This study was carried out on teachers’ versatility and government commitment towards   multi-grade teaching strategy in Universal Basic Education and Post-Literacy Programmes, Southwest, Nigeria. Descriptive survey research design was adopted for the study. The study population comprised, teachers of public Junior Secondary Schools in Southwest, Nigeria. The sample size of the study was Three hundred (300) respondents. A simple   random sampling technique  through, ballot papers. Five schools were used for the study from each of the six states of the region (Ekiti, Lagos, Ondo, Ogun, Osun and Oyo) states   was used to select the respondents. The research instrument used for the study was  self-developed questionnaires by the researchers, entitled, “Questionnaire on Teachers’’ Versatility and Government Commitment towards Multi-grade Teaching Strategy in Universal Basic Education and Post-Literacy Programmes, South- West, Nigeria”. The research instruments were validated by two experts in Test and Measurement, while its reliability was determined, through test retest method. 0.74 coefficient reliability was obtained. Data generated on the research questions was analyzed, suing descriptive statistics (frequency counts and simple percentages). Based on the results of the study, conclusions were made that: teachers were not well trained to use the teaching strategy. Also, teachers were not well supervised whenever they were using multi-grade teaching strategy. Also, findings of the study also indicated that multi-grade approach is a new teaching strategy hence, not captured by the curricula for the programmes, and so on Hence, most of the teachers find the approach difficult to use. Based on the conclusion, the recommendations were made that teachers should be taught on how to use multi-grade approach. Also, teachers should be well supervised, while using the approach etc.

Keywords: Teachers, Versatility, Government commitment, Multi-grade, Universal basic  education, Post-literacy,

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