Administrative Capacity and Implementation of Universal Basic Education Policy in Anambra State

Universal Basic Education remains a critical national policy commitment in Nigeria, yet disparities in administrative capacity across states continue to produce uneven implementation outcomes. This study examines the role of administrative capacity in the implementation of the Universal Basic Education policy in Anambra State, assessing how human, financial, and institutional resources of the Anambra State Universal Basic Education Board shape delivery. The study is grounded in the Institutional Capacity Theory, which holds that effective policy implementation is contingent on the strength of the organisations responsible for executing policy mandates. A survey research design was adopted. The population included board officials, head teachers of public primary and junior secondary schools, and local government education authority officers across selected LGAs, from which 270 respondents were drawn through stratified random sampling. Questionnaires were the primary instrument, and data were analysed using multiple regression and descriptive statistics. Findings indicate that the board's capacity in planning, monitoring, and community mobilisation positively influences enrolment rates and learning infrastructure outcomes. However, persistent challenges in teacher deployment, budgetary releases, and data management systems constrain full policy realisation. The study concludes that strengthening institutional capacity is essential to closing the gap between policy intent and educational outcomes in Anambra State. It is recommended that the state government invest in continuous capacity building for board staff and establish a real-time data management system for school monitoring.

Keywords: Administrative Capacity, Universal Basic Education, Policy Implementation, Anambra State, Education Board