The Impact of Educational Policies on Holistic and Sustainable Development in Nigeria
Muhammad, Sule1 and Kainuwa, Ahmad2
1&2Department of Educational Foundations, Faculty of Education, Federal University Gusau
Abstract
This study explores the impact of educational policies on holistic and sustainable development in Nigeria, using Human Capital Theory and Sustainable Development Theory as its conceptual foundation. It analyzes how education policies have been strategically formulated to address national development challenges while also promoting inclusive growth, environmental consciousness, and social cohesion. Central to the research is the examination of key policy frameworks such as the National Policy on Education (2013), the Universal Basic Education Programme, and the Education for Change Strategic Plan. These policies are designed to foster human capacity, economic productivity, and responsible citizenship. However, the study reveals a persistent disconnect between policy formulation and implementation, primarily due to inadequate funding, poor governance, regional disparities, and infrastructural deficits. The paper further evaluates the role of education in promoting holistic development, emphasizing life skills, civic engagement, and emotional intelligence, particularly in formal and non-formal learning environments. Additionally, the research identifies the critical importance of integrating sustainability principles, peace education, and entrepreneurship into the national curriculum to foster long-term development outcomes. Based on these findings, the study suggests increased education funding, robust institutional monitoring mechanisms, inclusive curriculum reform, and continuous teacher development. Overall, the study underscores that education remains a powerful catalyst for sustainable and holistic development in Nigeria. However, achieving its transformative potential requires coherent, inclusive, and context-sensitive implementation strategies aligned with national priorities and global development agendas.
Keywords: Educational policy, Holistic development, Human Capital Theory Nigeria, Sustainable development
Impact Statement
This research, titled “An Evaluation of Educational Policy Implementation and Its Role in Promoting Holistic and Sustainable Development in Nigeria,” is expected to contribute significantly to the understanding of how educational policies influence national development beyond academic achievement. By examining the effectiveness of policy implementation in areas such as curriculum reform, teacher training, equity in access, and values-based education, the study will highlight the extent to which Nigeria’s education sector aligns with the broader goals of sustainable development including economic empowerment, social inclusion, environmental awareness, and lifelong learning. The findings will provide policymakers, educators, and development stakeholders with evidence-based insights for refining existing policies or designing new strategies that foster holistic development. Furthermore, the research will shed light on the gaps between policy formulation and execution, and how these gaps hinder Nigeria’s progress toward achieving SDGs related to quality education (Goal 4), reduced inequality (Goal 10), and decent work and economic growth (Goal 8). Ultimately, this study aims to serve as a guiding framework for future educational reforms that are inclusive, context-relevant, and sustainability-driven.
About Authors
Sule Muhammad Mal. Sule Muhammad is an Assistant Lecturer in the Department of Educational Foundations, Faculty of Education, Federal University Gusau, Zamfara State, Nigeria. He holds a Bachelor of Education (B.Ed) degree in Social Studies Education from Ahmadu Bello University, Zaria, obtained in 2013. He is currently pursuing a Master’s degree (M.Ed) in the same field at the same institution. In the same field, with his Ph.D. currently in view at the same university.Prior to that, he earned a Nigeria Certificate in Education (NCE) in Social Studies and Islamic Studies from Zamfara State College of Education, Maru, in 2006, and also completed a Graduate Diploma in Computer Studies at Usmanu Danfodiyo University, Sokoto, in 2009. Mal. Sule began his academic career with a strong commitment to teaching and research, particularly in the areas of social studies education, inclusive education, and educational development in Northern Nigeria. His research has focused on important themes such as the impact of COVID-19 on social studies instruction in junior secondary schools, the role of social studies in addressing challenges faced by children with special needs, and the integration of educational technology in public schools. He has authored and co-authored several peer-reviewed articles in reputable academic journals and has contributed to educational conferences and seminars across Nigeria. His work is widely recognized for its practical relevance to improving the quality of teaching and learning in conflict-affected and underserved communities. In addition to his role at the university, Mal. Sule Muhammad also serves as a tutor with the National Teachers’ Institute (NTI) in Gusau, where he contributes to the training of future educators. He is passionate about education as a tool for social transformation and remains committed to research that supports inclusive, sustainable, and culturally relevant teaching practices. Mal. Sule continues to contribute to educational policy discussions and curriculum development efforts within and beyond Zamfara State.
