THE BAYELSA STATE POST-PRIMARY SCHOOLS BOARD, EDUCATIONAL POLICY AND CAPABILITY EXPANSION: A PHILOSOPHICAL INTERROGATION

Abstract

The nexus between educational policy and sustainable human development has remained a critical concern in developing and resource-dependent societies. Despite substantial investments in educational reforms, questions persist regarding the extent to which educational policies translate into meaningful human capability development and improved social outcomes. This article critically examines the philosophical foundations and developmental implications of educational policy as implemented through the Bayelsa State Post-Primary Schools Board (PPSB), Nigeria, between 2014 and 2024. Drawing on Amartya Sen's Capability Approach and Martha Nussbaum's theory of central human capabilities, the study evaluates the extent to which educational governance structures facilitate the expansion of substantive freedoms, competencies, and opportunities necessary for sustainable human development. The analysis reveals that educational policy implementation in Bayelsa State has been largely driven by institutional compliance, infrastructural expansion, and enrollment targets, with comparatively limited emphasis on the enhancement of learners' and teachers' capabilities and well-being. The study identifies three interrelated structural constraints underpinning this capability deficit: fiscal instability associated with dependence on oil revenues, the adoption of inadequately contextualized policy frameworks, and fragmented institutional accountability among the PPSB, the Ministry of Education, and the State Universal Basic Education Board. Drawing from the philosophical insights of Sen, Nussbaum, Dewey, and Freire, the article argues for a paradigm shift in educational governance that prioritizes capability expansion as the principal objective of educational policy and sustainable development. It proposes a more inclusive, context-sensitive, and capability-oriented framework for educational administration that strengthens institutional effectiveness while promoting human flourishing. The findings have significant implications for educational policy formulation and governance in Bayelsa State and other resource-dependent contexts across sub-Saharan Africa.