COMPLETE SCHOOL PROJECT TOPICS & MATERIALS :
CHAPTERS: Chapter 1-5
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AN ASSESSMENT OF THE NEED FOR THE PROVISION OF EDUCATION SERVICES FOR INTERNALLY DISPLACED PERSONS IN IDPS CAMPS IN NIGERIA
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
Humanity still faces the persistent challenge of internal displacement and the resulting humanitarian crises worldwide. It is important to note that the international community continues to grapple with relentless patterns of armed conflict, forced migration, and circumstances requiring humanitarian intervention (Brigido et al., 2019; GRID, 2019). Nigeria ranks third in Africa for the highest number of internally displaced persons (IDPs), with 2.7 million IDPs recorded in 2020. The Internal Displacement Monitoring Centre (IDMC, 2022) reports that the causes of displacement in Nigeria are multifaceted, complex, and often interconnected. Since 2014, Boko Haram and other Non-State Armed Groups (NSAGs) have caused significant displacement in the northeast. Crime, cattle rustling, land disputes, armed violence, and tensions between pastoralists and farmers escalated in the central, north-central, and northwest regions in 2020, following a trend from the previous three years. Longstanding violence between Fulani pastoralists and Hausa farmers in the northwestern states of Katsina, Sokoto, and Zamfara has become more frequent. Rural banditry and criminal violence are on the rise, resulting in secondary movements of IDPs previously displaced by violence, particularly in the north.
Unfortunately, most internally displaced persons are women and children, who are especially vulnerable. Many displaced children were learners and students before the crisis forced them from their communities. These children are entitled to quality education wherever they are temporarily residing. Education is a critical need for IDP children’s psychosocial adjustment (McBrien, 2015), yet it is being largely neglected (GEMR & UNHCR, 2016). Sinclair (2001) and McBrien (2015) argue that education is an essential component of humanitarian response in crisis areas. Every individual has the right to free and compulsory primary education and access to secondary education, including general and vocational education that is free or subject to financial assistance if needed (Brookings-Bern Project on Internal Displacement, 2018). As outlined in the fourth Sustainable Development Goal (SDG), education is recognized as a right to inclusive and equitable quality education and promotes lifelong learning opportunities for all (Sustainable Development Goals, 2016). Education is both a goal and a means for achieving other SDGs. It is not only integral to sustainable development but also a key enabler for it.
Ogunode & Paul (2021) emphasize that IDP school-age children have special educational needs distinct from those of children in mainstream schools. This distinction is crucial to ensure that all school-age children in IDP camps are taught by qualified, professionally trained, motivated, and well-supported teachers. Education facilities must be child-, disability-, and gender-sensitive to provide safe, non-violent, inclusive, and effective learning environments for all. To facilitate learning, Nemine & Zalakro (2019) highlight that education in the Post-2015 Development Agenda must focus on: Expanding Access:** Increasing educational opportunities for all, Prioritizing the poorest and most vulnerable children, youth, and adults, Creating safe and adequate learning environments with well-trained teachers, Ensuring success is measured not just by enrollment rates but also by the quality of learning a child acquires.
1.2 Statement of the problem
Recently, the escalating frequency of assaults against civilians and the deliberate destruction of communities by the extremist organizationhas resulted in a growing population of internally displaced individuals among them include vulnerable school age children. Eweka & Olusegun, (2021) assert that livelihoods during and after these attacks was characterized with high rates of poverty, unemployment, malnutrition, insecurity, hygiene, emotional/psychosocial disorder and social needs. These have also led to very high rate of displacement among school aged children, destruction of school facilities, killing of students and teachers, kidnapping of school girls, persistent threats and fears caused closure of school, low enrolment, high student-teacher ratio, limited access to quality education, inadequate learning materials and inadequate qualified teachers. The conflict in North-east Nigeria has further weakened an already fragile education system of the region, pushing more children out of school.
Coherently, Ogunode & Paul (2021) emphasized that it is the responsibilities of the federal government, state government and local government to ensure these internally displaced children are provided with education in their respective camps across the country. The federal government in bid to ensure that the internally displaced persons camps are provided with educational services decided open education service centers in the various camps across the federation. The federal government also promised the enrollment of all refugee children of school age and those in internally displaced persons’ (IDPs’) camps in schools by 2023 and to provide them equal opportunities at secondary and tertiary education levels. The Federal Commissioner, National Commission for Refugees Migrants and Internally Displaced Persons (NCFRMI) made the pledge during the implementation of the global Compact on refugees (GCR) in Nigeria (Thisday, 2021). However, many educational stakeholders have observed the quality of education in the various Internally Displaced persons (IDPs) camps across is not stable and sound. Many lamented that many Internally Displaced persons camps (IDPs) do not have educational facilities to provide education services for the IDPs while others complaint of poor quality of education services in the various Internally Displaced persons camps (IDPs) across the federation. For example the Nigeria Union of Teachers observed that (children) learners in Internally Displaced persons camps (IDPs) in the north do not have access to education. The Union further lamented that the means of education in IDPs was a makeshift. The Union concluded that, what they are receiving is makeshift education.
