Health and Safety Standards of Nigerian Nursery/Primary Schools: An Assessment from Teachers' Perspective

Abstract

The rate at which a child can learn or how much he/she can learn depends on genetic factors and the quality of environment. This work assessed the enforcement of health and safety standards in the Nigerian nursery/primary school environment. Ninety-seven (97) teachers, drawn from the three Senatorial districts of Ogun State, Nigeria, constituted the sample. A researcher-designed questionnaire was used and complemented with direct school observations. The study found that classroom spaces and facilities for play and related activities in the 20 schools (10 public, 10 private) visited did not meet the specified minimum standards for establishing and operating nursery/primary schools in Nigeria. Teachers’ perspectives on health and safety standards were significantly related to ownership of school (public/private), year established, teaching experience and class size. However, location of school (rural/urban), gender (male/female), and class taught (nursery/primary) did not significantly relate to the perspectives of the teachers. Overall, the supervisory roles of the State Universal Basic Education (SUBEB) officials were perceived by the teachers as not strong enough in enforcing health and safety standards. Among other things, the study calls for the review and enforcement of the Guidelines on Pre-Primary Education (FME, 1987) in line with the global best practices.