AN ASSESSMENT OF THE IMPLEMENTATION OF UNIVERSAL BASIC EDUCATION (UBE) POLICY ON ESTABLISHMENT OF SCHOOL LIBRARIES IN KANO STATE

AN ASSESSMENT OF THE IMPLEMENTATION OF UNIVERSAL BASIC EDUCATION (UBE) POLICY ON ESTABLISHMENT OF SCHOOL LIBRARIES IN KANO STATE

                                              BY

                                VICTORIA SOKARI

                                SPS/09/MLS/00006

BEING A RESEARCH PROPOSAL SUBMITTED TO THE DEPARTMENT OF LIBRARY AND INFORMATION SCIENCE IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF MASTERS IN LIBRARY SCIENCE, (INFORMATION SCIENCES).

                          BAYERO UNIVERSITY, KANO.

                                   APRIL, 2013.

               

            

INTRODUCTION

Libraries are social institutions that provide informational, educational and recreational services to their community of users. Generally, libraries are charged with the responsibility of selecting, acquiring, organizing, preserving and disseminating information to those who need information.  According to Obaitan (2004) a library is a collection of books and other forms of records, housed, organized and interpreted to meet the broad and varying needs of people, for information, knowledge, recreation and aesthetic enjoyment.

Alexander (2005) opines that education is an important investment in any society and the library is the vehicle parked with knowledge, used in facilitating education. One of such libraries is the school library.  According to the Canadian Association for School Libraries (2004), a school library is defined as:

The instructional center in the school that coordinates and provides onsite and offsite access to information resources, services and programs that integrates information, literacy, the intellectual access to information, with teachers to develop independent leavers who are effective users of information and ideas and committed to informed decision making.

This implies that school library connotes a building or room within a school environment with collection of books and non-books resources to be used for reading and supporting teaching activities. School library is therefore an essential ingredient in the educational development.

Opaleke (2006) defined school library as libraries that are located in primary and secondary schools. It usually has collection of books and other resource materials organized in designated room for use by both teachers and pupils or students alike.

The origin of school library in Nigeria has been discussed by different scholars. According to Bonny in Ranasinghe (2007) UNESCO paid attention to develop school libraries in Africa and Nigeria in particular. Its role in school library development in Africa commenced in 1966 with the agreement signed with the Federal Government of Nigeria for the establishment of a pilot project on school libraries in Lagos, Nigeria. Under this agreement UNESCO provided expert assistance, one fellowship in school library work, financial assistance for books and equipments. In addition, (Opaleke 2006)   stated that the first school library in Nigeria from history is the Abadina Resource Center in Abadina, Ibadan, a staff village in University of Ibadan by Professor Toun Ogunleye and since then, schools have been encouraged to provide libraries by the federal government of Nigeria.

The importance of education for human development cannot be over stressed. Government policies, particularly the Nigerian Policy on Education over the years have stated that the nation’s educational system is based on the integration and modeling of the individual into a sound and effective citizen and the provision of equal opportunities for citizens at primary, secondary, and tertiary levels for the attainment  the educational objectives. The school library is therefore integral to the education process (Akanbi 2006). There is need for effective library services in nursery, primary and secondary schools. The school library provides information and ideas that are fundamental to successful functioning of today’s information and knowledge based society (Elaturoti, 2000).

Little wonder the Nigerian government have invested in school library development across the country through the Universal Basic Education (UBE) progam which is a formal education offered and opened to all children at no cost. It is free, universal and compulsory for all children of school age. In Nigeria, the Universal Basic Education (UBE) program is a deliberate attempt by the federal government to provide and make available education to children between the ages of 6-15years. This entails a free and compulsory 9 years basic education from primary (i.e. six years) to Junior Secondary School (i.e. three years). (Federal Republic of Nigeria 2004).

BACKGROUND TO THE STUDY

The importance of Libraries in any institution or system of education cannot be over emphasized. Libraries are very essential elements for the accomplishment of any educational process, without which the system will be incomplete. This perhaps is why the federal government of Nigeria set out some guidelines in the National Policy on education, one of which is the provision of library and training of librarians (Opaleke 2006). Opaleke (2006) further stated that the National Policy on Education provides for the school library under section 10 as follows:

Section 10:4: Education resources centers will be established at state and federal levels.

Section 10:9 Libraries are one of the most important educational services. Every state ministry of education needs to provide funds for the establishment of library in all educational institutions and to train librarians and library assistants for these services (pg 31).

The above statement indicates that the place of library in the educational system have been accorded the needed recognition in the national policy. It is also an indication that both government and private schools have been mandated in the national policy on education to provide library services in their various institutions of learning.

Opalake (2006), further buttress that the library plays a very positive role in the educational services and in the implementation of the educational policy, attainment of the policy goals and the promotion of effective educational system. 

In order to meet the goal of providing sound education at any level of educational system in Nigeria library must be given its important position or place with utmost dedication and accomplishment by all the stake holders. The federal government of Nigeria is already incorporating libraries into the new primary schools being put up as part of the successful implementation of the UBE program (Opaleke 2006).

A successful implementation of UBE in Nigeria implores the provision of effective library services which depends on the facilities that support library services such as space, information materials, equipments and personnel (Unagha 2008). Amucheazi (2001) mentioned school libraries as one of the facilities needed for quality assurance of the UBE program. UBE implementation guidelines call facilities (including classrooms libraries etc) the physical and spatial enablers of teaching and learning.

As a way of ensuring proper implementation of the objectives of the UBE program, a Universal Basic Education Commission (UBEC) was established on 7th October, 2004 by an Act of National Assembly. The commission has the responsibility of coordinating the activities of the program throughout its first nine years gestation period from 2001 – 2009 and beyond (Nigeria Federal Ministry f Education 2000).

According to Kolade (1998) in Okiy (2004) the school library media center is expected to empower the school to achieve various goals in the pursuit of academic excellence under the UBE program in the following ways:

i.            Exposing Students to a variety of materials to extend their knowledge and meet their needs for recreation, inspiring reading, viewing and listening skills, as teachers do not have enough time in their lessons to teach everything they would like the pupil/students to know about a subject. Materials for further reading are thus provided in the school library media center.

ii.          Developing in the student the positive attitude towards learning, habit of enquiring and skills of self directed study, which afford them the opportunity to study independently.

iii.        Encouraging the use of learning resource materials by every student at school and borrowing them to use at home.

iv.         Teaching appropriate skills of using the print and non- print materials available in the center.

v.           Ensuring the curriculum content though cooperation with teachers in resource selection and provision and adequate materials for preparing lesson.

vi.         Providing a conducive atmosphere in the school library media center to stimulate the required skills in reading, research, listening and viewing.

vii.       Preparing students for learning after they have left school when the assistance of the teacher is not available.

viii.     Developing appropriate skills in the use of books in finding specific information.

ix.         Developing the habit of reading for pleasure to gather experience especially through imaginative literature.

