Provides National Policy on Education
Education in Nigeria (NPE, 2004) is an instrument “par excellence” for effecting national development. It is, therefore, the most important instrument of change. The philosophy of Nigeria’s education is based on:
the development of the individual into a sound and effective citizen; the full integration of the individual into the community; and the
provision of equal access to educational opportunities for all citizens of the country at the primary, secondary and tertiary levels both inside
and outside the formal school system.
In keeping with this, teacher education programmes are being structured and re-structured in ways that equip teachers with relevant competencies and skills for the effective performance of their duties in a globalized world.
Brief description of school-going age
In Nigeria, Education is on the concurrent legislative list, which presupposes that the Federal, States and Local Governments can formulate policies on issues concerning education. All three have similar levels of educational structures, which are as follows:
i) Early Child-hood – Pre-Primary; (ii) Basic Education; (iii) Senior Secondary; and, (iv) Tertiary
A. Early childhood – pre-primary education
The 1998 National Policy on Education (NPE) gives the school-going age at the preprimary level or early childhood education to be between the ages of 3 – 5 years. This is prior to their entering primary school. The Nigerian government encourages both private and community participation in the provision of pre-primary education. The NPE further states that government shall:
i) establish pre-primary sections in existing public schools;
ii) make provision in teacher education programmes for specialization in early childhood education;
iii) ensure that the medium of instruction is principally the mother-tongue or the language of the immediate community; and to this end will:
iv) develop the orthography of many more Nigerian languages; and,
v) produce textbooks in Nigerian languages;
vi) ensure 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;
vii) regulate and control the operation of pre-primary education; set and monitor minimum standards for early childcare centers; and,
viii) ensure full participation of government, communities and teachers’ associations in the running and maintenance of Early Childhood Education facilities.
