Basic Education in Nigeria: between global goals, local challenges, educational inequalities and curricular (in)justice
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Nigeria, as a member of the United Nations, adopted the 2030 Agenda and the Sustainable Development Goals (SDGs) in 2015, aiming to align national policies with global objectives. However, progress has remained slow, particularly regarding SDG 4. This study critically examines how equity is understood and enacted in access to basic education in Nigeria, and the extent to which national policies and practices are aligned with SDG 4. Methodologically, the study is grounded in qualitative research, combining bibliographic and documentary analysis of legal frameworks, national education plans, and official reports produced by the Nigerian government and international organizations, informed by critical and post‑critical perspectives. The findings indicate that, despite legal provisions guaranteeing free and universal basic education, weak political commitment, combined with systemic disparities, inadequate infrastructure, and the socioeconomic challenges faced by families, continues to hinder access and progress toward the effective achievement of SDG 4.
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