ABSTRACT
This
research investigates the impact of insurgency on basic education in Nigeria,
focusing specifically on Maiduguri and Jere Local Government Areas of Borno
State. The study aims to assess the extent of the impact of insurgency on
education, identify specific challenges faced by students, teachers, and
educational institutions, and evaluate the role of government interventions in
mitigating these impacts. The study employs a quantitative approach, utilizing
structured questionnaires distributed to a sample population consisting of
students, teachers, and educational administrators in the affected areas. The
data collected were analysed using chi-square tests to test the formulated
hypotheses. The analysis revealed that
insurgency has a significant negative impact on basic education in Nigeria. The
chi-square test result showed a calculated value of 105.85, which is
substantially higher than the tabulated value of 26.92, leading to the
rejection of the null hypothesis. This confirms that insurgency significantly
disrupts educational activities, including school closures, destruction of
infrastructure, and interruptions in academic calendars. These disruptions
hinder students' learning processes and negatively affect their academic
performance and overall educational attainment. The study identified
substantial challenges faced by students, teachers, and educational
institutions in insurgency-affected areas. The chi-square test for this
hypothesis resulted in a value of 100.45, again exceeding the tabulated value of
26.92. This led to the rejection of the null hypothesis, highlighting
significant challenges. Students often deal with psychological trauma and fear,
which impede their concentration and learning. Teachers face similar
psychological stresses, coupled with a lack of resources and support.
Educational institutions struggle to maintain safe and conducive learning
environments due to damaged infrastructure and insufficient funding. Government
interventions and policies play a crucial role in mitigating the negative
impacts of insurgency on education. The chi-square test for this hypothesis
yielded a calculated value of 32.62, higher than the tabulated value of 26.92,
leading to the rejection of the null hypothesis. This underscores the
importance of government actions in addressing educational disruptions caused
by insurgency. Effective interventions include rebuilding damaged schools,
providing security, supporting displaced students and teachers, and
implementing policies aimed at stabilizing and improving the educational
environment. The research concludes that insurgency significantly disrupts
basic education in Maiduguri and Jere, creating substantial challenges for
students, teachers, and educational institutions. Government interventions are
critical in addressing these challenges and mitigating the negative impacts.
The findings highlight the need for enhanced efforts to support the educational
sector in insurgency-affected areas. This includes improving security,
providing adequate resources, and implementing effective policies to support
education in conflict zones. By prioritizing education in their strategies for
managing and overcoming insurgency, policymakers, educators, and stakeholders
can help ensure the resilience and continuity of education for all children,
even in the face of conflict.
TABLE OF CONTENTS
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Problems
1.3 Research Questions
1.4 Objectives of the Study
1.5 Statement of Hypotheses
1.6 Scope of the Study
1.7 Significance of the Study
1.8 Limitations of the Study
1.9 Definition of Terms
1.10 Overview of the Thesis Structure
CHAPTER TWO
LITERATURE REVIEW
2.1 Historical
Perspective
2.2 Contextualizing
Insurgency in Nigeria
2.3 Boko
Haram's Emergence and Ideological Standpoint
2.3 Security
Challenges to Education
2.4 Psychosocial
Effects
2.5
Infrastructure
Damage and Rehabilitation
2.6
Economic
Implications
2.7 Policy
Responses
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research
Design
3.2 Population,
Sample, and Sampling Techniques
3.3 Data
Collection Methods
3.4 Data
Analysis
3.5 Ethical
Considerations
3.6 Limitations
of the Study
CHAPTER
FOUR
DATA
PRESENTATION AND ANALYSIS
4.0 Introduction
4.1 Demographic
Characteristics of Respondents
4.2 Response
of Respondents to the Problem Areas.
4.2.1 Response to Statements Related Research
Objective 1- The Extent of the Impact
of Insurgency on Basic Education in
Nigeria
4.2.2 Response to Statements Related Research
Objective 2- The Specific Challenges
Students,
Teachers, and Educational Institutions Face in Insurgency-Affected Areas
4.2.3 Response to Statements Related Research
Objective 3- The Specific Challenges
Students, Teachers, and
Educational Institutions Face in Insurgency-Affected Areas
4.3 Testing and Interpretation of the
Hypotheses.
4.3.1 Test of Hypothesis One
4.3.2 Test of Hypothesis Two
4.3.3 Test of Hypothesis Three
4.4 Discussion of Findings
CHAPTER
FIVE
SUMMARY,
CONCLUSION AND RECOMMENDATIONS
5.1 Summary
5.2 Conclusion
5.3 Recommendations
5.4 Suggestions for Future Studies
References
APPENDIX: Questionnaire
CHAPTER
ONE
INTRODUCTION
1.1 Background of the Study
Nigeria,
a nation located in West Africa, has faced persistent challenges stemming from
insurgency, notably in regions such as the Northeast. The insurgency,
characterised by groups like Boko Haram, has had far-reaching consequences on
various facets of Nigerian society, with one of the most profoundly impacted
sectors being education (Ebi, 2018; Okoli & Iortyer, 2014). As a fundamental
pillar of societal development, basic education plays a pivotal role in shaping
a nation’s intellectual and socio-economic landscape (Paul-Mgbeafulike, 2023). However, the
persistent insurgency has substantially threatened the stability and progress
of basic education in Nigeria.
