LIST OF CONTRIBUTORS

Jamcs Mngutyo Medical Library, Benue State University Teaching Hospital, Makurdi

Otor Eriba Emmanucl PhD', Takema, Suzan R.' and Ojcnya Freedom 0.3 Department of Curriculum and Teaching, Benue State University, Makurdi,

Iorbee Michael Mlabaga', Fatoki, Joseph Olalya' and Ochedikwu,John Ochlnyabo' 2Benue State Science and Technical College, Makurdi , &0 •• Department of Vocational and Technical Education, Faculty of Education, Benue State University, Makurdi,

Nande, Boniface Kwaghkar, PhD! and Iorbee, Michael MlabagaZ

'&2Departmcnt ofVocational and Technical Education, Benue State University, Makurdi

Ikenna Paschal Okpalekc Katholieke Universiteit de Leuven, Belgium,

Zwawua Orfega Department of Human Kinetics and Health Education, Benue State University, Makurdi

Peter O.Agogo PhD, faci Department of Curriculum and Teaching, Benue State University, Makurdi, Nigeria

Mr. Solomon, Terkaa Myem Department of Vocational and Technical Education, Bcnue State University Makurdi.

Anyagh, P. I. Ph.D,! Anyor, J. W. Ph.Dl and Abakpa, B. O.Ph.D:' I. 2 & "Department of Science Education, University of Agriculture, Makurdi, 8enue State

Uzoka, Rose Ngozi PhD' and Onouuju, Alozie N.A. M.Edl

, "' 2Department of Educational Foundations Michael Okpara University of Agriculture, Urnudike

Labe, Ransome 1\,1.\ Lcvi-Iortyom, Doofan J.', Atsche, Pauline A,' andKudzah, Martins T.'

'Department of Clinical Psychology, Federal Medical Centre-Makurdi 2Department of General Studies, Federal Polytechnic Unwuna Afikpo, Ebony St~te 'Department of Psychology. Benne State University, Makurdi

r». Olubode, 0.0 Department of Human Kinetics & Health Education, Faculty of Education, Benue State University, Makurdi.

Ian Michael Ikyumen (Ph.D)' and Samuel S. Adamji, (Ph.Di , & 'Faculty of Education; Bcnue State University, Makurdi, Nigeria

Geoffrey Aondolumun Ayua' & Godwin Ohnh Ode' 'Department of Educational Foundations, Benue State University, Makurdi lUBE Junior Secondary School, Ichakobe-Ibilla ,Oju Local Government Area Benue State.

Bua, Felix Tcrhile Faculty of Education, Department of Educational -Foundations, Benne State University, Makurdi, Nigeria.

Aho, Victor K.

Department of Vocational and Technical Education Bcnue State University Makurdi

Eagle Prints Nig. Km 2 Gboko Road Makurdi. 08053398894,07037976537

sia Pacific Journal of Education, Arts and Sciences

NOTIFICATION OF PAPER ACCEPTANCE June 22, 2015

A. O. Agbo-Egwu and B. O. Abakpa College of Agricultural and Science Education, Federal University of Agriculture, Makurdi

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Published by the Mathematical Association ofNigeria (M.i\.N): Publisher of Abacus: (The Journal of Mathematical Association ot'N igcria)

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CHALLENGES OF UNIVERSAL BASIC EDUCA nON (UBE) FOR PRIl\1ARY MATHEMA TICS.

ru. CLEMENT O. AND ABAKPA., B.O Department of Agricultural and Science Education, University of Agriculture,

Makurdi, Makurdi Benne State, Nigeria:

ABSTRACT

This Paper took a cursory look at the Universal Basic Education (UBE) and its consequent challenges 10 the primary mathematics. This was done with specific focus on brief history of the primary education. the primary mathematics contents, fe;chers of primary Mathematics as well as mathematics methods relevantfor the USE programme. Key challenges were then clearly and specifically il'ehzized and conclusion made .

