ASSESSMENT OF POLICY IMPLEMENTATION ON EARLY CHILDHOOD EDUCATION IN OGOJA EDUCATION ZONE CROSS RIVER STATE

ABSTRACT

The  study  assessed  the  extent  to  which  the  National  Policy  Education  (NPE)  has  been implemented in Early Childhood Education (ECE) Centres in Ogoja Education Zone of Cross River State.  Specifically, the study determined the extent to which the ECE programme has met with the stipulated policy statement in terms of:  establishment of ECE centres, teacher specialisation,  application  of language  and  method  of  instruction among  others.  Six  (6) research  questions  and  one  hypothesis  guided  the  study.  Methodically,  the  researcher employed  descriptive  survey  design  for  the   study.  A  sample  of  four  hundred  (400) respondents (300 teachers and100 head-teachers)  drawn  from all the primary schools in the study zone responded to the researcher’s designed questionnaire titled; Assessment of Policy Implementation  on ECE  Questionnaire  (APIECHQ),  which  consisted  of 30 questionnaire items  in six (6) clusters. Mean and standard deviation with  four point ranking order were used to analyse the data, t-test was used to test  the hypothesis at 0.05 level of significance. The findings revealed  low or unsatisfactory implementation of the NPE as evidenced among others  by  lack  of  adequate  support  to  private  efforts,  failure  in  the  application  of  the recommended  language of instruction and method of teaching, ineffective  supervision  and maintenance   of  ECE  facilities.  This  implies  that  ECE  centres   provide  poor  quality educational   background   for  children   at   this   stage.   Based   on   this,   the   researcher recommended among others that maximum support should be given to  private participation, provide and recruit professional ECE teachers, organize regular Seminars and workshops for teachers, intensify efforts to funds for infrastructural development and supervision of ECE activities.

CHAPTER ONE

INTRODUCTION

Background of the Study

Most countries of the world have provided various educational programmes for their citizens because education is recognized as the cornerstone for sustainable development.   In Nigeria,  the  Cross  River  state  Education  Sector  Analysis    (CRSESA),  (2011)  described education as the bedrock for national and personal development because the socio-economic development of any nation is wholly dependent on the level and quality of education given to its citizens.   According to Olalaye and  Omotayo  (2009), education is the fulcrum around which  development  of  any  country  revolves.  In  this  context,  education  includes  any experience  that has a  formative effect on the way one thinks, feels, or acts. This is why developed   countries  always  guard  their  educational  industries  with  jealousy  and  total commitment. In order to address issues of holistic transformation,  the Federal Republic  of Nigeria   (2004)   referred   to  education   as  an  instrument   ‘par  excellence’   for   national development and has initiated several educational policies over the past decade. One of such policies is the 2004 edition of the National Policy on Education, which specify the objectives and guidelines of action on Early Childhood Education (ECE) (Agbo, 2008).

Early Childhood Education consists of varied formal or informal initiatives required for children from birth to pre-school age to make them thrive. These activities are intended to effect developmental changes in children prior to their entry into  primary school. Mitchell (2011)  describe  ECE  as the  overall  development  of  the  child;    physically,  socially  and intelligently. It is the foundation for a life-long education for children which provide for the physical, motor, health, nutritional, intellectual, aesthetic, emotional and social development of the pre-school child.  According to   Mezieobi (2006), if a child’s education can provide

these vital fundamental necessities, it is likely to have an important and strong relationship with the pupils’ performance at the primary school level and perhaps at the  secondary and tertiary  levels.    Developmental  ideologies  and  theories  of    Dewey,  Montessori,  Piaget, Chomsky,   Vygotsky   and   so   on   influenced   the   practices   of   ECE   (Bahago,   2010). Contextually, ECE is the bedrock upon which excellent basic and sound education is built for children through vigorous activities that lead to mental abilities at this stage.

