QUALITY EDUCATION FOR DISADVANTAGED UNIVERSAL BASIC EDUCATION LEARNERS IN KWARA STATE: IMPLICATIONS FOR EDUCATIONAL ADMINISTRATION
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Date
2020-12-13
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University of Portharcount
Abstract
Abstract
This study investigated quality education for disadvantaged universal basic education learners in
Kwara State. The aims of this study are to find out the relationships that exist among equitable
education for all, reformatory curriculum and quality education for disadvantaged learners.
Quantitative research design was adopted in the study. Sample of 20 participants were randomly
selected from the sample Kwara State schools for the handicapped. Pearson Product Moment
Correlation statistics was used to analyze the data collected. The findings showed that equitable
education for all and reformatory curriculum positively and significantly correlated with quality
education. The result also shows that quality education for disadvantaged learners can be influenced
by effective educational administration. In order to enhance quality education and achievement of
educational goals, government must ensure effective equitable education for all so as to give room for
quality education that value the right and equity as well as participation of all learners in education.
Furthermore, government should provide appropriate reformatory curriculum so as to promotes
culture of high expectation and success of quality education, promotes incentives to attract and retain
higher quality teachers in disadvantaged schools. If all these are put in place, quality education for
disadvantaged learners will be achieved.
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Keywords
Equitable education for all, reformatory curriculum, quality, disadvantaged learners