The
insurgency, marked by acts of violence, terrorism, and insurgency groups with
anti-education ideologies, has created a complex environment that directly
affects the educational landscape. Schools, which should ideally serve as safe
havens for learning, have become targets for attacks, destroying educational infrastructure
(Yusuf, 2013). This destruction
includes classrooms, libraries, laboratories, and administrative buildings,
disrupting the learning environment and rendering many schools inoperable.
Moreover,
the insurgency has resulted in the displacement of both students and teachers (DUKKU & MUKHTAR, 2019; Ebi, 2018). Families seeking
safety and refuge often flee conflict zones, leading to a significant
disruption in the educational continuity of students. Teachers, facing threats
to their safety, may be forced to abandon their positions, creating a shortage
of qualified educators in affected regions. This disruption not only hampers
the immediate educational experience but also contributes to a long-term
decline in the quality of education (Kagu et al., 2019).
The
psychological impact on learners is another critical dimension of the
insurgency’s effect on basic education. The constant threat of violence,
coupled with the actual experiences of witnessing or enduring attacks, leaves a
lasting imprint on the mental health of students (Anugwom, 2018). Fear, anxiety,
and trauma can hinder the learning process and contribute to a generation of
individuals who have faced extraordinary challenges in pursuit of education (Ifeanyi, 2023).
Furthermore,
the insurgency has led to disruptions in the academic calendar, with periodic
closures of schools due to security concerns. This irregularity in the
educational schedule hinders the development of a consistent and structured
learning environment, affecting the overall educational outcomes for students (Ebi, 2018).
The
geographical dimension of the insurgency exacerbates existing educational
inequalities. Regions directly impacted by insurgency experience a
disproportionate burden on their education systems, leading to a widening gap
between these areas and those that remain unaffected (Alobo et al., 2018). This divergence
in educational opportunities contributes to broader societal disparities,
hindering the nation’s overall progress.
In
light of these challenges, it becomes imperative to conduct a comprehensive
study to understand the multifaceted impact of insurgency on basic education in
Nigeria, with much focus on Maiduguri and Jere Local Government Areas of Borno
State. Such an analysis is essential for crafting targeted interventions,
policies, and strategies to rebuild and fortify the education sector in
affected areas, ensuring that the foundational building blocks of a nation’s
future are not irreparably compromised.
1.2 Statement of the Problems
The
insurgency in Nigeria has precipitated many challenges that have significantly
compromised the integrity and functionality of the basic education system (Ifeanyi, 2023). These immediate
and systemic challenges underscore the urgency for a thorough understanding of
the issues at hand.
1. Destruction
of School Infrastructure: The foremost problem arising from
insurgency is the extensive destruction of school infrastructure (Kagu et al., 2019). Once vibrant
centres for learning, educational institutions have become prime targets for
attacks. The deliberate targeting of classrooms, libraries, and laboratories
not only impedes the immediate educational process but also creates a
formidable barrier to resuming regular academic activities (Ebi, 2018; Ifeanyi, 2023; Olanrewaju, 2019). Reconstruction
and rehabilitation of these facilities is paramount to restoring a conducive
learning environment.
2. Displacement
of Students and Teachers: The insurgency has forced the
displacement of both students and teachers, leading to a severe disruption of
the educational continuum (Kagu et al., 2019). Families fleeing
conflict zones often relocate to safer areas, uprooting students from their
schools. Simultaneously, teachers facing threats to their safety may abandon
their posts, resulting in a shortage of qualified educators in affected regions
(Kagu et al., 2019). The
consequential loss of institutional memory and expertise exacerbates the
challenges faced by students in these areas.
3. Psychological
Trauma Among Learners: The pervasive climate of violence
and insecurity has left an indelible mark on the mental well-being of students (Olanrewaju, 2019). Witnessing or
experiencing attacks on schools and communities generates profound
psychological trauma. This trauma, if unaddressed, can impede the learning
process, hinder cognitive development, and contribute to long-term societal
challenges, including mental health issues among the affected population (Anugwom, 2018).
4. Disruptions
to the Academic Calendar: The insurgency has led to frequent
closures of schools due to security concerns. These disruptions to the academic
calendar result in an irregular learning schedule, affecting the overall
educational experience (DUKKU & MUKHTAR, 2019; Olanrewaju, 2019). The lack of a
consistent and structured learning environment impedes students’ academic
progress and may contribute to a generation with fragmented knowledge and
skills.
