Abstract
The present state of the Nigeria education system brings worry to the hearts of all stakeholders because education goals such as producing skilled and professionally competent graduates, basic education for all, education for technological advancement, all to fulfil the dream of national development and prosperity, are yet farfetched from being a reality. Literatures were reviewed on three of the policies in education, which include: education funding, universal basic education and teachers’ education for better understanding. The review discussed and highlighted the problems, potholes and patches of these policies as examples of the reason why education development in Nigeria is yet at the bottom of the success ladder. Conclusions were reached and recommendations were proffered. Key words: Policies, basic education, teacher’s education, funding.  
Highlights
Educational policies had always been wonderfully stated but imperfectly implemented and this singular reason has crumbled plans and made education in Nigeria a laughing stuck
Public education is by necessity an extension of our political system
This results in schools being reduced to vehicles for implementing political mandates
Summary
Educational policies had always been wonderfully stated but imperfectly implemented and this singular reason has crumbled plans and made education in Nigeria a laughing stuck. The nation still groups in the dark educationally. How come Nigeria, as a nation, has not seen the need to implement her policies in Education adequately? This has brought nothing more than distress for the education administrators/managers, planners and other stakeholders. The education planners have their wonderful ideas on paper but gigantic problems are encountered, when it comes to implementing these ideas, (Lenshie, 2013). How come Nigeria education system is still at the bottom of the success ladder? For further understanding of this worry, three important Educational Policies which included: Educational Funding, Universal Basic Education (UBE), and Teacher Education have been critically examined
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