QUALITY ASSURANCE STRATEGIES AND UNIVERSAL BASIC EDUCATION INSTRUCTIONAL GOALS ATTAINMENT IN JUNIOR SECONDARY SCHOOLS IN SOUTH-WEST, NIGERIA.

Abstract

The concern for poor quality of teaching-learning process and dwindling academic fortunes of learners in basic schools across the country necessitated this study. Two research questions were answered while one hypothesis was tested. The Descriptive research design of ex-post facto type was used. The population comprised six State Universal Basic Education Board (SUBEB) Quality Assurance Directors, 2,140 principals, 42,964 teachers and 1, 810, and 303 learners in junior secondary schools in South-West, Nigeria. Ogun, Oyo and Ekiti States were randomly selected out of the six States in the zone. One hundred and sixty one (161) public junior secondary schools were randomly selected out of 1,070. A total of 644 subject teachers were purposively selected while 3,220 learners were randomly selected. Three instruments tagged “IQASQ”, “EQASQ” and “IGAT” were used for data collection. The analysis of data collected revealed that the level of attainment of the Universal Basic Education (UBE) instructional goals on each of literacy and civic skills was moderate, while recording low level of attainment for numeracy and manipulative skills. Also, Internal Quality Assurance Strategies (IQAS) revealed that monitoring, inspection, and supervision were deployed weekly, while evaluation was deployed fortnightly. For the External Quality Assurance Strategies (EQAS), the findings revealed that monitoring was termly deployed, while inspection, supervision and evaluation were deployed annually. This study concluded that quality assurance is significantly related to UBE instructional goals’ attainment. It was recommended that government should motivate junior secondary schools in attaining high UBE instructional goals through conditional grant incentives among other recommendations.

KEYWORDS: Evaluation, inspection, instructional goals attainment, monitoring, quality assurance strategies.

____________________

Corresponding Author: Olusegun Samuel Olaniyi, Department of Educational Management, Tai Solarin University of Education, Ijagun, Ogun State, Nigeria.

E-mail: olaniyios@tasued.edu.ng Tel: +2348052472953