The Effect Of Government, Community And Private Sector On Early Childhood Education
[A CASE STUDY OF ILORIN SOUTH LOCAL GOVERNMENT AREA, KWARA STATE]

CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1    Summary
The research sought to find the effect of Government, Community and Private sector on the early child education in Ilorin South Local Government Area of Kwara State in selected public pre-schools. The study was guided by research objectives and research questions that were formulated from the research objectives. The research instruments were designed guided by the research questions. Questionnaires were issued to the respondents within the six selected schools for filling. Out of 110 questionnaires, 102 were completely filled and returned. This represented a response rate of 92.7% and therefore it was sufficient for analysis. According to Babbie, (1990) and AAPOR, (2011) a response rate of 60% is good, 70% very good and 50% adequate for analysis and reporting from manual surveys. Bailey, (1996) and Mugenda, (2008) sets the adequacy bar at 75% and Chen, (1996) argues that the larger the response rate, the smaller the non-response error.
5.2    Conclusion
From the background, to the study, and findings, the conclusion one can draw from the study is that governments (Federal, State and Local), the communities and private sector are making very significant contributions towards the establishment and development of Early Childhood Care and Development Education. This has been characterized by their support for the level in terms of physical facilities, personnel and the smooth running of the pre-primary education system in Ilorin South Local Government Area of Kwara State. These efforts correspondingly have collective effect on the level of education in Kwara state.
5.3    Recommendations        
Based on the findings, the following recommendations were made:
1.    The state ministry of education should ensure that their supervisory roles spread to the pre-primary levels, particularly the school support officers (S.S.O), the state school improvement team (S.S.I.T) and Quality Assurance Bureau Officer.
2.    Also, government, communities and private sectors should ensure to construct appropriate Infrastructure for early child education practices, instead of using infrastructure which were designed for children above the age of six.
3.    Early child education class-sizes and child-teacher ratio must be considered when enrolling children for quality education provision so as to produce desirable results.
4.    Government, communities and private sectors should ensure that, early child education centres have active partnerships with parents and accommodate their needs, including their needs for child-care, good health and wellbeing.
5.    Resources should be made available for the pupils in the ECCDE. In other words, stakeholders should finance the programme adequately, especially in rural and remote areas for easy acquisition of pre-school necessities.
6.    The government should adequately articulate the early child education policy to stakeholders to enhance desirable practices and better commitment to the programme. There is need for community sensitisation on the importance of early child education.
7.    The government should deploy highly qualified teachers in early child education centres, with specialized training in Early Childhood Education.
8.    There should be synergy in the contributions being made by various groups and individuals in order to avoid duplication of efforts and waste of resources.