It can be therefore, be inferred from the above that the school library shapes and re-shapes the student literacy, imaginative and enumerative mind, thought and personality by expanding their reading, listening and viewing skills. School libraries therefore, serve as back bone of the school. As such, it is very vital to ensure that its provision is implemented by establishing and developing it in every school and educational system in Nigeria.

Obanya 2001 emphasized that library development is one sure way of enhancing “beyond access issues in the implementation of the UBE program”. Emphasis has been laid for the adoption of school library development policy at nationwide level by the federal government of Nigeria. This involves the development of state and local government education areas, specific guidelines, school library services as a core subject, teacher training programs, the provision of adequate supplementary and reference reading materials for schools and regular updating of library materials among others (Federal Government of Nigeria 2000).

The need for proper implementation of the UBE policy on the establishment of school libraries cannot be over emphasized due to the numerous important and advantageous roles the library plays in meeting the overall objectives of education system particularly at the primary school level. Despite the important position of the school library in schools, it is observed that most primary schools in Nigeria are faced with the challenge of not having a library at all and even when they do, the library is not functional. In most cases school libraries are improvised from class rooms’ structures in the schools. As such, schools do not have prototype libraries originally meant for the purpose of providing library services. It is against this backdrop that the present research will investigate and assess the implementation of the UBE policy on the establishment of public primary school libraries in Kano state.

1.2 Historical Background of Universal Basic Education (UBE) in Nigeria   

Nigeria has a National and international antecedents and commitments to the UBE program. According to Jaiyeoba (2007) the regional practices before independence and concerns for widening educational base and re-shaping of the educational pyramid led to the experiments in Universal Primary Education (UPE). Universal Basic Education was born out of the old UPE scheme which was formally introduced in 1976 at national level.  Unfortunately, the program did not see the light of the day due to some challenges. Hence, the Universal Basic Education program was launched by the former president of the Federal Republic of Nigeria, Chief Olusegun Obasanjo in Sokoto on 29^th September, 1999 (Jeayeoba 2007). The speech of the president during the launching ceremony conveyed the essence of the program, when he stated thus:

The Universal Basic Education program is almost the same as the old UPE and will now extend to all children from age six to fifteen. It will accommodate them from primary school to junior secondary school and fund will be provided for properly equipping the schools. (Umar 2006).

Hence, the scheme is intended to provide a nine-year free and compulsory education that covers primary and junior secondary Education.

Other international antecedents that led to the introduction of UBE in Nigeria include the following:

1.          The 1948 Universal declaration of Human Rights under which the right of every one to education was emphasized and with particular reference to basic education.

2.          The 1968 Paris conference on the World Education Crisis which led to the publication of the well known book on the subject by Philip Coombs and the establishment of the Unesco International Institute for Educational Planning (IIEP).

3.          The 1990 Jomtien World Conference on Education for All (EFA)

Other follow up conferences to that of jomtien with Nigeria as a signatory to all of them are;

1.  1990 Jomtien Declaration and Frame work for Action on Education for All.

2.  The 1991 Ouagodougou Declaration on Education for women and girls.

3.  The 1996 Amman Affirmation on the pursuit of the goals of jomtien.

4.  The 1998 Durban State of Commitment on inter-African Collaboration for Development of Education.

5.  The OAU Decade of Education in Africa 1977-2006

6.  The Recite (Brazil) Declaration on the pursuit of the New Delhi goal on massive reduction of illiteracy.

Other follow up conferences to that of jomtien with Nigeria as a signatory to all of them are;

7.  1990 Jomtien Declaration and Frame work for Action on Education for All.

8.  The 1991 Ouagodougou Declaration on Education for women and girls.

9.  The 1996 Amman Affirmation on the pursuit of the goals of Jomtien

10.              The 2000 Dakar recommendation on the pursuit of the Jomtien  (Federal Ministry of Education Nigeria 2000)

All of the aforementioned national and international factors necessitated the introduction of UBE program in Nigeria.

1.2.1   Objectives of UBE

The objectives of the UBE program as stated by the          UBEC Annual Report (2005) are as follows:

1.  Ensuring unfettered access to nine years of formal basic education.

2.  The provision of free, universal basic education for every Nigerian child of school-going age.

3.  Reducing drastically the incidence of drop-out from the school system, through improved relevance, quality and efficiency.

4.  Ensuring the acquisition of appropriate levels of literacy, numeracy, manipulative, communicative and life skills, as well as the ethical, moral and civic values needed for laying a solid foundation for life-long learning.  

 

REVIEW OF RELATED LITERATURE

This chapter presents the review of literature that is relevant to the study under the following headings:

The Concept of School Libraries

Universal Basic Education in Nigeria

UBE Minimum Standard for the establishment of School Libraries in Nigeria

Funding of UBE program for the implementation of School Library establishment in Nigeria

Theoretical/conceptual framework

Challenges associated with the implementation UBE Policy on School Library establishment in Nigeria

Summary of the Review

The Concept of School Libraries                      

 Library is one of the education facilities required to achieve the stated goal of sound education at any level of schooling system in Nigeria and anywhere in the globe. The school Library is one of such Libraries that exist to serve the community of the school where it is situated, which can either be a nursery, primary or secondary school. The school library is tasked with the responsibility of undertaking very important functions such as selection, acquisition, organization and preservation of library resources for the pupils/students and teachers of the school.

Oguntuase (2004) perceives the school library as the heart of the school around which all other school programs revolve. According to him, libraries generally serve as important instrument for the attainment of the broad and specific educational objectives of the institution. In a similar manner, Obada (2004) asserted that the school library should no longer be seen as neutral adjunct to the institutional programs but rather as the hub of an enquiry process which should be initiated in teaching. A school library is a learning laboratory where users develop the skills required, the lifelong learning,  a workshop for carrying out projects and individual or group assignment and a place for sharing and creative expression alike (Dike 2001). On the other hand, Elaturoti (1990) views the school library as an integrated teaching and learning process of the school, providing a variety of book and non book materials, which have been selected, acquired and organized in support of the entire school program. Redmond W.A Encarta (2009) {DVD} believes that the school library serves elementary middle schools, junior high schools and high schools.  In his article titled the “State of Schools Libraries in Nigeria”, Ajegbomogun ( ) defined the school library as those libraries operating in primary, junior or senior secondary schools. It involves collections of books and other learning materials organized by trained professionals and placed in one or two big rooms in the school for the use of the pupils and teachers.             

In the words of Daniel (2001) the school library is assuming a changing status due to the change in the methods of packaging knowledge and information. It is a new response to the global village in which the school library finds itself as a dynamic organ. It is changing fast. As such, this new approach has therefore earned the school library names as school library media center, institutional media center and the likes.

