Poverty is a hindrance to equitable education. The unsurprising disparity in educational prospects across school systems sharply reflects the larger Nigerian society– the haves get more and have-nots less. Sadly, most education interventions remain blind to essential capacities students require to succeed. The diversity of education goods (the knowledge, skills, attitudes, and dispositions embodied in people and the flourishing they enjoy in adulthood because of their education), according to Brighouse, makes education equity more complex than is often discussed. When students attend schools, they should become democratically competent and healthy individuals able to navigate various social relationships and contribute to economic productivity while leading fulfilled lives. Sadly, this might not be the reality of 68.45 per cent of students enrolled in public schools nationwide. These students, by no fault of theirs, continue to lag behind their peers in accessing learning opportunities in equitable ways.
As John Rawl’s theory of justice suggests, a society characterised by poverty, tribalism, ableism, sexism, and other injustices should consider the needs and interests of the less advantaged as more urgent than those of others. Providing opportunities in the form of equal curricula, per-pupil funding, student-teacher ratios, classroom structures, and other resource to schools does not guarantee students will all reach equal outcomes. Nigerian students need to be met at their needs level and supported to overcome the existing systemic failure of schools to provide them with the necessary resources for success. Private schools serving students of middle-class parents have shown a better understanding of individualised learner support. These institutions fill a crucial vacuum and appear very successful due to various curriculum supplements that enhance students’ ability to convert resources into achievement.
Nigeria is in an education privilege crisis. Failure to provide equitable opportunities for all students, regardless of background and location, is at the heart of this problem. It is a shame that most interventions do not account for the learner’s need level. The goal of education within the country should focus on preparing students to innovate and participate in economic growth and development rather than headcount in schools. Hence, tackling inequity within Nigeria’s education system requires concerted efforts and multidimensional reforms rather than a single metric for redistribution. It involves addressing systemic barriers that compound inequity, closing the digital divide, and ensuring every child can succeed regardless of their circumstances. Education must indeed become an equaliser rather than the privilege of a few. Nigeria is at risk of losing sustainable progress if the children of the elites are the only ones with the opportunity to learn relevant, practical, and empowering content in school.
Quality education is a moral imperative, a necessity for national development. It is time to rethink our priorities and implement policies and initiatives that guarantee every Nigerian child a fair shot at success. Government policies must prioritise resources for the most vulnerable communities, and private sector partnerships should focus on innovative solutions to expand access to equitable education.
