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Abstract This article offers a critical and historically grounded analysis of Nigeria’s university admission policy by interrogating its claims to equity through the lens of rural student representation. It draws on as reported by Bowe et al. (Reforming education and changing schools, Routledge, London, 1992) policy cycle model, and reframed to examine how inclusion is constructed, mediated, and ultimately undermined across four key dimensions: context of genesis, articulation, mediation and outcome. The current admissions policy allocates places through a single quota framework comprising merit, catchment, and Educationally Less Developed States (ELDS). Although designed to balance representation across ethnic and regional divides and meritocracy, this article argues that these provisions mask rather than remedy structural exclusion. Rural students are misrecognised within state-centric categories, with gendered and spatial inequalities rendered invisible by the policy's silence on intersectionality and its reliance on technocratic parity. Through critical analysis and interpretive engagement with policy texts, the paper reveals how administrative logics reproduce colonial legacies of segmentation, transforming the rhetoric of equity into a performative gesture. The article concludes by advocating a paradigmatic shift towards a justice-based model of inclusion, one that centres rurality not as a logistical anomaly, but as a historically situated and politically urgent axis of educational reform.
Yusuf Damilola Olaniyan (Mon,) studied this question.