Making Access to Primary Education Sincerely for All in Nigeria

Abstract

Access oriented approach only favours parity in the education of boys and girls in Nigeria. It is a strategy that reflects social justice to ensure mass education of the citizenry. From the perspective of social inclusion, however, parity keeps the provisions of the education for all away from achieving an objective that sincerely includes all children in school. The social inclusion notion engenders a paradigm shift, expanding the frontiers of such a provision. Access in this sense is understood beyond the notion of mere pupil numbers to a strategy that provides opportunities for diverse children to enroll and attend school.