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• W2480746820 abstract "It is a common practice in nations all over the world to establish bodies that would take care of various levels of education. These bodies are responsible for regulating all processes that are related to such level of education - establishment, access, quality control, monitoring, rules and regulations, evaluation, personnel and other sundry activities - with the aim of having positive outputs. Over the years, especially since the amalgamation of Southern and Northern Protectorates to form a nation now known as Nigeria in 1914, several bodies have been set up and were responsible for the administration of basic education - Regional Board of Education, State Board of Primary Education, Universal Basic Education Commission (UBEC) and State Universal Basic Education Board (SUBEB). However, changing the bodies that manage basic education in Nigeria seems to be only in names and not in output. Rather for basic education to improve, it has degenerated to the extent that some people are even clamouring for the declaration of state of emergency in the sector. In the conceptual framework of education for all, and in the light of Archer’s (2014) submission that of the 57 million youngsters worldwide who are not receiving formal education, more than 10 million live in Nigeria – and in the current climate, (insurgency and poverty), that number is rising. This paper therefore, discusses the changing bodies and the degenerating output in Basic Education in Nigeria from 1914 to 2014. This paper would address the following questions and others that may arise in the course of the research. Why are these bodies failing in their fundamental duties of ensuring maximum output from the processes? Why do we still have haphazard development, denial of access, rote-learning replacing process of exploration and discovery, poor state of infrastructure, poor quality of teachers and degrading environment in basic education even after fifty (55) years of Nigeria independence? Are the conceptions of the bodies faulty? This is a historical research and historical method would be employed. Both primary and secondary sources of information will be used by exploring the archives, journals, textbooks, periodicals and other relevant documents. The researcher hopes that this research would sensitize all stakeholders in basic education and therefore, recommend among others that; basic education should be devoid of politics for effective planning, community participation should be incorporated and, more and adequate infrastructural facilities should be provided in the primary schools. Bibliography Archer, D. (2014). Nigeria's girls and the struggle for an education in the line of fire. Accessed on June 8, 2014 at http://www.theguardian.com/profile/david-archer . Fafunwa, A. B. (1974):  History of Education in Nigeria.  London:  George Allen and Unwin. Federal Republic of Nigeria (2004). The compulsory, free, universal basic education act, 2004 and other related matters. Abuja: GAM International Investments Ltd. Obanya, P.A.I. (2008). Reforming Educational Reforms. In A. R. Lawal, S. A. Jimoh, S. A. Olorundare & N. Y. S. Ijaya (2008). Education Reforms in Nigeria: Past, Present and Future . Ibadan: Stirling Horden Publishers Ltd." @default.
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• W2480746820 date "2016-02-21" @default.
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• W2480746820 title "Changing Bodies, Degenerating Output: Phases of Basic Education in Nigeria from 1914 to 2014" @default.
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