CHAPTER ONE
INTRODUCTION
Background of the Study
It is today universally accepted that Education is the fountain and foundation of all wisdom, therefore, the importance of education in any community cannot be overemphasized. Education is the major factor for sustainable development as well as a strong pillar around which every other action revolves. This is because education is the most necessary and effective weapon identified by the world over advancement of human progress and development. For rapid socio – economics and social political development of Nigeria, education or at least the basic one is indispensable (Wales,1996).
The biggest obstacle that needs immediate attention in Nigeria and other developing countries is how to reach the unreached. Education wise, how to take education to the door steps of the masses. A lot of researchers found that between 65% to 70% of children do not go to school. From analysis made by stakeholders, it was obvious that the explanations advanced that low enrolment among others was mostly financial. Many parents find it hard to enroll their children in the school and where they do, many of the children do not stay to complete their studies due to financial problem, poverty and low level of awareness on the needs to send children to school. The Universal Primary Education (UPE) Scheme was the first attempt at the national level by government to establish a universal education programme in Nigeria. It was launched in 1976 by President Obasanjo, the then Military Head of State, compared to the Universal Basic Education (UBE) programme launched in 1999 (Isyaku, 2000).
The objectives of the UPE were more modest and directed by what was perceived to be the needs of the nation at the time it was; To ensure that every Nigerian child from age of six, attended primary school and remained therefore the next six years, under a free education scheme funded by the federal and state government (Obasanjo, 1999).
It is of interest to note that the UPE was not a total failure as general opinion tends to portray. This was so because the programme recorded and increased in the number of children in primary school from 6 million in 1977 when it started to `12 million in 1980 (Obasanjo, 1999).
The obstacle UPE faced, began from the middle of the 1980s were also acknowledged. The problems faced them were categorized in three broad groups. First, is the population explosion of the 1980s which led to sudden astronomical rise in the number of school age children who could not be accommodated within the existing school structure, this was in turn due to inadequate schools and acute shortage of trained and qualified teachers. Second was the decline in national revenue which militated against the allocation of sufficient funds for the expansion and quality improvement of the scheme. The third and final problem was political instability in the country which caused confusion in terms of what priority should be given to advance education at all levels for UPE to go beyond mere recommitment and for it to represent the actualization of the “expand vision”, all hands must be on deck (of those who lead, the led and those who stand between the leaders and the led) must occupy sincerity, transparency and accountability to implement the UBE programmes.
There was a world conference on education held in Jomtien, Thailand in 1991 which was popularly called Education for all (EFA). This conference was sponsored by the effort of some of the world organizations and attracted all the Ministers of Education from all the countries of the world. The outcome of the world conference on education was the recommendation of the concept of ‘Basic Education’ to be adopted by all countries in the bid to reduce dropout and illiteracy rates in every society.