Social Inequality in Early Childhood Care and Education Provision in Nigeria: A Review of Literature

Abstract

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.

Promoting Creativity in Children with Digital Technology to Overcome Inequalities in Early Childhood Education

“…Children have been identified as critical areas of strength for a to overcome any issues between the pattern of neediness and successful means to lay out the reason for additional learning, to build value of results and abilities (Ajayi 2019); as a result, Nigeria embraced the possibility of ECCE and it became a public plan by incorporating it into the public strategy. The purpose of this is to lay the groundwork for open and equitable access to education for all young people across the country, regardless of disability, orientation, nationality, or financial means.…”