The document discusses a study that assessed pre-primary school program activities in Kwara State, Nigeria. The study found that the pre-primary school program on the ground has not met the objectives outlined in the national education policy due to a lack of adequate government funding, infrastructure development, instructional materials, and adherence to curriculum guidelines. The findings reveal that more needs to be done to improve pre-primary education in Kwara State and Nigeria overall in order to better achieve the goals of the national education policy.
The document summarizes key issues in achieving quality primary education in Ekiti State, Nigeria. It identifies wide disparities in learning outcomes, poor teacher deployment practices, and poor quality of teaching and learning as major challenges. It recommends prioritizing increasing equitable participation, selecting cost-effective strategies to improve school quality like providing teaching materials and training teachers, and assessing the high cost of teacher salaries against class size and instructional time. The document provides a high-level overview of the current state of primary education in Ekiti and potential strategies and priorities for improving quality.
Yidana presentation at the ge sci-panaf workshop in ela 2010 lusaka- zambiaROCARE / ERNWACA
The document summarizes research presented by Issifu Yidana on ICT in education across Africa. It discusses Yidana's past research studies in Ghana that examined factors influencing faculty use of instructional technology and explored using project-based learning and authentic assessment in ICT courses. It also outlines Yidana's involvement in ongoing research projects in Ghana investigating the pedagogical integration of ICTs and how academics use learning management systems. Key discussion points focused on challenges facing African ICT in education research and enhancing dialogue between researchers, policies, and practice on the continent.
The document summarizes the key points of the Draft National Education Policy 2019 in India. It outlines the vision to create an education system that contributes to transforming India into an equitable and knowledgeable society. Some of the main goals include ensuring early childhood education for all, achieving foundational literacy and numeracy for all children by 2025, universal access to education till grade 12, restructuring the curriculum around a 5+3+3+4 design, improving teacher quality, and increasing investment in education.
AN ASSESSMENT OF THE IMPLEMENTATION OF THE RE-ENTRY POLICY FOR GIRLS IN SIX C...Lelihle Simelane
Swaziland has no stand-alone re-entry policy. Practices vary from school to school, but generally a pregnant girl has to drop out of school although those who become pregnant may be allowed to return to write their exams at the same school or they may be advised to find another examination centre. The Swaziland Education and Training Sector Policy of 2011 explicitly states that ‘every child, irrespective of their life circumstances… has the right to be re-integrated into the same institution that the child was previously attending.’ The paper documents school practices that appear to be informed by ignorance of the provisions of the EDSEC Policy of 2011 and historical developments in national policy; international conventions and declarations the country is signatory to, with missed opportunities. Schools are not coping with the evolving and expanding role in helping children develop. The study concluded that there is need for awareness raising as well as legislation which will compel schools not to expel such pupils but that they are given time to deliver their babies and be allowed to re-join the school. It is thought that institutionalising and publicising the EDSEC policy should lead to more and better reporting, more re-entry, and fewer abortions. There is necessity for awareness development among stakeholders, rigorous and vigorous campaigns and preparedness to tackle strong resistance which has been shown through the practices reported in this study to hypocritical.
Problems in implementing education policies in pakistanNighat Shaheen
This document summarizes the key problems in implementing education policies in Pakistan. It identifies 10 major gaps: 1) poor communication, 2) weak administration, 3) poor policy evaluation, 4) financial gaps and irregularities, 5) attitudes of public servants, 6) inefficient bureaucratic structure, 7) failure of decentralization measures, 8) lack of political will, 9) leadership vacuum, and 10) deeply entrenched corruption. The document also provides recommendations to address these gaps such as involving stakeholders, strengthening accountability, and providing training. It concludes that lack of direction, consistency, and commitment have hindered effective policy implementation in Pakistan's education system.
Universal access to education a study of innovative strategyResearch Coach
This document discusses universal access to education in developing countries. It analyzes barriers to education like remote locations, lack of infrastructure, and costs. Innovative delivery methods are needed to provide universal access. The paper examines existing models from governments, firms, and NGOs, rating them on scalability, replicability and sustainability. Some companies like IBM and Microsoft are taking active roles in solving this issue through corporate social responsibility initiatives, while most firms are inactive or reactive. Recommendations include encouraging more active private sector involvement and partnerships to increase access to quality education worldwide.
The document summarizes key issues in achieving quality primary education in Ekiti State, Nigeria. It identifies wide disparities in learning outcomes, poor teacher deployment practices, and poor quality of teaching and learning as major challenges. It recommends prioritizing increasing equitable participation, selecting cost-effective strategies to improve school quality like providing teaching materials and training teachers, and assessing the high cost of teacher salaries against class size and instructional time. The document provides a high-level overview of the current state of primary education in Ekiti and potential strategies and priorities for improving quality.
Yidana presentation at the ge sci-panaf workshop in ela 2010 lusaka- zambiaROCARE / ERNWACA
The document summarizes research presented by Issifu Yidana on ICT in education across Africa. It discusses Yidana's past research studies in Ghana that examined factors influencing faculty use of instructional technology and explored using project-based learning and authentic assessment in ICT courses. It also outlines Yidana's involvement in ongoing research projects in Ghana investigating the pedagogical integration of ICTs and how academics use learning management systems. Key discussion points focused on challenges facing African ICT in education research and enhancing dialogue between researchers, policies, and practice on the continent.
The document summarizes the key points of the Draft National Education Policy 2019 in India. It outlines the vision to create an education system that contributes to transforming India into an equitable and knowledgeable society. Some of the main goals include ensuring early childhood education for all, achieving foundational literacy and numeracy for all children by 2025, universal access to education till grade 12, restructuring the curriculum around a 5+3+3+4 design, improving teacher quality, and increasing investment in education.
AN ASSESSMENT OF THE IMPLEMENTATION OF THE RE-ENTRY POLICY FOR GIRLS IN SIX C...Lelihle Simelane
Swaziland has no stand-alone re-entry policy. Practices vary from school to school, but generally a pregnant girl has to drop out of school although those who become pregnant may be allowed to return to write their exams at the same school or they may be advised to find another examination centre. The Swaziland Education and Training Sector Policy of 2011 explicitly states that ‘every child, irrespective of their life circumstances… has the right to be re-integrated into the same institution that the child was previously attending.’ The paper documents school practices that appear to be informed by ignorance of the provisions of the EDSEC Policy of 2011 and historical developments in national policy; international conventions and declarations the country is signatory to, with missed opportunities. Schools are not coping with the evolving and expanding role in helping children develop. The study concluded that there is need for awareness raising as well as legislation which will compel schools not to expel such pupils but that they are given time to deliver their babies and be allowed to re-join the school. It is thought that institutionalising and publicising the EDSEC policy should lead to more and better reporting, more re-entry, and fewer abortions. There is necessity for awareness development among stakeholders, rigorous and vigorous campaigns and preparedness to tackle strong resistance which has been shown through the practices reported in this study to hypocritical.
Problems in implementing education policies in pakistanNighat Shaheen
This document summarizes the key problems in implementing education policies in Pakistan. It identifies 10 major gaps: 1) poor communication, 2) weak administration, 3) poor policy evaluation, 4) financial gaps and irregularities, 5) attitudes of public servants, 6) inefficient bureaucratic structure, 7) failure of decentralization measures, 8) lack of political will, 9) leadership vacuum, and 10) deeply entrenched corruption. The document also provides recommendations to address these gaps such as involving stakeholders, strengthening accountability, and providing training. It concludes that lack of direction, consistency, and commitment have hindered effective policy implementation in Pakistan's education system.
