Evaluation of Implementation of International Education Policy on Universal Literacy (UL) as Perceived by Learners and Organisers in Cross River State; Nigeria

Roseline E. Tawo


The United Nations policy on Universal Literacy is one of its MDGs that participating nations are to attain by 2015. Nigeria being a signatory to this policy is affected; hence she introduced a nine year compulsory Universal Basic Education programme in her Basic Education Schools, as a major effort in attaining the UN target. However, available evidence on implementation of mass literacy programmes in Nigeria indicates that inadequacy of educational facilities and low commitments of the participants have tended to affect the attainment of set targets. It is postulated that, in order to formulate effective policy for attainment of UNUL targets, educational facilities and teachers, be based primarily on the peculiar needs and views of participants. Therefore, this study was focused on accessing the perception of teachers and students on the adequacy of educational facilities and commitment of teachers on the implementation of the scheme. Two hundred respondents were used. Ex- post facto design was adopted. A 20- item questionnaire constructed on a modified four-point Likerty-type scale was used. Data collected were analysed using simple percentages. The result showed that, instructional facilities and qualified personnel were in short supply in schools. Adequate instructional materials, student welfare and personnel training were recommended.

Keywords: Evaluation, International Education, Universal Literacy, Universal Basic Education.

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