ORCID identifier is https://orcid.org/0009-0007-0591-7511
Ahmad Kainuwa Dr. Ahmad Kainuwa is a Reader (Associate Professor) in the Department of Educational Foundations, Faculty of Education, at the Federal University Gusau, Zamfara State, Nigeria. He was promoted to the rank of Reader in July 2025 by the university’s Governing Council, in recognition of his academic excellence, research output, and contributions to educational development. Dr. Kainuwa has established himself as a respected scholar in the field of educational foundations, with a particular interest in effective teaching, teacher qualifications, and issues affecting students’ access to and retention in school. His research explores critical educational issues in northern Nigeria, especially those affecting vulnerable student populations. One of his notable studies, titled “Lecturers’ Qualifications as a Predictor of Effective Teaching of Science Courses in Federal University Gusau,” revealed a strong relationship between lecturers’ academic qualifications and their teaching effectiveness. This study underscored the need for improved professional development and in-service training for university staff to enhance teaching outcomes. Dr. Kainuwa also co-authored the article “Students’ Perspective on Female Dropouts in Nigeria,” published in the International Journal of Academic Research in Education and Review. This study examined the socio-economic, cultural, and religious factors contributing to the dropout of female students in junior secondary schools in Shinkafi Local Government Area of Zamfara State. His findings provided policy-relevant insights for reducing dropout rates and improving girls’ educational retention in rural northern Nigeria. Through his teaching, supervision, and research, Dr. Ahmad Kainuwa has contributed meaningfully to the development of inclusive and equitable education in Zamfara State and beyond. He continues to be actively involved in academic mentorship, teacher training, and the development of educational policies that promote sustainable learning outcomes.
References
Adebayo, A. M., & Lawal, R. A. (2022). Integrating sustainable development goals into education: Implications for policy and curriculum reforms in Nigeria. Nigerian Journal of Educational Research and Evaluation, 21(1), 67–78.
Adebayo, A. M., & Olayanju, O. O. (2023). Rethinking the Nigerian curriculum for holistic youth development: Opportunities and challenges. Journal of Curriculum and Teaching, 12(1), 55–63. https://doi.org/10.5430/jct.v12n1p55
Adebisi, A. A., & Ibrahim, S. Y. (2023). Bridging policy and practice: Educational policy implementation for sustainable development in Nigeria. African Journal of Education and Development Studies, 10(1), 35–47.
Ajayi, A. O., & Afolabi, F. O. (2022). Educational development in Nigeria: Trends, challenges, and prospects. African Journal of Educational Research, 26(2), 90–102.
Akinsemolu, A. A., & Arijeniwa, F. V. (2021). Current trends in sustainability education and the future of sustainability education in Nigeria. Journal of Sustainable Development Law and Policy, 12(2), 421–441. https://doi.org/10.4314/jsdlp.v12i2.11
Becker, G. S. (1993). Human capital: A theoretical and empirical analysis, with special reference to education (3rd ed.). University of Chicago Press. https://doi.org/10.7208/chicago/9780226041223.001.0001
Chikwe, P. O. (2021). Stakeholder participation in educational policy formulation in Nigeria: Challenges and implications. Journal of Policy and Development Studies, 13(3), 22–33.
Chukwu, J. O., & Adekunle, T. A. (2022). Bridging the digital divide in Nigerian education: Policy intentions versus implementation realities. Journal of African Educational Research, 10(2), 89–101.
Eze, C. A., & Okonkwo, N. U. (2023). Teachers’ capacity and policy implementation in Nigerian public schools: A critical review. Nigerian Journal of Educational Studies, 15(1), 44–56.
Ezeudu, F. O., Ofoha, D. C., & Eze, P. I. (2022). Holistic education in Nigeria: Issues, challenges, and prospects. African Journal of Educational Research and Development, 14(2), 77–89.
Federal Ministry of Education. (2013). National policy on education (6th ed.). NERDC Press.
