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Article Title: Millennium Development Goals in Nigeria: Do all Children have Equal Opportunities for Lifelong Learning?
by Ajayi, Hannah Olubunmi

Abstract:
This article examined the extent to which children in Nigeria, especially ages three to five year olds, access universal basic education in response to the global agenda of 'expanded and comprehensive early childhood education' as the set time, 2015 of the attainment of the goal is just few months away. It is stipulated in the Universal Basic Education Act(2004) in Nigeria that all existing primary schools in the country should incorporate a section of early childhood education so as give opportunity for all children in spite of sex, age, religion, ethnicity and disability to gain access. Survey research design was adopted, 132 schools in Oyo States were randomly selected. The instrument,'On-the- Spot Checklist for Young Children School Accessibility'(OTS-YCSA) which focused on the availability of Preschools, Number of Children, Ages of children, sex and children with special needs as well as the available structures and facilities in terms of classrooms, child-friendly furniture, sex- friendly toilet, availability of curriculum was used. The findings showed that there are pre-primary classes for children between the ages of three and five in Oyo State public primary schools. There were more male children, 2962(50.7%) than female (2875(49.3%) in schools. Furthermore, few children with minor defect such as those limping on one leg, squint or crossed- eye and albinos were found in the regular schools while those with real disability were not available. Also, 45(34.0%) of the classrooms were access and equity compliant, 87(66.0%) were partially access and equity compliant. While 117(88.6%) had furniture that are access ane equity compliant, 15(21.4%),were not; 103(78.0%) were toys' non-compliant. In terms of toilets and playgrounds for the category of children in this study, none of the schools was access and equity compliant. Again,the schools had curriculum but 85(64.39%) of the teachers saw the curriculum as partially developmentally appropriate while 47(35.6%) viewed that the curriculum was not appropriate. The research concluded that a lot needs to be done in making education accessible and equal to children in Nigeria. It is therefore recommended that curriculum issues be revisited to be clearly understood by teachers who are to implement it in schools. It further recommended that children with special needs be integrated into the regular classrooms.

Keywords: millennium development goals, equal opportunity, life-long learning, access, equity

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