Ugwu G.C. Review of Education Institute of Education Journal, University of Nigeria Nsukka. Vol. 23. No.1.

225-236

QUALITY ASSURANCE IN PRE-PRIMARY EDUCATION

TEACHER PREPARATION

Ugwu G.C
Department of Education Educational Foundations
University of Nigeria, Nsukka

Abstract
The study, a survey investigated the issue of quality assurance in pre-
primary education teacher preparation. The sample was made up of 240 head
teachers and proprietors of government approved public and private pre-
primary schools within Nsukka Education Zone. Three research questions
were formulated for the study. The researcher developed a 28 item
questionnaire which was used for data collection. For data analysis, means
and standard deviation were used. From the results, it was observed that
government is yet to fulfill its obligations towards early childhood education
as regards teacher preparation. It was also discovered that pre-primary
school teacher preparation is beset by a lot of obstacles. The strategies
currently used in pre-primary education were highlighted. Recommendations
were made based on the findings.
improve the ability of the citizenry to
Introduction compete effectively in the global
It has been noted that without village. In pursuance of this quality in
a formidable intellectual base, it is education, government set up
not possible for any society to move minimum standards to be attained in
forward. Education determines not all schools with respect to staffing,
only earning capacity but also the infrastructure, library, instructional
quality of human life. It is the best materials, teaching and learning
long term investment any society can activities, quality control and
have. As a country we cannot reach assessment of instructional materials,
our maximum potential without co-curricular activities among others
education. The National Policy on (FGN 2004).
Education (NPE) has not only Quality refers to standards. It
defined the goals of education but means what is of value to us or
also enumerated the tools for the achievable goals .It could be seen as
achievement of these goals. In line a measure of extent, quality, value ,
with those objectives, education can among others established as an
only act as an empowerment tool example or criterion for
when the quality is such that it will others(Kirkpatrick 1994).In order
Ugwu G.C. Review of Education Institute of Education Journal, University of Nigeria Nsukka. Vol. 23. No.1. 225-236
words, it may mean comparative
degree of excellence. From the
educational system point of view, it
could be seen from the perspective of
input, process and
output(Ariyibi,2008).It implies that at
every level of the education process,
certain expectations are stated whose
levels of achievement are looked at
through evaluation. Quality,
according to Maduewesi (2005),is a
multi-faceted issue which
encompasses how learning is
organized and managed, the learning
content ,learning level achieved,
learning outcomes and the learning
environment. She went further to
elucidate that a number of factors
affect educational quality and they
include input-process-output, the
places of various stakeholders in
education and the various levels (like
classroom, school, national policy).In
the same vein, UNESCO (1998)
views quality as a multi dimensional
concept which in relation to
education encompasses all functions
and activities of teaching and
academic programmes, research and
scholarship, staff, students, facilities,
equipment, services to the
community and academic
environment. Quality is partly linked
to results and partly to objectives and
components that intervene to reach
these results (UNESCO 2002).The
implication is that it refers to some
standard or degree of excellence
required for a particular purpose or
approved criteria against which
others are measured and judged. It
relates to both the standard of the
processes and the products. Quality
aims at building competences that
will enable people fit in well
wherever they find themselves.
Quality assurance is designed
for systematic monitoring and
evaluation of any project, service,
programme among others to ensure
that quality is maintained. Quality
assurance in pre-primary teacher
preparation therefore is designed to
systematically monitor and evaluate
the preparation of the pre-primary
teachers for effective teaching in pre-
primary schools.
Pre-primary education or
Early Childcare Education (ECE)
refers to the education given in an
educational institution to children
prior to their entering the primary
school. It includes the crèche, the
nursery and the kindergarten (FRN,
2004). For this level of education it is
important to note that little
impressionable children are the focus.
As such, their teachers, in addition to
the academic qualifications must be
humane, have genuine love for
children and be patient with them.
What it means is that one may have a
litany of academic qualifications but
without those fundamental qualities,
one cannot be an effective pre-
primary school teacher. The pre-
primary level is that stage that
prepares the children for primary
school. In other words, the period
prior to primary school is the area of
Ugwu G.C. Review of Education Institute of Education Journal, University of Nigeria Nsukka. Vol. 23. No.1. 225-236

