Analysis on Cost and Financing of Pre-school Education in Nigeria (original) (raw)
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Private Cost Analysis of Pre-School Education in Nigerian Private Schools
2009
Since research has shown that high quality preschool education is associated with improved school readiness, better school performance, higher graduation rates, lower crime and delinquency and decreased welfare dependency then it is worth knowing how much is spent on such an educational programme per child per annum. One thousand parents of kindergarten pupils during the period 2004/2005 session formed the sample of this study. The study adopted the ex post facto research design. Simple percentage, averages and rank order were the statistical tools adopted for the analysis of data. The study prima facea revealed that parents spent N46, 450 (forty six thousand, four hundred and fifty naira) in order for their children to get kindergarten one education (KG 1) per child per annum in private schools. KG II was N48, 150 and KG. III was N50, 380. In all the programmes, school fees ranked first among the items of cost constituting over 30% of the total private cost. Also revealed is that a...
Alternative Sources of Funding Early Childhood Education for School Effectiveness in Nigeria
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The authors examined the sources of funding early childhood education in existence in Nigeria with a view towards suggesting alternative sources to boost the revenue base for school effectiveness. The diminishing culture of the extended family system and the need for both parents to be in employment coupled with the need to provide access and ensure equity in educational provision have necessitated the need for early childhood education in public school in Nigeria. The paper argued that adequate fund is a prerequisite for good teacher preparation, provision of appropriate and good quality facilities, stimulating learning materials, regular supervision and monitoring of early childhood education programmes and school effectiveness. In order to achieve these scenario, the following recommendations were proposed for policy options: 15% of the constituency allowance of all national lawmakers and 10% of that of state of assembly lawmakers should be committed to providing academic and non...
The gap between the policy and practice of early childhood care, development and education (ECCDE) as an integral part of the Universal Basic Education (UBE) is the thrust of this paper. Contained in the National Policy on Education (NPE), 2004, 2013 editions and the UBE Act, 2004 is the recognition of ECCDE as a component of UBE. An official policy documentation of ECCDE as a component of UBE remains a mere policy statement. In practice, particularly the 6-3-3-4 system of education; the 6years of primary schooling which is given as the first level of education is accorded priority. ECCDE has truly received policy attention, but not yet a practical and serious government's enforcement. The points to the fact that the significance of ECCDE is yet to be well appreciated, except for the private individuals (proprietors of schools) whose aim of involvement in the early childhood education is profit making, rather than its contributions to the social and economic growth of the country. The objectives of this paper are focused on conceptual clarifications, emphasising the significance of ECCDE as a component of UBE and capturing its relevance to overall growth of the country's social and economic development. The various problems of ECCDE from both the global and local perspectives are highlighted, indicating the gap between policy and practice. The paper did not conclude without identifying possible and workable solutions to the problems. Suggestions are ultimately rendered calling on government and other stakeholders to be responsive and pragmatic in playing their roles to bring about the needed national growth and development.
Transformation of Early Childhood Education in Nigeria for National Development
Sokoto Educational Review, 2017
This paper examined the existing management strategies for funding Early Childhood Education (ECE) in Nigeria with a view to proposing better funding approach and sustainability. It recognized the commitment of the Nigerian Government (Federal, State and Local), the support of the community, individuals and donor agencies in funding ECE programmes. It argued that, nevertheless, much more needs to be done towards providing adequate funds for quality training of teachers/ caregivers, provision of appropriate ECD facilities, and stimulating learning materials as well as supervision/ monitoring of ECE programmes. Towards this end, increased government allocations, sustained international support, financial allocation to ECE teacher training institutions, equity funding and cost-sharing strategies were recommended.
EARLY CHILDHOOD EDUCATION IN NIGERIA, POLICY IMPLEMENTATION :CRITIQUE AND WAY FOWARD
Abstract Early childhood education is a starting point for a child’s development and the key foundation of the Nigerian Educational System. This type of education is recognized by the Nigeria National Policy on Education (FRN 2012). In the National Policy provisions were made stating the objectives and guidelines taken by the government to achieve meet early childhood education goals. This policy encourages and endorses private participation in the provision of pre-primary education. This article examines the implementation of the policy, pointing out the purposes of early childhood education, achievements made so far, current problems, and recommendations to address these problems. Keywords: Early Childhood Education, Nigeria National Education Policy Implementation, Nigeria Early Childhood.
