Enhancing Universal Basic Education in Nigeria: Scientifically Literate Teacher as a Key Factor to Goals Actualization

Abstract

This paper examined the science teacher a key factor to the realization of Universal Basic Education (BE) goals in Nigeria. The UBE scheme was launched in 1999 in Sokoto heralding the formation of states university Basic Education Boards with the goal of ensuring that children have access to 9- year basic education from primary to junior secondary. Reasons for low quality teachers included faulty process of election candidates for teacher education programs; the curriculum physical facilities and staff recruitment factor. Relevance of the UBE curriculum as a pivot for economic growth and development underscores the need for a quality science teacher. Presently, a very great number of people teaching at primary and junior secondary school levels are non-professional and non-scientifically literate teachers without requisite pedagogical skills and knowledge of teaching. Lack of capacity building, under funding and school monitoring and supervision are among several other factors affecting the production of quality science teachers with devastating implications on the attainment of UBE goals. It was recommended that the process of admission into teacher education program should be revisited with a view to producing teachers that are scientifically literate: outreach composes should be abolished; workshop and re-training opportunities should be given to science teachers and instructional materials supplied to help enrich the teaching and learning process.