ABSTRACT
This paper examines the Effect of government funding on educational growth in primary and secondary schools in Odeda Local Government. It recognized the commitment of the Nigeria Government and the support of the community, individual and foreign sponsors in funding ECCE programmes. It argued that, nevertheless, much more needs to be done towards providing adequate funds for quality teachers/caregivers, supply of appropriate facilities and stimulating learning materials as well as supervision of ECCE PROGRAMME. Toward this end, increase government allocations, sustained international support, financial allocation to ECCE teacher training institution, equity funding and cost-sharing strategies were recommended.
CHAPTER ONE
1.0 Background to the Study
Early Childhood Education (ECE) is the organized practice of educating children, the age range spans human life from birth to age eight (Groark, et al., 2008).In support, UNESCO International Bureau of Education (2006) acknowledges that children who benefit from ECEare between the ages from birth to eight (8) years old. It is a time of remarkable brain development that lays the very foundation for subsequent learning in the development of human life.
According to Global Monitoring Report (2007),ECE includes nursery,kindergarten and the first three years of primary education.Early childhood educationtakes many forms globally depending on the beliefs of the educator or parent.In effect ECE comprises the following:
Day Care programmes based at centres or schools,
In-home programmes, where caregivers go to the homes of children
Nanny homes, where parents take children to homes of nannies
After school home-care, where children who close earlier from their centres are sent until their parents pick them up after work.
Funding for Early Childhood Care and Education (ECCE) is primarily the responsibility of the national government, whichfinances the instructional component of ECCE i.e., teaching (Neuman and Peer, 2002). Localgovernments must provide support for facilities, administration, and other services. Funding and additional services are considered extra activity.As of 1998, public ECCE expenditures amounted to 0.66% of GDP, a proportion considerably above most OECD countries (UNESCO, 2003).Brazil has three layers of government – federal, state, and municipality – but ‘basic education’ upto secondary level is the responsibility of states and municipalities (Schady, 2005).
Funding for basic education is earmarked as 25% ofthestate’s net tax revenues and 25% of the municipality’s net tax revenues (and 18% offederal revenues). However, because the earmarked funding is to be applied to all education, and primary and secondary education are mandatory, there is no specific commitment for ECCE.Intotal, public expenditure on ECCE is approximately 0.4% of GDP, with a gross Enrollment rate in pre-primary education at 57% by age 5-6 (UNESCO, 2003)
Public ECCE programs in Cuba offer universal provision at age 5, with infant care from sixmonths. The state provides free childcare for working mothers, and approximately 18% of children are enrolled. Other children are cared for in private homes (Belfield 2006).
In Nigeria the two-year kindergarten education programme is considered as part of the basic education sector. There are also nurseries for children aged two to four years, Day care centresfor the age group of two to three years, and Crèches that cater for children less than two years of age. These programmes are run by the Department of Social Welfare, the Nigeria Education Service, Private Proprietors and Non-GovernmentalOrganizations (NGOs).
Early Childhood Education came about as a result of the level of care and educationofferedto young childrenin Nigeria. This was a direct consequence of many events fromthe nation’s past.In 1989, Nigeria became the first country in Africa to ratify the UnitedNationsRightof the Child (UNESCO, 2006). In 1988 the government of Nigeria passed the Children’s Act (Act 560) which strengthened the various existing lawson children’srights, justice, and welfare in Nigeria (UNESCO, 2006).
Early Childhood Education (ECE) emerged from the fact that working mothers needed a healthy and safe place to keep their children whilst at work especially after maternity leave. The Department of Social Welfare was responsible for registration and maintenance of standard in all crèches and Day Care Centres for children aged 0 – 2years
Conversely the Nigeria Education Service (which has the responsibility of implementing pre-tertiary education policies formulated by the Ministry of Education) is responsible for curricula development for children aged three to five years.
Pre-schools established by GES were to prepare children for primary schools. Although there has been expansion in ECE and Pre-school services, the quality of many ECE centres (both private and public) leaves much to be desired. Only a relatively low proportion of children benefit from their services with some centres especially in the rural areas operating under trees and dilapidated classrooms, others are poorly ventilated with bad lighting and with no playing grounds (UNESCO,2006).