Unprecedented attention to young children has created concerns on parents about their children’s  learning,  and readiness  for school.  Parents are more concerned  than ever before about their children’s: learning, care, protection and  readiness for school and values for life challenges and   others . Early childhood  teachers are taking  on the challenges of serving  all  children  equitably  and  well.  And  policymakers  are  looking  carefully  at  the outcomes reported for children participating in  early education programs. Motivated by these concerns and by the growing emphasis on accountability, parents, teachers and policymakers all want more information as they make decisions on how to foster children’s early learning a and development (Nakpodia, 2003). The World Declaration on the Survival, Protection and development of Children in 1990 undertook a joint commitment to make an urgent universal appeal to give every child a better future. In addition, the World Conference on Education for All (EFA) and the United Nations Convention on the Rights of the Child (UNCRC, 2005) emphasized urgent priority to ensure access to improved quality of education for all children. The Universal Basic  Education (UBE) Act of 2000 cites ECE as an integral part of basic education. Bush (2001) consider this a step in the right direction in achieving the EFA goals. Prior to the introduction of Universal Basic Education, Nigeria had early childhood centres managed basically by private sectors, thereby making this educational provision inaccessible to every child. (Awoniyi, 2006).

In pursuant of the development and implementation of the ECE, Sub-sections 13 of the  FRN (2004)  National Policy on Education  refers to ECE as the education given in an educational institution to children prior to their entering the primary school. It includes the crèche,  the  nursery  and  the  kindergarten.  It  enumerated  eight  (8)  objectives  of  early childhood/pre-primary education to include: effecting a smooth transition from the home to the school, preparing the child for the primary level of education, providing adequate care and supervision for the children while their parents are at work, creating individuals who are responsible  citizens  and  so  on.  According  to  Napkodia  (2010),  the  objectives  cover adequately the three main aspects of developmental domains as recommended by Benjamin Bloom (cognitive, affective and psychomotor domains).

Using the whole- child concept, the objectives of ECE can be categorised as catering for social, emotional, mental and physical needs of the  child. So the ECE centres could be regarded as an  extension of the home because the primary concern of   the home, namely, social, emotional and mental adjustment, is majorly  pursued in the ECE centres. This implies that child-care  facilities  have to   be provided,  these  facilities  need  to do  more than  just provision of safety of the children but also to  cater for intellectual  development  as well, (Maduewesi, 2000).

To   ensure   the   attainment   of   these   objectives,   the   Government   outlines   its responsibilities and strategies in the National Policy on Education to include:

  Encouraging private efforts in the provision of pre-primary education;

  Making provisions in teacher education programmes for specialization  in early child-hood education;

  Ensuring that the medium of instruction is principally the mother tongue or the language of the immediate community, and to this end, will develop and produce textbooks in orthography of many more Nigerian languages;

  Ensuring that the main method of teaching at this level shall be through play and that the curriculum of teacher education is oriented to achieve this;

  Regulating, monitoring, controlling   and   setting   a minimum standard   for  the operation   of  early childhood/pre-primary education;

  Ensuring    full   participation    of   government,    communities    and    teachers’ associations  in  the  running  and  maintenance  of  early  childhood   education facilities (FRN, 2004).

The  FRN  placed the child at the centre of learning activities, but left out execution mostly  in the  hands of ‘private  owners’  most  of whom  lack  knowledge  of  the  national philosophy behind ECE (FRN,2004). One wonders, if these ‘private owners’ can implement the policy as was designed to be done (Borishade, 2009). The thrust of this study is find out the extent  of implementation of the stipulated FGN 2004 edition of the NPE  Guidelines of action on ECE.  The  guideline of action borders on: School establishment, teacher factors, language of instruction, method of teaching among others. This NPE serve as  a guide to the current ECE and other levels of educational   programme in the country.  Eresimadu (2008) insists:  for this educational level to be a reality in Nigeria, the aspects of the 2004 edition of the NPE,   that stipulated government’s guidelines of action need to be considered seriously. Supportively, Adenipekun (2004) ensued: for a nation to develop quality ECE programme, faithful  utilization of Government`s  guidelines  for such institutions  is the only sure way. Adesina (2007) opined:   in spite the glaring recognition given to ECE programme the real challenge will lie in the successful implementation of this educational policy guidelines by all

stakeholders. Certainly, objectives of ECE in any country can only be achieved if the policy is consistently and effectively implemented.

