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Neelam Mehta
Independent Researcher
Gujarat, India
Abstract
Universal Basic Education (UBE) remains a cornerstone of human‑capital development strategies across the Global South, yet nations have pursued markedly different implementation models to expand access, equity, and learning quality. This comparative manuscript synthesizes policy architectures, financing instruments, governance approaches, and outcome trends across five emblematic cases—Nigeria’s UBE/matching‑grant federal scheme; India’s Sarva Shiksha Abhiyan (SSA) and Right to Education (RTE) rights‑based, decentralized mission; Kenya’s Free Primary Education (FPE) fee‑abolition push; Ghana’s Free Compulsory Universal Basic Education (FCUBE) and capitation grant model; and Bangladesh’s sector‑wide Primary Education Development Programmes (PEDP) that align pooled donor and government finance under a common results framework. Drawing on global monitoring data showing high enrolment but persisting “learning poverty,” national audits, and impact studies, we explore how design choices shape equity, accountability, and instructional quality. A multi‑country illustrative stakeholder survey (N=200) spanning policymakers, school leaders, teachers, and community representatives provides perception data on six constructs—Access, Quality, Equity & Inclusion, Governance Coherence, Financing Reliability, and Community Participation. Results indicate that while fee abolition and constitutional mandates rapidly drive enrolment, sustained learning gains depend on predictable finance flows, local accountability, and instructional support systems. Hybrid models that link federal transfers to performance, strengthen school‑level governance bodies, and integrate demand‑side incentives for the poorest households appear most promising. Policy implications for scaling “learning‑oriented UBE” are discussed.
Keywords
Universal Basic Education, Implementation Models, Developing Nations, Access vs. Learning, Governance, Financing, Equity, Nigeria, India, Kenya, Ghana, Bangladesh
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