Education and Development: Dynamics of Access, Equity, and Social Justice in Nigeria

Jonathan E. Oghenekohwo, Young D. Torunarigha


Widening access to education as social justice is basic in any discourse on educational investment, growth and development in developing country such as Nigeria. Presently, there is disconnect between educational development expectations and public policy frameworks designed to drive the united nations sustainable development goals(SDGs) in 2030 through access, equity and social justice in educational provision in developing countries. This paper focuses on education and development deficits in the light of the challenges of ensuring access, equity and social justice as envisaged in the SDGs 169 targets. The paper adopted a qualitative research method as it is analytical in framework. Among other things, this study showed the elements of exclusions and inequalities which are prevalent in public policies that are meant to achieve sustainable development goals through education. The paper sustains that inequalities, corruption, leadership deficit and weak institutions among others constitute major obstacles to access and social justices in educational delivery in Nigeria. Also, financial and information poverties respectively were found to have accounted for sustained deprivation indexes in access to educational development which compromise access, equity and social justice for sustainable development in developing countries. Recommendations are made on ways to mitigate exclusionary factors on access, equity and social justice in educational development in developing countries.


Access; Educational Development; Equity; Exclusion; Social Justice

Full Text:



Bhola, H.S. (2006). Access to education: a global perspective. A. S. Oduaran & H.S. Bhola (eds.). Widening access to education as social justice. Essays in honour of Michael Omolewa (pp. 1-12). The Netherlands: Springer.

Burr, N. (2005). Financing higher education. Finance and Development: A quarterly magazine of the IMF,42(204-210

Ene, A.C. (2007). Access to and equity in university education in Nigeria: issues and trends. J.B. Babalola; G.O. Akpa; O.A. Ayeni; & S.O. Adedeji (Eds.). Access, equity and quality in higher education (pp.46-54). Ibadan: NAEAP.

European Union (2013). Ell high level conference on education and developments. From challenges to opportunities. Brussels: European Commission.

Federal Republic of Nigeria. (2013). National policy on education (6th ed.). Lagos: NERDC Press.

Fraser, N. (1989). Justice interpretations: critical reflections on the “post socialist” condition. London & New York: Routledge.

Gore, C. (1993). Entitlement relations and “unruly” social practices: a comment on the work of Amartya Sen. Journal of Development Studies, 29(3): 429-460.

Kabeer, N. (2000). Social exclusion, poverty and discrimination: towards an analytical framework. Institute of Development studies Bulletin. 31(4):6-11.

Mohammed, N.S. (1998). Equality of educational opportunities as a critical factor in national development, problems and prospects. Gombarau, 2(1), 12-17

Obayan, P. (1999). The dilemma of education in Africa. Dakar: UNESCO-BREDA.

Oduaran, A. (2006). Conceptualizing the widening of access to education as social justice. A. Oduaran & H.S. Bhola (eds.).Widening access to education as social justice. Essays in homour of Michael Omolewa (pp.1-16). The Netherlands: Springer.

Oghenekohwo, J E (2010). Monetisation of workers” benefits and organizational efficiency. Ibadan, Stirling-Horden Publishers.

Oghenekohwo, J E (2013). Adult Learning in the context of comparative higher education. Procedial Social and Behavioural Science. 106:338-347.

Onokerhoraye, A.G. (1994). Development, equity and social justice inaugural lecture delivered at the University of Benin., University of Benin, Benin-City, Nigeria.

Probe Team (1999). Public report on basic education in India. New Delhi: Oxford University Press.

Stash S. &Hannum, E. (2001). Who goes to school? Educational stratification by gender, caste and ethnicity in Nepal. Comparative Education Review (3), 354-379.

UNESCO, (1999). UNESCO statistical year book. Paris: UNESCO.

UNESCO (2012). EFA Global Monitoring Report 2012. Youth and skills: putting education to work. Paris UNESCO.

UNESCO-INTCRE (2012). Education and training for rural transformation, skills, jobs, food and green future to combat poverty (Beijing).

UNESCO (2013).Proposal for a global action programme on education for sustainable development as follow-up to the UN DESD after 2014. General Conference. 37th session. 4th November 2013.

UNESCO (2014). EFA Global Monitoring Report 2013+. Teaching and Learning. Achieving quality for all (Summary Report). Paris. UNESCO.

UNESCO (2017).Literacy and education for sustainable development and women’s empowerment. Paris, UNESCO.

Wiley, T.G. & Richardo, T. (2002). Editor’s introduction: language rights and educational access at the crossroads, past and present. Journal of Language, Identity and Education. 1(3) 171-177.



  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2013-2023 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the '' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.