Sky Journal of Educational Research

Sky Journal of Educational Research Vol. 4(6), pp. 053 - 059, September, 2016
Available online http://www.skyjournals.org/SJER
ISSN 2354-4406 2016 Sky Journals

Full Length Research Paper

Resources availability and implementation of universal
Basic Education (UBE) Programme in Ikot Abasi
education zone of Akwa Ibom State
Bolapeju M. Agboola* and Aloysius, Noah
Faculty of Education, University of Uyo, Uyo P.M.B.1017 Akwa Ibom State, Nigeria
Accepted 19 August, 2016

The study was on resources availability and implementation of Universal Basic Education (UBE) programme in
secondary schools in Ikot Abasi Education Zone of Akwa Ibom State. Three research questions were raised.
The study adopted a survey research design. The study population was the 7 secondary schools in the zone. A
purposive sampling technique was used since the entire population was studied. A checklist, Universal Basic
Education (UBE) Act and a questionnaire (RAIUBEQ) were used to elicit information from 7 principals. The
instrument was validated by three research experts and reliability of the questionnaire was established using
Cronbach Alpha Reliability analysis which gave a reliability coefficient of 0.82. The data collected were analysed
using mean and standard deviation. The findings of the study show that most UBE schools do not have enough
teachers and the classroom blocks and desks/furniture available were not adequate to accommodate the
students. Furthermore, most principals get impress but not enough for the execution of meaningful project.
Based on the findings of the study, it was recommended that the Akwa Ibom State Government, should
adequately plan for UBE programme in the state by getting accurate data/statistics on human and material
resources and make provision for these resources.

Key words: Resources availability, implementation, universal basic education, school facilities, school fund.

