Quality and Inclusive Education in the Context of Education for Sustainable Development in Nigeria

Abstract

Since the year 2000, considerable progress has been made everywhere at the global level, but the world has not achieved Education for Allâ€. At the international level, 2015 has been a year of evaluation of international agendas such as Education For All (EFA) and Millennium Development Goals (MDGs). This global assessment of the EFA is still quite true for Africa where the trend of the key monitoring indicators among six goals reflect significant achievements between 1999 and 2012: the pre-primary Gross Enrolment Ratio increased from 11% to 20%, the rate of annual enrollment at the primary level, from 50% to 79%, girls/boys parity at the primary school from 0.85 to 0.92 and at the secondary level from 0.82 to 0.84. It also shows the areas of stagnation: the illiteracy rate among the youth from 15 to 24 years increased just from 68% to 69% within the same period, while that of adults increased from 57% to 59% and the survival rate in the fifth grade in primary school remained stagnant at 58% and the Pupil/Teacher ratio stood at 42%. Most of the African countries are rather ranked among countries that are far from the target, even too far from the target. (ADEA, 2017)