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DECOLONIZATION OF EDUCATIONAL MANAGEMENT AND ADMINISTRATION FOR SUSTAINABLE CREATIVITY IN THE NIGERIAN EDUCATIONAL SYSTEM

IJMRB | Published: July 12, 2026 | Vol. 5 Issue 4 | ISSN: 3108-1428
DR. HOPE CHIMZI ONYEUKWU1✉,
DR. NWANGUMA, TIMOTHY KELECHI1
1 Department of Education Management, Rivers State University, Port Harcourt, Nigeria.
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Abstract

Decolonizing educational management and administration in Nigeria is critical for fostering sustainable creativity and aligning education with national development objectives. The persistent reliance on Eurocentric administrative models, centralized governance, and standardized curricula limits institutional effectiveness, suppresses teacher and student creativity, and disconnects education from local socio-economic realities. This paper examines the historical and contemporary implications of colonial legacies on educational leadership and argues for a decolonized framework that integrates indigenous knowledge, culturally responsive leadership, and community-centered governance. Drawing on contemporary empirical studies and policy analyses, the paper highlights how decolonization can enhance institutional performance, stimulate innovation, and strengthen the linkage between education and sustainable national development. The study concludes that intentional, contextually grounded reforms are essential for unlocking the creative potential of Nigeria’s education system and achieving long-term socio-economic progress. Recommendations focus on policy reforms, institutional strategies, leadership capacity building, teacher training, and the engagement of development partners to support systemic transformation.
Keywords: Decolonization, Educational Management, Administration, Creativity, Indigenous Knowledge, Nigeria, Sustainable Development.

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🔓 Open Access | Published by IR Publishing Group. This article is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0).

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