Quality and Equity in Nigerian Education System: A Panacea for Economic Empowerment, Development Strategy and Social Justice

Abstract

This paper relates to Education: Social Justice and Social Change. It examines the issues of quality and equity in Nigerian educational system and how it enhances national economic empowerment and development strategy that brings about social justice. The study identifies the general problems and needs facing the country in the field of education which are hindering the realization of quality, equity and social justice. It further highlights the reasons behind the high level of repetition and drop-out rates in the rural schools. Four research questions and hypotheses were formulated to guide the study. A descriptive survey design was employed targeting all the principals and ministry of education officials in four, out of six, geo-political zones in Nigeria (South-West, South-East, South-South, North-East, North-West and North-Central). Stratified and simple random sampling techniques were used to select one hundred (100) principals and twenty-five (25) ministry of education officials from each geo-political zone. Questionnaire and interview were used as instruments of data collection, while descriptive and inferential statistics were employed for data analyses. Some of findings of the study revealed that there are differences in the quality of education and accessibility to education in the rural and urban areas. Moreover, there is apparent lack of infrastructure and educational resources. The study recommends, among others, that there is need to offer quality education to every Nigerian child whether in the rural or urban areas; and an educational system that is responsive to current national demands and conducive to sustainable development that will enhance social justice.



Author Information
E. Uzoka Ngozi, University of Lagos, Nigeria
Rosita Igwe, University of Lagos, Nigeria

Paper Information
Conference: IICE2015
Stream: Education: social and political movements

This paper is part of the IICE2015 Conference Proceedings (View)
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