REVIEW OF EDUCATIONAL POLICIES AND IMPLEMENTATION IN THE PRE-PRIMARY AND PRIMARY SCHOOL LEVEL IN OYO STATE

EDUCATIONAL POLICIES AND IMPLEMENTATION IN THE PRE-PRIMARY AND PRIMARY SCHOOL LEVEL IN OYO STATE

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EDUCATIONAL POLICIES AND IMPLEMENTATION IN THE PRE-PRIMARY AND PRIMARY SCHOOL LEVEL IN OYO STATE

Abstract

This study examines educational policies and their implementation at the pre-primary and primary school levels in Oyo State, Nigeria. Education policies play a critical role in shaping the quality and accessibility of education, particularly at the foundational levels of pre-primary and primary education. In Oyo State, despite the existence of various educational policies aimed at improving early childhood and primary education, challenges such as inadequate infrastructure, insufficient funding, and poor policy implementation persist. Using a mixed-methods research design, this study collected primary data from 150 stakeholders, including teachers, school administrators, policymakers, and parents, through structured questionnaires and interviews. Secondary data was obtained from government policy documents, educational reports, and academic literature. The data was analyzed using descriptive statistics, thematic analysis, and content analysis to evaluate the effectiveness of educational policies and their implementation in Oyo State.

The findings reveal that while educational policies in Oyo State are well-intentioned, their implementation is hindered by factors such as inadequate funding, lack of teacher training, and poor infrastructure. Pre-primary and primary schools face challenges such as overcrowded classrooms, insufficient teaching materials, and low teacher morale, which affect the quality of education. The study concludes that effective implementation of educational policies requires increased funding, capacity building for teachers, and stronger monitoring and evaluation mechanisms. It recommends that the Oyo State government collaborate with stakeholders to address these challenges and ensure that educational policies translate into improved learning outcomes for children.

This study contributes to the existing literature on educational policy implementation by providing empirical evidence from Oyo State. It also offers practical recommendations for policymakers and stakeholders to enhance the quality of education at the pre-primary and primary school levels.

Keywords: Educational policies, policy implementation, pre-primary education, primary education, Oyo State, Nigeria, quality of education.

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