ABSTRACT
This study appraised the resources for the implementation of the Senior Basic
Education programme in Enugu State. Six research questions and six null hypotheses
were formulated to guide the study. The study made use of descriptive survey design.
The population of the study comprised 313 urban and rural public secondary schools
across Agbani, Enugu and Udi Education Zones in Enugu State. A checklist
consisting of 9 items was designed and administered to teachers in 43 urban and 102
rural public secondary schools across Agbani Education Zone, Enugu Education
Zone and Udi Education Zone forming 145 total sample for the study. The checklist
was face validated by three experts. Scorer reliability test was used to try-test the
instrument, yielding a reliability coefficient of + 1.00. The data collected were
analysed using benchmarks provided in the minimum guideline for establishment of
senior basic education school in Enugu State. The Chi-square (X2) – test statistic was
used to test the null hypotheses. The study found that B.Ed qualified teachers are
available and adequate in urban public secondary schools in Enugu State for the
implementation of SBE programme; B.Ed qualified teachers are available in rural
public secondary schools in Enugu State but not adequate for the implementation of
SBE programme; infrastructural facilities are available in both urban and rural public
secondary schools in Enugu State but, are inadequate for the implementation of the
SBE programme; fund for SBE programme implementation is available in both urban
and rural public secondary schools in Enugu State but, inadequate. Based on the
findings, the researcher recommended that teachers not having the required minimum
qualification of B.Ed should be encouraged to register for PGDE program in any
university, government should continue to recruit teachers with the requisite
qualification of B.Ed for SBE programme implementation, parents within each
education zone should throw their lot and help provide basic school facilities for
effective teaching, capital grant allocation for SBE programme should be improved
and increased by government to the SBE schools, and be supported by contributions
from philanthropists for successful Senior Basic Education programme
implementation.
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CHAPTER ONE
INTRODUCTION
Background of the Study
Acquisition, provision and adequacy of resources for basic education
programme of any nation are instruments par excellence for smooth, efficient
and effective instructional delivery. Teaching and learning cannot properly take
place without educational resources. Okeke (2005) described educational
resources as varieties of materials, infrastructure, funds, space, land and people
available for teaching and learning purposes; a collection of all that can be used
effectively for enhancing teaching and learning. According to Federal Republic
of Nigeria in her National policy on Education (NPE, 2004), educational
resources has been described as resources that improve teaching and learning,
as they make teachers and learners to interact together. Educational resources
can then be seen as all that can enhance teaching and learning for purposes of
efficiency and effectiveness. This implies that the planned national curriculum
about basic education cannot work out to effect national growth and
development without resources for education. Any nation that genuinely wishes
to attain greater height in national development will not compromise
acquisition, provision and adequacy of resources for basic education
programme implementation for her citizenry.
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Akinpelu (2002) observed that education is an instrument par excellence
for addressing issues like poverty, underdevelopment, population, governance
and other social concern. In 1948 the United Nations (UN) made declarations
on human rights that included the right to education (Ugwuoke, 2011). The
United Nations (UN) charter on Human rights was emphatic about basic
education and as such, many other global declarations about basic education
which are in line have been made such as:
The 1990 Jomtien world conference declaration of
“Education For All (EFA) by the year 2000, made in
Jomtien, Thailand; the New Delhi 1991 declaration of nine
countries of the world with the largest concentration of
illiterates of which Nigeria is one of them (E-9 countries);
the Arman Jordan Re-affirmation 1995 call for the forceful
pursuit of Jomtien recommendation of basic education for
all… (Okah, 2012: 103).
Most of the declarations affirmed basic education as a human