Factors Responsible for Poor Nursery/Primary Education in Nigeria

ABSTRACT

Early years in life are the most important to the formation of intelligence, personality and social behaviour of a child. The Nursery or Early Childhood Education (ECE) comprises essential programmes and activities which are critical to holistic development, academic success and future achievements of children. ECE is recognised by the federal government of Nigeria as a foundational and essential programme that Nigerian children must experience. Primary education is a foundational level of education that needs to be well funded, controlled and managed. Adequate provisions of education to the citizens contribute greatly to the socioeconomic development of the country. Therefore good administration of primary level of education is required to foster national growth and development. That is why modern societies show serious concern for the education of their young ones by providing needed support to prepare them to succeed later in school (Ejieh, 2006). It is common practice in most societies to make provision for early childhood education programmes of various sorts for children below the official school-going age (usually 6years) mainly to prepare them for education in primary schools (Obidike, 2012). The Federal Government of Nigeria recognizes the importance of early childhood education in Nigeria and as a result it was given prominence in the National Policy of Education ( FRN, 2004) as one of the programmes in the Nigerian educational system. This is why the government has given highly rated attention to it through various interventions that include formulation of policy documents and network of relationships among different sectors. Unfortunately, various challenges are facing the implementation of ECE in Nigeria. This study examines the challenges that are militating against this important early education in pre-primary schools and Primary schools. Some practical ways to overcome the challenges are provided.

TABLE OF CONTENT
TITLE PAGE – – – i

APPROVAL PAGE – – – ii
DEDICATION – – – – iii
ACKNOWLEDGEMENT – – – iv
ABSTRACT – – – – v
TABLE OF CONTENT
CHAPTER ONE
Introduction
1.1 Background of the Study – – – 1
1.2 Statement of the Problem – – – 5
1.3 Research Question – – – – 7
1.4 Objective of the Study – – – 7
1.5 Statement of Hypothesis – – – 8
1.6 Significance of the Study – – – 8
1.7 Scope and Limitation of the Study – – – – 9
1.8 Definition of Terms – – – – – – – 9
CHAPTER TWO
2.1 Introduction – – – – – – – – 11
2.2 Conceptual Framework of Study – – – 11
2.3 Functionality of Primary Education – – – 17
2.4 Financing of Primary Education – – – – – 20
2.5 Structural Changes of Primary Education – – – 22
2.6 Benefits of Investment in Early Childhood (Nursery) Education 23
2.7 Factors responsible for Poor Primary Education in Nigeria 24
2.8 Factors responsible for Poor Nursery Education in Nigeria – 39
2.9 National Policy and Basic Curriculum for Nursery Education – 44
2.10 National Policy on Primary Education – – – – 45
2.11 The Primary School Curriculum Modules – – – – 48
CHAPTER THREE
Research Methodology
3.1 Introduction – – – – – – – 51
3.2 Research Design – – – – – – – 51
3.3 Population and Sampling Technique – – – – 51
3.3 Method of Data Collection – – – – – – 52
3.4 Method of Data Analysis – – – – – – 52
CHAPTER FOUR
Data
Presentation and Analysis

4.2 Data Analysis and Presentation – – – – 53
4.3 Discussion of Findings – – – – – – 56
CHAPTER FIVE
Summary, Recommendation and Conclusions
5.1 Summary – – – – – – – – 59
5.2 Conclusion – – – – – – – – 59
5.3 Recommendations – – – – – – – 62
Bibliography – – – – – – – – 68
Appendix – – – – – – – 76