Z=
√
2 2
( 0.53 ) ( 0.42 )
+
1526 119
0.65 0.65
Z= =
√0.0002+0.0015 √ 0.0017
0.65
Z= =15.7766
0.0412
∴ Z 15.78
160
Hypothesis 3
x1−x 2
Z=
√
2 2
( S D1 ) ( S D2 )
+
N1 N2

Where x 1=2.48 , x 2=1.92 , S D1=0.54 , S D2=0.30 , N 1 =1526 , N 2=119
2.48−1.92 0.56
Z= =
√ √ 0.0002+0.0007
2 2
( 0.54 ) ( 0.30 )
+
1526 119
0.56 0.56
Z= = =18.666
√0.0009 0.03
Z 18.66
161
Hypothesis 4
x1−x 2
Z=
√
2 2
( S D1 ) ( S D2 )
+
N1 N2

Where x 1=2.22 , x 2=2.24 , S D1 =0.52 , S D2=0.40 , N 1=1526 , N 2 =119
2.22−2.24
Z=
√
2 2
( 0.52 ) ( 0.40 )
+
1526 119
−0.02 −0.02 −0.02

Z= = =
√0.0002+0.0013 √ 0.0015 0.0387
Z=−0.5167
Z −0.52
162
Hypothesis 5
x1−x 2
Z=
√
2 2
( S D1 ) ( S D2 )
+
N1 N2

Where x 1=2.48 , x 2=2.54 , S D1=0.55 , S D 2=0.39 , N 1=1526 , N 2=119
2.48−2.54
Z=
√
2 2
( 0.55 ) ( 0.39 )
+
1526 119
−0.06 −0.06 −0.06

Z= = =
√0.0002+0.0013 √ 0.0015 0.0387
Z=−1.5504
Z −1.55
163
Hypothesis 6
x1−x 2
Z=
√
2 2
( S D1 ) ( S D2 )
+
N1 N2

Where x 1=1.87 , x 2=1.82 , S D1=0.51 , S D2=0.37 , N 1=1526 , N 2=119
1.87−1.82
Z=
√
2 2
( 0.51 ) ( 0.37 )
+
1526 119
0.05 0.05
Z= =
√0.0002+0.0012 √ 0.0014
0.05
Z= =1.3368
0.0374
∴ Z 1.34
164
APPENDIX E
RELIABILITY ESTIMATE
Reliability
Case Processing Summary
N %
Cases Valid 20 100.0
Excludeda 0 .0
Total 20 100.0
a. Listwise deletion based on all variables in the

procedure.
Reliability Statistics
Cronbach's
Alpha Based on
Cronbach's Standardized
Alpha Items N of Items
.836 .854 30
165

IBIFAA - 7th March, 2023 - Amended Thesis Work

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IGNATIUS AJURU UNIVERSITY OF EDUCATION

RUMUOLUMENI, P.M.B. 5047

STAKEHOLDERS’ PARTICIPATION IN UNIVERSAL BASIC EDUCATION FOR

BARRAH IBIFAA MEMBERR

BARRAH IBIFAA MEMBERR

A THESIS SUBMITTED TO SCHOOL OF POST GRADUATE STUDIES, IN PARTIAL

SUPERVISOR: PROF. IBEKWE ROBERT-OKAH

I, BARRAH, IBIFAA MEMBERR with registration number IAUE/2019/EDM/Ph.D/0034

BARRAH, IBIFAA MEMBERR _______________ _______________

“STAKEHOLDERS’ PARTICIPATION IN UNIVERSAL BASIC EDUCATION FOR

BARRAH, IBIFAA MEMBERR

Designation Name Signature Date

Supervisor: Prof. Robert-Okah, I ………………… ……….…….

Head of Department: Assoc. Prof. Okai N. Okai ………………… ……..…..…….

Dean of Faculty: Prof. V. E. Asuru ………………… ……..............…

Dean, School of Graduate Prof Good Wilson ………………… ……..............…

External Examiner: ………………………. ……………………. ………………

Chairman Board of Examiners: ………..……… ……………….…. ………….……

me thus in my academic pursuit.

CHAPTER ONE INTRODUCTION

1.1 Background to the Study 1

CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.1 Theoretical framework 15

CHAPTER THREE: METHODOLOGY

3.1 Research Design 96

CHAPTER FOUR: RESULTS AND DISCUSSION

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

1.1: Objectives of Sustainable Development Goal Four (SDG4) 38

3.1: Population Distribution 96

3.2: Distribution of Sample Size 97

1.1 Background to the Study

through youths’ empowerment. By investing in schools the youth, government, enterprises,

Education (UPE) programme was introduced by the government to various educational

Basic Education (UBE) programme.

experience the needed growth and development.

development is said to be sustainable. Sustainable development is development that satisfies the

generation. International Institute of Sustainable Development (2013) pointed out that

the success of the educational programme.

There is no exaggeration in saying that the UBE programme is of importance to all

high level manpower for the general public.

to all stakeholders and as such should be protected by all and sundry.

The UBE scheme cannot be said to have meaningfully contributed to development in

programme has been introduced and sustained magnificently.

1.2 Statement of the Problem

The UBE programme in Nigeria as observed by some well-meaning individuals are

participation of all stakeholders to strengthen the Universal Basic Education programme.

attainment of the sustainable development goal four in Rivers State.

1.3 Aim and Objectives of the Study

Specifically, the objectives of the study sought to:

attainment of Sustainable Development Goal Four (SDG4) in Rivers State.

Education through curriculum development for the attainment of Sustainable

Development Goal Four (SDG4) in Rivers State.

3. Determine the extent to which teachers as stakeholders participate in Universal Basic

(SDG4) in Rivers State.

Development Goal Four (SDG4) in Rivers State.

Education through provision of physical facilities for the attainment of Sustainable

Development Goal Four (SDG4) in Rivers State.

6. Ascertain the extent to which alumni as stakeholders participate in Universal Basic

Education through educational funding for the attainment of Sustainable Development

Goal Four (SDG4) in Rivers State.

1.4 Research Questions

The following research questions guided the study:

BARRAH, IBIFAA MEMBERR _ _