REFORMING LEGAL FRAMEWORKS FOR SCIENCE AND TECHNOLOGY EDUCATION IN NIGERIA: A PATHWAY TO INNOVATION IN TIMES OF NATIONAL CRISIS

Abstract

The advancement of science and technology education is vital to Nigeria’s sustainable 
development and global competitiveness. However, persistent insecurity and economic crises 
have disrupted science teaching, exposed institutional weaknesses, and revealed the 
inadequacy of existing legal frameworks to support a resilient education system. The central 
problem this research addresses is the insufficiency of Nigeria’s current legal and policy 
structures to effectively safeguard and promote science and technology education, particularly 
in crisis-prone and underserved regions. This raises key research questions: To what extent do 
Nigeria’s legal instruments provide enforceable and adaptable support for science education? 
What legal reforms are necessary to make the system inclusive, resilient, and future-proof? The 
purpose of this study is to critically evaluate the legal and policy environment governing 
science and technology education in Nigeria, identify systemic gaps, and propose reformative 
measures aligned with international best practices. Drawing on a rights-based approach to 
education and the innovation systems theory, this paper employs qualitative legal analysis to 
review key statutes, including the Constitution, the National Policy on Education, the Universal 
Basic Education Act, and the National Science, Technology and Innovation Policy. 
Comparative models from Kenya, India, and South Africa are also examined to derive best
practice insights. The findings reveal that although Nigerian laws acknowledge the importance 
of science education, they lack comprehensive, enforceable, and context-sensitive provisions 
necessary for effective implementation. The results show that the absence of digital 
infrastructure mandates, legal protections for virtual learning, and institutional coordination 
mechanisms undermines the delivery of science education, especially during national 
emergencies. The study recommends the enactment of a Science and Technology Education 
Reform Act, the inclusion of mandatory digital infrastructure provisions in relevant laws, and 
the development of legal protections for e-learning platforms to safeguard educational 
continuity. It further advocates for integrating adaptive learning frameworks and strengthening 
inter-agency collaboration.