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A Comparative Review Of Early Childhood Education Policies In Nigeria And The Uk

Author

Listed:
  • Ife Jesuseun Adeleke

    (Department of Educational Foundation, Tshwane University of Technology, South Africa.)

  • Ololade Elizabeth Adewusi

    (Independent Researcher UK)

  • Nancy Mohd Al Hamad

    (Bridge the Gap, Dubai UAE)

  • Udochukwu Chidiebere Nwankwo

    (National Open University Nigeria)

  • Godson Chinenye Nwokocha

    (School Of Education, TADIO, Musgrave Campus, Durban)

Abstract

This research paper comprehensively analyzes early childhood education (ECE) policies in Nigeria and the United Kingdom (UK). It explores the historical context, policy frameworks, implementation strategies, challenges, outcomes, lessons learned, and recommendations for these two diverse contexts. Both countries are committed to providing accessible, high-quality, and inclusive ECE experiences for young children. Nigeria is addressing disparities in access and striving for cultural sensitivity, while the UK maintains a flexible framework emphasizing inclusivity and quality. Challenges include infrastructure gaps in Nigeria and workforce retention issues in the UK. Lessons learned underscore the importance of cultural sensitivity, professional development, inclusivity, parental engagement, and robust monitoring. Recommendations encourage both countries to invest in teacher training, prioritize equity, and engage parents and communities effectively. By addressing these challenges and building on their successes, Nigeria and the UK can enhance the outcomes and impact of their ECE policies, fostering brighter futures for their youngest citizens and contributing to more equitable and inclusive societies.

Suggested Citation

  • Ife Jesuseun Adeleke & Ololade Elizabeth Adewusi & Nancy Mohd Al Hamad & Udochukwu Chidiebere Nwankwo & Godson Chinenye Nwokocha, 2024. "A Comparative Review Of Early Childhood Education Policies In Nigeria And The Uk," Education, Sustainability & Society (ESS), Zibeline International Publishing, vol. 7(1), pages 01-11, November.
    • Handle: RePEc:zib:zbness:v:7:y:2024:i:1:p:01-11
    DOI: 10.26480/ess.01.2024.01.11
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    References listed on IDEAS

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    1. Teinye Briggs & Nwachukwu Prince Ololube & Peter James Kpolovie & Samuel Amaele & Rose Ngozi Amanchukwu, 2012. "Evaluating the quality of public early childhood education and Vision 20: 2020: the role of government," African Journal of Economic and Sustainable Development, Inderscience Enterprises Ltd, vol. 1(3), pages 243-264.
    2. Gambaro, Ludovica & Stewart, Kitty & Waldfogel, Jane, 2015. "A question of quality: do children from disadvantaged backgrounds receive lower quality early childhood education and care?," LSE Research Online Documents on Economics 60010, London School of Economics and Political Science, LSE Library.
    3. Humphries,Jane, 2010. "Childhood and Child Labour in the British Industrial Revolution," Cambridge Books, Cambridge University Press, number 9780521847568, Enero-Abr.
    4. Agupusi, Patricia, 2019. "The effect of parents’ education appreciation on intergenerational inequality," International Journal of Educational Development, Elsevier, vol. 66(C), pages 214-222.
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