Abstract Summary/Description
Nigeria's education system has long struggled with challenges such as low literacy rates, high out-of-school numbers, and increasing exam failure rates. While past reforms like the National Policy on Education (1977) and Universal Basic Education (2004) aimed to address these issues, they largely focused on academic achievement, overlooking the broader developmental needs of students. This policy brief advocates for a “Whole Child” approach, a progressive framework prioritizing not just academic but also social, emotional, physical, and mental development. By addressing these areas, this approach prepares students for life, not just exams. The COVID-19 pandemic underscored the gaps in Nigeria's education system, highlighting the need for resilience-building skills and support structures. Implementing a Whole Child policy would provide students with essential competencies—such as emotional intelligence, problem-solving, and collaboration—that are increasingly critical in today’s digital and interconnected world. This policy shift calls for a collaborative effort involving curriculum redesign, professional development for educators, and strategic resource allocation to create a learning environment that nurtures all aspects of student development. Adopting the Whole Child approach can potentially bridge educational inequalities, reduce social issues like bullying and substance abuse, and foster a generation of well-rounded, employable, and resilient young Nigerians ready to contribute meaningfully to society.
