Embed Size (px)
Citation preview
UGWU, ROMANUS EDEH
PG/M.ED/11/58902
CLIMATIC CHANGE AS A FACTOR IN THE MANAGEMENT
OF THE UNIVERSAL BASIC EDUCATION PROGRAMME FOR QUALITY
ASSURANCE AND STANDARDS IN ANAMBRA STATE.
FACULTY OF EDUCATION
DEPARTMENT OF EDUCATIONAL FOUNDATIONS
Ameh Joseph Junior
Digitally Signed by: Content manager’s Name
DN : CN = Webmaster’s name
O= University of Nigeria, Nsukka
OU = Innovation Centre
ii
CLIMATIC CHANGE AS A FACTOR IN THE MANAGEMENT
OF THE UNIVERSAL BASIC EDUCATION PROGRAMME FOR
QUALITY ASSURANCE AND STANDARDS IN ANAMBRA STATE.
BY
UGWU, ROMANUS EDEH
PG/M.ED/11/58902.
DEPARTMENT OF EDUCATIONAL FOUNDATIONS
UNIVERSITY OF NIGERIA NSUKKA
SUPERVISOR
DR. SAM. UGWOKE
AUGUST, 2013
i
CLIMATIC CHANGE AS A FACTOR IN THE MANAGEMENT
OF THE UNIVERSAL BASIC EDUCATION PROGRAMME FOR
QUALITY ASSURANCE AND STANDARDS IN ANAMBRA STATE.
BY
UGWU, ROMANUS EDEH
PG/M.ED/11/58902.
A THESIS SUBMITTED TO THE DEPARTMENT OF
EDUCATIONAL FOUNDATIONS, UNIVERSITY OF
NIGERIA, NSUKKA IN PARTIAL FULFILLMENT OF
THE AWARD OF MASTERS IN EDUCATIONAL
ADMINISTRATION AND PLANNING.
AUGUST, 2013
ii
CERTIFICATION
Ugwu, Romanus Edeh, a postgraduate student of the Department of
Educational Foundations with Registration numbers PG/MEd/11/58902 has
satisfactorily completed the requirements for the award of the degree of M.Ed in
Educational Administration and Planning. The work embodied in the project is the
original one and has not been submitted in part or in full for any other degree of
this University or any other University.
….…………………… ………………………
Supervisor: DR SAM. Ugwoke External examiner
iii
APPROVAL PAGE
This thesis has been approved by the Department of Educational
Foundations, University of Nigeria, Nsukka.
By
…………………….. ……………………….
Dr. Sam. Ugwoke Internal Examiner
Supervisor
……………………… ………………………
External Examiner Dr. D. U. Ngwoke
Head of Department
…………………………
Prof. I. C. S. Ifelunni
Dean, Faculty of Education.
iv
DEDICATION
This project is dedicated to my little daughter Ugwu, Charity Ifechukwu
v
ACKNOWLEDGMENTS
In every mental exercise of this nature it reflects to the political “aphorism”
that man is a political animal and therefore cannot live in isolation rather depends
on others to survive.
Firstly, I thank the Almighty God whose inspiration and gift of wisdom
enabled me to embark on this task challenging exercise which if left for me alone,
could not be accomplished. I am very grateful to my project supervisor in the
person of Dr. Sam. Ugwoke who through his contributions, suggestions and advice
helped me to choose and organize my work to a reasonable end. I specifically
thank Associate professor Angie Oboegbulem who was the chairperson on my
project proposal defense, Rev. Dr Ejionueme Lambert, the content reader, Dr.
Mrs. Onuigbo, the design reader whose criticism, corrections and contributions
created positive channel in the arrangement of this work. I also thank my
seasoned Professors Ogbonnaya Nelson, Ali Anthony, Nworgu B.G, Eze David,
Mrs. Ogwaga, Dr, Enyi, Dr Chiaha and others whose professional contributions
assisted in molding me. My relationship with these experts is “live” and because
live is a teacher they nurtured me at random.
Further, I cannot forget my co-students whose interaction with me is both
positive and negative but in all, they contributed much in what constitutes one’s
experience, I also thank my beloved wife, Ugwu Tessy and my two kids Nelson
and Ifechukwu for their patience and the love they offered in pursuit of this
amiable goal. I extend my sincere gratitude to my foster twin brother Rev.Fr.
Nkpume whose contributions in cash and kind cannot be measured. I also thank
my young brother Dr Austin who sponsored me and prayers from Nkpune
Boniface, Emma Asogwa among others. I also thank Misses Favour, and Rita, the
computer operators that assisted me in course of producing this work. I thank
everybody including you the reader.
vi
TABLE OF CONTENTS
Title page - - - - - - - - - i
Certification - - - - - - - - - ii
Approval page - - - - - - - - iii
Dedication - - - - - - - - - iv
Acknowledgment - - - - - - - - v
Table of contents - - - - - - - - vi
List of tables - - - - - - - - - ix
List of appendices - - - - - - - - x
Abstract - - - - - - - - - xi
CHAPTER ONE: INTRODUCTION
Background of the Study - - - - - - - 1
Statement of the Problem - - - - - - - 10
Purpose of the Study- - - - - - - - - 11
Significance of the Study - - - - - - - 12
Scope of the Study - - - - - - - - 16
Research Questions - - - - - - - - 16
Research Hypotheses - - - - - - - - 17
CHAPTER TWO: REVIEW OF LITERATURE
Conceptual Framework - - - - - - - 18
Concept of climate - - - - - - - - 19
Concept of management - - - - - - - 30
Concept of quality - - - - - - - - 40
Concept of Quality Assurance - - - - - - 41
Theoretical Framework - - - - - - - 43
The Contingency Theory - - - - - - - 43
The Systems Theory- - - - - - - - - 45
vii
Review of Empirical Studies - - - - - - 47
Studies on Implementation of UBE- - - - 47
Studies on Climate Change- - - - - - - - 50
Studies on Management Problems- - - - - - - 52
Studies on Quality Assurance - - - - - - 56
Summary of the Reviewed Literature - - - - - 58
CHAPTER THREE: RESEARCH METHOD
Research Design - - - - - - - - 61
Area of the Study - - - - - 61
Population of the Study - - - - - - - 62
Sample and Sampling Techniques - - - - - - 62
Instrument for Data Collection - - - - - 63
Validation of Instrument - - - - - - - 64
Reliability of the Instrument - - - - - - - 64
Method of Data Collection - - - - - - - 65
Method of Data Analysis - - - - - - - 65
CHAPTER FOUR: (RESULTS NEW ONE)
Results - - - - - - - - - - 66
Summary of the major findings - - - - - - 77
CHAPTER FIVE: DISCUSSIONS OF RESULTS CONCLUSIONS
Discussion of the findings - - - - - - - 79
Discussion of hypothensis 1 - - - - - - - 83
Discussion of hypothensis 2 - - - - - - - 83
Conclusion - - - - - - - - - 84
Educational implications - - - - - - - 85
Recommendations - - - - - - - - 87
Limitations of the suggestions for further study - - - - 88
Summary of the study - - - - - - - - 89
viii
References - - - - - - - - - - 92
APPENDICES
Appendix A - - - - - - - - - 97
Appendix B - - - - - - - - - 101
Appendix C - - - - - - - - - 106
Appendix D - - - - - - - - - 107
ix
List of Tables
Table 1: Mean ratings of teachers/principals and members of Anambra state
Universal Basic Education (ASUBEB) on their perception of the factors
militating against the management of the UBE programme for quality
assurance and standards.
Table 2: Mean ratings of teachers/principals and members of ASUBEB on the
extent at which climatic change disasters affect the management of the
UBE programme for quality assurance and standards.
Table 3: Mean rating of teachers and members of ASUBEB on their perception of
the challenges of climatic change disaster in Anambra state.
Table 4: Mean ratings of teachers/principals and members of ASUBEB on the
measures to apply in combating the climatic change disasters.
Table 5: Summary of t-test for hypothesis one.
Table 6: Summary of t-test for hypothesis two.
x
List of Appendices
Appendix A: Questionnaire on Climatic Change as a Factor in the Management of
the Universal Basic Education Programme for Quality Assurance
and Standards in Anambra state.
Appendix B: Reliability Estimates
Appendix C: List of public secondary schools in Otuocha Education zone.
Appendix D: Table for population distribution of local government Areas, number
of public secondary schools, population of the principals, teachers,
member of ASUBEB and their respective sample sizes in Otuocha
education zone of Anambra state.
xi
Abstract
This study was carried out to investigate the climatic change as a factor in the
management of the UBE programme for quality assurance and standards in
Anambra State. The research approach adopted is descriptive survey research
design, four research questions and two null hypotheses guided the study.
Population of the study is 1,310 which comprises of 1,198 teachers , 36 principals
and 76 members of ASUBEB, the sample size of the study is 262 respondents’
which comprises of 150 teachers through random sampling technique, 36
principals and 76 members of ASUBEB which was purposively selected. A 32-
item questionnaires was administered to the 262 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, validated instrument was trial tested using 20 respondents
which comprised 2 principals and 18 teachers in Isoko South Local Government
Area which is outside the areas of the study, Cronbach apha technique was used
for its analysis in the determination of the internal consistency of the instrument,
this gave the reliability co-efficient values of 0.76, 0.82, 0.71, and 0.83 and the
overall reliability value of 0.92 was obtained. The major findings prove that
climatic factors such as flooding/erosion militate against the management of the
UBE scheme for quality assurance and standards, that people living in the disaster
prone areas were dislodged from their homes; market places, farms, workplaces,
schools, among others were heavily over flooded, keeping them out of the
business. Based on the findings, the researcher recommended that the government
and other agencies should make provisions and assist those already rendered
homeless. They should also organize public campaign against throwing refuse
materials indiscriminately which block water-ways, seminars, workshops and
conferences to create awareness in the minds of the people about this global issue
and as well device means to help teachers, principals, parents, school children on
how to adapt to the situation.
1
CHAPTER ONE
INTRODUCTION
Background of the Study
Climatic change is a global phenomenon that transcends national
boundaries, posing threat to mankind and nature. Climate change is a change in
the composition of the atmosphere that is over and above natural variations
attributed directly or indirectly to anthropogenic or human activities. It may
simply be referred to any change in climate overtime whether due to natural
variability or as a result of human activity (Odjugo 2010). Climate change is one
of the major challenges of our time and adds considerable stress to our societies
and to the environment.
Climatic change occurs in form of acid rain, tile threat to ozone layer from
chlorofluorocarbons and global weather effects such as erratic rainfall, over
flooding, rise in sea level, global warming, desertification, drought, pest, diseases
and land degradation. Many studies such as the one conducted by
intergovernmental panel on climate change IPCC (2007), predicts a continuous
rise in the frequency of these disasters across the globe. This agrees with Ozor,
(2009) who opines that climate change refers to change over time whether due to
natural variability or as a result of human activity and is widely recognized as the
most serious environmental threat facing our planet today. The intergovernmental
panel on climate change noted also that the changes are attributed directly or
indirectly to human activities and alteration in the composition of global
1
2
atmosphere over comparable time periods. Its effects are already visible in
Nigeria. Nigeria like other nations which are at the receiving end of the effect of
global climate change is counting its losses from the impacts of the climatic
change disasters. It occurs mostly in Nigeria from desertification and drought in
the Northern Nigeria to gully erosion and flooding in the southern part of the
country. This menace affects the access to quality education in Nigeria particularly
in Anambra state where erosion and floods have become serious factors militating
against the management of the Universal Basic Education programme for quality
assurance and standards. However, climatic change phenomena have serious
deleterious consequences on the management of the UBE programme for quality
assurance and standard in all states of Nigeria particularly in Anambra State.
Management which is an integral part of an organization is a process by
which human and non-human resources are co-ordinated to accomplish a given set
of objectives. Akubue (1991) sees management as the process where a group of
people at the highest level of an organization plan, organize, co-ordinate,
communicate, control and direct the actions and activities of others who work in
the organization towards the achievement of organizational objectives. Again, Obi
cited in Oboegbulem (2011) sees management as concerned with developing
people, working with them reacting objectively towards them and achieving
results. From these definitions one can simply say that management is all about
telling people what to do and how to do it in an organization by the superior to the
subordinates in order to achieve the goals of the organization. It is a superior
3
verses subordinate relationship in an organization to make the organization
effective and result oriented.
In view of the above, management of the Universal basic Education
programme is the process of co-ordinating the human and material efforts towards
the provision of free universal basic education for every child of school going age.
It is established and maintained to ensure an uninterrupted access to 9-year formal
education programme which is free and compulsory basic education for every
child under six years of primary school and three years of junior secondary
education which also includes adult and non-formal education programme.
However, its vision and mission have been obstructed by climatic change disaster
such as over-flooding and erosion which affect the UBE programme. Universal
Basic Education Programme which was launched by Olusegun Obasanjo
Administration in May 1999 to improve on the limitation of the Universal
Primary Education (UPE) of 1970’s is an education reform programme aimed at
providing education to all Nigerians of school going age.
Universal Basic Education is not new in the field of education because
basic education in Greece as early as 5th
century was compulsory. Again, all
developed nations of the world like America, Canada, Britain, France to mention
but a few have achieved some measures of success in Universal Education
(Nnadozie 2000). Nigeria as one of the 3rd
world nations is not left behind in the
effort of universalizing education. The world conference on education for all
(EFA) held in Jomtien, Thailand in March 1990 was the major trigger for the birth
4
of the Universal Basic Education in Nigeria. The conference came out with blue
print document entitled “World Declaration on Education for all” and framework
of actions to meet basic learning needs. (FGN/UNICEF, 2003), Nigeria is a
signatory to many world conferences which indicates that before the introduction
of the UBE, Nigeria government has shown Interest at both regional and
international levels to universalize education. Evidences of government interest in
education abound, irrespective of the shortcomings; such efforts include the
introduction of Universal Primary Education (UPE) in Lagos (the then federal
capital territory) in 1957. The introduction of universal primary education (UPE)
in the Eastern region in February 1957. However, not much success was recorded
in these efforts due to some unforeseen factors such as enrollment explosion of
children, shortage of professional teachers, inadequate funds and infrastructural
facilities, among others, that emerged in the early stages of the implementation of
the scheme; it failed in achieving the objectives (UBEC, 2001)
The vision and mission of the universal basic education according to UBEC
(2004) is that at the end of 9 years of continuous education, every child should
acquire appropriate and relevant skills and values and can be employable in order
to contribute his or her quota to the nation’s development. Again, it is meant to
serve as a prime mover for the actualization of the nation’s education goals. The
vision involves working in concert with all stakeholders, thus mobilizing the
nation’s creative energies to ensure that education for all becomes the
responsibilities of all. This missions and visions indicate that government should
5
not bear the responsibilities of the successful implementation of the scheme alone
rather it should be the concern of all the stakeholders at various levels.
In a bid to realize the objectives of the UBE in Nigeria a Universal Basic
Education Act was promulgated by the federal government of Nigeria in the year
2004 forming a legal backing. This UBE Act is referred to as the blue print of the
UBE which bears the objective as well as the guidelines. However the blue print
on the Universal Basic Education implementation (2004) recognizes the following
roles and responsibilities thus.
“Initiate and execute specific projects and activities
within the framework of the scheme in their localit-
ies, providing logistic support and enabling enviro-
nment for the execution of the scheme, providing
relevant human and material resources for the su-
ccessful implementation of the scheme, ensuring
safety and maintenance of the scheme’s infrast-
ructure and UBE implementation, organizing and
ensuring the support and effective participation
of the entire people in the programme.”( 2004:1)
Babalola, (2000) observed that in an attempt to avoid the problems which
impede the realization of the objectives of the past educational programmes the
government outlined the implementation guidelines to facilitate the successful
achievement of the stated objective.
