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Education in Nigeria University of Calgary PRISM: University of Calgary's Digital Repository Graduate Studies The Vault: Electronic Theses and Dissertations 2020-06-12 Evaluation of the Millennium Development Goal on Universal Primary Education in Nigeria Edino, Rachael Ileh Edino, R. I. (2020). Evaluation of the Millennium Development Goal on Universal Primary Education in Nigeria (Unpublished doctoral thesis). University of Calgary, Calgary, AB. http://hdl.handle.net/1880/112198 doctoral thesis University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. Downloaded from PRISM: https://prism.ucalgary.ca UNIVERSITY OF CALGARY Evaluation of the Millennium Development Goal on Universal Primary Education in Nigeria by Rachael Ileh Edino A THESIS SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY GRADUATE PROGRAM IN EDUCATIONAL RESEARCH CALGARY, ALBERTA JUNE, 2020 © Rachael Ileh Edino 2020 Abstract This research addressed the question: What have been the constraints and supports to enable Nigeria to meet the Millennium Development Goal (MDG) 2 on universal primary education? This second of eight MDG goals is concerned with achieving universal primary education and ensuring that by 2015, children everywhere will be able to complete a full course of primary schooling. The MDG launched by the United Nations in 2000 was the largest global human development mobilization. The focus of this research was on primary schools in Nigeria in alignment with MDG 2. Primary education is an important component in the educational system of every nation as it is the institution upon which all other levels of education and educational achievements are built. Epistemologically, the research was guided by the interpretivist’s worldview, and a case study methodology, with interviews and document analysis as methods. The participant sample comprised of 24 purposefully selected administrators of public primary schools to understand their views on the drivers and constraints associated with the implementation of the MDG 2. They were selected as leaders responsible for teacher supervision, facilitating teaching and learning, stakeholder management, and implementation of government programs. The study finds, and argues that the relationship between the drivers and constraints to the implementation of the MDG on universal primary education is complex. Four overarching findings emerged from the study. First, the implementation of the Millennium Development Goal (MDG) 2 on universal primary education in Nigeria was influenced by a disconnect between policy and practice at different levels. Second, sociocultural factors also influenced the effectiveness of implementation. Third, there were several socioeconomic drivers and constraints to the implementation of the MDG 2. Finally, sociopolitical factors equally emerged among the findings from the data. Taken together, the nature of the findings suggests that the official policy of the MDG 2 is inextricably tied to the political, economic, and local lived experiences in both urban and rural Nigeria. While policy and programme initiatives established to facilitate the implementation of the MDG 2 are commendable, there appears to be a disconnect in practice. This is because some of the information gathered from research participants in relation to realities on ground do not reflect the content and spirit of the initiatives. That notwithstanding, the research found that the initiatives made certain positive contributions to the implementation of the MDG. The findings of this study could help to situate the condition of primary education in Nigeria within the global context, while informing policy on universal primary education. ii Preface This thesis is original, unpublished, independent work by Rachael Ileh Edino. The work was approved by Ethics Certificate number REB17-2391, issued by the Conjoint Faculties Research Ethics Board, University of Calgary for the project “Evaluation of the Millennium Development Goal on Universal Primary Education in Nigeria” on March 7, 2018. iii Acknowledgements I wish to express my deepest gratitude to God almighty, the maker of heaven and earth. The omnipotent, omniscience and omnipresent. The giver of life, thank you for the gift of good health of mind and body. Thanks for your grace that sustained me through my doctoral study. May your name alone be glorified for ever. Amen. You are the courage that conquered my fear, the understanding that knock off my confusion. That is why I call you: Eternal rock of ages, the great I am, the reliable God, The mighty man of valor, the prince of peace and the Lord of lords, take all the glory now and forever more. Amen. My gratitude goes to my supervisor