Opportunities and Challenges of Diversity, Equity, and Inclusion (DEI), in the Nigerian Educational System

CONTRIBUTOR: BETSEABASI ASUQUO

INTRODUCTION

The foundation of a country’s development lies in its educational system, which empowers the people to make significant contributions to the improvement of society,^[1] therefore it is said to be the best legacy.^[2] Hence, education is an essential instrument for national development, as it promotes social cohesion, economic prosperity, and the upbringing of future generations.^[3]

Nigeria has not completely failed in providing this legacy for its citizens through various forms of education, and the educational system has changed significantly over time, reflecting both worldwide educational trends and shifting societal demands although there are still lapses, especially in the funds allocated to education in the federal budget and lack of proper structures.^[4]

Nigeria’s educational approach predominantly follows a formal classroom setting but also incorporates elements of informality, such as vocational training, apprenticeship, homeschooling, and religious education.^[5] These teaching models and mechanisms, do not reflect the cultural practices, community values, and practical skills inherent in a vast country with over 250 ethnic groups and a population exceeding 200 million.^[6] This is because the educational system is yet to fully reflect fundamental precepts such as Diversity, Equity, and Inclusion. Hence, this article discusses DEI concepts and how when utilized can upgrade the standard of education and improve the lives of students and teachers alike.

THE OF DIVERSITY, EQUITY AND INCLUSION (DEI).

It is essential to place some fundamental terms in their proper contexts to establish a shared conceptual framework within which to analyse the issues at hand. Thus, terms like, diversity, equity, and inclusion are defined here in relation to our epistemological focus.

Diversity

Oxford defines diversity as the practice of including or involving a large number of people from a range of different social and ethnic backgrounds.^[7] It encompasses people with different racial and ethnic backgrounds, languages, and cultures dominant or existent within a particular state or geographical location.^[8] Diversity manifests through differences among groups of people and individuals based on race, ethnicity, socioeconomic status, gender, language, exceptionalities, religion, sexual orientation, and geographic region of residence.^[9] This concept originated as a result of the increase and expansion of human population within a particular state.^[10]

Similar to other countries like India, Canada, Malaysia, and Gambia, Nigeria owes her existence to the imperialist activities of Britain.^[11] The formation of the Nigerian state created a conglomeration of diverse ethnic groups within its polity. Understanding Nigeria’s pluralistic society^[12] hinges on acknowledging its diversity, which serves as a foundational aspect of its identity. The vast cultural diversity of Nigeria significantly shapes its policy landscape and plays an important role in its educational sector. With over 250 ethnic groups and approximately 400 languages spoken, Nigeria stands as a variegated political entity, characterized by its multi-ethnic, multi-lingual, multi-religious, and multi-cultural makeup.

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Inclusion

Inclusion is the practice of creating environments in which any individual or group can be and feel welcomed, respected, supported, and valued to fully participate.^[13] It is also defined as the active, intentional, and ongoing engagement with diversity—in people.^[14] It is also the state of being valued, respected and supported. It’s about focusing on the needs of every individual and ensuring the right conditions are in place for each person to achieve their full potential.^[15] Inclusion can also be described as the extent to which diverse individuals can fully participate in decision-making processes, access resources, and contribute to organizational goals without experiencing barriers based on their differences.^[16] Furthermore, it is the ability to create an atmosphere where the diverse needs and qualities of an individual are respected, thus enhancing the emotional state of the person.

The educational system of Nigeria is not an inclusive environment, as there persists a systemic oversight of marginalized groups within the educational sector, notably persons with disabilities and children with special needs, leading to a lack of inclusive policies and support systems. Furthermore, there is a concerning ignorance of the needs of non-English speaking children, hindering their access to quality education and equitable opportunities. Additionally, the prevalent employment of only a certain cultural demographic within educational environments contributes to a lack of diversity and inclusivity, perpetuating systemic inequalities. Also, insufficient resources for students from low-income backgrounds, and limited accommodations for religious and ethnic minorities prove to be an issue. Addressing these oversights is crucial for fostering a truly inclusive and equitable educational system in Nigeria.

