Evaluating the Synergy Between Nigeria’s Cultural and Educational Policies in Promoting National Identity and Citizenship
DOI:
https://doi.org/10.63084/cognexus.v2i1.232Keywords:
Citizenship, Culture, Cultural Policy, Education, Educational Policy, NigeriaAbstract
This study evaluated the synergy between the Cultural Policy for Nigeria (CPN) and the National Policy on Education (NPE) in their efforts to promote national identity and citizenship. Both policies had significant impact and implications for Nigerian citizens in preserving culture and administering education for national development. While citizenship is defined by culture, it is refined through education, which is recognized as one of the fundamental rights of citizens. The study relied on secondary sources of data collection to explore the concept of citizenship within the Nigerian context. It comparatively analyzed the cultural and educational policies, highlighting their respective strengths and weaknesses, similarities and differences, as well as areas that require improvement. Grounded in the Cultural Citizenship Theory advanced by scholars in the 1980s and 1990s, the study advocated for the inclusion of all citizens and equal access to cultural and educational resources, alongside active participation in national development. The theory posited that a fair society was one that empowered every individual to be a full citizen, and therefore must prioritize the rights, responsibilities, and identity of its people. Using SWOT analysis, the findings revealed that the cultural policy had the potential to promote cultural identity, diversity, and creativity, and to stimulate the Nigerian economy. However, it suffered from poor implementation, inadequate funding and resource allocation, as well as weak community engagement. Similarly, the education policy showed promise for national development but was hindered by infrastructural decay, ineffective pedagogy, poor teacher remuneration, and implementation challenges. To foster full patriotic participation among citizens, the study emphasized that the government needed to address insecurity, religious and cultural bias, discrimination, and ethnic favoritism in federal employment and tertiary institution admissions. It concluded by recommending a comprehensive policy review, institutional reforms, sufficient funding, and robust monitoring and evaluation mechanisms for effective policy implementation.
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