focus in pre-primary education. In line with the objectives of the

Proponents of early childhood National Policy on Education
education, Bruce (2005), Travarthea, (FRN,2004),the government shall,
(2003), Akimbote, Oduowolo and among other things, while
Lawal, (2001), Darlherg, Moss and establishing pre-primary sections in
Pence,(1999), all agree that effective existing public schools,
handling of early childhood is -Make provision in teacher
paramount to the growth and education programmes for
development of the individual child specialists in early childhood
and the overall development of the education.
entire society in all aspects . Also, -ensure that the medium of
according to Bernette (2006); instruction is principally the
Rolnick and Grunewald (2003), mother tongue or language of the
early childhood education has a immediate community and in line
positive influence on the affective, with this, the government shall
conceptional, social and in fact, develop the orthography of many
overall educational development of Nigerian languages and produce
children in later life and that textbooks in Nigerian languages.
investing in it can yield high returns. -ensure that the main method of
They went further to assert that it is teaching at this level shall be
not any educational experience through play.
offered any where by any type of -set and monitor adherence to
teacher can have such an effect on minimum standards for early
children. This effect can only be child care centres, among others.
achieved if the policy on early Since the teacher is the greatest
childhood education is consistently single determinant of educational
and effectively implemented. quality, their number, training and
Research has consistently shown that experience will impact on the
access to high quality early childhood children’s programme and
education can also have a positive experience. Teacher quality is a
impact on the school careers of crucial factor in all forms of learning
children. The teacher is at the centre that take place in the school and in
of the attainment of this high quaity the overall achievement of the
depending on his educational educational objectives of the school.
background, teaching methods and It gives meaning and success to
length of service(UNESCO 2008) planned programmes and objectives.
Unfortunately, the government at all The characteristics of a quality
levels have not given this sector of teacher comprise of all the skills,
education the serious attention it behaviours and attitudes that he has
needs(Eyengho,2008). which enable him perform his job
Ugwu G.C. Review of Education Institute of Education Journal, University of Nigeria Nsukka. Vol. 23. No.1. 225-236
effectively (Mgbodile2003). As a
result, the philosophy and objectives
of the NPE can only be achieved if
quality teachers are made available.
Quality teachers with the desired
qualifications, competencies,
abilities, values and attitude will be
of immense assistance in
transforming educational policies into
practice. Since an educational system
is defined by the teacher whose
quality determines the quality of the
educational system, poor quality
teachers would bring about poor
quality education and invariably poor
quality social development, hence the
need for quality teacher preparation.
For according to Achi (2004),to
improve the standard of education in
Nigeria, the society has to first
educate the educators and motivate
them to perform their duties well.
Teacher preparation is the
uppermost concern of educational
planners and administrators. The
importance of teachers and teacher
preparation has been clearly
highlighted in the national policy
document that no education can rise
above the quality of its
teachers(FRN,2004).This is because
teachers are ,to a large extent,
responsible for the translation and
implementation of educational
policies, curriculum, instructional
materials and evaluation of learning
outcomes. The formation of character
and the process of socialization of
children within the school
environment is largely influenced by
the teacher. But unfortunately, the
quality and quantity of teachers
produced in Nigeria fall far short of
national expectations and needs and
inadequate teacher preparation and
dwindling enrollment of pre-service
teachers remains a major
problem(Maduewesi,2005].The
above view is reiterated by Agiobu-
kemmer (2001) who noted that many
proprietors and pre-school teachers
do not have the pre-requisite
knowledge and qualifications in the
area of early childhood neither do
they have the skills for this all
important foundation laying aspect of
education. Also, while there has been
a steady increase in the number of
schools and enrollment figures, the
increase has neither been matched by
a corresponding rise in the number of
teachers nor by an expansion and
improvement in the facilities utilized
by these schools (Achi, 2004).
This study therefore sought to
find out the extent of government
fulfillment of its obligations in
ensuring quality teacher preparation
in pre-primary education. It also
sought to find out the constraints to
effective pre-school teacher
preparation and the strategies
employed by these teachers of pre-
schoolers.
Three research questions were
formulated to guide the study.
1. To what extent has government, at
the federal, state, and local
government levels ,fulfilled its
obligations in ensuring quality
Ugwu G.C. Review of Education Institute of Education Journal, University of Nigeria Nsukka. Vol. 23. No.1. 225-236

