Title: Education policy analysis: the need to accelerate and redesign early childhood education preparation programmes
Author: Nwachukwu Prince Ololube, Peter James Kpolovie, Daniel Elemchukwu Egbezor
Department of Educational Foundations and Management, Rivers State College of Education, P.M.B. 5047 Port Harcourt, Nigeria.
Department of Educational Psychology, University of Port Harcourt, P.M.B. 5323, Port Harcourt, Nigeria.
Department of Educational Foundations, University of Port Harcourt, P.M.B. 5323, Port Harcourt, Nigeria
Abstract: The purpose of this study is to give parents, teachers, researchers, the public and those who manage education systems data that may help them answer questions about the failing state of early childhood education in Nigeria. This research employed a predominantly quantitative approach; however, the data for the study was gathered both quantitatively and qualitatively. Qualitative data was gathered through structured interviews, while quantitative data was gathered through the use of structured and semi-structured questionnaires (N-76). The quantitative data was analysed using SPSS version 15.0. The study revealed that virtually, all teachers in early childhood education centres have no professional early childhood education qualifications and are not competent enough to effectively carry out their teaching responsibilities. Consequently, Nigeria must do more to learn from best practices elsewhere, especially in the West when it comes to early childhood education, if national education is to move towards meeting the Millennium Development Goals (MDGs).
Keywords: education policy; policy analysis; redesign; early childhood; professionalism; competencies; Nigeria.
Int. J. of Education Economics and Development, 2009 Vol.1, No.2, pp.118 - 141
Available online: 18 Nov 2009