ASSESSING NORMALITY TEST SELECTION AND VALIDATION: A COMPARATIVE APPROACH

Abstract This study examines the impact of Universal Basic Education (UBE) policy implementation on the development of basic education in Nigeria. The Universal Basic Education programme was introduced by the Federal Government to improve access to free, compulsory, and quality basic education for all children of school age, reduce illiteracy, and enhance national development. Despite its laudable objectives, concerns remain regarding its effective implementation at the state and local government levels. The study adopts a descriptive survey research design to assess how the implementation of the UBE policy has influenced school enrollment, infrastructure development, teacher quality, funding adequacy, and overall academic performance. Data were collected through structured questionnaires administered to teachers, school administrators, and education officials within selected public primary and junior secondary schools. The data were analyzed using descriptive statistics and inferential tools to determine the relationship between policy implementation and educational outcomes. Findings reveal that the UBE policy has significantly increased school enrollment and improved access to basic education. However, challenges such as inadequate funding, shortage of qualified teachers, poor monitoring mechanisms, and insufficient infrastructural facilities continue to hinder its full effectiveness. The study concludes that while the UBE policy has positively impacted basic education delivery, greater commitment in funding, supervision, teacher training, and accountability is required to achieve its intended objectives. The study recommends strengthening monitoring and evaluation systems, improving teacher capacity development programmes, ensuring timely release of funds, and promoting community participation in school management to enhance the successful implementation of the Universal Basic Education policy.