REPOSITIONING SCIENCE EDUCATION FUNDING FOR EARLY CHILDHOOD IN EKITI SOUTH WEST LOCAL GOVERNMENT AREA, EKITI STATE

Abstract

The paper explored repositioning issues in funding science education, analyse the
misalignment between policy priorities and outcomes. It examined system
disparities in funding distribution, the influence of political and economic agendas,
and the marginalization of under- resourced school and regions. The population for
the study comprises of all early childhood educators in Ekiti South West senatorial
district. The three local government in the selected district were purposively selected
for the study due to limited number of licenced early childhood centres in the district.
The three local government have 10 government approved centres. The sample
comprises of 20most senior science early childhood educators which were
purposively selected from the centres. The data were collected using a structured
questionnaire, titled early childhood reposition. It comprises of items, validated and
tested using Cronbach alpha with reliability coefficient by an expert in test and
measurement department of Obafemi Awolowo University, Ile Ife. The questionnaire
is divided into three sections to answer the stated objectives of the study. The study
revealed that activity based learning, child centred approaches (exploration and
IJCIISE, Vol. 2, No 1, 2026 explanation) were effective for reposition of science education within Early
Childhood Education in Ekiti South West LGA with mean value of 2.7.While the
current level of funding allocation for science education within Early Childhood
settings in Ekiti South West LGA is low at mean value of 2.42.Finally,the extent of
available teaching materials and facilities adequacy of effective science education at
the Early Childhood Level is low at mean value of 2.15