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QUALITY
ASSURANCE AS A PRE-REQUISITE FOR PROXIMAL LEARNING IN SOME SELECTED PUBLIC
PRIMARY SCHOOLS
ABSTRACT
The need for
Assured Quality at the pre-schools and primary schools, as a pre- requisite for
proximal learning among children cannot be overemphasized. Indeed any
meaningful discussion of excellence and qualitative education must take account
of the central place of child's growth and development in the educational
system. Although, the National Policy on Education (1998; 2004) specifies the
guidelines for operating Pre-Primary Education in Nigeria, it did not specify
the care and support requirements for children aged 0 to 3 years. This is a
major gap that has left the operation of Early Childhood Care and Pre- Primary
Education more in the hands of private operators without adequate guidelines or
standards. It is sad to note that in spite of the ideals spelt out in the
National policy on Education (2004). In as much as Integrated Early Childhood
Development (IECD) aims to incorporate interventions from the various sectors
of health, nutrition, education protection and participation to ensure positive
outcomes for the child in terms of cognitive achievement, care and development,
this study should underscore the importance of IECD as a developmental
intervention for children.
CHAPTER ONE
INTRODUCTION
1.1
Background of the problem
The need for
Assured Quality at the pre-schools and primary schools, as a pre- requisite for
proximal learning among children cannot be overemphasized. Indeed any
meaningful discussion of excellence and qualitative education must take account
of the central place of child's growth and development in the educational system
(lgwe1998; Osanyin, 2002). Curtis (2000) opined that researchers,practitioners,
parents and stakeholders all need to define a "quality assured educational
programme". The clamour for an acceptable definition of quality in
educational programming naturally brings to the fore the need for a consensus
on what should constitute the minimum standards whenever an early childhood
development programme is being evaluated.
In this
connection, it is noteworthy that the National Policy on Education (1998) declares
that the responsibilities of government for pre-primary education shall be to
promote the training of qualified pre-primary school teachers in adequate
number, contribute to the development of suitable curriculum and supervise and
control the quality of such institutions. Indeed this serves as an official
acknowledgement of the realization that the progress of pre-school educational
provisions should be evaluated along certain parameters. No nation can afford
to ignore the education of its children. Although, it is the society that
dictates the content and standards of its education, yet it is still not enough
to provide quality education, but the education offered by its pre-schools
should be qualitative in nature. Osanyin (2002) sees Quality as a complex,
cultural and relative concept whose components relate to the structural aspects
such as staff qualification, group composition, materials, and children's
experiences types of setting and staff stability.
Early
Childhood Care in Nigeria evolved as a special field of focus for developmental
intervention about two decades ago based on Government's resolve to create an
enabling environment for the Nigerian child. This enabling environment is to
help the child to thrive and develop to its fullest potential in line with the
national goal and aspiration of building a land full of bright opportunities
for all citizens. Research evidence abound from many fields of study that the
care and support received by a child in terms of good health, nutrition and
psycho-social care and protection are crucial in the formation and development
of intelligence, personality and social behavior.
Integrated
Early Childhood Development (IECD) which is a recent idea views the survival,
growth and development of young children as mutually inter-dependent. It
utilizes multi-disciplinary and cross-sectoral intervention in promoting good
outcomes in early childhood, fully incorporates support to early learning and
psycho-social development. This is also centred on support to the families and
caregivers who provide the primary care to young children 0-3 years which are
considered very crucial to a child's subsequent physical, mental, and social
development. Most importantly it is believed that learning starts at conception
(Obanya 2004).
1.2
Statement of Problem
Although,
the National Policy on Education (1998; 2004) specifies the guidelines for
operating Pre-Primary Education in Nigeria, it did not specify the care and
support requirements for children aged 0 to 3 years. This is a major gap that
has left the operation of Early Childhood Care and Pre- Primary Education more
in the hands of private operators without adequate guidelines or standards. It
is sad to note that in spite of the ideals spelt out in the National policy on
Education (2004). The material resources, the facilities, etc. are practically
lacking, and where they are available they are not being effectively utilized.
There still exist schools that are being operated by proprietors and teachers
who lack knowledge of the basic principles guiding learning at the foundational
stage of education. This is a trend that foreshadows danger not only for
pre-school pupils but also for their parents and the nation as a whole. If
pre-school education must play its role then the need to investigate the extent
of compliance of the preschool institutions to the prescribed minimum standards
becomes imperative.
This study
therefore investigates the need for there to be a body that will regulate the
availability of practical lacking materials and effective utility of available
facilities. However, provision of adequate knowledge of basic principles
guiding learning at the foundational stage to Proprietors and Teachers; hence,
an optimum compliance of preschool institutions to the Prescribed Minimum
Standards.