Equity

Equity is often defined as the state, quality, or ideal of being fair and impartial. According to John Rawls,^[17] it involves ensuring a fair distribution of resources and opportunities to address social inequalities. He argues for principles of justice that prioritize the well-being of the least advantaged members of society. UNICEF defines equity as “the principle of fairness and justice in the distribution of benefits and responsibilities, ensuring that no one is disadvantaged from achieving their full potential because of their position in society.”^[18]

A term similar and often confused with equity is equality. It is pertinent to note that although the underlying notion of commitment to fairness, social justice, promotion of inclusion, complementary approaches, and policy implications are the same, there are some notable differences. Equity recognizes the diversities of persons and tailors resources to meet distinct needs while equality upholds equal distribution to all irrespective of unique qualities and equality sees everyone identically while equity sees beyond what equality looks at.

When equity is properly infused into the educational system of Nigeria, it will open the door to individualized learning opportunities that meet each student’s specific needs. In addition to improving academic results, this individualized approach will provide students with a sense of empowerment and belonging. Prioritizing equity will also significantly improve teachers’ morale since they will see the real results of their efforts to help each student reach their full potential. Additionally, fair resource distribution will ensure that schools have the equipment, supplies, and space needed to promote efficient teaching and learning. As a result, there will be less of a gap between the schools and more opportunities for all children, regardless of socio-economic background or geographical location. In addition to improving the learning environment, this equitably curated inclusive approach will help create a more unified and equal society where each person has the chance to reach their full potential and make a significant contribution to the advancement of the country.^[19]

THE ROLE OF DEI IN THE EDUCATIONAL SECTOR

In addendum to the preceding discourse, it is imperative to underscore that DEI plays a crucial role in shaping the educational experiences of students, teachers, and communities, ultimately contributing to a more equitable, inclusive, and vibrant society. By prioritizing diversity, equity, and inclusion in education, we can work towards realizing the full potential of every learner and creating a brighter future for all. Based on this, the role of DEI includes;

• promoting inclusive learning environments
• addressing achievement gaps that persist among students from underrepresented groups
• diversity in curriculum and enhancing cultural competence
• diversity in the employment of staff teaching techniques and professional development
• partnerships and community involvement
• advocacy for policies and systemic change

In a nutshell, the concept of DEI is a fast-emerging ideal that is fundamental to the growth of society.^[20] Beyond the emphasis on upholding human rights, which is an important aspect of human coexistence, it also allows for a proper understanding of other facets of society especially in a country like Nigeria which has a diverse population with different ethnic, religious, and linguistic backgrounds.^[21] Hence, DEI ideals can help a vast nation like Nigeria settle into its unique qualities while enhancing social cohesion, promoting improved outcomes, and eradicating systemic inequalities, especially in the educational system. This will aid in enhancing access to education, improving learning outcomes, preparing students for a globalized world, fostering critical thinking and empathy, reducing discrimination and bias, and supporting sustainable development.^[22]

CHALLENGES IN INFUSING THEM INTO THE EDUCATIONAL SYSTEM

Despite the numerous benefits that these concepts offer, there are still challenges that hamper proper implementation^[23] owing largely to the concepts being relatively new but very fundamental for every fiber of society. On this note, before the concepts can be properly implemented, or infused into the system of the country, it is essential to note that certain factors can hamper its prosperity and they include;^[24]

• Inadequate funding
• Prioritization of personal interest due to political influence
• Weak leadership
• Corruption
• Cultural restrictions
• Lack of teacher training
• Lack of proper identification of needs
• Lack of proper legal framework

To properly address these factors, DEI initiatives have to be prioritized, backed with ample funding and comprehensive teacher training. Fostering a culture that values DEI in education is crucial. Encouraging collaboration among government, educational institutions, and civil society can raise awareness and facilitate cooperation between teachers in different schools.

RECOMMENDATIONS FOR GROWTH

The following recommendations can be considered to implement and infuse the concepts of DEI into the educational sector;^[25]

• Implementation ofan
• Encourage Teacher Training
• Create avenues for open discussions
• Collaboration within and across institutions
• Conduct regular organizational assessments
• Encourage individuals to speak up against environments that don’t align with inclusivity
• Accountability programs for schools and government
• External Support from organizations like the United Nations Development Program (UNDP)
• Adequate funding for DEI initiatives
• Building a legal framework

Adherence to these recommendations will not only breathe life into DEI concepts but also facilitate the nation’s transition towards a more inclusive society, thereby enhancing overall societal outcomes.

