perception of early childhood education pre-service teachers on sustainable development goal
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perception of early childhood education pre-service teachers on sustainable development goal
Abstract
This study focused on the perceptions of early childhood education pre-service teachers on sustainable development (objective 4). The study’s entire population consists of 200 selected residents from Uyo, Akwa Ibom state.
The researcher employed questionnaires to collect data. The descriptive survey research design was used for this investigation. The survey used 133 respondents, including married men and women, instructors, and civil servants. The acquired data was organised into tables and analysed using simple percentages and frequencies.
Chapter one
Introduction
1.1 Background of the Study
International initiatives to improve access to high-quality early childhood education have accelerated in recent years. Sustainable Development Goal 4, Target 4.2, requires “ensuring that all girls and boys have access to quality early childhood development, care, and preprimary education so that they are ready for primary education” (United Nations, 2015).
To meet this goal, governments must prioritise both access to pre-primary education (e.g., by including it into the basic education system) and the delivery of high-quality education (e.g., by training a teacher workforce).
Nigeria has been a pioneer in these efforts, incorporating two years of pre-primary education known as kindergarten 1 (KG1) and kindergarten 2 (KG2) into its universal basic education system in 2007.
With some of the continent’s greatest early childhood education (ECE) enrolment rates (nearly 75% net enrolment in 2015-16), Nigeria’s government has focused on quality, including the development of a pre-service teacher certification track specifically designed to train KG teachers.
Sustainable development has become a trademark in many fields, including educational discourse around the world. Huckle claims that sustainable development is a notion that pertains to how humans should act on Earth.
It addresses the growth of economic welfare and social justice for all humans today and in the future, given the ecological boundaries of our planet (2006).
In reality, it has become a phenomenon because it is considered that sustainable development education has the potential to share concern for the future of the planet and local communities around the world (Jucker and Reiner Mathar, 2015).
However, incorporating sustainable development education into educational activities is difficult because the term lacks a shared meaning and is based on future difficulties that the earth will confront. Several countries are already concerned about education for sustainable development.
These countries, through their education ministries, enforce and implement education for sustainable development regulations in all educational fields (early childhood education, elementary, junior high, senior high, and university). Furthermore, the United Nations encourages such countries to research ways to incorporate education for sustainable development into their schools.
It is assumed that children, older students, and adults have enormous potential for formal education in order to act now in the interests of a sustainable future and on a global scale.
Nigeria, as a developing country, is also concerned about education for sustainable development, as Nigerian President Joko Widodo has established a Joint Committee to achieve Nigeria’s Sustainable Development Goals, which were proclaimed by the Nigerian government in 2015 (Tempo, 2015).
So far, the implementation of education for sustainable development in Nigeria requires strengthening in order to meet the announced sustainable development goals. Early childhood education is one option that the Nigerian government might pursue to raise public awareness of sustainable development.
The current study attempts to provide an effective approach for bringing sustainable development to Nigeria’s early childhood children. The Indonesian Ministry of Education emphasises the output of early childhood education in terms of basic competences such as spirituality, sociality, knowledge, and skill. The Indonesian Education Ministry’s decree No. 146 on early childhood education from 2014 demonstrates this.
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