BASIC EDUCATION AND READINESS TO LEARNING IN SCHOOLS: A CRITICAL REVIEW

Abstract

Basic education has been defined by a range of organization with each definition revolving around core themes. Each of the definitions of basic education shares common elements. These include the development of competencies, knowledge, attitudes and values as a basis for lifelong learning. On the other hand, readiness to learn occurs when a child has achieved cumulative learning of component subskills, and the developmental maturity necessary to integrate these sub-skills into the desired skill.
Readiness is relative, however, not only to the skill, but also to the technique of instruction. This paper makes a relationship between basic education and readiness in learning and how learning readiness is a prerequisite condition for the effective learning process among school children. It further shows how learning readiness determine the provisions of basic education and how learning readiness affects the educational achievement of students and pupils at the various levels of the educational process. Finally, it is
believed from this study that program-based and system wide support for basic education reforms which also leads to greater participation of learners in the teaching process could result in more transformative change in our educational system.