Date of Conferral





Public Policy and Administration


Victoria Landu-Adams


Government reports document that the North-Central region of Nigeria has experienced increased negative ineffectiveness of preschool education policy implementation. At the same time, other data suggest that key stakeholders' contribution is missing in the preschool education policy formulation and implementation processes. However, much less is known regarding specific key stakeholders’ perceptions that could help reverse this trend. Grounded in the advocacy coalition framework and appreciative inquiry, narrowing this knowledge gap was the purpose of this study. The research question focused on key stakeholders’ perceptions that could increase full participation and facilitate the establishment of more quality preschools in the region. A case study was employed with a purposeful sample of 16 semistructured interviews drawn from parents or guardians, preschool heads, primary school principals, and officials from the region. Themes were extracted through descriptive coding regarding the preschool education policy’s perceived strengths and opportunities for improvement from collected data transcripts. The emergent themes from the study included early educational and psychomotor development, child supervision, educational sector development, equality and social justice, education for all, school readiness for next level, private and public sensitization, and lack of government financial intervention. The results point to evident positive social change in that the established preschools require being well equipped. The collaboration and active participation of all key stakeholders is needed towards effective preschool education policy implementation and the establishment of more quality preschools across the region.