Policy Implementation Challenges in Universal Basic Education in Kebbi State

This study examines the challenges confronting the implementation of the Universal Basic Education programme in Kebbi State, assessing the gap between policy intentions and outcomes on the ground. The Universal Basic Education Act mandates free and compulsory basic schooling for Nigerian children, yet school enrolment rates and learning outcomes in many northern states remain significantly below national targets. Using a descriptive research design, the study draws on administrative data from the Kebbi State Universal Basic Education Board, field observations in ten primary schools across three local government areas, and structured interviews with school administrators and community stakeholders. The policy implementation theory of Pressman and Wildavsky is applied to analyse the multiplicity of conditions that must be satisfied for complex governmental programmes to achieve their intended objectives. Findings reveal that chronic underfunding, inadequate teacher deployment, poor school infrastructure, high rates of out-of-school children, and cultural resistance to female education are the principal implementation obstacles in Kebbi State. The study situates these findings within the governance context of the North West geopolitical zone, where educational disadvantage intersects with poverty, insecurity, and limited state administrative capacity. The research argues that implementation failure is not merely a resource problem but also a governance and political will problem, requiring sustained commitment at state and local government levels. Recommendations include conditional federal grants tied to enrolment outcomes, expanded community mobilisation, and targeted support for girls' education. Keywords: Universal Basic Education, policy implementation, Kebbi State, school enrolment, North West Nigeria