Arisi (2002: 307 – 309) identified the following
as the constraints to the effective implementation of UBE:
1. Inadequate
Educational Infrastructure: One of the
problems that hinder an effective implementation of the UBE is the inadequate
educational infrastructure to match the teeming population for formal
education. This problem is highlighted by the lack of accurate population
figures to aid the plan. Without accurate data there cannot be effective
planning. This has affected the entire educational system. Where
infrastructures are available, they are in a very bad state. Although the
Government is renovating schools, there is more to be done. Teaching aids,
laboratories, libraries, furniture and textbooks still need to be provided.
Inadequate classroom building has resulted in over-crowding of schools.
Class-sizes are usually too large for meaningful teaching and learning. Under
this condition, pupils will not actually have their attention fixed on what is
proposed in the class but on the many distractions that the whole environment
provides. In the end, the pupils will learn very little. Effective and
efficient running of schools to achieve necessary results can hardly be without
adequate educational resources such as libraries, audio-visual aids, classroom
buildings, so that memorization and regurgitation of facts will not become a
permanent feature of learning as it has always been the case, especially in
primary school.
2. Inadequate
Funds: The inadequate
mobilization of funds (from different sources) for the programme, as well as
the failure to prioritize the use of available funds to cover areas that will
really make a difference (teachers, girls’ education, infrastructure,
equipment, textbooks etc.) and wasteful spending will be other obstacles for
the UBE programme. In Nigeria, as in other African countries the financing of
education is a major issue. Funds are needed for other areas competing for
government’s attention. The funds are not readily available. Lack of finance or
insufficient fund result in the absence of workshop for schools in training and
retraining of teachers at all levels, inadequate provision of classroom
buildings and laboratories. There are also the attendant problem of shortage of
libraries and of stocking them with relevant up-to-date textbooks, as well as
irregular payment of teachers’ salaries and allowances. Unless adequate funds
are made available for education, it will be difficult for the UBE to achieve
its desired results. The implementation of the UBE programme may fail if the
issue of mismanagement of funds is not tackled. The ability of the managers of
education to operate above board with funds meant for education will no doubt
assist the implementation of the programme.
3. Need for
Enriched Curricula: Pursuing the
objectives of the UBE programme calls for enriched curricula in several
dimensions. Some of the areas for attention include:
a. Laying the foundation for life-long learning;
b. The inculcation of appropriate levels of literacy,
and numeracy;
c. Developing aptitude for practical work;
d. The acquisition of socially desirable life skills.
The aforementioned dimensions have
implications for what should be taught in schools, the way and maner in which
it should be taught, the school organization and the classroom work. They
equally apply to all forms and conditions of out-of-school learning. Thus,
unless adequate curricula are made and effective followed, the UBE programme is
not likely to achieve its goals.
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