Universal Basic Education and Educational Development in Okirika Local Government Area of Rivers State, 2010-2025

Lawrence; T. Solomon; Grace I. Etekochay; PhD

doi:10.56201/jpaswr.v11.no9.2026.pg79.98

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Universal Basic Education and Educational Development in Okirika Local Government Area of Rivers State, 2010-2025

Lawrence, T. Solomon and Grace I. Etekochay, PhD

Abstract

Education remains a fundamental driver of socio-economic development and human capital formation in Nigeria. Despite numerous reforms in the basic education sector, challenges persist in translating policy intentions into measurable outcomes at the grassroots level. This study critically examined how the Universal Basic Education programme has influenced educational development in Okrika Local Government Area of Rivers State between 2010 and 2025. The study was guided by two objectives, two research questions, and two null hypotheses tested at a 0.05 level of significance. It was anchored on Systems Theory and Good Governance Theory. The study adopted a survey research design, and data were collected through structured questionnaires and documentary sources. Descriptive statistics, including percentages, means, and standard deviations, were used to answer the research questions, while inferential statistics, specifically the Pearson Product Moment Correlation, were employed to test the null hypotheses at a 0.05 level of significance. The findings revealed that although several UBE policies and programmes were implemented during the period under review, their impact on educational development was moderate. The programme contributed to increased enrolment and some infrastructural improvements; however, challenges such as inadequate classrooms, insufficient instructional materials, uneven teacher distribution, weak monitoring mechanisms, and funding constraints limited optimal outcomes. The results further indicated significant relationships between UBE implementation variables and key indicators of educational development, including access, quality, and infrastructural adequacy. The study concluded that while the UBE programme has made measurable contributions to educational development in Okrika, systemic weaknesses in governance structures, accountability mechanisms, and resource management constrained its full effectiveness. Sustainable improvement in basic education requires strengthened institutional capacity, transparent funding processes, and enhanced community participation. The study recommended improved and timely funding with strict accountability measures, enhanced teacher recruitment and professional development, strengthened monitoring and evaluation systems, increased stakeholder participation in school governance, and sustained infrastructural development supported by proper maintenance frameworks. This study contributes to knowledge by providing context-specific empirical evidence on UBE implementation within a decentralized education system and by integrating Systems Theory and Good Governance Theory to explain policy outcomes at the grassroots level. It enriches scholarly discourse on educational reform and public policy implementation while offering jpaswr IIARD – International Institute of Academic Research and D l t practical insights for policymakers and education administrators seeking to improve basic education delivery in Nigeria.

Keywords

Universal Basic EducationEducational DevelopmentPolicy Implementation. Good GovernanceOkrika System Theory.

References

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Universal Basic Education and Educational Development in Okirika Local Government Area of Rivers State, 2010-2025

Abstract

Keywords

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