INTRODUCTION

Universal Basic Education (UBE) is the transmission of
fundamental knowledge to all facets of the Nigerian
society, it has three main components Universal, Basic
and Education. Universal connotes a programme that is
meant for all facets of the society the rich, poor, the
physically fit and the disabled, the brilliant, the dull, the
regular students and the dropouts including every other
individual that is ready to acquire knowledge. The term
Basic relates to the base, take-off point, fundamental
and essential. It therefore shows that basic education is
the starting point in the acquisition of knowledge. The
*Corresponding author. E-mail: cetta_cettas@yahoo.com. or
bolaagboola11@gmail.com. Tel.:+2348060118244 or
+2348153518179.
Universal Basic Education (UBE) is a nine (9) year basic
education which aims to provide free and compulsory
education at the primary level and junior secondary
school level. The target population age is the school-
going age which FRN (1998) puts at 6 - 11 for the
primary school and 12 - 15 for Junior Secondary School.
According to the implementation guideline released by
the Federal Ministry of Education in 2000, the UBE
programme aims at achieving the following objectives:
1. Develop in the entire citizenry a strong consciousness
for education and strong commitment to its vigorous
promotion.
2. Provide free, compulsory, universal basic education for
every Nigerian child of school age.
3. Reduce drastically, drop-out rate from the formal
54 Sky. J. Educ. Res.
school system through improved relevance, efficiency
and equality.
4. Cater for the learning needs of young persons who, for
one reason or another have had to interrupt their
schooling through appropriate forms of complimentary
approaches to the provision of basic education.
5. Ensure the acquisition of the appropriate levels of
literacy, manipulative and life skills as well as the
ethnical, moral and civic values needed for laying the
foundation for life-long learning.
For the objectives outlined above to be achieved,
conditions outlined by Federal Ministry of Education
(2000) must be met. These conditions include:
i.) Enactment of necessary legislation;
ii.) Ensuring adequate funding;
iii.) Prudent Management of education funds;
iv.) Providing adequate infrastructural facilities;
v.) Providing enriched curricular;
vi.) procurement of textbooks and other instructional
materials;
vii.) Effective coordination of activities;
viii.) Taking proper care of teachers their recruitment,
education, training, retraining motivation and other needs;
ix.Regular supervision, monitoring and evaluation of the
scheme.
In order to determine the effectiveness and efficiency of
the UBE programme, the Federal Government of Nigeria
in 2004, instituted the Universal Basic Education
Commission (UBEC) as an agency saddled with the
responsibility of coordinating all aspects of the
implementation of UBE programme. The vision of the
commission is to promote uniform, qualitative and
functional basic education in the country. Its mission, as
an intervening, coordinating and monitoring agency is to
progressively improve the capacity of states, local
government agencies and communities in the provision of
unfettered access to high quality education in Nigeria.
Implementation of UBE programme of education as
stipulated by the federal government in its National Policy
on Education NPE (FRN, 2004), should be provided with
the following conditions by the government; provision of
school library, health scheme, counseling services,
resource centre, special teachers in Science, Technology
and Mathematics (STM), among others, there should be
a high level use of practical, exploration and
experimentation methods with the language of the
environment in the first 3 years and English language in
later years. For effective class control and teaching to
take place there should be teacher-students ratio of 1:35,
use of continuous assessment for promotion, supply of
suitable textbooks and instructional materials (FRN,
2004). Udoh (1998) stated that the selection and use of
educational resources depend on its availability, the
characteristics of the resources, the objectives of the
educational programmes, and the level of civilization of
that society.
The aims and objectives of the Universal Basic
Education programme which have been tried for a
decade in Nigeria and Akwa Ibom State in particular are
capable of being achieved if the government adopts more
appropriate approaches for improving public
enlightenment and social mobilization for full community
involvement, engage in data collection and analysis, get
experts involvement in planning, monitoring and
evaluating; handle prudently teachers recruitment,
education, training, retraining and motivating teacher for
high productivity, provide infrastructural facilities,
enriched curricula, textbooks and instructional materials;
improve funding and management of the entire process
(Umoren, 2011).
It is the proper coordination of the resources made
available to the Universal Basic Education scheme that
will produce quality graduates from the education
programme. School managers must carefully and
effectively handle educational resources and facilities
(money, materials and machineries including computers,
teaching technologies and internet facilities and
intellectual human resources) put under their custody
(Babalola, 2006). This is important because
accountability in education demands that rightly qualified
teachers be recruited in adequate quantity and deployed
to schools to perform instructional tasks. Money must be
made available for acquisition and maintenance of school
equipments and facilities such as school building,
furniture and instructional media among others. The
absence of men, money, and material or its short in
supply can jeopardize educational goal attainment.
Effective implementation of the Universal Basic
Education programme in Akwa Ibom State demands that
school resources relevant for the success of the
programme be made available.
LITERATURE REVIEW
This study is guided by Briggs Instructional System
Design Theory. Briggs (1971) postulated that one of the
unavoidable concerns in any educational system is the
development of an effective learning system. Briggs
(1971) further described an effective learning system as a
system with quality inputs, effective and efficient control
of the human, conceptual and technical skills for
profitable attainment of organizational goals as well as
outputs that are academically sound and vocationally
competent enough to create utility demanded by the
goals aspiration of the society. Briggs (1971) stated that
instructional systems must be designed to basically
ensure the attainment of the goals and aspiration of the
society particularly in a society that depends solely on the
formal educational system for its development. This
concern for the development of an effective learning
system cannot be over-emphasized especially in a

