Assessing the Implementation of Out-of-School Chil...

Assessing the Implementation of Out-of-School Children's Curriculum in Cross River State: A Pathway to National Development

Abstract

The study investigated the implementation of the Out-of-School Children (OSC) curriculum in Cross River State: A pathway to national development. Two specific objectives guided the study. Two null hypotheses were formulated in line with the study's specific objectives. A descriptive survey research design was employed in the study. The population consisted 14,124 school dropouts involved in OSC programmes in Cross River State. A sample size of 201 school dropouts in Calabar Metropolis, Cross River State was selected using stratified random sampling technique. The research instrument used in the study was a questionnaire termed "Out-of-School Curriculum Questionnaire" (OSCQ). To assess the instrument's reliability, the questionnaire was pilot-tested using Cronbach's alpha. The instrument's average reliability estimate is .83. The collected data were analysed using independent t-tests and simple linear regression. The findings revealed that there is a significant difference in the implementation of the Out-of-School Children curriculum across different local government areas in Cross River State. Also, it was observed that there is no significant relationship between the implementation of the OSC curriculum and national development indicators (e.g., literacy rate, skill acquisition, poverty reduction) in Cross River State. The researcher therefore concluded that the implementation of the Out-of-School Children (OSC) curriculum varies significantly across local government areas in Cross River State. The study also established a substantial relationship between effective OSC curriculum implementation and key national development indicators such as literacy improvement, skill acquisition, and poverty reduction in the state. Based on the results, the study recommended, among other things, that the government of Cross River State provide adequate funding and resources to support the effective implementation of the Out-of-School Children curriculum.

Introduction

Education has long been viewed as a tool for national development in Nigeria, warranting significant government investment. Following independence in 1960, efforts were made to reform the inherited education system, culminating in the first National Curriculum Conference in 1969 and the National Policy on Education in 1977. The policy established the philosophy and objectives of Nigerian education, introduced the 6-3-3-4 structure, and has been periodically revised to reflect emerging trends in the sector. The introduction of the Universal Primary Education (UPE) programme in 1976, which abolished school fees, significantly increased access to education for poor and rural communities, though it ultimately failed to achieve universal primary education due to poor planning and inaccurate statistical projections. After the transition to civilian rule in 1979, the UPE programme could not be sustained nationally, but the School Fees Abolition policy was later revived in 1999 under the Universal Basic Education (UBE) programme, mandating nine years of free, compulsory education and providing federal intervention funds to support state implementation (Eze, 2018; UBE, 2004). To strengthen educational governance, Nigeria established several regulatory agencies and commissions between the 1970s and 1990s, including the Universal Basic Education Commission (UBEC), National Commission for Colleges of Education (NCCE), National Mass Education Commission (NMEC), National Council of Nomadic Education (NCNE), Nigerian Educational Research and Development Council (NERDC), and the Tertiary Education Trust Fund (TETFund). At the state level, State Ministries of Education (SMEs) and State Universal Basic Education Boards (SUBEBs) oversee implementation, sometimes with Agencies of Mass Education (SAMEs). Learning also occurs outside the formal classroom, referred to as out-of-school learning, which complements curricular activities and promotes cognitive, social, emotional, and physical development (Demir, 2007; Şimsimek & Kaymakci, 2015; Salmi, 1993). Historical educational theorists such as Comenius, Rousseau, Pestalozzi, Froebel, and Dewey emphasized the importance of integrating out-of-school experiences with formal education, a framework that continues to influence contemporary teaching and learning practices (Tokcan, 2015; Topcu, 2017; Davies & Hamilton, 2018). Studies show that out-of-school learning enhances students’ engagement, practical skill development, and ability to transform theoretical knowledge into applied understanding, ultimately improving academic achievement and socio-cultural development (Abanyam et al., 2024; Ekpoto et al., 2022; Yavuz, 2016; Davies & Hamilton, 2018).