A study of the planning and implementation of the Universal Free Primary Education (U.P.E.) in Nigeria, 1985

Mohammed, Ahmed A.

1980-1989

This study was conducted in order to investigate the degree to which the goals of the Universal Free Primary Education (U.P.E.) as expressed by the Federal Ministry of Education in Nigeria have been achieved, and to further examine the factors that affected the achievement of these goals. The subjects consisted of 90 education officers who completed an opinion survey questionnaire on U.P.E. planning, and 65 high school students completed an opinion survey questionnaire on integration. Findings: The frequency of item responses and the overall mean average for the ninety education officers shows that the majority of the respondents disagreed with the statement that there was (a) adequate planning for the U.P.E., (b) adequate involvement of all those concerned with the plan (c) adequate personnel and (d) adequate supervision. A comparison of primary school enrollment between the North and southern parts of the country before and after the U.P.E. was implemented, indicates that though, the gap in enrollment has been reduced, the differences is still very high. Also, a comparison of higher and middle level personnel in the federal civil service from the North and southern parts of the country indicates that, the gap has been reduced but the difference is still high. The cross tabulation and the chi-Square analysis of the responses for the sixty five students shows that, to the .05 level of significance, there was no significant difference in the integration of students of different ethnic groups in the mixed and unmixed schools. The multiple regression analysis shows a relationship between sex and integration and the factors analysis shows a relationship between class and age, occupation and education. Recommendations: 1. Establishment of a trained autonomous planning agency to ensure that national education initiates and priorities are kept in the foreground and to determine measures both for maximizing the effectiveness of educational programs and facilitating the implemention of formulated plans. 2. In future planning, input should be obtained from interested parties such as Supervisors, Directors, Principals, Teachers, Parents, Students. In this way, a much broader range of expertise, experience, ideas, and values is brought to bear on strategic issues, and greater understanding and commitments will develop regarding final plans.

text

application/pdf

1985-06-01

dissertation

Doctor of Education (EdD)

Atlanta University

School of Education

Clark Atlanta University

Georgia--Atlanta

http://hdl.handle.net/20.500.12322/cau.td:1985_mohammed_ahmed_a