Education is one of the most important tools used by the political elite in Nigeria to increase their legitimacy and control over the government and administrative apparatus. A thorough examination of a country’s educational organization and administration reveals that it is inextricably linked to its political regime or ideology. According to Uchendu (2000), the educational system and politics are inextricably linked. National ideas are built into and promoted by educational systems. Likewise, there is no such thing as abstract education that does not fit the politics of a particular tribe today. The formal education system has become an important tool in the political elite’s attempt to instill its ideology in the youth. Education in Nigeria, according to the FRN (2004) National Policy on Education, is a development tool. As a result, it aspires to fulfill the government’s stated responsibility to all citizens in the country. Educational goals must be clearly defined in terms of their relevance to individual and societal needs, while also taking into account the realities of our environment and current world. Countries define the philosophy and goals that guide their educational investment, which is frequently influenced by the country’s political ideology (Ifeanyi, 2000). Successive administrations in the country have emphasized the importance of education for all citizens in order for them to meaningfully participate in the realization of democratic ideals. Authors have defined education in various ways to reflect their own perspectives on what education accomplishes or the benefits of education. Anuna (1996) defined education as the systematic socialization of society’s younger members into learning about religion, morals, beliefs, nationalistic feelings, and various types of collective opinion. It encompasses both the planned and purposeful processes of school and college, as well as the unintentional life experiences. Many authors have made various attempts to define politics. Okunamiri (2005) defines politics as “an uncontrolled battle for dominance among individuals or organizations.” Dyke (1966) defines politics as “a battle between players pursuing opposing interests on public problems.” Politics, according to these definitions, is a struggle for power that results in unhealthy rivalry between individuals or organizations. Clump defined politics as “the science and art of ensuring and increasing the temporal welfare of a society organized as a political system.” according to Uchendu, a state (2000). As a result, the business of politics entails both the formulation of fundamental ideas and their application to specific situations (Naderi, 2001). Politics is concerned with the overall temporal well-being of the community. To put it another way, politics is concerned with the relationships that exist between members of a community and the things that exist in the world. It’s all about citizens’ rights and responsibilities to one another and to the state once more. The primary goal of community development is thus to increase political and educational involvement and interaction in the life of any nation. Technology (however basic) does not solve problems or even make friends on its own (Aizan, 2000). People are becoming more aware that they are more vulnerable. procedures are more important. People should be able to take part in and understand what is going on. This is the basis for global mutual benefit. As previously suggested, people charting their graph, the direction of their values, discovering ways to catch up with the graph so projected, and working diligently towards the achievement of established goals and objectives represent the symbiotic link between politics and education (Rohani, 2002). This suggests that a symbiotic relationship between politics and education requires citizens to participate in government-led initiatives to improve their economic, social, and cultural circumstances. It is concerned with the community’s overall lives and needs. It should include decision-making participation from the entire community. Obanya (2002), on the other hand, saw politics and education as a full-fledged interaction. for the stimulation of the desire for better things and the drive to achieve those better things. The mutual interaction of politics and education, according to her, aims to educate and encourage people to self-help in order to establish responsible local leadership and instill a sense of citizenship and civic consciousness in them. Furthermore, to ensure a long-term mutual interaction between politics and education, new ideas, research, and methodologies must be infused into the educational system. According to Akintoye (2004), for example, most studies on educational reform have concentrated on the acceptance of specific educational innovations. They’ve been conducted in areas where research has primarily focused on the diffusion concept, or the spread or permeation of an invention from one system to the next. or from one school to another. In recent years, it has become common knowledge that the political structure of the region in question determines the success or failure of any educational system. Education cannot be separated from politics because it is a component of society’s political requirements. Education is a critical tool for national unity and cohesion in Nigeria. That is one of the reasons why the federal government of Nigeria is involved in education at all levels, including elementary, secondary, and university. The political system influenced education even during the time of Socrates and Plato. “Educational plans have political origins and consequences,” Rowley (1971) stated. “There is hardly any issue that connects politics and education,” Adesina says. (1884) said. He went on to say that in terms of politics, the national goal of providing education to every child, as well as the idea of using education to eradicate hunger, illiteracy, ignorance, and illnesses, are all more political than educational. Education in Nigeria, like in any other country, was shaped by government policies and, as a result, was an important function of politics. According to Uchendu (2000), regardless of the educational system a country adopts, the likely solutions to problems that may arise from governmental attempts to regulate citizens’ aspirations are related to politics, because politics determines the type of education to be adopted; therefore, while education can be separated from politics, politics cannot be separated from education. According to all political regimes

According to Almond (1960), tend to preserve their culture, ideas, and structure. And education may be able to help with this. As a result, the ruling elite in Nigeria is interested in education.


The involvement of the government in education has implications for educational planning and education. It is organized and run in opposition to the current political system (Sharir, 1999). The success or failure of any educational system is determined by the current political structure. Equal opportunity is a political issue that has influenced education in Nigeria, and equal opportunity, according to the 1979 constitution, means: the availability of places for students in the educational system, social institutional support for attendance, and individuals’ economic ability to pursue their education. (1989, Aizan). The political leadership is committed to ensuring that all Nigerians have the fundamental right to equal opportunity. As a result, the government has initiated a number of programs aimed at achieving this educational education. The Universal Primary Education (UPE) initiative aims to ensure that every Nigerian child has free access to education, regardless of their historical, political, cultural, or socioeconomic background. There are also plans to ensure that all states have access to fee-free junior secondary education, especially with the recent implementation of Universal Basic Education (UBE) in Nigeria. Special education schools for disabled children and adults are springing up all over the country. Adult and non-formal education programs for fisheries communities have also been established in various parts of the country. All of this is true.

aimed at ensuring access to education for those who did not have the opportunity to attend formal school when they were younger (Naderi, 2002). This piqued the researcher’s interest, prompting him to investigate the impact of politics on Nigeria’s educational system.


The primary goal of this education is to determine the impact of politics on the Nigerian educational system; however, in order to reach a meaningful conclusion, the specific goals of this research are as follows:

i. Investigate the role of politics in the provision of high-quality education in Nigeria.

ii. To assess the influence of politics on the implementation of Nigerian education policy.

iii. To ascertain the impact of politics on academic achievement among Nigerian students.


During the course of this research, the researcher will be guided by the following research questions:

i. Does Nigeri’s political environment have an impact on the provision of high-quality education?

ii.How does politics affect the implementation of Nigerian education policy?

iii. What are the effects of politics on academic achievement among Nigerian students?


This study will reveal the influence and consequences of politics on Nigeria’s education sectors to various levels of government officials, school administrators, lawmakers, parents, and other stakeholders involved in the formulation of education policy in Nigeria. This work will also be useful to other researchers who want to continue or start similar research.


However, the population of Kwara state in Nigeria is being studied.

Samples were collected from the Moro local government area of Kwara state due to various difficulties encountered by the researcher.


The researcher’s most significant limitation in this study was a lack of time and funds to visit specific locations.


Politics is the action of governing a country or region, particularly the debate between political parties in power.

Influence is the ability to have an effect on someone.

Education is the process of receiving or imparting systematic instruction, especially to children.

in a school or university setting.


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