1.2 Statement of the Problem
Managing and financing ECE are very critical issues for the growth of the education sector. It should therefore be seen as a special area in the child’s growth and development.While the contribution of ECE towards broader social, economic andeducation goals is being recognized (OECD 2009b: 9), the sector remains under-developed in a number of countries (gaps in provision and inadequate quality in services), due in part to a lack of investments, as well as the diversity of bodies and actors involved in its organization and provision that may not be well coordinated and/or regulated. For example, the OECD StartingStrong II report states that: ‘in many OECD countries, the level of regulation ofservicesforchildren under three (3)years gives rise for concern: much of the child care sector is private and unregulated, with staff training and pedagogical programming being particularly weak’ (OECD 2006).
There is a school of taught thatthe government of Nigeria is neglecting the funding and management ofECE since one can see dilapidated structures on a visit to various centres. Although there has been a rapid expansion in ECD and pre-school services, the quality of many ECD centres (both public and private) leaves much to be desired and only a relatively low proportion of children benefit from their services. While some centers, especially in the rural areas are held under trees and in old dilapidated rooms, others are poorly ventilated with bad lighting and little or no room for play. (UNESCO, 2006).
It is as a result of this problem that the study is being carried out to come out with appropriate approaches to managing and funding ECE.
1.3 Purpose of the Study
The purpose of the study is to involve all stakeholders to find out the best approach to solving the problem of funding and managing Early Childhood centres. Nigeria as a country needed to produce quality human resource base and this could be achieved only when ECE, which develops the potentials of the child, was well funded and adequately managed.
The purpose of this research was also to find out
Why ECE centers were not making headway as far as funding and management were concerned.
How best to source funding for the running of ECE centres as well as organizing programmes to support the centres.
What policy makers should consider when formulating polices for ECE.
1.4 Research Questions
The study was guided by the following researchquestions;
Who are responsible for managing and funding ECE in Nigeria?
What percentage of government budget goes to fund ECE in Nigeria?
What part of Management of early care and Education should be a responsibility of parents?
What measures have been put in place to improve funding and managing ECE?
1.5 Significance of the Study
ECE as a young educational set-up is faced with many challenges just like any infant establishment. This research seeks to give a helping hand to policy makers in Nigeria Education Service(GES).Through the outcome of this research, policy makers can formulate realistic policies that could improve the management and funding of ECE.Since these two components, when properly dealt with will enhance the success of ECE in Cape Coast Metropolitan area in particular and Nigeria as a whole.
Again, this research will serve as a source of information for further researcher into ECE the result of which could encourage donor partners to help improve funding in ECE programmes.As a result of the above, it will rekindle management of ECE to take a closer look at their management style(s).
1.6 Delimitation
The scope of the research covered Funding and Managing selected ECE public centres in the Odeda LGA.
1.7 Limitations
The researcher was faced with the following hindrances that impeded the success of the outcome of the study
Time constraint affected the outcome of the research. Combining academic activities with research work was very tedious and very tiring. The researcher had to move to the field to collect information and data for the work and at the same time attend lectures.
There was also financial constraint to gather inputs for the work. For example money to print out and distribute questionnaires to make the work very credible.
Again lack of relevant books and literature affected the quality of research output. ECE as a new area of study does not have relevant books to facilitate the work.The only reliable library in the metropolis, the UCC library lacks essential literature on ECE hence,the researcher could hardly get any relevant materials (books) to help improve the work.
1.8 Definition of terms
ECE– Early Childhood Education
FCUBE –Free Compulsory Universal Basic Education
NAEYC – National Association for the Education of Young Children
NGOs–Non-Governmental Organizations
UNESCO – United Nations Education for Science and Cultural Organisation.
1.9 Organization of the Rest of the Study
To ensure logical and sequential flow of ideas, this project work has been divided into five chapters.
Chapter two looks at relevant literature on funding and management of ECE by other writers. It throws more light on the various sources that were consulted in the process of putting together this project.
Chapter three deals with the methodology applied in getting informationfor this project work. It stipulates the research design, population,sample and sampling techniques, instruments used, data collection procedure and data analysis.
Chapter four contains the, analysis of data and presentation of findings arising from field data.
Chapter 5 consists of the summary of findings, conclusion and recommendations.