Author(s) :

Sunday Moses Adebayo Aloko and Ibrahim Danmaraya (PhD).

Volume/Issue :

Abstract :

The Nigerian education system faces numerous challenges, some of which include poor funding, low enrolment rates, inadequate infrastructure, and limited access to quality education. These challenges are compounded by the marginalisation of teachers' voices in policy-making and decision-making processes. This paper assesses the significance of teachers' voices in educational reform in Nigeria and proposes a new social contract that prioritises teacher empowerment and participation. It employs a qualitative research methodology, which draws on existing literature, case studies, and expert views to explore the importance of teachers’ voices and the challenges inhibiting its application towards a new social contract. The study finds that valuing teachers' voices is critical for improving educational outcomes and creating a more inclusive and equitable education system in Nigeria. The research outcome is predicated on the fact that teachers possess unique insights and experiences that can inform effective policy-making, and enrich classroom experiences and learning outcomes. It however argues that factors such as bureaucratic structures and longstanding cultural attitudes that belittle and relegate teachers to the background within the Nigerian educational system have impeded their participation and denied Nigeria the benefits that accrued from their voice. Thus, the paper concludes that Nigeria is in dire need of a paradigm shift that prioritises teacher involvement in policy development, professional development, and decision-making processes. This is necessary given the experiences of other countries, where the recognition of teachers as essential partners and their empowerment enabled policymakers to create a more responsive and effective education system. Key Words, Social Contract, Valuing Teachers’ Voice, Education Reform, Nigeria, International System

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