CONCLUSION

In general, DEI initiatives are fundamental in every aspect of the society and need to first be understood and then incorporated into every aspect of the society. Society is dynamic and every sphere must at all times change to fit into upcoming situations as a setback in any area will hamper the overall growth of the nation.

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2. A saying often attributed to Malcolm X ↑
3. Fagerlind, I., & Saha, L. J. (2016). Education and national development: A comparative perspective. Elsevier. ↑
4. Okoroma, N. S. (2006). Educational policies and problems of implementation in Nigeria: [National Policy on Education in Nigeria.]. Australian journal of Adult learning, 46(2), 243-263. ↑
5. Kelechi, N. T., & Ebom-Jebose, A. (2024). Improving the Synergy between Informal and Formal Education in Education Management in Nigeria. Contemporary Education, 4(1), 28-38. ↑
6. CIFORB Country Profile – Nigeria ↑
7. Oxford University Press (2021) Oxford English Dictionary. https://www.oed.com/. Accessed April 18, 2024 ↑
8. Diversity, Equity, And Inclusion https://unfoundation.org/organization-diversity/ Accessed April 18, 2024 ↑
9. Silverman, S. K. (2010). What is diversity? An inquiry into preservice teacher beliefs. American Educational Research Journal, 47(2), 292-329. ↑
10. Ahlerup, P., & Olsson, O. (2012). The roots of ethnic diversity. Journal of Economic Growth, 17, 71-102. ↑
11. Adetiba, T C, & Rahim, A. (2012). Between ethnicity, nationality and development in Nigeria. International Journal of Development and Sustainability, 1(3), 656-674. ↑
12. Clayton, A. (2012). The Military Relations between Great Britain and Commonwealth Countries, with particular reference to the African Commonwealth Nations. In Decolonisation and After (pp. 193-223). Routledge. ↑
13. Vision for Inclusive society, DESA 2009 ↑
14. Shyambahadur P, Breaking Barriers: Strategies for Achieving Inclusion and Diversity in the Organizational Setting https://www.linkedin.com/pulse/breaking-barriers-strategies-achieving-inclusion-prajapati accessed April 18, 2024 ↑
15. Equity and inclusion in education, https://www.unicef.org/lac/en/equity-and-inclusion-education accessed April 18, 2024 ↑
16. Cox, T H, & Blake, S (1991). ‘Managing cultural diversity: Implications for organizational competitiveness’. Academy of Management Perspectives, 5(3), 45-56. ↑
17. Pen, J. (1974). A theory of justice by John Rawls. Challenge, 17(1), 59-63. ↑
18. Ibid (n18) ↑
19. Green, A., Preston, J., & Janmaat, J. (2006). Education, equality and social cohesion: A comparative analysis. Springer. ↑
20. What is DEI? The Oxford Review Guide to Diversity, Equity and Inclusion. Accessed April 18, 2024 ↑
21. Edewor, P. A., Aluko, Y. A., & Folarin, S. F. (2014). Managing ethnic and cultural diversity for national integration in Nigeria. Developing Country Studies, 4(6), 70-76. ↑
22. Diversity, Equity, and Inclusion in Higher Education, https://www.eseibusinessschool.com/dei-in-higher-education/ accessed April 18, 2024 ↑
23. Ajuzie, N E (2023). Factors Militating Against Effective Implementation of Inclusive Education in Tertiary Institutions in Imo State: A Case Study of Aifce, Owerri. Emerald International Journal of Scientific and Contemporay Studies, 4(1), 92-107. ↑
24. Madume, I O, & Accra-Jaja, F S (2023). ‘Factors Influencing the Implementation of Inclusive Education Policy in Public Senior Secondary Schools in Port Harcourt Metropolis, Rivers State.’ Rivers State University Journal of Science and Mathematics Education, 1(1), 95-105. ↑
25. USAID Education Progress Report 2018–2021; Diversity, Equity, Inclusion: A Roadmap for Best PracticesChapman University (2020) ↑