Appraisal of Manpower Resources of Schools Managed by The Universal Basic Education Board in Federal Capital Territory, Abuja Nigeria

Abstract

The quality of manpower resources of any organization determines to a large extent its level of efficiency. Twenty-three years after the failure of the Universal Primary Education (UPE), a new scheme - the Universal Basic Education (UBE) was launched. The main objective of this scheme is to provide free and compulsory basic education to all Nigerian citizens in terms of pre-primary, primary, junior secondary, nomadic, and adult literacy education. Five years (2004 to 2009) after this scheme came into existence, how far has it progressed? . It is against this question that this study sought to appraise the man-power situation of schools managed bythe Universal Basic Education Board in FCT, an organization charged with implementing the UBE programme with the objectives of making a profile of its teachers; determining the quality and adequacy, its man-power challenges and to suggest how efficiency could be enhanced and sustained. In doing this, data were collected based on personal observation, interview, and use of structured and unstructured questionnaire administered on 370 teachers systematically selected from among the teachers in three purposively selected Area Councils in the FCT. The three Area Councils are AMAC, Kuje, and Kwali. Findings of the study revealed that: FCT Universal Basic Education has qualified teachers who, however, are inadequate compared to pupil population; majority of the teachers enjoyed in-service training and workshops; majority of the schools have insufficient infrastructural facilities; and, there is a loose central recruitment of teachers. The following recommendations are put forward to enhance efficiency of teachers: recruitment of teachers should include practical examination; car and motorcycle loan should be given out with low interest rate; more classrooms should be built, especially in the rural area; special salary package to attract posting to rural schools; and, finally training and re-training of teachers through workshops and seminars should not be politicized.