X-RAYING SOME UNPOPULAR CHALLENGES IMPEDING THE REPOSITIONING

OF THE UNIVERSAL BASIC EDUCATION IN NIGERIA

BY

IHUOMA, JOSHUA CHINOMSO

Department of Educational Foundations, University of Port Harcourt, Port Harcourt,
Nigeria
E-mail: ihuomajoshuac@gmail.com
Phone: +234 8066777374
&

BENJAMIN. N. NYEWUSIRA (PhD)

Department of Educational Foundations, University of Port Harcourt, Port Harcourt,
Nigeria
E-mail: ben.nyewusira@uniport.edu.ng
Phone: +234 8033157969

ABSTRACT
Education is a basic human right that helps achieve SDGs' objectives, empowers children,
reduces poverty, drives sustainable economic growth, prevents inequality and injustice, leads to
better health, and helps protect the planet. However, the benefits of education depend on
generating learning outcomes, not just enrolling children in school. This study using the
Historical research method which adopts interview, observation as primary method or ways of
sourcing for data and the utilization of journal articles, online materials, textbooks as secondary
sources of data, reveals that the government established the Universal Basic Education (UBE)
program to provide quality education for all citizens, irrespective of their socio-economic status.
The program aims to bridge the educational gap in society, reduce educational disparities, and
ensure that every child has access to fundamental education. The implementation of the program
is aligned with the government's commitment to promoting inclusive education. A shortage of
qualified teachers in most schools that act as Universal Basic Education (UBE) service providers,
especially in remote and rural areas has led to overcrowded classrooms and compromised
education in Nigeria. It is recommended in this study that the UBE program in Nigeria needs
adequate funding to address challenges such as lack of facilities and teacher shortage inaccurate
data collection, processing, and analysis for the UBE program. Without funding, the program
will struggle to provide the necessary education. Educating the Almajiri according to the UBE
initiative is crucial to ensure quality education for every child and promote economic
transformation.
INTRODUCTION

Education is indeed a basic human right –universal, inalienable and indivisible. This is

underscored in human rights truces and international treaties; most especially, the United Nations

Convention on the Rights of the Child, which provides the foundation for UNICEF work in

education as in other sectors. Education contributes too many of the SDGs objectives. It reduces

poverty, drives sustainable economic growth, prevents inequality and injustice, leads to better

health – particularly for women and children – and it helps to protect the planet. Education

empowers children and adolescents. But the economic and social benefits of education depend

on generating learning outcomes, and not just getting children into school.

Education challenges are greater in low-income countries (LICs) and in lower-middle-income

countries (LMICs), but even in upper-middle-income countries (UMICs) and high income

countries (HICs), where access is universal or almost universal, significant challenges remain in

terms of learning and equity (UNICEF, 2019). Access to education and learning is not equitable

and remains unevenly distributed, even in many middle and high-income countries. This leads to

disparities in educational opportunities and outcomes between different groups of people. Access

to wealth, education investment, and learning opportunities are marked by significant disparities

compounded by factors such as location and gender inequity. Equity gaps of considerable

magnitude may be associated with various dimensions that are infrequently evaluated or reported

in statistical analyses. These dimensions include but are not restricted to, disability, mother-

tongue instruction, ethnicity, subnational disparities, and displacement. It is essential to

scrutinize these dimensions to gain a comprehensive understanding of the factors contributing to

equity gaps. Failure to account for these dimensions may lead to incomplete assessments of

equity gaps and may result in suboptimal policy decisions. Therefore, it is imperative to include
these dimensions in equity analyses to ensure that all dimensions of equity are comprehensively

evaluated, and equitable policy decisions are made. It's a startling fact that almost half of all

children with disabilities in developing countries are denied access to education. This exclusion

robs them of the chance to learn, grow and reach their full potential. Every child deserves the

right to an education, regardless of ability (UNICEF, 2019). Hence, it becomes imperative for all

to join and advocate for inclusive education and help create a world where every child has the

opportunity to thrive. Education is the development of the mind and body to contemplate truth,

goodness, and beauty. Its purpose is to provide knowledge and cultivate our powers. The

curriculum is determined by its aims, and the academic achievements of the student are

measured accordingly.