 School libraries are those libraries found in primary and secondary schools whose collection are mainly for the young. They contain books and audio-visual materials needed for reference service and instruction and are sometimes referred to as young peoples’ library. The school library provides information and ideas that are fundamental to successful functioning in society and gives student’s lifelong learning skills and ability to use information in different media. Those people that are with disabilities who need special services and materials are also served by the school library. The school library should be used freely by the students and teachers and because of the important role they play in the school in terms of literacy, social and cultural development, they must be supported by  legislation, policy and funding (IFLA 2001)            

In terms of information resource provision the school library provides information and ideas that are fundamental to functioning successfully in today’s information and technology based society. The school library equips students with life-long learning skills and develops their imagination, enabling them to live as responsible citizens (UNESCO Public Library Manifesto 2006). The school library offers learning services, books and resources that enable all members of school community to become critical thinkers and effective users of information in all formats and media.            

Sote,  Aramide and Gbotoso (2011) maintained that school libraries are established to support the educational curriculum of schools which could only be achieved through various means such as the provision of relevant library resources that are relevant to the school curricula, provision of various information services, ranging from technical to readers services. In addition, a school library should have a balanced collection which must include printed and non-printed materials electronic materials and audio-visuals. The balanced collection should also include materials of leisure purpose such as novels, music computer games, video cassettes, video tapes, discs and magazines among others, which may all be selected in co-operation with students to ensure it reflects their interests and culture without crossing reasonable units of ethical standards.                   

 Tahir (2005) asserted that aside from enhancing literacy and numeracy through access to a variety of relevant learning resources, the school library also encourages sharing and caring for commercial resources, just as it strengthens civic and moral values. This therefore, makes the school library an integral component of the school curriculum. The school library thereby plays an important role both in the context of the educational system and in preparing the future generation of library users. The school library provides the environment where students can discover their abilities and talents and where teachers can improve their skills and locate a wide range of learning resources. The absence of adequate and efficient library services will have negative effects on the product of the educational process (Sote , Aramide and Gbotoso 2011). It is imperative for the school library to be well equipped with all the necessary resources, facilities and equipments required to serve the school and provide information for the enhancement of the curricula and meeting the overall educational objectives of the schools.                    

Ekpo (2004), views the school library as an extension of classroom activities with the purpose of making education more effective. Therefore, the school library is both a place of learning and a place that houses the tools of learning. The role of the school library is very crucial to learning as it provides the rudiments to learning, gives information that can change people’s lives to a better one, encourages students to study, learn and achieve better results as well as provides confidence to look for information on their own at different levels.

The provision of library services is very crucial and indispensible to any form of education be it elementary, tertiary, and eventually live long learning (Sote Aramide and Gbotoso 2011). As such, every school must have a library within the confines of its premise to achieve the educational objectives of the school.

Adefarati (2002) indentified the objective of the school library as follow:

(1)To encourage the development of skills in reading

(2)To promote reading habit to some literacy appreciation

(3)To sort far subject information centre and support school curriculum

(4) To inculcate intellectual development

It can be deduced from the above that the school library helps the children to broaden their reading skills as well as understand and appreciate the world of knowledge.

 Cummins (2001) as stated by Adeniji (2006) sees school library as the heart and soul of the educational system. Thus, the role of school library in any school in Nigeria cannot be overemphasized as the library provides the necessary impetus of learning to all categories of learners in schools from the slowest learner in the kindergarten to the most intelligent learner in the high school through the provision of print and non print material to aid learning.

In a different view, Oguntimehim and Adeyemi (2004) outlined the objectives school as follows:

·        Support the teaching program of school.

·        Guide student on the choice of relevant material for study.

·        Provision of material resources to enhance academic growth and development.

·        Assist the pupil to develop skill in the use of books and libraries.

·        Acquire relevant books and non-books material to meet the requirement of the school curricular.

 Going by the above objectives, it can be seen that a well equipped school library is imperative in ensuring that the educational and informational objectives of the school is attained effectively. It inculcates in the student or pupil the habit of reading and the zeal to appreciate and understand the literary world of knowledge by providing such resources and service to support the curriculum of the school.   

In the words of Odunsanya and Amusa (2004), school library provides an atmosphere for self-education and self-development of individual students and public in general. This is because the students can go into the library at their free period to read and consult the resources therein to develop themselves and enhance whatever they have been thought.

 Cumins (2001) emphasized that the school library is a learning resource center, responsible for making available the total learning package required by student, teachers and parent. Dike (2006) argued that the school library concept gained moment as a result of changing ideas in education. This has now made learning to be seen as an active process rather than passive. Therefore, learning should now take place through direct instruction with resources in the environment. This resource can only be found or made available in the school library.   

Akintunde (2010) observed that the school library enables learners learn on their own through reading, studying or researching. This is because the greatest concentration of information resources is found in the library. As such, a school that deprives her pupils/students of a library is a great disadvantage because such students cannot become voluntary and lifelong readers.      

 Adeniji (2006) reiterates that the extent to which young people will be creative, in formed knowledgeable and exhibit the trait of a well cultural individual will be shaped by the boundaries of the content of library resources available within the school. Educationists, teachers, librarians and indeed all stake holders in education at all levels readily agree that school libraries are desirable and are an integral part .of the school systems (Adetoro 2006). Odunsanya and Amusa (2004) posit that the indispensability of information seeking and usage in the teaching and learning process have made the library the fourth of the three established constitutions of education. 

Dike (2001) sees the school library as the teaching and learning environment which provides resource and learning opportunities for the realization of the objectives of the Universal Basic Education (UBE). To further buttress this assertion, Elaturoti (2001) advises that the program will achieve greater success if effective library services are made an integral part of the school system in Nigeria.     

Hall’s definition of school library in Eze (2001) is all encompassing. The school library is seen as a learning laboratory that provides opportunities for pupils to develop information skills and develop a commitment to informed decision making. In addition, it is a learning environment which focuses on the processes, content and how to provide opportunities for pupils to become self directed learners and develop a commitment to lifelong learning.     

Olaogun (2010) posits that teachers use school libraries to access information needed to develop and support their classroom instruction, while students use the material in school libraries to perform their class work and take home assignment. Awolola (2002) maintained that school library helps to prepare pupil to work independently so that when they leave school they can carry on with their education, make reasonable use of leisure time and inculcate reading habit in children. This is true to the fact that children that are exposed to libraries at early stage grow up to become independent in learning and lovers of books.              

