Re-Cconceptualising Basic Education Management and Administration: The Role of Inclusive Education, Literacy, and Social Life Skills in Fostering Effective Students' Learning Outcomes in Nigeria

This paper examined the re-conceptualizing of basic education management and administration in Nigeria to enhance students' learning outcomes. Basic education, forming the foundation for lifelong learning and national development, faces persistent challenges such as inadequate infrastructure, poorly trained teachers, and inequitable access. The study highlights the transformative potential of integrating inclusive education, literacy development, and social life skills into the educational framework. Inclusive education addresses systemic barriers by promoting equity and accommodating learners of diverse backgrounds, including children with disabilities and those from marginalised communities. Literacy, a cornerstone of education, extends beyond reading and writing to include critical thinking and effective information use. Social life skills further empower students to navigate challenges, fostering emotional intelligence, collaboration, and resilience. The paper advocated for a paradigm shift that incorporates inclusive teaching practices, accessible infrastructure, and the use of mother tongues as mediums of instruction in early grades. Strategies such as promoting a reading culture, leveraging technology, and engaging communities in educational initiatives are recommended. Additionally, alignment with the Sustainable Development Goal 4 emphasizes ensuring inclusive and equitable quality education for all. By addressing systemic challenges and fostering innovative practices, this paper argued for a holistic approach to basic education management that not only ensures access but also empowers learners to achieve their full potential. This transformation is critical for sustainable national development and the realization of global education goals.