Early Childhood Education in Nigeria: Issues and Problems
Journal of Educational and Social Research, 2013
The paper discusses the issues and problems of early childhood education in Nigeria. It establishes that the Federal Government of Nigeria in its National policy on Education has given official recognition to the development and provision of early childhood education in the country. This combined with a number of factors to give rise to an unprecedented expansion in the provision of child care and early childhood education institutions in the country. However, nearly all the early childhood education in the country is provided by private proprietors. It also identifies the inability of government among others to put to effect most of the measures it stated in the National Policy on Education aimed at ensuring that the policy objectives are achieved. It has also established that the provision of early childhood education will have positive influence on the educational development of children in later life.
Exploring Early Education Programs in Peri-urban Settings in Africa Lagos Report
While primary school net enrolment rates are low in Nigeria overall, in the poor peri-urban community of Agege in Lagos State, preschool enrollment rates are surprisingly high. This high participation is reflecting both strong parental beliefs in the importance of preschool and the widespread availability of preschool facilities in schools. The preschool sector in Agege is dominated by private schools despite the decree by the Nigerian government that every public primary school should have an attached preschool and that these public preschool services should be provided free of charge. An estimated 82% of preschool students in the study area are attending private preschools.
Early Childhood Education in Nigeria, Policy Implementation: Critique and a Way Forward
African Journal of Teacher Education, 2015
Early childhood education is a starting point for a child’s development and the key foundation of the Nigerian Educational System. This type of education is recognized by the Nigeria National Policy on Education (FRN, 2012). In the National Policy provisions were made stating the objectives and guidelines taken by the government to achieve meet early childhood education goals. This policy encourages and endorses private participation in the provision of pre-primary education. This article examines the implementation of the policy, pointing out the purposes of early childhood education, achievements made so far, current problems, and recommendations to address these problems.
EARLY CHILDHOOD EDUCATION IN NIGERIA: POLICY ISSUES
Early Childhood education is where the educational foundation of the child is laid. Therefore, a strict policy implementation at this level is crucial, since poor performance at the other levels of academic can be traced to this foundation level. This paper examines early childhood education in Nigeria: Policy issues and observes that the implementation of the laudable policies of government at this level of education has been very poor. Suggestions were therefore made which include: Setting up of effective monitoring units by ministries of Education and providing necessary logistic support to ensure that minimum standards are maintained in both public and private pre-primary institutions; respective state ministries of education under National supervision should handle the issue of orthographies.
NIGERIAN EARLY CHILDHOOD EDUCATION POLICIES AND PRACTICES FOR SUSTAINABILITY
European Journal of Research and Reflection in Educational Sciences, 2016
As a result of the importance of education to the individual as well as societal and national development, there is the need to guide its practices, not only to ensure uniformity, but also to tailor the practices to the achievement of the stated aims, goals and objectives. This explains the formulation and production of educational policies for childhood education in Nigeria and the review of some of these policies frequently. The formulation and production of educational policies are important but the achievement of the educational goals depends, most of the time, on the implementation of the policies. The last set of national policies for ECE in Nigeria has been in existence since the year 2007. This implies that the evaluation of the implementation as well as the extent of achievement of the goals of ECE in the country is long overdue. This paper examines the policies, the implementation and the achievement of the educational goals with a view to gaining insight into the sustainability of this level of education for the development of the Nigerian societies. Five educational policy documents relating to Early Childhood Education were reviewed. It was found out that there are policy statements on types of ECE and the respective age cohorts, methodology and learning resources, language of instruction and minimum standard for ECE centres. It was also found out that almost all the policy statements are not being implemented in government owned ECE centres as well as those owned by private individuals among other findings. It was recommended that government has to be more committed to the implementation of all ECE policy statements in order to achieve the stated goals.