COMPLETE PROJECT-Factors Responsible for Poor Nursery/Primary Education in Nigeria

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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

4.1 Introduction   –        –        –        –        –        –        –        –        53

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

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