The purpose of this study was carried out to investigate the challenges to implementation of every child curriculum by teachers in Kwara State. The target population for the study was teachers. A 20-item questionnaire constructed by the researcher, validated and tested for reliability was administered to 250 respondents. The sample was chosen through random sampling technique. The data collected was analyzed using chi-square statistical to test the hypotheses formulated at 5% significant level.
The result shows that all the challenges identified were faced by the teachers in the implementation of Every Child Counts Curriculum. Also, it was gathered that there is no significance difference on inadequate funding of ECCC based on gender and educational qualification of teachers. Likewise, there is no significance difference on inadequate infrastructure for implementation of Every Child Counts Curriculum based on years of experience.
Based on these findings, it was recommended that: Schools in Kwara State should be visited by representatives of the Ministry of Education to find out more of the challenges being faced the teachers in the implementation of Every Child Counts Curriculum with the motive of solving them.
1.1 Introduction
In this section, Challenges to Implementation of Every Child Counts Curriculum by Teachers is discussed, with relevant and recent citations. As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the aim and objectives of the study. Others are significance of the study, scope of work, research hypothesis and questions, limitation of the study and definition of terms.