Awareness on universal basic education policy and out of school children phenomenon in Nigeria
Abstract:Basic education policy in Nigeria is free, universal and compulsory for the first nine years of schooling. The
policy envisaged a drastic reduction in the reluctance of parents/guardians towards basic education in parts
of Nigeria where the pursuit of qur’anic education remained predominant. So far, the free education
programme had yielded less than desirable results as the number of Out of School Children (OOSC) remain
largely and increasingly unacceptable, thus necessitating a study that investigated stakeholders’
perspectives on the extent to which awareness and the participation in schooling amongst school age
children has been achieved. Hence, the level of awareness and how stakeholders’ perspectives may be
impacting on universal basic education policy implementation vis-à-vis out of school children phenomenon
in Nigeria were examined. In fulfilling the objective of the study, the respondents’ perspectives were
obtained through a multi-stage sampling technique. The selection of the state was purpose driven; hence
purposive sampling of Kano State, and within Kano metropolis, North-western Nigeria, all the four Local
government within the metropolis namely: Taurani, Fegge, Nasarawa and Kano Municipal Council were
Local Education Authorities -LEAs were purposively selected. Further, 30 facilitators of qur’anic schools
who were selected from each of the 4 LEAs in Kano metropolis amounting to 120 facilitators (respondents)
that were sampled, and a structured questionnaire was administered to them. Findings revealed a high level
of awareness of stakeholders on the consequences of non-schooling. However, it was inferred that the
aged facilitators of the qur’anic schools could affect the effort and process of integrating basic education
programmes into the qur’anic schools thus exacerbating the exclusion of children from the formal
education worsening OOSC phenomenon. Recommendations were made as follows: that qur’anic school,
class-size, class-management and facilitations processes should be standardised, to enhance curriculum
integration and inclusiveness. Moreover, enlightenment of stakeholders be intensified.
Download File [ 0.35 MB ]