Over the years, Nigerian politics has hampered the growth and development of other sectors of the economy, particularly the country’s educational system. Despite the fact that education in Nigeria has been marred by a number of challenges, including strikes, examination malpractice, inadequate funding, cultism, dilapidated structures, and insufficient teaching/learning facilities, there is a need to engage stakeholders in the education sector and inform them of how their actions and inactions have impacted the country’s education system (Soyibo, 1985). These issues have been most visible in the fundamental stages of education, such as primary and secondary school. A country achieves sustainable growth when it invests more in acquiring knowledge rather than just physical resources (World Bank, 1999). When these three factors are considered, a To achieve sustainable development in a developing country like Nigeria, seek and use global knowledge to produce local knowledge, invest in human resources for appropriate knowledge application, and in technology for knowledge absorption. Education has always been one of the areas in Nigeria where previous administrations appear to be interested, but it continues to face challenges. Nigeria, like other developing countries, lags behind in terms of bringing its educational system up to date with current trends in the twenty-first century (Pelumi, 1996). The National Policy on Education was created in 1977 and updated in 1981 and 1990. It was altered to ensure that the education sector contributes to the achievement of the government’s development goals. These education programs are intended to be long-term in nature. to adopt new democratic values (Abimbola, 1986). Universal Primary Education has been and continues to be a top priority for the Nigerian government since the 1970s, but the main impediment to making it a reality is a lack of funding (Alfred, 1988). Universal Primary Education can be successfully implemented if adequate resources are available, different levels of government actively participate, and students participate. The then-government re-launched Universal Primary Education as a key goal to achieve in 1999, with a worldwide agreement on providing education for all through the “World Declaration on Education for All” campaign, which took place in 1990 at the World Conference in Jomtien (Thailand). Nigerian education is defined by exam malpractice, insufficient infrastructure, and the indiscriminate mass promotion syndrome in schools.

All of this is related to the government’s lack of interest in education issues, the reactions of the government and private institutions to university graduates, and students’ laziness (Georgina, 1989). Students’ performance suffers when proper teaching and learning measures are not in place. Nigerian colleges continue to produce unemployable graduates on a daily basis; graduates who were simply taught ideas without putting them into practice. Furthermore, the educational system in Nigeria produces students who are unable to compete comfortably with their peers from other foreign universities (Otuka, 1987). This study focuses on the key issues in Nigeria’s educational system, as well as performance recommendations when appropriate.


There are several issues with Nigeria’s educational system. Inadequate funding, a lack of teaching and learning facilities, and examination

Among the students are misconduct, teacher strikes and student riots, as well as dilapidated infrastructure. All of these students have an impact on the educational system’s efficiency as well as student academic performance in Nigeria.


The primary goal of this study is to investigate the Nigerian educational system, including its major issues and performance. Other specific objectives include:

i. Investigating the relationship between educational performance and government-provided educational funds.

ii. To investigate the effects of modern teaching aids on Nigerian education.

iii. Research the relationship between Nigeria’s educational system and the country’s progress.

iv. Identifying ways to improve Nigeria’s educational system.


i. What is the relationship between educational performance and educational funding?

supplied by the government?

ii. What impact do modern teaching aids have on Nigerian education?

iii. What is the relationship between Nigeria’s educational system and its progress?

iv. How can the educational system in Nigeria be improved?


The purpose of this research is to educate private citizens and the government about the importance of revitalizing Nigeria’s educational system. Private individuals should contribute their fair share to help improve education in Nigeria, rather than relying solely on government funding. This study will be extremely helpful to other researchers who want to learn more about this topic, and it may also be used by non-researchers to supplement their own work. This study contributes to the body of knowledge and

It could be used as a model for future research.


This research is limited to the Nigeria Educational System: Main Issues and Performance.


EDUCATIONAL SYSTEM: This term usually refers to public schooling rather than private schooling, and it usually refers to kindergarten through high school programs. The smallest recognized type of “education system” is schools or school districts, and the largest is countries.

ISSUE: The problems that have the greatest negative impact on a company.

PERFORMANCE: The act or process of carrying out a task or function.


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