Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499184
Title: Quality evaluation of the National Policy on Education and its implementation at the pre-primary level in Plateau State Nigeria
Author: Hamza, Sumaye Fadimatu
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2008
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Abstract:
This thesis investigates the extent to which the National Policy on Education (NPE) and its implementation have provided high-quality pre-primary education in Plateau State, Nigeria. The NPE was drawn up by the Central Government of Nigeria, and revised most recently in 2004, and includes a philosophy and objectives designed to meet the aspirations of citizens. In practice, however, a range of national and international factors, including economic and socio-cultural conditions, have so far impeded the development of high-quality early childhood education. The study is situated within global debates on early childhood education, but in a context where there is a paucity of research in this field. The theoretical and analytical framework of this study is underpinned by the "CIPP" evaluation model which examines the NPE in principle and in practice through the use of four aspects: "context", "input", "process" and "product". The policy development itself is analysed using the policy cycle of Ball (1994) and Bowe et al (1992), while data on the policy implementation were collected from teachers, parents, proprietors and children by means of a survey, followed by five school case studies. Analysis of the data shows varying perceptions and provision of quality in the schools. The NPE was found to offer limited access to children because of family poverty and the high fees charged by the proprietors, while the didactic teaching methods in the classrooms failed to offer children active participation or play-based learning. For those children who accessed pre-primary education, the NPE achieved the objective of preparing children for primary school, and that of childcare, while other objectives were less well met. Socio-cultural and economic factors are identified as additional barriers to policy implementation. A Policy Triangle model is proposed as a means of understanding and assuring the quality of pre-primary provision.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.499184  DOI: Not available
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