THE PERCEIVED ROLES OF SCHOOLS ON RIGHT-BASED APPROACH TO CHILDREN’S EDUCATION IN OGUN STATE

Abstract

This study examined the roles and involvement of teachers towards the educational rights of
children in primary schools. A multistage sampling technique was used to select 140 teachers in
four local governments based on the four administrative divisions of Ogun state.

A structured
questionnaire was developed using an adapted UNICEF right-based educational framework and
Epstein involvement model in collecting data. Data were analysed using descriptive statistics of
frequency counts, percentages, mean, standard deviation and chi-square. It was found that 27.2%
of the teachers were between the ages of 31 and 40 years, 27.2%were below 30 years, 26.5%were
above 50 years. The teachers’ teaching experience showed that 40.7% had 1 to 10 years of
experience. Regarding years spent in the present school, the majority (71.3%) of the teachers
reported that they had been in their present school for less than 6 years. The roles ensured by
schools in children’s right to quality education showed that less than half of the schools (44.8%)
highly ensured their roles toward children’s right to quality education while 39.0% ensured their
roles in children’s rights to education on an average level. The study therefore concluded that
there is low awareness of children’s right to education. It was therefore recommended that the
government should re-address and re-orientate all pertinent stakeholders on the significance of
not only being aware but also being committed to investing in children’s education.