situation where a sizeable percentage of the national
wealth in Nigeria is invested annually in education (Briggs
1971).
For Gagn (1980), learning occurs when the student is
motivated to this motivation should be established with
the development, in student, of a process called
expectation a foretaste of the obtained reward when you
reach the understanding of new knowledge. The author
believes that the motivation is caused by stimuli that the
teacher plans for the purpose of start, activate and
maintain student learning (Moreira, 1999). So the
instruction is in fact a planning activity and execution of
external events, in order to influence the internal
processes (we can consider that internal processes are,
in fact, cognitive and affective) learning, to achieve
certain goals, allowing the capacity to be learned
(Moreira, 1999). Udoh (2007) observed that going by
instructional system design theory, the learning system
can be seen as an organized combination of people,
materials, facilities, equipment and procedures which
interact to achieve a goal. This has justified the adoption
of the instructional system design theory as the
framework for this study on resource availability and the
implementation of Universal Basic Education scheme.
In a learning system, people include students, teachers
and other school personnel, including inspectors and
administrators; materials include books, chalkboard,
chalk, photographic slides and prints, motion pictures,
audio and videotapes, facilities and equipment include
classrooms, learning carrels, offices, libraries, staff
quarters, laboratories, school vans, audiovisual
equipment (Tape recorder, power-point projector,
television monitors and so on) and computer as well as
methods of sequencing information, testing and materials
for interpreting data among others. Lack of these
instructional resources cannot support effective and
efficient instructional process and output in schools
(Udoh, 2007).
The teacher, therefore, do both the job of facilitating
learning through instruction previously planned tasks,
administered delineated, selected, organized, but also
supervise external events, with the objective of influence
the internal processes of learning, which includes the
motivation for the content (Moreira, 1999).
For Vygotsky (1987), the teacher has the fundamental
role of mediator in the acquisition of meanings, with this
exchange of meanings passed from teacher to student.
The student must then return to the teacher the meanings
captured and, finally, the teacher is responsible for
checking that these meanings are correct (MOREIRA,
1999). For this exchange occurs, the student must be
socially interacted in the learning process, without having
to create any embarrassment that do prevent the signs of
internalizing the teacher looking to spend (Lima, 2013).
Ukeje (1996) affirmed that teachers are the chief
implementation agent of the school curriculum and
Universal Basic Education programmes. All the wonderful
Agboola and Noah 55
and laudable policies made by educational policy makers
and curriculum planners are executed in the classroom.
The author maintained that the actual implementation of
Universal Basic Education programme takes place in the
classroom where the acquisition of knowledge, attitudes
and skills by the learners are made possible by the
teacher. To enhance this, Igbuzor (2006) observed that
the teacher must be prepared in such a way that he
would be able to present a pre-digest, planned,
systematic, sequential and controlled content and
methodology. This signifies that for quality education to
be realized, the teacher should endeavour to manage
learning materials effectively for maximum compliance
from the learners during instruction. The Federal
Republic of Nigeria (FRN, 2004) reported that at the time
the Universal Basic Education programme was launched
in 1999, a short fall or 300,000 was estimated in the
number of teachers needed to implement the scheme.
The National Policy on Education of the Federal Republic
of Nigeria (FRN, 2004) stated in section 4 item 19 B that
for effective teaching and learning, the teacher-pupil ratio
shall be 1:35.
The Federal Republic of Nigeria (FRN, 2004) stated
that since no education system may rise above the
quality of its teachers, teachers education shall continue
to be given major emphasis in all educational planning
and development. The minimum qualification for entry
into the teaching profession at the secondary school level
of the UBE programme is the Bachelors Degree in
Education. Ibe-Bassey (2004) reported that effective
training and qualification of teachers relate with proper
management and utilization of instructional media for
instructional communication. The same work also
reported that availability of media facilitate effective job
performance by qualified teachers. Furthermore, asserted
is that availability of school media and their utilization by
teachers ensures accountability in education (Ibe-Bassey
(2004).
The teacher sees to the effective classroom
management as well as interpretation and impartation of
intended learning outcomes. He considers the individual
differences, administers his lessons accordingly, it takes
to be an effective teacher for this to be recorded
(Mbakwem, 2005). According to Mbakwem (2005),
teachers for effective implementation of UBE programme
are such that; should be knowledgeable and have
mastery of the subject matter of each lesson, possess
psychological and emotional competencies, acquire a
repertoire of teaching skills and methodology and exhibit
proficiency in diagnosing students learning difficulties
and classroom management for effective
teaching/learning.
Isuagba (2003) stated that the academic qualification of
the teacher is significant in education delivery. The above
opinion identifies the need for trained quality teachers in
implementing UBE programme. Isuagba (2003) also
reiterated that teacher education is one of the principal
56 Sky. J. Educ. Res.
factors for programme implementation and national
