This paper focuses on deficit factors in the implementation of educational policies and curriculum reforms in Bayelsa State, Nigeria. It is reasoned that the education sector in Bayelsa State has undergone certain reforms guided by public policies at all levels in recent years. However, much as these policies are actions by public officials, there is a significant absence of corresponding results in productivity and performance index. This perhaps may be as a result of the deficits occasioned by exclusion of the policy holders (teachers and students) who are critical to the implementation and reform process that are expected to drive positive educational outcomes. This paper takes an analytical view on the merits of the educational policies and reforms from 2012 till date viz-a-viz teachers’( personnel), exclusion factors, wastages and corruption that have attended these policies and reforms among others. The conclusion is that, these educational policies and reforms in the state do not have a buy-in of the critical stake- holders with resultant effects of aparthy, absence of commitment, indifference attitude and stagnation in performance. The paper recommends among others that, there must be deliberate engagement of the critical stakeholders on the types of educational policies and reforms that would ultimately benefit the state without any form of exclusion elements in its planning and implementation.
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