International Human Rights Obligations and the Influence of Economic Principles on Education Delivery in Nigeria as an E-9 Country

Abstract

The application by states of economic principles in education has not produced good results in access to education in low-income and less-developed countries. This has prompted UNESCO to designate the countries with substantial problems of access to education and illiteracy as the E-9 countries, which include Nigeria. Nigeria’s status as an E-9 country indicates the existence of considerable problems in education, and where necessary, statistical evidence will be used to elucidate Nigeria’s E-9 status. This article argues that the nature of the laws and policy mechanisms that control education in Nigeria suggests that Nigeria seems to be responding to the contemporaneous demands of global programmes of action in education that are predicated on economic principles and driven by the tides of globalization instead of to the requirements of international human rights law (IHRL)