INCLUSIVE EDUCATION AND POLICY IMPLEMENTATION IN NIGERIA: AN IMPLICATION FOR EDUCATIONAL DEVELOPMENT IN THE 21ST CENTURY

Bartholomew Godstime Orlunga, Oroma Alikor

Abstract


Even though it is a clear fact that inclusive education as a policy is stated in Nigeria’s national policy on education, our point of interest is centered on its practicability. This is because the issue of policy implementation is virtually in every policy outline in Nigeria up to this day. Inclusive education which is aimed at integrating persons with special needs and those without any form of impairment to learn side by side in the same classroom environment has failed largely in its regards, especially at its implementation stage, which is a result of the unperturbed nature of both government and other state actors who are piloting the affairs of the country. Certain constraints relating to corruption, lack of proper sensitization, inadequate educational facilities, location of institutions, etc. were some factors considered in this work as responsible for the failure of educational development in the 21st century in Nigeria. Hence, the workability of inclusive education now rests in the hands of every meaningful Nigerian. Those with questionable characters must not be involved in any policy-making process and the government must streamline approaches on how its policies will be attended to at all levels.

 

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inclusive education, policy implementation, Nigeria

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References


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DOI: http://dx.doi.org/10.46827/ejes.v10i11.5076

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