GOVERNMENT POLICY AND IMPLEMENTATION OF UNIVERSAL BASIC EDUCATION (UBE) PROGRAMME IN IKA SOUTH LOCAL GOVERNMENT AREA OF DELTA STATE

ABSTRACT This study investigated government policy and implementation of the Universal Basic Education (UBE) programme in Ika South Local Government Area of Delta State, Nigeria. The research aimed to examine policy frameworks, implementation strategies, stakeholder participation, challenges, and outcomes of UBE implementation at the grassroots level. A mixed-methods survey design was employed, combining quantitative and qualitative approaches to provide comprehensive understanding of UBE policy implementation dynamics. The study population comprised all stakeholders involved in UBE implementation across 187 schools (165 primary and 22 junior secondary schools) serving 49,850 students in Ika South LGA. Using purposive sampling, 120 respondents were selected across six stakeholder categories: government officials (15, 12.5%), school administrators (25, 20.8%), teachers (45, 37.5%), parents (20, 16.7%), community leaders (10, 8.3%), and civil society representatives (5, 4.2%). Data collection utilized structured questionnaires, semi-structured interviews, and document analysis. Quantitative data were analyzed using SPSS 26.0 with descriptive and inferential statistics, while qualitative data underwent thematic analysis using NVivo software. Findings revealed significant implementation challenges, with funding inadequacy identified by 79.2% of respondents as the primary constraint, followed by infrastructure deficits (70.8%) and teacher shortages (62.5%). Policy framework analysis showed concerning gaps in stakeholder awareness, with only 37.5% demonstrating high familiarity with UBE policies. Stakeholder participation was suboptimal across all categories, with community participation rated as high by merely 16.7% of respondents. Despite these challenges, positive outcomes were observed in enrollment improvements (41.7% significant) and gender parity achievement (37.5% achieved). Statistical analysis confirmed significant positive correlations between policy framework clarity and implementation effectiveness (r = 0.67, p < 0.001), stakeholder participation and implementation success (r = 0.58, p < 0.001), and funding adequacy and implementation quality (r = 0.72, p < 0.001). All three null hypotheses were rejected, establishing significant relationships between key implementation variables. The study concludes that effective UBE implementation requires holistic approaches addressing policy communication, stakeholder engagement, resource adequacy, and coordination mechanisms simultaneously. Key recommendations include establishing comprehensive policy orientation programmes, developing unified coordination mechanisms, prioritizing education funding, implementing systematic infrastructure development, enhancing community mobilization strategies, and creating robust monitoring and evaluation frameworks. The research contributes empirical evidence on UBE implementation challenges at the local government level and provides actionable strategies for improving educational policy implementation in similar contexts.