Comparative Analysis of Kaduna State Government and Unicef’s Basic Education Intervention Strategies

Description

– Comparative Analysis of Kaduna State Government and Unicef’s Basic Education Intervention Strategies –

Download Comparative Analysis of Kaduna State Government and Unicef’s Basic Education Intervention Strategies. Public Administration students who are writing their projects can get this material to aid their research work.

Abstract

The Universal Basic Education programme (UBE) launched by president Olesegun Obasanjo is a significant milestone in trading the problems militating against basic education in the country.

Critically, however, its scope does not include girl-child education specifically as it does to adult and non-formal education. This has led to the UBE being a gender-neutral intervention with dire consequences for universal enrolment, retention and completion.

Using primary and secondary sources of data collection this research assesses UNICEF’s Integrated Growth and Development (IGD) intervention strategies, vis-à-vis the Kaduna State Universal Basic Education programme.

Introduction

The role of education in the progress and development of any human society is a decisive one. In fact, some analysts may claim that the condition of educational delivery of a society is directly representative of the level of development in that society (Audu, 1999: 45).

As such, we can understand how the more developed societies of the world are also the more educationally developed. A country’s educational system provides the means through which relevant ideas are transferred from one generation to another.

These ideas provide the tools through which humans interact productively with their environment. The Nigerian government accepts, it would seem, this linkage between education and development.

To demonstrate the importance that the country attaches to education, the 1999 Constitution of the Federal Republic of Nigeria, explicitly provides in Section 18 (1) that “Government shall direct its policy towards ensuring that there are equal and adequate educational opportunities at all levels”.

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