teacher preparation in early point likert type scale was used for
childhood education as outlined data collection. The questionnaire
in the National Policy on items were generated from the three
Education? research questions and organized in
2. What are the constraints to three sections. Section A sought
effective pre-school teacher information on the extent of
preparation? government’s fulfillment of its
3. What teaching strategies are obligations in ensuring quality
employed by pre-primary school teacher preparation in early
teachers to ensure quality childhood education. Sections B and
teaching and learning? C sought information on constraints
to effective teacher preparation and
Method strategies employed by the pre-
Survey design was used for this primary school teachers to ensure
study. The study was carried out in quality respectively. The sections
Nsukka Education Zone which has were scaled Very Great Extent
three Education Authorities . The (VGE), Great Extent (GE) Moderate
population comprised all the 1308 Extent (ME) and Little Extent (LE)
head teachers and proprietors of and were weighted 4, 3, 2 and 1
government approved public and respectively. The instrument was face
private pre-primary schools within validated by an expert each in Early
the zone. Childhood Education Curriculum
The random sampling Studies respectively from the
technique by balloting was used to University of Nigeria, Nsukka.
select the sample of 240 which is Analysis of the data was done using
made up of 80 respondents from each means and standard derivation. Mean
of the three local education scores below 2.50 were considered
authorities that make up the zone. negative while those above 2.50 were
A 29 item structured deemed positive and accepted.
questionnaire constructed on a four

Results
Table 1
Mean Rating on Extent of Government’s Fulfillment of its Obligations to Pre-
primary Education with respect to Teacher Preparation.
Section A
S/N Items N X SD Decision
1. Government has established 240 2.0 1.37 Rejected
enough colleges of education
and teacher training colleges
Ugwu G.C. Review of Education Institute of Education Journal, University of Nigeria Nsukka. Vol. 23. No.1. 225-236

2. Departments of Early Childhood 240 1.9 1.39 Rejected

Education have been created in
Faculties of Education in
Universities
3. Teachers are taught learner- 240 1.7 1.43 Rejected
centred strategies in teacher
training colleges
4. Professionals in Early 240 2.1 1.35 Rejected
Childhood Education are in
adequate supply in teacher
training colleges
5. Teacher training colleges use 240 1.6 1.47 Rejected
uniform curriculum to teach
6. Those already in schools are 240 1.8 1.41 Rejected
often sent for refresher courses.
7. Government promotes the 240 2.2 1.34 Rejected
training of teachers
8. Government usually carries out 240 1.9 1.3.39 Rejected.
routine supervision of teacher
training colleges
9. Government has involved 240 2.0 1.37 Rejected
stakeholders to help sponsor the
training of teachers.
Table 1 presents data on the extent of they each had mean rating below 2.5.
government’s fulfillment of its This implies that the governing has to
obligations to pre-primary education. a very great extent not fulfilled its
Out of the nine items, none was obligations to pre-primary education
accepted. They were rejected because with respect to teacher preparation.

Table 2:
Mean Ratings on constraints to effective Pre-primary Teacher Preparation
S/N Items N X SD Decision
10. Limited number of teacher 240 3.8 0.67 Accepted
training colleges and colleges of
education exist
11 There is a lack of specialist 240 3.6 0.69 Accepted
teachers in the existing teacher
training colleges
Ugwu G.C. Review of Education Institute of Education Journal, University of Nigeria Nsukka. Vol. 23. No.1. 225-236

12. The rudiments of Early 240 3.6 0.69 Accepted

Childhood Education are not
taught in the teacher training
colleges
13. The teacher training curriculum 240 3.2 0.78 Accepted
is not utilized
14. Government is unable to 240 3.7 0.68 Accepted
implement the Early Childhood
Education policy
15 Poverty inhibits interested 240 2.5 1.08 Accepted
persons from entering teacher
training colleges
16 Lack of appropriate and 240 2.8 1.01 Accepted
sufficient teaching materials
bedevil the teacher training
colleges
17 A regular retraining programme 240 3.2 0.78 Accepted
to update and improve quality in
early childhood education is non
existent.
Table 2 presents mean ratings on the They all had mean ratings of 2.5 and
constraints to effective pre-primary above s. To a very great extent, a lot
teacher preparation. All the eight of constraints hinder effective pre-
items were accepted as constraints to primary teacher preparation.
effective pre-primary preparation.

