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Motivation is the driving force that generates and sustains action towards the achievement of a set goal. It is closely related and affects teachers' efficiency and effectiveness in the classroom, which have far reaching implications for national transformation since the teacher is the live wire of education enterprise. This paper delves into the place of motivation for repositioning Universal Basic Education (UBE) for national transformation. The status of UBE teachers' motivation was portrayed in relation to motivational factors and it is evident that UBE teachers lack proper motivation and this affects their service delivery negatively. The lack of motivation among UBE teachers is evidence in the poor and irregular payment of salaries as well as lack of incentives; work overload, poor teaching environment and facilities as well as low status of teachers in the society. The paper also elucidated the roles of motivation in teaching profession for national transformation. These roles include: Production of goaloriented teacher; production of conscientious and pain-staking teacher; helps to make a teacher maintain a friendly classroom environment; and helps to check brain drain in the teaching profession. Suggested strategies for motivating UBE teachers for national transformation include: enhancement and prompt payment of teachers' salaries and allowances; provision of car and housing loans; provision of free medical services for teachers and their children/wards; provision of free and compulsory in-service training, and provision of better teaching and learning environment in UBE school. Conclusion was drawn. [ABSTRACT FROM AUTHOR]

The modern Nigerian society is dynamic, divided into zones based on economic, political and educational resources often shared across the zones. The six geopolitical zones in Nigeria are major divisions in modern Nigeria, created during the regime of President Ibrahim, Badamasi Babangida. The Federal Government of Nigeria in accordance with its National Council on Education had earlier directed the Nigerian Educational Research and Development Council to restructure its basic education curriculum with the hope to enable the nation meet national and global developmental goals. One of the goals of the 9-year Basic Education Programme is developing in the entire citizenry a strong consciousness for education and a strong commitment to its vigorous promotion. This paper therefore, focused on Basic Education Curriculum in South-South Nigeria: challenges and opportunities of quality contents in French Language learning. It aimed at describing some key issues in Nigeria's experience on the implementation of the Basic Education Curriculum. One research question was proposed to guide the study. One hundred and eighty (180) teachers were purposefully sampled for the study. Data were collected via group discussions on seven (7) curriculum themes emphasizing learner-centred educational practices. The findings reveal that the curriculum content, among others is inadequate and should be re-examined. Recommendations were made as a panacea to concrete implementation of the basic education curriculum in Nigeria. [ABSTRACT FROM AUTHOR]

This study evaluated the impact of the in-service training program offered by the Universal Basic Education Commission (UBEC) in Nigeria on the testing skill of Mathematics teachers in Akwa Ibom State, Nigeria. The study adopted the expo facto research design research. A two-stage sampling involving simple random and stratified techniques were employed to select 134 from the 530 Mathematics teachers in the public secondary schools in Akwa Ibom State, Nigeria. The instrument used for the data collection was, Teacher Testing Skills Assessment Scale (TTSAS) developed by the researchers based on the objective of the study. The instrument was validated by three measurement experts and trial tested. The reliability coefficient of .77 was obtained from the inter-rater method of reliability estimate. The data collected was analyzed using mean, standard deviation and independent sample t-test. The results of the analysis revealed that the UBEC in-service training program has significant positive impact on Mathematics teachers' testing skills. It was concluded that the UBEC teachers' capacity development program is a profitable venture with promising national gains. It was recommended that government should continue with her support for the UBEC in sustaining regular in-service training program for teachers in secondary schools across the nation. [ABSTRACT FROM AUTHOR]