عنوان

Implementation of Universal Basic Education Program in the North-Central Region of Nigeria

Number

TLpq2515143111

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

Implementation of Universal Basic Education Program in the North-Central Region of Nigeria

General Material Designation

[Thesis]

First Statement of Responsibility

Adebayo, Oladimeji Kazeem

Subsequent Statement of Responsibility

Landu-Adams, Victoria

Name of Publisher, Distributor, etc.

Walden University

Date of Publication, Distribution, etc.

2021

Specific Material Designation and Extent of Item

190

Dissertation or thesis details and type of degree

Ph.D.

Body granting the degree

Walden University

Text preceding or following the note

2021

Text of Note

Government reports document that the North-Central region of Nigeria has experienced increased negative ineffectiveness of preschool education policy implementation. At the same time, other data suggest that key stakeholders' contribution is missing in the preschool education policy formulation and implementation processes. However, much less is known regarding specific key stakeholders' perceptions that could help reverse this trend. Grounded in the advocacy coalition framework and appreciative inquiry, narrowing this knowledge gap was the purpose of this study. The research question focused on key stakeholders' perceptions that could increase full participation and facilitate the establishment of more quality preschools in the region. A case study was employed with a purposeful sample of 16 semistructured interviews drawn from parents or guardians, preschool heads, primary school principals, and officials from the region. Themes were extracted through descriptive coding regarding the preschool education policy's perceived strengths and opportunities for improvement from collected data transcripts. The emergent themes from the study included early educational and psychomotor development, child supervision, educational sector development, equality and social justice, education for all, school readiness for next level, private and public sensitization, and lack of government financial intervention. The results point to evident positive social change in that the established preschools require being well equipped. The collaboration and active participation of all key stakeholders is needed towards effective preschool education policy implementation and the establishment of more quality preschools across the region.

Education

Public policy

Adebayo, Oladimeji Kazeem

Landu-Adams, Victoria

Electronic name

p

[Thesis]

276903

a

Y