ASSESSING EDUCATIONAL POLICIES IN NIGERIA AND PROBLEMS OF

IMPLEMENTATION

1.0 Introduction

It is impossible to overestimate the value of education in the growth of any civilization. It acted

as a key to unlocking other doors to a better existence. Access to and participation in education

has been designated a fundamental human right for all world people by the United Nations

Human Rights Council (Odukoya, 2009, p.2). The global agenda for education was established

on this basis. Among the items on this agenda are Education for All and the inclusion of primary

education in the Millennium Development Goals. However, there are about 258 million young

people reported to not be in school. Of these, we have 59 million children of primary school

ages, about 62 million individuals who are in the range of junior secondary school, and 138

million qualified for senior secondary school in total (UNESCO UIS, 2018). Nigeria has the

world's biggest number of out-of-school children (13.7 million). This might hardly be unrelated

to a lack of government commitment, particularly in terms of sponsoring development education.

Poor funding resulted in unpaid teacher wages, deterioration of educational infrastructure at all

levels, and university/public school strikes, all of which contributed to plummeting literacy rates.

Educators have a crucial role in supporting high-quality lifelong learning. Youth and adult

literacy programs can be more successful and lead to better learning and development outcomes

if instructors are motivated, well-trained, have reasonable working circumstances, are

compensated, and have career opportunities (UNESCO, 2020).

More importantly, given the importance of education in a nation's growth, most governments

around the world must prioritize educational policy as tools of nation building (Ibrahim, 2018).

In Nigeria, for example, the National Education policy, which is the country's education policy

document, lays out the guiding principles for successful implementation, management, and

oversight of education policies at the federal, state, and municipal levels, from primary to tertiary

education (National Policy on Education, 2013).

In further detail, successive Nigerian governments have devised and executed a variety of

policies and programs targeted at fostering educational progress. Among the policies are the

National Policy on Education (NPE) of 1977 and the National Policy on Education (NPE) of

2004, made to ensure access and cut down on the number of children not in school in the country

at various levels of schooling. The policies' goal was to improve Nigeria's educational quality

and to comply with UNESCO's international policies on education with respect to Universal

Basic Education, and that of the Millennium Development Goals (UNESCO, 2006). However,

certain variables obstruct education policy formulation, negatively affecting policy

implementation and, as a result, the achievement of educational policy objectives such as

assuring good education (Ibrahim, 2018). As shown in a document on education by UNESCO

(2006), referenced in Felix (2016), substantial efforts with regards to policies and execution,

infrastructures, capability building, as well as adequate funding are essential. Also, the

deployment of them all to get the targeted outcomes.

1.1 Objectives

The following objectives were used as guide for the research:

i. To review the educational policies at work in Nigeria.

 ii. To assess the challenges faced by the process of implementing educational policies in

Nigeria.

iii. To review the impacts of the implemented educational policies in Nigeria.

2.0 The Concept of Education and Educational Policy

Kalu (2001) defines education as the teaching and illumination of people to broaden their

understanding of the real world. Such knowledge is essential to help improve society's living

conditions. Ilechukwu, Njoku, and Ugwuozor (2014) defined education as development of a

person's perceptive, emotional, and psychomotor areas, as well as faculties for proper

functioning. Persons must be supported in make the most of their mental, emotional, and

psychological aptitudes to be of benefit to themselves and the entire society. Ekpo (2017), on

the other hand, goes on to describe education as training people to be valuable to society, rather

than just for self-interest. "Education guarantees the development of human capacity and

behavior," according to UNESCO (2000). It helps to deliver a complete package of knowledge,

abilities, and understanding that applies to every area of an individual’s life.

Educational policies are government-led measures that are used to define the how an educational

system functions and progresses (Okoroma 2000:190). As stated by Osokoya (1987:2), with

education, a society can gracefully empower its youths to participate actively in the development

of such society. This has made the existence of educational policies a critical element for present

day societies for the integration of their youths. The major purpose of educational policies, as

opined by Awokoya (1981), is to improve the quality of human life. According to him, these

educational policies are meant to be fashioned to measure up with individual requirements,

community burdens, and the degree of difficulty with which socialized employees are expected

to be trained to match up with the demands.

