Various definitions abound for the concept of implementation. In this case, we depend on Egonmwan’s conceptualisation of it as the process of converting financial, material, technical and human inputs into outputs – goods and services. It also involves a wide variety of actions such as issuing and enforcing directives, disbursing funds, making loans available, assigning and hiring personnel, etc. for a desired result. Implementation problem arises when the desired results, goals, aim and objectives on the target beneficiaries are not achieved. Policy implementation in Nigeria cuts across every sector and facet of government. The crux of this article is how the poor implementation of policies and projects affects education in Nigeria. Poor implementation of policies and projects is not a new phenomenon in Nigeria. The cankerworm found its way into the Nigerian system in the early times of the second republic, specifically in 1979, when vices such as electoral violence, acts of corruption and others became evident. The Education sector is one that has suffered poor implementation of various global, federal and state government policies and projects. The National Policy on Education is government’s way of executing that part of the national goals which education can be used as a tool to achieve. Below are some of the current elements of the policy on education in Nigeria with an analysis of how they play out. “Education would continue to rank high in the nation’s development plans. Education is the most important instrument of change and any fundamental change in the social and intellectual outlook of any society has to be preceded by education.” In 2017, about 7 percent of the N7.30 trillion budget was allocated to education. Also in 2018, the federal government allocated only 7.04% of the 8.6 trillion 2018 budget to education, thereby giving little or no room for improvement in the sector. All these are pointers to the fact that poor implementation is bedeviling the education sector. If education is truly the most important instrument of change for a better society, then no amount should be too much to invest in such a sector. “The national educational system shall be structured to develop the practice of self-learning. Government shall in this regard continue to encourage the establishment of Young Readers Clubs in schools.” As good and productive as this notion is, in how many of our schools do we have Young Readers Club? Do the teachers encourage it? Since you cannot give what you don’t have, do the teachers even engage in self-development through reading? How many of our schools have a well equipped modern library? How often does the government update the libraries if they exist at all? These are vital questions that all boil down to poor implementation. “At all levels of the education system, modern education techniques shall be increasingly used and would also be improved upon.” It is very disheartening to find a bulk of incompetent teachers in Nigerian educational system. Tutors who cannot adapt to the current waves of technology in teaching and learning process. This kind of policy will surely be met with poor implementation because some graduate teachers cannot even write a simple letter of application, let alone speak good English. How then would they use modern techniques in teaching? An example of this is the face off between the Kaduna state government and the state teachers under the aiegies of the Nigerian Union of Teachers (NUT). “Depending on needs and possibilities, Universal Basic Education (UBE) shall be provided in a variety of forms for all citizens.” Without any arguments, and considering the number of out of school children, this particular education policy resides in the hub of poor implementation. About 13 million school aged Nigerian children are currently not in school due to no cause of theirs but the lack of will on the part of government to guarantee such. It is also stated in the language policy section that the major Nigerian languages shall be the language of teaching and learning in the basic schools as it has been tested and proven to yield better output from the pupils, but today the same languages are regarded as vernacular in schools and students are punished for speaking it in the school environment. Studies like the Ìfẹ́ six years in the 80’s have shown that learning school subjects with the mother tongue could be beneficial to the child at the early years. Why are we still resistant to adopting this policy guideline? All levels of our education system suffer poor implementation of educational projects.