Challenges Preventing Effective Supervision of Universal Basic Education in Kuje Area Council of Federal Capital Territory, Abuja, Nigeria

This study investigated the challenges preventing effective supervision of universal basic education programme in Kuje Area Council of FCT, Abuja, Nigeria. Survey research design was adopted for the study. The population of this study consisted of all the 50 teachers (male and female) in five (5) selected public primary schools and ten educational Supervisors in Kuje Area Council of FCT. Fifth (50) teachers and ten (10) supervisors were selected using purposive sampling technique, which gave a total of 60 respondents as sample size for the study. The Questionnaire used for the study had two sections. Section (A) collected information on bio-data while Section (B) collected information on the subject matter. The teachers’ and supervisors questionnaire which was tagged (Challenges facing the supervision of universal basic school questionnaire) was designed by the researchers and used for data collection (CFSUBEQ). The data collected were analyzed using descriptive statistics (simple percentages). The result produced that inadequate Supervisors, inadequate supervision materials, insecurity, logistics problem, inadequate funding and poor capacity development of supervisors are the challenges preventing effective supervision of universal basic education programme in Kuje Area Council of FCT. Based on this findings, it was recommended that the government should increase the funding of supervision in the Area Council and in the country at large

ADMINISTRATION OF ECONOMICS PROGRAMME IN NIGERIAN SECONDARY SCHOOLS: PROBLEMS AND SOLUTION

Economics programme was introduced into the Nigerian public Secondary School in 1966 and the programme has gained popularity among the students. The performance of students in Economics programme in recent time has not been encouraging due to many challenges. This article is aimed at discussing the problems facing the administration of Economics programme in the Nigerian public Secondary Schools. Secondary data was employed to support the points raised in the article. The data were sorted from the internet and print materials. The article identified inadequate funding, shortage of professional Economics teachers, inadequate instructional materials, inadequate infrastructural facilities, poor capacity development programme of Economics teachers, brain-drain and poor supervision of Economics programme. To address these problems, the writers hereby recommended the following: increase in the funding of Economics programme, employment of more professional Economics teachers, provision of Economics instructional materials, provision of more infrastructural facilities for both Economics teachers and Students, ensure effective capacity development programme for Economics teachers, motivate the Economics teachers, form Economics teachers association and effective supervision of the Economics programme should be ensured in all public Secondary School across the country