The formulation of educational policies is incomplete unless they are executed. Implementation

of policies appears to be the most challenging component of policymaking, since no policy can

be implemented unless it is implemented. Every education policy is intended to achieve its goal,

and policy implementation is the culmination of this work. The process of implementation of any

educational policy should undergo appropriate assessment which could be throughout the

implementation process or at the conclusion. This is to guarantee that a policy accomplishes

what it is intended to do (Innocent, 2020).

Educational policy is a pragmatic and tactical roadmap that lays the groundwork for

implementing an educational system's views, activities, and purposes. It is a legitimate

authority's instructive assertion or pragmatic direction for the running of schools. Every country's

policies on education are designed to accelerate its development. As a result, there is no policy

that is established without first determining and articulating the country's fundamental

philosophy and goals (National Policy on Education, 2013). Educational policies are made by the

government or those assigned with educational management obligations. Educational policies,

according to Ocho (2003), are functional instructions that offer form underpinnings for

management, employees, and experts to execute government intentions for schools. This

demonstrates that "policy has a twofold orientation; foremost, it frequently illustrates or

prescribes what the government aims to accomplish (i.e., intention, goals, and objectives) and

how it plans to execute and implement them (Oriaifo, 2006: 6). To this aim, the fundamental

goal of any policy on education is to control and enhance educational means, programs, and

outputs.
2.1 Concept of Educational Policy Implementation

The process of turning policies on education into precise possible actions is referred to as

educational policy implementation. It is the day-to-day implementation of the policy paper. The

design of educational policies is indeed incomplete unless they are implemented. Implementation

of policies appears to be a rather challenging component of policymaking, since no policy can be

implemented unless it is implemented. Every policy on education is aimed to accomplish its

goal, and policy implementation is the culmination of such a work. Implementation of policy on

education is meant to assessed appropriately, whether throughout the implementation phase or at

the conclusion.  This is done to guarantee that a policy accomplishes what it’s meant to

accomplish. As such, aspects that can be improved for performance and effectiveness can be

reinforced.

2.2 Concept of Educational Policy Implementation in Nigeria

The implementation of any policy on education in Nigeria is expected to be handled by civil

servants. In 2003, Ocho stated that there are recognized guiding principles used by bureaucrats or

civil servants in ensuring the implementation of these policies. To implement these educational

policies in Nigeria, there are specific and important stakeholders in the education sector who are

involved, such include the Ministries (Federal and State) of Education, the National Universities

Commission, the National Board for Technical Education, the National Commission for Colleges

of Education, the Nigerian Educational Research and Development Council, the Post Primary

School Management Board, the State Universal Educational Boards, the Local Government

Education Authorities, and Technical Education Board (Ogbonnaya, 2014). Oriaifo (2006)
pointed out the roles of all stakeholders (including students, teachers, parents, and administrative

staff), all curriculum workers, and the different education parastatals in implementing

educational policies. All these interest groups have the power and authority to implement

government-established educational policies. The importance of implementing policies on

education cannot be over underscored.

In Nigeria, by spending on effective educational planning and implementation, the country; (i)

saves immeasurable volumes with respect to time and resources; (ii) relishes total development

in efficiency and in creating job opportunities; (iii) experiences significant reduction in rates of

crime; and (iv) starts to enjoy the realization of economic, political, social, cultural, scientific and

technological advancement (Oriaifo, 2011:26).

As a result, the entities that are part of the processes of implementing policies on education

should make efforts to transform the policies into practical outline. There should be development

of programmes that will help facilitate the policy implementation processes. They ought to

direct, observe, evaluate, and weigh up implementation in relation to the core intents of the

establishment of the policies. When policies are implemented, it is only then that a nation can

identify the weaknesses or limitations of policies that are currently in operation. Also,

implementation the policy guidelines can help to suggest ways to facilitate the improvement of

such policy as well as make necessary adjustments to them. The importance of this is highlighted

in the argument of Oriaifo (2006) that there are no expectations of challenges while planning and

then executing policies on education.

2.3 National Policy on Education 1977

In 1977 when Nigeria gained her independence, the country inherited an educational program

from Britain. Because of the inability of the policy governing this program to fulfill the national

goals and objectives of the nation, it remained in the shadows. The program was later assessed in

1969, accompanied by the setting of new national goals. Years later, in 1973, a seminar, chaired

by Chief S. O. Adebo was held, leading to the establishment of a NPE (Akangbou 1985;

Okoroma 2000). The newly established policy was placed on the foundation of the country’s

philosophy on education. In developing the policy, five key fundamentals were considered, and

they include: a society that is free and self-governing; impartial; independent and united; vibrant

economy; and a nation of abundant prospects for everyone (FRN, 1998).

