The impact of challenges of education for all on the provision of quality primary education in Nigeria: a case of Katsina State

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University of Dar es Salaam
This study examined the impact of challenges of Education For All (EFA) on the provision of quality primary education in Nigeria, focusing on the experiences of Katsina state. The study set out to achieve four specific objectives, namely to examine the effects of (i) shortage of qualified teachers on quality of student academic performance, (ii) inadequate physical facilities on the provision of quality of primary school education, (iii) poor teaching strategies on provision of basic skills and (iv) the extent to which poor continuous assessment practice affects students’ performance on learning basic skills. The study used exploratory and analytical design, and employed qualitative method with element of quantative data. The study involved a total of 152 respondents including 45 primary school teachers of class six (6), 15 education leaders, 15 Pupils, 2 government officials, and 75 Parents. Probability and purposive sampling techniques were used. The primary data were obtained through questionnaire survey, interactive session, interview, FGD, and observations. Secondary data were elicited using documentary review from 15 public primary schools in Katsina state. Descriptive statistics frequencies were used from computer software (IMBSPSS 22 version). Qualitative data were subjected to thematic analysis. The study findings established that teachers were qualified, but they were inadequate. The findings demonstrated further that lack of enough teachers resulted into heavy workload for teachers and overcrowded classrooms; consequently, pupils were not able to read, write or communicate effectively. The physical facilities were inadequate, thus lowering the quality of education provided and teachers’ motivation. The study findings evidenced that the teaching strategy was poor because of inadequate teaching materials. These challenges lowered teachers’ morale, damaged the school image, as well as students’ progress. The findings on the continuous assessment (CA) indicated that CA was poorly conducted, thus causing stress and anxiety to both teachers and pupils. Parents were also affected because they had spent time in assisting their children on CA tasks which affected their economic productivity. The study concludes that although the teachers were qualified but inadequate in terms of number and areas of specialization. The physical facilities were available but not adequate. The study recommends that, the State Universal Basic Education Board (SUBEB) should initiate sustained training and retention programmes for teachers. Physical facilities need to be improved by the state government as stated in the UBE Act of (2004). There is also a need for sustained research on the viability of Education For All (EFA) given the status of periodic state economy. There also a need for further research on the impact of EFA on the quality of junior secondary schools in Katsina state, Nigeria.
Available in printed form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LB1525.N6R334)
Education, primary, Education, Katsina state, Nigeria
Rafindadi, S.M (2018) The impact of challenges of education for all on the provision of quality primary education in Nigeria: a case of Katsina State.Doctoral dissertation, University of Dar es Salaam, Dar es Salaam.