Professor Dianne Gereluk for her exceptional mentorship, leadership and solid supervision throughout my studies. I really wish there is another phrase more elaborate than “thank you” to satisfactorily reflect the degree of appreciation in my heart. From the bottom of my heart, I say THANK YOU! You inspired and supported me to win awards, and present my work at local, national, and international conferences. Thanks for helping me to rediscover myself. Thanks for believing in me. Thanks for helping to bring out the best in me. I am proud of you and forever owe you a debt of gratitude. I will miss your warm smile and re-assuring hugs. I am sure that you will still create that special place in your heart for me! I would also like to pay special tribute to my supervisory committee members: Associate Professor Amy Burns and Associate Professor Sarah Eaton. Dr Burns, I appreciate and treasure your constructive feedback. Thanks for given me the rare privilege to learn from you. Your mentorship is awesome, and one that I promise to pass on. Dr. Eaton, I remember with gratitude the methodological rigor you convey in your feedback. Thanks for your solid mentorship and belief in my person. Thanks for introducing me to academic integrity research and the privilege to work as one of your research assistants. The supervisory committee trio of Profs. Gereluk, Burns, and Eaton is the best in the world. I appreciate, treasure, and celebrate the three of you. You are the best! Special thanks to my external and internal examiners: Profs. Marianne A. Larsen and Tim Stapleton respectively. Thanks for creating time to examine me despite your tight schedule. It’s highly appreciated. Special gratitude to Prof. Jo Tower, Prof. S. Roy, Assoc. Prof. J.K. Donlevy, Assoc. Prof. B. Spencer, Assoc. Prof. J. Adams, Assoc. Prof. M. Simmon, Assoc. Prof. B. Sun, and Assoc. Prof. Parchoma (of blessed memory) for teaching me during the first two years of my studies. Thanks for your patience and support. You laid a solid foundation for my doctoral work. Thank you. Thanks to you Ms. Sylvia Parks for your support as a highly effective administrative assistant at the Werklund School of Education. To the research participants, for your time and cooperation, I say a big thank you. Thanks for amending your schedule to accommodate me. iv Special thanks to Dr Leonard S. Bombom for his special interest in our family. Thanks for your encouragement and support. I am also thankful to Dr. Ibraheem Salisu Adam, Mr. Hussain Adegbe, Rev (Mrs.) Amedu, Mr. Philip Musa, Mr. Innocent Akoji Amaha, Mrs. Anne Obera, Mr. James and Mrs Chojo Negedu, Mr. Wunubo Bala, Ms. Aliretu Agada, Ms. Blessing Nneka Ojobor, Ms. Anne Ene Onmonya and Mr Samuel Idakwo for all your support. God bless you all. I specially thank my precious husband Dr. Marcus Ogwu Edino. My heart is filled with joy and I know and believe that your heart and mouth are filled with praise to God. Today you are a proud husband that sent your wife out for good and she was able to deliver. Thank you so much for believing in me. We came from a background where few husbands care to support or train their wife to be on the same level with them. You chose to be different. Many times, you inconvenience yourself from work to take care of the children so that I can go for lectures. When I am down you pick me up, when I am up you stood behind me. There were a handful of challenges during my studies, but your encouragement and faith kept us strong. You were so humble and supportive throughout this study. Without you this study wouldn’t have been successful. Thank you! With a heart full of gratitude, I can now say: We did it!!!!!!!!!! I love. My appreciation also goes to our beloved children: Master Cosmas Enyo-ojo Scott Edino, Master Michael Ojochegbe Kentigern Edino, Miss Amelia Ojochide Frances Edino and Miss Edebo Mabel Clare Edino. Thank you all for your patience. Many times, I was late to pick you up from school or babysitters especially when my lectures stretch beyond the normal time. Thanks for always asking where were you mama and what did you learn today? You were always checking on the calendar to remind me about meetings, workshop, lectures, and seminars I needed to attend. You are my pride. Mama did it, so you four can do better. You have no excuse. You must beat my record. Your future will be better than mine. You will be better than me and your dad. My appreciation goes to my father Mr. Paul Tijani Ojata (of blessed memory) who passed away during my study in 2018. It was hard but your love, assurance, and blessings evident in the name you gave me Anyoamojon (God cannot be put shame) have been my strength. Thank you Enegbani as we fondly call you.
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