Universal access to education a study of innovative strategyResearch Coach
This document discusses universal access to education in developing countries. It analyzes barriers to education like remote locations, lack of infrastructure, and costs. Innovative delivery methods are needed to provide universal access. The paper examines existing models from governments, firms, and NGOs, rating them on scalability, replicability and sustainability. Some companies like IBM and Microsoft are taking active roles in solving this issue through corporate social responsibility initiatives, while most firms are inactive or reactive. Recommendations include encouraging more active private sector involvement and partnerships to increase access to quality education worldwide.
THE EFFECTIVE IMPLEMENTATION OF THE NEW SENIOR SECONDARY SCHOOL CURRICULUM IN...Bayo Soneye
ABSTRACT
This study was on the effective implantation of the New Senior Secondary Curriculum in the realization of educational objectives. This study population comprised (10) ten secondary school in Ogun State, Nigeria. These secondary schools are five public secondary school and five secondary school. Fifty subjects were randomly selected from the population. However related literatures were reviewed form textbooks, journals and post researches. The research instruments were questionnaire which was statically analyzed with contingency table while the hypotheses were both tested at 0.05 level of significance using the mean statistic. It was discovered that there is a significant relationship between the new senior secondary school curriculum and the realization of educational objectives. Therefore, the finding reveals that the federal and state government should make it a point of duty to build infrastructure facilities including functional workshops in all the senior secondary school across the nation with adequate provision of workshop equipment, instructional materials and tools to make teaching and learning of trade subjects entrepreneurship (furniture making, cosmetology, marketing, tourism And GSM maintenance etc) meaningful Thus, students will be expose to varieties of opportunities and to engage in practical works, which is the major aspect of the New Senior Secondary Curriculum.
This paper examines quality assurance mechanisms as correlates of goal achievement of Universal Basic Education (UBE) in public secondary schools of Kwara State, Nigeria. A structured questionnaire was developed and issued to collect information from the study samples. The questionnaire was administered to one thousand, five hundred (1.500) respondents. Data collected were analysed using mean, standard deviation, factor analysis, correlation analysis and regression analysis. The results of the study revealed that instructional supervision, staff development practices, continuous assessment and learning environment had a significant positive relationship with goal achievement in UBE public secondary schools. From the results, it was recommended among others that ministry of education should organise workshops and seminars on quality assurance mechanisms, so that principals and teachers could gain in-depth knowledge and understanding of the identified quality assurance mechanisms.
National Education Policy 2019 - Feedback from PwD CommunitySunil Prabhakaran
The new National Education Policy 2019 is up for public comment till 31 July 2019. While the policy addresses a whole gamut of areas in education including inclusion of person’s with disability, it may need to address how to mainstream PWD’s into current educational systems in depth.
A group of citizen volunteers from PwD inclusion community discussed deeply on how NEP could involve aspects of inclusion and accessibility of Children with Special needs.
Educating our future -National Education Policy (Zambia)Jerry Sakala
The Goals of the Education System in Zambia
a) producing a learner capable of
(i) being animated by a personally held set of civic, moral and spiritual
values;
(ii) developing an analytical, innovative, creative and constructive mind;
(iii) appreciating the relationship between scientific thought, action and
technology on the one hand, and sustenance of the quality of life on the
other;
(iv) demonstrating free expression of one's own ideas and exercising
tolerance for other people's views;
(v) cherishing and safeguarding individual liberties and human rights;
(vi) appreciating Zambia's ethnic cultures, customs and traditions, and
upholding national pride, sovereignty, peace, freedom and
independence;
(vii) participating in the preservation of the ecosystems in one's immediate
and distant environments;
(viii) maintaining and observing discipline and hard work as the
cornerstones of personal and national development
b) increasing access to education and life skills training
c) building capacity for the provision of quality education
d) creating conditions for effective coordination of policies, plans and
programmes 7
e) rationalizing resource mobilization and utilization.
These goals will inform the education policies and practices of all partners in
educational provision and they will also be the basis for teaching and learning in schools
and colleges.
1. The document discusses the importance of research in the teaching and learning process. It notes that effective teaching involves applying new research and theory in the classroom.
2. It outlines some key principles of effective teaching and learning, including the teacher's knowledge of the subject matter, active learner involvement, interaction between teachers and students, and providing a variety of learning activities.
3. The conclusion emphasizes that high quality teaching relies on teacher education and professional development to incorporate research findings and advance teaching skills over time. Research can help improve the quality of teaching.
Health education (HED) as a subject in the secondary school curriculum has been made a compulsory subject in West African Examination Council (WAEC) and Senior Secondary School Certificate (SSCE) examinations for any candidate wanting to study any course in the medical and health-related disciplines in Nigerian tertiary institutions. This study seeks to find out the extent of the teaching of HED as a school subject in secondary schools in Bayelsa State; not as components of other subjects like health science, biology, and physical and health education. The proposed approach of the study was a State-wide survey of the teaching of HED as a school subject in secondary schools. This was done by involving 114 schools out of the 192 schools in the State. Findings revealed that out of the 114 schools visited, 38 schools only teach Physical and Health Education (PHE) as a subject in the Junior Secondary School level. During interviews with heads of schools that teaches PHE; it was gathered that the teachers who teach PHE also doubles as teachers of HED at the Senior Secondary (SSS) level. Implying that only 38 schools out of the 114 sampled schools teach (HED) as a school subject; this reveals an abysmal absence of the teaching of Health Education as a school subject in Senior Secondary Schools (SSS) in Bayelsa State, Nigeria. The none-teaching of HED underscores its importance to healthful-living It is therefore recommended that health education as a subject be encouraged and taught in all SSS in the State.
Aspects of the Zambian Ministry of Education's policy on assessmentWilliam Kapambwe
The document discusses the Ministry of Education's policy on assessment in Zambia. It outlines the background of assessment reform beginning in 1992 with "Focus on Learning" which aimed to improve the quality of education. The ministry's 1996 policy "Educating Our Future" emphasized school-based continuous assessment and establishing basic competency levels. The assessment procedures were shifted to an outcome-based approach involving criterion referencing and authentic assessment. The strategic plan for 2003-2007 aimed to set minimum education standards and provide a competency-based curriculum supported by learning resources.
National Education Policy-2017 (Pakistan)Ahmed Bilal
The document outlines Pakistan's National Education Policy for 2017-2025. It discusses key points of the policy including goals to promote character building, meet learning needs, and enhance access to quality education. It also covers the policy's focus on early childhood education, primary education, literacy programs, secondary education, teacher education, vocational education, higher education, and integrating information technology. The document provides details on the current issues, objectives, and implementation strategies for each area.
The document outlines the scope and considerations for developing a common school education curriculum in Tamil Nadu. It discusses expanding the scope to include life skills, academic and vocational skills, self-reliance, independence and ability to assert. The curriculum should cater to current and future needs through knowledge creation and innovative skills development using problem-solving learning contexts. Both language and content subjects need to rely on experiential learning strategies like activity-based and active learning to equip students for life and career success.
This document discusses gaps in the implementation of education policy in Pakistan. It outlines several national education policies introduced between 1947-2017 and highlights strategies and targets of some of these policies related to literacy. Key rationales for failure to implement education policies effectively include weak planning, lack of resources, unclear objectives, and insufficient government budget and commitment. The document concludes by providing suggestions to address these gaps such as involving stakeholders in policy formation, strengthening accountability, and decentralizing administration.
