Inclusive Education in Lagos State: Leveraging SDG 4 to Address Educational and Social Inequalities among Adults in Vulnerable Urban Communities

Abstract

The development of educational programmes such as Èkó Nkẹ́kọ́ (Lagos is Learning) as a strategic tool for ensuring quality, inclusive, and equitable education is the focus of this study. A qualitative approach with in-depth interviews of 16 adult learners and 4 facilitators from 4 Èkó Nkẹ́kọ́ learning centres in vulnerable urban communities of Lagos, Nigeria was used. The study examines how the programme addresses educational inequalities and social vulnerabilities among adults, and how the integration of social work principles supports access to education alongside psychosocial support, counselling, and advocacy for adults facing barriers to learning. The study further explores social welfare outcomes associated with the programme, including learner engagement, retention, and community partnerships, and their role in mitigating social risks that undermine educational outcomes. Findings show that Èkó Nkẹ́kọ́ has expanded access to literacy, fostered psychosocial well-being, and strengthened social welfare outcomes among participants, but that Its transformative potential is limited by implementation obstacles such as inadequate funding, lack of psychosocial training of facilitators and weak vocational linkages. The findings underscore that initiatives such as Èkó Nkẹ́kọ́ can serve as a model for addressing systemic educational inequalities, enhancing learner well-being, and advancing social justice, provided they are strengthened through social work-informed practice. The article concludes with recommendations for policy enhancement, capacity building for educators and social workers, and community-driven strategies to sustain inclusive education and advance SDG 4 in urban Nigerian contexts.