Abstract
Widening access to education as social justice is basic in any discourse on educational investment, growth and development in developing country such as Nigeria. Presently, there is disconnect between educational development expectations and public policy frameworks designed to drive the united nations sustainable development goals(SDGs) in 2030 through access, equity and social justice in educational provision in developing countries. This paper focuses on education and development deficits in the light of the challenges of ensuring access, equity and social justice as envisaged in the SDGs 169 targets. The paper adopted a qualitative research method as it is analytical in framework. Among other things, this study showed the elements of exclusions and inequalities which are prevalent in public policies that are meant to achieve sustainable development goals through education. The paper sustains that inequalities, corruption, leadership deficit and weak institutions among others constitute major obstacles to access and social justices in educational delivery in Nigeria. Also, financial and information poverties respectively were found to have accounted for sustained deprivation indexes in access to educational development which compromise access, equity and social justice for sustainable development in developing countries. Recommendations are made on ways to mitigate exclusionary factors on access, equity and social justice in educational development in developing countries.
Highlights
The conception of the sustainable development goals (SDGs) in 2015 was premised on two fronts, namely; that the millennium development goals (MDGs) targets were not met by many developing countries and secondly, the need to ensure that those gains that were made in the MDGs are enhanced for humanity and human livelihood
This paper focuses on education and development deficits in the light of the challenges of ensuring access, equity and social justice as envisaged in the SDGs 169 targets
The mobilization of institutional bias, which is seen as a predominant set of values, beliefs, rituals and institutional procedures that operate systematically and consistently to the benefits of certain persons and groups but at the expense of a majority of others. Those who benefit are placed in a privileged position to defend and promote their vested interests. Such mobilization of institutional bias is evident in developing countries and, serve as exclusionary variable to educational development as it negates the principles of access, equity and social justice; 2
Summary
The conception of the sustainable development goals (SDGs) in 2015 was premised on two fronts, namely; that the millennium development goals (MDGs) targets were not met by many developing countries and secondly, the need to ensure that those gains that were made in the MDGs are enhanced for humanity and human livelihood. The relationship between education and development that is sustainable is defined absolutely and infinitely according to Oghenekohwo (2013) by the elements of education, namely; empowerment, engagement, experience and evidence This relationship can only be sustained through a commitment to the funding of education in order to: (i) ensure access, equity and social justice through which poverty and hunger can be mitigated; (ii) ensure healthy lives and promote wellbeing for all ages; (iii) ensure inclusive and equitable quality education and promote lifelong learning opportunities for all; (iv) reduce inequality within and among countries;. In view of opportunities that education provides, we acknowledge the fact that we live in a rapidly changing world where governments and their citizens are facing simultaneous challenges of demographic shifts, employment, migration, cultural diversities, social cohesion, health and nutrition, scientific and technological advances, climate and human insecurity among others (European Union, 2013) These challenges portend serious exclusionary setbacks to widening access, guaranteeing equity and sustaining social justice in the enterprise of educational development in developing countries
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