INVESSTIGATION OF GOVERNMENT INVOLVEMENT IN PRIMARY LITERACY PROGRAMMES IN AKWA SOUTH LOCAL GOVERNMENT AREA.

CHAPTER ONE INTRODUCTION 1.1 Background to the Study The progress and future of any civilization largely depend on the quality and depth of education imparted to its young generation. Education remains a cornerstone for human development and serves as a critical instrument for achieving social and economic advancement. As reiterated by Akinwale (2022), no nation can achieve sustained progress without prioritizing and institutionalizing education. The strength of a country's educational system directly correlates with its potential for sustainable development. Similarly, Olatunji and Umeh (2021) observed that qualitative education is a powerful engine for creating opportunities that foster both economic and social transformation. Providing quality education is not merely a developmental strategy; it is a rights-based approach to combating poverty, ignorance, and inequality. When citizens are educated, they gain access to information and resources that empower them economically and politically. In the same vein, Chukwu and Bello (2023) emphasize that education enhances human capacity and is a prerequisite for national competitiveness and prosperity. Literacy, often considered the foundation of education, is more than the ability to read and write—it encompasses the skills required to process information and actively participate in society. According to Ibrahim, Okeke, and Lawal (2020), literacy is defined as the cognitive ability to decode, comprehend, and use information meaningfully. Therefore, instituting foundational literacy programs for children is a pathway toward national development. Literate children grow into informed youth and adults capable of contributing meaningfully to societal development, rather than becoming burdens through crime or social dependency. Supporting this, Eze and Nwachukwu (2022) argue that developing a self-reliant society requires empowering the illiterate and economically marginalized population, as they possess latent potential that can be transformed through education into national assets. Recognizing the strategic role of education, Nigeria is a signatory to several international protocols including Article 26 of the 1948 Universal Declaration of Human Rights, which guarantees the right to free and compulsory education at the elementary level. Nigeria has also endorsed global commitments such as the Millennium Development Goals (MDGs, 2000) and the Sustainable Development Goals (SDGs, 2015), aimed at ensuring inclusive and equitable quality education. These commitments were domesticated in the Nigerian Constitution (1999, as amended), which provides for free and compulsory education from primary to university levels, subject to available resources. To operationalize these commitments, Nigeria established the Mass Literacy, Adult, and Non-Formal Education Department in 1990, aiming to raise the national literacy rate. At the primary school level, the Federal Government enacted the Universal Basic Education (UBE) Act in 1999, mandating nine years of free and compulsory education for all Nigerian children. According to the revised National Policy on Education (FRN, 2020), primary education serves children aged 6 to 12 and lays the foundation for lifelong learning and development. As such, the success or failure of a nation's education system is heavily influenced by what occurs at the primary education level, necessitating proactive government intervention and support. 1.2 Statement of the Problem Over time, regardless of the strategic importance of primary education in national development, Nigeria's literacy programs have encountered significant implementation challenges. Over the decades, various educational interventions such as the regional Universal Primary Education (UPE) programs of the 1950s and 1960s, the 1976 national UPE scheme, and the current UBE initiative have failed to achieve sustained success. The inconsistencies among federal, state, and local governments have led to the enactment and subsequent repeal of multiple decrees affecting primary education administration (Adebayo & Nwankwo, 2022).According to Adejoh and Musa (2021), the outcomes of elementary education in Nigeria remain suboptimal, impeding effective transition and productivity at the secondary school level. Equally, Igbokwe and Alade (2023) report persistent challenges including poor funding, inadequate infrastructure, unhealthy learning environments, and the employment of unqualified teachers in primary schools. These limitations undermine the integrity of the literacy programs and hinder their potential impact. Primary education, which is expected to be resilient and capable of withstanding socio-cultural and economic pressures, is hampered by insufficient resources, lack of educational facilities, and limited government involvement across all levels. While existing literature acknowledges the general inadequacies in Nigeria's primary education, there is a paucity of localized research assessing government involvement in specific regions such as Akwa South Local Government Area in Anambra State. This study, therefore, seeks to fill that gap by evaluating the extent of government participation in primary literacy programs within the said region. 1.3 Purpose of the Study The general purpose of this study is to investigate government involvement in primary literacy programs in Akwa South Local Government Area. Specifically, the study aims to: i. Determine whether primary literacy programs exist in Akwa South Local Government Area. ii. Examine the relevance of these programs to educational development in the region. iii. Evaluate the extent of government involvement in these literacy initiatives. iv. Identify the challenges affecting effective implementation of primary literacy programs. iv. Propose actionable recommendations to enhance program effectiveness in the region. 1.4 Research Questions The study will be guided by the following research questions: i. Are primary literacy programs currently implemented in Akwa South Local Government Area? ii. What is the relevance of these programs to the local community? iii. To what extent is the government involved in primary literacy initiatives? iv. What are the main challenges hindering effective program implementation? v. What recommendations can improve the implementation of primary literacy programs? 1.5 Research Hypotheses The study will test the following null hypotheses: HO1: There is no implementation of primary literacy programs in Akwa South Local Government Area. HO2: Government involvement in primary literacy programs in the area is minimal. HO3: The implementation of primary literacy programs in Akwa South Local Government Area is ineffective. 1.6 Scope and Delimitation of the Study This study focuses on evaluating government involvement in primary literacy programs in Akwa South Local Government Area, Anambra State. It explores the relevance of literacy initiatives, assesses the extent of governmental input, identifies challenges to implementation, and suggests viable strategies for improvement. The study is geographically limited to Akwa South and does not extend to other regions in Nigeria. 1.7 Significance of the Study This study is significant for several reasons. First, it underscores how primary education can serve as a foundation for individual and national development. By examining government roles and policy implementations, the study provides insights for education policymakers and stakeholders to strengthen primary literacy programs. Furthermore, the findings will benefit researchers and students interested in education-related studies, particularly in literacy development. Finally, the recommendations offered will assist local and national education authorities in enhancing literacy program effectiveness for the benefit of Nigerian children. 1.8 Operational Definition of Terms Education: This is a systematic process through which individuals acquire knowledge, skills, values, and attitudes necessary for personal and societal development. Literacy: This is the ability to read, write, and process information for communication, problem-solving, and effective participation in society. Primary Education: The foundational level of education for children typically aged 6 to 12, aimed at equipping them with basic literacy, numeracy, and life skills to facilitate further learning and development.