These guidelines include: Public enlightenment and social mobilization, data
collection and analysis, planning, monitoring and evaluation, teachers
recruitments, training, re-training and motivation, infrastructural facilities
6
provisions and enrichment of curricular, textbooks and industrial facilities,
improvement of funding and management of the entire process. The Universal
Basic Education guidelines as listed here are not fully addressed or applied in the
management of the programme in Nigeria as it is to other policy programmes
which are bedeviled with corruption, poor funding, evaluation and management.
Irrespective of the shortcomings of the programme, the federal government of
Nigeria also specified the objectives of the scheme in the implementation
guidelines as follows:
“Developing in the entire citizenry, a strong conscien-
tiousness for education and a strong commitment to its
vigorous promotion, 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. Catering for young persons and
their schooling as well as other out of school children
or adolescents through appropriate form of complement-
tary approaches to the provision of Universal Basic
Education (UBE). Ensuring the acquisition of appropriate
levels of literacy, innumeracy, manipulative and life
skills as well as the ethical, moral and civic values
needed for laying a solid foundation for the life
long living.”(FGN 1999:1)
Besides, the efforts of Nigerian government in enhancing education for all
cannot be over-emphasized although it has been bedeviled with a lot of problems
of climatic change disasters such as floods, erosion, droughts and rise in sea level
among others. Again, management problems such as poor planning, organizing
and poor implementation of the scheme couple with poor provision of adaptive
strategies to climate change disasters have made it operationally difficult in
7
achieving the objectives of the Universal Basic Education (UBE) Programme for
quality assurance and standards in Nigeria.
Bisong (2000), postulates that quality is an expression of standard or the
means by which a certain set standards in education can be achieved. Quality in
education is the principal measure of effectiveness of education. It is what makes
education worthwhile and is the most vulnerable attribute. That is to say, that it is
the first thing to suffer when anything goes wrong with the system. Literally
quality emphasizes a degree of excellence, a worth of a thing or material.
According to Boissiere (2004) the concern for quality has been at the core of the
motivating forces for reforms in education. Furthermore, quality is commonly
considered as a determining factor in facilitating the implementation of education
for all initiatives. Quality is a subjective concept that determines standards while
standards is the quality attainment which is required to be achieved. Standards
imply accepted principles, rules guidelines or strategies for achieving quality
assurance.
Quality Assurance focuses on enhancing and improving the process that is
used to create the end result rather than focusing on the result itself, (Walklin,
1992). Quality Assurance on the other hand is a process-centered approach to
ensuring that an organization is providing the best possible products or services. It
is related to quality control. It is a way for an organization to make sure that it is
always delivering the best it can to its service users, members, volunteers and
funders. Quality assurance system is a way of checking through continuous
8
monitoring and evaluation of an organization’s performance and through the
collection of evidence that the organization is continuously improving what it does
and how it does it. The monitoring of what the organization does and how it does
it is a continuous process to ensure that the organization always meets the set
standards.
Despite all these provisions by the federal government of Nigeria to
achieve quality assurance and standards in the management of the Universal Basic
Education, climatic change disasters such as over flooding and erosion menace
coupled with poor provision of adaptive measures to climatic change phenomena
have affected the UBE programme to a large extent. The management problems
such as poor planning, organizing and poor implementation in addition to the
above mentioned weather variability have made it practically difficult in achieving
the Universal Basic Education for quality assurance mostly in some state in
Nigeria.
Anambra state which is one of the states in Nigeria that experiences the
effects of weather variability to unbearable level had lost both human and material
resources in 2012 flood disaster. This disaster occurred heavily in some local
government areas of Otuocha education zone of the state. These have made it
difficult for the state to achieve Universal Basic Education Programme at a quality
standard level because many communities, towns and villages in Anambra state
experience devastating effects of climatic change disasters especially those living
around the coast of the River Niger. According to state disaster relief co-
9
ordinating committee (SFDRCC) (2012), the people of the state have truly
suffered severe losses of facilitates both the government and individuals,
Health sectors, and Agricultural sector to mention but a few. Some communities
and towns in Otuocha education zone like Umuoba-Anam, and Umueri in
Anambra East Local Government Area, Oroma-Etiti, Inoma-Akaito Umueze
Anam, Nzam in Anambra West local government Area among others have every
cause to lament over the incidence of over flooding which dislodged many of their
people from their homes. As a result, many lives and properties have been lost to
this disaster (SFDRCC 2012).
This phenomenon has led farmers to loose their farm lands and crops and some
of those who borrowed money from banks felt sick instantly while a few
committed suicide. This climatic change disaster on agricultural sector of
Anambra state has affected not only food production but, also lives, health and
education sectors. This is worst felt by those living in the coast of the River Niger,
as many have been rendered homeless and poor. The unprecedented 2012 flood
that ravaged parts of Nigeria according to the federal government team on their
visitation to the flood disaster victims which Anambra state according to the team
was declared the most affected area between August and December 2012. It
devasted the agricultural belt of the state such as Anam, Inoma, Nzam, Ogbaru
among others numerous to mention.
The SFDRCC 2012 reports on the disaster said that in all the 57
communities in the eight local government areas of the state were adversely
10
affected with Anambra East and West Local government Areas extensively
submerged. This as a matter of fact has made the management of Universal
Basic Education programme a difficult task to achieve the desired set objectives.
This occurs as a result of the uncontrollable effects of devastating floods on
some school premises, infrastructural facilities and residential houses thereby
making it difficult to achieving the Universal Basic Education programme for
quality assurance and standards, hence the need for the study.
Statement of Problem
Management of the Universal Basic Education Programme for quality
Assurance and standard has been bedeviled with numerous challenges most of
which is the climatic change disasters across the globe. This has become a clog
in wheel of achieving the nation’s educational objectives. These disasters which
were very rare in Nigeria in the past have today become serious factors
militating against the management of the universal basic education programme
in some states in Nigeria particularly in Anambra State. In the state for example,
many people in some communities, towns and villages around the coast of River
Niger have been dislodged due to the incidence of over flooding. Moreover,
many schools were over flooded, roofs removed by wind storm and walls of the
school buildings destroyed by the force of the flood and erosion. The disaster has
led to loss of lives, properties and hunger. These circumstances among others
have made it practically difficult and problematic for proper management of the
11
UBE programme for quality assurance and standards in the affected areas of
Anambra state. In light of this, the researcher intends to investigate the extent to
which climatic change as a factor affected the management of the Universal
Basic Education (UBE) Programme for Quality Assurance and Standards in
Anambra State.
Purpose of the Study
The general purpose of the study is to investigate climatic change as a
factor in the management of the Universal Basic Education (UBE) programme
for quality Assurance and standards in Anambra state. Specifically, the study
seeks to:
1. Determine the climatic factors militating against the management of the
Universal Basic Education programme for quality assurance and standards
in Anambra state.
2. Find out the extent to which climatic change disasters affect the
management of the Universal Basic Education (UBE) Programme in
Anambra State.
3. Ascertain the challenges of climatic change on the realization of objectives
of the Universal Basic Education Programme in Anambra State.
4. Determine the measures to apply in combating the phenomena of the
climatic change in the state.
12
Significance of the Study
This study has both theoretical and practical significance. The theoretical
significance is hinged on two theories, the contingency theory by Joan Woodward
(1958) and systems theory by Ludwig Von Bertalanffy (1936). The contingency
theory emphasizes that when education managers make decisions, they must take
into account all aspects of the current situation and act on those aspects that are
key to the situation at hand. This is because the method that is highly effective in
one situation might fail to work in another situation. The theory advocates that
actions should be taken on emergency situation immediately by the education
mangers. The theory rejects bureaucratic tendency in decision making process
because of its delay protocols. It encourages decision maker to apply the good
aspects of the fundamentals of management which involves planning, organizing
and controlling situationally to make the organization effective and result oriented.
Contingency theory indicates that there is no best way of organizing or taking
decision rather, the decisions should be dependent upon the internal and external
situation in order to meet up the demands of the situation like the issue of
climatic change disaster that comes up when least expected. The findings will
convince the administrators of schools in the face of these natural phenomena to
apply contingency theory to arrest the situation on ground.
The system theory on the other hand emphasizes that real systems are open
to and interact with their immediate environment. The activity of any segment of
an organization affects, in varying degrees, the activity of every other segment.
13
The schools as an open system interact with the immediate environment and are
interdependent and cannot work effectively without each other. This theory
advocates for the efficient management of an organization through the interaction
of the system with its sub-systems. They are interrelated and interdependent
meaning that the system as a school must relate efficiently with other sub- systems
such as the departments, and units within the system. An organization seems
incomplete in action without the sub-systems relating with the system in its
management and decision making.
This theory will assist the administrators of schools to consider every other
segments of the school in decision making and management especially on the
issues concerning them. Without good communication link between the system
and its sub-systems, the organization efficiency cannot be achieved. This also
advocates for proper use of administrative structure in maintaining
upward/downward communication link between the superior and the subordinates.
In view of this theory to the present study on climatic change disaster, the school
administrators should consider every unit of the organization with regards to the
degree at which it is affected by the climatic change disasters.
In the area of practical significance, it is hoped that the following groups of
people and agencies will benefit from the findings of the study thus: Principals/
Head teachers, parents, education managers, the communities, the local
government education authority, the government, inter-governmental panel on
climate change, UNICEF, UNESCO, national emergency management agency.
14
The school principals or head teachers will benefit from the study because
it will ensure that preventive measure are applied in various schools by planting
trees and flowers around the school premises. It will assist them in reforestation in
order to minimize the effects of erosion.
Parents will benefit from the study by ensuring that children of school
going age are registered in schools and do not drop out of school system through
the application of preventive measures to climatic change factors militating against
the UBE programme.
Education Manager will benefit from the study through the findings that
the human casual factors like burning of the bushes and fossil fuel, if it is reduced,
will also help to reduce green house effects. This, on the other hand will assist
them in maintaining the school plants and other infrastructural facilities from the
effects of climatic change disasters.
The communities will benefit from the study through the information they
will get from seminars or workshops on the adaptive strategies to weather
variability through which the goals of the UBE programme shall be achieved.
These benefits will enrich their children in the acquisition of entrepreneurship
education by being skilled in different disciplines.
The local government education authority will benefit from the study which
will equip them with the strategies to combat the unforeseen effects of climatic
change on the attainment of the objectives of basic education for all children. This
will benefit them in understanding the best preventive measures to apply against
15
the climatic change disaster especially those that occur through human activities
like burning of bushes and fossil fuel.
The government will benefit from the study through the Universal Basic
education commission (UBEC) in actualization of entrepreneurship education of
children who passed through the UBE programme.
The intergovernmental panel on climatic change (IPCC) will benefit from
the study on how to prevent the occurrence and fashion out the coping strategies to
adapt to the threat.
United Nations International Children Emergency Fund (UNICEF) and
United Nations Education Scientific Cultural Organization (UNESCO) will benefit
from the study by ensuring that weather forecasters’ predictions on weather
variability are adhered to. The findings of the study will assist these agencies on
the reduction of the cost involved in helping the victims of the circumstance across
the globe. This will occur from the knowledge people will acquire from the
workshops, seminars and conferences on these global phenomena on how to
prevent and combat the disasters. The study will benefit UNICEF in creating
awareness on the type and nature of disasters that is likely to occur in a particular
geo-political zone in Nigeria. This will enable them to plan for suitable relief
assistance to the victims of the disasters. For examples, on 30th
October, 2012 the
weather forecasters predicted that hurricane winds will occur in Alabama in
America and eventually it occurred. This type of information is of a great help to
National agencies for their relief mission.
16
The findings of this study will also keep National Emergency Management
Agency (NEMA) in Nigeria abreast with the global challenges in the realization of
the objectives of the Universal Basic Education programme in accordance with the
National policy on Education which will enable children acquire literacy, life
skills values for long life education for useful living.
Scope of the study
The study was carried out in Anambra state and the geographical scope was
limited to junior public secondary schools in Otuocha education zone which is
made up of four local government areas. The content scope comprised of climatic
factors militating against the management of the Universal Basic Education
programme, the extent to which climatic change affects the management of the
Universal Basic Education Programme, challenges of climatic change on the
realization of the UBE objectives and measures to apply in combating the climatic
change phenomena in Anambra state.
Research Questions:
The following research questions were formulated to guide this study:
1. What are the climatic factors militating against the management of the
Universal Basic Education for quality Assurance and standards in Anambra
state?
17
2. To what extent have climatic change disasters affected the management of the
Universal Basic Education programme for quality Assurance and
standards?
3. What are the challenges of climatic change in realizing the objectives of the
Universal Basic Education programme in Anambra state?
4. What are the measures to apply in combating the phenomena of climatic
change?
Hypotheses:
The following null hypotheses were formulated to guide the study and was
tested at 0.05 level of significance
H01: There is no significant difference between the mean ratings of
teachers/principals and members of Anambra state universal basic
education board (ASUBEB) with regards to the challenges of climatic
change in the management of the UBE programme.
H02: There is no significant difference between the mean rating scores of
teachers/principals and members of ASUBEB on the extent to which
climatic change disasters affect the management of the Universal Basic
Education (UBE) programme for quality assurance and standards.
18
CHAPTER TWO
Review of Literature
The review of literature for this study is presented under the following
subheadings, Conceptual Framework, Theoretical Framework, Review of
Empirical Studies and Summary of Literature Review
Conceptual framework
Concept of Climate
Concept of Management
Concept of Quality
Concept Quality assurance
Theoretical Framework
Contingency theory by Joan Woodward (1958)
Systems theory by Ludwig Bertalanffy, (1936)
Review of Empirical Studies:
Related studies on Constraints to the Implementation of the UBE
Related studies on climate change
Related studies on quality assurance
Summary of the literature review
Conceptual Framework
18
19
Concept of Climate
Climate is the average weather in a place over many years. It can also be
considered as weather conditions prevailing in an area in general over a long
period. Climate according to Hornby (2000) is the regular pattern of weather
conditions of a particular place. Climate as an areas long term weather patterns can
simply be described as average temperature and precipitation overtime. Other
useful elements for describing climate included the type and the timing of
precipitation, amount of sunshine, average wind speeds and directions, number of
days above freezing weather extremes and local geography Intergovernmental
Panel on Climate Change (IPCC) 2007.
Climate change
Climate change refers to an increase or decrease in average global
temperatures. Natural events and human activities are believed to be contributing
to an increase or decrease in average global temperature. This is caused primarily
by increase in green house gases such as carbon dioxide (C02). Ekpo (2009)
observed that climate change is any long term change in the patterns of average
weather of a specific region or the earth as a whole. It is an abnormal variation in
the earth’s climate that usually occurs over duration ranging from decades to
millions of years. Evidences show that global mean temperature increased by
0.60c during the 20th
century, with the six hottest years occurring between 1997
and 2007 (IPCC 2007). This warming of the world’s climate is linked to higher
concentration of carbon dioxide and other greenhouse gases (GHGs) in the
20
atmosphere which are dominantly of anthropogenic origin such as fossil fuel
combustion, land use and deforestation.
The emission of greenhouse gases (GHGs) and their consequent
concentration in the atmosphere are the result of production and consumption
activities not of a single nation, but of all those nations which burn fossil fuels
such as coal, oil, and gas to generate energy. It is feared that the rise in average
temperature could lead to the melting of the polar ice-caps causing widespread
flooding. Further, the combustion of chlorofluoro-carbons (CFCS) is said to lead
to the depletion of the Ozone layer (protecting people from the harmful rays of the
sun) which poses a threat to life and earth as it may result in an incidence of skin
cancer, cataracts, skin damage among others. In the words of Okebukola (1997),
Ozone layer acts as a filter of the sun’s ultraviolet radiation, absorbing this
harmful radiation and shield life from its effects. Recently a hole has been reported
in the Ozone layer and the damage has been traced to a group of industrial
chemicals called chlorofluorocarbons. They are human-made derivatives of simple
hydrocarbons including methane, ethane and propane by complete replacement of
the hydrogen atoms by chlorine and fluorine atoms.