This document discusses challenges facing education policy implementation in Pakistan. It notes poor understanding of policies by district management due to weak communication, as well as lack of political commitment exemplified by discontinuation of programs between governments. Centralization of decision-making without local input and low education budget allocation relative to other countries are also cited as issues undermining effective implementation. The document advocates for reforming implementation through improved communication and consistent high-level political support.
11.political leadership and the development of education programme in nigeria...Alexander Decker
This document discusses the relationship between political leadership and education program development in Nigeria and lessons for other African nations. It finds that successive Nigerian governments, both military and civilian, have pursued education programs aligned with their ideologies and priorities. Funding has been inadequate and dependent on the ruling government's priorities. Many African countries experienced political instability in the 1990s, compounding education spending issues. To reduce illiteracy and achieve education for all goals, Nigeria and other African nations need focused political leadership that develops long-lasting education programs to advance their nations technologically. The political system influences education policy formulation and resource allocation. Education policy reflects the ruling party's ideology.
Education,social,economical,political and technological changes in educationSanu R
This document discusses trends and issues in education with a focus on the impact of social, economic, political and technological changes. It covers several topics:
- The relationship between education and social change is two-way, with education both shaping social change and being shaped by it.
- Economic factors like funding, investment, and policies influence education systems.
- Political changes also impact education through policies, curriculum, and programs.
- Emerging technologies continue to transform teaching and learning.
- Current trends in education emphasize learner-centered and activity-based approaches, as well as greater technology integration and accessibility.
A perspective of the challenges facing (basic school) teacher training, recru...anisahtahir
- The document discusses challenges facing basic school teacher training, recruitment, and quality in Zambia. It notes that while Zambia introduced reforms like the Zambia Teacher Education Course to increase teachers, issues around coordination of programs, lack of demonstration schools during training, and recruitment processes have compromised quality. The challenges include an outdated education law from 1966, uncoordinated teacher training programs between different institutions, and issues with the fast-track Zambia Teacher Education Course eliminating demonstration schools and partnership between colleges and schools.
The document outlines key aspects of the National Education Policy 2020, including its vision, principles, and focus areas.
It discusses universal access to early childhood care and education from ages 3-6, as well as foundational literacy and numeracy goals for students by grade 3. The document also covers transforming the curriculum, pedagogy, assessment system, and teacher education.
Key highlights include implementing a 5+3+3+4 grade structure; competency-based education; integrating subjects and experiential learning; reducing curriculum content; tracking learning outcomes; reforming board exams; developing holistic progress reports; and establishing school complexes. Overall, the policy aims to improve learning outcomes, skills, values, and make
A follow up on the performance of monks teaching moralityAlexander Decker
The document discusses a study on the performance of monks who teach morality in basic educational institutes in Thailand. It finds that the actual performance of the monks is lower than expected in most areas, except for teaching subjects that match their strengths. Monks, administrators, students, and parents generally agree that monks understand curriculum objectives and teach effectively. However, they expect improvements in curriculum understanding, use of evaluation tools, and teaching tailored to student needs. Suggestions include updating curriculum, increasing teaching hours, and better instructional materials.
A follow up on the performance of monks teaching moralityAlexander Decker
- The study examined the actual and expected performance of monks teaching morality in basic educational institutes in Thailand across four areas: curriculum, teaching, use of instructional media/materials, and evaluation.
- Survey results found the actual performance of monks was lower than expected in all areas except one regarding teaching assignments matching their aptitude.
- Monks and school administrators agreed monks understood curriculum objectives and were skilled in teaching and media selection, but monks wanted more understanding of curriculum structure while administrators expected evaluation and teaching improvements.
- Students and parents understood curriculum structure/objectives and found media appropriate, but students wanted monk-led activities to match learning objectives while parents wanted a modernized, relevant curriculum.
THE EFFECTIVE IMPLEMENTATION OF THE NEW SENIOR SECONDARY SCHOOL CURRICULUM IN...Bayo Soneye
ABSTRACT
This study was on the effective implantation of the New Senior Secondary Curriculum in the realization of educational objectives. This study population comprised (10) ten secondary school in Ogun State, Nigeria. These secondary schools are five public secondary school and five secondary school. Fifty subjects were randomly selected from the population. However related literatures were reviewed form textbooks, journals and post researches. The research instruments were questionnaire which was statically analyzed with contingency table while the hypotheses were both tested at 0.05 level of significance using the mean statistic. It was discovered that there is a significant relationship between the new senior secondary school curriculum and the realization of educational objectives. Therefore, the finding reveals that the federal and state government should make it a point of duty to build infrastructure facilities including functional workshops in all the senior secondary school across the nation with adequate provision of workshop equipment, instructional materials and tools to make teaching and learning of trade subjects entrepreneurship (furniture making, cosmetology, marketing, tourism And GSM maintenance etc) meaningful Thus, students will be expose to varieties of opportunities and to engage in practical works, which is the major aspect of the New Senior Secondary Curriculum.
This paper examines quality assurance mechanisms as correlates of goal achievement of Universal Basic Education (UBE) in public secondary schools of Kwara State, Nigeria. A structured questionnaire was developed and issued to collect information from the study samples. The questionnaire was administered to one thousand, five hundred (1.500) respondents. Data collected were analysed using mean, standard deviation, factor analysis, correlation analysis and regression analysis. The results of the study revealed that instructional supervision, staff development practices, continuous assessment and learning environment had a significant positive relationship with goal achievement in UBE public secondary schools. From the results, it was recommended among others that ministry of education should organise workshops and seminars on quality assurance mechanisms, so that principals and teachers could gain in-depth knowledge and understanding of the identified quality assurance mechanisms.
National Education Policy 2019 - Feedback from PwD CommunitySunil Prabhakaran
The new National Education Policy 2019 is up for public comment till 31 July 2019. While the policy addresses a whole gamut of areas in education including inclusion of person’s with disability, it may need to address how to mainstream PWD’s into current educational systems in depth.
A group of citizen volunteers from PwD inclusion community discussed deeply on how NEP could involve aspects of inclusion and accessibility of Children with Special needs.
Educating our future -National Education Policy (Zambia)Jerry Sakala
The Goals of the Education System in Zambia
a) producing a learner capable of
(i) being animated by a personally held set of civic, moral and spiritual
values;
(ii) developing an analytical, innovative, creative and constructive mind;
(iii) appreciating the relationship between scientific thought, action and
technology on the one hand, and sustenance of the quality of life on the
other;
(iv) demonstrating free expression of one's own ideas and exercising
tolerance for other people's views;
(v) cherishing and safeguarding individual liberties and human rights;
(vi) appreciating Zambia's ethnic cultures, customs and traditions, and
upholding national pride, sovereignty, peace, freedom and
independence;
(vii) participating in the preservation of the ecosystems in one's immediate
and distant environments;
(viii) maintaining and observing discipline and hard work as the
cornerstones of personal and national development
b) increasing access to education and life skills training
c) building capacity for the provision of quality education
d) creating conditions for effective coordination of policies, plans and
programmes 7
e) rationalizing resource mobilization and utilization.
These goals will inform the education policies and practices of all partners in
educational provision and they will also be the basis for teaching and learning in schools
and colleges.
1. The document discusses the importance of research in the teaching and learning process. It notes that effective teaching involves applying new research and theory in the classroom.