Implementation,  simply put   is the transformation  of set plan or policy into  action which links the policy plans to their actual performance. It is a critical stage in the policy planning   process   (Haddad, 2004).   Policy implementation   in this context  refers to the activities that are carried out in the light of established policies. It involves  the process of converting financial, material, technical and human inputs into outputs – goods and services. Implementation  is  a  major  problem  confronting  developing  nations  such  as  Nigeria.  In implementing a plan, changes may be  necessary due to unsatisfactory results or pressures emanating from outside. According to Gallagher and Maxwell (2004), the mere translations of abstract policy intentions into concrete implementation can cause redesign;  qualifications of  the  personnel  to  implement  the  plan  and  clear  description  of  expectations  or  actual performance   expected   in  the  specified   task  must  be  seriously  considered.   As  such, Adamolekun (2003) insists that if the goal of this programme is to provide the best possible education   for  all  Nigerian   children,   implementing   personnel   should   be   skilful   and knowledgeable.   It   is  therefore   necessary   to   assess   policy   implementation   on  ECE. Assessment of policy implementation on ECE, in the context of the study, refers to evaluation of how the government course of action has been utilized towards successful Early Childhood educational programme (Ngwagwu, 2007).

Regrettably,  eight  years  after  the  last  revision  (2004)  of  the  NPE,  most  of  the measures   and   proposals   seemed   mere   formalities.      Nakpodia   (2010)   observed,   the government proposed encouraging private efforts in the establishment  of  ECE centres but what is obtainable now is a far cry from all expectations. These private individuals open these institutions without adequate planning, and the aftermath being a systematic mal-adjustment

of our young ones. Similarly, where even standard ones exist, they are relatively few  and concentrated  within the urban centres and  hence elitist. Presently,  there are so  many ill- equipped,  sub-standard  kindergarten  and  nursery  institutions  scattered  all  over  the urban centres and some in the rural centres of Nigeria (Amakievi, 2013) ). Standards or quality is an anathema to most of these ECE centres.  Most ECE centres even charge higher fees than what many model secondary schools and even Federal universities do charge. The extra-ordinarily prohibitive  high cost has  not  been reciprocally  matched  by an encouraging  provision  of facilities and basic equipment (UNESCO, 2009). The ECE being the ultimate   background needed by the child to smoothly transit to the formal school system need a solid foundation, any shaky foundation  naturally will affect the other levels .

The consequences  of the above type of learning environment include; poor academic performance , low enrolment, school drop- out and so on. Depemu (2004) stated; the Federal Ministry of Education (FME) has been a concerned  over the fate of pupils in  public schools, the past few years. Schools have   been performing poorly in the national   and placement examinations  in  tests  administered  by state  Education  Service.  The  report  by the  FME recently is  that 16 million Nigerian children are not enrolled in  schools across the country is not a cheering news. Of that figure, 11 million should be in primary schools while the other five million ought  to be in secondary  schools,  (The Tide,2013).   This  situation  has,  for sometimes  now,  remained  a  big  challenge  to  the  education  sector  and  amounts  to  an indictment on government’s inability to do all the right things. There is need for a lay down solid foundation for  future growth of the country children.   Amakievi, (2013) argued that with  underperforming  education  sectors  (heavy  repetition  rates  and  poor  quality)  early dropouts might be perfectly rational in developing countries even in the absence of financial constraints.

