THE ROLE OF EARLY CHILDHOOD EDUCATION IN THE IMPLEMENTATION OF SUSTAINABLE DEVELOPMENT GOALS

TABLE OF CONTENT

CHAPETR ONE

1.0   INTRODUCTION 

1.1        Background of the study

1.2        Statement of problem

1.3        Objective of the study

1.4        Research Hypotheses

1.5        Significance of the study

1.6        Scope and limitation of the study

1.7       Definition of terms

1.8       Organization of the study

CHAPETR TWO

2.0   LITERATURE REVIEW

CHAPETR THREE

3.0        Research methodology

3.1    sources of data collection

3.3        Population of the study

3.4        Sampling and sampling distribution

3.5        Validation of research instrument

3.6        Method of data analysis

CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS AND INTERPRETATION

4.1 Introductions

4.2 Data analysis

CHAPTER FIVE

5.1 Introduction

5.2 Summary

5.3 Conclusion

5.4 Recommendation

Appendix

Abstract

This study is on the role of early childhood education in the implementation of sustainable development goals. The total population for the study is 200 selected residents in Ado – Odo, Ota Local Govt. Ogun  state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made up married men, married women, teachers and civil servants were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies

 CHAPTER ONE

INTRODUCTION

• Background of the study

Sustainable development nowadays becomes trademark in numerous areas including educational discourse worldwide. Huckle argues that sustainable development is a concept which refers to the way humans should behave on earth. It covers the development of economic welfare coupled with social justice for all humankind now and in the future within ecological limits of our earth (2006). As a matter of fact, it becomes phenomena since it is believed that sustainable development education has capacity to share concern for future of the planet and local communities all over the world (Jucker and Reiner Mathar, 2015). However, it is not easy to introduce sustainable development education into educational activities since sustainable issue lacks of shared meaning and stemming concerning future problems that will be faced the planet. Various countries nowadays have already concern about education for sustainable development. Those countries through their education ministry impose and implement regulation concerning education forsustainable development all educational areas (early childhood education, elementary, junior high school, senior high school and university). Furthermore, the United Nations also encourage those countries to seek ways in order to introduce education for sustainable development into school. It is presumed that children, older students and adults hold huge potential to be educated formally to act now in the interests of a sustainable future and to act internationally (ibid). Nigeria as developing country also concerns about education for sustainable development since Nigeria president at this time Joko Widodo establishes Joint Committee to implement Nigeria Sustainable Development Goals that is proclaimed by Nigeria government in 2015 (Tempo, 2015). So far, implementation of education for sustainable development in Nigeria needs to be strengthened in order to achieve the sustainable development goals that are declared. An alternative that can be taken by Nigeria government to strengthen public concern regarding sustainable development is through early childhood education. The present study aims to elaborate an effective strategy in introducing sustainable development to early childhood children in Nigeria. Indonesia Ministry of Education emphasizes the output of early childhood education into various values of basic competencies which are spiritual, social, knowledge, and skills. It can be seen from Indonesian Education ministry decree about early childhood education No. 146, 2014 (Indonesian Education ministry, 2014). Based on this decree, it can be seen that sustainable development is not priority values for early childhood education. Moreover, the present study aims to picture that introduction of sustainable development education for early childhood will bring positive impacts coupled with encourage them to be involved in sustainable society. Scholars believe that early childhood education should play an essential role in building a sustainable society since it can be seen as a first stage in fostering a sustainable lifestyle, respecting others coupled with developing a non-ethnocentric perception (Qemuge & Inner cited in Samuelsson and Yoshie, 2008). Early childhood education is the foundation for the growth and future development of all children. It is generally accepted as the education that given to under 6 years old children. This kind of education precedes the beginning of formal primary school or before the age in which children are commonly expected to attend schools (Maduewesi and Augosiobo, 2005). Therefore, introducing and including education for sustainable development into early childhood education in Nigeria can be seen as an effective strategy for our children to become the part of sustainable society in the future. In order to become a part of sustainable society, children education, and in particular early childhood children, is an essential tool for individuals as well as for public. As the growing generation, early childhood children will have increased demand for citizens who have essential knowledge and are capable in making decisions coupled with choices that will have an impact on the environment (Roth and McGinn, 1998). The present study does not aim to judge that early childhood educational system in Nigeria is wrong or not good but rather to demonstrate that sustainable development goals that is proclaimed by Nigeria government can be achieved handily by including sustainable development as basic competence values of early childhood education.

1.2 STATEMENT OF THE PROBLEM

Education for Sustainable Development (ESD) 2005–2014 (UNESCO 2005) with the goal to strengthen formal, informal and non-formal education and learning processes for sustainability. The purpose of ESD is to reorient education in order to contribute to a sustainable future for the common good of present and future generations. The decade was formed to scale up the work linked to the Agenda 21 document from the Rio Summit (Agenda 21 1992). To the definition of sustainable development as a ‘development that meets the needs of the present without compromising the ability of future generations to meet their own needs’ (WCED 1987, chapter 3), the task for the decade was to integrate values, activities and principles that are inherently linked to sustainable development into all forms of education and learning, to achieve a change in attitudes, behaviours and values to ensure a more sustainable future in social environmental and economic terms. On this background the researcher wants to investigate the role of early children education in the implementation of sustainable development goals

1.3 OBJECTIVE OF THE STUDY

The objectives of the study are;

1. To ascertain the important of early childhood education
2. To ascertain the significant role play by early childhood education in the implementation of sustainable development goal
3. To ascertain the relationship between early childhood education and sustainable development goals

1.4 RESEARCH HYPOTHESES

H₀:there is no role play by early childhood education in the implementation of sustainable development goals

.H₁: there isrole play by early childhood education in the implementation of sustainable development goals

H₀²: there is no relationship between early childhood education and sustainable development goals

H₂: there is relationship between early childhood education and sustainable development goals

1.5 SIGNIFICANCE OF THE STUDY

This study will give clear insight in the role of early childhood education in the implementation of sustainable development goals. The research work will be of great benefits to ministry of education, parents and teachers. The study will be of help to others researcher who wants to further research on this topic, it will serve as reference

1.6 SCOPE AND LIMITATION OF THE STUDY

The scope of the study covers the role of early childhood education in the implementation of sustainable development goals. The researcher encounters some constrain which limited the scope of the study;

1. a) AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study
2. b) TIME: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.
3. c) Organizational privacy: Limited Access to the selected auditing firm makes it difficult to get all the necessary and required information concerning the activities.

 1.7 DEFINITION

EARLY CHILD EDUCATION: Early childhood education (ECE; also nursery education) is a branch of education theory which relates to the teaching of young children (formally and informally) up until the age of about eight. Infant/toddler education, a subset of early childhood education, denotes the education of children from birth to age two.

IMPLEMENTATION: The process of putting a decision or plan into effect; execution.

SUSTAINABLE DEVELOPMENT GOAL: The Sustainable Development Goals (SDGs) are a collection of 17 global goals set by the United Nations. The broad goals are interrelated though each has its own targets to achieve. The SDGs are also known as “Transforming our World: the 2030 Agenda for Sustainable Development” or 2030 Agenda in short.

1.8 ORGANIZATION OF THE STUDY

This research work is organized in five chapters, for easy understanding, as follows

Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study. Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature. Chapter three deals on the research design and methodology adopted in the study. Chapter four concentrate on the data collection and analysis and presentation of finding.  Chapter five gives summary, conclusion, and recommendations made of the study

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