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New government regulations effective with 01.09.2011 require that preschool teachers produce written reports to children's parents or guardians assessing their children upon graduation. So far preschool teachers had had little experience with similar written forms of assessment, and this creates questions regarding the assessment design and implementation. This work's aim was to theoretically evaluate the problems of preschool children's achievement assessment and analyze results of pedagogues' inquiry on potential ways of solving them. This article explores some of the more pressing questions, as well as the consequences of poor assessment design such as conflict with parents, mislabeling of children, affecting children's motivations, effect on teacher's and institution's reputation, additional workload, and resource consumption. Authors look at experience accumulated in other countries while tackling these issues and suggest using a dual evaluation model.

The goal of Universal Basic Education is a vision worthy to sustain veritable development in the society especially in areas that lack relevance due to poor educational facilities and paucity of funds. Basic education provides avenue for it to keep the government and its people enlightened to ensure that acceptable societal values and developmental steps are taken to sustain a life of economic productivity. However, inspite of the laudable intention of government to promote basic education, a lot of challenges are still visible. These ranges from poor funding on the part of government to inadequate facilities in schools, shortage of teachers as well as incompetence on the part of educators in primary and secondary schools. This study therefore seeks to examine the current state of the State Universal Basic Education Board in facilitating basic education in Osun State, Nigeria towards fostering national development vis-à-vis the challenges being faced by the Board in achieving the goal of basic education. Data were sourced from books, journals, newspapers, and government publications using desktop research approach and analytical methods. Findings showed tremendous achievement by the SUBEB except for the challenges of shortage of teachers, non-readiness of teachers to go to rural areas, which are being addressed. The study concluded that SUBEB should not rest in its efforts at ensuring provision of sound basic education in Osun State.

Education, not unlike all sectors of industry, benefits from a free market understanding. The competition that arises from private and public schools is one that creates a more innovative and sensible product, that being students.The value added tax (VAT) on private schools is another of many regulations attempting to downplay this competition. Christine Maxwell does not see it in this way listing three reasons she disagrees with those against the VAT on private schools through the lens of a proposed secondary option of giving free places to low-income students in independent schools in avoidance of paying the tax:1. State schools will still need to exist, albeit with fewer pupils. This would result in budget cuts for them as their income is directly linked to the number of pupils on their rolls. In order to run effectively, they would have to cut staff, or the state would have to increase the amount paid per pupil.2. Most independent schools select their intake. Independent schools that claim to act charitably when educating, at a discount, children from poorer families are more likely to take pupils with special education needs and disabilities or behavioural problems. Indeed, this is demonstrated in the statistics.3. There is a benefit for all students, no matter their background, character, or make-up.I do not believe that anyone is arguing for the dissolution of state schools, however, the line of thinking which is used in the first argument is incorrect. As highlighted in the ASI's paper Short-Term Thinking: Analysing the Effect of Applying VAT to School Fees, the tax would not only generate no net revenue, resulting in no net change to the funding for state school staff, but further resulting in a greater competition for preferred state schools. Christine Maxwell likens the absence of a VAT to pauperisation, instead it drives competition leading to a more efficient and productive market for everyone. With the VAT exemption, independent institutions may poach some pupils from state schools, leading to less state school funding, however this funding should correlate efficiently with the cost to the school for each student. Even if staff cuts happen, there should be an inverse need for staff at independent schools, resulting in no net market change.While the second argument, that independent schools take only more able students (which is not true) is an issue which is not facilitated by some ableist form of thinking, rather, it stems from a lack of resources for students with special education needs and disabilities in state schools. While one cannot argue that the resources in which these pupils need is necessary, the competition that arises between the different types of schools, benefits students by offering a school that best fits their needs, which may be the independent school. Furthermore, fairness is something difficult to discuss, through its apparent subjectivity, but looking through an economic framework there is still no net social benefit. When a tax such as the VAT is applied to only part of the independent sector, not to mention favouring the tax-funded supplier in state schools, it further distorts competition harming the little competition that the state has. Finally, the last argument, which I believe to be true, goes both ways. In the same sense that there is a benefit for all students when there are more affluent families and more able pupils in the mix, one must also argue that there is an equal, or possibly greater, benefit to the inclusion of low-income students to independent schools.Stick with Harris and keep the VAT off private schools.

Der Artikel dokumentiert Methoden und Probleme einer Erhebung von 40 Haushalten zu den Bereichen Ernährung und Erziehung im Gebiet zweier ländlicher Entwicklungsprojekte. Die Autoren kommen zum Ergebnis, daß 1. die Einschulungsquote stark zugenommen hat und 2. vor allem im Winter Nahrungsknappheit herrscht. Durch Zuteilung zusätzlichen Ackerlandes könnten diese Engpässe überwunden werden, da das Arbeitskräftepotential noch nicht ausgeschöpft ist. (DÜI-Sth)

The Federal Government of Nigeria introduced a free, compulsory and continuous nine-year Universal Basic Education programme (UBE) in 2004, among other reasons, to respond to global and national challenges. As a result of this, the then primary and secondary school curricula were reorganized into a nine-year Basic Education Curriculum (BEC) which encompasses subjects such as Cultural and Creative Arts, ICT, National Values, Technology, Mathematics, foundations in Vocational Studies, Entrepreneurship, Science etc. The implementation of BEC started in September 2008 and was revised after three years in order to ensure quality, accommodate some emerging challenges and merge some related subjects so as to reduce the load. The use of the new BEC started in September 2012. This paper attempts an assessment of the implementation process of the new BEC in terms of funding and instructional delivery process using the qualitative method of research. In this regard, it is observed that some factors such as inadequately educated and competent teachers, as well as poor learning environment still pose very serious threats to the success of the new nine-year BEC and its usage. It is recommended among other things that relevant authorities should ensure the adequacy of educated and competent teachers for the BEC programme and such teachers should be sufficiently motivated in line with global best practices.