2.4 National Policy on Education 2004

In 1998 and 2004, the previously established policy was updated to reflect the country's

development needs. Woolman (2001) asserted that there is a clear link connecting education with

economic development in Africa, while education remains a major problem in many countries,

including Nigeria. Because education is a vehicle for both cultural transmission and change,

Woolman's (2001) diagnosis that education should mirror the multistep nature of nation building

which is constantly getting altered by new circumstances lends credence to the constant revision

of the educational policy of Nigeria. The revised NPE (Federal Republic of Nigeria, 1998)

mandated a UBE program for every young child in the country, delivered as a nine-year program

(6 years of primary school and 3 years of lower secondary school). As a result, the Nigerian

Federal Government launched the UBE program in 1999 as a means of ensuring equal

educational opportunities and eliminating illiteracy. Even though policy required a mandatory

UBE, there was no implementation of it. The Federal Government of Nigeria adopted the NPE as

a tool to facilitate national growth and development (Federal Republic of Nigeria, 1998). As a
result, the minimum level for entrance into the profession of teaching was raised to the National

Certificate of Education in the 3rd edition of the policy (NCE). After 3 years of upper secondary

education, sitting for and passing the Senior Secondary School Certificate Examination (SSCE),

this qualification is earned. The Education Tax Fund, among other things, was used to diversify

the means of government funding for education. The government wanted to employ education to

promote oneness and individual growth, as well as educating individuals with the knowledge and

abilities they need to adapt to a bigger society (Fafunwa, 2004).

2.5 Concept of Access to Education

Access refers to the availability of adequate opportunities for education for all students at all

stages of education: primary, secondary, and postsecondary. This must consider the annual rate

of population growth (Etor, Ekanem & Sule, 2020).

As a result, access to education entails the provision of open doors for all qualified individuals

who seek to enroll in current schools. It also suggests that, in areas where there are insufficient

numbers of schools, funding should be made available to more schools, and they should

be provided with suitable resources in order to increase access for those who have been denied

entrance to current schools. Access also refers to the closeness to individuals who seek to attend

them. Proximity of schools is a crucial aspect since pupils or kids from low-income households

may be able to walk to school and save money on transportation expenditures.

According to Etor, Ekanem, and Sule (2020), Nigeria considers access to education as both

a basic human right and a critical determinant in societal growth and closing the gender gap.

Furthermore, the policy goal is to ensure that all individuals have access to education at the

basic, secondary, and postsecondary levels (Ene, 2005). Given the increase in population growth

among children who are aged enough to be in school, and the shift of completers at respective
stages of education to the next, this emphasized the need of access to education for all residents.

Besides, the fact that there is easy accessibility to education also triggers the desire and interest

in the uninterested ones. It gives them an opportunity to perceive education as a means for

development. Also adding to the fact that easy accessibility of education ensures all qualified

children get to go to school, it goes further to eliminate the rates of crime. Access to education

ensures that all keen and competent applicants get admitted to schools. It encourages individuals

who were previously hesitant or uninterested to see education as an opportunity to grow and be

helpful in all aspect of life.

2.6 Access to Primary and Secondary Education

In any country, primary level of education serves as a foundation on which all subsequent levels

of education are built on. As the country's population grows as a result of rising birth rates, the

need for increased educational options, such as a rise in the number of primary and secondary

schools, becomes urgent. In any section of the local government, state, or federal, it is critical to

guarantee that new schools are constructed when there is a case of present schools not providing

the requisite level of access to educational opportunities for young children who are qualified

enough to be in school.

2.7 Concept of Funding and Funding of Education in Nigeria

According to Nigeria's federal constitution, education funding is a shared duty (Federal Republic

of Nigeria, 1999; Nwoko, 2015). As a result, the federal, state, and local governments have

statutory authority to fund schools within their jurisdictions. The UBE Act of 2004 also

establishes a framework for the three levels of government to share money for the UBE
(Steenbergen, Nnodu, Nwachukwu, Nyager, 2016). However, there seems to be a disparity in the

proportion of funds allotted for education among the three levels of government under this

system. More specifically, the concept of simultaneous funding of education is a component of

the country's fiscal federal system in terms of education delivery. The population of learners has

expanded dramatically since the implementation of the UBE in 1999 (Anaduaka & Okafor,

2013), having huge repercussions for education financing on the three tiers of government.