The importance and significance of education cannot be overemphasized because it is the

process through which the cultural values of a people, knowledge, understanding skills and

abilities are transmitted among its populace to prepare them for further membership and

participation in the maintenance, growth and development of the society. From the experiences

recorded in the struggle of nations towards the education of their citizenry, it is ascertained

that the quality of a nation’s education determines the level of its national development.

Education is an absolute necessity for individuals to become responsible and productive

members of society. It is vital to meet the national needs for development. Without education, a

nation cannot obtain the necessary qualified labor force for the growth and enlightenment of its

people. Education plays a vital role in providing necessary knowledge and expertise to skilled

professionals such as medical doctors, teachers, nurses, economists, and operators. The benefits

of education are widespread and have a significant impact on the economic and social well-being

of nations. It is imperative to prioritize education and allocate adequate resources for its
provision, given its immense significance. A country's success and progress are closely linked to

its education system, which serves as the foundation of any advanced economy. In the end,

education is an essential tool for developing human capital and promoting sustainable growth in

all aspects of life.

Education defined:

Education can be seen as both an objective and component of development, as well as

“fundamental to the broader notion of expanded human capabilities that lie at the heart of the

meaning of development” (Todaro and Smith, 2011, p.359). Education is an instrument for

national reconstruction and sustainable development. Governments at all levels are responsible

for the provision and management of education as part of their obligations to the

people. Education is an essential process in human development and it is different from

schooling. Schooling is just one of how education is provided, whereas education deals with the

total process of human learning by which knowledge is imparted, faculties are trained and

different skills are developed. Education is a powerful tool that instils discipline in the mind and

shapes the economic and social development of a society. It is an invaluable human resource that

cultivates positive attitudes and behaviours in individuals and enhances their innate attributes.

With the lifelong process of education, individuals are empowered with the knowledge and skills

required to induce change and create a better world. In 1964, UNESCO held a global conference

that recognized illiteracy as a significant obstacle to social and economic development.

Education is a necessary prerequisite for the successful implementation of national plans for

economic and social development.

On the whole, the conference identified the general functions of the secondary school in Nigeria

as follows:

1. Education for self-realization,

2. Education for human relationships,

3. Education for self and national economic efficiency,

4. Education for effective citizenship and civic responsibility,

5. Education for national consciousness,

6. Education for national unity,

7. Education for social and political progress, and

8. Education for scientific and technological awareness (FGN 1981 P. 58, Revised 2014 p.

14).

Aim of Education in Nigeria

The absence of an aim in education makes it a blind alley. Every stage of human development

has some aim of life. The aims of life determine the aims of education. The aims of education

have changed from age to age and thus it is dynamic because the aims of life are dynamic. To

know the aims of education, we must know the nature of the aims. The aims of education are not

fixed, eternal and universal. These are changeable and relative and they are as follows:

1. The national policy on education in Nigeria is aimed at building a free and

democratic society.

2. It is also aimed at building a united, strong and self-reliant nation.

3. It also helps to build a great and dynamic economy for the country.
 4. The national policy on education aims at building a land full of bright opportunities

for all citizens.

5. It is aimed at building a just and egalitarian society (FGN, 2014:4).

Objectives of National Policy on Education in Nigeria

As stipulated by the Federal Government of Nigeria (2014:6-7), The National Policy on

Education in Nigeria aims to improve education at all levels, provide universal basic education,

prioritize lifelong learning, expand education and training facilities, emphasize student-centered

learning, promote physical and health education, make education accessible and affordable,

promote self-learning, offer religious instruction as an option, and relate education to community

needs (FGN, 2014). Today the National Policy on Education is the highest education policy that

acts as a guideline and authority in the educationeering sector of the country. The Contents of the

National Policy on Education which is the law or regulation document that guides the activities

of education in Early Childhood/Pre-primary Education (ECPE), Secondary Education and

Higher Education is divided into thirteen (13) sections. The sections contained in the 2014

National Policy on Education (NPE) include the following:

Section 1: Philosophy and Goals of Education in Nigeria

Section 2: Early Childhood/Pre-primary Education

Section 3: Basic Education

Section 4: Primary Education

Section 5: Secondary Education

Section 6: Mass Literacy, Adult and Non-Formal Education

Section 7: Science, Technical and Vocational Education

Section 8: Tertiary Education

Section 9: Open and Distance Education

Section 10: Special Education

Section 11: Educational Services

Section 12: Planning, Administration and Supervision of Education

Section 13: Financing Education (FGN, 2014)