development in any society.
There are many things that would contribute to the
success of an educational programme. One of such
things is the availability of good facilities and the
presence of a very good school plant. As put forward by
Adaralagbe in Akpan (2003) the right type of educational
atmosphere is one that consists of better school buildings
and teaching facilities.
Procurement or acquisition of facilities is not the end of
it all. Proper management and the maintenance of these
facilities do count so that they would continually support
teaching and learning (Udoh, 2008).
SUBEB (2009) report in the Akwa Ibom State Manual
for the 9 years UBE Scheme described school buildings
to include the classrooms, offices, libraries and play
grounds. These constitute the infrastructural facilities of a
school. Denga (1999) reported that for a school to be
considered as having minimum school plant to operate, it
must have the infrastructural facilities such as standard
school buildings, standard classrooms administrative
offices, furniture in the classroom and offices, toilet
facilities, water supply (pipe borne or dug-out well). Store
room for instructional materials, first aid office and first
aid box with essential drugs and materials for emergency
use, play-ground for recreational activities and a
workshop for instructional materials both hardware and
consumables. Adaralagbe in Akpan (2003) agreed to this
by saying that the right type of atmosphere required for
effective learning is the one consisting of better school
buildings, more and better teaching facilities. The author
maintained that excellent school facilities and dedicated
teachers are the basic ingredients of a good education
programme. Also, It cannot be assumed that functionally
designed school buildings, containing a wide variety of
modern teaching aids, will automatically improve the
quality of educational programme; the importance of
skillful teachers cannot be overstated.
Junaid (2004) observed that in order to achieve the goals
of UBE, classroom blocks in selected primary schools in
all the 36 states and the Federal Capital Territory (FCT)
are being built and renewed and so far, over 20000
classrooms and over 3000 head teachers office have
either been constructed or renovated. Udofot (2003)
commented that an essential task in the planning of UBE
scheme in Akwa Ibom State should involve a census of
existing infrastructure and facilities. Furthermore, they
should be assessed for their quality, appropriateness,
quantity and adequacy. The findings indicated that the
task of refurbishing dilapidated schools and buildings new
ones is indeed enormous.
In the SUBEB (2009) report on UBE Teacher Training
Manual, it described the maintenance of school facilities
as activities put in place to restore the physical conditions
of facilities. Obi (2005) stated that to maintain the school
plant the school needs to be kept clean by sweeping the
floor and grounds, cleaning the doors, windows, walls,
ceilings, repairing broken furniture and leaking roofs or
blown off roofs for teaching and learning efficiency. The
quality and quantity of the school plants has direct
influence on the attainment of the goals of educational
programmes. The scholar stressed that a conducive well
ventilated and good classroom structure, make for good
and meaningful teaching and learning but where there
are dilapidated buildings, partitioned classrooms as in
many secondary schools, where palm fronds are used as
ceiling and zinc, effective and efficient implementation of
UBE programme will be a mirage (Obi, 2005).
Fund means money in its various forms. Adequate
funding is crucial in effective policy implementation at any
educational level. With adequate funding, recruitment of
qualified teachers, instructional materials and suitable
facilities are provided for effective UBE programme
implementation. The secondary education sub-system as
the link between the primary and higher education level
prepares and processes its beneficiaries for the tertiary
institution so, the work at this level of education requires
funding (Omoregie, 2006). It had been recommended by
UNESCO that the education sub-sector should not have
less than 26% of the annual budgets of a developing
country like Nigeria. Free and compulsory education is
suffering financial set-backs in Nigeria and Akwa Ibom
State is not an exception because it was not adequately
budgeted for. The poor allocations to the education
sector are at variance UNESCO provisions, for instance,
the Federal Government of Nigerias budgets/allocations
to education in 2008, 2009 and 2010 were 6.5%, 6.0%
and 4.3% respectively while that of Akwa Ibom State
were 0.3%, 0.5%, 0.34 and 0.53 for 2008, 2009, 2010
and 2011 respectively (Federal Ministry of Finance,
2004).
Finance is a crucial factor that determines the extent to
which programmes are carried out. In the words of
Salami (2004), a plan without a large budget surplus will
get nowhere. Osokoya (2011) maintained that Universal
Basic Education (UBE) is free, compulsory and universal,
thus this project is a huge enterprise that ought to take a
substantial amount of the nations budget, if it has to be
well implemented. Onwuka (2004) noted that educational
programmes in Nigeria failed because of shortage or
inadequate funds to keep them afloat, school heads
found it difficult to procure funds to make Universal Basic
Education (UBE) programme work. Therefore, it is
important to note that money is needed for improvement
of instructional programmes, maintenance of physical
structure and equipment.
In an empirical study carried out by Ekpo (2005), using
a sample of 572 teachers from 26 secondary schools in
Akwa Ibom State to examine the influence of principals
financial management on teachers work performance. He
found that good financial management correlates
positively with teachers work performance. Ekpo (2005)
observes that school fund management as a sole
responsibility of the school head calls for prioritization of

