EDUCATION AND THE NATIONAL QUESTION: IMPLICATIONS FOR ACCESS AND QUALITY EDUCATION AT ALL LEVELS OF NIGERIA EDUCATIONAL SYSTEM

Abstract

Nigeria is a country that is blessed with human and natural resources but still wallowing in the seam of development. Sociological theories are they which expressly explain the scenario surrounding education and the applicability of theories to substantiate teaching and learning of education across the nation’s divides. Essentially, sociological theories are probable assumptions about phenomena that had been tested, proofed and applied to the various circumstances as its impact on the educational sector. This paper adopted critical theory in sociology propounded by Herbert Markus which focuses on social philosophy of the society, culture and educational development. Nigeria educational system is at the threshold of critical condition where insecurity, insurgency, banditary, kidnapping, thurgery, sexual harassment and examination malpractice are common. Despite all this unpalatable situations, education to is still recognised as a veritable instruments of liberation from squalor, ignorance, diseases and shackles of oppressions. Hence, each society strives to see that citizens, have access to quality education at all levels capable of triggering development in all strata of the society. Primary sources of data was used to collect information from ministry of education, historical achieves, journals, news papers and relevant text books. The paper recommended that proper funding of education, provision of adequate infrastructural facilities, and sound ethical principles and discipline will go a long way to nip in the bud corruption and embezzlement of peoples commonwealth invested in education. The paper concludes that all stakeholders in education should invest in education, provide access and quality education that will make the products employable in the labour markets.