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PROJECT TOPIC- HEAD-TEACHER COMPETENCIES FOR EFFECTIVE IMPLEMENTATION OF UNIVERSAL BASIC EDUCATION (U.B.E.) PROGRAMME IN NSUKKA EDUCATION ZONE OF ENUGU STATE

PROJECT TOPIC- HEAD-TEACHER COMPETENCIES FOR EFFECTIVE IMPLEMENTATION OF UNIVERSAL BASIC EDUCATION (U.B.E.) PROGRAMME IN NSUKKA EDUCATION ZONE OF ENUGU STATE

CHAPTER ONE
INTRODUCTION

Background of the Study

Education is seen as the cornerstone c\f development because it forms the basis for literacy. Skill acquisition, technological advancement and ability to harness the natural resources of the environment and requires proper implementation for its success.
According to Ukeje (2000: 2), “basic education is education for life rather than for livelihood. It is education for survival. It is education that makes the possessor a full functioning member of his society”.
To Offorma (2000: I), the essence of basic education is to acquaint the individual with necessary fundamental skills to help him explore the environment and solve problems of living.
In line with the above views of what “Basic Education” means, FRN (1 999: 1) contends that Basic Education is the foundation for sustainable life-long learning. It provides reading, writing and numeracy skills. This implies that Basic Education embraces the concept of three Rs of reading, writing and artithmetic. The word “universal” according to Kuskpatwkh (ed) (1983: 1427) means “affecting or for use by the whole world or all people without exception”. 
The universa! aspect of U.B.E. therefore implies that person in all manners and conditions or physical, spatial and psycbo~ogical existence w4l benefit from the programme.
Wtich one talks of Universal Basic Education (U.B.E.), it implies that the fundamental education needed for survival by man, which is the possession of literacy and numeracy skik should be acquired by all without any form of discrimination. It is not limited to any sex, age or any form of education formal and non formal.
The Universal Basic Education (U.B.E.) programme of the Federal Republic of Nigeria was formally launched by President OIusegun Obasanjo on 30th September 1999 with the aim of achieving the following specific objectives.
– Developing in the entire citizenry a strong consciousness for Education and a strong commitment to its rigorous promotion.
– The provision of free, universal basic education for every Nigerian child of school going age.
– Reducing drastically the incidence of drop out from the formal school system (through improved relevance, quality and efficiency).
– Catering for the learning needs of young persons who for one reason or another have had to interrupt their schooling, through appropriate
forms of complementary approaches to the provisions and promotion of basic education.
Ensuring the acquisition of the appropriate levels of literacy, numeracy, manipulative, communicative and life skills as well as the ethnical, moral and civic values needed for laying a solid foundation for life-long learning.
The above objectives are laudable and would transform the nation into a high literate one if carried out accordingly. It is therefore clear that the Universal Basic Education programme would encompass so many areas, which many Nigerians are yet to appreciate as of now.
The scope of the programme as contained in the implementation Guidelines, FRN (2003: 3) encompasses the following:
– Prograrnrnehitiatives for early cbild$ood care and socializa5on.
– Education programme fgr the actualization of functional literacy, nurneracy and life skilk especially for adujt, special programmes for
nomadic population.
– Out-of-school, non-foma! programmes for updating the knowledge and skills of persons who left school before acquiring the basics
needed for life-long learning.
– Non-formal skills and apprenticeship training for adolescents artd youth who have not had the benefrt of formal education.
– The formal school system from beginning of primary education to the end of the junior secondary schools.
The Universal Basic Education programme having the above goals, objectives and scope would be at the benefit of many Nigerians and bring about National development.
The launching of the Universal Basic Education (U.B.E.) by the Head of State of Nigeria Chief Olusegun Obasanjo on 30th of September, 19% at Sokoto invariably is expected to increase the population of the primarykecondary school enrolment.
This increase in school population, means an increase in man power in the teaching field, increased infrastructural facilities, increased number of teachers and students, text and exercise books, increased number of buildings to house the libraries, laboratories, classrooms, examination halls, etc.
Consequently such increase in both human and material resources raise the issue of the competmces of the head teachers in effective implementation of Universal Basic Education in the area of staff personnel management, school plant management, finance and Business Management, curriculum development, programme of instruction, and school communi?y relationship.
Thus, the competencies of the head-teacher, 3s the leader of the school, lare vital Ito the programmes success or failures.
Competence of head-teacher is necessary for the transformation of the Nation into highly literate one.
The complacence of head-teacher is necessary for proper inculcation of such values as honesty, regards and concern for others, just and fair play and discipline through the study of Religion.
Competence of the head-teacher is necessary for proper accountabilip in the areas of school records and finance management.
It is necessaty for the maintenance of good social climate between the school and the community and between the staff and head-teacher. It is also necessary for the creation of enabling environment in the school. Incompetence of head-teachers will mar the laudable objectives of Universal Basic Education stated above and reduce the literary level in the nation.

