Assessment of Implementation of the National Policy on Education (2013) on Curriculum Related Issues in ECCDE Centres in Southwestern Nigeria

This study examined the implementation of the provisions of the National Policy on Education (2013) in Early Childhood Care Development and Education (ECCDE) centres in Southwestern Nigeria. Specifically, it assessed the level of supervision and quality control measures, availability of instructional resources, methods of curriculum delivery, medium of instruction, and factors affecting policy implementation. The study adopted a mixed-methods research design. A sample of 147 respondents, comprising 24 centre administrators, 120 caregivers, and three supervisory officials, was selected through a multistage sampling procedure. Data were collected using questionnaires, a checklist, and an interview guide. Quantitative data were analysed using frequency counts, percentages, and mean scores, while qualitative data were analysed using content analysis. The findings revealed that the level of supervision and quality control measures in ECCDE centres was moderate (54.2%). Textbooks in languages (75.5%) and supplementary readers (58.3%) were generally available, while instructional materials were only partially available (66.7%). The national curriculum was available in most centres. Play-way instruction, interactive storytelling, multisensory instruction, hands-on learning, and physical activities were the predominant curriculum delivery methods. English language was identified as the major medium of instruction. The study further revealed that inadequate funding, shortage of professionally qualified teachers and caregivers, limited professional development opportunities, poor supervision, curriculum-related challenges, and unfavourable staff–child ratios hindered effective policy implementation. The study concluded that the implementation of the National Policy on Education (2013) in ECCDE centres was moderate in Southwestern Nigeria, highlighting the need for improved funding, supervision, and teacher development to enhance programme effectiveness.