Table 3
Mean Rating on the Strategies adopted by pre-primary school teachers to
ensure quality teaching.
S/N Items N X SD Decision
18. The teachers use the play way 240 2.9 0.98 Accepted
method in all the classroom
activities
19 The mother tongue is the 240 2.0 1.37 Rejected
language of instruction.
20 Student teachers teach using 240 3.6 0.69 Accepted
drills
Ugwu G.C. Review of Education Institute of Education Journal, University of Nigeria Nsukka. Vol. 23. No.1. 225-236

21 The repetition method is also 240 2.5 1.08 Accepted

employed
22 Teachers make teaching and 240 3.3 0.77 Accepted
learning mostly teacher centred

23 The teachers allow children 240 1.6 1.47 Rejected

participate actively in the
teaching learning process
24 The teachers use creative 240 1.9 1.39 Rejected
materials to develop creativity
in the children
25 Children are provided 240 3.2 0.78 Accepted
opportunities for exploration
and self discovery
26 The teachers assign group 240 3.1 0.79 Accepted
responsibilities to children
27 The teachers exhibit the virtues 240 3.7 0.68 Accepted
of patience, long suffering and
care
28 The teachers make allowances 240 2.8 0.01 Accepted
for individual differences
while teaching
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Table 3 presents data on the appropriate strategies adopted by pre-primary school teachers to
ensure quality teaching and learning. Three out of the eleven items were rejected. Items 19,23and
24 were rejected as strategies employed in teaching pre-primary school children. The implication
is that the teachers adopt to a great extent the appropriate strategies.

Discussion
Results from table one indicate that all the items were rejected since they all had mean
responses below 2.5. This suggests that the government is yet to put policy into practice. It
means that all the beautiful policy objectives and programmes are still on paper. The National
Policy of Education outlined the responsibilities of the government to the realization of the
objectives of the Early Childhood Education policy. These include the provision in teacher
education programmes for specialists in Early Childhood Education, to promote the training of
teachers and ensure monitoring and supervision of these teacher training colleges. From the
result, it seems that the government has not been active in its responsibilities to Early Childhood
Education. The finding supports the view of Eyengho (2008) that inspite of the importance of
Early Childhood Education, government at all levels have not given this sector the serious
attention it needs.
Table two results show that no item was rejected since they all got mean ratings above
2.5. The indication of this result is that a lot of constraints hinder effective pre-primary school
teacher preparation. Some of these constraints include limited number of teacher training
colleges, lack of specialist teachers in existing ones, ineffective utilization of Early Childhood
Education curriculum in teacher training colleges, inadequate funding and inability to retrain
teachers to update their knowledge, among others. The result is that half-baked and unqualified
teachers flood the pre-primary education sector thereby making for poor quality education. Since
no education system can rise above the quality of its teachers, the implication is that our products
are substandard and of low quality. This supports the opinion of Agiobu-Kemme (2001) that
many proprietors and pre-school teachers do not have the pre-requisite knowledge or
qualifications in the area of early childhood neither do they have the skills for this all important
foundation laying aspect of education. Achi (2004) summarizes the finding with his view that to
improve the standard of education in Nigeria, the society has to first educate the educators and
motivate them to perform their duties well. It also supports the views of Maduewesi (2005) that
the quality and quantity of teachers produced in Nigeria fall far short of national expectations
and needs and inadequate teacher preparation and dwindling enrolment of pre-service teachers
remains a major problem.
From the results of Table three, it can be seen that only three items were rejected as
strategies used in the pre-primary school to ensure quality. Those items focus on the mother
tongue being used as the language of instruction, teachers teaching with drills and teaching being
mostly teacher centred. Of all the other items, the item on teaching to use the play way method in
all classroom activities had the highest score. It can be deduced therefore that at this level, all
children’s learning, irrespective of what it is, should be done through play. This will be
incompliance with the policy statement that government should ensure that the main method of
teaching at this level shall be through play (FGN, 2004).

Conclusion and Recommendation

The teacher is the pivot of any educational achievement. The quality of the education
outcome depends on the quality of the teacher. For the teacher to give this quality, he must have
234

under gone adequate preparation. Unfortunately, results from the study have revealed that the
machinery for effective teacher preparation is still not on ground. The government has laudable
objectives for pre-primary education in Nigeria. Unfortunately too, these objectives and the
attendant quality control measures are mostly on paper. In line with the above, this study
recommends that;
 Government should ensure that teacher education programmes are actually included in
colleges of education and universities to ensure the production of quality teachers.
 Government should also supervise and monitor, on a regular basis, pre-primary education
centres to ensure they meet minimum standards.
 Periodically, workshops and seminars should be organized for proprietors and teachers of
pre-primary education to update their knowledge and skills.
 Government should enforce the effective training of teachers using the Early Childhood
Education curriculum for teacher training colleges.
It is the believe of this researcher that if these recommendations are implemented, the
pre-primary education sector will be such that can make for the desired quality both in teacher
preparation and service delivery.

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