I. INTRODUCTION Human being 'and its society are dynamic This dynamism is usually or

in most cases sustained by the introduction of functional educational programmes. The Nigerian case therefore, is not unique. The history of Nigerian education is saturated' with programmes initiated by various governments at various t i rnc s with thc intention of setting changes for the purpose of optimising process and product (Fo in, 2001). Since the inception of western education in Nigeria, in the later part of 15111 century, various polices and reforms have been put in place to sharpen the educational system for thebetter (Oso ko ya , 1994). Among such reformatory polices include the 'education ordinance of 1887 and Phelps - Stokes report of 1922. The most recent being the 'Universal Primary Education (UrE) of J 976 and the 6 - 3 - 3 - 4 system that took off in 1982 .

Federal Ministry of Education (1993) opined that the Federal Government of Nigeria has adopted education as an instrument per excellence for affecting national de vc l o pmcnt. This is based on the fact. that investment in education is believed to he crucia-l in the fulfilment of socio-economic, cultural and political needs PI' [he nation. This is why the FME (1998) states that:

Education will continue 10 he highly rated in the nut ional development trl ans because e ducat i on is the most important instrument of change. {IS fundamental chunge ill lile intelle ct ual. a n d social o utlo ok to any society h as II) he prece de d bv (117 e d ucat ional revolution (p.8).

The Universal Basic Education (UBE) as launched on the lOlh of September, 1999 by the government of President Olusegun Obasanjo is another educational revo lurioi- geared towards leap-forging Nigeria into her proper position in the community of Nations in this present technological dispensation. The UBE is holistic and focuses on all-round development of the

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target .audicnce. The UBC lay strong emphasis on skill traini~&, .and acquisition for persons who had left school, before the, completion q~ their training for various reasons, or for ind ividuals who desired to update their knowledge and skill, with provisions made to be achieved through out-of­ school non-formal programmes. Obanya (2000) enumerated the objectives .a of the programme to include:

EI1.1'1Ire the acquisition of the appropriate teve!s ofl iter ary. numeracy, manipulative ... and civic value needed for laying (/ solid foundation [or life-long learning among others (p.6).

This implies that the proponents of the UBE programme have, in mind a programme that will solve the basic and fundamental problems of the Nigerian society. It equally envisages a universal education that will guarantee equity, equality and comprehensive development among the Nigerian people'. 'In pursuance Iof the i de a ls of the UBE programmes, there arise <I need for adequate focus on the primary (foundational) Mathematics. . .

Mathematics that is project oriented and characterised by interdisciplinary subjects and purposeful self-determination of themes and methods as well as themes in relation to everyday problem is efficient enough for a UBE Ptcgrarnme (Harbor Peters' 200 I). Mathematics actually provides an important key to understanding of the world in which we live in. It can enter our lives through a number of ways. which include: buying items in the market, reading a newspaper. timing a process or estimating a length among others. For mo st people, Mathematics is as wc l l used in their chosen profession. For instance, artists need to learn about perspccti yes. musicians need to appreciate the Mathematical relationships within and between different rhythms: economists need to recognise trends in financial dealings as well as engineers needing to take account of stress patterns. .

This paper therefore, focused on the challenges ~f primary Math~~atics to actual isi ng the intents of the UBE. This is done under the following sub­ headings: Primary Education in the U8E Programme, Pr irnary Mathematics for the UBE Programme. Teachers of primary Mathematics for the" UBE. programme and methodologies for teaching primary math'einaties in the UBE programme.

2. PR..IMARY EDUCATION iN EDUCATION PROGRAMME.

UNIVERSAL THE

The Addis Ababa conference of African Ministers of Education was held at Ethiopia in 1961. By this time. African coullt~i~s h~d just .begun to develop primary education. This was because they considered education so crucial to the development of African continent 111at' they' set 1980 as the target year for universal primary education. and also as the year when 'about 30% of the primary school enrolment ~vould be expected to attend secondary school. Following the Addis Ababa conference. many African couritries placed much emphasis on the quantitative development, of' education especially at the primary level. ' ' , ',..' ,.

in Nigeria. primary education was actually introduced ,in the' 18th century. long before Independence Day in October 1960 (Ohuche', i 989). With

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the realization of the i mpori au c c (,I' education, there were two abo rt i , c attempts at frec primary education by the then western and eastern regional govcrnme!1t~. Another visible effort, this time nation wide was the universal primary education, which came shortly bcfore the country's celebrated Nation,,\ Pot\cy on F<"!ucation first published in 1977. This policy has sprung from meaningful and constructive ucbatcs and seminars. Through the policy, Government cxpressed its wishes to usc education as a mean.', of transforming in a hurry al l aspects of the lives of Nigerians.