Under the United Nations framework convention on climate change signed
in Rio de Janeiro, Brazil in 1992, member countries of the International Energy
Agency (IEA) committed themselves to restraining global climate change and
slowing the rise in atmospheric concentration of GHGs. It has become necessary
to balance these considerations with economic, energy and environmental
21
objectives. Of course, no single policy or measure is enough to achieve the desired
results.
Today, climatic change is one of the topical issues in the world agenda.
Scientific evidence has revealed that climatic change is an encompassing threat
and is considered the most serious threat to the survival and sustainable
development of humanity. It is the greatest threat today that confronts man and his
immediate environment which are dominated and often driven by ideas and
product from science and technology. It is very likely that its influence on our
lives will continue to increase in the lives to come. Sjoberg, (2002) noted that
global scientific collaborations depend largely on the ecosphere. Nigeria like other
nations across the globe is experiencing adverse Climate Conditions with negative
impacts on the welfare of millions of people. In Nigeria today, there is persistent
flooding on the people living along the coast of River Niger and River Benue and
drought on the people in arid region coupled with off the season rains that do harm
to agricultural products. A study commissioned by the World Bank in 2007 asserts
that Nigeria accounts for roughly one sixth of the world-wide gas flaring which in
turn, spews some 40 million tons of carbon daoxide into the atmosphere. Alarm
bells are ringing on the likely danger of climatic change on the universe but
Nigeria’s development plan is yet to recognize the economic threat caused by
neither climatic change nor the menace of declining oil prices which could result
from a reduced consumption of fossil fuel.
22
In the arid zones, droughts are getting worse and climate uncertainty is
growing. Climatic change is an unprecedented and a threat to food security.” arid
and semi-arid areas in Northern Nigeria are becoming drier, while the southern
part of the country are getting wetter. They are going to be caught between the
devil of drought and the blue seas of floods. There is glaring evidence that climatic
change is not only happening but it is changing our lives. Its occurrence is
dependent on the geographical horizon because declining rainfall in desert-prone
areas in Northern Nigeria is causing increasing desertification. The former food
basket in central Nigeria is now empty, and people in the coastal areas who used to
depend on fishing have seen their livelihoods destroyed by the rising waters.
National Emergency Management Agency (NEMA). Adapting to climate
variability and mitigating its impacts is something that the researcher is concerned
with, in this study. This is because climatic change is likely to have negative
impact in achieving Nigeria’s development objectives which include vision 20:20
and the millennium development goals (MDGs). These disasters if not
appropriately checked will retard the desire to ensure equity in the distribution of
development educationally, politically, economically and socially.
Climatic Factors
Climatic factors are those things that influence the immediate environment
on which man lives such as global warming, Ozone layer depletion, deforestation
and other weather effects like flooding, windstorms, earthquakes, rise in sea level,
desertification, drought, land degradation, off the season rainfall and water
23
pollution. Factor according to Hornby (2000), is one of the several things that
cause or influence something for example these environmental factors mentioned
above.
Global warming
Global warming refers to an overall increase in temperature in earth’s
atmosphere and oceans. This has been significantly proven to result from both
natural and human factors. Its effects on human lives are disastrous and the
possible eradication of the ugly trend seems impossible. However, everybody on
the surface of the earth knowingly or unknowingly contributes to the causal factors
(David, 2003).
Global warming also occurs as a result of the wearing away of ozone, the
very insulator that inhibits the sun’s heat from reaching the earth’s surface in its
intensity. The United Nation’s sponsored intergovernmental panel on climate
change (UNSIPCC, 2008) reported that global warming is unequivocal or a fact as
its scientifically proven evidence is seen in the increase in temperature that has
affected lives, such as in towns and villages where global warming has displaced
people from their homes as a result of floods.
The natural factors from global warming includes increases in green house
gases like carbon oxide (Co2) from 9% -26%, Methane (CHI) from
4% -9%. The human causal factors of global warming include; deforestation and
city Grid lock (Modori, 2007). Deforestation which is the act of cutting down and
24
burning of trees in the tropical forest regions helped to absorb or scatter radiant
energy. It is an indispensable factor that cannot be over emphasized in global
warming. Trees in tropical forest can absorb million tons of carbon-dioxide, but
places where trees had been done away with, through deforestation, could be
responsible for 25% increase of carbon emission entering the atmosphere each
year (Jennifer, 2007)
City grid lock is another way by which man contributes to global warming.
Research work has also proven that gases are released into the air while driving
and vehicle stand stocked in traffic. This is a daily experience of the urban cities
and gases emitted by the vehicles account for the increase in atmospheric
temperature (Jennifer, 2007).
One of the major effects of global warming is the adverse increase in
temperature of the air near the earth surface. This increase in temperature in turn
affects both plants and animals on the surface of the earth with human beings not
exempted (WHO, 2002). The increase in temperature causes drought in some
regions of the earth which causes crops in the farm to dry up and also result in
poor farm yields. This is one of the major causes of the world food shortage (FAO,
2005). This world wide drastic increase in world food insecurity threatens the
actualization of the millennium development goals.
It is pertinent to mention that global warming also causes flooding and
destruction of aquatic animals. The increase in temperature also leads to the
melting of glacial in the artic region (UNSIPCC, 2008). This increase in melting
25
glacial lead to increase in water flow into the sea, thereby over flooding the sea
and contaminating water sources with some dangerous chemicals leading to the
death of thousands of aquatic animals. The over flooding displaces millions of
people from their homes and condemn lives lavishly (WHO, 2002).
In every continent of the world today, we experience weather related
disasters and it poses threat to humanity. Global warming does not only affect
human beings in the areas of what to eat or where to live, but human health are
also threatened as a result of the adverse increase in earth surface temperature such
as heat waves and cold snaps. The most alarming effect of global warming on
humanity is extreme heat waves as seen in Europe in 2003, when heat waves led to
thousands of human death and in temperate countries where people who are not
accustomed to hot weather nor their house or infrastructure designed to cope with
it (WHO, 2005).
Another major effect of global warming is poor nutrition and hunger. This
comes as a result of increase in temperature which also causes drought in some
regions of the world, and in other regions, it leads to over flooding of acres of
agricultural field which affects the world grain food store (FAO, 2008). This
increase in temperature also encourage the growth and activities of bacteria and
the melting of glacial also introduce dangerous chemicals to water sources.
Diseases such as cholera, hepatitis and other cardiovascular infections resulting
from water and air pollution among others, claims lives on daily basis. Specifically
children’s health is exposed to the following hazards among others.
26
“Disrupting education as a result of displacement
from homes, loss of care giver as the elders die
from weather related disasters, damage to human
lungs functions due to increases in air pollution,
mal-nutrition resulting from lack of adequate and
quality food, infection/diseases such as diarrhea,
cholera, hepatitis resulting from contaminated
water among others.” (UNICEF, 2008: 10)
Global warming is a fact that poses threat to human lives that one cannot afford to
stand aloof. The phenomenon is still at stake as it continues to be more
complicated as it was before, which presently is greatly affecting the management
of the Universal Basic Education for Quality Assurance and nations like Nigeria
where adaptive measures are not commensurate to the disasters and the victims
suffer greatly.
Today, we already have increasing numbers of heat waves. What is
happening now in Nigeria is that there is declining rainfall in desert prone areas of
the country and there is rising water in the coastal areas which is tending towards
destruction coupled with its after effect on the welfare of the people and
developmental programme. UNSIPCC, (2008) stated that global warming will be
greater over land than over sea because land retains heat more than water and the
phenomena are strengthening daily.
Ozone layer
Ozone layer is a deep layer in the stratosphere encircling the earth that has
amounts of ozone in it. The layer shields the earth from much of the harmful
27
ultraviolet radiation that comes from the sun. It is the filter of the sun’s ultraviolet
radiation and shields life from its effects (IPCC 2007).
Besides, it is the ultraviolet radiation that forms the ozone in the first place. Ozone
is a special form of oxygen made up of three oxygen atoms rather than the usual
two atoms. It usually forms when some type of radiation or electrical discharge
separates oxygen which can then individually recombine with other oxygen
molecules to form ozone (03) (Okebukola, 1997). Ozone layer in a simple
expression is a thin, fragile shield that envelops the earth and acts like an umbrella
that protects us from the sun’s harmful ultraviolet radiation as stated above.
Ozone layer depletion is a phenomenon related to ozone layer. It is used to
describe a hole found in ozone layer. The element oxygen occurs in the
atmosphere in three forms, thus: Atomic Oxygen O, Molecular or diatomic
Oxygen O2 and trial-atomic Oxygen O3. Ozone layer occurs through out the
atmosphere but only in a small amount. Its highest concentrations are in the
stratosphere (upper atmosphere). Therefore, Ozone layer is referred to as the layer
which protects man from the fatal effects of ultraviolet light. Human beings are
familiar with the need for oxygen on the part of all living things and life could not
exist if it were not for a different form of oxygen in the atmosphere. Ozone layer
depletion is described as a hole found in the ozone layer which poses as a damage
called chlorofluorocarbons. Ozone layer depletion is human-made derivatives of
simple hydrocarbons, including methane, ethane and propane atoms by chlorine
and fluorine atoms (Ezeugbor, Okuma and Nzomiwu 2001).
28
Deforestation is the clearing of earth’s forest on a massive scale resulting in
damage to the quality of the land. Forests still cover about 30% of the worlds land
area. The world’s rainforest could completely vanish in a hundred years at the
current rate of deforestation United Nation’s Intergovernmental Panel on Climate
Change (IPCC, 2007) 4th
“assessment report which underestimates the potential
dangerous effects that man made activities will have on society”.
Forests are cut down for many reasons but most of them are related to
money or people’s need to provide for their families. The main purpose for
deforestation is “agriculture”. Often many subsistence farmers will each clear a
few acres to feed their families by cutting down tress and burning them in a
process known as “slash and burn” agriculture. Another reason is for logging
operation which provides the world with wood and paper products. For that,
countless trees are cut down each year. Again, forests are also cut down as a result
of growing urban sprawl. However, not all deforestation is intentional; some are
caused by a combination of human and natural factors like wildfires and
subsequent overgrazing, which may prevent the growth of young trees (Jennifer,
2007).
Deforestation as one of the factors militating against the management of the
Universal Basic Education (UBE) for quality Assurance and standards also poses
challenges to sustainable human development. The phenomenon is having impact
in Nigeria like other weather related disasters such as rise in sea level which
causes land erosion and flooding. Deforestation which is the act of cutting down or
29
burning trees in our immediate environment is a threat to the management of the
Universal Basic Education programme. It has many negative effects on the
environment. The most dramatic impact is loss of habitat for millions of species.
About seventy percent (70%) of earth’s land animals and plants live in forest and
many cannot survive the deforestation that destroys their homes (WHO 2005).
Besides, deforestations affect the management of Universal Basic
Education in many ways such as the wind erosion that causes damage to school
plants and other facilities in our immediate environment. Education managers find
it difficult in coping with the current wave of climatic change which today
destroys school buildings, learning equipment, wash away school farms, and
destroy human habitation. Again removing trees deprives the forest of portions of
its canopy which blocks the sun rays during the day and holds in heat at night.
This disruption leads to more extreme temperature swings that can be harmful to
both plants and animals. Trees play critical role in absorbing the green house gases
that fuel global warming. Fewer forests mean larger amounts of green house gases
entering the atmosphere and increased speed and severity of global warming. The
education managers of the UBE face the problem of shortage of funds because the
money that would have been invested on teaching and learning is diverted to the
prevention of climatic change disaster. The effect of deforestation has in many
ways affected the community participation in the implementation of the Universal
Basic Education programme such as the effects it creates to human habitation to
the extent that it leads to poor enrollment of children in school. Deforestation
30
affects human habitation which leads to poor enrollment for children of school
going-age in schools. Deforestation affects animal population that would have
been beneficial to children for study such as animal, kept in zoo for learning.
Government and individuals have wasted much on deforestation especially the
type that is not intentional like wildfires. Deforestation as one of the factors
militating against the management of the Universal Basic Education (UBE) for
Quality Assurance and Standards also poses challenges to sustainable human
development. The phenomenon is already having impact in Nigeria like other
weather related disasters such as rise in sea level, which cause land erosion and
flooding. Deforestation however is mostly classified among the man-made
disasters or human factors in our immediate environment. It can also be simply
related to changes that occur to earth’s environment as a result of human socio-
economic activities like deforestation and burning of the fossil fuel.
Concept of management
In the first place, management is an integral part of an organization. The
survival of any organization is dependent largely on the quality of management or
administrative services available. Adesina (1990) defined management as the
organization and mobilization of all human and material resources in a particular
system for the achievement of identified objectives in the system. Management
therefore influences the result to be achieved, the direction to be pursued and the
priorities to be recognized. Peretomode (1996), sees management as the social or
interaction process involving a sequence of co-ordinated events of planning,
31
organizing, co-ordinating and controlling or leading in order to use available
resources to achieve a desired outcome in the fastest and most efficient way. It is
with an efficient management that an organization can plan, organize, staff,
control, direct and co-ordinate its activities to achieve pre-determined goals.
(Ogbonnaya, 2009). Management in words of Oboegbulem (2011) is concerned
with involving people looking beyond themselves and exercising formal authority
over the activities and performance of other people. Further, UNESCO in Ogunu
(2000) defined management as a social process which is designed to ensure the co-
operation, participation, intervention of others in the effective achievement of the
desired objectives.
From the various definitions of management mentioned above, it is
understood that management generally is the process of allocating an
organizational inputs (human and materials) by planning, organizing, directing and
controlling for the purpose of producing outputs (goods and services) desired by
its customers so that organizational objectives are accomplished. It is assumed that
through planning and proper organization a change can be anticipated and when it
occurs, it can be properly directed and controlled. Nwachukwu (1992) asserts that
management is one of the most important human activities that permeate all
organizations. To get people put in their best efforts, the manager has to
understand the people, their emotional, physical and intellectual needs.
Management as discussed above is highlighted further as the process where
a group of people at the highest level of an organization, plan, organize, co-
32
ordinate, communicate, control and direct the actions and activities of others who
work in the organization towards the achievement of organizational objectives
(Akubue 1991). It is a process by which human and non-human resources are
coordinated to accomplish a given set of objectives. Therefore, the management of
the UBE programme which involves the human and material resources towards
the provision of free UBE for every child Nigerian child of school going age has
been observed to be obstructed by some climatic factors in the achievement of
quality assurance and standard. The goals of the National policy on Education
which include the eradication of illiteracy, the training of the mind in
understanding the world around, acquisition of appropriate skills, and the
development of mental, physical, and social abilities and competencies as
equipment for the individual to live and contribute to the development of the
society have also been distorted by both man-made and natural disasters due to
changes in climate. It is a process by which human and non-human resources are
co-ordinated to accomplish a given set of objectives. (FRN, 2004)
On the other hand, the Universal Basic Education (UBE) programme has three
major components thus:
• Formal basic education encompassing the first nine years of
(primary and junior secondary) education programme.
• Nomadic education for school going age children of pastoral nomads and
migrant fishermen.
