Evaluating the Implementation of UNESCO Rights Based Early Childhood Education Programme in Selected Anglophone West African Countries

Abstract

This study evaluated the implementation of UNESCO Rights Based Early Childhood Education programme in selected Anglophones West African Countries. Six research questions were addressed and four hypotheses were tested for the study.Data were collected from 55 participants which comprised 40 parents, 8 teachers, 2 head teachers and 5 stakeholders drawn from 2 cosmopolitan towns of Ago-Iwoye and Winneba respectively. Four questionnaires were used in collecting data for the study. Data were analyzed using descriptive and inferential statistics, frequency counts, simple percentages, mean and standard deviation, while hypotheses were tested using the t-test statistics. Some of the major finding in the study indicated that, Winneba and Ago- Iwoye both had their compliance ratings in the areas of location, records and instructional materials and Ago –Iwoye is slightly ahead of Winneba in terms of compliance ratings on parental/community involvement and government involvement. Both Winneba and Ago-iwoye rated low in their provision for special needs learners and awareness of legislative, policy and practice environment is low. There is a significant difference in Ago- Iwoye and Winneba teachers and stakeholders’ perception of legislation. Implications of the findings are discussed.

Keywords: Evaluation, Right Based, Approach, Early Childhood Education