Table 1. Result of Mean and Standard Deviation for availability of Teachers and Implementation of UBE Programme.
T e a c h e r s A v a i l a b i l i t y
Implementation
1. We have enough teachers to teach in all the classes in this school
The teacher to student ratio in this school is 1:40 as recommended by NPE
2. (2004)
Teachers teach on areas of specialization
3. One teacher handles more than one subject
4. Enough professional qualified teachers
5. Overall implementation
activities to allow for prudent expenditure. Udoh (2008)
added that finance is the basis of every other functional
activity.
Statement of the problem
Though the strides made by the Akwa Ibom State
government for the successful implementation of UBE
programme are commendable, however, it is sad to note
that barely two (2) years to the new target date (2015) for
the achievement of Education For All goals, drawbacks
are still vividly being observed (UNESCO 2006). It has
also been revealed that facilities such as books,
equipment, classrooms and furniture, libraries, workshop,
toilets facilities and laboratories are inadequate or in non-
existence (Jaiyeoba, 2007; UNESCO, 2006). This could
be as a result of leakages in the fund budgeted for the
implementation for the UBE programme or lack of access
to UBE grants.
The problem of this study is that as vital as educational
resources are in the attainment of school goals, how
these resources are available for the implementation of
the UBE scheme at the secondary school level in Ikot
Abasi Education Zone of Akwa Ibom State is not certain.
The question arising in this study is what is the level of
resources availability and implementation of the Universal
Basic Education programme at the secondary school
level in Ikot Abasi Education Zone?
Objectives of the study
The main purpose of this study was to determine the
level of availability of educational resources and
implementation of the UBE programme in Ikot Abasi
Education Zone. Specifically, the study sought to:
i.) Examine the level of availability of teachers and
implementation of the UBE programme at the secondary
school level in Ikot Abasi Education Zone;
Agboola and Noah 57
N M e a n Std. Deviation
7 1 . 0 0 0 . 0 0 0 0 0
7 1.0000 0.00000
7 1.0000 0.00000
7 3.0000 0.57735
7 2.4286 097590
7 1.5714 1.13389
7 9.0000 1.91485
ii.) Examine the level of availability of school facilities and
implementation of the UBE programme at the secondary
school level in Ikot Abasi Education Zone; and
iii.) Ascertain the level of the availability of fund and
implementation of the UBE programme at the secondary
school level in Ikot Abasi Education Zone of Akwa Ibom
State.
METHODOLOGY
A descriptive research design was adopted for the study.
The population of this study was all the 7 public
secondary schools comprising 7 principals and 196
teachers in Ikot Abasi education zone in
2014/2015session(SSEB, Uyo). The entire population
was studied as sample using purposive sampling
technique because of the small population. A Checklist
and UBE Act 2004 were used as research instruments.
The checklist was used to solicit for information on the
while the UBE Act (2004) served as a benchmark to
measure the level of implementation of UBE programme.
Mean and standard deviation were used for data
analysis. The decision rule taken for results interpretation
was as follows: The mean of the items scored = 3
(normative mean). Mean value of 3 and above = high;
Mean value of 3 - 2.5 = Moderate and Mean below 2.5 =
low
RESULTS
Entries in Table 1 show that teacher level of availability is
low with the mean value of 1.00. The aspect of
implementation reveals that teachers are not enough to
teach in all the classes (X = 1.00), the teacher to students
ratio is above 1:40 as recommended by UBE Act 2004.
The table also reveal that one teacher handles more than
one subject (X+2.42) and not enough professionally
qualified teachers. From this analysis, one can suggests
that the number of teachers are not enough for
implementation of UBE in Ikot Abasi education zone of
58 Sky. J. Educ. Res.

