Revolutionary politics concerns fundamental changes in the emergence of state power, usually with sudden and pervasive impacts on the life of the society, which calls for adaptation to completely new way of life, new goals, new objectives, new direction and new outcomes.
This paper focuses on the post-World-war revolutionary politics (the national liberation struggle) in Nigeria and its impacts on the Nigerian educational system since 1960. As a background, the paper explored the French Revolution of 1789, the Russian (1917) and the Cuban revolutions in comparison/contrast with the national revolutionary struggles in Africa in the 1950s.
Based on the Systems Theory, it examined the impacts of the national liberation struggle in Nigeria on its educational system from primary to tertiary levels from Independence till now. The paper examined the effects of the struggle on educational inputs (money, manpower, students, structure and policies), process (teaching, learning, textbook, technology and examination) and outputs (access, equity, efficiency, quality of graduates/school-leavers and governance). The paper also evaluated the influence of the international community, especially the World Bank on Nigerian educational system between 1960 and 2002. The paper closed its analysis by drawing lessons for the future.