| Abstract: | The Universal Primary Education programme, projected to take off in 1976, at the federal level is envisioned as an expansionist strategy designed to correct the agelong imbalance in the spatial distribution of educational opportunities and provisions in Nigeria. That this scheme will result in increased percentage of the nation's literates is not in doubt. Whether the strategy is capable of ensuring the co-existence of both quantity and quality as different attributes of the same phenomenon is merely conjectural at this stage of the plan. This paper is therefore predicated on the premise that it may be useful to attempt a critical, but modest appraisal of the various phases through which primary education has passed since the colonial era until the present. This exercise does not prescribe foolproof solutions to the problems that may be raised, but rather highlights some of the pitfalls that may be necessary to sidestep in the march towards the realization of the hopes on U.P.E. Ref., notes. |
Education in Africa 
Periodical article
Leiden University catalogue
WorldCat