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1.1 Background to the Study Education policy implementation as a field of research and practice for decades has amounted to a sort of national search for two types of policies: “implementable” policies—those that in practice resemble policy designs—and “successful” policies—those that produce demonstrable improvements in stu-dents’ school performance. This focus on what gets implemented and what works makes sense especially in education. After all, education has become a high-stakes, big-budget policy arena. Education commands a lion’s share ofstate and local budgets to levels that beg hard questions about the feasibility and value added by education policies. Given its promise to serve as a significant lever of change in an institution intended to serve all children and youth, education policy affects multiple dimensions of social welfare. And given these high stakes, education policy implementation warrants careful scrutiny. As education has remained a social process in nation building and the maintenance of society for decades (World Bank, 1998: 11), it can be regarded as a weapon for the acquiring of skills, relevant knowledge and values for surviving in a changing world. Igbuzor (2006: 4), in stressing the importance of education, states that education is a human right that should be accorded to all human beings. Obani (1996: 5) also expresses that education improves the development of any society, leading to a strong nation. Education can therefore be seen as the best legacy a country can give to its citizens. Based on the focal position education plays in achieving individual and societal development, the provision of basic education is of great importance in Nigeria. The importance of basic education is highlighted in the National Policy on Education (NPE) of 2004 and by the Universal Basic Education Commission (1999) as free and compulsory. According to United Nations Educational, Scientific and Cultural Organization (UNESCO) (2002: 25, also Arikewuyo & Onanuga, 2005: 1 and Adeyemi, 2007: 159-168), basic education can be conceptualised as all forms of organised education and training, including access to information to equip the individual to cope better with work and family responsibilities. The Jomtien Declaration and Framework of Action on Education for All (WCEFA, 1990) gives a similar definition of basic education, namely as a process which encourages close articulation of development of human and capital potentials. In other words, basic education is a life-long form of education involving learning to learn, mass literacy and adult education. As such, it is assumed