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It recommends ending the National Policy on Education based on the American model and adopting an Asian, culturally aligned framework.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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education with research over the past two decades~~.~~ Appointed ~~as~~the Foundation Head of School and Professor of Nursing at James Cook University in 1989, Barbara has worked closely with those ~~in ~~Indigenous and rural health and in education~~.  \n~~Contact details~~  \n~~Diane Phillips, Course Coordinator, Graduate Diploma of Midwifery/Master of Midwifery, Deakin University, Faculty of Health and Behavioural Sciences, School of Nursing, 221 Burwood Highway, Burwood, Victoria, 3125~~  \n~~Tel: (03) 9244 6119~~ ~~Fax: (03) 9244 6159~~  \n~~Email: [dianep@deakin](dianep@deakin.edu.au)~~[.](dianep@deakin.edu.au)~~[edu](dianep@deakin.edu.au)~~[.](dianep@deakin.edu.au)~~[au](dianep@deakin.edu.au)~~  \nEducational policies and problems of implementation in Nigeria  \nN. S. Okoroma  \nRivers State University of Science and Technology Nigeria  \nThe poor performance of the education sector in Nigeria has become very worrisome. What is the problem? Is the educational policy faulty or is it the implementation that is faulty? What are the implications for national development? These are the issues explored in this paper, based on a literature review approach. The findings blame the distortions in the educational system on the ineffective implementation engendered primarily by lack of political will, lack of continuity of programs, and corruption. The situation has hindered national development and, until urgent action is taken to review Nigeria’s educational system, its national aspirations will continue to be compromised. The paper recommends the discontinuation of the National Policy on Education fashioned after the American system and the adoption of the model practised by Asian countries such as Japan, China and India which takes the culture of the people into consideration. In addition, the  \n244 N.S. Okoroma Educational policies and problems of implementation in Nigeria 245  \nprovision of qualitative education should be made compulsory and entrenched into the Constitution in order to encourage resultoriented implementation. Sustained political will and eradication of corruption are necessary for effective policy implementation.  \nIntroduction  \nIn education as in other fields of human endeavour, every official action of an organisation must have a backing or a basis. It is this purpose that a policy serves. A policy defines the area in which decisions are to be made, but it does not make the decision. It usually provides a general guide that facilitates decision-making. Educational policies provide the direction for educational activities.  \nThe formulation of an educational policy sets the stage for implementation which, according to Ukeje (1986), is perhaps the most important aspect of planning. Planning is usually an action which succeeds policy formulation but precedes implementation. Unfortunately, educational policies and goal attainment have been irreconcilable due to implementation constraints. Perhaps this accounts for the observation made by Governor Oyakhilome of Rivers State in an address sent to the Convention of the Nigerian Association for Educational Administration and Planning in 1986. He expressed concern about the problem of policy implementation thus:  \nWe know it is difficult to realize planned objectives one hundred percent. But our experience in planning education in this country shows a disturbing gap between planned objectives and attained results ... As professionals in the field of education, it may be pertinent to identify whether those critical gaps are results of faulty planning or faulty implementation (Oyakhilome 1986:2) .  \nPolicy implementation in education is a conspicuous national  \nproblem that has taken centre stage in Nigeria. This paper examines  \nthe problem in some detail and explores its implications for the development of Nigeria.  \nStatement of the problem  \nOver the years, the ga","cbCaihkWc7AnxA6E","https://ap.wps.com/l/cbCaihkWc7AnxA6E","pdf",68209,11,"English","# Introduction\n# Statement of the problem\n# Research questions\n# Policy as a concept","[{\"question\":\"What problem does the paper focus on?\",\"answer\":\"It focuses on the gap between educational policies and goal attainment caused by inadequate implementation, and the implications for Nigeria’s national development.\"},{\"question\":\"What main causes are identified for ineffective policy implementation?\",\"answer\":\"The findings blame distortions in the educational system on ineffective implementation driven primarily by lack of political will, lack of continuity of programs, and corruption.\"},{\"question\":\"What recommendations does the paper make?\",\"answer\":\"It recommends discontinuing the National Policy on Education fashioned after the American system, adopting a model used by Asian countries with cultural consideration, and making qualitative education compulsory through constitutional entrenchment.\"}]","Educational policies and problems of implementation in Nigeria | PDF",1792079011,28]