5. Widening
Educational Inequality: Regions directly affected by
insurgency experience a disproportionate burden on their education systems,
leading to a widening gap in educational opportunities (Kagu et al., 2019). The disparity in
resources, infrastructure, and access to quality education between
insurgency-affected areas and those that remain untouched exacerbates existing
social and economic inequalities, hindering the nation’s overall development.
6. Ineffectiveness
of Government Interventions: Despite government
interventions and policies aimed at mitigating insurgency’s impact on
education, there are concerns about their effectiveness (Yalmi, 2020). Issues such as
delayed implementation, insufficient resources, and inadequate coordination may
undermine the success of these interventions, prolonging the challenges faced
by the education sector.
7. Potential
Long-Term Educational Decline: The cumulative effect of
the aforementioned challenges raises concerns about a potential long-term
decline in the quality of education in insurgency-affected regions. Persistent
disruptions, coupled with the loss of skilled educators and damaged
infrastructure, may hinder the recovery and rebuilding process, leaving a
lasting impact on the educational landscape of these areas (Ebi, 2018).
Addressing
these multifaceted problems requires a nuanced understanding of the specific
dynamics at play and a strategic approach to intervention and rehabilitation.
The problems emphasise the urgency of mitigating insurgency’s impact on basic
education in Nigeria, especially in Maiduguri and Jere LGAs, to secure the
educational foundation for the nation’s future generations.
1.3 Research Questions
1. How
has insurgency affected the accessibility of basic education in Nigeria?
2. What
are the specific challenges faced by students and teachers in regions affected by
insurgency?
3. What
interventions and policies has the government implemented to address the impact
of insurgency on basic education?
1.4 Objectives of the Study
1. To
assess the extent of the impact of insurgency on basic education in Nigeria.
2. To
identify the specific challenges students, teachers, and educational
institutions face in insurgency-affected areas.
3. To
examine the role of government interventions and policies in mitigating the
impact of insurgency on basic education.
1.5 Statement of Hypotheses
The
following hypotheses serve as testable statements that were examined and
analyzed during the impact of insurgency on basic education in Maiduguri and
Jere Local Government Areas.
Hypothesis 1:
Ho: Insurgency has no significant negative
impact on basic education in Nigeria.
H1: Insurgency has a significant negative
impact on basic education in Nigeria.
Hypothesis 2:
Ho: Students, teachers, and educational
institutions in insurgency-affected areas do not face specific and substantial
challenges.
H1: Students, teachers, and educational
institutions in insurgency-affected areas face specific and substantial
challenges.
Hypothesis 3:
Ho: Government interventions and policies play
no role in mitigating the impact of insurgency on basic education.
H1: Government interventions and policies play
a crucial role in mitigating the impact of insurgency on basic education.
1.6 Scope of the Study
This
study endeavours to provide a comprehensive analysis of the impact of
insurgency on basic education in Nigeria, with a primary focus on Maiduguri and
Jere LGAs directly affected by conflict, notably in the Northeast. The scope
encompasses various dimensions to offer a holistic understanding of the
challenges faced by the education sector in the context of insurgency.
1. Geographical
Focus: The primary geographical focus of this study is on
regions within Nigeria that have been directly impacted by insurgency, with a
particular emphasis on Maiduguri and Jere LGAs of Borno State. These LGAs have
borne the brunt of violence and instability, making them representative of the
challenges faced by educational institutions in conflict zones.
2. Time
Frame: The study will cover a substantial time frame,
starting from the onset of insurgency to the present. This inclusive approach
allows for examining the evolution of challenges faced by the education sector
over time and facilitates an understanding of the persistent and emerging
issues.
3. Educational
Levels: The study will extend its scope to cover various
basic education levels, including primary and junior secondary education. By
considering multiple educational levels, it aims to assess the holistic impact
of insurgency on the entire spectrum of basic education, from the foundational
stages to the transition to more advanced levels.
4. Quantitative
Data: Only quantitative data will be utilised because of
the timeframe constraints. Quantitative data derived from educational records,
government reports, and statistical analyses will offer a broader perspective
on the scale and magnitude of the challenges.
5. Government
Interventions: The study will explore the effectiveness
of government interventions and policies aimed at mitigating the impact of
insurgency on basic education. This includes an examination of initiatives
related to infrastructure rehabilitation, teacher deployment, and educational
support programs. Assessing the success and limitations of these interventions
is crucial for formulating recommendations for future policy frameworks.
6. Relevance
to Sustainable Development Goals (SDGs): The study will consider
the relevance of its findings to the United Nations’ Sustainable Development
Goals (SDGs), particularly Goal 4, which focuses on ensuring inclusive and
equitable quality education. Understanding how insurgency affects progress
toward this goal is essential for aligning national and international efforts
to rebuild and strengthen the education sector in Nigeria.