There    has  been  observed  wide  disparities  in children  educational  standards  and learning achievements  as a result of substantial rates of drop out –  non-completion of  school programme. School  Drop outs are  children who start but do not complete a cycle of basic education. Such children are leaving schooling without acquiring the most basic skills. Their brief   schooling   experience   consists   frequently   of   limited   learning  opportunities   in overcrowded  classrooms  with  insufficient  learning  materials  and under-qualified  teachers (Alexander,  2008).   Children  of different  ages  and abilities are mixed  together  in single classrooms without proper adaptation of teaching methods to improve learning and to induce school  engagement   .  Such   schooling  circumstances,   jeopardise   meaningful  access  to education for many children for  many children are registered in schools to participate but fail to learn,   enrolled for several years but fail to progress and drop out from school,( Ejieh

.2009).

Qualified teachers who are equipped with the desired knowledge, skills, competence commitment, and are empowered to perform their tasks professionally are needed in schools so as to prepare and equip learners for all aspects of life (Onyeachu,  2008). Actually, the FRN (2004) affirmed that no educational  system can rise above  the level of its teachers, thereby, identifying the fact that laudable educational initiatives can collapse simply because the  ‘teacher  factor’  is  not  taken  seriously.  Policy   implementation   guidelines  clearly emphasized teacher specialization on ECE through teacher training colleges.  Ironically, this policy statements on this level of education seem to be a failed one as it is handled largely by the Private Sector Who cannot afford to maintain professional personnel. Number of teachers as   reported  by National Scientific  Council on the Developing  Child (NSCDC2004).;   is about 124,727 pre-primary school teachers for the 2004/2005 academic year for the entire nation, (NSG, 2005). Nakpodia (2011) decried that currently the students participating in the National Teachers  Institute (NTI) programmes (Grade II as well as NCE) and the teeming

population of students in most Nigerian colleges of education studying primary education studies (PES) are not trained for early child education contexts. The training these students receive  makes  them  adequate  for primary  schooling  only so there  are  no qualified  ECE teachers (Yusuf, 2010).

The  school  administrative  structure  affects  the  whole  policy  implementation  and functioning of the ECE programme. With the head teacher occupying the leadership position Makinde, (2003) recommends that ,  he/she must possess adequate knowledge and technical capability in facing the task ahead. Though as a school administrator,  he/she is a teacher, possessing teaching skills. He/she must be able to demonstrate the teaching ability and other teachers should learn from him/her the techniques of teaching.  According to Bahago (2010), most school heads in Nigeria have no regular training courses , because it is believed that he/she does not require any special training and all that is needed is experience on the job. With rapid expansion of educational system, Schools are now becoming more complex and projected  increase  in school sizes. It is  now important  that teachers  in training who will eventually  head the school need to be knowledgeable in rudiments of ECE administration, there  is need  to equip  the  teachers  who  will handle the situation and the accompanying implementation problems effectively, (Akinbote, 2001).

The Nigerian Policy on Education of the FRN (2004) in its provision for pre-primary education stipulated that : the government  shall regulate and control the  operation of pre- primary education but a look at most of our pre-primary schools show that this is done by people  that  are  corrupt  leading  to  a mess  of  whole  exercise.  There  is evidence  of  low monitoring,  regulatory and controlling   exercise,  (  Hamza,2004).  The FGN recommended that a Minimum Standard Package  be developed and approved to ensure quality of service delivery. It is still unclear how this package is being utilised as most the publc and private ECE centres does support effective learning. Yusuf (2010) regretted  that many ECE centres

are substandard as they lack  minimum  standard package document for  positive guide to the operation ECE centres. Consequently,   Ejieh,(2009),  observed  wide disparities  in  children academic standard and learning  achievements.

