Education is the right of every child and must not be denied it for any reason. This has been the assertion of the World Summit on the state of global children, which has led to the inclusion and expansion of early childhood care and education in the global Education for All programme (EFA). As Nigeria has pledged its commitment to this, with the recent inauguration of the policy on this educational arm, this article therefore examines the situation on the ground, on the prospects, and on the problems, and gives recommendations that could make the educational programme a reality in the nation in the interest of the children.
The study assessed the level of awareness and knowledge of parents and children in the Child Rights Act and determined the level of implementation of Child Rights. The study adopted a survey research design. The population consisted of parents from the major three ethnic groups (Hausa, Igbo, and Yoruba) in Ibadan, Oyo State, Nigeria. The multi-stage sampling procedure was employed for the study. The sample size consisted of 120 parents and 120 children. Two self-designed instruments were administered on the participants. Three research questions were answered and two hypotheses tested. The data obtained were analyzed using frequency count, percentage, and One- Way ANOVA. The results revealed that (51.7%) of parents and (53.3%) of children were aware of the Child Rights Act. It further revealed that 76.7% of parents had a high level of knowledge of Child Rights. It also revealed the level of implementation of some specific rights by the parents. Also, the results revealed that there was a significant difference between the level of awareness and knowledge of parents based on their various tribes at 0.05 significant level(p<0.5). The findings provided information on aspects of child rights that parents need to pay more attention to so as not to deny the children of the rights.
Early childhood care and education (ECCE) programme has been identified as a strong tool to break the cycle ofpoverty and effective means to establish the basis for further learning, prevent school drop-out, increase equity ofoutcomes and overall skill levels; hence all nations of the world call for effective investment in ECCE. Nigeriaembraced the idea of ECCE and made it a national agenda by incorporating it into the national policy. The essence isto establish access and equality for children all over the country, irrespective of gender, ethnicity, socio-economictransfer. Looking at the trend or the status of the ECCE for some years, it is as if there are lapses in the provision ofearly childhood education in the country. The study therefore examined existing research in early childhoodeducation in Nigeria between 2013 and 2017 (which are pre and post Millennium Development Goals documents) tohighlight the indicators of enrolment in ECCE, sex, and personnel to determine whether there is equality orinequality in the provision and identify the areas of inequality if there be any. The findings showed that inequalitystill exists in the provision of the ECCE programme in Nigeria. The enrolment in the programme is still low ascompared to other educational levels. Employment of personnel into the programme is also very low to the numberat the primary level. There was no visible data on the educational programme as from 2017. It is recommended thatthe government should show more commitment to the educational level.
This chapter examines the adequacy of preparedness to tackle the spread of COVID-19 and the prevailing challenges as the impetus for the emerging competencies required in nursery and primary schools for children aged 5-10. It then unfolded the emerging skills needed by the practitioners in the wake of the pandemic. Policy recommendations were solicited from the teachers, proprietors, and children. The authors adopted a qualitative approach, using semi-structured interviews driven by the saturation point. The use of computer-aided qualitative data software (Atlas. ti) through visualization networks indicated evidence of inadequate preparedness to tackle the spread of COVID-19. They found 13 thematic challenges associated with the Centre for Diseases Control and Prevention (CDC) protocols and the need for training. The findings also unfolded a visualization network featuring 11 pre-requisite skills that emphasized hygienic protocols. Appropriate training, government, and international organization interventions to cover the identified lapses are recommended.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.