This study or subject matter focuses on the very first sections of the National Policy of Education

(NPE) which include: Section 1: Philosophy and Goals of Education in Nigeria; Section 2: Early

Childhood/Pre-primary Education; Section 3: Basic Education; Section 4: Primary Education;

Section 5: Secondary Education. It is evident that these sections act as the groundwork,

foundation and rudimentary aspects of the Universal Basic Education (UBE). Based on the

establishment of the UBE scheme, the Secondary School system should be restructured to ensure

that the JSS component is disarticulated from the SSS as stipulated in the National Policy on

Education (NPE).

The subject of Basic Education has become a vital subject that strives to bring stability and

progress in the economic and political spheres of nations. Thus, many nations

that tend and think about human development and progress have adopted the pursuit and

accomplishment of a Universal Basic Education policy as sacrosanctity in their different

countries. The purpose of education should be to support pupils’ growth into humanity and

ethically responsible membership of society and to provide humans with the knowledge and

skills needed in life. Education as a weapon and agent of socialization and social development

should seek to promote civilisation and equality in society and allow pupils to advance

themselves during their lives, aiming to secure adequate impartiality throughout the country.

There is a strong wide-ranging concentration on the versatile development of each child’s

personality.

Together with the above achievable intentions in the business of Basic Education, education and

research strategy priorities are better outlined in the Government’s long-term Expansion Plan for

Education and Research. Just like Nigeria, for a country like Finland, the Basic Education Plan

and the Education Reform of 2016 aim to ‘strengthen the best comprehensive school system in

the world to guarantee equal opportunities for all. Their key objectives include:

a) Promoting equality in education.

b) Enhancing the quality of education at all levels.

c) Supporting lifelong learning and education as an end in itself.

d) Reducing gender and regional differences in skills and education levels as well as

the impact of socioeconomic background on participation in education.

e) Combatting unemployment and exclusion among young people through education.

f) On the international stage, aiming for the top in professional expertise, higher

education as well as research, development and innovation activities

A child’s right to education involves the right to learn. The near universalization of primary

schooling is one of the remarkable global accomplishments of the past 50 years. According to
UNICEF (2019), in the early 1950s, some 50 per cent of primary school-aged children were out

of school. As late as 1970, the figure stood at 28 per cent. Currently, that figure has come down

to 9 per cent. Thus far three education challenges stand out today as severe and critical:

1. Unfair, inequitable and unbalanced access to education for children and adolescents,

2. The global learning crisis, and

3. Education in emergencies and fragile contexts. These three challenges frame this

Strategy.

Every single child has the right to learn. Although more children than ever before are enrolled in

school, the duty-bearers obligated to realize this right for every child are collectively failing to

improve learning and this failure is deep and broad, and has significant consequences. Many

children lack the knowledge and skills to realize their full potential and maximize their

contribution to their communities.

Universal Basic Education in Nigeria and its Origin

Before and after gaining self-government, Nigeria experienced a high demand for better

education facilities. This led the country's leaders to review the goals of education, particularly at

the secondary level. These events are documented in the Federal Republic of Nigeria (1959) and

Solomon (2018), and signify an important time in the country's education history.

From History, various Nigerian governments, both military and civilian, have endeavoured to

implement free and mandatory primary education. In 1955, Western Nigeria launched a universal

primary education program that was both free and accessible to all, while in 1957, Eastern

Nigeria followed suit. Both initiatives sparked significant debates about their efficacy. The
Obasanjo military government also launched Universal Primary Education in 1976, intending to

make primary education free and required throughout Nigeria as soon as possible.

In March 1990, Jomtien, Thailand played host to the World Conference on Education for All.

The conference was attended by 1,500 delegates from 155 countries, including representatives of

around 150 governmental, non-governmental, and intergovernmental organizations. The

conference called for all countries to universalize adequate basic education, which was

considered a crucial step towards achieving the goals of the International Literacy Year. Nigeria

was among the countries that participated in the conference, which lasted from March 5th to

March 9th. Nigeria deemed it fit to give assent and endorsement to the resolutions of the World

Conference on Education at Jomtien in 1990 which adopted and developed the framework

Action on Education for All (EFA) and mandated every nation to pursue the attainment of the

objectives according to its developmental needs and capacity. The importance and vitality of

education to the economic development, socio-cultural/religious development, political

development and technological and scientific development of a society or a nation were well

understood by the Nigerian Government and other state actors. Hence, the Federal Government

of Nigeria wilfully got engaged and joined this global trending venture and system that had

responsibilities and demanded full commitment and implementation.

