Building a National Lifelong Learning Framework for Nigeria: A Grounded Theory Study

This study uses grounded theory methodology to develop a substantive theory for designing and implementing a National Lifelong Learning Framework for Nigeria, contributing an original theoretical model grounded in the perspectives of diverse stakeholders across the Nigerian education and development landscape. Many countries have developed national lifelong learning frameworks to provide coherent governance, funding, and quality assurance for learning across the lifespan, but Nigeria lacks such an integrated framework. Developing one requires a contextually grounded theoretical foundation that goes beyond importing frameworks designed for European or East Asian contexts. This study employs constructivist grounded theory methodology, conducting 75 in-depth interviews with a theoretical sample of adult education practitioners, policymakers, employers, learner representatives, community leaders, and international development partners across all six geopolitical zones. Constant comparative analysis, theoretical sampling, and category saturation are applied following Charmaz's grounded theory procedures. The central theoretical framework that emerges from analysis is the Responsive Lifelong Learning Ecosystem Model, which posits four core theoretical propositions: contextual responsiveness, multi-actor co-governance, equity-centred architecture, and progressive formalisation pathways. The model explains how a viable national lifelong learning framework can be built in Nigeria's complex federal, multicultural, and resource-constrained context. The study contributes an original grounded theory of Nigerian lifelong learning framework development and provides a concrete implementation model for policymakers. It recommends the model's adoption as the theoretical foundation for a Federal Ministry of Education-led national lifelong learning policy development process.

Keywords: lifelong learning framework, grounded theory, Nigeria, national policy, education governance.