Constraints to the Effective Implementation of UBE

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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Concept of Guidance

Guidance is a process whereby an individual is helped to understand himself in all ramifications, so that he can effectively utilize his potentialities or talents. It is the assistance made available by competent counsellors to an individual of any age to help him direct his own life, develop his own point of view, make his own decisions, carry his own burdens (Uwaifo & Uddin, 2009). According to Egbochukwu and Iyamu (2000), guidance is that aspect of educational programme which is concerned especially with helping the pupil to become adjusted to his present situation and to plan his future in line with his interests, abilities and social needs.

According to Anagbogu (1992), Guidance involves personal help given by someone; it is designed to assist a person to decide where he wants to go, what he wants to do or how he can best accomplish his purpose; it assists him to solve problems that arise in his life. Guidance is a process which helps every individual to help himself, to recognize and use his own inner potentials, to set goals, to work out his own problems of development. It is a continuous process needed from childhood to old age; guidance is not separate from education but is an essential part of the total educational programme. It is broader than counselling and includes counselling as one of its services. According to Adugbo (2005), the two phases of counselling are 'adjustive' and 'distributive'. In adjustive phase, the emphasis is on the social, personal and emotional problems of the individual; in the distributive phase the focus is on his educational, vocational and occupational problems. Nwaokolo (2006) has described Adugbo's distributive phase as guidance and adjustive phase as counselling.

To Olayinka and Omoegun (2001), guidance programme is based on eight principles, which are:

1.  The dignity of the individual is supreme.

2.  Individuals differ.

3.  The primary concern of guidance is the individual in his social setting.

4.  The attitudes and personal perceptions of the individual are the bases on which he acts

5.  Individual generally acts to enhance his perceived self

6.  The individual has the innate ability to learn and can be helped to make choice that will lead to self-direction consistent with social improvement

7.  The individual needs a continuous guidance process from early childhood through adulthood

8.  Each individual may at times need the information and personal assistance best given by competent professional person.

Types of Guidance and Counselling Services

The various types of guidance and counselling services were identified by Olayinka (1993) and Idowu (1996) as:

1.  Educational Services: Educational service is aimed at assisting the students to make the best use of their educational opportunities. These opportunities include choice of the right subject combination, the educational programme where a choice is needed to help them study effectively in order to make students overcome examination anxiety and to plan a study programme effectively

Education is the greatest investment in human resources and can be appropriately delivered only by adequately qualified teachers. Since no nation can rise above the quality of its teachers, the provision of well-trained and equipped teachers in guidance and counselling is a major requisite for national development

2.  Vocational Services: Vocational services deals with problems of selecting, training and adjusting to occupations. Smith (1997) presented vocational counselling as a systematic study of each school leaver with a view to suggesting possible career or jobs. Super and Egbochukwu (2008) defined it as “the process of helping the individual to ascertain, accept, understand and apply the relevant facts about occupational world which are ascertained through incidental and planned explanatory activities”. The term vocational guidance is considered to be the process of helping a person match his personal attributes and his background with suitable jobs and employment opportunities (Idowu, 1996). Vocational service therefore, is aimed at helping students make good vocational adjustment, and to help facilitate smooth functioning economy through effective use of man-power.

3.  Personal Counselling Services: Personal services aim at dealing with interpersonal problems and problems of life adjustment with fellow students, parents and teachers. It also deals with psychological issues that tend to block academic achievements of students. According to Idowu (1996), personal service is a personalized services or interview between the counsellor and the counselee or client during which the client seeks expert assistance from the counselee regarding the solution of his problem. It is personalized in the sense that the client has a personal problem which requires privacy and confidentiality for discussion with helping experts. Such problems may include emotional problems, family problems, sexual difficulties or other psychological problems.

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Effects of Examination Malpractice

Effects of Examination Malpractice

Examination malpractice has a lot of catastrophic consequences on the students, the educational system and the entire nation. Examination malpractice could lead to loss of confidence in oneself, loss of self-respect, lack of self-esteem, lack of determination and hard work which are qualities required for truly great achievement (Akpotu, 1998). According to Oche and Achuk (2001), examination malpractice distorts the vital psychometric properties of any test with respect to validity and reliability, thus leading to the loss of confidence in evaluation which is a potential tool in decision making and policy formulation (Shonekan, 1996). This kind of situation deprives the access and the candidates alike the opportunity of determining how much knowledge the learner has actually acquired or how effective the teaching strategy has been in relation to desired objective of the curriculum and in identifying or diagnosing learners’ difficulties. Commenting on the effect of examination malpractice Afikpo (1996) observes that our future leaders having been forged on the fraudulent foundation of examination malpractices, there is no practical basis for expecting a future of social, political and economic sanity. There is therefore a strong suspicion that the alarming and endless series of scandals in homes, business, society and even religions may not be unconnected with the fact that the first generation of examination fraudsters have come of age and are now in position of leadership.

        In a society where examination malpractice is condoned youths and even adults lose incentive for hard work and dedication in school and at work. The society will eventually produce a generation of people who cannot feed themselves, let alone maintain the essential services that sustain civilization (Oruma, 1985).
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