Table 2. Result of mean and standard deviation for availability of fund and implementation of UBE programme.

N Mean Std. Deviation

F u n d s A v a i l a b i l i t y 7 2.0000 0 .00000
Implementation
6. Principals receives impress regularly 7 4.0000 0.00000
7. Enough money to buy materials for practicals 7 3.0000 0.57735
8. The school never lacks money to buy chalk and other materials 7 1.0000 0.00000
The school fund is not always enough to maintain school furniture
9. The school fund is not always enough to meet the current expenditure throughout the term 7 1.7143 .048795
Overall implementation
10. 7 3.4286 0.78680

7 13.149 1.46385

Table 3. Result of mean and standard deviation for availability of school facilities and implementation of UBE
programme.

N M e a n Std. Deviatio n
F a c i l i t i e s A v a i l a b i l i t y 7 1.5714 0.53452
Implementation
11. Enough classroom/buildings 7 3.0000 0.00000
12. Well-equipped laboratory 7 2.1429 0.37796
13. Functional library 7 1.1429 0.37796
14. Teaching aids/instructional materials 7 2.5714 0.78680
15. Enough desk and furniture 7 1.0000 0.00000

Akwa Ibom State.
Data in Table 2 show that the level of availability of
fund is high with the mean value of 2.00. The overall level
of implementation is fairly high with a mean value of 13.4.
it also reveals that principals receive impress regularly
(4.00), have enough money to buy materials for practical
(3.00), but lack money to buy chalk and other materials
(1.00). There are not enough fund to maintain school
furniture (1.71) though they have enough money to meet
the current expenditure throughout the term (3.43).
Entries in Table 3 show that the level of availability of
school facilities is low with a mean value of 1.57. The
aspect of implementation reveals that the schools have
enough classrooms (3.00), no well-equipped laboratories,
(2.14) no functional library (1.14), fairly enough teaching
aids (2.14), not enough desk/furniture (1.00). The overall
input shows that the level of implementation is low (9.85).
Discussion of Findings/implications to educational
planning
Findings from the study shows that the UBE aspect of the
NPE has not been fully implemented as stipulated in
National Policy on Education (FRN, 2004). The policy
document stated that for effective class control and
teaching to take place there should be a teacher-
students ratio of 1:40. In most of the schools studied
reveal that the teacher-students ratio is above 1:40,
some ratio is doubled. The study also revealed that one
teacher handles more than one subject and some of
them are not professionally qualified. Udoh (2008)
observed that the introduction of UBE scheme increased
enrolment figures and this demanded increase in the
quantity of teachers needed for effective implementation
of the scheme. Mbakwem (2005) stated clearly that
teachers for effective implementation of UBE programme
are such that should be knowledgeable and have
mastery of the subject matter of each lesson, acquire a
repertoire of teaching skills and methodology and exhibit
proficiency in diagnosing students learning difficulties
and classroom management for effective
teaching/learning.
The level of funding as stipulated in the UBE Act (2004)
has been fairly implemented. The study reveals that
principals have not been getting their impress regularly to
meet the current expenditure throughout the term. It was
observed that principals lack enough funds to maintain
school furniture. Denga (2000) observed that in-spite of
the various sources of funding education in Nigeria and
increase in budgetary allocation to education, the UBE
scheme is critically under-financed. Osokoya (2011)
maintained that UBE is free, compulsory and universal,
thus this project is a huge enterprise that ought to take a
substantial amount of a nations budget, if it has to be
well implemented.
Finally, the study reveals that there are inadequate
school facilities to accommodate the large enrolment
figures, as stipulated in the NPE (2004) and UBE Act

(2004). As observed from this study, most of the schools
lacked desk/furniture for students to sit. Edem (2005)
stated that school buildings should be of appropriate
quantity, size and quality to meet the minimum standards
for promoting any meaningful teaching and learning.
Udofot (2003) commented that an essential task in the
implementation of UBE scheme in Akwa Ibom State
should involve a census of existing infrastructures and
facilities, assessment for their quality appropriateness
quantity and adequacy, so that new ones could be built or
dilapidated ones refurbished. This study is in line with the
study of Mbakwem (2005) who observed that some
secondary schools may have enough classrooms in
terms of the numbers of the available classes but not
enough tables, desks and chairs. Udoh (2008) noted that
the critical issue implicating against effective
implementation of UBE programme in Akwa Ibom State is
poor classroom furnishing as pupils nearly stand or sit on
the floor to learn.
Conclusion
Based on the findings of the study, it is evident that
availability of resources (teachers, facilities and funds) for
implementation of UBE in secondary schools in Ikot
Abasi education zone of Akwa Ibom state is at a low
level. Availability of resources both human and materials
plays vital role in implementation of any functional
learning programme. This vital role cannot be displayed if
these resources are inadequate, inappropriate and low in
quality.
Recommendations
The following recommendations are made based on the
conclusions drawn:
1) The Akwa Ibom state government should adequately
plan for UBE programme in the state by getting accurate
data/statistics on human and material resources.
2) The state government and other stakeholders in
education should make sure adequate fund and
necessary school facilities needed for the implementation
of UBE programme in public secondary schools are
provided.
3) The state secondary education board should recruit
and post enough qualified teachers to schools.
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