Family Location And Socioeconomic Factor As A Determinant Of Accessibility Of Early Childhood Education
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Family Location And Socioeconomic Factor As A Determinant Of Accessibility Of Early Childhood Education
ABSTRACT
The study’s goal was to look into how family location and socioeconomic characteristics influence access to early childhood education in a drought-stricken area of Itam Village Itu LGA, Akwa Ibom State, Nigeria.
The study was guided by four research objectives: to establish the extent to which parental level of education affects access to early childhood education in drought-stricken
to establish the influence of household size on pupil access to early childhood education in drought-stricken, to assess the extent to which food security factors affect pupils’ access to education in drought-stricken, and to assess the extent to which pupils’ involvement in household economic activities
The study used a descriptive survey design. The target population consisted of all 24 pre-schools in Itam village. The schools had a total of 281 teachers and 700 Form Three students.
The study included all eight heads of schools, 90 teachers, and 238 students. Findings on the effects of parental level of education on access to education revealed that parents’ level of education was a factor that affected low access to education in the school, as indicated by the majority of 6 (85.7%) principals and 47 (55.3%) teachers.
The findings also demonstrated that home size influences students’ access to education at their school. The findings also revealed that insufficient food during the drought hampered students’ ability to attend school. The involvement of students in household economic activities also had an impact on their access to education, as stated by the majority of principals (71.4%).
Based on the study’s findings, the researchers found that parental education level was a factor influencing students’ access to education in a drought-stricken area in Itam Village, Itu LGA. The study also showed that household size had an impact on educational opportunities.
Families with a large number of children were unable to provide educational help, so some youngsters missed out on possibilities. The study indicated that a lack of insufficient food during a drought hampered students’ access to education in the drought-stricken area of Itam Village, Itu Local Government Area.
CHAPTER ONE INTRODUCTION
1.1 Background for the study
Education serves as the foundation for any nation’s economic, social, and political progress. Investment in education can promote economic growth, increase productivity, contribute to national and social development, and reduce social inequality (World Bank, 2008). According to UNESCO (2005), one of the most important measures of a country’s development is its educational level. Globally, education is seen as a fundamental human right.
The Human Rights Charter recognises education as a human right. According to Bishop (1989), the Universal Declaration of Human Rights established Article 26 in 1948, which said that everyone had the right to an education and that it would be free, at least in the primary and essential phases.
According to Boit, Njoki, and Chang’ach (2012), the goal of education is to prepare citizens to transform society and reduce inequality. Secondary education, in particular, has an essential role in both national and individual growth.
It is critical to developing a country’s human resource base beyond primary education (Achoka, Odebero, Maiyo, & Mualuko, 2007).
Education is disrupted, and a significant amount of school time is wasted in places affected by calamities such as conflict, flooding, and drought. These calamities endangered many children, exposing them to perilous and rapidly changing conditions.
The quality of education is impacted and disturbed as a result of catastrophic calamities, making children exposed to psychosocial trauma. Providing education during catastrophes also reduces the negative impact of emergencies on development;
prolonged crises halt progress towards attaining education development goals such as Education For All and Vision 2030. Emergencies also restrict children the right to free and compulsory basic education, as guaranteed by the Nigerian Constitution of 2010.
Arid and semi-arid lands (ASALs) encompass 80% of the country, with annual rainfall ranging from 200 to 500mm and recurrent droughts as part of the climatic system (Kandji 2006).
It is an induced phenomenon, and its impact is influenced by both social and economic factors. Drought causes vulnerability. ‘Vulnerability’ refers to a population’s ability to predict, cope with, avert significant declines in well-being, and recover from the negative impact of shocks (Blaikie et al. 1994, World Bank 2001, Tesliuc and Lindert 2004, Brooks, Adger, and Kelly 2005).
Vulnerability is not a novel notion, but interest and worry have increased in recent years. Drought vulnerability refers to how vulnerable households are to the negative impacts of drought.
Income, work, family structure, gender, social class, caste, cultural influences, and health all have an impact on vulnerability. Several asset-based approaches have been proposed to identify vulnerable households (Alwang, Siegel, and Jorgensen 2001; Kamanou and Morduch 2002; Brooks, Adger, and Kelly 2005; Christiaensen and Subbarao 2005; World Bank 2005).
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