2. It outlines some key principles of effective teaching and learning, including the teacher's knowledge of the subject matter, active learner involvement, interaction between teachers and students, and providing a variety of learning activities.
3. The conclusion emphasizes that high quality teaching relies on teacher education and professional development to incorporate research findings and advance teaching skills over time. Research can help improve the quality of teaching.
Health education (HED) as a subject in the secondary school curriculum has been made a compulsory subject in West African Examination Council (WAEC) and Senior Secondary School Certificate (SSCE) examinations for any candidate wanting to study any course in the medical and health-related disciplines in Nigerian tertiary institutions. This study seeks to find out the extent of the teaching of HED as a school subject in secondary schools in Bayelsa State; not as components of other subjects like health science, biology, and physical and health education. The proposed approach of the study was a State-wide survey of the teaching of HED as a school subject in secondary schools. This was done by involving 114 schools out of the 192 schools in the State. Findings revealed that out of the 114 schools visited, 38 schools only teach Physical and Health Education (PHE) as a subject in the Junior Secondary School level. During interviews with heads of schools that teaches PHE; it was gathered that the teachers who teach PHE also doubles as teachers of HED at the Senior Secondary (SSS) level. Implying that only 38 schools out of the 114 sampled schools teach (HED) as a school subject; this reveals an abysmal absence of the teaching of Health Education as a school subject in Senior Secondary Schools (SSS) in Bayelsa State, Nigeria. The none-teaching of HED underscores its importance to healthful-living It is therefore recommended that health education as a subject be encouraged and taught in all SSS in the State.
Aspects of the Zambian Ministry of Education's policy on assessmentWilliam Kapambwe
The document discusses the Ministry of Education's policy on assessment in Zambia. It outlines the background of assessment reform beginning in 1992 with "Focus on Learning" which aimed to improve the quality of education. The ministry's 1996 policy "Educating Our Future" emphasized school-based continuous assessment and establishing basic competency levels. The assessment procedures were shifted to an outcome-based approach involving criterion referencing and authentic assessment. The strategic plan for 2003-2007 aimed to set minimum education standards and provide a competency-based curriculum supported by learning resources.
National Education Policy-2017 (Pakistan)Ahmed Bilal
The document outlines Pakistan's National Education Policy for 2017-2025. It discusses key points of the policy including goals to promote character building, meet learning needs, and enhance access to quality education. It also covers the policy's focus on early childhood education, primary education, literacy programs, secondary education, teacher education, vocational education, higher education, and integrating information technology. The document provides details on the current issues, objectives, and implementation strategies for each area.
The document outlines the scope and considerations for developing a common school education curriculum in Tamil Nadu. It discusses expanding the scope to include life skills, academic and vocational skills, self-reliance, independence and ability to assert. The curriculum should cater to current and future needs through knowledge creation and innovative skills development using problem-solving learning contexts. Both language and content subjects need to rely on experiential learning strategies like activity-based and active learning to equip students for life and career success.
This document discusses gaps in the implementation of education policy in Pakistan. It outlines several national education policies introduced between 1947-2017 and highlights strategies and targets of some of these policies related to literacy. Key rationales for failure to implement education policies effectively include weak planning, lack of resources, unclear objectives, and insufficient government budget and commitment. The document concludes by providing suggestions to address these gaps such as involving stakeholders in policy formation, strengthening accountability, and decentralizing administration.
This document discusses challenges facing education policy implementation in Pakistan. It notes poor understanding of policies by district management due to weak communication, as well as lack of political commitment exemplified by discontinuation of programs between governments. Centralization of decision-making without local input and low education budget allocation relative to other countries are also cited as issues undermining effective implementation. The document advocates for reforming implementation through improved communication and consistent high-level political support.
11.political leadership and the development of education programme in nigeria...Alexander Decker
This document discusses the relationship between political leadership and education program development in Nigeria and lessons for other African nations. It finds that successive Nigerian governments, both military and civilian, have pursued education programs aligned with their ideologies and priorities. Funding has been inadequate and dependent on the ruling government's priorities. Many African countries experienced political instability in the 1990s, compounding education spending issues. To reduce illiteracy and achieve education for all goals, Nigeria and other African nations need focused political leadership that develops long-lasting education programs to advance their nations technologically. The political system influences education policy formulation and resource allocation. Education policy reflects the ruling party's ideology.
Education,social,economical,political and technological changes in educationSanu R
This document discusses trends and issues in education with a focus on the impact of social, economic, political and technological changes. It covers several topics:
- The relationship between education and social change is two-way, with education both shaping social change and being shaped by it.
- Economic factors like funding, investment, and policies influence education systems.
- Political changes also impact education through policies, curriculum, and programs.
- Emerging technologies continue to transform teaching and learning.
- Current trends in education emphasize learner-centered and activity-based approaches, as well as greater technology integration and accessibility.
A perspective of the challenges facing (basic school) teacher training, recru...anisahtahir
- The document discusses challenges facing basic school teacher training, recruitment, and quality in Zambia. It notes that while Zambia introduced reforms like the Zambia Teacher Education Course to increase teachers, issues around coordination of programs, lack of demonstration schools during training, and recruitment processes have compromised quality. The challenges include an outdated education law from 1966, uncoordinated teacher training programs between different institutions, and issues with the fast-track Zambia Teacher Education Course eliminating demonstration schools and partnership between colleges and schools.
The document outlines key aspects of the National Education Policy 2020, including its vision, principles, and focus areas.
It discusses universal access to early childhood care and education from ages 3-6, as well as foundational literacy and numeracy goals for students by grade 3. The document also covers transforming the curriculum, pedagogy, assessment system, and teacher education.
Key highlights include implementing a 5+3+3+4 grade structure; competency-based education; integrating subjects and experiential learning; reducing curriculum content; tracking learning outcomes; reforming board exams; developing holistic progress reports; and establishing school complexes. Overall, the policy aims to improve learning outcomes, skills, values, and make
A follow up on the performance of monks teaching moralityAlexander Decker
The document discusses a study on the performance of monks who teach morality in basic educational institutes in Thailand. It finds that the actual performance of the monks is lower than expected in most areas, except for teaching subjects that match their strengths. Monks, administrators, students, and parents generally agree that monks understand curriculum objectives and teach effectively. However, they expect improvements in curriculum understanding, use of evaluation tools, and teaching tailored to student needs. Suggestions include updating curriculum, increasing teaching hours, and better instructional materials.
A follow up on the performance of monks teaching moralityAlexander Decker
- The study examined the actual and expected performance of monks teaching morality in basic educational institutes in Thailand across four areas: curriculum, teaching, use of instructional media/materials, and evaluation.
- Survey results found the actual performance of monks was lower than expected in all areas except one regarding teaching assignments matching their aptitude.
- Monks and school administrators agreed monks understood curriculum objectives and were skilled in teaching and media selection, but monks wanted more understanding of curriculum structure while administrators expected evaluation and teaching improvements.
- Students and parents understood curriculum structure/objectives and found media appropriate, but students wanted monk-led activities to match learning objectives while parents wanted a modernized, relevant curriculum.
Action research for Strategic Intervention MaterialsKristine Barredo
This document discusses a study that evaluated the effectiveness of using strategic intervention materials to improve 4th grade students' academic performance in science. It found that students who were taught using the strategic materials performed better on pre- and post-tests compared to students taught using traditional methods. The study developed science intervention materials aimed at reteaching least mastered concepts and skills. It assessed 330 4th grade students, with some sections taught traditionally and others using the new materials. Students using the materials showed greater gains in science performance compared to those taught traditionally.