In 1999, the Universal Basic Education (UBE) programme was re-launched in Nigeria with an

aim to provide free and compulsory education to all Nigerian children between the ages of 6-15

years. This programme is in line with the government's objective of achieving universal

education for all Nigerian children. The Universal Basic Education (UBE) programme is a

crucial initiative that ensures that children, regardless of their socio-economic background, are

granted access to quality education. The programme is designed to improve the quality of basic
education in Nigeria by providing access to free education, textbooks, and instructional

materials. Through the Universal Basic Education (UBE) programme, the Nigerian government

aims to increase the literacy rate and promote educational development in the country.

Patrick in Lawson (2018) in his own account of the history and origin of the Universal Basic

Education (UBE) programme in Nigeria asserts that Nigeria has made several efforts in the past

to deliver universal education through several programmes that led to the launching of the UBE.

These programmes include the introduction of Universal Primary Education (UPE) in the

Western Region on 17th January 1955; the introduction of Universal Primary Education in the

Eastern Region in February 1957; the introduction of UPE in Lagos (then Federal Capital

Territory) in January 1957; the publication of the National Policy on Education in 1977, which

has its focus on functional, universal and qualitative education. The Policy declares the

Government's intention to use a variety of strategies for the provision of Universal Basic

Education for all citizens; the launching of Universal Free Primary Education on 6th September

1976 and the launching of Universal Basic Education (UBE) on 30th September 1999.

The Universal Basic Education Commission (UBEC) is a federal agency responsible for

coordinating all aspects of the Universal Basic Education Programme introduced by the Nigerian

government in 1999 (UBEC, 2023). The Basic Education Act aims to provide access to quality

basic education for all children of compulsory school age. Parents are obligated to ensure their

children join and complete the program. According to UBEC (2023), the stakeholders in

education in a Local Government Area shall guarantee that all parent or individual who has the

care and custody of a child accomplishes the duty forced on him/her under the Universal Basic

Education Act, of 2004. The Nigerian Federal Government has taken decisive action to support

States and Local Governments in providing uniform and top-quality basic education across the
country. As a result, every level of government in Nigeria is obligated to provide free,

mandatory, and comprehensive basic education to every child of primary and junior secondary

school age. The program is structured into two distinct levels: primary school education and

junior secondary school education.

Challenges Faced by Universal Basic Education Programme in Nigeria

The Universal Basic Education (UBE) program in Nigeria is facing some of the major setbacks

of the Universal Primary Education of 1976 such as insufficient funding, poor management,

neglect of primary education, and inadequate attention to teacher education and empowerment.

According to Ihuoma (2023), there is also a lack of ICT-based learning equipment, poor

implementation, and political issues. Unfortunately, the UBE program is not given enough

emphasis despite being the most crucial formal education program. This study aims to x-ray the

challenges facing the UBE programme and explore how the UBE program can be repositioned to

align with international best practices and standards.

Some of the challenges militating against the Universal Basic Education Programme in Nigeria

include but not limited to the following:

The unavailability of qualified and trained personnel is one of the problems of the UBE in

Nigeria. Unfortunately, many unemployed people seeking to work with the UBE

Commission lack the expertise and requirements of the commission. The Ministerial Committee

on Madrasah in Oluwatosin in Oluwatosin and Irewole (2018) assert that the implementation of

the non-formal section of UBE suffers constraints such as infrastructural inadequacies and a lack

of adequately trained teachers. The two major beneficiaries of non-formal education are the

Almajiris, and street children/out-of-school youth. Greater efforts are not being made to
implement UBE provisions concerning the extension of education to the Almajiris and street

children/out-of-school youth. The Almajiri (Itinerant Qur’anic School Pupils) constitute the

largest group of out-of-school children in Nigeria. The Almajiri population in Nigeria is

estimated to be over nine million, according to the Ministerial Committee on Madrasah in

Oluwatosin and Irewole (2018). This group presents significant challenges to achieving

Education For All (EFA) and the Millennium Development Goals (MDGs) by 2015, as well as

other international conventions and protocols. Neglecting this group not only denies them their

fundamental rights but also hinders their potential, which could jeopardize Nigeria's pursuit of

home-grown technological development and economic transformation. A better understanding of

the Almajiri system would provide them with education in line with the Universal Basic

Education (UBE) initiative (Ministerial Committee on Madrasah (2010); Oluwatosin and Irewole

(2018).

