Apart from using formal approaches, the Universal Basic Education Commission’s (UBEC) unwavering policy has been to explore and exploit more avenues that will solidify Basic Education throughout the nation. As a result, informal approaches have been the bane of its policies and programs with the introduction of the Open School Program (OSP).
The actions taken under the current leadership of Dr. Hamid Bobboyi in collaboration with the State Universal Basic Education Boards, or SUBEBs, were intended to address the problems associated with the enrollment, retention, and completion of UBE programs for the horrifying 20 million Out of School Children (OOSC) in a flexible education system that enables participants to get to know one another informally and remotely through the use of information and communication technology (ICT) tools and appropriate learning strategies.
The need to address the rising trend using the OSP became desirable since the OOSC plague had taken on a worldwide trend and dimension and the requirement to monitor the ways and means to address the concerns was taken to a dangerous level.
Due to a lack of resources, including teachers, schools, instructional materials, and equipment, as well as overcrowded classrooms and remote learning environments, stakeholders at the subnational level have recently emerged, including SUBEBs, to chart a new course for the development of Basic Education outside of the formal sector through the implementation of the Open School Program (OSP).
In order to prevent negative effects on the operationalization of high-quality basic education across the nation, it became necessary to investigate OSP because teachers and students were working under extremely demanding, tense, and challenging circumstances while utilizing the negative variables.
The OSP template, which allowed for flexibility and age limits, allowed students to learn from any location away from the traditional classroom setting. It also adopted a number of ICT-focused teaching strategies.
Additionally, it ensures that students who have the opportunity to attend both formal and informal education through OSP would have equal educational chances.
In addition to achieving a 100% graduation rate from elementary to junior secondary school, the initiative gave underprivileged and marginalized members of society access to high-quality education.
Through vocational education, the Open School Program gave school dropouts a second chance to address the evolving requirements of learners.
The new program is designed to address gender and disparities in education at the basic levels in light of the renewed vigor to address Basic Education parities.
In addition, it can enroll students who have dropped out of school or who are enrolled but are not learning, and it can support long-term policies that will eventually result in the provision of high-quality basic education national.
Through the gathering of State Universal Basic Education Board (SUBEB) officials, UBEC’s redoubled efforts and determination were able to not only redirect the Open School Program (OSP) and refocus it, but also achieve its goals by influencing and imparting knowledge to learners in order for them to acquire Basic Education knowledge.
Composed via yus.abubakar3@gmail.com by ABUBAKAR YUSUF.