The National Policy on Education indicates that primary educati o n is the pillar on whici1 this new edifice must be huilt. Planned to last for six years for each learner, it is presented by the policy as that education offered in 5chools for children usually between the ages of six years and eleven plus. It i:-> ilL:,,,, r~"'(!('nted as crucjai to the success or failu~'e of the whole educat!onal system. Thus, the curricular pr"sc,,;ptio(1s for thIS level of the educati o nal pyramid have been given as literacy, numcracy, SCience, soci.al norms and values of the community and nation. Others include knowledge in health and physical education, moral and religious education, agriculture, home science. and creative and rn us i c al arts.

While the primary cducat i o n with c.o n sc q uc nt pr o grumm e s such as the UPE of 1976 and the 6-3-3-4 system of 1982 was more or less targeted at the formal education, the UBE programme go beyond that. The Universal Basic Education has been defined as the foundation for sustainable lifelong learning. It is aimed at providing reading, writing and numeracy skills. This programme comprised a wide variety of formal and non-formal educational actj vities and programmes designed to enable learners acquire functional literacy (Usman, 2002). Also . Salman (2002) stated that the UBE is intended to provide functional education for all at the pre-primary, primary and junior secondary school levels in trade and craft centres and for out-of-school youths and adults. Federal Mi n i st r; of Educat i o n (fME) (1998) categorically made mathematics as one of the cure subjects at the primary and junior secondary school levels. The i n c l u s i o n of permanent n umeracy as first among the goals for primary education st rcsxcs the need for every child to be mathematically literate. This 1'OSS(;S a scrio u s challenge to the learning and teaching of mathematics at the primary school level and the UBE in particular. This IS

because the UHE programmes recognises disadvantaged group such as: (i) The rural community (ii) The nomads and fishermen (iii) The disabled (i v) The street chi ldrc n (v) The boy drop-out Gnu (vi) The girl-child

3. PRIMARY. MATHEMATICS FOR THE U"HVERSAL BASIC EDUCATION PHOGRAMME. 'In 'al! countries. primary mathematics is expected to contribute to the,

objectives of. elementary education. This is why it becomes obvious, that any­ country that aspires for national growth in science, industries and technology must' notncgfcct mathematics. Neglecting mathematics is like n~glecting the in taking (breathing-in) of air. This is because mathematics knowledge is no}, only required in the study of sciences but also in the understanding of basic principles behind the study of sciences subjects. .

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From the goals of primary education, a conference' of mathematicians and mathematics educators developed tb e following" goals, for Nigerian primary schocil mathematics: (i ) Providing the child with the necessary basic skills in numeracy; (i i ) Exposing the child to ways of applying these skills' to .his/her problems (iii) Providing the chi Id with the basic manipulative: skills useful in ordinary

lifer , ,~I,· 'J"

(iv) Providing the child with the basic skills in logical thinking; i, I

(v) Introducing the child to the basic concept of spatial relationship:. (vi) Introducing the child to the basis of record keeping and aspect of

accounting (Benin Report, January 6 & 7, 1976). '; '';'''i~} , ' . . ' '.. . 'I;' ~.

, , ,With these goals and objectives, in m indv.F ederal Ministry of E_q4P~tipn! (985) developed a primary mathematics .curri culum, Tabf~, ;ll /i~n;'L,~~qlpk version of the common core, of the 'primary mathematics curriculum being: operated as at now. However, note that there is on going modificatlons.ofthe, mathematics curriculum in order to enable it suit the programmes of the UBE.'

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T bl 1 M . T d h . a e : aln OplCS an t err p acern en t " . i

SIN CONCEPT YEAR COVERED " .. "

1 2 .., 4, . 5: 6, .)

