Abstract
This study was carried out to investigate the climatic change as a factor in the management of the UBE programme for quality assurance and standards in Anambra State. The research approach adopted is descriptive survey research design, four research questions and two null hypotheses guided the study. Population of the study is 1,310 which comprises of 1,198 teachers , 36 principals and 76 members of ASUBEB, the sample size of the study is 262 respondents’ which comprises of 150 teachers through random sampling technique, 36 principals and 76 members of ASUBEB which was purposively selected. A 32- item questionnaires was administered to the 262 respondents, the instrument was validated by three experts, two in education Administration and planning and one in measurement and evaluation, the experts examined the instrument and modified it to suit the purpose, validated instrument was trial tested using 20 respondents which comprised 2 principals and 18 teachers in Isoko South Local Government Area which is outside the areas of the study, Cronbach apha technique was used for its analysis in the determination of the internal consistency of the instrument, this gave the reliability co-efficient values of 0.76, 0.82, 0.71, and 0.83 and the overall reliability value of 0.92 was obtained. The major findings prove that climatic factors such as flooding/erosion militate against the management of the UBE scheme for quality assurance and standards, that people living in the disaster prone areas were dislodged from their homes; market places, farms, workplaces, schools, among others were heavily over flooded, keeping them out of the business. Based on the findings, the researcher recommended that the government and other agencies should make provisions and assist those already rendered homeless. They should also organize public campaign against throwing refuse materials indiscriminately which block water-ways, seminars, workshops and conferences to create awareness in the minds of the people about this global issue and as well device means to help teachers, principals, parents, school children on how to adapt to the situation.
TABLE OF CONTENTS
Title page - - - - - - - - - i
Certification - - - - - - - - - ii
Approval page - - - - - - - - iii
Dedication - - - - - - - - - iv
Acknowledgment - - - - - - - - v
Table of contents - - - - - - - - vi
List of tables - - - - - - - - - ix
List of appendices - - - - - - - - x
Abstract - - - - - - - - - xi
CHAPTER ONE: INTRODUCTION
Background of the Study - - - - - - - 1
Statement of the Problem - - - - - - - 10
Purpose of the Study- - - - - - - - - 11
Significance of the Study - - - - - - - 12
Scope of the Study - - - - - - - - 16
Research Questions - - - - - - - - 16
Research Hypotheses - - - - - - - - 17
CHAPTER TWO: REVIEW OF LITERATURE
Conceptual Framework - - - - - - - 18
Concept of climate - - - - - - - - 19
Concept of management - - - - - - - 30
Concept of quality - - - - - - - - 40
Concept of Quality Assurance - - - - - - 41
Theoretical Framework - - - - - - - 43
The Contingency Theory - - - - - - - 43
The Systems Theory- - - - - - - - - 45
vii
Review of Empirical Studies - - - - - - 47
Studies on Implementation of UBE- - - - 47
Studies on Climate Change- - - - - - - - 50
Studies on Management Problems- - - - - - - 52
Studies on Quality Assurance - - - - - - 56
Summary of the Reviewed Literature - - - - - 58
CHAPTER THREE: RESEARCH METHOD
Research Design - - - - - - - - 61
Area of the Study - - - - - 61
Population of the Study - - - - - - - 62
Sample and Sampling Techniques - - - - - - 62
Instrument for Data Collection - - - - - 63
Validation of Instrument - - - - - - - 64
Reliability of the Instrument - - - - - - - 64
Method of Data Collection - - - - - - - 65
Method of Data Analysis - - - - - - - 65
CHAPTER FOUR: (RESULTS NEW ONE)
Results - - - - - - - - - - 66
Summary of the major findings - - - - - - 77
CHAPTER FIVE: DISCUSSIONS OF RESULTS CONCLUSIONS
Discussion of the findings - - - - - - - 79
Discussion of hypothensis 1 - - - - - - - 83
Discussion of hypothensis 2 - - - - - - - 83
Conclusion - - - - - - - - - 84
Educational implications - - - - - - - 85
Recommendations - - - - - - - - 87
Limitations of the suggestions for further study - - - - 88
Summary of the study - - - - - - - - 89
viii
References - - - - - - - - - - 92
APPENDICES
Appendix A - - - - - - - - - 97
Appendix B - - - - - - - - - 101
Appendix C - - - - - - - - - 106
Appendix D - - - - - - - - - 107
