This study appraised the resources for the implementation of the Senior BasicEducation programme in Enugu State. Six research questions and six null hypotheseswere formulated to guide the study. The study made use of descriptive survey design.The population of the study comprised 313 urban and rural public secondary schoolsacross Agbani, Enugu and Udi Education Zones in Enugu State. A checklistconsisting of 9 items was designed and administered to teachers in 43 urban and 102rural public secondary schools across Agbani Education Zone, Enugu EducationZone and Udi Education Zone forming 145 total sample for the study. The checklistwas face validated by three experts. Scorer reliability test was used to try-test theinstrument, yielding a reliability coefficient of + 1.00. The data collected wereanalysed using benchmarks provided in the minimum guideline for establishment ofsenior basic education school in Enugu State. The Chi-square (X2) – test statistic wasused to test the null hypotheses. The study found that B.Ed qualified teachers areavailable and adequate in urban public secondary schools in Enugu State for theimplementation of SBE programme; B.Ed qualified teachers are available in ruralpublic secondary schools in Enugu State but not adequate for the implementation ofSBE programme; infrastructural facilities are available in both urban and rural publicsecondary schools in Enugu State but, are inadequate for the implementation of theSBE programme; fund for SBE programme implementation is available in both urbanand rural public secondary schools in Enugu State but, inadequate. Based on thefindings, the researcher recommended that teachers not having the required minimumqualification of B.Ed should be encouraged to register for PGDE program in anyuniversity, government should continue to recruit teachers with the requisitequalification of B.Ed for SBE programme implementation, parents within eacheducation zone should throw their lot and help provide basic school facilities foreffective teaching, capital grant allocation for SBE programme should be improvedand increased by government to the SBE schools, and be supported by contributionsfrom philanthropists for successful Senior Basic Education programmeimplementation.xiii1
Background of the Study
Acquisition, provision and adequacy of resources for basic educationprogramme of any nation are instruments par excellence for smooth, efficientand effective instructional delivery. Teaching and learning cannot properly takeplace without educational resources. Okeke (2005) described educationalresources as varieties of materials, infrastructure, funds, space, land and peopleavailable for teaching and learning purposes; a collection of all that can be usedeffectively for enhancing teaching and learning. According to Federal Republicof Nigeria in her National policy on Education (NPE, 2004), educationalresources has been described as resources that improve teaching and learning,as they make teachers and learners to interact together. Educational resourcescan then be seen as all that can enhance teaching and learning for purposes ofefficiency and effectiveness. This implies that the planned national curriculumabout basic education cannot work out to effect national growth anddevelopment without resources for education. Any nation that genuinely wishesto attain greater height in national development will not compromiseacquisition, provision and adequacy of resources for basic educationprogramme implementation for her citizenry.