1. Number and numeration * * '" '" * " 'j<

2. Basic Operations in * * * * * I

>1<,

mathematics 'I

3. Measurement >I< >I< * '" * * 4. Practical and Descriptive '" * * >It'

Geometrv 5. Every day statistics * * * '" ~-- .. -

r I ! " ,

X .• raying the various concepts in line with the intents' of the UBE as it' affects the already idcnti fied disadvantaged groups win clearly' .depict "the': enormous challenges that face the activities (if primary mathematics." , ':

Number and Numeration " :c.This concept covers the whole numbers "and decimal fr'actiori's.: I f they:

are well explained and taught by local ized mathematics li't'e'ac'hbrs, the identified .di sadvantag cd groups w il l adeq uat c ly ,be helped: in their dai ly activities. For instance, the rural community-need to know :the'_;q{taEiy<~ntl'i quantity, of farm crops req u i red for planting. The nomads' also: des'ir~:;to'; kriow ' the number of cattle and sheep as we l.Las the nurnber iof'-Iabour lrequired 'to! take care of his animals. The fishermen require to know 'the 'number-of hooks: and other fishing inputs to enable them carry on with fishing activiti'es;' Both; the drop-out boy and the girl-child equally needed number-and: numeration.for' their daily quantification.

Basic operations This covers adequate knowledge of addition, subtraction, multiplication

and division. This helps the identified groups to h-: able to know when there is t)l~' need of increasing, reducing or doubling their daily economic act'iv ities', \d .. .quarc knowledge of sharing among and within them is also gained.

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t~: •... ~';;c.:: ' ~r:~~~ !~i!+'- ¥.~ i!; -- I~ ••

• '!i : - Me1\su1l"ement .

" ,h!~:; This involves the coverage of such areas as the usage of money, time, •• ar~:-~v;olume and weight. Knowledge gained in this area will definitely be of

great help to the groups in delineating:

(en>' "arefl of land for farming (rural farmers) '(iF)' areaof land for grazing (nomads) (iii) stretching of water to be covered with fishing lines (fishermen) (iv) various lengths, weights and areas to be utilized in raw materials

(skil ledand semi-skilled boy-child and girl-child). i o ;,' Geometry " ,

. Geometry at this level embraces the practical and descriptive tertdendes . It is geared towards' helping to develop the psychomotor skills of thrt!:(identified 'groups. Some of such skills may include sewing, metal works, bl~8k: and gold smith, shoe making; barbing and many other; activities 'commonly carried out by these groups. Geometrical experienceistherefore, of imhhinse' importance' tCl' the rural farmers, nomads, the' boy-child arid' tlicg ir l­ [child. Everyday. Statistics ,.:' ;; .. ; ·

. ';', : .. , This ~q~'Cep(~e~d~ ·to'b/e presented. in the form of picto gram, bar charts, , : Sirhp.k' experiments, .!. frequency tables, mean, median and' mode. The

kn~o~J~age and exposure gained from the activities involving' ev;;ry~'tY statistics . will help' in conditioning the identified groups 'for daily eventualities. It will equally help them to be formally integrated into normal life within the society, Their daily income could effccri vely be monitored thf~ugh the idea of mean, median, and. mode. That is. to 's'ay that their economic activities are effectively monitored mathematically. "': Now that it has become obvious that the entire activities of the targeted groups for the UBE are encapsulated by mathematics, the way and manner in ~~t~h .it should, be taught must be of paramount interest. The' person or p.~tsons engaged in its teaching should also be the concern of 'mathematics educators .'

41,.: TEACHERS OF PRIMARY MATHEMATICS IN THE UNIVERSAL ~I~' BASIC: EDUCATION PROGRAMMES v"!i; The..teacher.ihas been identified as a very important factor in the

~~9n:!s\"sAjen,t~fic,:·a.nd technological development (Igbokwe , .19(7). The implicatior, of'tthis: position is that the .qual i ty of any. education; programme is' ao{unctior',Qf,the:quality of those who execute and implement, the programme.' ~j.ahrl (1.990:) remai.ked. that teachers can make or Irar· an' educational Ptqogrammt; .. .The re I is . therefore, need for the> mathematics teachers!' to 'be ai!e;qMate;iy . eq ui pped : both i ntcl lcctually and pro fe ssi o nal ly to .errable him/her carry out the teaching of the subject. This is because,' the- :Jteati:'ih'T" of ~.:: . . ., . . 0

·m,~.lheniatics involves more than knowing and enjoying the subject. The ~.~thematics teacher must be able to motivate his/her studen:t!Fad!e·Cfu·a't!etjr·~as.

, "'~'~JIif}!;iiPtit!bl~. to. communicate his/her knowledge-of-the subject/matter! Apart IlfWri}ith~se-.Hhe/she .must.be conversant with th,~ ,)sychblog:y -and ;~ctUaf~r~ttic~ :{b.-:lb~ ,Cilas~room'i: _:J i .. , ;'( '.' . ','i . ,!

