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European Journal of Education Studies ISSN: 2501 - 1111 ISSN-L: 2501 - 1111 Available on-line at: www.oapub.org/edu doi: 10.5281/zenodo.839861 Volume 3 │Issue 7 │ 2017 BARRIERS TO EQUITABLE ACCESS TO BASIC EDUCATION IN KWANDE LGA OF BENUE STATE: IMPLICATIONS FOR ECONOMIC GROWTH IN NIGERIA Terver T. Udu1i Emmanuel Tile Aime2 Joseph Vegher Akpera3 1Department of Curriculum & Teaching, Benue State University, Makurdi, Nigeria 2Department of Business Management, College of Advanced and Professional Studies, Makurdi, Nigeria 3Department of General Studies Education, College of Education, Katsina-Ala, Benue State, Nigeria Abstract: This survey investigated the barriers to equitable access to basic education in Kwande Local Government Area of Benue State and pointed out the implications for human capital development. The survey took place during the 2016/2017 academic session and involved both parents and head teachers. Data were collected mainly through a 26-item questionnaire developed by the researchers and validated by two experts. Its reliability coefficient using Cronbach’s Alpha yielded 0.81, meeting Pallant’s (2005) recommendation. A total of 32 head teachers and 400 parents volunteered to provide opinions, which constituted the data for the study. By using the convenience sampling procedure, it was possible to get only those respondents who were available and willing to participate in the study. A total of 432 copies of questionnaires were returned for analysis. Result of the analysis using descriptive and inferential statistics showed that in the 2016/17 session alone, 2,286 out of school children were found in the study area, and major barriers to basic education access include non-payment of fees, gender, prevalence rate of herdsmen/farmers clashes, level of parental income, and child interest. The most affected population groups include orphans, care givers, the physically challenged, girls and displaced children. A significant difference was noticed between the number of out-of-school children in towns and villages (p=0.01) and in the Copyright © The Author(s). All Rights Reserved. © 2015 – 2017 Open Access Publishing Group 744 Terver T. Udu, Emmanuel Tile Aime, Joseph Vegher Akpera BARRIERS TO EQUITABLE ACCESS TO BASIC EDUCATION IN KWANDE LGA OF BENUE STATE: IMPLICATIONS FOR ECONOMIC GROWTH IN NIGERIA mean rating of barriers to children’s access to basic education by teachers and parents (p=0.03). The study suggested among others that the Government should make primary education truly free and affordable for every child. This will reduce imbalance in educational enrolment and completion between the haves and have nots. Keywords: equity, barriers, basic education, human capital, illiteracy 1. Background to the Study Social equity is a principle that is cherished by both developed and developing nations. The International Bank for Reconstruction and Development/The World Bank (2005) defines equity as the situation that individuals should have equal opportunities to pursue a life of their choice and be spared from extreme deprivation in outcomes. The central concerns of equity are ‘equality, fairness and social justice’ (Jones, 2009, p.3). But stakeholders are worried if this principle is ever practised in our national life. Narrowing down the discussion to equity in education, the position of The United Nations Educational, Scientific and Cultural Organization (UNESCO) becomes relevant. UNESCO (2007) not only holds equity in high esteem, but also encourages and regulates that all member nations should provide the best opportunities for children of school age to achieve their educational aspirations. Equity in educational opportunities and learning presupposes that nations should pursue and provide high-quality education for all children, regardless of their background or where they live (UNESCO, 2007). The idea of education for all is predicated on the principle of equity. Achieving education for all is a global goal and all modern nations are expected to work towards the realization of this goal. In Article 3 of the expanded vision of UNESCO of the World Declaration of Education for All (UNESCO, 1990), significant emphasis has been placed on universalizing access and promoting equity to basic education for all children, youths, and adults. This was re-echoed and reaffirmed during The World Education Forum popularly called ‘The Dakar Framework for Action’ held between 26 and 28 April 2000 in Dakar, Senegal. In that meeting, the Forum decried the high illiteracy levels among nations and declared as unacceptable the over 113 million children that have no access to basic education and the continued gender discrimination practices that permeate school systems. For emphasis, Goal 4 of the Sustainable Development Goals seeks to ensure inclusive and equitable quality education and promote life-long learning opportunities for all. Equity as a global trend deserves attention in research as a basis for measuring economic and manpower development. Nigeria as a developing European Journal of Education Studies - Volume 3 │ Issue 7 │ 2017 745 Terver T. Udu, Emmanuel Tile Aime, Joseph Vegher Akpera BARRIERS TO EQUITABLE ACCESS TO BASIC EDUCATION IN KWANDE LGA OF BENUE STATE: IMPLICATIONS FOR ECONOMIC GROWTH IN NIGERIA economy, needs to boost the literacy level of her citizens through basic education in order for her citizens to fit into the information-based economy. The question is: Is Nigeria (and Benue State in particular) ensuring equitable distribution of basic education service among the various social groups? Basic education is the type of education that is given to children in their formative age. Common experience shows that many children of school age are not attending school nor receiving any form of private tuition in order to acquire basic literacy skills. It should be the worry of parents and government that children without basic education lose their chances of attaining formal education permanently especially when such children marry before acquiring formal education and when age and other socio-economic factors catch up with them. Experience has also shown that many of such children constitute a nuisance to society after failure to secure very useful means of livelihood. Basic education should be acquired early enough, as this will be to the advantage of the child. In Nigeria today, most job opportunities are limited to youths of between 23 to 30 years. If children of school age do not attend school in good time, they miss such opportunities on account of age. Government and parents should do everything possible to encourage early education. The importance of this subject matter has made it desirable to investigate and understand the barriers to basic education in Kwande Local Government Area of Benue State. For downloading the full article, please access the following link: http://oapub.org/edu/index.php/ejes/article/view/942 European Journal of Education Studies - Volume 3 │ Issue 7 │ 2017 746