33
• Literacy and non-formal education for out of school youths and illiterate
adults. (FRN 2000)
In order to foster the aims and objectives of the Universal Basic Education
programme, the Universal Basic Education Commission (UBEC) was created by
an act of the National Assembly in 2004 and vested with the responsibility of
overall co-ordination of the UBE programme nation wide. The national
commission is expected to work in close collaboration with relevant federal
Agencies and the state Universal Basic Education Board (SUBEB) established by
each of the 36 states and the federal capital territory as well as the Local
Government Education Authorities (LGA) in each of the 774 local government
areas in Nigerian.
Management of the UBE:
The management of the Universal Basic Education programme is a model in co-
operative and consultative federalism in Nigeria involving all the three tiers of
governments extending to the community level of participation. The management
of the Universal Basic Education is categorized among the different levels thus:
Federal, state and local government. At the federal level, the UBE programme is
designed to provide functional, universal and quality education for all Nigerians
irrespective of age, sex, race, religion, occupations or locations. It is a scheme
which is intended to be universal, free and compulsory. It is a federal government
programme meant to pass through all levels of our government which comprises
34
of the states, and local government areas to achieve education for all (EFA) to
meet basic learning needs (FGN/UNICEF 2003).
The management of the, UBE is categorized among the different levels
stated above with their assigned functions. At the federal level, the functions are as
follows:
Initiating and launching the programme, the provision of minimum
standards guideline for its operation, general oversight and monitoring, initiating
and intervening in critical areas of need for the success of the Universal Basic
Education (UBE), providing support for core national institutes for implementing
key aspects of the programme such as providing teachers institute (NTI) for the
pivotal teacher training programme (PTTP), Nigeria Educational Research and
development centre NERDC for curriculum development, national institute for
educational planning and administration (NIEPA) for capacity building of
educational administrators and planners, federal inspectorate service (FIS) for
quality control and the National institute for Nigeria languages (NINLAN) for
training and retaining of teacher in Nigeria languages, the National commission
for nomadic education (NCNE) for education of nomads, the National mass
education commission (NMEC) for the implementation of the adult and non-
formal education component of the UBE programme.
The state government has these functions to perform in executing the UBE
programme as follows:
35
Formulating policies for the UBE in their states under the control of state
Universal Basic Education Board (SUBEB), seeing to the day-to-day running of
the programme in their states, recruiting, disciplining and monitoring teachers on
grade level 07 and above, establishing and maintaining state primary education
boards and other state level of the UBE agencies.
Again, the local government areas are not left out in actualizing the
objectives of the (UBE) programmes. They contribute also to the programme thus:
Establishment and maintenance of local government education authorities in their
areas, to seeing to the day-to-day implementation of the programme in their areas
of jurisdictions, recruit, discipline and promote teachers and other primary school
staff in their areas.
Again, the local communities do also contribute in the management of the
UBE by their financial assistance and provision of instructional facilities and
maintenance of teachers’ welfare. Meanwhile, the management of the UBE in
Nigeria, especially in those local government areas of the states that encounter
climatic change disasters, seems to be experiencing difficulties in achieving the
goals of the UBE because of the unanticipated effects of weather variability. In the
management of the UBE, local communities participate by being involved in
decision making process, in the implementation of the programme, sharing in the
benefits of the developmental programme and their involvement in efforts to
evaluate the programmes (Cohen and Uphoff, 1997). However, it is pertinent to
mention how the UBE programme is jeopardized. The management of the
36
Universal Basic Education programme is jeopardized when the education
managers are not provided with the tools to assist them to successfully implement
the programme. The Basic Education programme, though a laudable scheme the
managers cannot perform miracles if they are not equipped with the demands of
the scheme. The UBE programme lacks adequate funds for the managers to
implement the scheme effectively to achieve the objectives stated in the blue print
of the scheme. It also lacks monitoring or proper supervision mechanism for
quality assurance and standard (World Bank Annual Report on Africa 2005).
Another problem in the management of the UBE programme is the issue of
corruption which is a cankerworm that has eaten deep into the fabrics of our
bones. No programme in Nigeria has ever existed without encountering
“corruption”. Many policies and programmes in Nigeria experience a colossal
failure as a result of corruption and other factors such as mismanagement
sometimes due to mediocrity or tribalism, poor funding and poor motivation to
mention but a few (Ogbonnaya, 2010).
Again, the UBE programme is affected by lack of integrative technology in
teacher education in Nigeria. Its implementation today is mostly left in the hands
of greedy and corrupt education managers, many of whom often claim to have
solutions to our educational problems only to end up in frustrating the
beneficiaries of the programme. (Adelukon (2004)
37
Aims and objectives of UBE
The Universal Basic Education (UBE) programme is a policy reform
measure aimed at rectifying distortions in education delivery in the country. It is
also aimed at catering for basic education in the formal and non formal sectors.
The UBE is also aimed at enabling all children in Nigerian society to participate in
free 9 years of schooling from primary one to junior secondary school (JSS) three
class. This is intended to be universal and compulsory. According to Obayan
(2000), these terms indicate that appropriate types of opportunities will be
provided for the basic education of every Nigerian child of school going age. It is
noted that Nigeria is one of the 164 countries that signed the 2000 Dakar
framework of action to ensure Education for all (EFA) by year 2015. Besides, the
federal government launched the UBE in September, 1999 for the purpose of
achieving compulsory, free and universal basic education. The main thrust of the
UBE programme is to lay the foundations for life long learning through the
inculcation of appropriate learning, self-awareness, citizenship and life skills
Specifically, the objectives of the programme include
“Development in the entire citizenry strong consciousness
for education and a strong commitment to its vigorous
promotion. The provision of free, compulsory universal
basic education for every Nigerian child of school age
group. Reducing drastically the incidence of drop out
from the formal school system, catering for the learning
needs of young persons who for one reason or another,
have had to interrupt their schooling through appropriate
forms of complimentary approaches to the provision
and promotion of basic education” (FRN 2000: 6)
38
In the present curriculum of National Policy on Education, it involves three
stages thus:
“Early childhood care education (ECCE) which is the
education given to children from (0-5) years prior
to their entering the primary school which includes
daycare, crèches, nursery and kindergarten, primary
education which is the education given to children
between (6-11) years. This level is known and called
(Lower Basic) which covers a period of 6 years.
It provides the children with the right foundation for
creative and reflexive ability and inculcate social
norms and morale. Junior secondary school
education is education given to children aged (12-14)
years and above in educational institutions after 6 years
of primary school education. It is also free universal
and compulsory and the curriculum is both academic
and pre-vocational. It teaches basic subjects to enable
the child to acquire further knowledge develop
skills and talents.” (FRN 2004:6)
Problems of Universal Basic Education Implementation in Nigeria
In spite of the enormous efforts of the federal government towards the
provision of basic education in Nigeria especially under the UBE law or Blue Print
which bears the objectives and the UBE guidelines, several obstacles have been
noticed in the implementation processes. The following are some of the considered
problems of the UBE in Nigeria:
- Inadequate statistical data and poor planning. A dearth of statistics on
children enrollment, number of teachers, their qualifications and
demographic characteristic, statistics on buildings and other learning
39
facilities are inadequate for the effective implementation of the scheme.
(Enouch and Okpede, 2000)
- Inadequate funding and embezzlement: The major problem with Nigeria
policies is corruption and poor financial backing. Almost all the good
programmes in Nigeria suffer financial support and the UBE is not an
exception.
- Inadequate provision and maintenance of infrastructural facilities;
buildings, equipment, computers and instructional materials are not
commensurately provided and maintained due to insufficient cash to
manage them. (Fafunwa cited in Arubayi 2007)
- Problem of supervision and monitoring of what goes on in the Basic
Education centre. Lack of supervision and monitoring of schools for several
years are some of the major setbacks in the education sector, especially
with regard to the implementation of education programmes such as UBE.
- Overcrowded classroom: Enrollment of school going-age children are at a
geometrical increase due to increase in demand for education but there is no
corresponding increase in the human and material resources to bring about
efficiency of the programme.
The efforts by the government aimed at providing education to all Nigeria
children irrespective of age, sex, race, religion, occupation and location have been
bedeviled with unexpected circumstances that need to be addressed, minimized or
totally eradicated. It is to be noted that with all the efforts by the government and
40
individuals to massively reduce the illiteracy level, the situation still look glaring,
since education level range is higher than expected. This proves that, there remain
some unresolved issues against the backdrop of education for all in Nigeria,
(Babalola, 2000).
Concepts of Quality
Quality is considered as a baseline standard in education which can be
measured on a scale of preference. Standards here imply accepted principles, rules,
guidelines or strategies for achieving quality assurance. Bisong (2000) asserts that
quality is an expression of a standard or the means by which a certain set standard
in education can be achieved. Quality in education as a managerial process is
associated with value and standards which is subjective and therefore does not
exist by accident rather a concrete plan is needed for the achievement of quality.
Besides, certain aspects of the quality can be identified and ultimately the
judgment rest with the consumer (Zobaida, 2008)
In words of Fafunwa (2010), there is a gap in quality resulting from
deficiencies in the management of human and material resources which poses
impediments to the full realization of set objectives. Quality is the standard of
something when compared to other things that is, how good something is, when
related to other similar thing. Something possesses quality based on the degree of
its acceptance and value relatively (Hornby, 2000).
41
Quality as a subjective concept determines standard, therefore quality of any
product or service is the worthwhile of such product or service in comparison with
the set standards. It therefore, pre-supposes that there is a set standard and it is
quality control that measures set standards.
Quality Assurance
Quality assurance in education is the efficient management, monitoring,
evaluation, and review of the resources input and transformation process
(Teaching and learning) to produce quality outputs (students) and meet set
standards and expectation of the society. Raouf (2008) opines that quality
assurance in education is the process of ensuring continuous improvement in all
aspects of education business in an institution of learning to satisfy the needs and
aspirations of the institution’s customers. The approach is built around the premise
that every step of the process of a service and of an operation has room for
improvement. It occurs when what is taught and learnt are generally accepted to
meet the needs and demands of the society.
Robinson (1994) defines quality assurance as the set of activities that an
organization undertakes to ensure that a product or service will satisfy given
requirements for quality. It focuses on enhancing and improving the processes that
is used to create the end result rather than focusing on the result itself. Assurance
in a programme, like the Universal Basic Education programme demands for
adequate physical facilities, sufficient funds effective utilization of supervisory
techniques, classroom observation, seminars, workshop, provision of instructional
42
materials, management skills for its sustainability. This indicates that the
management of the Universal Basic Education for quality assurance demands from
the education mangers the tasks of institutional governance, resource inputs and
co-operation from the stakeholders in its environment under the supervision of the
government (Peretomode, 1995).
Adepoju (1998), asserts that quality assurance can come to its full
realization when the education managers monitor the implementation of
curriculum and ensure desirable increase in teachers capabilities under
government directives. Quality assurance is achieved in an institution that have
strong education managers who devote considerable time to co-ordinating and
managing instruction, principals that are highly visible in the school and who stays
close to the instructional process (Oyekan, 1997).
Harvey (1999) in his view defines quality assurance as the process of
ensuring effective resource input, control, refining the process and raising the
standards of output in order to meet the set goals and satisfy public accountability:
This definition raises the issue of promoting good value in the institutional
management and supervision of teaching and learning process to produce quality
learners from the school system. Again Venkaiah (1995) sees quality assurance as
a philosophy and a process in which all the functions and activities of an
institution are treated equally, planned, controlled and implemented in a
systematic and scientific manner.
43
In spite of the societal demand for quality assurance in education and the
need for thorough supervision in schools, there is a growing concern about the
current climatic change disasters that militate against the management of the
Universal Basic Education for quality assurance and standards.
Quality Assurance and Standard
In educational management of human and material resources, standard is a
level of quality attainment which the education manager is bound to achieve.
Harvey (1999), opines that to maintain quality assurance and standard, quality
control through effective motoring and proper evaluation conducted on a regular
basis at various stages of the Universal Basic Education, by the education
managers abound. In school inspection monitoring and evaluation as a quality
control strategy, are to check the quality of the implementation of the Universal
Basic Education programme for the realization of the pre-determined objectives.
In view of the above, Head teachers or principals are the people on ground in
schools to ensure that classroom teachers are effectively supervised to achieve
quality delivery of the Universal Basic Education Curriculum.
Theoretical Framework
This study will be anchored on two theories contingency theory and
systems theory.
Contingency Theory
Contingency theory was propounded by Joan Woodward in 1958. It is a
class of behavioural theory that claims that there is no best way to organize an
44
institution or organization or the best way to make decisions instead, the optional
course of action is contingent or dependent upon the internal and external
situation. On this, organizations are open systems that need careful management to
satisfy and balance internal needs and to adapt to environmental circumstances.
There is no one best way of organizing; rather the appropriate form depends on the
kind of task or environment one is dealing with. This is because situation differs
and techniques that work in one case may not work in another. According to
contagious techniques the work of education manager is to find which technique
will work in a particular situation to achieve the set goals. In anchoring this theory
to the management of the Universal Basic Education programme, It is observed
that weather variability such as over-flooding, erosion, drought, rise in sea level,
melting of ice, land degradation and pollution call for contingency theory to
address the problems. On its adoption, the best method suitable and highly
effective in one situation should be used to achieve efficiency in the management
of the UBE in Nigeria. The contribution of the contingency theory is to remove the
rigidity and inflexibility in the application of some organizing principles in
combating climatic change disasters in the management of universal basic
education. However, the good aspect of the fundamentals of management which
involves planning, organizing and controlling, are best applied situationally to
make the organization effective and result oriented. Therefore the greatest need for
the contingency theory is in the area of directing the effectiveness of those factors
45
that militate against the environmental disasters. The essences of theories are to
improve the situational demands for achieving the set objectives.
The Systems Theory
Systems theory by the Biologist Ludwing Von Bertanlafffy (1936) posits
that system theory is an integrative theory that attempts to present and operate
organizations as a unified, purposeful system composed of interrelated parts. The
activity of any part of an organization affects the activity of every other part. A
system is an assemblage of objects or functions united by some interdependence to
form a complex unity. Action in any of the sub-systems causes a reaction in
another. The systems approach in management looks at the enterprise as a system
and personnel as sub-system. For instance school is a social system like all social
systems, sections and departments all of which are important subsystems working
together to achieve common goals. It sees school as a social institution and an
extension of the larger society. The inputs of the school system in terms of
physical, human and material resources are from the society. The school uses its
processing instruments to turn these inputs (pupils) into finished products (output)
which either go back to the society or are recycled as inputs into the society as
shown thus.
Input Process Output
46
It is on this ground that the management of the UBE programme to achieve
the output as the bye-product of management is being stifled by climatic change
disasters.
Input is considered as energy from the environment and the education system is
seen as both human and material resources inputs. The human resources inputs are
the teachers, pupils/students and principals or head teachers, the material resources
inputs are facilities, equipment, books and teaching materials, while the process in
education system stands for teaching and learning which is processed through
lectures, seminars, studies and it occurs by the teacher-pupil rapport or interaction.
Output is the final product of the system. It refers to the inputs (students) who
have been processed over some years through classroom teaching and studies and
who later come out as outputs in form of educated persons. Cycle of events then,
is cyclical helping the system to maintain the dynamic equilibrium and this
demand for effective management, (Bertanlanffy 1936).
In the management of the UBE which is bedeviled by climatic disasters, the
assumptions of the systems theory underscores the need for different systems to
interact with one another as they are by nature interrelated and inter-dependent and
none can function without the other. Such is the interaction between the
educational system and social system. System theory is therefore relevant in
school management practices today because no manager can overlook the systems
approach in any modern complex organization. It enables the manager to approach
phenomenon such as climatic change disasters which obstructs the effective
47
management of universal basic education from the systems point of view and
thereby seeing clearly the critical variables in interaction and thus makes possible
the task of observing an alternative line of action (Obi, 2003). The systems theory
will impact positively on this study by enabling the education manager to see the
need to consider other sub-systems in the management of the UBE for quality
assurance and standards.
