Universal basic education in Nigeria: can religious actors make a difference?

Following a period of sustained progress between the 1950s and 1970s, when the regional and federal governments in Nigeria implemented highly successful policies of free qualitative education, the education sector went on decline in subsequent decades. This decline is partly due to the impacts of military interventions in governance, and lack of adequate public investments, and a generally outmoded policy approach to basic education. As a result of decades of decline, Nigeria was recently identified as “the country furthest away from the goal of universal primary education” (Antoninis, 2014). According to a 2012 UNESCO report, Nigeria accounts for 17% of the global out-of-school children population, despite having only 4% share of the global school age population. In recognition of this critical need in the education sector, non-state actors, including religious organisations, have stepped in as key providers of basic education in Nigeria. This study draws from semi-structured interviews of heads and proprietors of 5 state-funded schools, 7 schools owned by religious organisations and 5 privately owned schools, along with selected parents and government officials, to examine and compare the different motivations, guiding principles and overall impact of these actors in the education sector. The findings contributes to the theory and practice of basic education provision in developing countries, especially with respect to how non-state actors can complement government-led interventions to achieve the targets of universal basic education as set out in the Sustainable Development Goals (SDGs).