Daniel (2002) observes that the library remains the power house of educational institution and that an educational institution without a library is like a motor car without an engine and a body without a soul.  In the same vein, Smith (2002) opines that the school library is the back bone of functional education without which, academic excellence cannot be achieved. According to Busayo (2011)    both the library and the school are inseparable twins in that, one ceases to function well without the other. He further States that the library therefore, complements the school by encouraging private study which is required by students and teachers, who want to attain academic height. According to Gbadamosi and Omotayo (1995) the extent to which many young people will be creative, informed, and knowledgeable and exhibit the trait of a well cultured individual within their own years will be shaped by the boundaries of the content of library resources available within the support of the school. The school on its own cannot achieve the laudable goals of education in Nigeria without the library.  

The objective of the school library is to aid in particular the pupils/students.  This is because the teachers and parents nearly always find time to teach everything the pupil would like to know about a subject, hence the need for further reading. Also, children need to develop their reading skills to achieve their full potentials. More importantly, the school is tasked with the responsibility of preparing children for continuing learning after they leave school, that is, when they can no longer turn to their teachers for help. In other words, the library is to acquaint the pupils’ with the act of search by individual (Opalake 2006).      

Universal Basic Education in Nigeria

Education is the backbone for any meaningful growth and development of any given society. It is a process that involves teaching people ideas, information or knowledge in order to enlighten them and get them empowered. Burtch (2006) referred to education as a major force in economic, intellectual, social and cultural empowerment. Its value in bringing about character and attitudinal change ranks as important as its ability to reshape human potentials for desired development (Jaiyeoba 2007).

According to Rajj (2004) he described education as both a social and private good. It is an investment that is capable of yielding benefits that have some externalities. Education and training are the main instruments available to government and the community to prepare individuals for a rapidly changing, increasing demanding world of work and to improve their employability (Fabunmi 2004 in Jaiyeoba 2007)

Basic Education is the foundation for sustainable lifelong learning. It provides reading, writing and numeracy skills (Federal Ministry of Education 1991). According to Jaiyeoba (2007) basic education refers to early childhood and pre-primary education, primary education, the first three years of secondary education and basic functional literacy for out of school children, youths, and adults. It comprises a wide variety of formal and non-formal educational activities and programs designed to enable learners to acquire functional literacy

Universal Basic Education (UBE) is a formal education offered and opened to all children at no cost. It is free, universal and compulsory for all children of school age. In Nigeria, the Universal Basic Education (UBE) program is a deliberate attempt by the federal government to provide and make available education to children between the ages of 6-15years. This entails a free and compulsory 9 years basic education from primary to Junior Secondary School. (Federal Republic of Nigeria 2004).

According to the Executive Secretary of the Universal Basic Education Commission Ahmad Modibo Mohammed in his keynote address at the Annual Conference of Science Teacher Association titled “Meeting the Challenges of the UBE through STM Education” held on 6^th-11^th August, 2012, stated that section 18 of the amended 1999 constitution seeks to ensure equal and adequate educational opportunities, promote science and technology as well as eradicate illiteracy through the provision of free, compulsory and Universal Basic Education for all Nigerian. Therefore the constitution has taken cognizance of the Basic education as a fundamental human right, which is in line with various international conventions, such as the united Nations Millennium Development Goals (MGDs) (2005), the United Nations Literacy Decade (2003-2012), the United Nations Decade on Education for Sustainable Development (2005-2014) and the 1990 World Conference on Education for all (EFA) in Jomtien, Thailand among others. He went further to outline the objectives of the Dakar Framework for Action on Education for All (EFA) (2000), one of which is:

“Improving all aspects of the quality of education and ensuring excellence of all so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skill”

All the governments, organizations, agencies, groups and associations represented at the world Education Forum 2000, pledges themselves to achieve the above goals of the EFA. Thus, it can be juxtaposed that world conferences held on education matters at different occasions and locations resulted in shaping the practices of education in all parts of the globe including Nigeria (Mohammed 2012). Furthermore, the National policy on Education (2004) stated that the 1999 constitution of the Federal Republic of Nigeria enjoined government to provide free and compulsory basic education among other educational objectives.   

Jaiyeoba (2007) on a different view asserted that the effectiveness of basic education to eradicate or reduce level of illiteracy as well as enhance development has been an issue of concern to all the stake holders of basic education. This has been one of the reasons for the introduction of UBE to replace former Universal Primary Education (UPE) in Nigeria. The UBE scheme was put in place to improve on the limitations of the UPE of the 1970s.

The specific objectives of the UBE scheme as stated by the Federal Ministry of Education (1999) are:

1.          Developing in the entire citizenry a strong consciousness for education and strong commitment to its vigorous promotion.

2.          The provision of free Universal Basic Education for every Nigerian child of school age.

3.          Reducing drastically the incidence of dropouts from the formal school system (through relevance, quality and efficiency)

4.          Catering for the learning needs of young persons who for one reason or another have had to interrupt their schooling through appropriate forms of complementary approaches to the provision and promotion of basic education.

5.          Ensuring the acquisition of the appropriate level of literacy, numeracy, manipulative, communicative and life skill as well as the ethical moral and civil values needed for laying a solid foundation for lifelong learning.

In view of the above, the UBE program has been ongoing since 1999, to cater for all children of school age from 6-15 years of age and is free and compulsory and since the library is an integral part of education it also made the school library to be compulsorily provided to enhance teaching and learning in schools.

Fabunmi (2004) asserted that the program was conceived as a response to the level of awareness and general education of the populace. The UBE scheme was introduced in order to cater for the large population of disadvantaged groups, rural community, girl child, nomadic, disabled, almajiri and the phenomenon of boys drop-out. This implies that the UBE is mostly targeted to take care of those people who are less privileged in the society, such as the ones listed above in order  to curb the menace of illiteracy in Nigeria and  to bring about national development at a large scale.      

UBE Standard for School Library establishment in Nigeria

The UBE libraries cut across the entire basic education structural system.   According to UBEC (2008) the libraries under the UBE includes:

-              School libraries (Early Child Care Development libraries (ECCD), primary and junior secondary school)

-              Local government Education Authority (LGEA)

-              State Universal Basic Education (SUBEB)

-              Federal Capital Territory UBE Board Libraries

-              UBEC libraries

This work is however going to concentrate on the UBE standard for school libraries particularly primary school libraries. The general aim of all UBE libraries is to promote literacy, reading culture for lifelong learning and research/critical thinking skills. The library should also serves as cleaning houses of information on UBE program in Nigeria (UBEC 2008).