Review of Empirical Studies:
This section reviewed studies carried out in areas related to the present study.
They are organized follows:
Studies on implementation of the UBE.
Okolo, (2001), carried out a study on Perceived Problems and Prospects of
the Implementation of the UBE by Parents and Teachers. The main purpose of the
study was to address the problems and prospects of the implementation of the
Universal Basic Education by parents and teachers in Nsukka Education Zone.
This is as a result of the inability of the programme in seeing the light of success
as originally planned. Four research questions and two null hypotheses were
formulated to guide the study. The researcher adopted a descriptive survey
research design aimed at identifying the extent parents and teachers perceive
problems and prospects of the implementation of UBE in Nsukka Education Zone.
The population of the study is 206 teachers for the study in Nsukka Education
zone and the sample size is 120 which was drawn from the population of the
48
study. The instrument used for data collection was questionnaires developed in a
four-point rating scale.
In analyzing the data, the researcher used mean score and standard
deviation in answering the four research questions of the study. Again the t-test
statistic was used to test the null hypotheses at 0.05 level of significance.
The findings of the study revealed that as a result of the poor
implementation of the UBE programme the objectives of the scheme is yet to be
achieved by parents and it poses much work to teachers. It was also discovered
from the study that lack of adequate infrastructural facilities, lack of specialist
teachers of pupils/students for the UBE programme are some of the major
problems confronting the implementation of the UBE to a large extent.
The relevance of this study to the present study is that both studies discus
the importance of achieving the goals of the Universal Basic Education
programme by developing in the entire citizenry a strong conscientiousness for
education. Besides, the relevance of this study also indicates that both studies
emphasize on the importance of proper management of the UBE programme with
regards to the provision of adequate funds and infrastructural facilities and human
resources.
Eze (2010) carried out a study on the Administrative Constraints that
Impede the Implementation of the Universal Basic Education Programme in
Enugu State. The main purpose of the study is to ascertain the extent to which
administrative constraints impede the implementation of the UBE programme in
49
Enugu state. Eight research questions and eight null hypotheses were formulated
to guide the study. The design used for the study was a descriptive survey. The
population of the study was 270 principals and 5949 teachers and stratified
random sampling technique was used to sample 60 principals and 600 teachers.
The research instrument used for data collection was questionnaire titled
administrative constraints that impede the implementation of the UBE programme
(ACIIUPQ). The data collected were analyzed using mean score and standard
deviation to answer the research questions of the study. The t-test statistics was
used at 0.05 Alpha level of probability to test the hypotheses.
The findings of the study revealed that lack of qualified teaching personnel,
infrastructural facilities and equipment, poor funding of school
projects/programmes, theft of science and basic technology equipment, truancy of
teachers in attending to class duties, examination malpractices, teachers’ incessant
strikes among others, constitute the administrative constraints to the UBE
programme implementation. The findings also indicated that the success of the
UBE programme is hinged on both the government, stakeholders, parents,
communities, students, agencies and individuals who are beneficiaries of UBE
programme for Basic Education which is free and compulsory
The relevance of the work to this present study indicates that both studies
experience the impacts of poor management techniques in the realization of the
Universal Basic Education (UBE) programme objectives. The relevance of the
study to the present work is that it will help in devising a preventive measure to
50
the factors militating against the achievement of the Universal Basic Education
objectives.
Studies on climatic change
Agbo, carried a research on the Incidence of Climate Change and Synergy
Building Among Agencies of Climatic Change Management for Improved
Agricultural Productivity in Katsina state. The main purpose of the study is to
determine modalities for building synergy among agencies of climatic change
management for reducing effects of climate change on farmers’ productivity. Six
research questions and four hypotheses were formulated to guide the study. The
researcher adopted descriptive survey research design. The population of the study
was 762 of all the farmers (registered and unregistered) and 612 registered farmers
in the farmers’ association and 150 unregistered in Katsina state. The sample size
drawn from the entire population was 333 respondents. The instrument used for
data collection was questionnaire developed in four-point rating scales.
In the analysis of the data the researcher used mean score to answer each of the
research questions. Again, t-test statistics was used to test the null hypotheses at
0.05 level of significance.
The findings of the study revealed that in Katsina state there was high
drought rate as a result of drastic reduction of rainfall intensity as a result of
drying of lakes and dams. The study revealed also that there were extreme heat
waves in the area coupled with heavy wind and frequent dunes in the state.
51
The relevance of this study to the present study indicated that the awareness
of the climatic change disaster in Katsina state and its effects on the environment
would be of a help in the application of preventive measures to climatic change
phenomena in Anambra state. The study on climate change in Katsina state
revealed that the incidence is caused by both human and natural events which will
be of a help to this study in Anambra state for people to avoid or prevent the
human factors that cause the disasters.
Odjugo (2010) carried a research work on the General Overview of Climate
Change Impacts in Benue state Nigeria. The main purpose of the study is to
investigate the effects of climate change in Benue State Nigeria. This is because
the phenomena are not only a threat to the environment but a threat to lives of
human beings, animals, plants and grasses. Four research questions and two
hypotheses were formulated to guide the study. The researcher adopted a
descriptive survey research design. The population of the study was 205 of people
living in riverside area of Benue state. The sample size was 100 drawn from the
entire population. The instrument used for data collection was questionnaire. The
researcher used the mean and standard deviation to answer research questions and
t-test statistics to test the null hypothesis at 0.05 alpha level of probability.
The findings of the study revealed that there is need to establish better
equipped weather stations as against the scanty and ill-equipped ones in Nigeria
today, so that we should have accurate weather forecast or prediction. Again, the
findings also indicated that the establishment of disaster irrigation plan should be
52
urgently required to upgrade the existing system. The study also revealed that the
effects of climate change in many states in Nigeria today is speculating for drastic
food shortage in a shortest time span. The findings also revealed that the
incidence of climate change disaster will lead to food shortage in Nigeria. It also
revealed that the irrigation project in the Northern Nigeria should be practiced by
the farmers to boast agricultural produce.
The relevance of the study to the present study which is climatic change as
a factor in the management of the UBE for quality assurance and standard in
Anambra state are both advocating for the means to mitigate the effects of climate
change disaster in Nigeria. Both studies emphasize on the danger behind the non-
adaptive strategies by Nigerians to weather variability such as over flooding,
erosion, drought and heat waves that are common in the country Nigeria today.
Studies on management problems
Oko (2009) carried out a research work on Management of the Universal
Basic Education on Primary School in Niger State. The main purpose of the study
is to ascertain how teachers perceive the management of primary schools by state
Universal Basic Education Board in Niger state. Four research questions and two
null hypotheses were formulated by the researcher. The researcher adopted a
survey research design. The population of the study was 4083 of teachers/head
teachers. This consisted of all primary school teachers and head teachers. The
sample size was 408 primary school teachers and head teachers, the head teachers
were 62 while there were 346 classroom teachers. The research instrument for data
53
collection was a structured questionnaire. In the analysis of the data, the researcher
used mean and standard deviation to answer the research questions while t-test
statistics was used to test the hypotheses at 0.05 level of significance.
The major findings of the study reveal that the state Universal Basic Education
Board does not fund the programme commensurately meaning that funds are
inadequate except that salaries of teachers have been, regularly paid. Secondly the
study revealed that SUBEB of Niger state has adequate supervisory unit which
comprised professional educators who usually supervised and submitted reports
monthly. The result is on agreement with the report given by the technical
committee established in each state for proper monitoring, co-ordination, training
re-training of teachers and provision of adequate instructional materials.
The relevance of the study to the present study is that in the management of
the UBE programme, a lot are still needed to be done in terms of inadequacy of
infrastructural facilities, poor funding by the government which affect the
programme towards achieving quality standards. Again, the relevance of the study
to the present study is that financial empowerment of the education managers of
the universal basic education programme encourages proper supervision of the
scheme.
Ibiam, (2003) carried out a study on The Role of Teachers in the
Management of the UBE Resources in Primary Schools in Enugu state. The main
purpose of the study is to ascertain how teachers utilize the resources of the UBE
programme in primary school in Enugu state towards achieving the goals of the
54
UBE for quality standards. Three researcher questions and one null hypothesis
were formulated to guide the study. The researcher adopted a survey researcher
design. The population of the study was 124 respondents which comprised part
time students and regular students. The instrument for data collection was a
structured questionnaire which was developed from the research questions by the
researcher. The instrument used for data analysis is frequency count and
percentage. This is done by rating 50% and above as positive and below 50% as
negative.
The major finding of the study showed that the financial resources are not meant
for the teachers to manage rather the human resources are left for teachers to
manage. The study also proves that it makes it practically difficult for the teachers
to achieve efficiency in the management of the Universal Basic Education
resources. Further, the findings also indicated that there was insufficient fund to
manage the UBE programme to be result oriented. The study also revealed that
even though the proliferation of private schools has affected primary school
management so much that the populations of children in public schools are
insignificantly poor compared with the number of teachers while the private
schools without qualified teachers are over populated.
The relevance of the work to this present study is that both studies consider
the provision of funds by the government very important to make the Universal
Basic Education a reality in the achievement of the objectives for which it was
designed. Again, the study will be of a help to the present study on the area of
55
human and material resources management to achieve effective universal basic
education programme set goals.
Ofoegbu, (2007) carried out a study in order to Identify Strategies for
Efficient Management of the Universal Basic Education in Primary School in
Anambra State. The main purpose of the study is to identify the strategies for
efficient management of primary school education fund in Anambra state. The
study was guided by three research questions and three null hypotheses. The
researcher adopted survey research design. The population was 2,350 which
comprises of the head teachers/teachers and the sample size was 719 drawn from
the entire population. The research instrument for data collection was structured
questionnaire. The instrument used for data analysis was the mean and standard
deviation to answer the research questions while the null hypotheses will be tested
with t-test statistics.
The finding revealed that participants are not satisfied with the way funds are
being managed and suggested of having a law that will require annual income and
expenditure account to be published by fund manager. In a simple expression the
UBE programme suffer lack of funds. The finding obviously stated that Universal
Basic Education programme lack provision of funds.
The relevance of the work to the present study is that it will be of a help in
understanding the importance of accountability by the education managers in
the management of the (UBE) programme to achieve the desired objectives.
Another relevance of the study to the present study which capitalizes on how to
56
mitigate the incidence of climatic change disasters to achieve the UBE
programme set objectives would also be of a help to strategize on efficient
management as the hallmark of the success of any programme designed toward
set goals.
Studies on quality assurance
Ayeni, (2012) carried out a study on Teachers’ Instructional Task
Performance and Quality Assurance of Students’ Learning Outcomes in Nigerian
Secondary Schools. The main purpose of the study was to examine the
relationship between teachers’ performance of instructional tasks and students’
academic performance in the teaching-learning process of secondary schools.
Three research questions and one hypothesis were formulated by the researcher to
guide the study. The study employed the descriptive survey design paradigm. The
population was 2,400 which comprised 60 principals, 540 teachers and 1,800
students. The sample size was 301 which comprise of 15 principals, 36 teachers,
250 students which were randomly selected from the entire population. The
instrument for data collection is structured questionnaires. In analyzing the data,
the mean and standard deviation will be used to answer the research questions
while t-test will be used to test the hypothesis at 0.05 level of significance.
The major findings revealed that the tasks performed by the teachers are the
preparation of lesson notes, writing of scheme of work, and periodic assessment of
students’ learning. The study also revealed that the tasks that are least performed
by teachers are researched into teaching and learning activities, improvisation and
57
usage of instructional materials. Further, the study showed that the majority of the
students perceived their teachers’ performance of instructional tasks as very
effective. The findings also showed that the relationship between teacher’s
instructional tasks and student’ academic performance is significant.
The relevance of this work to the present study is that both studies aim to
achieve quality standards in the nation’s education policy. The study will also be
of a help to the present study on areas of teacher’s own professional assignments
on preparation of lesson notes, periodic assessment of the students and
improvisation of instructional materials to assist in achieving the UBE programme
objectives. Both studies struggle to achieve quality standards in the nation’s
education policy.
Oloruntoyin (2011) carried a research work on Quality Assurance in Rural
Primary Schools in Oyo State Nigeria. The main purpose of the study is to
examine the quality standard of pupils teaching /learning in rural primary school
of Oyo state. Four research questions and two null hypotheses were formulated by
the researcher to guide the study. The researcher adopted survey research design.
The population of the study was 3, 000 which comprised of teachers and pupils in
the selected Oyo rural education zones. A random sampling was used in which 62
teachers and 248 pupils were randomly selected respectively. The instrument for
data collection was questionnaire developed by the researcher. The researcher
used the mean score and standard deviation in answering the research questions
58
and t-test statistics was used to test the two null hypotheses formulated for the
study at 0.05 level of significance.
The major findings of the study reveal that children in rural primary schools
in Oyo is not given equal opportunity to participate and benefit from qualitative
basic education in order to contribute to the nation’s development. The study also
revealed that despite the national policy on primary school education as the
foundation upon which educational system is built, is yet to achieve the set
objectives mostly in the rural areas.
The relevance of the study which was on quality assurance in rural primary
school will be of a help to the present study on climatic change as a factor in the
management of the Universal Basic Education Programme for Quality Assurance
and Standards as both advocate for means to ensure that quality education at basic
level is achieved. The study will also assist the present study on the areas of a
improving the basic education mostly in the rural areas in order to achieve the
UBE programme for children of school going age.
Summary of literature review
Literature review for this study was presented under conceptual framework
and review of empirical studies related to the various variables of this research
work. Concept of climate, concepts of climatic change, concept of management,
concept of quality assurance and climatic factors militating against the
management of the Universal Basic Education Programme and various definitions
given by some authors were reviewed under conceptual framework. It shows that
59
climatic change factors across the globe, particularly in Anambra state have far
reaching effect for quality assurance and standards in the managements of the
UBE programme
The review showed that climatic change disasters have deleterious effects
on the management of the UBE programme for quality assurance and standards.
As an abnormal variation in earth’s climate, it does not only obstructs the UBE
management but affects human lives, property and freedom through some
destructive factors like floods, erosion, rise in sea levels and drought among
others. The poor application of the preventive measures to these phenomena,
coupled with poor management of the UBE programme have made it practically
difficult in achieving the universal Basic Education programme (UBE) at quality
standards.
Further, the theories reviewed also indicated that contingency theory Visa-
vice the systems theory will be the best to adopt under state of emergency of
climatic change disasters. The system theory on the other hand will assist the
education managers to consider the system and its sub-systems in decision making
and management to achieve the best result.
In view of the reviewed studies, nine related studies to the major variables
of the study were reviewed and the findings and its relevance of the study to the
present study were stated. It was observed that no known study was carried out on
climatic change as a factor in the management of the Universal Basic Education
60
Programme for quality assurance and standards in Anambra state hence the gap
this work intends to fill.
61
CHAPTER THREE
RESEARCH METHOD
This chapter discussed the research design, areas of the study, population of
the study, sample and sampling technique, instrument for data collection,
validation of the instrument, reliability of the instrument, method of data
collection and method of data analysis.
Design of the Study
This research work adopted descriptive survey design. According to Ali,
(2006) descriptive survey is a type of study which aims at collecting data and
describing in a systematic manner, the characteristic features and facts about a
given population.
It is necessary to use this design because it uses a representative sample of
the entire population. Again, it will enable the researcher to collect data and
describe facts on the extent to which climate change as a factor militates against
the management of the Universal Basic Education programme for quality
assurance and standards.
