To promote boy-child education in Nigeria, the following recommendations are made: 1

The gap

Evidence profile

Sourced from the recommendations of the source papers, classified as general, spanning 3 journals.

Supporting evidence — 4 representative gaps

• Wastage of the Boy – Child in Africa: Implications for Educational Management (2026) · Zenodo (CERN European Organization for Nuclear Research) · doi

  To promote boy-child education in Nigeria, the following recommendations are made: 1. The politicians and other members of the public should leave politics out of the education sector and work together towards supporting all the learning institutions to enhance boy-child education. 2. The government should propagate laws making boy-child education compulsory in Nigeria. 3. Entrepreneurship education should be introduced into Nigerian educational curriculum to elicit boy-child enrolment to acquire professional skills for future self-dependence. 4. Advocate for boys education among communities/parents and other stakeholders. Sensitize 5. A series of gender sensitization and awareness campaign workshops and seminars and affirmative action are needed to improve boy child access and participation in education. 6. Undertake continuous review of curriculum/policy documents to ensure gender sensitivity 7. There is need to identify and recognize successful professional men within the District who can act as role models or mentors to the boys. 8. There is need to reinforce legal support for affirmative action program to eliminate discriminatory practices and also ensure that positive steps are taken to increase the number of boys enrolment and retention in both primary and secondary school. KIJER 3(2) 24 Kontagora International Journal of Educational Research (KIJER) Volume 3, Issue 2, March 2026 https://fuekjournals.org/index.php/kijer

  generalrecommendations
  Keywords: education child boys kijer nigeria educational curriculum enrolment professional gender affirmative action ensure there need
• Comparative Analysis of the Nigerian Cultural and Education Policies: A Focus on Secondary Education (2026) · Zenodo (CERN European Organization for Nuclear Research) · doi

  To improve secondary education in Nigeria while honoring cultural values, several practical recommendations can be made. First, integrating cultural education into the curriculum is essential. This means developing modules that focus on local histories, languages, arts, and traditions. By doing this, students will not only learn academic content but also gain a deeper appreciation of their cultural heritage, fostering a sense of identity. Another important aspect is promoting teacher training on cultural sensitivity. Professional development programs should equip teachers with skills to understand and incorporate diverse cultural backgrounds into their teaching. This will enhance classroom engagement, improve student retention, and ultimately lead to better academic performance. Community involvement is also crucial. Schools should actively seek partnerships with local communities, cultural organizations, and artisans. By collaborating with these groups, schools can create programs that reflect local values and practices, providing students with real-world learning experiences that connect education with their cultural environment. Utilizing technology for cultural exchange can broaden students' perspectives. Schools should adopt digital platforms that allow students to connect with peers from different regions and cultures. This interaction can promote understanding and appreciation of diversity and enhance learning through collaborative projects.Regular policy review and feedback mechanisms are necessary to ensure that educational reforms remain relevant. Establishing a systematic approach for assessing the impact of KIJER 3(2) 342 Kontagora International Journal of Educational Research (KIJER) Volume 3, Issue 2, March 2026 https://fuekjournals.org/index.php/kijer education policies on cultural integration can involve feedback from educators, students, and community stakeholders. This responsiveness will help the government tailor educational reforms to meet the population's needs. Lastly, focusing on vocational and practical skills within the curriculum is vital. By aligning education with market demands and local economic needs, students will be better prepared for the workforce. This not only enhances employability but also contributes to community development by equipping students with applicable skills.

  generalrecommendations
  Keywords: cultural students education local skills community schools educational kijer improve values practical curriculum academic appreciation
• Philosophy of Education and Social Transformation in Nigeria: How Relevant Can Curriculum and Pedagogic Practices Be? (2026) · British Journal of Education Learning and Development Psychology · doi