When schools are underfunded, infrastructure improvements cannot be achieved, according to

Akpan and Undie (2007), this will be consistent with forcing pupils to learn in unpleasant

conditions. Furthermore, they noted that as a result of a lack of funding, there is always the

problem of inadequate and insufficient human, material, and infrastructural resources, and that

students are admitted depending on the quantity and quality of amenities such as classrooms,

teachers, and teaching materials that are available. While this is so, it also adds to the problem of

inaccessibility of school admission to people who are competent but are unable to enroll in

schools.

"Who is responsible for financing education?" is a frequently asked question about education

funding. The debate is on whether the government or the recipients of the education should bear

responsibility (Ojeleye, 2020).

The issue of money is one of the impediments to the execution of educational policies in Nigeria.

Education in Nigeria is severely underfunded (Ezeugbor, 2011). The government does not

allocate enough funds to implement educational policies. The fund set aside for policy

implementation is sometimes mismanaged and misappropriated. Inadequate money was blamed

for the difficulties experienced in implementing the Universal Primary Education policy (Ocho,
2003 & Ogbonnanya, 2014). Coordination, monitoring, assessment, and implementation of

educational policy all require financial resources.

3.0 Typical Policies Unimplemented in Nigeria

Till date, Nigeria is yet to successfully carry out the implementation of the NPE of 1977 which

seemed to hold the answers to nearly all central educational complications in Nigeria (FME,

1977). Nonetheless, till date, there remains many those policies not yet implemented

successfully, some of which are briefly highlighted below:

3.1 National Policy on language

In Section 1 Sub-section 10 of the 1977 NPE, the importance of language is mentioned stating

that: "government appreciates the importance of language as a means of promoting social

interaction and national cohesion and preserving cultures. Thus, every child shall learn the

language of the immediate environment… Furthermore, in the interest of national unity it is

expedient that every child shall be required to learn one of the three Nigerian languages, Hausa,

Igbo and Yoruba. For smooth interaction with our neighbors, it is desirable for every Nigerian to

speak French. Accordingly, French shall be the second official language in Nigeria, and it shall

be compulsory in schools." Tens of years down the lane, although French is being taught in

many primary and secondary schools, it is still not regarded as compulsory as the policy would

have it. Quite several Nigerian schools lack French teachers.

3.2 Policy on pre-primary education

The aspect of pre-primary education in NPE has also not been adequately justified. Section 2 of

the NPE states that "The responsibilities of government for preprimary education shall be to

promote the training of qualified pre-primary school teachers in adequate number and supervise

and control the quality of such institution". T o a very large extent, this part of the policy has

been brushed aside. When assessed, it was found that only The Lagos State College of Primary

Education [LASCOPED] stands right regarding this policy as specialize training pre-primary

school teachers.

3.3 Policy on teachers’ registration council

In Section 9 subsection 79 of the NPE, a Teachers Registration Council is recommended.

However, from the establishment of that policy in 1977 down to 1993 that recommendation was

not heeded. The council was later established in 1993. Six years after this, the provisions of the

decree that established the council were not implemented. It was later in 1999 that the first

Registrar and Chief Executive of the Council was appointed. Currently, only a small number of

teachers are registered, with a larger number still ignorant of its existence.

3.4 Policy on science and technology

Not up to 50% of university and other tertiary institution graduates in Nigeria come from science

and technology institutions. The percentage of those graduates are more in the humanities and

social sciences. This incidence goes against the NPE which suggested 70% admission into

science and technology programmes in Nigerian tertiary institutions

3.5 Policy on technical colleges

The NPE slated a 3:1 secondary and technical vocational education/schools ratio, however,

Nigeria has over 23,000 public and private secondary schools with an enrolment of over

4,500,000 as against 123 technical colleges with 44,500 enrolment which represents ratios of

187:1 and 101:1 respectively. As it is rendered explicitly in the policy, polytechnics are meant to

be fed by technical colleges in the same way secondary schools are expected to supply

universities. The principal situation now is that the entire outputs of Nigerian technical colleges

are only about 17% of the spaces that are accessible in polytechnics. Consequently, the

assignment that technical colleges should supply polytechnic lagging. As a result, rather than

producing technological experts, Nigeria keeps producing theoreticians in large numbers.

