Assessing the Implementation of Universal Basic Education Curriculum in Rural Basic Schools in Gwadabawa Education Zone, Sokoto State, Nigeria

Abstract

The paper assessed the implementation of universal basic education curriculum in rural Upper Basic Schools in Gwadabawa Education Zone, Sokoto State, Nigeria. The study aimed, among others to examine the level of implementation of UBE curriculum and find out the availability of teachers for effective implementation of UBE curriculum in the study area. A descriptive research design was adopted for the study. The population of the study consist of  46 principals and 370 teachers across 46 schools in the study area. A multi stage sampling technique was used to select a sample of 19 principals and 132 Teachers. The instrument for data collection was “Assessment of Universal Basic Education Curriculum Implementation Questionnaire and has content and face validity as well as  reliability index of 0.78.  Descriptive statistics of frequency, mean and standard deviation were used to answer all the research questions. Findings of the study revealed, among others, there was low level of curriculum implementation and teachers are not adequately available for implementation of UBE curriculum in the study area. The study recommended among others that the Universal Basic Education Commission and State Universal Basic Education Board should ensure that curriculum for all subjects are adequately provided to teachers in the area and teachers‘ capacity be enhanced through regular training for effective implementation and  government in collaboration with School Based Management Committees should ensure that teachers are employed and send to various schools in rural upper basic schools to address teachers’ shortage.