Curriculum development and teaching methodology forAlexander Decker
This document summarizes a study on curriculum development and teaching methodology for effective learning in secondary schools in Benin City, Edo State, Nigeria. The study aimed to identify problems in curriculum distribution, factors affecting curriculum development and teaching, and the role of teachers and funding. A questionnaire was administered to 200 teachers and 40 education officers. The findings showed key problems as lack of teacher access to curricula, underproduction of curricula, and inadequate rural teacher information. Factors identified were use of inefficient writers and editors, frequent curriculum reviews, and insufficient time. The roles of teachers included classroom instruction planning, student counseling, and creating teaching materials. Problems with funding included diversion of funds, delayed releases, and irregular management. No
Curriculum development and teaching methodology forAlexander Decker
This document summarizes a study on curriculum development and teaching methodology for effective learning in secondary schools in Benin City, Edo State, Nigeria. The study aimed to identify problems in curriculum distribution, factors affecting curriculum development and teaching, and the role of teachers and funding. A questionnaire was administered to 200 teachers and 40 education officers. The findings showed key problems as lack of teacher access to curricula, underproduction of curricula, and inadequate rural teacher information. Factors identified were use of inefficient writers, frequent reviews, and limited writing hours. The roles of teachers included classroom planning, student counseling, and creating instructional materials. Problems with funding included diversion of funds, delayed releases, and irregular management. No significant gender
Assessment of Early Childhood Education Resources in Public and Private Schoo...PUBLISHERJOURNAL
Assessment assumes an inevitable and indispensable role in the development of quality education from time to time in any society. This study, therefore, examined the availability of human and material resources at the Early Childhood Education Centres in both public and private schools in Lagos State. It also determined the quality of human resources present in both public and private schools in the study area. The study employed the descriptive survey research design. The population for the study comprised School Heads, Teachers and Caregivers in Early Childhood Education centres in Lagos State. The sample comprised 36 head of schools, 180 teachers and 180 caregivers that were selected using multistage sampling procedure. Two research instruments were used for data collection. A Cronbach’s Alpha was used to ascertain the reliability values of the two instruments at 0.85 and 0.79 respectively. The results showed that only the heads of schools and teachers were qualified. The study also showed that material resources are not adequate enough though the available ones were being used to enhance teaching, learning and play in order to bring about the total development of the child.
Keywords: Assessment, human resources, material resources, public school, private school, and personnel.
Challenges Parents Face While Participating in the Education of Their Childrenpaperpublications3
This document discusses challenges that parents face in participating in their children's education. It provides background on parental participation policies in Kenya and discusses a study that investigated challenges in one region. The study found that lack of clear parental participation policies, poor parent-teacher communication, and parental illiteracy hindered involvement. It calls for programs to encourage participation and educate parents on benefits.
Advocacy Action Plan Exploring Language and Literacy Developm.docxstandfordabbot
Advocacy Action Plan
“Exploring Language and Literacy Development in Early Childhood Education “
Angel Winslow
EDSD 7085: Inspired Leadership, Informed Advocacy, and Improved Policy
Module 4 Assignment 2
Date Due: November 9, 2022
Exploring Language and Literacy Development in Early Childhood Education
The advocacy program entails putting forward early literacy development in children as a critical area for advancing education. It is essential that children acquire language skills right from the young age so as to prepare them for lifelong learning and achievements. The advocacy requires participation of stakeholders of early literacy development that include families, parents, caregivers, educators, and policy makers in the area of early childhood education. Organization such as NAEYC ensure that teachers are properly trained to spearhead the acquisition of literacy and language skills in children. Center for Early Literacy Learning recommends that teachers and educators should use evidence-based practices to promote literacy skills in young learners.
2
Advocating for language and literacy development in early childhood learners
Supporting literacy development for learners in early education setting
Working with stakeholders that include caregivers, family members, parents, educators and caregivers in literacy development
Advance the reading writing skills of young learners
NAEYC ensures that teachers and educators are well trained to guide young learners in meeting literacy needs
Center for Early Literacy Learning recommends use of evidence-based practices
Regulations and Policies associated with the topic
The common core state standards ensure uniformity in learning expectations in all the states in the United States of America. Common core standards for English and literacy the standards and expectations that language learners are expected to achieve. This standard apply to the advocacy issue because language learning starts at an early age. The third-grade reading law is a regulation that was adopted by many states across the country to ensure that young learners are able to read before they can be promoted to fourth grade. The third-grade reading law apply to the advocacy topic since reading is one of the essentials elements necessary for literacy development. No Child Left Behind of 2002 is a law that seeks to promote literacy by providing guidelines for administering literacy tests. Race to the Top is one of the laws that provided the groundwork for the establishment of common core standards. Every Student Succeeds Act of 2015 is a law that guided the adoption of Common Core Standards as a policy area in literacy and learning development. The law led to the adoption of the policy called Literacy Education for All, Results for the Nation (LEARN) which promotes literacy education in the country (Castillo, 2020).
3
The third-grade reading legislation
No Child Left Behind of (2002)
Race to the Top (20.
Exploration of Child Rearing Practices among Parents of Preschool Aged Childr...IIJSRJournal
The document describes a qualitative study that explored parenting styles among parents of preschool-aged children in Sri Lanka. Focus group discussions and in-depth interviews were conducted with parents to understand their child-rearing practices. The interviews were analyzed using thematic analysis, which identified 5 major themes and 25 subthemes. The themes were: 1) Intentional actions for disciplining children, 2) Parental perception of social development, 3) Parental regulation of activities, 4) Parental involvement in education, and 5) Parental relationship and care. The results provide insights into parenting styles in Sri Lanka that can inform the development of a parenting assessment tool and educational programs.
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Early Childhood Research Quarterly 27 (2012) 198– 209
Contents lists available at SciVerse ScienceDirect
Early Childhood Research Quarterly
ctivity settings and daily routines in preschool classrooms: Diverse experiences
n early learning settings for low-income children�
llison Sidle Fuligni a,∗, Carollee Howes b, Yiching Huang b, Sandra Soliday Hong b,
andraluz Lara-Cinisomo c
California State University, Los Angeles, USA
University of California, Los Angeles, USA
University of North Carolina, Charlotte, USA
r t i c l e i n f o
rticle history:
eceived 28 April 2010
eceived in revised form
7 September 2011
ccepted 8 October 2011
eywords:
reschool quality
eacher-directed activity
hild-directed activity
a b s t r a c t
This paper examines activity settings and daily classroom routines experienced by 3- and 4-year-old low-
income children in public center-based preschool programs, private center-based programs, and family
child care homes. Two daily routine profiles were identified using a time-sampling coding procedure:
a High Free-Choice pattern in which children spent a majority of their day engaged in child-directed
free-choice activity settings combined with relatively low amounts of teacher-directed activity, and a
Structured-Balanced pattern in which children spent relatively equal proportions of their day engaged in
child-directed free-choice activity settings and teacher-directed small- and whole-group activities. Daily
routine profiles were associated with program type and curriculum use but not with measures of process
quality. Children in Structured-Balanced classrooms had more opportunities to engage in language and
nstructional quality
chool readiness
literacy and math activities, whereas children in High Free-Choice classrooms had more opportunities for
gross motor and fantasy play. Being in a Structured-Balanced classroom was associated with children’s
language scores but profiles were not associated with measures of children’s math reasoning or socio-
emotional behavior. Consideration of teachers’ structuring of daily routines represents a valuable way to
understand nuances in the provision of learning experiences for young children in the context of current
views about developmentally appropriate practice and school readiness.
