Legal and Policy Frameworks for Equitable Access to Education: A Critical Study of Resource allocation among Public Schools in Nigeria

Abstract

This study explores whether existing legal and policy mechanisms are actually doing what they promise and where the cracks might be. The research pulled from a diverse group of stakeholders, including policymakers, public school teachers, and education administrators across all six geopolitical zones. From a pool of 3,500 individuals as population of the study while 600 respondents were selected as sample using a stratified random sampling method. Data came through a specially designed questionnaire called the ‘Equitable Resource Allocation and Education Policy Assessment Questionnaire’ (ERA-EPAQ). Which was validated by education policy experts and confirmed to be reliable with a Cronbach’s Alpha score of 0.87? The results of this study make one thing clear: Nigeria does have legislative and policy structures in place to support equitable access to education but implementation remains patchy and inconsistent. And while the National Policy on Education and the Universal Basic Education Act set out noble intentions for equity, they often fall short due to limited funding, weak oversight, and political interference in how resources are shared. To move forward, the study recommends that teachers should be encouraged financially and professionally to work in underserved areas. That could mean providing housing, transportation support, hardship allowances, or faster career progression. Also, local communities know their needs best. Giving them a seat at the table in managing school resources will boost transparency, responsiveness, and long-term sustainability.