หนงสอเรอง การออกแบบการวจย: วธการวจยเชงคณภาพ วธการวจยเชงปรมาณ และวธการวจยแบบผสม (Research Design: Qualitative, Quantitative, and Mixed Method Approaches) เปนหนงสอทเรยบเรยงเพออธบายเกยวกบความแตกตางของกระบวนทศนการวจยทง 2 แบบ ไดแก การวจย เชงปรมาณ และการวจยเชงคณภาพ และความจำเปนของประเดนปญหาการวจยทตองนำกระบวนทศนทง 2 มารวมกนหาขอคนพบเพอนำไปสผลการวจยทสามารถนำผลการวจยไปใชประโยชนไดอยางจรงมากยงขน เรยกวา “การวจยแบบผสมผสาน” ซงเปนหนงสอทอธบายวธการวจยทง 2 ประเภทไดอยางชดเจน และการรวมกนของกระบวนทศนการวจยทง 2 แบบอยางลงตว

Research Design: Qualitative, Quantitative, and Mixed Method Approaches

The four Visegrad states — Poland, the Czech Republic, Slovakia (until 1993 Czechoslovakia) and Hungary — form a compact area between Germany and Austria in the west and the states of the former USSR in the east. They are bounded by the Baltic in the north and the Danube river in the south. They are cut by the Sudeten and Carpathian mountain ranges, which divide Poland off from the other states. Poland is an extension of the North European plain and like the latter is drained by rivers that flow from south to north west — the Oder, the Vlatava and the Elbe, the Vistula and the Bug. The Danube is the great exception, flowing from its source eastward, turning through two 90-degree turns to end up in the Black Sea, forming the barrier and often the political frontier between central Europe and the Balkans. Hungary to the east of the Danube is also an open plain. The region is historically and culturally part of western Europe, but its eastern Marches now represents a vital strategic zone between Germany and the core of the European Union to the west and the Russian zone to the east.

Economy and Society

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Research methods in the social sciences

National policy on education

Ask yourself why the interviewer is asking the question they are? What are they trying to get at? For example, a question about multi-tasking implies that the position requires strong multi-tasking abilities and thus you will want to have clear examples to demonstrate your skills Employers want to know what your experience is in dealing with situations that may come up in their company Research the company and position qualifications so you can match your response to what they seek for the position Connect what skills you have developed in your past jobs and how it connects to the company/position "Tell me About Yourself" Present, Past, Future

사회사업 면접(Interviewing)