Children from low-income families attend a variety of early
earning programs prior to kindergarten. Some programs are specif-
cally designed to provide pre-kindergarten readiness development
pportunities. Others are primarily concerned with meeting the
hild care needs of working parents. Many programs focus on both
f these goals. As a result, early learning settings may vary greatly
ith respect t.
The Perception of Stakeholders’ on Academic Performance of Junior high Schoo...AI Publications
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The North Carolina Science of Teaching Reading ProjectEducationNC
The document summarizes the findings of a survey sent to North Carolina K-3 teachers to assess their knowledge of the science of reading. Key findings include:
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3) The report provides recommendations to help North Carolina strengthen teacher professional development, support, and implementation of evidence-based reading instruction practices.
his study is an assessment of the implementation of Lower Basic Education curriculum in Idah Education zone of Kogi State. The expost facto design study was guided by seven research questions and 5 hypotheses. A sample of 376 (208 from public schools and 168 from private schools) Lower Basic Education (LBE) teachers were used from Idah Education Zone comprising of Ibaji, Idah and Igalamela-Odolu LGAs. Two instruments were used in this study are (a) Availability and Adequacy of Infrastructural Facility Scale (AAIFS) and (b) Basic Education Implementation Variables Questionnaire (BEIVQ). The reliability coefficient of the AAIFS is 0.88 for availability and 0.91 for adequacy while that of the BEIVQ is 0.83. The hypotheses were tested at 0.05 level of significance. Following data analysis the following findings were made: (1). It was found that only three infrastructural facilities out of 20 listed were available and they are play field, teachers’ book and First Aid Box. Those that were not available include Class Rooms, Admin blocks, Science corner/mini Lab, Wall charts, Staff Offices, Audio aids (eg radio, TV), Motion aids, Stores, Desks and chairs, Projector, Library, Computer/Lap tops, Internet facility, Source of Electricity, Studios, Toilet facilities and Water source. (2). It was also found that teacher preparation for implementation of LBE in Idah education zone of Kogi State is adequate. Specifically it was found that qualified teachers are engaged and adequate in number; teachers go on seminars and workshops regularly though mostly through self efforts, newly recruited teachers are mentored by older teachers at an informal level and recruitment of teachers is through rigorous interview. Teachers are motivated and evaluation for promotion of teachers involves some practical observation in class. (3).
WP68 Does Medium of Instruction Affect Learning Outcomessreekumar nair
This document summarizes a study that examines the effect of medium of instruction on learning outcomes using longitudinal data from the Young Lives study in Andhra Pradesh, India. The study finds that students who receive instruction in their mother tongue (Telugu) perform significantly better on math tests on average compared to students who receive English-medium instruction, after controlling for student ability, household characteristics, and parental aspirations. This suggests that introducing English as the medium of instruction at early grades may negatively impact student learning outcomes. The study uses a value-added model and data from over 2,000 students in the younger cohort of the Young Lives study to analyze differences in math achievement scores between Telugu and English medium students at primary school level in India.
The document discusses enhancing the quality of primary education in India. It identifies issues with the traditional teacher-centered approach and lack of active learning. The objectives are to examine education policies, quality of instruction, and barriers to student involvement. It analyzes data on facilities, teacher interviews, and principal interviews from 3 schools. Government policies aim to improve student-centered learning and active methodologies. However, there is a gap between policies and practices. The study recommends improving physical resources, parental support, and introducing peer and self-reflection to strengthen active learning.
An Analysis of Teachers’ Pedagogical Content Knowledge on Number Sense Learni...AJHSSR Journal
This article is about an analysis of teachers’ Pedagogical Content Knowledge (PCK) during
teaching the concept of number for early childhood. Research subjects were three kindergarten teachers in
Depok area, West Java, Indonesia. This type of research is qualitative that analyzed the phenomenon of PCK
when teaching the concept of numbers to children aged 5-6 years. Researchers conducted two observations,
interviews and documentation studies. The results showed that the three respondents did not understand the
concept of numbers as a whole. Respondents also did not comprehend the definition of the concept of numbers
and the appropriate stages associated with the concept of numbers. In addition, the three teachers did not
understand the overall curriculum of early childhood education. However, with their sufficient teaching
experience, they were considered to have good teaching skills and good evaluation of learning process. The
obstacle faced by them was quite the same in which they still found it difficult to teach the concept of numbers
with different characteristics of children. It required a particular strategy for the teachers to overcome these
obstacles. The results of this study is expected to be a consideration to hold a professional workshop
development program in order to improve the professionalism of early childhood teachers particularly in
teaching mathematics.
Influence of universal basic education (ube) facilities on school learning en...Alexander Decker
1) The study investigated the influence of Universal Basic Education (UBE) facilities on the learning environment of junior secondary schools in Epe division of Lagos State, Nigeria.
2) Five hypotheses were tested regarding the impact of UBE facilities on classroom control, teacher-student interaction, student sitting arrangements, cooperative learning, and student stimulation.
3) Results found that UBE facilities had a significant positive influence on all five factors, as the schools with UBE facilities performed significantly better than those without on all measures. This indicates that UBE facilities enhance the learning environment.
Quality Education Program in Basic Schools of Bakshi Ka Talab Block, District...ijtsrd
Every child has a potential to excel in his or her talent. If the children get attention, guidance and support right from their childhood, they can improve themselves, no matters from which social, educational or financial background they belong. This research project was to ensure children from the poorest families get quality education and reach their full of potential. In this project, a small team of teachers, in guidance of basic education department and few educationists, supported the teachers to provide quality education in schools, so that the achievement of the students can be improved in scheduled period of time. The main objective of the project was to establish an improved education system starting from the preschool to class 8 in basic schools of Bakshi Ka Talab, Lucknow, Uttar Pradesh, India. Shikha Verma "Quality Education Program in Basic Schools of Bakshi Ka Talab Block, District Lucknow" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-5 , August 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46265.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/46265/quality-education-program-in-basic-schools-of-bakshi-ka-talab-block-district-lucknow/shikha-verma
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Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
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Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
Information and Communication Technology in Education
11.[100 105]an assessment of pre-primary school programme activities in kwara state, nigeria
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 6, 2012
An Assessment of Pre-Primary School Programme Activities
in Kwara State, Nigeria
Amali, I. O.O.* Bello Muhinat Okafor Ijeoma. P
Department of Arts and Social Sciences, Faculty of Education, University of Ilorin, Kwara State.
E-mail of the corresponding authro: Oteikwu2007@yahoo.com
Abstract
In National Policy on Nigerian Education (NPE, 2004) Pre-primary education or early childhood
education is a process of educating young children in educational institutions prior to their entry into
primary schools. This study assesses Pre-primary schools programme activities across Kwara State,
Nigeria. The objective is to determine the extent to which the programme on the ground has met with
the stipulated policy statement as contained in the National Policy on Education. The findings revealed
the jeopardy due to: the lack of government adherence to the objectives of the policy in respect of
adequate funding, infrastructural development, material and non – material resources and standard
curriculum guidelines as stipulated in the policy statement. The findings in this study would thus serve
as a yardstick for success or otherwise of the policy statement as contained in the National Policy on
Pre-primary education which would serve in facilitating actions toward improving Pre-primary
education in Kwara State and in Nigeria in general.
