Comparative analysis of the implementation of transformative education in Ekiti State’s public and private schools, Nigeria

Abstract

This study examines the challenges and opportunities of implementing transformative education in public and private schools in Ekiti State, Nigeria. The study employed a descriptive research design of the survey type. The population of the study includes all teachers, school administrators, and policymakers in private and public secondary schools in Ekiti State. A stratified random sampling technique was used to select 200 respondents, comprising 100 participants from public schools and 100 from private schools in Ekiti State, Nigeria. The sample was selected using a stratified random sampling technique. Data were gathered through a structured questionnaire, focusing on various aspects affecting the implementation of transformative education, including resource availability, curriculum flexibility, and teacher preparedness. The research questions were analysed using descriptive statistics of mean and standard deviation, while the hypotheses were tested using t-test analysis at the 0.05 level of significance. The findings reveal that there are disparities between public and private schools, particularly in resource distribution, curriculum adaptability, and professional development opportunities. Public schools are hindered by a lack of resources and administrative support, traditional teaching methods, and rigid curricula, which impede the adoption of innovative teaching practices. In contrast, private schools benefit from better funding and more flexible curricula, facilitating effective transformative education. Recommendations include prioritising equitable funding, developing adaptable curricula, and fostering collaboration between public and private institutions to improve educational practices and outcomes. Addressing these challenges is significant for fostering a more inclusive and innovative education system in Nigeria.