Abstract

This study explores the effect of UBE funding on educational development in the FCT, drawing on John Dewey's theory, it assumed that education is not just a process of acquiring knowledge, but a means of actively reconstructing society to meet new challenges, ensuring that individuals can thrive in an ever-changing social landscape. For the purpose of data collection, the study explore primary data which were collected through questionnaires and interviews, while secondary data were collected through the library and internet sources. The findings revealed that the UBE program is funded through the Federal Government’s intervention fund, supplemented by local and international donor grants. However, this funding has not significantly improved access to education, teacher quality, or learning outcomes in the FCT. Even though these monies were allotted to assist the Universal Basic Education (UBE) program in accordance with government-approved norms, many schools still struggle with problems like poor student-textbook ratios, inadequate teacher development, and deteriorating infrastructure. Furthermore, several states have trouble obtaining UBE funding, which adds to the Federal Capital Territory's (FCT) overall learning crisis and UBE's failed implementation. The study recommends reviewing the UBEC Act, increasing federal intervention funds, amending the Act to allow direct application of funds to infrastructure needs in defaulting states or the FCT, incentivizing states and the FCT for exceptional performance, and constructing additional schools to reduce the distance children must travel to attend school.