Effectiveness of Inclusive Education in Public Primary Schools in Nigeria
The Nigerian education system is guided with laudable policies, but the implementation has always been doubtful. One prominent policy that is disturbing is the issue of access, for the 2004 national policy on education states that education should be made accessible to every child irrespective of gender, religion, ethnicity, or status but the current situation shows that this is farfetched. Hence this work was aimed at ascertaining the compliance of Nigeria to the Jomtien resolution of Education for All (EFA) by examining the effectiveness of implementation of inclusive education in public primary schools (the foundation upon which other levels of education stand) in Nigeria. The study adopted a survey approach using the instruments of questionnaire and observation. A sample of 600 head-teachers was picked through stratified random sampling. The data was analyzed by use of Means and Standard Deviation. It was found that many primary schools do practice inclusive education as they do not allow enrollment of pupils with disability; most of the schools do not have any provision of facilities for people with disability; majority of the head-teachers do not have records of pupils’ physical abilities. It was therefore concluded that inclusive education is not being practised in our primary schools as against the recommendation of the Thailand declaration of Education for All (EFA). The writer made recommendation for Ministries of Education to make proclamation and embark on enlightenment campaign around schools to ensure implementation of education policies.
Author: Ezeh C. Obioma
Published in: Canada International Conference on Education, 2023
- Date of Conference: 26-28 June, 2023
- DOI: 10.20533/CICE.2023.0049
- Electronic ISBN: 978-1-913572-58-7
- Conference Location: Residence and Conference Centre, Toronto, Canada