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Due to the nature of the UBE programme. the mathematics teachers need a good background in the contents of some high level mathematics. This" wi ll enable him/her to be able to continually improving him/herself through reading of some mathematics literature. This will position him/her adequately' to be able to incorporate new ideas and development in mathematics contents i

and instructions. It will equally position the mathematics teachers to be: up to date in mathematics language, symbolism as well as the structure of classroom presentations. This brings to fold that the primary mathematics teachers require more than mere knowledge of the subject. The mathematics teacher­ must be prepared to do considerably more than just "teach his/her subjects". there must be that knowledge of being able to select appropriate goals for instruction of individual unit and plan a variety of lessons' and units to achieve these goals. He/she must be able to stimulate the learning of mathematics by developing desirable attitudes of appreciation of mathematics and by teaching the students how to study mathematics independently. Again. the mathematics teacher must guide 1 he student on how to discover. mathematical concepts, build understandii g , accuracy as well as efficiency in computational ·skills. He/she must deliberately develop the' students' mathematics problem solving behaviour. The mathematics teacher here must as much as possible be localised. That is, he/she should come from among the people. This now leads to the consideration of pedagogical challenges.

METHODOLOGICAL CHALLENGES OF lEACHING PRIMARY MATHEMATI.CS IN THE UNIVERSAL BASIC EDUCATION PROGRAMME More often than not instruction in m athe mai cs classroom seems to be

barren and uni nspir i ng. This posses a centra: responsibility. on the mathematics teacher. Hogan (2002) had to assert that the teacher should therefore create situations that give much room to increasing the child's ,stock of experiences and concepts that will enable him/her to progress.' That is to say that in teaching, the mathematics teacher should adequately encourage the child to' form the right concepts early enough. In planning of the lesson; the exabt' lotatfBns need to be considered. Is it going to be indoor's' 0'( outdoors? Take cognizance of specific activities as well as the 'modi: of learning. i.e. whether group, class or individual task. Ohuche (1990) stated that elementary mathematics emphasizes thought and understanding of number, algebra . measurement, geometry and statistics. He was of the opinion that all these should spring from activities, experiences and real-situations or eq uipments. He was equally of the view that both discovery and explanatory techniques should be' used. The tcacher should then provide adequate opportunities for manipulation of materials accompanied by vcrbalizati -,n as' well 'as for conceptualization by means of discovery. Pupils therefore should be taught how to think about problems and thus gain confidence '0 confront new mathematics in their daily activities.

Since the UBE programme is primarily aimed at providing a life-long education to the beneficiaries, the primary school mathematics teachers must make the primary mathematics curriculum their companion (Betiku. 20(0). His/her teaching and teaching methods should be in consonance with the pupil's experience. The mathematics teacher should adapt and adopt ac ti vit ics that are peculiar to their localities. Considering the already identified groups. all and sundry must be actively involved in the proces\ of teaching and

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learning trausactions. The mathematics teacher necessarily needs to be creative: This is because he/she is dealing witl; people who are mor c or less in their natural env i ro nmc nt Hence the creative teacher needs to know what materials arc availab!c and 11<..)\\1 to usc these materials to enrich the learning of mathematical ideas. Despite being mathematics curriculum friendly, the teacher must be c re at i vc in his teaching approaches considering the nature of the UBE pro g ram m c . In this approach. he/she should write original problems, solve them. e st ab l i sh t h c o rc m s wit h original proofs. discover and state. relationship in his/her own language as well as draw an original design as a mark of a creative thinking. .'\ISll the mathematics teacher should communicate mathematical ideas in an original fashion through demonstration. pro o fs. exhibits p o c ms. research projects and giving further opportunities for originality. Finally. the development of a new numeration system. the building of an original model. or the discovery of a new idea or a new application of mathematics. all illustrates creative work at a high level.

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6. KEY CHALLENGES FOR PRIMARY MATHEMATICS IN THE llNIVERSAL BASIC EDUCATION PROGRAMME

From the foregoing. the following challenges become o b v i ous for the primary mathematics.

