THE UNIVERSAL BASIC EDUCATION FOR SUSTAINABLE DEVELOPMENT: IMPLICATIONS FOR PERSONS WITH SPECIAL NEEDS
Obiyo, N. O. (Ph. D) & Okigbo, D. N.
Department of Educational Foundations
University of Nigeria, Nsukka
The study investigated the implications of Universal Basic Education for sustainable development on persons with special needs. The study was guided by three research questions and one hypothesis. The study adopted a descriptive survey research design. The area of study was Nsukka education zone in Enugu State. The population of the study was 1744 respondents in the 60 public secondary schools in Nsukka Education zone. A sample of three hundred (300) consisting of 60 principals and 240 teachers was used for the study. The instrument for data collection was a questionnaire. The research questions were answered using mean and standard deviation. The null hypothesis was tested using t-test at 0.5 level of significance. The findings of the study revealed among others that insufficient teachers and inadequate infrastructural materials were responsible for poor implementation of the programme. The researchers recommended that the government needs to provide school facilities, infrastructures, and recruitment of qualified teachers. Government should also collaborate with non-governmental organizations to assist in providing the numerous equipment and materials needed in the schools.
Key words: Universal Basic Education, sustainable development, special needs.