Additionally, it would appear that  the use of mother tongue or the language of the immediate environment for language of instruction as well as play-way method for teaching are mere theoretical provisions that are not to be  strictly adhered. Up to date,   there are no sufficient  textbooks  on  many  Nigerian  language  orthography  to  facilitate  teaching  and learning in mother tongue   for children at this level. The  majority of those available are foreign-based and expensive (Afolayan, 2010).  Recent school census data disseminated by the Federal Ministry of Education showed increase in participation in ECE programme with more than 1.4 million young children enrolled nationwide in 2003, (Agbo, 2008). According to  the  Summary  of  Cross  River  State  Universal  Basic  Education  Commission,  school attendance among children aged 0 to 5 is increasing especially in Ogoja Education Zone. In

2006,  the  percentage  of  children  aged  0  to  5  enrolled  in  ECE  programs  reached  43% compared to 27.5% in 1996 (CRSUBEC, 2007). However, Bahago (2010) observed that there are significant differences regarding access to school between these age groups. Only 15.5% of children in the 0-3 years group attended nursery schools in 2006, compared with 76% of children aged 3-5 that had access to pre-school in the same year.

Play is enjoyable and spontaneous   and  helps the children   learn social and motor skills and cognitive thinking. The play method of teaching that is advocated in the National Policy on pre-primary education is not effectively used in most of the schools, as most of the teachers are not trained on the use of it. According to  Agbo, (2008), Proprietors and teachers provide  the children with toys to play with mainly for  recreational  purposes  and not for instruction. Very few, if any, nursery school teachers  in the country have received formal training in the use of the play method. Through play,  children learn family rules,  develop

language and socialization skills ,  communicate emotions,   think and be creative and solve problems.  As they grow, play helps them learn how to act and  what is expected of him or her. Even  Parents, need to make time to play with their children.  Toys, materials, and sports equipment should be provided  so that they can play with others (Baker, 2002).

Despite   the   enunciated      objectives      of  ECE   programme   and   Government’s commendable efforts towards realizing   the objectives, the objectives of ECE has not been fully realized. There exist indications of implementation pit falls evident in proliferation of sub-standard   ECE centres which result to the  school dropout,   low enrolment  of pupils in the primary school level.   Regrettably, Ejieh (2009) decried: public schools in most states of the  federation  are  either  in  poor  states  of  disrepairs  and  overcrowded  or  lack  basic infrastructural facilities necessary to aid learning. Addressing   low school enrolment , The Tide (2013) regrets a situation where children sit on bare floor for learning or study under the trees. It is unthinkable to imagine how such a scenario can encourage school enrolment. Forty per cent of Nigerian children aged 6-11 do not attend any primary school with the Northern region recording the lowest school attendance rate in the country, particularly for girls.

Clearly,  benefits that may be accrued from ECE and the commitments made by the government notwithstanding, there  still exists poor performance of ECE sector characterized by low enrolment of children and high rate of dropouts of children who  have phobia for schooling. Similarly, the report of the Cross River State Universal Basic Education Board (SUBEB) supervisory committee showed that in spite of all the laudable goals of NPE and efforts made to improve the quality of ECE schools, there exists significant low academic achievement of children who transit from ECE in most Local Government Areas in Cross River State, especially the northern area, (SUBEB,2007). The situation has deteriorated to the extent that primary school administrators doubt the preparedness of children promoted from ECE  centres  to  primary  schools.    It  seems  that  children  who  go  through  ECE  are  not

adequately prepared for entry into primary schools. This may cast aspersion on the way the FGN policy guidelines on ECE are being implemented.  Given the foundational  and  basic importance of this level of education, it becomes pertinent to investigate the extent to which government  have actually aligned  itself to the guidelines on the implementation of the ECE programme in Ogoja Education  Zone, Cross River State.

Statement of the Problem

Globally, Early Childhood Education (ECE) has been recognized as the fulcrum for future education  of children.  The 2004  edition  of the National  Policy on  Education is a foundation guide to the establishment and management of early childhood services so as to meet up with society’s expectations   for children. Significant innovations on ECE has been made in during the last eight years including;  UBE Act of 2004 which expanded the scope of ECE as an inclusion of Basic education, all  primary schools  must have a linkage of ECE to carter for under school children. This approach is developmentally appropriate as planning was  based  on  observations  of  what  children  could  do  in  the  areas  of  physical,  social, emotional, language and intellectual development.