In order to meet the above objectives of the UBE libraries and the overall objectives of the schools, UBEC drafted out a “Minimum Guidelines for Universal Basic Education (UBE) Libraries”. This is to ensure that libraries within the UBE basic education sub-sector are functional where they exist and are developed where they are not available in conformity to the national minimum guidelines (UBEC 2008). This policy guideline is however a mere paper work. This is because most schools have no libraries and where they exist the libraries are in a very poor state or are not even functional. Ajegbomogun (?)(UBEC 2008). This is due to lack of proper implementation of the minimum guideline and standards. Sote Aramide and Gbotoso (2011) argued that the standard of school libraries today in developed world has gone beyond a book collection. Less than fifty years ago the school library was simply a small class room lined with books that were underutilized by students, except for small recreational readings (Morris 2004). School libraries have evolved over the years in how they are used and their educational setting. The school media centers today use all types of media instructions such as computers, internet etc (Sote, Aramide and Gbotoso 2011)      

The UBE library Policy statements stated thus:

Every library should develop a policy framework which guides its operational principles. The policy should reflect the aim and objectives of the library and as much as possible it should be produced through the combined effort of members of the community the library serves. It should be simple, realistic and easy to use.

The policy further buttress that the essential components of the policy should justify areas as follows.

-              Target users

-              Locating

-              Accommodation

-              Personnel (staff)

-              Equipment

-              Resource/ collection (book and non – books)

-              Finance and budgeting

-              Promotion activities

-              Capacity building (training and re-training of library personnel).

-              The policy should be used regularly and reviewed from time to time.

LOCATION/SPACE/SIZE:

The guideline/policy states that the school library should be located centrally within the overall architectural design of the parent organization for easy access of all including the physically challenged persons. The following indices should be used to design the location:

-              Estimated population of users along with the anticipated collection usually over a period of 10 years.

-              Shelf space

-              Readers seat

-              Staff work place

-              Meeting room/seminar room

-              Display area

-              Newspaper racks

-              Photocopiers, computers, internet service, air conditioners, generating set etc

-              Toilet facilities

The recommended sizes for primary school libraries are:

        2      Classrooms =   14m x 8m (112sqm)

Space should be made available to display new arrivals (display area), which should be ¼ of the entire library space. The reading space size which usually includes shelves and reading materials should be ½ of the entire library space. Lightening should be appropriate and sufficient including natural and artificial light and with good ventilation. The floor of the library should be attractive easy to main and durable.

According to Dike (2001) the accommodation for school library should have conditions favorable to the maintenance of the collection, such as good ventilation, enough light but protection from direct sunlight, temperature and humidity controls and a reasonable quiet location. Elaturoti (1990) also emphasized that a school library media center should provide space for display area, reading area, work-room, audio-visual unit, multipurpose room and toilet facilities

Lightening should be appropriate and sufficient including natural and artificial light and with good ventilation. The floor of the library should be attractive easy to main and durable.

FURNITURE/EQUIPMENT:

In terms of furniture, the UBEC minimum guide states that adequate furniture should be provided for access and physical reach to the collection displayed. Comfort should be considered when providing furniture to the users. Shelves for primary schools should have a maximum height of 1200mm of three shelves per bay with depth of 250mm and length of 900-1000mm. The school library provide shelves for books and journals, display racks for magazines, filing cabinets for pamphlets and clipping files, storage for large graphic media audio-visual resources equipments, large tables for maps, computer stations, carrels and chairs. 

COLLECTION:

A school library collection is a repository of knowledge with specific emphasis on the school curriculum. A standard school library offers a wide range of materials that can answer the questions of developing the mind of the students (Sote, Aramide and Gbotoso 2011). The UBE guideline states that the library should be well stocked for effective library service, including books (fiction and non-fiction) and non book materials. Books include textbooks, periodicals, encyclopedias, magazines etc, while non-books include slides, filmstrips, computers, audio tapes etc. The age of the users and the purpose of the organization the library is serving should be considered when stocking the library. Qualified and interested librarians should be employed to man the school library (UBEC 2008)  

In primary schools 60% of total collection funds should be used to purchase books cutting across

50% fiction

20% non fiction

10% newspapers/magazine

10% reference

10% Journals

While 40% of total collection fund should be used to purchase non- book such as computer software and hardware, audio tapes, video tapes, educational games, and recreational games. In term of hard ware it is recommended that minimum of 10 sets of computers should be provided per school and could be improved gradually. Others are:

-       Television set-  2

-       Video player recorder- 2

-       Photocopier- 1

-       CD/DVD player

-       Tape recorder

-       Generator & digital camera

ORGANIZATION/MANAGEMENT:

In terms of organization/management the minimum guide for UBE libraries stated that library materials should be catalogued and classified using standard cataloguing and classification methods. Dewey decimal classification is preferred because of its global appeal in terms of comprehensiveness and flexibility. In addition, Materials donated to the library must be relevant and in conformity with the Library Collection Policy. Donations must be solicited from credible organizations. UBE libraries should also exchange materials with donors. Library materials that are considered no longer useful to users must be weeded out or removed from the collection from time to time. The criteria for removing books include:

-              Books that are out of date

-              Books that are worn out beyond repair

-              Books that have no cultural values or are racists but were not earlier detected.

-              Books that have not been used for over ten years.

PERSONNEL/STAFF:

According to (UBEC 2008) interested and qualified persons are to be employed for effective manning of the library in order to provide quality, effective and efficient library service to the school. The primary school library staff should include the following:

-              One library officer with Diploma in Library Science

-              One certificate holder in Library Science

Usoro and Usanga (2007), buttress that a competent, effective, and trained library staff is the key to a good library service. A trained and highly knowledgeable teacher librarian can coordinate activities in the school library. In addition, he or she will be able to select, produce materials, and become acquainted with the resources of

school library to educate teachers and students.

FUNDING:

 The minimum guide states that financing of libraries must be consistent to ensure they function effectively. Librarians must also prepare annual budget to justify allocation. The budget should be directly related to the library policy framework. The components of the budget plan should include the following:

-              New resources such as books, periodicals, and non-book materials.

-              Promotional events and materials such as posters and leaflets.

-              Stationary and administrative materials.

-              The cost of using ICT equipment, software and licensing costs.

-              Research/monitoring.

The librarian should provide a quarterly annual report which should explain how the library budget was used, state whether the budget was adequate and show areas that are essential but were not covered. 2% of the 70% Matching Grant of the Federal Intervention Fund should be allocated to UBE Libraries at state level. State and LGEAs should also make additional contributions to funding of libraries outside the FGN/UBE funds.   

Funding of UBE program for the implementation of School Library establishment in Nigeria

Funding is a very crucial aspect of any venture, without which that venture will have a very low outcome of accomplishment if not properly and adequately funded. This is because program that is to be embarked upon requires some amount of finance to accomplish it. Thus, the UBE program has a structure of financiers that provides fund for its smooth running. This is to ensure that all facilities such as classrooms resources and libraries are funded appropriately.

According Iheagwara (2007) in Unagha (2008) UBE has five sponsoring bodies which include:

-              The World Bank

-              Department for International Development (DFID)

-              The Federal Government of Nigeria (FGN)

-              State governments

-              Local government

While the World Bank provides the infrastructure, the DFID provides training and capacity building. The federal and the state governments on the other hand provide matching funds. Only the local government has less ongoing interests and is not currently contributing to the program (Unagha 2008). For instance, in 2003 each participating school received five million dollars (670m) for 3 years program implementation. Each state submits work plans for approval by the World Bank. Funding for library development depends on project priorities of individual participating states. No fixed percentage of finding is allocated to library development in their project priority list (Onagha 2008).