Ifeanyieze, F. O., & Okoli, B. E. (2021). Developing emotional and life skills through Nigerian secondary school education: An imperative for holistic development. Nigerian Journal of Educational Psychology, 19(1), 40–52.
Nwachukwu, C. C., & Suleiman, M. A. (2023). Rethinking Nigerian education policy in the context of climate change and sustainability. Environmental Education Research, 19(2), 72–85. https://doi.org/10.5296/jeer.v19i2.20344
Nwankwo, R. O., & Bello, M. A. (2021). Policy implementation in Nigeria: Issues, challenges, and prospects for the education sector. African Journal of Public Administration and Development Studies, 13(3), 33–47.
Obasi, K. K., & Asodike, J. D. (2020). The role of non-formal education in promoting sustainable and inclusive development in Nigeria. Journal of Educational and Social Research, 10(6), 23–31. https://doi.org/10.36941/jesr-2020-0113
Ojike, R. O., Ikpe, M., Uwajumogu, N. R., Odionye, J. C., & Okwor, A. (2023). Is government education spending beneficial to human capital development? The Nigerian experience. Journal of Economics and Allied Research, 8(1), 198–209. https://jearecons.com/index.php/jearecons/article/view/284
Okafor, M. O., Eze, F. C., & Njoku, C. C. (2022). Universal basic education policy and sustainable development in Nigeria: Issues and prospects. International Journal of Educational Research and Administration, 18(1), 134–147.
Okeke, R. C., & Chukwudebelu, C. B. (2024). Educational policy and national development in Nigeria. International Journal of Education and Evaluation, 10(4), 268–274. https://www.researchgate.net/publication/381469675_Educational_Policy_and_National_Development_in_Nigeria
Okoliko, M. G., & Adebayo, A. (2024). Education policy and its impact on socioeconomic outcomes in Northern Nigeria: A sustainable development perspective. Journal of Education, Social & Communication Studies, 2(1), 11–22. https://doi.org/10.71028/jescs.v2i1.33
Okoroma, N. S. (2020). Educational policies and their implementation in Nigeria: Problems and prospects. Journal of Educational Administration and Policy Studies, 12(4), 45–53. https://doi.org/10.5897/JEAPS2020.0653
Okoroma, N. S., & Adebisi, T. A. (2021). Educational policy and sustainable development in Nigeria: Trends and gaps. Nigerian Journal of Educational Management, 25(1), 55–70.
Okoye, N. C., & Yusuf, H. A. (2021). Education for sustainable development: An analysis of Nigeria’s progress and policy gaps. International Journal of Educational Development in Africa, 6(2), 33–49.
Olanrewaju, K. M., & Adebayo, S. T. (2022). Financial constraints and education policy implementation in Nigeria: A structural analysis. International Journal of Educational Planning and Administration, 12(1), 21–36.
Olatunji, M. O., & Aremu, O. J. (2023). Psychological resilience of employees in adversity quotient: Malaysian perspective in facing challenges. Journal of Technical Education and Training, 15(1), 101–112. https://doi.org/10.30880/jtet.2023.15.01.009
Olawolu, O. E., & Yusuf, A. (2021). Policy directions for transforming technical and vocational education and training (TVET) in Nigeria. Nigerian Journal of Curriculum and Instruction, 29(1), 55–68.
Olayanju, K. A., & Eze, R. N. (2022). Policy innovation and sustainable educational development in Nigeria: Challenges and strategic responses. International Journal of Educational Policy and Leadership, 17(3), 91–104.
Sulaiman, C., Bala, U., Tijani, B. A., Waziri, S. I., & Maji, I. K. (2015). Human capital, technology, and economic growth: Evidence from Nigeria. Sage Open, 5(4), 1–10. https://doi.org/10.1177/2158244015615166
United Nations Educational, Scientific and Cultural Organization. (2020). Education for sustainable development: A road map. https://unesdoc.unesco.org/ark:/48223/pf0000374802
Yusuf, H. A., & Ibrahim, R. M. (2023). Regional disparities and educational policy challenges in Nigeria: A northern perspective. Journal of Policy and Development Studies, 18(2), 72–84.