The Federal Republic of Nigeria (FRN), through its National Policy on Education (6th Edition, 2014), positions education as a vital instrument for national development and social transformation. The policy outlines a broad, ambitious vision aimed at fostering a society characterized by moral integrity, patriotism, equity, and productivity. According to the policy, education in Nigeria is expected to:

• Develop individuals into morally sound, patriotic, and effective citizens;
• Promote equal access to quality education, regardless of gender, religion, or disability;
• Instill national consciousness, unity, and core societal values;
• Equip learners with mental, physical, and social competencies to positively impact society.

Additionally, the policy emphasizes learner-centered and experiential approaches, supported by information technology, community involvement, and flexible educational pathways such as vocational training, non-formal education, and adult learning. These strategies are designed to align education with the dynamic social and economic needs.

Despite its comprehensive vision, several systemic challenges have hindered the effective realization of the policy’s objectives:

• Inadequate Funding: Nigeria consistently allocates a smaller proportion of its national budget to education than the 4–6% of GDP recommended by UNESCO. This financial shortfall significantly restricts infrastructure development, teacher training, and learning resources.
• Poor Implementation Capacity: There is a noticeable gap between policy design and execution. Many teachers lack the training required to implement innovative pedagogical methods, and numerous schools—particularly in rural and underserved regions—suffer from poor facilities, unreliable electricity, and limited access to transportation.
• Equity and Access Gaps: Millions of Nigerian children remain out of school, with disproportionate exclusion of girls, especially in Northern regions. Persistent socio-cultural barriers such as early marriage, religious restrictions, and gender-based discrimination further compound these issues.
• Corruption and Weak Accountability: Mismanagement of public funds allocated for education—especially through initiatives like the Universal Basic Education Commission (UBEC)—has resulted in inefficiencies, such as teacher absenteeism, diversion of grants, and poor oversight of educational outcomes.

While Nigeria’s political rhetoric and policy documents articulate noble social objectives—including national unity, democratic citizenship, equitable access, and economic empowerment—there remains a substantial gap between policy intent and practical outcomes. Addressing these challenges requires sustained investment, transparent governance, improved accountability, and community-based collaboration to transform policy into effective educational delivery.

References

• Federal Republic of Nigeria (FRN). (2014). National Policy on Education (6th ed.). Abuja: Nigerian Educational Research and Development Council (NERDC).Available at: https://www.scribd.com/document/536752790/National-Education-Policy-2013
• Universal Basic Education Commission (UBEC). (n.d.). Reports and Statistics.Available at: https://www.ubec.gov.ng
• Okeke, B. S. (2015). The Politics of Implementation of Educational Policies in Nigeria.