Despite the evident academic inquiries prompted by the circumstances surrounding internally displaced persons (IDPs), the existing literature has not adequately addressed the need for the provision of education services for internally displaced persons in IDPs Camps in Nigeria. Against this backdrop, the researcher delves into this study
1.3 Objectives of the study
The objective of this study is focused on an assessment of the need for the provision of education services for internally displaced persons in IDPs Camps in Nigeria. Other specific objectives includes:
i. To assess the basic educational needs of internally displaced persons in North/East Nigeria.
ii. To ascertain the educational intervention strategies available to internally Displaced Persons in the North/East Nigeria.
iii. To find out on how identified educational needs of IDP‟S are managed for sustainable development in the North/East Nigeria
1.4 Research Questions
The study will be guided by the following questions;
i. What are the basic educational needs of internally displaced persons in North-East Nigeria?
ii. What are the educational intervention programmes available to IDPs?
iii. How these educational needs of IDP‟S are managed for sustainable development in Nigeria?
1.5 Research hypothesis
Ho: There is no need for the provision of education services for internally displaced persons in IDPs Camps in Nigeria.
Hi: There is a significant need for the provision of education services for internally displaced persons in IDPs Camps in Nigeria.
1.6 Significance of the study
The results of this study would offer valuable insights to psychological institutions and clinical psychologists aiming to provide educational interventions for children affected by insurgency, aiding them in effectively addressing the psychological impacts of these traumatic experiences. The inclusion of nongovernmental organization in this study would yield valuable insights, particularly in the context of their collaboration with internally displaced persons (IDPs). The research will provide valuable insights for the NGO, enabling them to better understand and address the psychological challenges faced by individuals who have been displaced from their homes due to traumatic experiences. The study holds significant relevance for governmental entities, policy makers to offer more education services for IDP children. Specifically, it sheds light on the intricate interplay between corruption, ethno-political manipulation of resources, inadequate governance, poverty, and various forms of physical violence, all of which have contributed to the emergence and proliferation of terrorism in Nigeria. The present study aims to provide valuable insights to security operatives regarding the imperative of formulating a comprehensive counter-terrorism strategy. This strategy is intended to effectively address the prevailing security challenges in the North East region, thereby mitigating the pervasive insecurity. The study, in a theoretical sense, will serve as a valuable reference for students and researchers alike within this particular field of study. Additionally, it aims to offer pertinent information to the general public and contribute to the availability of educational resources within libraries.
1.7 Scope of the Study
Owing that making an investigation like this on assessment of the need for the provision of education services for internally displaced persons in IDPs Camps in Nigeria in the whole northern Nigeria is broad, there is need to delimit the study to researchable scope hence the researcher selected respondent from Nasarrawa State.
1.8 Limitation of the Study
During the course of the research, few minor obstacles while conducting the study, just as in every scientific endeavour. Lack of literature on insurgency and it’s effect on socio-economic development of North East Nigeria was a key barrier. Hence, locating the pertinent resources, books, or information and the data gathering procedure took a lot of effort and organization. Language was also a barrier as most resident of Borno had difficulties understanding the research instrument because it was presented in English Language, hence the use of limited sample size. Therefore accuracy of the result will totally base on the data provided to the researcher by the educated resident and the results of this study cannot be generalized for other North East state, leaving a space for further research. Time restrictions were also an issue because the researcher had to complete this research while still going to classes and performing other necessary educational tasks. However all aspects were minimized in order to deliver the best results possible and ensure the success of the research, despite the limitations that were faced during the study.
1.9 Definition of terms
Terrorism: Is the unofficial or unauthorized use of violence and intimidation in the pursuit of political aims as well as illegal use of force and violence against persons or property to intimidate or coerce a government as well as the population civil, or part thereof, in furtherance of political or social objectives.
Insurgency: An insurgency is a violent, armed rebellion against authority when those taking part in the rebellion are not recognized as belligerents.
Internal displacement / Internally Displaced Persons: Internally displaced persons are “persons or groups of persons who have been forced or obliged to flee or to leave their homes or places of habitual residence, in particular as a result of or in order to avoid the effects of armed conflict, situations of generalized violence, violations of human rights or natural or human-made disasters, and who have not crossed an internationally recognized State border.