In spite of government declaration to participate actively in ECE, there is disparity on the extent to which ECE policy has been implemented.  This is a major gap that has left most ECE   centres in various parts of the country no more than mere exploitative  mills where children are gradually led to their intellectual deaths at such an early age. They lack material resources, the facilities, personnel and so on, and where they are available they are grossly inadequate. Consequently, there exist indications of implementation pitfalls characterized by proliferation of substandard ECE centres, high rate of dropouts, poor performance, and low enrolment of children in the primary schools among others. Cross River State as one of the 36 states in the Nigerian , and one of the six states in the South-South geo-political zone has not been   insulated   from   the   various   efforts   at   implementing   ECE.   Though   successive

governments in the state have tried to address the issue above, the effect of the policies and programmes on reducing poor educational background among the populace has been that of doubt.

The above trend portends danger not only for ECE pupils but also for their parents and the nation as a whole. If ECE must play its role then the need to assess the extent of the implementation   of its policy strategies, becomes imperative.  Hence, the  question that the study  addresses:  to  what  extent  has  the  ECE  programme  been  implemented  in  Ogoja Education Zone of Cross River State?

Purpose of the Study

The general purpose of this study is to assess the extent to which the 2004 edition of NPE Guidelines of action on ECE has been implemented at ECE centres in Ogoja Education Zone of Cross River State.  The study intends to determine  specifically, the extent to which:

1.  Government has encouraged private efforts in the provision of ECE.

2.  Provisions in Teacher Training Institutions for students who want to specialize    in early childhood  education have been made.

3.  The mother-tongue or the language of the immediate community has been used as the medium of instruction.

4.  Play method of teaching   has  been used in ECE centres   in Northern senatorial District , Cross River State.

5.  Government has been   regulating, controlling, monitoring,   supervising   and  enforcing educational laws at  ECE centres;

6.  ECE facilities have been provided  and maintained  by the government.

Significance of the Study

The study has both theoretical and practical significance.

Theoretically, the outcome of the study will contribute to   the general understanding of the cognitive development of children. This will allow all stakeholders  to fully appreciate the cognitive,  emotional, physical, social and educational  growth  that  children go through from birth and into early adulthood. Attention  will be focused on the idea of developmentally appropriate   education—   an  education   with   environments,   curriculum,   materials,   and instruction that are suitable for students in terms of their physical and cognitive abilities.

Practically, the findings of the study will be of immense benefit to all stakeholders of early childhood  education:  government,  parents  ,community,  administrators,  teachers  and care-givers  and others who are concerned  with the effective  implementation  of childhood education.  This is because assessment   of the  implementation  of this policy remains vital yardstick  to ensure  realization of the objectives of Childhood Education.

The findings  on the extent of government  encouragement  to private efforts in  the provision of ECE would enable the government  to know the extent its promise  has  been fulfilled, and thus, be poised to adequately fill any gap. The private sector would be enable to be poised at adequately demand for  government’s assistance towards provision of ECE. It would enable childhood education policy makers to formulate appropriate policies all geared towards ensuring that the government adequately encourage private efforts in the provision of ECE.

By providing  information  on the  extent  to  which  provisions  has  been  made  for specialization in ECE carrier in Teacher Training Institutions, the attention of the government will be drawn towards ensuring the establishment  and provision of  requisite  resources for students who want to specialize in early childhood education.  The would equally discover areas  of  need  and  give  necessary  assistance.  Such  Institutions  would  also  utilize  the information  to  be  poised  at  ensuring  their  continuous  existence  and  sustainability  by maintenance of the facilities in their possession. Also, students, Parents and the community

would  appreciate    this  government’s  effort  and  sought  out  ways  they  can  complement government efforts.