3.6 Policy on private universities

In 1960/1961, Nigeria had just 2 universities, with about 1,395 students. An increase was

witnessed in 1975 with 32,282 students in 13 universities. Further increase was witnessed in

1983 and 1990 with 116,822 students in 27 universities and 180,871 students in 31 universities

respectively. Presently there are about 79 private universities, 43 federal universities and 48 state

universities in Nigeria and all of these are still far from accommodating all qualified students in

Nigeria. Interestingly just less than 30% of the millions of university applicants in Nigeria can be

absorbed. This is a result of inadequate implementation of the policy that recommended larger

spending on education in order to accommodate more youths.

3.7 Policy on ICT

In 2001, a national policy on IT was approved by the Federal Executive Council (FEC). The

implementation of this policy began the same year, with the founding of the National

Information Technology Development Agency (NITDA), which was given the responsibility of
implementing that policy. The private sector of the country was deemed by the IT policy as the

driving force for the country’s IT sector. After many years, there is the need to review this policy

because of the technological advancements that the IT world globally and even in Nigeria.

4.0 Challenges of Education Policy Development in Nigeria

Even though Nigerian education policies were created to give citizens with sound knowledge for

them to adapt to the broader society, Adeniyi (2015) noted that the trajectory of educational

policy development was hampered by several variables that hampered policy implementation.

Poor funding, inconsistency in policies, and a lack of institutional capability or bureaucratic

shortcomings are only a few examples. Adeniyi (2015) went on to say that bureaucratic

bottlenecks, particularly when it comes to decision-making, have a negative impact on education

policy creation and execution. The problem was aggravated further by a lack of professionalism.

This is since most policy implementers lack the necessary human resource skills to complete

their responsibilities. This eventually resulted in a reversal of educational progress (Ige &

Fasakin, 2014).

Despite the crucial role of education in development processes, according to Kingdom and

Maekae (2013), education development in Nigeria has been severely impeded by politicization

of education policies, political instability, and corruption, among other factors. The authors went

on to say that the difficulties in developing education policy were due to a failure to recognize

the importance and roles of stakeholders, particularly when it came to money. This has a
negative impact on academic achievement, which is why the national education strategy ensured

stakeholders' support in education-related issues in order to avoid overlaps and establish and

maintain synergy (National Policy on Education, 2013). In addition, according to Yekini (2013),

education policy development in Nigeria is severely hampered by inconsistencies in policies,

brain drain, continual strike action, insufficient teaching resources, and corruption. Inadequate

finance is another stumbling factor to the establishment of policies on education in Nigeria. The

situation of school funding in the country is worrying, according to Adeyemi (2011), Sofoluwe

(2012), and Peter and Isaac (2013). For example, from 1999 to 2014, Nigeria's financial

contribution to education was less than 12% for each fiscal year. This contrasts with the

UNESCO-recommended fiscal allocation of 26%. To bolster the case for insufficient funding in

the education system of the country, it should be noted that, Nigeria ranked lowest in terms of

budgetary allocation to the education sector out of 20 sampled countries in 2012. Countries like

Uganda, Ghana, and Cote d'ivore ranked higher than Nigeria with 27%, 31%, and 30% of their

annual budget allocated to education respectively (World Bank, 2012). However, it is common

knowledge that no educational system can function well without proper financial backing.

The implementation of policies is a critical part of the process of making policies. However, it

has not been as easy as it should be in Nigeria as there are quite several factors that have

hindered successful policy implementation. Among the major setbacks to the implementation of

educational policy in Nigeria are:

4.1 Insufficient Consultation

Before any policy can be properly made, there is the need for proper consultation and there have

been records of errors in the process of policy making which is a major factor that hinders

successful implementation of educational policies. When there is a lack of proper consultation of

those who are involved in the policy making processes at the formulation stage, it becomes

impossible to successfully implement those policies because they are unable to understand what

such policies entail and the intentions.

4.2 Insufficient Resources

In Nigeria, there is a huge problem of inadequacy of material as well as human resources in

almost every aspect of the economy, not leaving out the implementation of educational policies.

There are hardly ever enough resources for policy implementation. This is yet another challenge

making policy implementation difficult in the country. Many schools suffer from a lack of

teachers and even in those schools who have, they still face the problem of teachers with

inadequate experience and training that are needed to be able to reform new policies in the

country’s educational system. Likewise, many of these schools lack adequate infrastructure,

facilities and study materials. All these blocks the implementation of educational policies.

