UBEC: States must access N65bn counterpart funds, utilise N267bn intervention funds

The Universal Basic Education Commission (UBEC) has urged states to urgently access more than N65 billion in counterpart funds and utilise about N267 billion in previously released intervention funds to improve basic education across the country.

Aisha Garba, UBEC executive secretary, spoke on Tuesday in Asaba, Delta state capital, at the opening of the commission’s 30th quarterly meeting with executive chairmen of State Universal Basic Education Boards (SUBEBs).

The meeting was themed “Repositioning basic education in Nigeria to optimise investment and impact.”

Garba said states had accessed more than N177 billion in UBE matching grants, while over N65 billion in counterpart funding remained unaccessed.

She added that approximately N267 billion in intervention funds already released to the states remained unutilised.

According to her, the figures showed the need for states to move beyond accessing funds to ensuring that available resources are properly planned, implemented, monitored and translated into measurable improvements in schools.

She urged the states to strengthen partnerships with the private sector, development partners and civil society organisations, noting that the challenges confronting basic education required broader and sustainable financing.

Garba also announced the commencement of the review of UBEC’s 1o-year strategic roadmap, which will be extended to cover 2026–2035.

She said the revised roadmap would align investments, strengthen implementation and respond to the changing needs of the basic education sector.

The UBEC executive secretary also highlighted the HOPE-EDU Operation, saying the initiative would help strengthen the systems, institutions and capacity needed to deliver sustainable improvements in basic education.

She urged states to ensure their readiness to participate in the programme and maximise the opportunities it provides.

Garba further disclosed that UBEC had developed the basic education action plan management system (BEAP-MS) to digitise the preparation and submission of state action plans.

She said the system would improve coordination between UBEC and states, enhance efficiency and reduce the need for repeated physical engagements at the commission’s headquarters.

She also highlighted UBEC’s whole school approach, which seeks to move interventions away from fragmented projects towards comprehensive school improvement.

Under the approach, investments in classrooms, water, sanitation and hygiene facilities, perimeter fencing, furniture and other essential infrastructure are brought together within selected schools to create more complete learning environments.

Garba said the successful conduct of the national learning assessment, in collaboration with the federal ministry of education, would provide credible evidence for targeted interventions, better planning and improved learning outcomes.

Speaking through Monday Onyeme, his deputy, Sheriff Oborevwori, governor of Delta, said education remains the most strategic investment any nation could make.

He said the true value of education was reflected in the quality of learning delivered, opportunities created and the future secured for children.

Oborevwori said his administration had prioritised education under the MORE Agenda, supported the Universal Basic Education programme and fulfilled its counterpart funding obligations.

He also thanked UBEC for approving two additional model SMART Schools for Delta State, noting that the state had already provided the required land.

The governor highlighted investments in classrooms, perimeter fencing, gatehouses, toilets, solar power facilities, furniture and staff quarters, as well as SMART Schools and technical and vocational education.

Epiphany Azinge, Asagba of Asaba, described investment in education as the highest form of national capital formation, saying Nigeria’s real wealth lies in the minds of its children.

Azinge urged UBEC and SUBEBs to focus more on learning outcomes than expenditure, arguing that success should be measured by the competencies children acquire and the futures transformed.

He also called for greater attention to inclusive education for girls, children with disabilities, rural and nomadic populations, conflict-affected children and children from economically disadvantaged households.

The meeting brought together UBEC management, SUBEB chairmen, education officials, development partners and other stakeholders to review progress and identify measures to strengthen basic education delivery.