Analysis of the local adaptation of UNESCO's education equity policy: A comparative case study of China and Nigeria based on global governance theory

Abstract

This study explores why UNESCO has achieved different results in promoting education equity in various countries. This study uses a comparative case study approach to analyze why China demonstrates effective implementation while Nigeria has challenges in policy implementation from the perspective of global governance theory. The study focuses on the impact of political, economic, and cultural factors on implementing international education policies. UNESCO's success in China depends on China's centralized governance, continued economic growth that has led to increased investment in education, a cultural concept of education priority, and legislative protection. In contrast, UNESCO's limited effectiveness in Nigeria is mainly due to Nigeria's federal system, which leads to decentralized power, an unstable oil economy, systemic corruption, and cultural norms related to religion that affect educational access. This study uses a mixed-methods approach. This method combines quantitative data (e.g., enrollment rates, GDP ratios) with qualitative analysis (e.g., policy adaptation, cultural integration) to provide a new perspective on the adaptability of international education policies in different countries. The results provide practical suggestions for international organizations such as UNESCO. International organizations need to formulate policies that are suitable for local conditions. Meanwhile, international organizations will achieve better results when collaborating with national governments to implement policies. This study highlights the complexity of international policy adaptation and enriches the understanding of global education governance.