Nakpodia (2011) elucidated that in Delta state for instance, parents, local communities and individuals assist in the finding and implementation of basic education program. As such an integrated funding system is being practiced in the state for the implementation of the UBE progam in which the library is a part and parcel of in order to meet its objectives.

According to Nwagwu 2002 in Nakpodia (2011), the integrated funding system comprises of three groups of decision makers who are involved in the production of education services in Nigeria. He listed them to include the public sector, private sector and the rest of the world, while the public sector includes the federal government, state government and local government; the private sector includes companies and other firms that contribute to education development; the rest of the world involves international agencies like UNESCO and other bi-lateral and multi-lateral arrangements for funding of educational activities.

Mohammed (2012) in a similar vein stated that the major sources of funding of UBE program are the state (owners of the schools) federal government conditional and non conditional grant, funds or contribution in form of federal guaranteed credits, local and international donor grant,  corporate and private sector assistance in cash and kind. He further maintained that for the sustainability of the federal government support to state for basic education the UBE enabling law (the UBE Act 2004), has provided for the servicing of funds for the program. Part 111 section 11 sub – section 1 of the UBE Act stipulate that:

“The implementation of the universal basic education program shall be financed from:

1.          Federal government block grant of not less them 2% of its consolidated revenue fund (CRF)

2.          Funds or contribution in form of federal guaranteed credits.

3.          Local and international donor grants”.

 Thus, the federal government through the UBEC, in accordance with the UBE Act 2004 provides support grants to state for the implementation of the UBE program. In disbursing the fund, UBEC is guided  by a Federal Executive Council Approved sharing formula in which  the formula disburses 50% for infrastructure/facilities (in which library service is inclusive) as matching grants (Mohammed 2012).

Conceptual Overview and Framework

This study which aims at assessing the implementation of UBE policy on the establishment of primary school libraries in Kano state will adopt the conceptual model for policy implementation formulated by Horn and Meter (1975). The model identified six variables that are interrelated in influencing the policy implementation process providing linkages between policy intentions and performance. These variables are: - policy standard; policy resources; inter-governmental communication and enforcement; characteristics of implementing agencies; economic, social, and political conditions and; the disposition of policy implementers.

Challenges associated with the implementation UBE Policy on School Library establishment in Nigeria

It is a physical reality to establish the fact that implementation processes in Nigeria is faced with a lot of problems as most policies introduced by the government hardly see the light of the day. The school library is not exempted in the problems of implementation in terms of its establishment according to standard.

It is pertinent at this point to define what implementation and policy implementation means before going ahead with the subject matter above. Implementation according to the Oxford Advanced Learner’s Dictionary is the process of putting something into effect or carrying something out, such as, policies or programs of reforms. Hartzell (2011) defined implementation as the putting into action of policies, goals, objectives and tasks.  Henry (2006) defined policy implementation as the execution and delivery of public policies by organizations or arrangements among organizations.    

Since the introduction of the UBE program in 1999, the effective implementation of the policy, particularly in relation to the establishment of school libraries according to standard have been unsuccessful in many Nigerian schools (i.e. primary and secondary schools). According to Ejere (2011) a policy or program that is well formulated but not properly implemented is more or less useless. In Nigeria most of the policies that are related to education always end up to be a deadlock when it reaches its implementation stage. For example the UPE of 1976 scheme experienced such failure, which made the UBE scheme to be introduced in 1999 to replace the UPE.

In addition (Ejere 2011) observed that in the global competitiveness report for the period of 2009 – 2010, Nigeria’s primary education level was ranked 132^nd out of 133 countries that were surveyed. This is to prove that Nigeria is one of the countries that are lagging behind in achieving the EFA goals.

The reality is that the overall failure of implementation of UBE affects the establishment of the school libraries because the success of the library is dependent on the successful implementation of the program in schools. This is to say that if the UBE is implemented to the fullest the library will benefit enormously from it.

The researcher will use the aforementioned variables of Horn and Meter (1975) model for policy implementation in relation to the challenges of UBE implementation on school library establishment.

1.              Policy Standard and Objective: policy standards and objectives that are well stated in clear and measurable terms would enable implementers to ascertain what is expected of them and the extent of discretion open to them. Policy standard and objectives indicates the problem of inadequate and poor data that result to difficulties in planning which leads to implementation challenges. Most data required for planning are not available and where they exist they are inaccurate and unreliable (e.g. data for infrastructural needs and equipment such as libraries) (Ejere 2011)

2.              Policy resources: This is very crucial to the implementation process. Inadequacies of policy resources (including human, material and financial) which tends to undermine the successful implementation of the UBE program. These resources include qualified librarians to man the library, standard library facilities, equipments and information materials to support teaching and learning. School infrastructure and maintenance preview carried out in 2009 by the Education Sector Support Program in Nigeria (ESSPIN) showed that the condition of the school infrastructures (in which library is one) in the country is very poor especially in Kano, Jigawa and Kaduna states. (Ejere 2011).

         Inadequate fund is also another constraint to the    implementation of UBE policy for library establishment in Nigeria. According to (Ajayi, 2007; Uko Aviomoh, Okoh and Omatseye 2007; and Edho 2009) in Ejere (2011), the UBE is underfunded. Nigeria is said to need N51.8 billion for basic Education annually, but provision for UBE in 2009 was only N39.7 billion, indicating a short full of 23.4%. Poor management of available resources and corruption also contributes to the problem of weak financing capacity in the Nigerian education sector. Corruption has eaten so deep into the education sector that not all the funds provided for the UBE are used for the intended purpose, which affects the implementation of library service particularly to its full capacity, since most schools have no libraries while in those that have the libraries are not functional. Only few schools have functional libraries in them.

3.          Inter Governmental Communications and enforcement: Effective communication and enforcement by those players in the implementation process is very crucial to the successful attainment of the objectives of the policy.  Universal Basic Education Communication (UBEC) (federal level), State Universal Basic Education Board (SUBEB) (state level) in 36 states and Local Government Education Authority (LGEA) in 774 local governments are the three levels of government involved in the implementation of the UBE program in Nigeria. It has been observed that there is no proper communication among these government agencies/parastatals to interact together and bring about the implementation of UBE due to fragmentation and conflicts of role (Nigeria 2008). The reason for this conflict is because the government agencies participating in the implementation program of UBE nationwide is too large, resulting in co-ordination and communication problems (Ejere 2011).

