Challenges and Innovations in Nigerian Primary Education Policy: A Periscope of Cross River State for a Path Forward

Abstract

This study investigates the challenges and innovative approaches within the Nigerian public primary education system, focusing on Cross River State as a case study. Despite the implementation of the Universal Primary Education (UPE) programme and subsequent policies, the Nigerian primary education sector grapples with persistent issues including inadequate funding, insufficient infrastructure, a shortage of qualified teachers, and socio-cultural factors that hinder access to education. These challenges contribute to high rates of educational exclusion and impact the nation's socio-economic development. This study employs a qualitative research methodology, incorporating semi-structured interviews with key stakeholders (policymakers, principals, teachers, and community leaders) and a review of relevant literature. The study utilizes Human Capital Theory (HCT) as a theoretical framework to analyse the impact of educational investments on human and economic development. Findings reveal persistent challenges such as insufficient resources, including dilapidated infrastructure and inadequate learning materials, overcrowded classrooms, training gaps for teachers, and issues related to language of instruction and curriculum implementation. These deficiencies collectively hinder the development of human capital. The study concludes that addressing these multifaceted challenges requires increased investment in public primary education, robust teacher training and professional development programmes, curriculum reforms, the integration of educational technology, and the establishment of regular assessment mechanisms to monitor outcomes. The study emphasizes that there is a need for strategic interventions to cultivate human capital, achieve sustainable development, and improve the quality of life for all Nigerian children.