Abstract
The global education landscape is replete with paradoxes; promises of inclusive, equitable learning juxtaposed against persistent inequalities, especially in the Global South. This paper critiques the existing educational policies, pedagogical approaches and partnerships through the lens of relevance, arguing for urgent reforms that respond to context, cultural complexity and community aspirations. Drawing on African realities, particularly Nigeria’s challenges and prospects, the paper positions policies, pedagogy and partnerships as the triple pillars of transformative education. Through a synthesis of global discovery and grounded experiences, the paper advances actionable recommendations to recalibrate education for equity, inclusivity and impact. It concludes with a clarion call to reimagine relevance, reposition reforms and realigns the promise of sustainable, people-centered, global education.
Keywords: Education Relevance, Global Policy Alignment, Indigenous Knowledge System, Triple Pillars of Education Policies, Pedagogy