A COMPARATIVE REVIEW OF EARLY CHILDHOOD EDUCATION POLICIES IN NIGERIA AND THE UK
Ololade Elizabeth Adewusi, Nancy Mohd Al Hamad, Ife Jesuseun Adeleke, Udochukwu Chidiebere Nwankwo, Godson Chinenye Nwokocha
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.
early childhood education, ECE policies, Nigeria, United Kingdom, comparative analysis, inclusivity, cultural sensitivity, parental engagement, professional development, equity