PROJECT TOPIC- HEAD-TEACHER COMPETENCIES FOR EFFECTIVE IMPLEMENTATION OF UNIVERSAL BASIC EDUCATION (U.B.E.) PROGRAMME IN NSUKKA EDUCATION ZONE OF ENUGU STATE

Statement of the Problem

The importance of Universal Basic Education towards the eradication of illiteracy and equalization of educational opportunities has been stressed in the National Policy on Education. This implies that Basic Education from Primary – Junior Secondary School requires viable implementation.
Data have shown that a number of factors like inadequate fund, lack of qualified human resources, inadequate facilities and infrastructure will militate against the effective administration of Universal Basic Education programme (Obanya 2000).
The existence of the aforementioned problems raises a number of questions regarding the head-teachers level of competence in the implementation of the Universal Basic Education (U.B.E).
According to Ukeje (1992), the work of the school heads has become more complex and needs more skills.
Based on the foregoing, the problems of this study put in question forms are as follows:
– What competences are employed by the Head-teachers in implementing the Universal Basic Education (U.B.E.) programme in Nsukka Educatioin zone?
– Is the !eve/ of the utilization of the competence influenced by factors such as gender, experience and location?

Purpose of the Study

The purpose of this study is to identify the competencies employed by the head-teachers in implementing the Universal Basic Education in Nsukka Education zone.
Specifically, the study set out to:
– identify the relevant competencies from the generated list of competencies required for effective implementation of the Universal Basic  education.
– Identify the competencies employed by contemporary head-teachers of schoots.
– Determine the extent the head-teacher performance on these competencies is influenced by experience and gender of the headteachers.
– Determine the extent to which location and size of school influence the head-teachers performance on these competencies.

Significance of the Study

In recognition of the retarding and retrogressive effect of illiteracy on the social, cultural, economic and technological development of any nation. It is pertinent that the effective implementation of Universal Basic Education be advanced.
The information provided by this study will be of value to school administrators and cooperate bodies. The result would also improve our  understanding of the competencies required and employed by head-teachers in the implementation of the Universal Basic Education (U.B.E.) programme.
The identified competencies would be very useful in guiding the headteachers of schools whose work Ukeje (1992), pointed out has become more
complex, demanding and would need increased knowledge and specialized skills.
The study will also examine how the duties of implementation of head-teachers are being performed so as to reveal the imbalances and gaps in the competencies employed by the head-teachers.
Where the competencies employed are determined by factors such as experience and gender of head-teachers and location and size of the schools, government will be provided with information on which to take decision to improve the effective implementation of the Universal Basic Education programme through resource allocation.
The competencies, which have been identified and arranged in clusters, can serve as a guide to the supervisors of schools in assessing the level of performance of head-teachers when the supervisors visit schools for the usual routine checks.
The identified competencies not utilized by the head-teachers could be incorporated into programmes such as seminars, workshops, conferences and short courses designed by the ministries of Education to handle future Educational policies.

Scope of the Study

The study focused on identifying the competencies required for effective implementation of the Universal Basic Education by the head-teachers. It would go further to ascertain the competencies that are employed by the contemporary headteachers in implement ting Universal Basic Education in Nsukka Education Zone.
Competencies covered in this study are finance, curriculum development, school plant management, schoollcommunity relationship and staff management.

Research Question

The following research questions will guide the study –
1. What are the competencies required by head-teachers for effective implementation of the Universal Basic Education (UBE)?
2. Which of these competencies are possessed by the contemporary headteachers?
3. To what extent is the application of the competencies related to –
(a) Gender of the head-teacher
(b) Location of the schools
(c) Experience of the head-teacher

Hypotheses

The following null hypotheses were tested at probability level of 0.05.
1) The mean rating score of the head-teachers’ performance on the competencies for the effective implementation of the Universal Basic
Education is not significantly lower than the expected mean.
2) The mean rating scores received by male and female head-teachers on the use of the competencies in the implementation of Universal Basic
Education do not differ significantly.
3) There is no significant difference between the mean rating scores received by the head-teachers of schools in rural area and those in urban
areas on the application of competencies in the implementation of UBE.

PROJECT TOPIC- HEAD-TEACHER COMPETENCIES FOR EFFECTIVE IMPLEMENTATION OF UNIVERSAL BASIC EDUCATION (U.B.E.) PROGRAMME IN NSUKKA EDUCATION ZONE OF ENUGU STATE

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