The implementation of Èkó Nkẹ́kọ́ (Lagos is Learning) as a strategic initiative that emphasizes inclusive and equitable quality education is the focus of this research. This paper analyzes how the program addresses educational inequalities, especially among adults from vulnerable urban communities such as those affected by marginalization, labor difficulties, and poverty in Lagos, Nigeria. By integrating the principles of social work, Eko Nkẹ́kọ́ provides not only access to education but also psychosocial support, counseling, and advocacy for adults facing barriers to learning. This article explores the social welfare outcomes of facilitating learner engagement, promoting retention, and strengthening community partnerships, thereby mitigating social risks that undermine educational outcomes. Drawing on empirical data, policy analysis, and best practice models, the study identifies successes and challenges in operationalizing inclusive education in Lagos. The findings underscore that initiatives like Èkó Nkẹ́kọ́ can serve as a model for addressing systemic educational inequalities, enhancing learner well-being, and advancing social justice. The article concludes by recommending policy enhancements, capacity building for educators, social workers, and community-driven strategies to sustain inclusive education and achieve SDG 4 in urban Nigerian contexts.
Abimbola Oluwatobi Makinde (Thu,) studied this question.