Area of Study
The study was carried out in public junior secondary schools in Otuocha
Education zone of Anambra State. It comprises of four local government Areas
thus-Anambra East, Anambra West, Ayamelum and Oyi. These local government
areas among others are prone to weather disasters of over flooding and erosion and
they were highly submerged in 2012 flood disasters. The inhabitants of this area
61
62
are mainly farmers and fishermen due to their geographical location. They are
living at the coast of River Niger and that is the Major reason they encounter
weather disasters of over flooding and erosion. They are also educationally
minded people irrespective of the fact that they are living at the periphery of
Anambra state. As a result of this, many of the public schools in the area suffer
untold hardship mostly during rainy season as flood keeps them out of school
making the management of the UBE programme a difficult task in achieving its
set objectives at quality standards.
Population of the Study
The population of the study is 1,310 which comprises1,198 classroom
teachers, with 36 principals and 76 members of Anambra State Universal Basic
Education Board (ASUBEB).
Sample and sampling Technique
The sample size of the study is 262 (20% of the population) this comprises
all the 36 principals and all the 76 members of Anambra State Universal Basic
Education Board which were purposively selected while 150 teachers out of the
1,198 classroom teachers were randomly selected using simple random
techniques. This was done with balloting by replacement method by assigning
numbers to the subjects from the first subject to the last, so as to give equal
chance of representation. The researcher rolled papers and put in a basket and
reshuffled them and then asked the two groups of the people to pick from the
63
basket until the numbers of respondents were obtained. The rationale for selecting
this sample size is in line with Nwana (1982)who stated that if the population of a
study is in a few hundreds a 40% or more will do, if many hundreds, a 20%
sample will do and several thousands, a 5% or less will do (see appendix iii)
Instrument for Data Collection
The researcher constructed questionnaire titled “climatic changes as a factor
in the Management of the Universal Basic Education (CCFMUBE), for quality
assurance and standard and was used for data collection. It consists of two
sections, section A and section B.
The section A is designed to collect demographic data of the respondents
and section B is designed to collect data for answers to the research questions.
The questionnaire consists of 32 items structured on 4- point rating scale with the
following responses options, (cluster A, C and D) has response options of
Strongly Agree (SA) (4 points), Agree (A) (3 points) Disagree (D) (2 points),
strongly Disagree (SD) (1 point) respectively, while B has the response options of
Very High Extent (VHE) (4 points), High extent (HE) (3 points), Low Extent (LE)
(2 points), and Very Low Extent (VLE) (1 point) respectively.
Cluster A contains items, 1-8. This cluster addresses the climatic factors
militating against the Universal Basic Education management, while cluster B
contains items 9-16. This cluster relates to the extent to which climatic change
disasters affect the management of the UBE programme. Cluster “C” contains
items 17-23. The cluster relates to the challenges of climatic change in realization
64
of the UBE objectives. Lastly cluster “D” contains items 24-32, this cluster deals
with measures in combating climatic change disasters in the management of the
UBE programme.
Validation of the Instrument:
The instrument climatic change as a factor in management of Universal
Basic Education for quality assurance and standards was subjected to face
validation by three experts, two in Educational Administration and Planning and
one in Measurement and Evaluation, all from University of Nigeria, Nsukka. The
experts were requested to examine the instrument with regards to its relevance of
the items, appropriateness of the contents and representativeness of the various
areas of the study.
The comments and corrections made independently by the experts helped
the researcher to modify and produce the final instrument.
Reliability of the Instrument.
The validated instrument was trial tested using 20 respondents. It comprises
two principals and 18 public secondary schools teachers in Isoko south Local
government Area of Delta state which is outside the area of the study. To
determine the internal consistency of the instruments, Cronbach Alpha technique
was used for its analysis. This gave the reliability co-efficient values of 0.76 ,0.82,
0.71, and 0.83 bearing clusters A,B,C,D respectively and the overall reliability
value of 0.92 for the instrument was obtained. The result indicated that the
instrument is reliable and therefore considered appropriate for use.
65
Method of Data Collection
The researcher used the direct delivery and retrieval technique to administer
the instrument to the respondents. The services of two research assistants were
used for the distribution and retrieval of the instrument through the guidance of the
researcher to ensure safe handling. These research assistants assisted the
researcher in both the administration and collection of the questionnaires as soon
as they are completed by the respondents.
Method of Data Analysis.
Real limit of number was used in interpreting the analysed data.
Thus: 3.50 – 4.00 (SA) or (VHE)
2.50 – 3.49 (A) or (HE)
1.50 – 2.49 (D) or (LE)
0.50 – 1.49 (SD) or (VLE)
The research questions were answered using mean score and standard deviation.
The null hypotheses were tested using t-test statistics at 0.05 level of significance.
The decision rule for the hypotheses is that any calculated value which is less than
the critical value is considered not significant while any value that is greater than
the critical value is considered significant.
66
CHAPTER FOUR
RESULTS
This chapter presents the results of the data analyses based on the four
research questions and the two null hypotheses that guided the study. The results
were presented in tables according to the individual research questions and
hypotheses.
Research question 1: What are the climatic factors militating against the
Management of the Universal Basic Education Programme for Quality
Assurance and Standards in Anambra state?
The data collected with items 1-8 of the instrument which dwelt on the
climatic factors militating against the management of the universal basic education
programme for quality assurance and standards in Anambra state were used to
answer the above stated research question. Data were also analysed using mean
and standard deviation. Summary of the results was presented in table 1.
Table 1: Mean Ratings of Teachers/ Principals and Members of Anambra
State Universal Basic Education Board (ASUBEB) on their perception of the
factor militating against the Management of UBE Programme for Quality
Assurance and Standards.
66
67
Key:
X – Mean for teachers/principals
SD – Standard deviation for teachers/principals
DEC – Decision for teachers/principals
X1 – Mean for ASUBEB.
SD1 – Standard deviation for ASUBEB
DEC1 – Decision for ASUBEB
n – Sample
Teachers/principals
n = 186
Members of
ASUBEB
n = 76
S/N Questionnaire item X SD DEC X1 SD1 DEC1
1 Natural disasters like flooding is prevalent in the
rainy season
3.45 0.52 SA 3.61 0.54 SA
2 Erosion affects the infrastructural facilities and
equipment in school
3.47 0.66 SA 3.42 0.66 SA
3 Erratic or off the season rainfalls affect the
school curriculum and keep students out of
school.
2.98 0.76 A 3.27 0.67 A
4 Water pollution is usually associated with over
flooding caused by climatic disasters
3.48 0.61 A 3.59 0.57 SA
5 Depletion of ozone layer causes high
temperature which affects human existence as a
result of direct heat of the sun on the surface of
the earth.
3.00 0.76 A 3.39 0.57 A
6 Over flooding caused by excess rainfalls affect
food production for livelihood .
3.62 0.56 SA 3.62 0.57 A
7 Increase in global temperature affects the lives of
both plants and animals.
2.70 0.76 A 3.09 0.81 A
8 Windstorms affect the growth of trees and
flowers in the schools which reduces oxygen for
human existence.
2.43 0.81 D 3.09 0.81 A
Cluster mean 3.14 0.36 A 3.41 0.36 A
68
Data presented on table 1 show the mean rating scores of
teachers/principals on one hand and members of the ASUBEB on the other hand,
on their perceptions of factors militating against the management of the universal
basic education programme for quality assurance and standards. Based on the data
on the table 1, the teachers/principals rated items 1, 2, and 6 “Strongly Agree” the
items 3, 4, 5, and 7, “Agree” while item 8 “Disagree”. On the other hand, the
members of ASUBEB rated items, 1, 2 and 4 Strongly Agree, and 3, 5, 6, 7 and 8
“Agree”. The cluster means indicate that both groups of the respondents share the
same view that natural disasters affect the efficient and effective management of
the UBE programme for quality assurance and standards. The cluster means are
3.14 for teachers/principals and 3.41 for members of ASUBEB with corresponding
standard deviations of 0.36 and 0.36 respectively.
RESEARCH QUESTION 2: To what extent have climatic change disasters
affected the management of the UBE programme for quality assurance and
standards.
Table 2: Mean Ratings of Teachers/Principals and Members of ASUBEB on
the Extent at Which Climatic Change Disasters affected the Management of
the Ube Programme for Quality Assurance and Standards.
The data collected with items 9-16 of the instrument which dwelt on the
extent climatic change disasters have affected the management of the UBE
programme for quality assurance and standard were used to answer the above
69
research question. Data were also analysed using mean and standard deviation.
Summary of the results was presented in table 2.
Teachers/principals
n = 186
Members of
ASUBEB
n = 76
S/N Questionnaire item X SD Dec X1 SD1 Dec1
9 Drought affects the farmland which
reduces food production and increases
the cost of living.
3.34 0.70 HE 3.46 0.65 HE
10 over flooding damages school premises,
equipment and infrastructural faculties
3.44 0.72 HE 3.41 0.66 HE
11 Erosion causes damages on the surface
of the earth and renders people homeless
and hopeless.
3.51 0.71 VHE 3.38 0.66 HE
12 Global warming due to high temperature
affects the management of the UBE
programme.
2.66 0.77 HE 2.82 0.78 HE
13 High humidity which causes increase in
pest and disease infestation hampers
management of the UBE.
2.34 0.86 LE 2.51 0.83 HE
14 Wind erosion causes damage to school
structure.
2.12 1.03 LE 2.69 1.05 HE
15 Flood displaces people from their homes 3.35 0.92 HE 3.46 0.89 HE
16 Carbon monoxide emitted from
automobiles causes death of human
beings.
2.43 0.37 LE 2.66 0.85 HE
Cluster Mean 2.90 0.39 HE 3.05 0.49 HE
For the data presented on table 2, teachers/principals group on one hand
rated items 9, 10, 12, and 15 “High Extent” and item 11 “Very High Extent while
Items 13, 14, and 16 “Low Extent”. On the other group members of ASUBEB
rated items 9, 10, 11, 12, 13, 14 15 and 16 “High Extent”. The ratings of the items
of this cluster implies that the two groups of respondents are of the view that the
70
management of the universal basic Education is obstructed by climatic change
disasters such as erosion, over flooding, global warming, high humidity to mention
a few. The cluster means are 2.90 for (teachers/principals) and 3.05 for members
of ASUBEB in a four point rating scale with corresponding standard deviation of
0.39 and 0.49 respectively. This as well proves that natural disasters bedevil the
efficient management of the UBE scheme for quality assurance and standards.
RESEARCH QUESTION 3: What are the challenges of climatic change in
realizing of the objectives of the UBE programme in Anambra State?
The data collected with items 17-23 of the instrument which dwelt on the
challenges of climatic change in the realization of the UBE scheme in Anambra
state were used to answer the research question 3. Data were analysed using mean
and standard deviation. Summary of the results were presented in table 3.
TABLE 3: Mean Ratings of Teachers/Principals and Members of
ASUBEB on their Perception of the Challenges of Climatic Change in
Anambra State.
71
Teachers/principals
n = 186
Members of
ASUBEB
n = 76
S/N Questionnaire item X SD DEC X1 SD1 DEC1
17 People are dislodged from their homes. 3.39 0.51 A 3.65 0.51 SA
18 Adaptive measures are not fully
provided
3.47 0.55 A 3.43 0.55 A
19 Erosion menace prevents the realization
of the UBE objectives as a result of its
effects on school structures.
3.31 0.65 A 3.19 0.68 A
20 Over flooding destroys school plants as
well as residential homes.
3.53 0.62 SA 3.47 0.58 A
21 Burning of bushes affects rainforest. 2.84 0.74 A 3.20 0.55 A
22 Rise in sea level prevents access to
schools for monitoring or supervision.
2.52 0.86 A 3.39 0.68 A
23 Over flooding of school premises affects
the school calendar.
2.21 0.98 D 2.91 1.01 A
Cluster mean 3.03 0.41 A 3.32 0.41 A
Research question three
The data on table 3: show that the two groups of respondents independently
rated items 17, 18, 19, 20, 21 and 21 “Agree” while item 23 was rated “Disagree”
for teachers/principals group but “Agree” for members of ASUBEB. On the other
hand, they share the common view in all the other items that climatic disasters
such as over flooding dislodge those affected from their residential homes as well
as their areas of their engagements. Again, there is no proper application of
adaptive measures to the phenomenon. This affects the management of UBE
programme in achieving the desired objectives at quality standards. The cluster
72
means of 3.03 for teachers/principals and 3.32 for members of ASUBEB in four-
point rating scale with corresponding standard deviations of 0.41 and 0.41
respectively shows that natural events and human activities on the surface of the
earth pose a great threat to the management of the UBE scheme in achieving
quality standard as prescribed by the National Policy on education (FRN 2000).
RESEARCH QUESTION 4: What are the measures to apply in combating
the phenomena of climatic change?
The data collected with items 24-32 of the instrument which dwelt on the
measures to apply in combating the phenomena of climatic change in Anambra
state were used to answer the research question 4 above. Data were analysed using
Mean and standard deviation. Summary of the results were presented in table 4.
Table 4: Mean Ratings of Teachers/Principals and Members of ASUBEB on
the Measures to Apply in Combating the Climatic Change Disasters.
73
Teachers/principals
n = 186
Members of
ASUBEB
n =76
S/N Questionnaire items X SD DEC X1
SD1 DEC1
24 People should avoid burring of bushes and
cutting down tress.
3.50 0.56 SA 3.43 0.59 A
25 Joint media campaign on climatic change
should be organized.
3.63 0.48 SA 3.51 0.58 SA
26 People should listen to information about
climatic change and abide by the preventive
measures.
3.62 0.52 SA 3.68 0.47 SA
27 Seminars and workshops on climatic change
disasters should be organized.
3.56 0.59 SA 3.57 0.66 SA
28 People living around the disaster-prone
areas should re-locate their habilitation.
2.55 0.86 A 2.88 0.74 A
29 School around the disaster prone-areas
should be provided with mobile libraries.
2.37 0.87 D 3.02 0.92 A
30 Weather forecasters should be trained and
equipped for effective services.
2.55 0.83 A 3.26 0.76 A
31 School calendars in disaster-prone areas
should be made to suit the weather
conditions.
2.50 0.80 A 2.77 0.85 A
32 Children in flood prone areas should be
provided with security gadgets.
2.55 0.90 A 3.19 0.90 A
Cluster mean 2.98 0.42 A 3.26 0.38 A
From the data presented in table 4, the two outstanding groups of
respondents independently share the common view that (teachers/principals) rated
items 24, 25, 26, 27 “Strongly Agree” and items 28, 29, 30 .31 and 32 “Agree”
while the other group of the respondents, members of ASUBEB rated items, 25,
26, 27, “Strongly Agree and items 24, 28, 30, 31 and 32 “Agree.
The two groups strongly share the view that man-made activities contribute
to the climatic change disasters. They are of the opinion that joint media campaign
will create awareness among the people to minimize the disasters. The respondents
74
independently agree that some measures be adopted to improve the management
of the UBE scheme which according to them include organizing seminars,
workshops, conferences, relocating from the greatly affected areas and passing
serious information to others about the danger of climatic change disaster to
human lives and properties and the need for the provision of adaptive measures to
the disasters.
The cluster means are 2.98 for teachers/principals and 3.26 for the members
of ASUBEB with corresponding standard deviations of 0.42 and 0.38 respectively.
Hypotheses 1 (Ho1)
There is no significant difference between the mean rating scores of
teachers/principals and members of ASUBEB on the extent to which climatic
change disaster affect the management of the Universal Basic Education (UBE)
programme for quality assurance and standards.
Table 5: t –test Analysis of Teachers/Principals and members of
ASUBEB and Responses on the Extent Climatic Change Disaster Affected the
Management of the UBE Programme for Quality Assurance and Standard.
