This paper examines the existentialist education policy and its applicability to the Nigerian education system.Existentialism, as a school of philosophical thought, places the individual at the centre of the educational enterprise and upholds freedom, choice, and personal responsibility as foundational principles.The study argues that an education system grounded in existentialist ideals is likely to foster independent thinking, cultivate the spirit of self reliance, and enable learners to exercise rational judgement without undue influence from teachers, parents, or peers.The paper traces the historical evolution of education policy in Nigeria from the colonial era through the introduction of the 6-3-3-4 system, and examines the extent to which the National Policy on Education embodies the open possibilities approach advocated by existentialist philosophers.Key educational implications drawn from existentialist thought include the promotion of dialogical methods of instruction, the recognition of learner dignity, and the encouragement of critical attitudinal dispositions.The analysis reveals that a deliberate incorporation of existentialist principles into Nigerian education could yield significant improvements in learner autonomy, career self determination, and lifelong preparedness for the challenges of a rapidly changing society.The paper concludes by recommending that educational authorities in Nigeria adopt the existentialist teaching attitude of care, concern, and commitment as a means of bringing out the best in students.
Kehinde O. Kehinde (Mon,) studied this question.