This paper traced the antecedent to the current Universal Basic Education in Nigeria, reviewing the very beginning of universalising education as a human right, declared in 1948 and from other global protocols, particularly the 1990 Jomtien’s declaration in Thailand; down to the regional and national efforts of the various Nigerian governments on Universal Primary Education (UPE) - colonial to post-colonial. The paper focuses on the variously emerging attributions and developments about UBE which call for concern. From the provisions of the UBE Act (legal backing) and the basic education component of the National policy, necessitating a discernible analysis. Examination of UBE’s concepts and operations as a phenomenon and problem of study even in higher educational research, forms part of the thrust of the paper; thereafter, various highlights associated with UBE are appraised, considering the extent of mystification in the provisions of the Act. The various misconceptions by the public and the private UBE providers, branding it what it is not; to attract numbers in selling their products are identified. Higher institutions’ academic researchers and educational consultants have also displayed some clear distortion in the presentation of facts about UBE, resulting in the popularisation of incorrect research results and misleading discussions published and erroneously referenced by other researchers. Critically, this paper justifies with critical assessment, analysis and corroborates its arguments with some of Frequently Asked Questions by the Universal Basic Education Commission; in her 40-Frequently Asked Questions (FAQs). The paper concludes, urging the government to play her statutory roles with seriousness. The UBE service providers are also admonished to play by the rules and not being cosmetics. Importantly, academic researchers in our higher institutions are as well enjoined to be factual, evaluate sources of their data before drawing conclusions.
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