Variables n-262 Mean SD df t-cal level of sig. Dec
X
Teachers/ 186 2.94 0.42 260 -2.61 0.009 sig
Principal
Members of 76
ASUBEB
Key : df = Degree of freedom, t-cal = calculated value, Dec = Decision, NS =
Not Significant, Sig = significant.
75
Interpretation of Hypothesis 1 (Ho1)
Table 5 indicates the independent t-test analysis of the mean response of the
teachers/principals on one hand and the members of ASUBEB on the other hand,
on the extent to which climatic change disasters affect the management of the
Universal Basic Education Programme for Quality Assurance and Standards.
From the table, the items 9, 10, 11, 12, 13, 15 and 16 indicate that the
hypotheses do not significantly affect the management of the UBE programme
while items 14 does, however, the cluster t indicates that there is significant
difference in the mean rating scores of teachers/principals and members of
ASUBEB on the extent to which climatic disasters affect the management of UBE
scheme. The cluster t (-2.61) is significant at 0.009 which is far below 0.05 at
which the hypothesis was formulated. Therefore, the hypothesis is rejected.
Hypothesis 2: (Ho2)
There is no significant difference between the mean ratings of
teachers/principals and members of ASUBEB with regards to the challenges of
climatic change in the management of the UBE programme.
Table 6: t-test analysis of teachers/Principals and members of ASUBEB and
response on the Challenges of Climatic Change in the Management of the UBE
Programme for Quality Assurance and Standards.
76
Variables n-262 Mean SD df t-cal level of sig. Dec
X
Teachers/ 186 3.12 0.43 260 -4.97 0.000 sig
Principal
Members of 76
ASUBEB
Interpretation of Hypothesis (Ho2)
Table 6 shows the independent t-test analysis of the mean difference in the
response views of the teachers/principals and members of ASUBEB on the
challenges of climatic change in the management of the Universal Basic Education
programme for quality assurance and standards.
In the table, it is observed that items 17, 21, 22 and 23 are significant for
the decision cell in the table while items 18, 19, 20 are not significant and the
cluster t’ which determines all the items on the table above indicates that decision
do not significantly prove that there is significant difference between the mean
rating scores of teachers/principals and members of ASUBEB on the challenges of
climatic change in the management of the UBE programme in achievement of
quality standards such as displacement of people from their homes, damage of
lives and properties among others. The cluster t (-4.97) is significant at 0.00 which
is far below 0.05, upon which the hypothesis was formulated, therefore the
hypothesis is rejected.
77
Summary of the Major Findings
Based on the findings from both the teachers/principals and members of
ASUBEB on items of research questions and hypotheses formulated for this study,
the summary of the findings is hereby presented as follows:
Climatic change disasters such as over flooding and erosion which are
common events that occur during the rainy season greatly affect mostly those
living along the coast of River Niger/Benue in Nigeria due to the rise in sea level.
These disasters according to the findings from the education managers in Anambra
state pointed out that these climatic factors like flooding and erosion have
displaced so many people in the coast of River Niger, caused a lot of damage to
school premises, school structures, equipment and infrastructural facilities which
obstruct the efficient management of the UBE scheme for quality standard.
Again, quality assurance which comes from efficient management,
monitoring, evaluating and reviewing of a programme is yet to be achieved in
those areas affected by climatic change disasters. This has led to the extent of
obstructing the school curriculum as well as the school calendar as some schools
were closed down, children displaced out of school and sometimes render them
homeless and hopeless.
Besides, this situation has reduced the quality of education in Nigeria and
has also made the UBE programme not to achieve the desired objectives at quality
standards. This poses a challenge to the stakeholders, education managers and the
government according to the findings.
78
Further, some of the measures for improving the educational management
in the midst of these disasters according to the findings include; establishment of
adaptive strategies by the government, listening to information about the
phenomena and organizing seminars, workshops and conferences by some
agencies and the governments.
79
CHAPTER FIVE
DISCUSSION OF FINDINGS, IMPLICATIONS, RECOMMENDATION,
CONCLUSION AND SUMMARY
This chapter presents the discussion of the findings of the study,
conclusion, the implication of the research findings, recommendations, limitations
of the study and suggestions for further study. Discussions are made taking
cognizance of the research questions and hypotheses formulated for the study.
Discussion of the findings:
Climatic factors militating against the management of the UBE programme
for quality assurance and standard.
With reference to research question one which dealt with climatic factors
militating against the management of the UBE programme for quality assurance
and standards in Anambra State, evidence from the study shows that the
teachers/principals and members of ASUBEB share the view that climatic factors
such as flooding obstructs the management of the UBE programme for quality
assurance and standards; it displaces people from their habitation and usually
destroys lives and properties. According to these two groups of people they
contend that unless the climatic factors like erosion and flooding are properly
checked, educational management like that of the UBE programme cannot achieve
the desired goals due to weather disasters in some part of Anambra state.
The findings agree with the intergovernmental panel on climate change
IPCC (2007) that this climatic disaster across the globe is threatening human
activities in all ramifications. To achieve the UBE programme objectives in these
79
80
areas prone to climatic disasters, the human causal factors like combustion of
fossil fuel and burning of bushes in form of deforestation according to the findings
should be minimized or eradicated. The findings which proves climatic factors
militating against the management of the UBE scheme as a global issue beckons
for serious collaboration of the government with stakeholders, agencies and Non-
governmental organizations on relief missions to put heads together, to device
means to minimize its effects on the masses.. The finding is in line with Sjorberg,
(2002) who asserts that global scientific collaborations depend largely on the
ecosphere. Nigeria like other nations of the world is experiencing adverse effects
of the weather variability with negative impacts on the human development. The
persistent flooding according to the findings has kept many families homeless and
planless.
The extent to which climatic change disasters affect the management of the
UBE programme in Anambra state.
In view of research question two of the study which dealt with the extent at
which climatic change disasters affect the management of the UBE programme for
quality assurance and standards, the respondent share the view that the
management of the Universal Basic Education programme is usually hindered by
climatic change disasters such as over flooding, erosion and global warming. They
are also of the opinion that global warming which occurs through man-made
activities such as deforestation and combustion of fossil fuel can be mitigated
thereby reducing the gases flaring on the atmosphere which in turn solves the
81
problems of green house effects. The findings indicate that quality assurance and
standards cannot be achieved if the management of the UBE programme continues
to face the unpredicted effects of climatic change in Nigeria. In line with the
findings by the World Bank in (2007) who opines that Nigeria accounts for one
sixth of the world wide gas flaring which ranges to 40 million tons of carbon
dioxide in the atmosphere resulting to green house gases effects (GHGs). The
findings also agreed with David, (2003) that everybody on the surface of the earth
knowingly or unknowingly contributes to the causal factors of climatic change
disasters and therefore can be minimized.
The challenges of climatic change on the realization of objectives of the UBE
programme.
With reference to research question three which dealt on the challenges of
climatic change in the realization of the UBE scheme, the respondents share their
view that climatic change disaster such as over flooding displaces people from
their habitation, in their workplaces or children from their school programmes as
flood sometimes disengages school children from schooling. In such a situation
lives and properties are usually lost and the non application of adaptive measures
to the disasters exposes people to serious state of regrets. In the findings
according to the “State Disaster Relief Co-ordinating Committee” (SFDRCC)
(2012) advocates that the goals of the universal basic education are usually
interrupted by the challenges of climatic change disasters such as over flooding
and erosion making it difficult and problematic in achieving the quality assurance
82
and standards in the management of the UBE programme. Another insights
provided by the findings are that deforestation, emission of gases from automobile
engines and combustion of gases such as coal, gas and oil cause green house
effects, blocking of sewage channels by careless individuals also cause erosion.
The findings in line with Odjugo (2010), opines that climatic change is one of the
major challenges of our time and adds considerable stress to our societies and to
the environment.
The measures to apply in combating the phenomena of the climatic change.
Regarding the research question four of the study which dealt with the
measures to apply in combating the climatic change phenomena, the respondents
of the two groups for this study shared the view that human activities contribute in
no small measure to the climatic change disasters. Deforestation for instance,
contributes much by exposing the school structure to weather variability such as
windstorm and erosion. In their view people should avoid burning of bushes and
cutting down tress as well as reducing the combustion of fossil fuel like coal and
gases. Again, the respondents are of the opinion that some measures to be adopted
to combat the climatic change disasters includes the following: listening to
information about climatic change and abiding by the recommended preventive
measures; organizing joint media campaign on climatic change disaster and ways
to prevent it and adapting to the situation. The findings in line with World Health
Organisation (WHO) (2005) opines that one of the best ways to cope with the
disaster is to adapt to it especially to those circumstances that are natural such as
83
erratic rainfall that leads to the rise in sea level or any natural event that cannot be
totally avoided. The findings is in line with UNICEF, (2008), asserts that
prevention is better than cure; that is to prevent the incidence of climatic change
especially the preventable ones are the best measures to be adopted. Again,
adaptation according to the findings should be applied on those natural events. The
findings also advocates for the organization of seminars, workshops and
conferences to create awareness on climatic change disasters as means for
improving the management of the UBE programme for quality assurance and
standard in Anambra state.
Discussion of hypothesis one
Hypothesis one was accepted as postulated in the decision table as being
significant. This acceptance proves that teachers/principals and members of
ASUBEB are of the view that there is significance in the mean scores of both
groups on the extent at which climatic change disasters affect the management of
universal basic education programme for quality assurance and standards. Their
knowledge of how these disasters affect the UBE scheme will go along way in
adopting the preventive strategies to improve the management of the UBE
Programme in achieving the set objectives of the programme at quality standards.
This is obviously indicated by their independent responses to research question
two which are presented on table 5.
84
Discussion of hypothesis two
Hypothesis two was accepted as postulated in the table as being significant.
The acceptance of this hypothesis is not confusing as both the teachers/principals
and members of ASUBEB in decision column of cluster t table 6 of the
independent t-test analysis proves that there is significant different between the
mean rating scores of teachers/principals and members of ASUBEB on the
challenges of climatic change in the management of universal basic education
programme towards achieving the set objectives of the scheme at quality
standards. Their knowledge of this, is expressed by their independent opinion
coupled with the decision on table 6, proving positively that people are displaced
from their homes, schools, market places and workplaces coupled with loss of
lives and properties and adaptive measures are not commensurately provided.
Conclusion:
The following conclusions have been drawn that there is perception that
climatic change disaster such as over flooding and erosion affect the people living
in, the coast of River Niger in Anambra state, the over flooding/erosion affects to a
great extent the management of the UBE programme and the welfare of the people
living around the disaster prone-areas. The over flooding also affects the school
structures, premises, equipment and infrastructural facilities.
Further, the devastating effects of this climatic change phenomena has been
discovered that it has led to the displacement of these people from their residential
homes, loss of lives and properties water pollution, withdrawal of children from
85
schools among others. This incidence has made the management of the UBE
programme difficult and problematic in achieving the set objectives at quality
standards.
Again from the findings, climatic change poses a challenge to the
government, agencies, stakeholders, members of the community, education
managers such as teachers/principals and members/staff of ASUBEB since it has
remained a clog in the wheel of achieving the objectives of the UBE programme in
Nigeria, from the findings much is required in terms of funds and manpower
resources from the government.
Finally, the findings indicated that the measures for improving the
management of the UBE programme under climatic change disasters include: the
organization of seminars, workshops, conferences and holding public lectures or
enlightenment campaign to create awareness on the climatic change disasters.
Educational implication of the study
The findings of this study have some educational implications for the
teachers/principals, members of ASUBEB, agencies and government.
The results of this study reveal that climatic change disasters really exist in
Anambra state. With this the teachers/principals, members of ASUBEB; agencies
and government can understand why the management of the UBE programme in
Anambra has been posing difficulty task in achieving the UBE programme set
objectives at quality standards. This, however occurs as a result of the effects of
climatic change phenomena
86
The teachers/principals, members of ASUBEB, agencies both local and
foreign, stakeholders and the government should use the information to know how
to prevent or adapt to the disasters in order to achieve the UBE programme set
objectives at quality standards. This information about the climatic change
disasters can simply be acquired through the public enlightenment campaigns,
seminars, workshops and conferences.
The results have some educational implications for teachers/principals who
are the educational managers for effective and efficient management of the UBE
programme for quality assurance and standards. These findings are supposed to
dispose them to appreciate the need to improve in their professional performance
through the adaptive measures to climate change disasters in order to minimize or
prevent some unprecedented occurrence of weather variability so as to break
through in making the UBE programme a positive venture. The study reveals that
over flooding is one of the factors militating against the management of the UBE
programme for quality assurance and standards. It displaces people from their
residential homes, destroys lives and properties thereby obstructing the desired
educational objectives of the UBE programme. The educational implication is that
if the management of the UBE scheme for quality assurance and standards must
be achieved in Anambra state like all other states, the climatic change disaster like
flooding must be checked by providing the preventive measures, such as training
of experts for weather forecastion or predictions, coupled with the establishment
87
of adaptive measure to cope with the situation to achieve the UBE programme
objectives.
The study further reveals that the causal factors of climatic change are both
human and natural factors and as a result seems unprecedented and destructive.
This implies that serious steps must be taken by both individuals, education
mangers, stakeholders, agencies and the governments to address the issue of
climatic change phenomena which is a global issue. As a result of this, the
governments both states and federal and local government areas should budget
reasonable amount of money to combat the disasters in order to achieve the
educational objectives of the basic programme of the UBE for quality standards.
The educational implication of this is that the prevailing climatic conditions are no
longer suitable for the management of the UBE programme and this necessitate
the need for adaptation to the disasters in as much as it cannot be eradicated or
totally prevented as a result of its natural circumstances
Recommendations
In the light of the findings and the educational implications of the study, the
researcher makes the following recommendations thus
1. The government should involve the education managers in the campaign
for creation of awareness in climatic change through seminars, workshops
and conferences. This can be achieved through the recruitment of weather
88
forecasters, provision of adequate logistics and funds so as to increase
extensive coverage.
2. The Non governmental agencies should form pressure groups to challenge
various governments on the issue of enforcement of environmental laws
especially to arrest those who set bushes on fire or engage on deforestation
3. The government should enforce the effective use of the available gadgets
for communication about the climatic change disaster in order to reach the
grass-root levels as a public campaign for awareness.
4. Weather recording stations should be established in many communities as
soon as possible and extension officers should undergo training and re-
training programme to have a measurable knowledge of weather issues.
5. The members of the public should contribute to the waste management and
should avoid throwing used materials outside the stipulated places to
prevent blocking water-ways.
6. The ban on gas flaring in Nigeria should be vigorously pursued at National
Assembly to minimize the effects of global warming or green house-effects
in Nigeria.
7. A strong link should be established with foreign governments, research
institutes and organizations like the American National Aeronautics and
Space Administration (NASA) so as to facilitate the sharing of information
and knowledge on climatic change disasters in Nigeria as a developing
nation.
89
Limitations of the study
The study has some limitations encountered which include:
1. The questionnaires filled by some respondents were not properly done and
their responses may not prove the true position of the things in the area of
the study.
2. The difference in the location of the research areas is considered a
limitation to the study. This is because; generalizing the responses of the
respondents from members/staff of ASUBEB and those of the
teachers/principals on the same issue may not reflect positively the true
state of climatic change phenomena in Anambra state.
Suggestions for further studies
The following suggestions are made for further investigation or study
1. Investigation on climatic change phenomena should be extended to
encompass other areas of educational management in Nigeria.
2. Impacts of climatic change as a global phenomenon on the socio-economic
development of Nigeria.
3. Climatic change awareness among education managers and adaptation
strategies.
