Institute of Education

This study was carried out to ascertain the role of Early Childhood Education in the Implementation of Sustainable Development Goals in Akoko Edo Local Government Area. The purpose of the study was to help stake holders understand the concept of
Early Childhood Education and Sustainable Development Goals. The descriptive research Design was used in gathering data in the subject. The major findings from this study revealed that Early Childhood Education is important to Children and
plays a major role in the implementation of Sustainable Development Goals. The findings further shows that funding, resources, school enrollment are important for the successful implementation of the Sustainable Development Goals and that
Sustainable Development eradicates gender inequality. Based on the findings, it was recommended that parents, teachers and caregivers should understand the Concept of Sustainable Development Goals and Early Childhood Education so they can create a
meaningful learning environment for the child to gain worthwhile knowledge. It was also recommended that government should take adequate measures to make Sustainable Development Goals and Early Childhood Education a success.

This study investigated parental academic status and pupils' academic performance in kindergarten in Oredo Local
Government area, Edo State. The study also sought to find out if there is any relationship between parental academic status and pupils academic performance in kindergarten in Oredo Local Government Area. The difference in relationship between the parental academic status and pupils' academic performance in kindergarten based on location was also an area of interest in this study. Four research questions were raised to guide the study. Two were answered while two were formulated into hypotheses and tested at 0.05 level of significance. The study adopted the descriptive survey research design. 6 schools formed the sample of the study. The instrument titled “ parental academic status and pupils' academic performance in kindergarten” was a self designed checklist by the researcher to collect data for the study. Data collected were analysed using mean, standard deviation, Pearson r, and Fischer- Z statistics. The following were among the findings: There is difference in educational attainment between fathers and mothers, Kindergarten pupils in Oredo Local Government Area performed well in various subjects, and their overall academic performance was considered high based on the grand mean score of 81.5. There is no significant relationship between parental academic status and pupils’ performance in kindergarten in Oredo local government area. There is no significant difference in the relationship between parental academic status and pupils’ performance in kindergarten in Oredo local government area based on location of school. Based on the findings, it was recommended among others that one of the findings of the study is that fathers are better educated than mothers. This shows the need for society to educate its daughters bearing in mind the closeness and influence of mothers on their young children.

This study was to access the impact of parents’ educational background on the academic performance of public primary school pupils in Oredo Local Government, Edo State. The purpose of the study was to explore how parental education contributes to educational inequality and disparities among pupils. Four research questions were raised to guide the study. This study was a descriptive survey design. The population of this study comprised of all public primary school pupils in Oredo Local Government, Edo State. The sample was 20% of the total population who were selected using the stratified sampling method which gave a sample of 60. The research instrument used for the collection of data was a checklist. The major findings of this study revealed that Parents’ educational background is the characteristic that may affect the parental involvement in pupils academics and also
plays a crucial role in pupils upbringing as well as academics. When a parent is not educated, it influences the ability or willingness for that parent to involve his or herself in child’s learning. But note, parents’ educational backgrounds is not a sole
determinant of pupils academic performance, other factors such as educational attainment, socioeconomic status, school resources, peer influence, socioeconomic composition of the school and cultural capital, can influence a child's academic
performance. Government should offer professional development opportunities for educators to enhance their cultural competency and understanding of the challenges faced by students from diverse backgrounds, There should be equal opportunities for
all pupils regardless of their parents’ educational background, Educators should ensure that parents are aware of their child’s academic needs, progress and any areas that require additional support and Government should ensure that efforts are made, that quality education is accessible to all parents regardless of their location or financial situation.

This research work was designed to find out the effects of class size on teaching and
learning in pre-schools in Oredo Local government area of Edo state. Four research
questions were raised to carry out this study and to effectively carry out this research, a
total of 100 respondents were sampled from the 66 registered pre-primary schools in the
Local government area. The instrument used to carry out this research is checklist and
questionnaire. This study revealed that the classrooms allocated for pre-primary
education in schools were in deficit to cater for the population of pupils being enrolled, there were not enough instructional materials and teaching aids due to overcrowding and
limited resources. Based on these findings, it was concluded that evidently, class size is a
major variable that has impacts on the overall teaching and learning process in pre- schools. Recommendations were made to ensure the effectiveness of teaching and
learning in pre-schools and this includes: investing in infrastructure e.g classrooms, child
sized furniture etc, employment of only qualified teachers and personnel, availability of
teaching aids in adequacy to the population of pupils, intervention of the government and
educational bodies to carry out supervision and assessment of the conditions of
preschools that are operating in the area.