4.           The characteristics of implementing agencies: The characteristics of implementing agencies also determine the success or failure of the policy. A knowledgeable, competent and viable implementing agency would go a long way in achieving the objectives of the policy in terms of implementation.  Practically, there is inefficiency and incompetence on the part of implementing agencies, particularly at the state and local government levels. There is dearth of high quality personnel in the implementing agencies, which results in poor implementation of the UBE. In addition, the implementing agencies also suffer lack of executive will as most primary and junior secondary schools in many parts of Nigeria are not being effectively monitored and supervised by the appropriate agencies in order to maintain uniform national minimum standards in library establishment.    

5.          The economic, social and political conditions: The economic, social and political condition of a society in which a policy is introduced could influence the policy by either enabling the policy to thrive or to render the policy impotent. For instance, there is the problem of global economic meltdown, unstable political environment as well as the unfriendly social conditions which all affects the implementation of the UBE in Nigeria (Ejere 2011).

6.          The disposition of policy implementers: The attitude and behavior of implementers can either make or mar the policy implementation process. According to Ejere (2011) many implementers seem to lack commitment to the achievement of the goals of the UBE program. There is lack of commitment to educational calling, which is one of the factors militating against education as observed by Sam Egwu the former minister of education (Daily Sun Tuesday, December, 29, 2008). This result to poor implementation and low performance, which is affecting the establishment of school libraries according to the laid down standard in the UBEC policy of library establishment.    

The problems analyzed above are very crucial to the implementation of UBE program in Nigeria. This is because whatever affects the school affects the library itself, since the library is one of the mandatory facilities that the school should have in line with the National Policy on education. As such, implementation of the UBE policy is very crucial and cannot be over emphasized. School libraries need to be properly and adequately equipped in terms of providing  adequate space, relevant collections, quality equipments & furniture, sufficient funds and qualified personnel in order to meet up with the UBE minimum standards for library establishment in schools. This will go a long way in ensuring that the goals and objectives of the schools are adequately met in transforming students/pupils to become independent learners and useful to the society.

Summary of the Review

The literature reviewed based on the foregoing discussion revealed that a lot of relevant studies dealing on the concept of school libraries, universal basic education in Nigeria, UBE minimum standard for the establishment of school libraries in Nigeria, funding of UBE program for implementation of school libraries establishment and challenges associated with the implementation of UBE policy on school library establishment have been produced.

However, it is clear from the review that there are no literatures based on empirical studies in the specific area of assessment of the implementation of UBE policy on the establishment of public primary schools libraries in Kano state. As such, it is hoped that the findings and report of this research work would contribute towards the development of knowledge to fill the existing gap.

STATEMENT OF THE PROBLEM

The school library as an institution is established to meet the information needs of its community of users. It is meant to serve and support teaching and learning by providing current and relevant information as well as efficient services to the school. As such, the federal government of Nigeria, through the National Policy on Education has made it compulsory for every school to have libraries situated in them. The school and the library work simultaneously in equipping pupils/students to acquire the appropriate level of literacy, numeracy, manipulative, communicative and life skill which is one of the objectives of UBE progam (UBEC 2005)

The UBEC came up with a Minimum Guideline for UBE Libraries so that schools under the UBE (primary schools inclusive) should follow this guide and establish their libraries according to the laid down standards. This is however not the case as most schools do not comply with this regulation.

Irrespective of the unique role played by school libraries in the educational system, it appears that most primary schools in Nigeria have no libraries in them and where they have the libraries are not functional (UBEC 2008). Also, most primary school libraries are improvised ones without adequate resources (human and material) to serve the pupils/students and teachers of the school in supporting teaching and learning, thereby making the pupils/student to become independent learners and useful to the society. Most primary school libraries do not have the necessary and relevant space, collections, furniture/equipment, staff and most of all adequate funds to run a functional library.

The above reasons therefore give the researcher the impetus to embark on this investigation, which intends to assess the implementation of UBE policy on the establishment of public primary school libraries in Kano state.

            

RESEARCH QUESTIONS

The study will be conducted/ undertaken to answer the following questions?

1.     What is the UBE minimum standard for the establishment of school library in Kano State?

2.     To what extent have school libraries in Kano State implemented the UBE minimum standard in relation to?

        -       Location and physical library space

        -       Furniture/ equipment

        -       Collection Management

        -       Organization and Management of Library Materials

        -       Library personnel/ staff

        -       Funding

3.     What challenges are associated with the implementation of UBE policy on school libraries establishment in Kano state?

4.     What strategies are employed to address the identified challenges?      

OBJECTIVES OF THE STUDY

The study is expected to meet the following objectives

1.     To identify the UBE minimum standard for the establishment of school library in Kano State.

2.     To ascertain the extent of implementation of UBE minimum standard by school libraries in Kano State in relation to

        -       Location and physical library space

        -       Furniture/ equipment

        -       Collection Management

        -       Organization and Management of Library Materials

        -       Library personnel/ staff

        -       Funding

3.     To identify the challenges associated with the implementation of UBE policy on school libraries establishment in Kano State.

4.     To find out measures/strategies that could be employed to address the identified challenges.

        SIGNIFICANCE OF THE STUDY

         Hopefully the findings of this research will be of use to school libraries in Kano state and Nigeria in general as well as to all the researchers that will likely access the report of this study due to the following reasons:

1.   This study is expected to assess the implementation of UBE policy on the establishment of primary school libraries in Kano state

2.  This study is hoped to assist the SUBEB in its drive to ensuring that school libraries implement the UBE policy on library establishment by adhering to the rules and regulations of the policy in establishing and developing the libraries in schools in Kano state.

3.  This study will also hopefully add to the existing literature on implementation of UBE in school libraries.

RESEARCH METHODOLOGY

Introduction

The quantitative research methodology will be employed for the purpose of this study. This is because quantitative research methodology is a systematic and empirical investigation of any social event or happening using statistical, mathematical or computational techniques (Hunter and Erin 2008).  Quantitative research method helps to show the quantitative relationship that exists between or among variables in a research. Using quantitative research, the researcher can ask specific narrow questions and collect numerical data from participants to answer the questions asked. The researcher is convinced that by applying the practice of anonymity and confidentiality in collection of data the result of the research will be accurate.

The methodology that will be employed for this research study will therefore be discussed under the following headings:

-      Choice of research design

-      Population of the study

-      Subject of the study and justification

-      Sampling technique

-      Sample size

-      Data collect instrument

-      Validation and reliability of research instrument

-      Administration of research instrument

-      Data analysis technique

    Choice of Research Design

The research design that will be adopted for this study is the non experimental research design. This is because it focuses on collecting data from already occurring group in a social setting and helps to show, analyze relationships and associations existing between variables (David 2004).