Summary of the study
The study was carried out to investigate the climatic change as a factor in
the management of the Universal Basic Education programe for Quality Assurance
90
and Standard in Anambra State. Four research questions and two null hypotheses
guided the study. Descriptive survey design was used for the study. Population of
the study is 1,310 which comprises of 1,198 teachers, 36 principals and 76
members of ASUBEB, the sample size of the study is 262 respondents comprising
of 150 teachers, 36 principals and 76 members of ASUBEB. a 32-item
questionnaire was administered to the 262 respondents. The instrument was
subjected to face validation by three experts, two in Educational Administrator and
planning and one in Measurement and Evaluation. The experts examined the
instrument and modified them to match; the validated instrument was trial tested
using 20 respondents which comprised two principals and 18 public secondary
school teachers in Isoko south local government Area of Delta state which is
outside the area of the study. In the determination of the internal consistency of the
instrument, Cronbach Alpha technique was used for its analysis, this gave the
reliability co-efficient values of 0.76, 0.82, 0.71 and 0.83 and the overall reliability
value of 0.92 was obtained. Real limit of numbers were used to interpret the data
while mean scores and standard deviation were used to answer the research
questions. The null hypotheses were tested at 0.05 level of significant using t-test
statistics.
The study revealed that climatic factors militate against the management of
the UBE programme for quality assurance and standards, that climatic factors such
as over flooding displaces human beings from their habitations, destroys lives,
properties, school premises, infrastructural facilities among others. The study also
91
indicated that some of the strategies to be adopted to climatic change factors in the
management of the UBE programme for quality assurance and standards include;
organizing public campaign against human causal factors such as throwing of
waste-materials that block water-ways, burning of bushes and deforestation,
holding seminars, workshops and conferences to create public awareness to
combat climatic change disasters.
Based on the findings, the researcher recommended that teachers/principals,
members of ASUBEB alongside other stakeholders, agencies, members of the
community and the governments should pay attention to information or the
happening of weather variability and apply the available preventive measures or
minimize the effects. Again, regular seminars, workshops, conferences or public
lectures should be held for everybody to minimize the danger of the disasters as it
has assumed a global stand in order to achieve our educational goals at quality
standard for which this study tends to achieve.
92
REFERENCES
Adelokun, D. (2004), Introduction to educational management, Ibadan: flourish
book limited, scepter prints
Adesina, (1990), Educational management Enugu: Fourth dimension Publishers
Company.
Agbo, M.O (2011) Incidence of climate and synergy building among agencies of
climate change management for improved agricultural productivity in
Kastina state unpublished Thesis: Faculty of Education UNN.
Akubue, H.U, (1991), Classroom organization and management; A five- point
strategy, Ibadan: Wisdom publisher.
Arubayi, E. (2007) Comparing Average Distance to school by students in Primary
and Secondary schools in Delta and Edo state and its effect on attendance
“DELSU” journal of educational Research and Development 4(1); 1-9.
Ayeni, A.J (2012) Teachers’ Instructional task Performance and Quality
Assurance of students’ learning” unpublished Thesis, Faculty of Education.
Babalola, S.K (2000). Blue print for the management of the universal Basic
Education at the secondary school level. Unpublished paper presented at
National Workshop organized by all Nigerian conference of principals of
secondary school, pp 2-16.
Bertalanffy, L. V. (1936). General system theory: New York: George Brazillen.
Boissiere, M. (2004) Determinant of Primary Education, outcome in Developing
countries Washington D. C; World Bank.
Cohen, J. and Uphoff, E. (1997). Educational administration, theory research and
practice, 6th
Edition, New York: McGraw Hill Press.
David, A.L (2003); Medical aspects of global
warming/h/tp.www/dismmt/com.Retrieved16/7/2009.
Eze, (2011) Administrative Constraints that impeded the implementation of the
Universal Basic Education Programme, Enugu State. unpublished Thesis
Faculty of Education, UNN.
93
Ezeugbor, G.I, Okuma, A.P and Nzonmwu, N.R, (2001). Reading in natural
sciences for university studies, Enugu: Arefabag Investment Publishers
Limited.
Federal Ministry of Education (1999). Blue print of the Universal Basic Education
(UBE) Programme.
Federal Republic of Nigeria (2000), Implementation guidelines for the Universal
Basic Education programme Abuja: Federal Ministry of Education.
Federal Republic of Nigeria (2004), National policy on education, Lagos:
publishers NERDC.
FGN/UNICEF (2003), Situation and policy of basic education in Nigeria,
National Report. Lagos: Federal Government Publication.
Food and Agricultural Organization (FAO,2005). World food
security:.www/fd/sea.h/tt.com.permit, Article.
Harvey. L (1999). An assessment of past and current approaches for quality in
higher Education Australian Journal of Education 43 (3). 237-250.
Hornby, A.S (2000). Oxford advanced learners dictionary of current English,
New York: Oxford University Press.
Ibiam, J.U (2001) Government Readiness for the implementation of the Universal
Basic Education Programme in Ebonyi state. unpublished M.Ed Thesis;
Faculty of Education, UNN.
Inter Governmental Panel on Climate Change (2007). Impact, Adaptation and
University London Cambridge University Press.
Jennifer, S.A (2007); Effect of climate change and sustainable development: paper
delivered at the symposium commemorating world Health Day. Sierra
leone. www.wd./peace/isu/hitt.com.permit Article. Retrieved 7/4/2008.
Modori, E.C (2007). Poverty, Hunger and Insecurity: file/inent/food:security/mut:
Nakpodia, E. D (2011) Integrative Funding and Effective Implementation of UBE
Programme in Central Senatorial district of Delta state Nigeria Journal of
Economics and international Finance, vol 3(3) pg: 157-167-
http://www.academic journal.org/JELF.
94
Nnadozie, J.C (2001). “Critical historical antecedents of Universal basic
education” Journal in education (1-2)
Nnwachukwu, C. C (2006) Management theory and Practice, Revised Edition,
Africana Feb, first Publishers Onitsha P. 3.
Nwachukwu, C.C (1992). Management Theory and Practice, Onitsha: Africana
FEB publishers limited
Obayan, P. (2000). National press briefing on the Universal basic education
(UBE) programme in Lagos.
Obi. E. (2003). Educational management theory and practice, Enugu: Jamoe
enterprises Nigeria.
Odjugo, (2010) General Overview of Climate Change Impacts in Nigeria Journal
of Human Ecology, 29 (10) pg 44-55, unpublished M.Ed Thesis faculty of
Education UNN.
Ofoegbu, (2007) Studies on Strategies for Efficient Management of the Universal
Basic Education Programme in Primary school Anambra State ,
unpublished M.Ed Thesis, Faculty of Education, UNN.
Ogbonnaya N. O (2010). Principles and applications of educational polices in
Nigeria: Nsukka; University Trust Publishers.
Ogbonnaya, N.O, (2009). Social and political context of educational
administration, Nsukka; Chuka educational publishers.
Ogunu, M.O (2000). Introduction to educational management, Benin City:
Mabogun Publishers.
Okebukola, P. (1996). Meeting the challenges of secondary school administration
in Nigeria. 2002 Edition.
Oko, C. N (2009) Management of the Universal Basic Education Programme in
Primary Schools in Nigeria, unpublished M.Ed Thesis, Faculty of
Education, UNN.
Okolo, A.N. (2001). “Perceived problems and prospects of the implementation of
the UBE by parents and teachers”. The Nigeria UBE Journal 1 (2), 339-
344.
95
Oloruntoyin, S. T (2011) Quality Assurance in Rural Primary Schools in Oyo state
Nigeria, unpublished M.Ed Thesis, Faculty of Education.
Ozor. N. (2009). Implication of climate change for economic growth and
sustainable development: African Institution for applied economics.
Peretomode V.F. (1996). Educational administration applied concepts and
theoretical perspectives: Lagos: Joja Educational Research and
Publications.
Raouf, A. (2008). Continuous improvement of higher education quality
http://www.acab.edu/accrediton/default.asps,http://www.abet.orgm/thebasi
cs.shtml.
Sjoberg (2002) The Human Impact on the Natural Environment: 4th
Ed. Blackwell
Publishers oxford.
UBEC, (2001). Universal Basic Education objectives, general background in
animal report of 2001. Abuja; Planning and Research Statistics
Department.
UNICEF (2008). Global warming and children’s Health htt/wb:news.com.
Retrieved 21/11/2008.
United Nations inter-government sponsored panel on climate change (UNISPCC),
(2008), world climate change report London: Cambridge university press.
United Nations Inter-governmental sponsored panel on climate change
(UNISPCC), (2008). World Climate Change report Cambridge University
Press, England.
WHO (2005), global warming: Implications Towards world Peace.
www.wd/peace/isu/hitt.com.permit Article. retrieved 11/6/2008.
Woodward. J. (1958). Management and technology, London: Her majesty’s
stationary office.
World Bank, (2003). Africa Rainfall and Temperature Evaluation system. World
Bank, Washington, D.C.
World Bank, (2005). Annual report (2005) on climate change.
World Bank (2007). Annual report (2007) on climatic change disaster
96
World Health Organization (WHO, 2002). Food security Issue:
ww/fd/sec/worldwide.com.
Zobaida, A. (2008). Quality assurance in secondary education programme of
Bangladesh open University: Present status and challenges (in Turkish)
Journal of Distance Education, 9 (2), 35-43.
97
APPENDIX A
Questionnaire on Climatic Change as a Factor in the Management of the
Universal Basic Education Programme for Quality Assurance and Standards
in Anambra State.
SECTION A: DEMOGRAPHIC DATA:
Respondents Status:
1. Teachers Head teachers Members of ASUBEB
2. Gender: male Female
3. Introduction: please indicate your opinion against each of the items by
ticking (√) in the column that reflects your views, using the following
options.
Key: For Cluster A, C and D, KEY: For cluster B
Strongly Agree ………….(SA) (4 Points) Very High Extent..(VHE) (4points)
Agree……………….. (A) (3 Points) High Extent……... (HE) (3points)
Strongly Disagree…….. (SD) (2 Points) Low Extent……… (LE) (2points)
Disagree……………… (D) (1 Point) Very Low Extent…(VLE)
(1point)
98
SECTION B: Information on Climatic change as a factor in the management of
the UBE Programme for quality assurance and standards.
Cluster A: Climatic factors militating against the management of UBE
Programme
S/N ITEM STATEMENT SA A D SD
1. Natural disasters like flooding is prevalent in the rainy
season
2. Erosion affects the infrastructural facilities and
equipment in schools
3. Erratic or off- the- season rainfalls affect the school
curriculum and keep student out of school
4. Water pollution is usually associated with over
flooding caused by climatic disasters
5. Depletion of ozone layer causes high temperature
which affects human existence as a result of direct
heat of the sun on the surface of the earth.
6. Over flooding caused by excess rainfalls affect food
production for livelihood
7. Increase in global temperature affects the lives of both
plants and animals
8. Windstorms affect the growth of trees and flowers in
the schools which reduces oxygen for human
existence
Key: For cluster B
Very High Extent……………………. (VHE) (4 points)
High Extent………………………….. (HE) (3 points)
Low Extent………………………….. (LE) (2 points)
Very Low Extent…………………….. (VLE) (1 point)
99
CLUSTER B: Extent to which climatic change disasters affect the management
of the UBE Programme.
S/N ITEM STATEMENT VHE HE LE VLE
9. Drought affects the farm land which reduces food
production and increases the cost of living.
10. Over flooding damages school premises,
equipment and infrastructural facilities
11. Erosion causes damages on the surface of the
earth and renders people homeless and hopeless.
12. Global warming due to high temperature affects
the management of the UBE Programme
13. High humidity which causes increase in pest and
disease infestation hampers management of the
UBE
14. Wind erosion causes damage to school structures
15. Flood displaces people from their homes
16. Carbon monoxide emitted from automobiles
causes death of human beings.
CLUSTER C: Challenges of climatic change disasters in realization of UBE
objectives.
S/N ITEM STATEMENT SA A D SD
17. People are dislodged from their homes as a result
of floods.
18. Adaptive measures on climatic change disasters are
not fully provided
19. Erosion menace prevents the realization of the
UBE objectives as a result of its effects on school
structures.
20. Over flooding destroys school plants, as well as
residential homes
21. Burning of bushes affect rainforest which causes
wind erosion and green house effects.
22. Rise in sea level prevents access to school for
monitoring or supervision
23. Over flooding of school premises affects the school
calendar
100
CLUSTER D: Proactive measures in combating climatic change disasters in the
management of UBE programme
S/N ITEM STATEMENT SA A D SD
24. People should avoid burning of bushes and cutting
down trees
25. Joint media campaign on climatic change should
be organized
26. People should listen to information about climatic
change and abide by the preventive measures
27. Seminars and workshops on climatic change
disasters should be organized
28. People living around the disaster prone areas
should re-locate their habitation
29. Schools around the disaster prone areas should be
provided with mobile libraries
30. Weather forecasters should be trained and
equipped for effective services
31. School calendar in disaster prone areas should be
made to suit the weather conditions
32. Children in flood prone areas should be provided
with security gadgets
101
102
103
104
105
106
APPENDIX C
TABLE FOR POPULATION DISTRIBUTION OF LOCAL GOVERNMENT
AREAS, NUMBER OF PUBLIC SECONDARY SCHOOLS, POPULATION OF
THE PRINCIPALS, TEACHERS, MEMBER OF ASUBEB AND THEIR
RESPECTIVE SAMPLE SIZES IN OTUOCHA EDUCATION ZONE OF
ANAMBRA STATE.
S/N Local government
areas
No. of
secondary
schools
Population of
principals
Sample of
principals
population
Teachers
population
Samples of the
teachers’
population
Population
members of
ASUBEB
1 Anambra East 10 10 10 383 48
2 Anambra west 7 7 7 200 26
3 Ayamelum 9 9 9 264 33
4 Oyi 10 10 10 351 43
Tota
l
4 L.G.A. 36 36 36 1,198 150
Source: Office of the planning, research and statistics unit. Anambra State
Universal Basic Education Board (ASUBEB)
107
Appendix D
List of public Junior Secondary Schools in Anambra East Local Government
Area of Otuocha Education Zone of Anambra state.
````‘
S/N
1 Father Joseph Memorial High School Aguleri
2 Justice Chinwuba Memorial Secondary School
Aguleri
3 Community Secondary School Umuoba Aguleri
4 Girls High School Umueri
5 Government Technical college Umueri
6 Community Secondary School Nardo
7 Community Secondary School Ifite-Umeri
8 Community Secondary School Igbarians
9 Community Secondary School Nsugbe
10 Col. U. S. S Enugu-Otu.
List of public Secondary Schools in Anambra West Local Government Area
of Otuocha education zone.
S/N
1 Community Secondary School Umueze Anam
2 Community Secondary School Ifite-Mmiata
3 Anam High School Oroma-Etiti
4 Christ the King College Umuem
5 Udama Community Secondary School Inoma-
Akaito
6 Community Secondary School Nzam
7 Community Secondary School Igbedor
108
List of public Secondary Schools in Ayamelum Local Government of
Otuocha Education zone of Anambra state.
S/N
1 Ogbe High School Anaku
2 Community Secondary School Omor
3 A.C.S.S Omor
4 Community Secondary School Igbakwu.
5 Community Secondary School Umumbo
6 R.S.S.S Umerum
7 Community Secondary School Ifite-Ogwari
8 Universal Secondary Schoool Omasi
9 Community Secondary School Umueje
List of public secondary schools in Oyi Local Government Area of Otuocha
Education Zone of Anambra state
S/N
1 Community Secondary School Awkuzu
2 U.S.S Awkuzu
3 C.C.S.S Ogbunike
4 S.M.C. Obunike
5 Community High School Nkwelle-Ezunaka
6 M.C.S.S Nkwelle-Ezunaka
7 Boys’ High School Nteje
8 Community Secondary School Umunya
9 P.S.S Umunya.