Keywords: Policy statement, Pre-primary Education, National policy, Assessment, Educational
Administration, School Programme, Curriculum, Instructional Material
1. Introduction
Early childhood education is largely a post-colonial development. The semblances of it during the
colonial era were the kindergarten and infant classes, which consisted of groups of children considered
not yet ready for primary education. As grouping for instruction in schools was not age-based during
that period, some children aged six or even more, could be found in some of the infant classes. With
the phasing out of infant classes, some parents began to feel the need for nursery schools. The need
grew higher as a result of; increase in the number of working class mothers, changes in the economic
life that warrant women picking up jobs in order to improve and support their families. Also the level
of awareness of parents in terms of education gave an insight to most parents to see the need for pre-
school classes, where their children could be given preparatory lessons before they attain school age.
Thus, Nigerian educational administrators, policy makers and the then military government of Nigeria
realized its needs for the country and gave it official recognition in the National Policy on Education in
1977. The National Policy on Education (1976, 1981, and 1998) is a document that is intended to guide
the Nigeria educational system from Pre-primary, primary, secondary, technical levels and up to the
tertiary level. The document presents National objectives which include: a free and democratic society;
a just and egalitarian society; a united, strong and self-reliant nation; a great and dynamic economy and
a land of bright and full opportunities for all citizens. The objectives for Pre-primary education were
derived from these national goals. The policy also stated that the quality of instruction at all levels had
to be oriented towards inculcating the values of: ‘…respect for the dignity and worth of the individual,
faith in man's ability to take rational decisions, moral and spiritual values in inter-personal and human
relations, shared responsibility for the common good of society, respect for the dignity of labour,
promotion of the emotional, physical and psychological health of all children, and acquisition of
competencies necessary for self reliance’ (FGN,2004, p 11). In the current National Policy on
Education (NPE, 2004), Early childhood education is labeled as Pre-primary education and is defined
as the education given in an educational institution to children prior to their entering the primary
school. As stated in the policy document, the purpose of Pre-primary education includes, among others:
providing a smooth transition from the home to the school;
preparing the child for the primary level of education;
providing adequate care and supervision for the children while their parents are at work;
Inculcating in the child the spirit of enquiry and creativity through the exploration of nature, and
the local environment, playing with toys, artistic and musical activities, etc.
teaching the rudiments of numbers, letters, colours, shapes forms, etc. through play, and
inculcating social norms.
100
2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol 3, No 6, 2012
The document lists a number of measures to be taken by government to ensure the achievement of the
objectives of Pre-primary education. They include: encouraging private efforts in the provision of Pre-
primary education; making provision in Teacher Training institutions for production of specialist
teachers in Pre-primary education; ensuring that the medium of instruction will be principally the
mother-tongue or the language of the local community; ensuring that the main method of teaching in
Pre-primary institutions will be through play; regulating and controlling the operation of Pre-primary
education, ensuring adequate training of staff and provision of essential equipment.
The National Policy on Education (2004) placed the child at the centre of learning activities, but left
out how this was to be achieved in the hands of ‘private owners.’ Most of the owners do not even
understand the national philosophy behind the policy and lack the necessary educational background to
run a school. One wonders, therefore, if these ‘private owners’ can implement the National policy in
the way that it was designed to be done (Borishade. nd). An assessment of the running of Pre-primary
education in Kwara State, Nigeria will thus serve as a yardstick for judging the policy statement as
contained in National Policy on Pre-primary education in Nigeria
2. Research Objectives
The following are some objectives of this study.
i. To examine the extent to which Pre-primary school is receiving government support to be
able to achieve the policy statement on Pre-primary education.
ii. To examine whether Pre-primary schools are adequately provided with instructional
materials that can aid the achievement of the policy objectives.
iii. To find out whether the Pre-primary schools are managed in accordance with the
curriculum in order to achieve the policy statement of Pre-primary education
iv. To examine the academic standard at which Pre-primary schools are been managed by
their stakeholders so as to achieve the policy objectives of Pre-primary education.
3. Research Questions
The following four research questions guided the study;
i. To what extent does government support Pre-primary education in Kwara state?
ii. Are there adequate instructional materials in Pre-primary schools in Kwara state?
iii. How effective is the curriculum of Pre-primary education being implemented in Kwara state?
iv. How adequate is the standard of Pre-primary schools in Kwara state?
4. Methodology
The descriptive survey design was used in this study, the choose of descriptive survey was in line with
Akuezuilo and Agu (2003), who maintained that it is concerned with gathering of information on
peoples’ opinion. The population for this study comprised all the Pre-primary school Teachers. There
are 823 Pre-primary school teachers in the three senatorial districts of Kwara State( Kwara North,
South and Central),out of which 265 respondents were sampled. This is in line with Bartlett, Kotrlik
and Higgins (2001) table for selecting sample, which consisted of both male and female teachers were
used for the study. The simple random sampling was used in the selection of the schools with Pre-
primary classes and stratified random sampling technique was adopted in selecting 58 from Kwara
North, 74 teachers from Kwara South and 133 Teachers from Kwara Central from 35 purposely
selected schools across the three senatorial zones of Kwara State.
A -24- items 4- points likert scale questionnaire designed by the researchers and consisting eight
sections was used for the study. The questionnaire items were validated by experts in the Department
of Arts and Social Sciences Education, University of Ilorin to ensure its face and content validity. A
test- retest reliability method was carried out with a sample of 5 Pre-primary schools within Ilorin
metropolis. Three weeks interval period was given, the scores of the first were correlated with the
scores of the second using Pearson’s Product Moment Correlation Coefficient and reliability index of
0.74 was obtained. Researchers designed questionnaire was used, it contained two sections, bio-data of
the respondents constitute the first section while the second contained 20 items with 4 points responses.
The questionnaires were administered to the respondents by the researchers with the assistance of five
research assistants. The data collected was analyzed using Arithmetic mean rating with mean rating
scores of 2.5. The mean scores up to 2.5 and above were regarded as indications of adequacy or
sufficiency of the needed resources required to actualized the implementation of Pre-primary education
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policy while the mean score below 2.5 were regarded as indication of inadequacy or insufficiency of
the required resources for the Pre-primary education programme in Kwara State.
5. Results
The results obtained are as presented here under.
5.1 Research Question 1: To what extent does government support Pre-
primary school Education in Kwara state?
Table 1: Mean scores of Government support for Pre-primary school in relation to the Pre-primary
education policy statement in Kwara state (N= 265).
S/N Items Mean Decision
1 Government effort in training of Pre-primary school 1.55 Not adequate
Teachers
2. Provision of Instructional materials found in per-primary 1.98 Not adequate
school
3 School monitoring and supervision of Pre-primary school 2.41 Not adequate
The data in table 1 above shows that the mean scores from all the items on the teachers view on the
extent of government support for Pre-primary schools revealed not adequate, because no means score
exceed 2.5. By implication this shows that the government shows little commitment and support for
Pre-primary education in Kwara state.
5.2 Research Question 2: Are there adequate Instructional materials in Pre-
primary schools in Kwara state?
Table 2: Means score of the adequacy of instructional materials in Pre-primary schools in relation to
the achievement of the Pre-primary education policy statement in Kwara State (N= 265).