The survey research technique will be used to carry out this research. A survey is an investigation carried out over a wide area with a view of ascertaining what exist at the time of the research in their natural setting (Ogomaka 1997). Bichi (2004) asserted that research generally focuses on people, their sociological facts such as sex, income, political and religious inclinations, socio-economic status, age, occupation etc and how these relates to psychological variables, which includes opinions and attitudes on one hand and behavior on the other. On the other hand, Akanbi (2006) sees survey technique as a popular method of research especially where it involves large population.  

Surveys are excellent methods of measuring a large number of populations such as those of the subjects of the population under this study. Survey method is also very useful for collecting original data for describing a population too large to observe directly. As such, the researcher is also very convinced that the method will be very useful and effective for easy collection of data from the study population which is sparsely distributed within the state. In addition, the survey research is found to be most appropriate by the researcher, since it will help the researcher to cover the wide area involved in the study and to gather and analyze the opinions on the implementation of UBE policy on the establishment of school libraries in Kano State. Also the information gathered from the respondents can be used to draw generalizations and make appropriate conclusions. Hence, the researcher believes that this method will be appropriate and will be of immense assistance in obtaining reliable opinions from the respondents. It will allow the researcher to draw generalization to be made on the entire population under study.

Population of the Study        

Population simply refers to the objects (living or non-living) which are related to the variables under investigation by Sharing/possessing at least one common characteristic with the variable. According to Bello (2009) population is “that group about which the researcher is interested in gaining information and drawing conclusion”. As such, the population for this study will include all the 5026 primary schools distributed among the 10 educational zones in the 44 local government areas in Kano state.

The reason for choosing the population is because the researcher is investigating on the implementation of UBE policy on school library establishment in Kano state, hence the information needed for the investigation will be gotten from the school libraries under study.  

Finding of Preliminary Study       

 A preliminary study was carried out in the SUBEB office of Kano state between May, 2012-June, 2012. It was aimed at finding out whether the primary schools in Kano state are implementing the UBE policy of library establishment by establishing their libraries according to the laid down standards.  The study was also aimed at identifying the total number of primary schools existing in the state including those primary schools with library facilities in them. A preliminary interview was conducted (appendix 1) as an instrument to obtain information from the SUBEB Librarian and the Assistant Director, Research and Statistics SUBEB.

A comprehensive list of all the primary schools in Kano state was provided to the researcher by the SUBEB office for the purpose of the investigation. The list indicated that there are presently, 5,026 primary schools in the state.   Also, a list of all the primary schools with libraries was provided for the purpose of drawing sample for the research. The list included all the 116 primary schools in the 10 educational zones of the 44 local government area in the state that have libraries in them.

The findings reveal that the SUBEB of Kano state considers the UBE policy in establishing school libraries in the state. Although, it was observed by the researcher’s visit to some of the school libraries that despite the provision of a policy for library establishment by the UBE, most  public primary schools do not have functional libraries. It was also observed that the libraries are mostly improvised ones. Only very few schools have prototype libraries originally meant to provide library services to the schools.

Subject of the study and justification

The subject for this study will comprise of Head teachers, librarians, teachers and students/pupils of the schools under study. The primary respondents will be the teachers and pupils/students of the school libraries, while the secondary respondents will comprise the head teachers of the schools under study. This is because they comprise the users of the library and the researcher believes that they can provide appropriate answers to the questions being asked in the questionnaires concerning the implementation of UBE Policy on the school library establishment in the state.

In addition, the sample size of 116 will be used purposively to provide accurate data for the study.  The 116 sample size includes only those primary schools with libraries in them as drawn out from the entire population of 5,026 primary schools in Kano state. The ideal sample is large enough to serve as an adequate representation of the population about which researcher wishes to generalize. It is small enough to be selected economically in terms of subject availability and expense in both time and money (John and James 2007)

Sampling Technique

The sampling technique that will be adopted for this research is the purposive sampling technique. Kothari (2004) described purposive sampling as one which involves a purposive or deliberate selection of particular units of the universe for constituting a sample which represents the universe. Sampling will enable the researcher to save time, effort and money in conducting the research although the samples have to be representatively valid. (Bichi 2004).

Sample Size

A sample is a portion of the total population under study.  According to Avwokeni (2003) sample refers to the total subjects chosen from the population for the study. Similarly, Adogbo (2005) defined sample as the process of selecting a small part of a given population in order to determine the population view of the people targeted for the research. As such, the sample for this study will include all the 116 primary schools that have libraries spread across the 10 educational zones of the 44 local government areas in Kano state. (See appendix…)

Data Collection Instrument

The data collection instrument that will be used for this study will be the questionnaire. According to Nworgu (2001) questionnaire is by far the most frequently used instrument in educational research. It also provides the researcher room for easy accumulation of data for analysis as well as guarantees the privacy of the respondents. According to Kothari (2004) questionnaire enables the researcher to sample large population which makes the result to be more dependable and reliable. Respondent also have adequate time give well thought out answers. Therefore, the instrument that would be adopted for this study is questionnaire.

Questionnaire

The questionnaire for this study would contain both open-ended and close-ended types of questions. The open-ended questions will be included because it will allow the respondent the opportunity to respond freely from his or her own frame of reference and in some detail (Bichi 2004). While the close ended questions will be used in order to save time and energy of both the researcher and the respondent and at the same time providing the required information (Diso 2004).

Validation and Reliability of research instrument

The questionnaire went through content validity check by the project supervisor and senior lecturers in the department of Library and Information Science, Bayero University Kano. The reason for this exercise is to ensure that the questions are clear, simple and appropriate to the study. Based on the suggestions and possible modifications some of the items in the questions will be adjusted to suit the objectives of the study.

Administration of Research Instrument

The researcher will administer the questionnaire personally to ensure that the respondent receive and complete them in good time. One of the advantages of administering questionnaire personally is that respondents are able to ask questions to clarify areas that needed further clarification and respondents can be motivated to answer questions carefully and truthfully
(Hassan 2005).

DATA ANALYSIS TECHNIQUE

The information that will be obtained from the research instrument will be analyzed using descriptive statistical method. Also, frequencies, percentages and tables will be used for presenting and analyzing the data.

SCOPE AND DELIMITATION

This study will be restricted to the assessment of the implementation of UBE policy on the establishment of public primary school libraries in Kano state. It does not include that of JSS and private schools which are excluded from this study.

OPERATIONAL DEFINITION OF RESEARCH TERMS

School library: They are simply referred to as media centers. They are institutions, within the school (nursery, primary and secondary schools) that are responsible for selection, acquisition, organization, preservation and dissemination of materials containing information, such as books, encyclopedias, magazines, films, audio-visuals, computer files etc to support teaching and learning.

UBE: This refers to Universal Basic Education, which is a formal education of nine years duration, comprising six years of primary education and three years of junior secondary education.

Implementation: This is the process of putting something into effect or carrying something out, such as, policies or programs of reforms e.g. UBE policy.   

  

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