  The following recommendations have been suggested: 1. 2. 3. 4. 130 There should be a periodic review of curriculum materials by relevant stakeholders in Nigerian education to ensure their relevance and adequacy to the interests and needs of the child. Teachers in the nation’s education system should be trained and updated from time to time on the review of curriculum materials in order to adjust their pedagogic practices. The government should fund education adequately in the provision of teachers and learners’ welfare, in infrastructural development and in creating the enabling environment for both teaching and non-teaching staff. The government should also address the issues of education policy formulation in a manner that is devoid of inconsistencies and excessive reliance on foreign orientations. Article DOI: 10.52589/BJELDP-KOZ7T1KE DOI URL: https://doi.org/10.52589/BJELDP-KOZ7T1KE British Journal of Education, Learning and Development Psychology ISSN: 2682-6704 Volume 9, Issue 1, 2026 (pp. 117-131) www.abjournals.org REFERENCES Amaele, S., & Okere, J. E. (2016). Philosophy of technology education in Nigeria: Past and present. Universal Journal on Sustainable Developmental Research, 13 (1), 160-161. Aminigo, M., & Nwaokugha, E. (2006). An advanced introduction to philosophy of education. Zelta Research Consult. Aristotle, (1904). Ethics. Methuen. Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. Macmillan. University of Chicago Press. Dewey, J. (1933). How we think. D.C. Heath & Co. Dewey, J. (1938). Individualism, old and new. Minton Baker and Co. Dewey, J. (1943). The School and Society. University of Chicago Press. Dewey, J. (1963). Experience and education, Collier Macmillan Durkheim, E. (1956). Education and Sociology. Free Press. Federal Republic of Nigeria. (2014). National policy on education. NERDC Press. Igwe, S. O. (2004). The UBE programme in Nigeria: Challenges and prospects in management of primary and secondary Education in Nigeria. The Nigerian Journal of Educational Philosophy, 33 (1), 261-262. Kearney, N. C. (1960). Curriculum: The encyclopedia of educational research. Macmillan. Mkpa, M. A. (1999). Education and national development: The status, problems and prospects in Nigeria. Social sciences and National Development. Whyte and Whyte Publishers. Nwaogu, B. G. (2015). Educational research: Basic Issues and methodology Nsukka: University Trust Publish. Obaji, D. I. (2017). Teachers perception of the utilization of instructional materials in teaching social studies in junior Secondary Schools in Calabar Municipality. Global Journal of Educational Research, 16, 47. Ofoego, C. O. (2017). Philosophy of education: focusing higher institutions.Uzopietro Publishing Company. Ofoego, C. O. (2022). Dewey and montessori philosophy as bac

  generalrecommendations
  Keywords: education philosophy dewey nigeria development journal press educational curriculum materials teachers teaching macmillan university national
• Enhancing Opportunities for Out-of-School Girls and Young Women through Secondary Education: Insights from SEQUIP (2026) · East African Journal of Education Studies · doi

  Parents Should: including • Provide their daughters with necessary school uniforms, writing supplies, materials, transportation fees, and meals. • Provide guidance and counselling services in cooperation with teachers to the girls and young women registered for studies to recognise and avoid negative influences. • Receive education on the significance of girls’ and young women’s education to better support their daughters’ academic journeys. The Ministry of Education, Science, and Technology Should: • Construct dormitories for girls through projects like SEQUIP. • Strengthen guidance and counselling services to help girls understand the importance of education and recognise deceptive behaviours that may lead to pregnancy. REFERENCES in Nigeria Agusiobo, B. C. (2018). Education of the girl- child just, peaceful, sustainable harmonious development. International Online Journal of Education and Teaching, 5(4), 768-786. society for a and Aimua, E. P. (2021). Education, women empowerment and national development in Nigeria. Asian Research Journal of Arts & Social Sciences 14(2): 14-21. Akala, B. (2019). Fixing policy isn’t enough to keep girls in school in Kenya and South Africa. https://qz.com/africa/1742853/girls-still-face- education-barriers-in-kenya-and-south-africa. Bunkar, R. C., Chauhan, L., Verma, A. & Sirilakshmi, Y. (2024). Case study research: a method of qualitative research. Exploring Narratives: A Guide to Qualitative Research Methods pp. 67-81. Batliwala, S. (1994). The meaning of women’s empowerment: new concepts from action.

  generalrecommendations
  Keywords: education girls women africa provide daughters school guidance counselling services young recognise nigeria development journal

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