RESOURCE-BASED THEORY AND EDUCATIONAL REFORM PROGRAMME IN NIGERIA: A CONCEPTUAL FRAMEWORK
AbstractQuality of leadership and well-being of any nation is dependent on the quality of its education. The humanistic and existentialists see education as the development of the whole being and the advancement of his/her environment and culture. The yardstick for this development is the extent to which the corollaries satisfy the socio-cultural and economic needs of individuals and the community. Nigeria as a nation is aptly endowed with all the resources needed to make her education system achieve the desired objectives. But the absent of effectiveness and efficiency in the utilization of these resources have been the bane of the country’s educational development since independence. Being the bedrock of the country’s economic development, the expected impetus is bedeviled by countless problems from corruption, absence of stake, commitment and the political-will despite successive government that has ruled the country. The paper attempts to demonstrate the relevance of resource-based theory to educational reform in Nigeria and subsequently recommends that educational reform must be innovative and participatory and include the true experts i.e. the school administrators and teachers who have endured the bumps and bruises of the system, worked with almost nothing and yet, have not left the system. The process must be backed by political will to ensure adequate funding, efficient administration and policy implementation.
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