By: Mosugu, Joseph Tegan.
This paper seeks to address the Nigerian system of free universal primary education under the Universal Basic Education program. By looking at Nigeria’s colonial history and the predecessor program of the U.B.E., the Universal Primary Education program (U.P.E.), this paper thoroughly examines the evolution of primary education in Nigeria. It addresses the implementation of providing free universal primary education and takes into consideration: cultural differences, national funding, social stratification and human capital. The purpose of this paper is to point out a disenfranchised system of collaboration that exists in Nigeria from the federal government to the local spheres of life. This disenfranchised system has been a result of an old ineffective mentality that fails to address and accommodate the needs and demands of the Nigerian populace. The question that arises is how than can policymakers ensure a system of sustainable, universal primary education. The lack of adaptability and the laissez-faire policies of leaders are the major hindrances to advancing universal primary education.
Most of my methodology in this paper is composed of qualitative data, but in reference to programs in the past, quantitative data is used to highlight progress made in education. Most of the evidence utilized is generated from educational specialists in Nigeria, with few accounts coming from the Nigerian populace when it comes to primary education applicable to specific groups of people in different parts of the country. The paper produces untraditional results due to the unconventional approach used in tackling universal free primary education.