While
the primary focus is on Maiduguri and Jere Local Government Areas of Borno
State, the study acknowledges the interconnectedness of the national education
system. The findings may have broader implications for understanding and
addressing challenges in other parts of the country. However, the study seeks
to maintain a targeted approach to offer specific insights into the unique
challenges faced by basic education in insurgency-affected regions.
1.7 Significance of the Study
Understanding
the effect of insurgency on basic education is crucial for policymakers,
educators, and stakeholders. This study aims to contribute valuable insights to
inform the development of targeted interventions, policies, and strategies to
rebuild and strengthen the education sector in Maiduguri and Jere Local
Government Areas of Borno State. Additionally, it seeks to raise awareness
about the challenges faced by students and teachers in these regions.
Finally,
the significance of this study extends beyond the academic realm, aiming to
catalyse positive changes in policy, practice, and international collaboration
to rebuild and fortify the basic education sector in Nigeria’s
insurgency-affected regions. The ultimate goal is to contribute to creating a
resilient and equitable education system that empowers the current and future
generations despite the challenges posed by conflict.
1.8 Limitations of the Study
While
this study aims to provide comprehensive insights, it may face limitations such
as constraints in data availability, potential biases in reported information,
and the dynamic nature of the conflict. Additionally, the study will focus on
specific regions affected by insurgency (Maiduguri and Jere Local Government
Areas of Borno State), which may not capture the broader national context.
Despite these limitations, efforts will be made to ensure the reliability and
validity of the research findings.
Despite
these limitations, the study aims to provide valuable insights into the impact
of insurgency on basic education in Nigeria. Recognising these constraints
allows for a more nuanced interpretation of findings and emphasises the need
for cautious application of the study’s recommendations within the specific
context of insurgency-affected regions.
1.9 Definition of Terms
Education:
Education is a systematic process of acquiring knowledge, skills, values, and
attitudes through various forms of instruction, training, or research. It is a
lifelong journey that encompasses formal and informal experiences designed to
promote intellectual, social, emotional, and physical development in
individuals (Elias et al., 1997). Education is not
limited to traditional classroom settings but extends to diverse learning
environments, including schools, colleges, universities, vocational training
centres, and self-directed learning.
Basic
Education: According to the International Standard
Classification of Education (ISCED) standard, basic education comprises primary
education (first stage of basic education) and lower secondary education
(second stage). It also covers various non-formal and informal public and
private activities to meet the basic learning needs of people of all ages (Statistics, 2012).
Universal:
It refers to something applicable, present, or recognised everywhere, without
exception. It denotes an inclusive characteristic, principle, or condition that
covers all members or instances of a particular category or group (Slaughter, 1982).
Insurgency:
Insurgency refers to a protracted and often violent struggle or uprising
conducted by a non-state group, organisation, or movement against a government
or other established authority (Ünal, 2016). Insurgencies
typically involve a range of political, social, economic, and military
activities to challenge existing power structures, policies, or governance.
Insurgent:
An insurgent refers to an individual or a member of a group participating in an
insurgency—an organised movement or rebellion against established authority,
government, or ruling power (Byman et al., 2001). Insurgents are
typically non-state actors who engage in armed conflict, political violence, or
subversion to challenge, undermine, or overthrow the existing political order.
School:
A school is an institution designed to provide structured learning environments
and educational experiences for students. It serves as a formal setting where
teachers or educators impart knowledge, skills, values, and cultural norms to
individuals, typically in their early academic development stages (Stanton et al., 2016). Schools play a
fundamental role in the education and socialisation of students, preparing them
for future academic pursuits, careers, and responsible citizenship.
1.10 Overview of the Thesis Structure
This thesis will be organised as follows:
Chapter one discusses the introduction and
background of the research, which includes an overview of insurgency and its
growing concern about the deterioration of the education system in the affected
areas, the problem statement where relevant academic literature and current
issues about the purpose of this study will be discussed leading to the
identification of research gaps which was intended to fill in this study. Also
included in chapter one are the research aims and objectives, scope and
significance to the body of knowledge, and the definition of key terms in the
study.
Chapter Two: This section will review the
relevant literature on the study’s subject matters by explaining key variables.
Chapter two will also discuss the effects of insurgency on educational
development in Nigeria, focusing on the affected region. The remaining part of
the sections will also discuss the underpinning theories and gaps in existing
research.
Chapter three focused on the selection of
methodologies that will be utilised in this study.
Chapter four will summarise analyses of
the data, major findings and the discussion of key results of this study. The
summary of the research outcomes will also be presented at the end of the chapter.
Chapter five will conclude the significant findings of this research and
will emphasise the findings’ theoretical, practical, and methodological
implications. However, the chapter will end by presenting the study’s
limitations, recommendations, and future research directions.
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