Poorly equipped classrooms in rural areas: Raju in UNICEF (2023) observed that schools were

poorly equipped in rural areas. There was a lack of suitable teaching aids and poor teaching

facilities and this negatively relates to performance. Also, access to Information and

Communications Technologies (ICTs) continues to increase in High Income Earning (H.I.E)

countries more than the Low Income Earning (L.I.E) Countries and will significantly shape

learning strategies over the coming decade. However, access to even basic technology is highly

uneven between and within countries the two illustrated countries. Some 1.3 billion people lack

basic access to electricity. Only 32 per cent of primary schools in LICs have access to electricity

(Granoff and Ryan, 2019). Judging from the above report the lack of Information and

Communications Technologies (ICTs) among the Low Income Earning (L.I.E) Countries poses a

big challenge to the Universal Basic Education (UBE) Programme in Nigeria. UNICEF (2019),
asserts that in developed countries, 81 per cent of the population (94 per cent of young people

aged 15–24) use the Internet compared with 41 per cent in developing countries and only 17 per

cent in least developed countries (14 per cent of women and 21 per cent of men).

Another problem militating against the full implementation of Universal Basic Education (UBE)

in Nigeria are the problem of inaccessibility or difficulty in obtaining data and poor record

keeping in schools. On November 25, 2019, in a meeting with state Commissioners for

education, Chairmen of SUBEBS and the National Association of Proprietors of Private Schools,

NAPPS, in Abuja, the Executive Secretary of the Universal Basic Education Commission,

UBEC, Hamid Bobboyi highlighted some of the problems challenging the Universal Basic

Education Commission. Bobboyi disclosed that poor record keeping in schools, lack of

commitment to data generation by SUBEBs, and inaccessibility or difficulties in obtaining data

from private schools among others are chief among many other problems facing UBE in Nigeria

(Oluwatosin and Irewole, 2018). In an article published in the Daily Post on November 25, 2019,

the Universal Basic Education Commission's (UBEC) Executive Secretary, Hamid Bobboyi,

highlighted several challenges faced by the Universal Basic Education (UBE) program in

Nigeria. The Universal Basic Education (UBE) program in Nigeria faces significant difficulties

in collecting and analyzing data due to challenges such as inadequate record-keeping,

insufficient commitment towards data-related activities, politicization and fabrication of data.

Other challenges include deficient budgetary allocation, inadequate capacity development, poor

coordination, and administrative misunderstandings. These challenges have significantly

impeded the success of the UBE program in Nigeria. (Opejobi, 2019). These challenges pose a

significant threat to the UBE program's success and need to be addressed comprehensively.
Adzongo and Agbe (2015) identified a number of critical limitations to the implementation of

educational policies in Nigeria. These constraints include the economic nature of the country,

non-economic factors such as culture, tradition, and attitudes, the involvement of multiple levels

of government, resource availability, public pressure, and the ambiguity or lack of specificity of

policy directives, which often result in frequent policy changes due to changes in government.

Ihuoma, (2023) acknowledges that these factors hinder the successful implementation of

educational policies in Nigeria, necessitating a more all-inclusive approach to policy planning

and implementation to ensure lasting change.

UNICEF (2019) reveals that significant numbers of countries are facing intense and extended

humanitarian crises and disasters. While the number of global deaths from natural disasters has

remained relatively stable in recent decades, in the past two decades there has been a significant

increase in the number of deaths due to climate change and in the financial and human costs

related to environmental degradation.

Technology has the potential to transform the learning process by providing tailored learning

experiences, interactive simulations, and immersive environments that enhance the effectiveness

of educational programs, improve engagement, and increase retention. The application and

expansion of Information and Communication Technologies (ICTs) in the field of education

could have far-reaching consequences for the future of learning. However, new demands are

being placed on education systems due to the increasing use of technology, including

requirements such as connectivity, curriculum, evolving roles for teachers, and the need for

learners to possess digital skills (The International Telecommunication Union, 2022).

