Arisi (2002: 307 – 309) identified the following as the constraints to the effective implementation of UBE:
1. Inadequate Educational Infrastructure: One of the problems that hinder an effective implementation of the UBE is the inadequate educational infrastructure to match the teeming population for formal education. This problem is highlighted by the lack of accurate population figures to aid the plan. Without accurate data there cannot be effective planning. This has affected the entire educational system. Where infrastructures are available, they are in a very bad state. Although the Government is renovating schools, there is more to be done. Teaching aids, laboratories, libraries, furniture and textbooks still need to be provided. Inadequate classroom building has resulted in over-crowding of schools. Class-sizes are usually too large for meaningful teaching and learning. Under this condition, pupils will not actually have their attention fixed on what is proposed in the class but on the many distractions that the whole environment provides. In the end, the pupils will learn very little. Effective and efficient running of schools to achieve necessary results can hardly be without adequate educational resources such as libraries, audio-visual aids, classroom buildings, so that memorization and regurgitation of facts will not become a permanent feature of learning as it has always been the case, especially in primary school.
2. Inadequate Funds: The inadequate mobilization of funds (from different sources) for the programme, as well as the failure to prioritize the use of available funds to cover areas that will really make a difference (teachers, girls’ education, infrastructure, equipment, textbooks etc.) and wasteful spending will be other obstacles for the UBE programme. In Nigeria, as in other African countries the financing of education is a major issue. Funds are needed for other areas competing for government’s attention. The funds are not readily available. Lack of finance or insufficient fund result in the absence of workshop for schools in training and retraining of teachers at all levels, inadequate provision of classroom buildings and laboratories. There are also the attendant problem of shortage of libraries and of stocking them with relevant up-to-date textbooks, as well as irregular payment of teachers’ salaries and allowances. Unless adequate funds are made available for education, it will be difficult for the UBE to achieve its desired results. The implementation of the UBE programme may fail if the issue of mismanagement of funds is not tackled. The ability of the managers of education to operate above board with funds meant for education will no doubt assist the implementation of the programme.
3. Need for Enriched Curricula: Pursuing the objectives of the UBE programme calls for enriched curricula in several dimensions. Some of the areas for attention include:
a. Laying the foundation for life-long learning;
b. The inculcation of appropriate levels of literacy, and numeracy;
c. Developing aptitude for practical work;
d. The acquisition of socially desirable life skills.
The aforementioned dimensions have implications for what should be taught in schools, the way and maner in which it should be taught, the school organization and the classroom work. They equally apply to all forms and conditions of out-of-school learning. Thus, unless adequate curricula are made and effective followed, the UBE programme is not likely to achieve its goals.
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