1.3 Purpose
of Study
This study
therefore seeks to:
1. Explore the perception of early childhood
care teachers on the minimum standards policy;
2. Evaluate the implementation of minimum
standards strategies in the early childhood care centersin Lagos State;
3. Assess the attitude of teachers, parents
and monitoring personnel towards the implementation of minimum standards in the
early childhood care centers in Lagos State;
4. Recognize possible constraints to the
implementation of the minimum standards policy in pre-schools and primary
schools.
5. Evaluate the competence and quality of
care-givers (teachers).
1.4
Significance of Study
In as much
as Integrated Early Childhood Development (IECD) aims to incorporate
interventions from the various sectors of health, nutrition, education
protection and participation to ensure positive outcomes for the child in terms
of cognitive achievement, care and development, this study should underscore
the importance of IECD as a developmental intervention for children.
It should
also stimulate in our early childhood care centers positive action toward the
provision of care and support to the child in form of good nutrition and health
for children a healthy and safe environment, psycho-social stimulation,
protection and security. This study therefore becomes important in as much as
it will provide an insight to the quality of early childhood educational
delivery.
The results
will be useful for decision-making process on matters affecting early childhood
development programmes. It will also assess the roles the various stakeholders,
school owners, teachers, schools, inspectors, parents etc. in ensuring
compliance to the prescribed standards of curriculum implementation.
It is also
being hoped that the study will serve as a drive to the government to monitor
and evaluate pre-school facilities and operations even after approval has been
granted.
1.5 Research
Questions
The
following questions will be answered in this study:
1. How do early childhood care teachers
perceive the minimum standards policy on ECE?
2. To what extent has the implementation of
minimum standards strategies on ECCE been carried out in the early childhood
care centers in Lagos State?
3. What is the attitude of teachers toward
the implementation of minimum standards in the Early Childhood Care Centers in
Lagos State?
4. What is the attitude of the monitoring
personnel towards the implementation of the minimum standards in Lagos State?
5. To what extent is the adequacy and
quality of care-givers evaluated in Lagos State?
1.6 Scope of
the Study
This study
seeks to evaluate the implementation of integrated early childhood (IEC)
minimum standard in early childhood institutions and will cover 5 publicly
owned schools in Surulere Local Government Areas of Lagos state.
1.7
Definition of Terms
QUALITY
ASSURANCE: This term refers to administrative and procedural activities
implemented in a system so that requirements and goals for a product, service
or activity will be fulfilled. It is the systematic measurement, comparison
with a standard, monitoring of processes and an associated feedback loop that
confers error prevention. This can be contrasted with quality control, which is
focused on process output.
EARLY
CHILDHOOD EDUCATION: This refers to all forms of educational provision given to
children ages 0-8 years. In Nigeria Early childhood education comprises of
learning through socialization, day care centers, nursery schools and first
three years of basic school.
Early
childhood education also includes any type of educational program that serves
children in the preschool years and is designed to improve later school
performance.
Early
childhood education is a branch of educational theory which relates to the
teaching of young children up until the age of about eight, with a particular
focus on education, notable in the period before the start of compulsory
education.
CHILD
DEVELOPMENT: Child Development here refers to conglomerates of physical and
behavioural signs and functions which serve as a yard stick of mental capacity.
The main four categories of early childhood development include the physical,
social, emotional and intellectual development. At this period child learns through
exploration, experimentation and observations.
Child
development refers to the biological, psychological and emotional changes that
occur in human beings between birth and the end of adolescence, as the
individual progresses from dependency to increasing autonomy. It is a
continuous process with a predictable sequence yet having a unique course for
every child.
INTEGRATED
EARLY CHILDHOOD DEVELOPMENT (IECD): This is an idea that views the survival,
growth and development of young children as mutually inter-dependent. IECD
utilizes multi-disciplinary and cross-sectoral intervention in promoting good
outcomes in early childhood.
ENVIRONMENT:
This term refers to all the external conditions and influences that surround an
individual.
PLAY: This
term describes those spontaneous activities that a child engages in either
alone or in cooperation with other children or adults.
EARLY CHILDHOOD
CARE EDUCATION (ECCE): This is the education given to children who are within
the age range of 0-8 years.
EDUCATIONAL
PROGRAMME: An educational program is a program written by the institution or
ministry of education which determines the learning progress of each subject in
all the stages of formal education.
Educational
programs help people decide if they are going to be a teacher or not. They're
mostly in high schools called C4 program. C4 programs helps students in high
school decided what they are going to be before they get to college, so they do
not waste their time taking class they do not need in college or wasting their
parents money on classes and books they do not need.
CURRICULUM:
Curriculum is an indispensable instrument in any educational programme. It has
often been contended that its fundamental nature derives from the fact that it
is the very foundation for any education system.
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