As per the report published by UNICEF in Oluwatosin and Irewole (2018), a significant

proportion of children in Nigeria are deprived of basic education. The report estimates that

approximately four million children in the country do not have access to schooling. Even those

who manage to receive education often encounter substandard quality of education. Furthermore,

as per the Nigeria Union of Teachers (NUT) and UNESCO, more than eight million children,

under the age of 14 in Nigeria are compelled to engage in various forms of labor due to their lack

of access to basic education. This situation highlights the need for the government and other

stakeholders to take necessary steps to improve the education system in the country so that every

child can have access to basic education.

S/N Categories of occupation Percentage %

1. Street vendors/hawkers 64

2. Feet washers 8

3. Car washers 6

4. Scavengers 5

5. Shoe shiners 4

Source: UNESCO in Oluwatosin and Irewole (2018)

Observation by the researcher shows that in Nigeria, many schools lack the necessary physical

facilities required for effective learning. One of the media publications as reported by Vanguard

(2020), records that many schools in Nigeria lack the necessary physical facilities required for

effective learning. This has been highlighted by media publications and community leaders who

have expressed their concerns. For instance, a community in Ogboloma, Abua Odual Local

Government Area (LGA), Rivers State complained that their primary school had only two
teachers and dilapidated facilities, including the absence of a proper roof. It's worth noting that

schools with better facilities tend to perform better in exams.

Conclusion:

This study highlights that many schools involved in the provision of the Universal Basic

Education (UBE) programme in Nigeria lack the necessary facilities for effective

learning. Constraints, like insufficient infrastructure and a shortage of well-trained teachers, are

hindering the implementation of the non-formal aspect of the Universal Basic Education

(UBE). Upon conducting a comprehensive analysis of the Universal Basic Education (UBE)

initiative, it has become apparent that the programme is encountering substantial difficulty in the

form of a shortage of teachers. Ensuring quality education for every child is a top priority of the

education programme. However, the shortage of teachers is becoming a major hurdle in

achieving this objective. The shortage of qualified teachers in remote and rural areas has led to

overcrowded classrooms and compromised the quality of education in these areas.

Many children in Nigeria are not getting the education they need. This is a big problem that

needs to be addressed so that people in the country can be well-educated. The UBE program in

Nigeria is facing major challenges due to the lack of sufficient budgetary allocation for data-

related activities. Adequate funding is required to enable the collection, processing, and analysis

of accurate and reliable data. The insufficient budget allocation has negatively impacted the

quality of data generated, consequently affecting the effectiveness of the program. The Almajiri

system in Nigeria is a cause for concern as it denies children their fundamental rights and hinders

their potential. If Nigeria neglects the Almajiri group, it could harm the country's pursuit of

technological development and economic transformation. Educating them according to the

Universal Basic Education (UBE) initiative would help. It's important to better understand the

Almajiri system and provide them with the education they need.

RECCOMENDATIONS

1. The Universal Basic Education (UBE) program in Nigeria would be better shaped if the

challenges it faces, such as insufficient infrastructure, are addressed.

2. It is also recommended that the problem of shortage of qualified teachers in the Universal

Basic Education (UBE) programme in Nigeria should be well resolved to improve the

standard of education and aid the realization of the goals of the Universal Basic

Education (UBE) programme in Nigeria. Hence, the problems of overcrowded

classrooms and compromised quality of education in remote and rural areas will be no

more.

3. Adequate funding is required to enable the collection, processing, and analysis of

accurate and reliable data, which is necessary for the effectiveness of the program.

4. The Almajiri system in Nigeria is a cause for concern and every atom of denial and

neglect of this system must be stopped because it denies children their fundamental rights

and hinders their potential. Educating the Almajiris according to the Universal Basic

Education (UBE) initiative would help.

5. Incomplete records, inconsistent data collection by SUBEBs, and challenges accessing

data from private schools hinder accurate assessments of the impact of Universal Basic

Education (UBE) programs in Nigeria. To ensure UBE success, comprehensive data

generation and management are crucial, requiring cooperation among all stakeholders.
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