S/N Items Mean Decision
1 Educational Equipments
Toys 2.23 Not adequate
Television 1.23 Not adequate
Radio 1.02 Not adequate
Mini Computer 1.01 Not adequate
Furniture(chairs and table, book shelf etc ) 2.00 Not adequate
Art and craft pen 1.89 Not adequate
Nursery equipment (Bed or prim ) 0.69 Not available
This table shows that educational equipments in the Pre-primary schools are inadequate to take care of
the pupils in the classrooms. This is because the mean scores of all the equipment examined fall below
the average score line of 2.5.
5.3 Research Question 3: How adequate is the curriculum of Pre-primary school in Kwara
state?
Table 3: Mean score of management of Pre-primary school in accordance with the curriculum in order
to achieve the policy statement of Pre-primary education in Kwara State (N= 265).
S/N Items Mean Decision
1 No official curriculum for the smooth running of Pre- 1.35 Not available
primary school in Nigeria
2. Is the medium of instruction used in teaching and learning 2.13 Not adequate
process done in mother tongues in Kwara state?
3 Are there enough textbooks written in mother tongues 2.06 Not adequate
languages produced for use at the Pre-primary school
in Kwara state?
This revealed that, there was no official curriculum dictating subjects and materials that could
be used in the teaching and learning process of the Pre-primary school children in Kwara state. As
indicated in the table with none of the three items adequate when measured.
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5.4 Research Question 4: How adequate are the resources required for use in Pre-primary
schools in Kwara state?
Table 4: Mean score of standard at which Pre-primary school are been managed by their stakeholders
so as to achieve the policy statement of Pre-primary education in Kwara State (N= 265).
S/N Items Mean Decision
1 Good and quality school structure in terms of classroom, 2.46 Not adequate
chairs and table, well ventilated school building etc.
2. Adequacy of classroom, in term of size 2.40 Not adequate
3 Teacher-pupils ratio 1.93 Not adequate
4 Adequate provision of first aid materials to handle 2.34 Not adequate
emergence cases in the school
5 Appropriateness of school location to promote effective 2.40 Not adequate
teaching and learning process.
From the table above none of the means showed was up to 2.50 which is the level of adequacy. Items
1,2 and 5 where very close but yet were not up to. So by implication the standard of resources provided
for education in our Pre-primary school in Kwara state does not comply with the policy statement.
6. Discussion
From the finding in this study much of the shortcoming in the implementation of the national policy on
Pre-primary education in Kwara state hinges on the failure of the Government to put into effect most
of the measures as stated in the National Policy. These policies are aimed at ensuring that the
objectives are achieved. The lack of official supervision of schools to ensure the maintenance of
standards, has led to increase in the numbers of sub-standard Pre-primary schools in Kwara State. Also
significant provision is yet to be made in the production of specialist teachers for early childhood
education, as revealed in the analysis of data in table 2. Even if institutions are running the programmes
for producing Pre-primary school teachers, the fact remains that the Federal as well as state
government has established very few of such nursery or Pre-primary schools where graduates of such a
programme can be employed. On the issue of the use of mother-tongue as medium of instruction,
government has done little to ensure that mother-tongue or local languages are used as medium of
instruction in Pre-primary or nursery schools as stipulated in the National Policy on Education (FGN,
2004). As far as the use of the mother tongue for instruction is concerned, the values of parents seem to
be in conflict with those of the policy makers who prescribed that the medium of instruction in such
lower classes of primary schools should be principally the child’s mother tongue or the language of the
local community. Contrary to this policy statement, almost all parents, especially of the middle and
high classes that patronize Pre-primary schools, wish their children to be immersed in English language
as early as possible because of the advantages that knowledge of the language conveys on such
children in the Pre-primary and subsequent levels of the Nigerian educational system which require the
comprehension and the use of English language.
However, the fact remains that no developed nations of the world became developed by adopting
another person’s language to educate it citizens. The play way method of teaching that is advocated in
the Policy statement on Pre-primary education is not effectively used in most of the Pre-primary
schools in Kwara state. This is due to lack of material teaching resources. This indeed would require
the use of mother tongue since in the act of play the child has a better opportunity to explore, discover,
developed and create his or her skills and potentials to the fullest (Ellyat, 2004). What was in practice
in most of the schools in Kwara State is that the proprietors and teachers provide the children with toys
to play with and this are mainly for recreational purposes, not for instruction. Very few of the nursery
school teachers in Kwara state have received formal training in Pre-primary education. Therefore, the
use of the play method or any other type of learning activity suitable for inculcating social norms in
Pre-primary school children as advocated in the policy document become difficult for them. Also
government’s inspection of these schools has not been serious. This amount to poor monitoring and
supervision sparsely conducted, at time ones or twice in five years. The result, being the poor material
and human resources available for use in the schools across Kwara State. Again, there is no standard or
approved curriculum to guide the activities of the teachers as show on table 3. This creates lack of
common objective and the presentation of common learning experiences which require effective
teachers’ guidance and stimulation as prescribed by Robinson and Robinson (1986).
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The teacher–pupils ratio in our nursery school also calls for urgent attention. This is because; the
proprietors and proprietresses are after making profit. They pay little attention to the numbers of pupils
that enrolled in the schools compared to the numbers of teachers they employed. The policy statement
said that teacher- pupil’s ratio should be 1:25. This has been abused in Kwara State by school
proprietors. Most of these problems hinge on the inability of both the State and Federal governments to
exercise effective control and supervision of Pre-primary schools in Kwara state. There are large
numbers of unregistered Pre-primary schools in Ilorin metropolis that are unknown to school
Supervisors or Inspectors. Thus, the lack of effective supervision of the activities in the nursery schools
as well as to monitor their locations, infrastructures and soon have constituted problems to the ideals of
Pre-primary education in Kwara State as stipulated in the policy statement.
7. Conclusion
Available evidence suggests that early childhood education has a positive influence on educational
development of children in later life (Ogujiuba and Adeniyi, 2005). Also some writers on early
childhood education have asserted that investing in it can yield high returns (Barnett, 2006; Rolnick &
Grunewald, 2003 in Ajaniyi, 2004) in terms of human capital development. This study has shown that,
it is not any type of educational experience offered anywhere by any type of teacher that can have such
an effect on children. Thus, objectives of Pre-primary education in Kwara State and indeed the country
can only be achieved if the policy is consistently and effectively implemented. The effective
implementation of the policy could guarantee moral, social, psychological development of our little
children while in the pre-school institutions in Kwara State in particular and in Nigeria in general.
8. Recommendations
Based on the findings of this study, the following recommendations are made:
a. Government at the Federal, State and Local levels should show more interest in early childhood
education by providing some of the needed human and materials resources to ensure the effective
implementation of the stated objectives
b. The Ministry of Education in all the states of the Federation should make sure that approval of
building plan be given for building nursery schools before construction work starts with the view
of standardizing infrastructural facilities. These facilities should also be inspected and certified
adequate before the admissions are given to the children.
c. The government should make sure that curriculum planners make appropriate curriculum for use at
the Pre-primary schools. In order to bring about uniformity in the standard and quality of education
that is being provided for at the Pre-primary level.
d. Stakeholders in the provision of Pre-primary Education should make sure there is adequate
provision of educational resources required for use in the Pre-primary schools such as, standard
teachers-pupils ratio, good standard classroom as well as adequate and relevant teaching aids
among others.
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Mitchell, A, H. W. & T Schultz (1992). Evaluating education reform: Early Childhood Education
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