NATIONAL POLICY ON EDUCATION: AN EXAMINATION OF POLICY PROVISIONS AND IMPLICATIONS

Abstract

This study examines the National Policy on Education: an   examination of policy provisions and implications. The study adopted the Systems Theory and Implementation Theory. These frameworks provide a conceptual lens for analyzing the formulation, implementation, and implications of the National Policy on Education (NPE) in Nigeria. The study also highlights the role of institutional weaknesses and lack of effective monitoring in impeding the policy’s success. Empirical evidence suggests that despite high awareness of the NPE among stakeholders, compliance remains limited due to systemic constraints. Findings reveal that while the NPE is comprehensive, addressing universal basic education, language of instruction, teacher education, and technological integration, significant gaps exist between policy intentions and actual practice. Factors such as inadequate funding, poor infrastructural facilities, fragmented governance structures, and insufficient teacher training contribute to these implementation challenges. Furthermore, the policy’s language provisions, which emphasize mother tongue instruction in early education, face resistance due to sociolinguistic dynamics and the dominance of English as a medium of instruction. These findings underscore the need for strengthened institutional capacity, improved resource allocation, and enhanced stakeholder engagement to bridge the gap between policy and practice. Recommendations include increasing education funding, institutionalizing regular policy reviews, expanding teacher professional development, and fostering community involvement in education governance. By addressing these critical areas, Nigeria can better realize the goals of the NPE, thereby advancing equitable access to quality education and contributing to national development.