•• a)

b)

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L· L d)

e)

J f)

g)

Teachers of primary mathematics require cognitive. affecti ve and psychomotor competencies. Creative approach must necessarily he adopted in the teaching of primary mathcmat ic s since the target populations have different and peculiar environments! Vocational mathematics must necessarily be included in the on going curriculum restructuring of the UBE. Recently the Executive Secretary of the UBE Commission stated that vocational and. Technical education will formerly and fully be incorporated into the programmes, The vocational mathematics is expected to take different shape entirely, from the known business mathematics. Note that the then business mathematics was focused at the formal education beneficiaries. The mathematics curriculum and the activities contained in it must be the tcacher's companion. There should be a renewed interest by mathematic!', educators In research in the teaching and learning of mathematics. There should he sufficient training for primary mathematics teachers In pursuant for the special requirements of mathematics teaching. The challenge of more pupils with weaker skills in mathematics. demand that mathematics educator m us: evolve newer methods that will meet with to days probl c ms.

CONCLUSION At this j unc tio n, it has bc c o mc obvious that education is fundamental to

human existence. As a result of this, governments more nft~il than not embarked on rc vo lut i o nar y and reformatory programmes. Universal Basic Education is one \11' such programmes that is currently he iug put i'n place hy

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Be tiku. O. F. (2000). "Laboratory Teaching of Practical and De scr intive Geometry at the Primary School level". Issues on Mathematics: Annual Publication of STAN Mathematics Panel, 49 - 6].

the government or Nigeri:l. Co n s i dc rin g the important position of mathematics to the success of any educational programmes, the paper had to consider challenges the UBE pose to the Primary mathematics. This was done under five different sub-headings. They relate to consideration from the brief history of primary education in Nigeria to a clear itemization of key challenges to the pri mary mathematics in the I mE programme .

•• REFERENCES

Bajah , S.T. (1990). "Direction in Research in Science, Technology and Mathematics Education in Nigeria", 31 ,I Annual Conference Proceeding of STAN. J25 - J]5

federal Ministry of' Ldllcation (1991<). National Policy on Education Lagos: NERDEC Press.

Federal Ministry of Education (1985). National Mathematics Curriculum for Primary Schools. Lagos: federal Ministry of Information .

Fo i n , W. 000]). "Ac h i cvi ng Universal Basic Educ at i o u Goal at thePr imary School Level: Implication for Mathematics Teachers preparation and Distribution". 2()()] MAN Annual conference Proceeding. 69 - 77.

Harbor - Peters (2000) ... Mathematics as a Tool for UBE: Implication to the soc i e ty ". 200 I 1\·1 A N Annual Conference Pr o ccccii ng , 100 - 107 .

Hogan. 1. E. C. (2000). "TheTeaching of Gcornetr y in Schools", Issues on Mathematics: Annual Conference Publication of STAN Mathematics Panel. 3 ._ 19.

Ig bokwe , D. I. (1997). "Teacher Pc r fo rruance in Mathematics: Cor-rent Arc" Poorly Undc r s to o d by Primary School Pupils", .!.r:.,·TAN. 32( I &2) . 15 _ 2'0.

Obanya. P (2000). "Sustu i n ab i l i ty, Stability and Continuity: The UBE Response. /\ paper presented at the conference 011 UBE: liNN. 41h _ 6th July.

Ohuche, R.O. (19S9) "Applying Continues Assessment to the Primary Level , of Education", Development of Primary Schoo l Teacher Education: A

book of' Reading. Onitsha: Summer Educ auoual Publishers Ltd .

-,;" •........

Ohuche, R.O. (1990). l~xplor_L: Mathematics with your children. Onitsha: Summer Educational pu b l .she rs Ltd.

Osokoya, 1.0. (1994). 6--3-3-4 Education in_Ni_geria: History, strategics, Issues and Problem. lbadan: Laurel Educational publishers.

Report of Mathematics ConCcrencc held at Benin, Nigeria, January 6ti1&ii1

1976

Salman, M.F. (2002). "The National Policy on Education and its Implications for Mathematics Education in the Universal Basic Education Programme" AhaclI.I. 27( J), 9 - I R.

Usman, K.0,(2002). "The need to Re-train in-service Mathematics Teachers for the attainment of the objectives of Universal Basic EducatIon. Ab acu s . 27(1). 9 -- IX.

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