Administrative Capacity and the Implementation of Universal Basic Education in Yobe State

This study evaluates the administrative capacity of the Yobe State Universal Basic Education Board (SUBEB) in implementing the Universal Basic Education (UBE) programme, within Nigeria's North East geopolitical zone. Despite the federal government's significant annual appropriations to the UBE fund, primary school completion rates in Yobe remain among the lowest in Nigeria, pointing to administrative and structural failures in programme delivery. The study employs a qualitative case study design, conducting interviews with 30 education administrators, teachers, and community members in three local government areas. Documentary analysis of SUBEB project reports, financial statements, and federal audit findings from 2021 to 2024 supplements primary data. The Capacity Building Theory of Development Administration frames the analysis, focusing on institutional, organisational, and individual capacity dimensions. Findings reveal that SUBEB faces significant staffing gaps, particularly in financial management and engineering functions required for school construction oversight. School feeding programme irregularities, delayed release of counterpart funding, and inadequate supervision of contractors further undermine UBE implementation. The study recommends the deployment of specialised staff to SUBEB, the adoption of digital school monitoring systems, and the establishment of community school boards as accountability partners. Keywords: administrative capacity, Universal Basic Education, Yobe State, basic education, SUBEB.