Information generated on the extent to which mother-tongue or the language of the immediate  community  has  been  used  as  the  medium  of  instruction  would  enable  early childhood  educators  to ensure  that  mother-tongue  is effectively utilized  as a  medium  of instruction. Further,   the information would guide FME in formulating appropriate policies that facilitate the   mother-tongue is effectively utilized as a medium of instruction. It would enable  various  agents  of  socialization  such  as  the  family  ensure  that  mother  tongue  is effectively  used   in  communication.   It  will  further   help  the  governmental   and  non- governmental  organizations  (NGOs)  in providing  assistance  where  necessary.    Also,  the study would help the government  to intervene  and to help improve early child education through the education of well qualified  teachers and caretakers for the nation’s futures of tomorrow.

The findings of the study on the extent to which play method of teaching has   been used in ECE centres in Ogoja Education Zone,, Cross River State would enable childhood educators  to  adequately  utilize  play  method  of  teaching.  It  would  enable  Ministry  of Education to formulate and implement appropriate policies all geared towards ensuring that play method of teaching  is adequately used in ECE centres. ECE administrators would also utilize the information to adopt appropriate strategies towards ensuring that play method of teaching is adequately used in ECE centres. It would enable school psychologists/guidance counsellors  to  adopt  appropriate  strategies  in  rendering  their  services.  Government  and nongovernmental  organizations  (NGOs)  will  further  utilize  the  information  in  providing assistance where it is felt necessary.

By providing information on the extent to which government have been   regulating, controlling,  monitoring,    supervising    and  enforcing    educational  laws  at    ECE centres,

government  will  in  no  small  measure  be  poised  at  ensuring  regulation  and    enforcing educational laws at   ECE centres   through their various ministries of  education. Also, the government would intensify regular supervision and monitoring of activities of ECE  through inspectorate units for the sole purpose of supervisions and  standardization of ECE centres with regard to curricula, personnel, inspection, provision, maintenance and control of quality facilities will be establish.

Information generated on the extent to which ECE facilities have been provided  and maintained  by the government would enable the government through their various ministries of education  ensure  that  facilities  are adequate  properly  maintained.  ECE  administrators would also utilize the information to adopt appropriate strategies towards ensuring adequacy and proper  maintenance  of ECE facilities  by the government.  It  will enable  parents  and guardians to complement government’s efforts in providing and maintaining ECE facilities. It will further help the governmental and non-governmental organizations (NGOs) in providing assistance where it is felt necessary.

Scope of the Study

The study,  assessment of policy implementation on Early Childhood Education (ECE), will be carried out in  all public and approved private primary schools in Ogoja Education Zone of Cross River State using  the head teachers and teachers  as respondents. The  content scope  is to determine   the extent to which the government  has participated  in terms of: management/administration    of ECE  including  to:  encourage  private  effort,   provide  for training of specialist teachers, regulate the operation, provide and maintain facilities of ECE, and also curriculum issues such as language of instruction and method of teaching.

Research Questions

The following research questions will guide the study:

1.   To what  extent  has  government  encouraged  private  efforts  in the  provision  of  ECE

centres?

2.   To what extent has the government made provision for students who want to  specialize in ECE?

3.   To what extent has mother-tongue or the language of the immediate community been used as a medium of instruction at ECE?

4.   To what extent has play method been applied as a method of teaching at ECE centres?

5.    To what extent has  the government participated in regulating, controlling, monitoring, supervising  and enforcing the educational laws with regard to  the      establishment     of ECE schools?

6.    To what extent has the government provided and maintained ECE facilities?

Research Hypotheses

The  study  was  be  guided  by  one  hypothesis  to  be  tested  at  P<0.5  level  of significance:

There is no significant difference  between  the mean responses of head teachers and teachers and on the extent of government participation   in the implementation     of   early childhood in Ogoja Education Zone, Cross River State.

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