Philosophical Inquiry into the Factors for the Resistance to the Rights of Children to Education in Nigeria

Abstract

The study was carried out to undertake a philosophical inquiry into the factors for the resistance to the rights of children to education in Nigeria. The researchers provided an analysis of the concept of right in trying to clear all misconceptions, ambiguity and hasty generalizations that often lead to a contradiction. It was discussed that one context in which the concept of a right has a fairly precise sense is that of a society’s legal system. The concept of a right to education, particularly children’s right to education remains an issue that engages the attention of good Nigerian citizens within and outside the education circle. This is because all parents want their children to be educated, especially in the western type of education. The study showed that National Policy on Education made provision that “every Nigerian child shall have a right to equal educational opportunities irrespective of gender, social status, religion, ethnic background and any peculiar individual challenges”. But, such a declaration has not met the reality as it is constantly stifled on the ground of failure. The nature of the right, the human right to education, and the right of children to education were discussed. The concept of equivalence, fairness, impartiality, and equality was discussed as concepts that have developed similarities with rights. In conclusion, Nigeria has the largest number of children that are out of school despite the various efforts of the government in trying to take the children that are out of the streets and back to class. It was recommended among others that government should equip public schools in such a way that they can compete favourably with the existing private schools to reduce the exploitative tendencies of the private school.