4.3 Bad Leadership

To successfully implement any policy in education, there is the need to have good leadership in

place. In Nigeria, the political leaders do not have the kind of honesty and determination that will

be instrumental to the implementation of educational policies. The Nigerian political leadership

have ingrained in them ignorance, fearfulness or selfishness. Many of the leaders continue to

change policies as they wish due to hidden intentions, and this leads to the failure of policy

implementation. While many of the leaders do this, many others are unable to insist on the

implementation of a policy as a result of the fear of oppositions.

4.4 Financial Barrier

Educational funding also makes policy implementation difficult in Nigeria. Education is utterly

underfunded (Ezeugbor, 2011). There is largely little to no funding made available by the

government educational policy implementation. Additionally, in cases where funds are made

available by the federal government, the funds are grossly mismanaged and embezzled. The

difficulty encountered in the implementation of the policy of Universal Primary Education

scheme was associated with inadequate funds (Ocho, 2003 & Ogbonnanya, 2014). Making funds

available is very critical to the processes of managing, observing, assessment, and

implementation of educational policies.

4.5 Conflicts of Cultural Values

One of the complicated issues plaguing Nigeria's education policy execution is a lack of cultural

assimilation and harmony. Cultural d Discrepancies in the country have a variety of effects on

educational policies. Before establishing certain educational policies, localities and their

traditional attachments are sometimes overlooked. Implementing such aligned policies in the

affected areas becomes extremely difficult. Furthermore, in a multi-tribal culture like Nigeria, it

is sometimes impossible to get all tribes to consent on certain key cultural values in relation to

educational policies, posing impenetrable barriers to policy implementation. Unlike in a quazi-

federal economy such As Nigeria, where the federating units' wide and varied societies' ethics

come together to construct and continue to function on community-based policies (Edokpolo,

2011). Various values, social standards, ideologies, assertions, and interests of people

geographically delimited as Nigerians are not satisfactorily integrated into educational policies.

Nigeria's political situation does not allow for educational policies to thrive and survive.

4.6 Corruption
Corruption by public officials in Nigeria clearly works against the effective implementation of

policies on education in a variety of ways. Some educational policies are destroyed and

manipulated by unethical and imprudent governmental officials. They could tamper with the

implementation strategy or embezzle funds allocated for the procedure. Once the process is

tampered with, irresponsibly twisted, or willfully avoided, no policy thrives.

4.7 Insufficient Monitoring and Supervision

Insufficient and bad monitoring and supervision of the implementation of educational policies

contribute to the issues preventing the implementation of policies on education in Nigerian.

Monitoring and supervisory teams are rarely formed to oversee the monitoring and the execution

of educational policies, and when they are, they are not well qualified for the work.

4.8 Lack of Knowledge

It is a pity to learn that Nigeria lacks professionals who are knowledgeable and skilled in policy

structures, and as a result, educational policy implementation struggles in general. According to

Oriaifo (2006), Nigeria lacks both the quality and number of policy specialists needed in several

fields, especially education. This argument holds water because active execution of educational

policies necessitates a stronger insight of policy framework and implementation methods, which

policy officials who are inadequately equipped and under-informed cannot provide.

5.0 Recommendations

Despite the multiple obstacles to the implementation of educational policies in Nigeria, there are

more than a few approaches for policy implementation in Nigeria to succeed. The following are

thereby recommended:

1. All stakeholders involved the education system should be effectively represented in the

processes of policy planning, formulation, and implementation, with the federal, state,

and local governments ensuring and enforcing this. The implementation of educational

policies is going to get easier and significantly effective if enough consultation and

conversation with individuals who will be implementing the policies is done effectively.

2. It should be ensured by the government that sufficient funds are available to carry out

the implementation of educational policies. It takes a lot of money to put policies in

place. Funding is necessary to guarantee that those who are meant to implement

the policy meet frequently and that diverse programs for policy implementation are

established.

3. It is in the place of the government to make sure that auditors are asked to assess the use

of funds allocated for the purpose of implementing educational policies on a regular

 basis, as these funds are frequently misappropriated as soon as they are released.

Transparency and accountability will be ensured as a result of this. Misappropriation of

funds will be eliminated or reduced.

4. Policymakers in Nigeria should promote active engagement of various federating units in

the development of educational policies. This would guarantee that the values and

justifiable concerns of groups are appropriately reflected, allowing policies to be

implemented quickly.

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