Nigeria’s first nationwide ‘free and compulsory’ primary schooling was introduced in the 1970s with the Universal Primary Educational policy. This policy was engulfed by chaos during its implementation, which invariably left behind many school-age children nationwide (Denga, 2000). The ushering of the democratic dispensation in 1999 witnessed the launch of a new scheme that came to be known as ‘Universal Basic Education’ (UBE). It is over a decade now since this new programme was implemented, yet there has been little demonstrated success or achievement. Although the programme was designed to address sectoral issues such as access to education, student retention, equity and education quality enhancement, the issue of access remains the biggest challenge. Access to basic education among Nigerian children of school age is still at the low level of 60%. More than eight million children of school age (six to 15 years) are still not in school (NUT, 2008; UBEC, 2004). The hope of meeting the United Nations (UN) Millennium Development Goals (MDGs), which aim to achieve compulsory universal basic education for all children by 2015, is in serious doubt in Nigeria because of the issue of access. It was against this background that this study investigated the bureaucratic structure of the UBE at the system level of policy implementation, and how this has affected access to UBE in Nigeria. This study used document analysis and interviews with the bureaucrats responsible for policy implementation in two geo-political zones and the Federal Capital Territory to assess how the level of alignment has affected the achievement of UBE implementation at the federal, state and district levels. It became evident from the data that the challenge of access in UBE implementation is attributable to bureaucratic and political issues. This study informs understandings of how education policy implementation operates in Nigeria. This study addresses the gap in the literature regarding the implementation of education policy and its effect on UBE policy. Recommendations have been developed for UBE implementation that seek to enable enhanced access to education among Nigerian children. Chapter 1: Introduction This research study explored the bureaucratic mechanism of the Universal Basic Education (UBE) policy implementation in Nigeria towards achieving ‘Education for All’ by 2015. This chapter presents the background information on Nigeria as a country and the developmental process of its education system since colonial dispensation. As indicated by the map in Appendix 1, Nigeria is located in Western Africa on the Gulf of Guinea and has a total area of 923,768 km 2 , making it the world’s thirty-second largest country. It is comparable in size to Venezuela, is about twice the size of California, and is one-third of the size of Western Australia. Nigeria has a varied landscape, with the most expansive topographical region being that of the valleys of the Niger and Benue River. The country is comprised of three large ethnic groups: the Yoruba, Hausa-Fulani and Igbo. The country’s official language is English, which is widely spoken, especially among educated people. Nigeria is a former British colony that has particular similarities in terms of educational structure with the Commonwealth of Nations. Nigeria gained her independence in 1960. Since colonial dispensation, education in Nigeria has played a unique role in the developmental process of the nation. Adesina (1986) acknowledged that much has happened to the country’s educational system—there have been changes, innovations and reforms all aiming to make education accessible to citizens. The characteristic zeal with which Nigerians yearn for education has accounted for the policy initiatives by the government, which have regarded education as an instrument par excellence for effective national development (NPE, 2004, p. 2). Despite the interest placed on education, there remain some challenging and contentious issues dominating the education sector—one of which, according to Omoyale (1998), is the issue of ineffectiveness in achieving education policy objectives in Nigeria since 1842. The government’s goal of reforming basic education since the introduction of Western education in Nigeria in 1842 has not been achieved because of the inept approach of the bureaucratic mechanism towards implementing educational policies (Adesina, 1986; Omoyale, 1998). Attesting to this was the launch of the Universal Primary Education (UPE) programme in 1955 and 1976. The 1955 policy initiative in the education sector was to provide free and compulsory education. It operated according to peculiar regional circumstances. In the north, education was free, but neither universal nor compulsory. In the east, it was bandied as a vote-catching slogan, but quickly abandoned, apparently due to lack of ‘resources’, since the term was interpreted narrowly to mean financial resources. In the western region, it laid the foundation for an educational road map for the other two regions established by the 1950 MacPherson Constitution (Illo & Bolaji, 2007; Obayan, 2012). The premium placed on education resulted in the citizens of this region being the most educated. An overarching assessment of the policy a few years after implementation revealed that it had failed due to the lack of a structural mechanism for implementation to address the issues of overcrowded classrooms, inadequate infrastructure and dearth of qualified teachers. The resultant effect was that it left behind an influx of school-age children because of the lack of facilities to accommodate them. The UPE policy of 1976 was launched across all the states of the federation and sought to address the issues that affected the 1955 educational policy. The policy was designed to expand access to education and increase the number of schools in the country. It also aimed to provide all school-age children free education in order to bridge the education gap and reduce the rising levels of illiteracy in the country. The implementation was launched with much promise, yet failed to achieve its goal of eradicating illiteracy because of inadequate planning and lack of an implementing mechanism, as identified in the previous policy. For example, Fafunwa (2004) mentioned that when the schools were opened to register students, instead of the 2,300,000 children expected, 3,000,000 arrived to be registered. Among the other factors identified by Fafunwa (2004) were the lack of qualified teachers and lack of consultation with local communities regarding providing education suited to children’s particular circumstances. It could be said that the policies failed largely due to the challenge of implementing the strategy and the bureaucracy’s inability to turn policy into practice. Aluede (2006) affirmed that the intent of the 1976 UPE was to make education free, compulsory and accessible to the citizenry; however, within a short period, the programme was aborted due to poor implementation at its inception. The ushering of the democratic dispensation in 1999 witnessed the launch of a new scheme that came to be known as ‘Universal Basic Education’. It has been over a decade since this new programme was implemented, yet there has been little demonstrated success or achievement. Despite a significant increase in terms of funding, financing, time and energy invested in this programme, coupled with international intervention to ensure effective and efficient implementation, the challenges have been great. Although the programme was designed to address sectoral issues such as access, student retention, equity and quality enhancement, the issue of access remains the biggest challenge. Access to basic education among Nigerian school-age children remains at the low level of 60%. More than eight million children of school age (six to 15 years) are still not in school. The hope of meeting the UN Millennium Development Goals (MDGs), which aim to achieve compulsory universal basic education for all children by 2015, remains in serious doubt in Nigeria because of the issue of access. This study explored the effect of the bureaucratic structure of implementing the UBE programme introduced in 1999 in relation to Nigerian youth’s access to basic education. The concept of access in this study is explicitly discussed in the background section of this study. The focus of this study is on the implementation of education policy in Nigeria since its return to democracy in 1999. Background to the Study Nigeria’s first nationwide ‘free and compulsory’ primary schooling was introduced in the 1970s with the UPE policy. The policy was engulfed by chaos during its implementation, which invariably left behind many school-age children nationwide. UPE was faced with the challenges of poor quality and inefficient education delivery (Denga, 2000). Sectoral issues of access, equity, student retention and quality enhancement were more pronounced in the system. Student absenteeism and dropout syndrome were serious problems, especially in primary schools, and there was ample evidence of poor performance of students as they moved up through the system. Table 1 shows the enrolment trends between 1990 and 1998, which indicate that there were increases in access to schooling by both genders until 1995, when there was a notable decline in attendance. In addition, throughout the entire period, there was inequality in the enrolment of boys and girls. Table 1 Enrolment Trends of Boys and Girls between 1995 to 1998 Year Boys (%) Girls (%) Total (%) 1990 76.4 59.1 67.7 1991 86.6 69.1 77.1 1992 90.3 71.9 81.1 1993 93.6 74.7 84.1 1994 89.4 83.2 86.5 1995 1996–1998 85.5 76.0 74.9 66.0 80.6 71.0 Source: Adapted from the statistics of primary and post-primary education in Nigeria, Lagos Federal Ministry of Education (1994/1995) and Lawal (2007). The dropout syndrome (the dropout rate of Nigerian children from school) prompted national, 

