Abstract

This study aims to analyze the views of stakeholders on access to quality and equity in Basic Education in selected rural communities of Abia State, Nigeria. The study used mixed method design (quantitative and qualitative) in drawing views of a stratified sample of 432 stakeholders in the quantitative study and 72 participants of six focus group discussions. The study found out that access to quality and equity in Basic Education in the rural communities was significantly inadequate (p < 0.025) resulting from lack of qualified teachers, inadequate safety of the environment, poor facilities, very little involvement by government in maintaining the schools, learners reluctance to do their works and indiscipline, little or no stakeholders’ involvement in the schools affairs. Stakeholders’ involvement (most of who are parents) and their level of education were shown to be significant indicators of access to quality and equity in Basic Education although the schools were not exploiting these assets. The study concludes that if access to quality Basic Education is to become real in the rural communities, the Ministry of Education, Local Government Education Boards, stakeholders and communities need to establish strong collaboration and coordination of the activities to improve the conditions of the schools. Programmes that can assist parents and assist learners in their homework and instil morals in the learners need to be worked out by the education authorities. Key words: Challenges, rural communities, quality education, equity, access.

Highlights

  • A good quality education is one that provides all learners with capabilities they require to become economically productive, develop sustainable livelihoods, contribute to peaceful and democratic societies and enhance individual well-being. Slander (2016) defined Quality Education as one that is pedagogically and developmentally sound and educates the learner in becoming an active and productive member of society

  • To determine perception of the stakeholders on access to quality and equity in Basic Education, they were asked the question: „Do you think that you have access to quality Basic Education in your community schools?‟ Participants were given three choices to respond to the question, namely: 1=Yes, 2 = No and 3 = Don‟t know

  • Means that are less than three indicate that access is either inadequate or very inadequate while means that are greater than three indicate that access is adequate or very adequate

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Summary

Introduction

A good quality education is one that provides all learners with capabilities they require to become economically productive, develop sustainable livelihoods, contribute to peaceful and democratic societies and enhance individual well-being. Slander (2016) defined Quality Education as one that is pedagogically and developmentally sound and educates the learner in becoming an active and productive member of society. It prepares the child for life, not just for testing. The child has to have access to personalized learning and is supported by qualified, caring adults, and is challenged academically and prepared for success in college or further study and for employment and participation in a global environment (Slander, 2016; Slade, n.d). The Jomtien Declaration in 1990 and more Dakar Framework for Action in 2000 recognized that Education for All policy cannot be achieved without the improvement of its quality

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