Status of Quality Inputs in Basic Education and the Reduction of Learning Poverty in Nigeria
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The availability of physical and human capacities for proper pedagogical process and qualitative learning outcomes are still considered necessary and prerequisites by basic education stakeholders, towards achieving a reduction in learning poverty Nigeria. The inability of a school child above the age 10 to read, an age-specific-comprehension passage is termed learning poverty. This is clear indication that qualitative teaching and learning were not taken place. It is on this basis that the study investigated the quality of inputs in UBE schools vis-à-vis the eradication of learning poverty at the national and sub-national levels (in some selected states across the six geopolitical zones) in Nigeria. septically, the study was guided by this research question: what is the current status of quality indicators in the basic education schools at national and sub-national levels? The study adopted Ex-posit facto research design; data were obtained through secondary source, particularly from the UBE website. The national figures were further decomposed to sub national entities; a total of six (6) states, one from each geo-political zone were randomly selected to illustrate with figures the current status of quality inputs. Conclusively, the problem of poor-quality input was found real and at this pace of development of basic education, learning poverty may be unwittingly exacerbated and thus compounding other social and economic challenges for our nation. The nexus between quality inputs and learning poverty has been discussed, however, salvaging the situation requires that the various policymakers and stakeholders should consider the suggestions that were stated in this report.
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