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Intent to Action: Overcoming Barriers to Universal Basic Education Policy Implementation in Nigeria

Although initiating public policy is sometimes a difficult task, the overriding challenge is the institutional willpower to see through policy decisions. As a major factor behind successful public policy determinations in the Western world, institutional willpower is absolutely necessary if the developing world is to gain an equal degree of functionality and relevance in the implementation of public policy decisions. Educational policy is a crucial example. Since the colonial dispensation, the characteristic zeal with which Nigerians yearn for education has accounted for various policy initiatives by the Government, which regards education as an instrument par excellence for effective national development (NPE, 2008). Despite this heavy focus placed on education, the troublesome implementation of policy decisions remains one of the most contentious issues dominating the education sector. The implementation of the ‘Universal Primary Education’ policy, introduced in 1976, was engulfed by chaos during its execution, which invariably left many school-age children behind (Omoyale, 1998; Denga, 2000; Bolaji, 2004, 2014). The subsequent arrival in 1999 of the democratic dispensation witnessed the launch of a new scheme that came to be known as ‘Universal Basic Education’ (UBE). It is over a decade now since this new program was implemented, yet there has been little demonstrated achievement (Bolaji, 2014). Drawing on insight from recent investigations into the effectiveness of the Universal Basic Education Policy implementation, this paper seeks to offer answers to the question of why policy regularly fails in Africa, with particular reference to Nigeria.

Why Do Policies Fail in Nigeria

This study examined the managerial structure of Universal Basic Education (UBE) policy embraced by the governments of African countries towards ensuring free, compulsory and uninterrupted access to...

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Management of universal basic education policy in the villages in Nigeria

This paper reports research which investigated the issue of access in the Universal Basic Education (UBE) and sought to know why access to education remains the biggest challenge with over 10.5 million school-aged children out of school in Nigeria (NUT, 2004; UBEC, 2004; UNICEF Report, 2015). Data for this study were collected through document analysis and interviews with 30 bureaucrats responsible for implementing UBE in two geo-political zones and the federal capital territory. According to the analysed data, the challenge of access in UBE implementation was attributable to bureaucratic complexity. Recommendations have been developed for UBE implementation that seeks to enable enhanced access to education among Nigerian children.

	Key words: Universal basic education (UBE), Bureaucracy, policy implementation, Education agencies (UBEC), tate Universal Basic Education BOARD (SUBEB) and Local Government Education Authority (LGEA), Nigeria.

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Stephen Dele Bolaji

Papers

Intent to Action: Overcoming Barriers to Universal Basic Education Policy Implementation in Nigeria

Why Do Policies Fail in Nigeria

Management of universal basic education policy in the villages in Nigeria

The Perils of Bureaucratic Complexity: Education for All in Nigeria.

Universal basic education policy implementation in Nigeria