MODULE 1: LESSON 1

PRIMARY EDUCATION WITHIN THE CONTEXT OF THE

NATIONAL POLICY OF EDUCATION

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LESSON ASSIGNMENT 1
What is the main consensus in the views on the definitions?
There are diverse definitions of the purpose and functions of education.
However, the main consensus in all the views is that: education is a
powerful agent of change to an individual, community, nation, and even the
world; that education is the vital key that unlocks the treasures of a
successful and fulfilling life; that education is a life – long enterprise for all;
and that education should be functional and relevant.

LESSON ASSIGNMENT 2
Compare the Nigerian and Philippine or (the country you are in) constitutional stand
point on education.
Nigeria and the Philippines both support the World Declaration on
Education for All (EFA), as their respective governments' educational
policies and initiatives have been largely focused on ensuring that all
people have access to education.
 In Nigeria, the legal document instituting education for all is the
Constitution of the Federal Republic of Nigeria, schedule 18 of chapter 2;
the constitutional objectives for education stated that government shall
direct its policy towards ensuring that there are equal and adequate
educational; opportunities at all levels; that government shall promote
science and technology; that government shall strive to eradicate illiteracy
and to this end; and that government shall, as and when practicable
provide free compulsory and universal primary education.
Similarly, in the 1987 Constitution of the Republic of the Philippines—
Article XIV section 1 stated that the State shall protect and promote the
right of all citizens to quality education at all levels, and shall take
appropriate steps to make such education accessible to all. Further
sections of Article XIV emphasizes the importance of national language;
science and technology; arts and culture; and sports to national progress
and development.

6.0 INSTRUCTOR-MARKED ACTIVITIES

i. Analyze the National Policy on Education with particular focus on Primary
Education
The National Policy on Education features contemporary innovative
ideas in basic education. It asserts that the national philosophy of
education regards education as a tool for promoting a country's growth.
This structure states that primary education serves as the formal
foundation for education, although the Basic Education Act (2004) extends
basic education to consist of 9 years – that is, 6 years primary and 3 years
junior secondary schooling.
As noticed, there is always a focus on primary education so that
children leaving primary school can think creatively, can solve problem,
and can reason abstractly. Moreover, according to the UBE report, children
finishing primary school should possess basic literacy and numeric skills.
They should demonstrate a level of technical organization skills. They
 should show by their behaviors and attitudes that they have acquired a
measure of educational values which are expressed in the national goals of
education.

ii. Referring to the learning needs of primary school children, justify the need for
instructional materials in schools
To meet the needs of the various learners, the teacher should always
ensure the availability and presence of instructional materials in the
classroom. The importance of producing instructional materials is to
facilitate the teaching-learning process, capture the learner’s interest, and
address different learning styles and needs of the learners. The essence is
not to use the instructional materials as an object of decoration but must
be utilized for effective, meaningful, and interactive teaching-learning
engagements.

iii. Discuss the historical perspective of education that leads to the World
Declaration on Education for All.
Nations around the world began to focus and address the problems in
education from about eleventh century A.D. as the British Magna Carta
(The Great Charter) of 1215 A.D. proclaimed the right of people to learning.
This was a turning point in social revolution that advanced human rights.
Following the steps laid down by the Magna Carta, the United States of
America in 1772 A.D., legalized education in their ‘Bills of Rights’. It
proposed that all who desire education should be given access at least at
the elementary level. Furthermore, in 1789 A.D. the French made a
declaration titled “The Declaration of Rights of Man and all citizens’. The
revolutionary document stated that ‘the right of man to education is
inalienable’. This meant that education for all men cannot be compromised.
In 1948, the advocacy for the right of all to education moved to a global
status by the Declaration of Human Rights. And in the period 1955 - 1957,
the Universal Primary Education (UPE) scheme was introduced to extend
the right to education for all. However, there were two main challenges
emerge as education expanded to all---Acute shortage of teachers and
Lack of instructions/ instructional materials. Effective teaching is made
difficult by the enormous student-to-teacher ratios, and the inadequate
quality of the students' workbooks and textbooks decreases their ability to
learn effectively. This situation, led the different nations around the world
to realize the need in taking actions to address the problems in education.
So, in Thailand's Jomtien province in March 1990, a global education
congress was held. The congregation consisting of the world’s foremost
educationists agreed on the World Declaration on Education for All (EFA)
with the caption: Meeting Basic Learning Needs.