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Quality basic education provision for internally displaced children in internally displaced persons’ camps. A case study of some camps in Northcentral and Northeast of Nigeria.

Quality basic education provision for internally displaced children in internally displaced persons’ camps. A case study of some camps in Northcentral and Northeast of Nigeria.
Quality basic education provision for internally displaced children in internally displaced persons’ camps. A case study of some camps in Northcentral and Northeast of Nigeria.
In Nigeria, forced displacements due to protracted conflicts have disrupted schooling, leaving children without access to any form of education and some confined in camps. Educational deficits have however, remained prevalent in Central/Northern Nigeria precisely, owing to protracted insurgencies by Boko Haram and Fulani herdsmen, causing displacement of millions, primary age children comprising the larger percentage. This situation has adversely affected education quality and equitability, resulting to high levels of marginalisation and educational displacements. My research aimed to shine the light on Nigeria’s basic education policy and its practice to examine its implementation level by focusing on accessibility, quality provision and improvement, for displaced children who reside in IDP camps. A case study of some IDP camps in North-Central and North-East Nigeria was adopted, using qualitative methods of data collection to answer the research questions. Data instruments included individual and focus-group interviews, observations, and document review. Data was drawn from three IDP camps, three neighbouring schools and from the State Universal Basic Education Board (SUBEB). This included, two policy makers, three camp managers, three camp teachers, two neighbouring schoolteachers and twenty displaced children. Data collected was transcribed, coded, and analysed thematically. The findings revealed that the reality on ground is at variance with policy statements due to lack of accessibility and general deteriorated state of the UBE. Although the children expressed optimism in their desire for education as a means for a bright future, accessibility in some cases, or quality provision are far from being achieved; alongside insufficient, unqualified, and transient teachers. While improvement is dependent largely on government’s purposeful inputs, evidence shows that government still lacks a practical plan/budget for IDP education. It is therefore, recommended that government throws its weight behind IDP education to provide the necessary machinery to ensure the implementation of UBE for IDPs.
Quality, Basic Education, Policy, UBE, Displacement, marginalisation, IDP, Improvement.
University Library, University of Southampton
Rwang, Vivienne Kachollom
8b64d504-bede-4bdb-ab49-5cffd8d9567e
Rwang, Vivienne Kachollom
8b64d504-bede-4bdb-ab49-5cffd8d9567e
Downey, Chris
bb95b259-2e31-401b-8edf-78e8d76bfb8c
Dyke, Martin
5a5dbd02-39c5-41e0-ba89-a55f61c9cb39

Rwang, Vivienne Kachollom (2023) Quality basic education provision for internally displaced children in internally displaced persons’ camps. A case study of some camps in Northcentral and Northeast of Nigeria. University of Southampton, Doctoral Thesis, 241pp.

Record type: Thesis (Doctoral)

Abstract

In Nigeria, forced displacements due to protracted conflicts have disrupted schooling, leaving children without access to any form of education and some confined in camps. Educational deficits have however, remained prevalent in Central/Northern Nigeria precisely, owing to protracted insurgencies by Boko Haram and Fulani herdsmen, causing displacement of millions, primary age children comprising the larger percentage. This situation has adversely affected education quality and equitability, resulting to high levels of marginalisation and educational displacements. My research aimed to shine the light on Nigeria’s basic education policy and its practice to examine its implementation level by focusing on accessibility, quality provision and improvement, for displaced children who reside in IDP camps. A case study of some IDP camps in North-Central and North-East Nigeria was adopted, using qualitative methods of data collection to answer the research questions. Data instruments included individual and focus-group interviews, observations, and document review. Data was drawn from three IDP camps, three neighbouring schools and from the State Universal Basic Education Board (SUBEB). This included, two policy makers, three camp managers, three camp teachers, two neighbouring schoolteachers and twenty displaced children. Data collected was transcribed, coded, and analysed thematically. The findings revealed that the reality on ground is at variance with policy statements due to lack of accessibility and general deteriorated state of the UBE. Although the children expressed optimism in their desire for education as a means for a bright future, accessibility in some cases, or quality provision are far from being achieved; alongside insufficient, unqualified, and transient teachers. While improvement is dependent largely on government’s purposeful inputs, evidence shows that government still lacks a practical plan/budget for IDP education. It is therefore, recommended that government throws its weight behind IDP education to provide the necessary machinery to ensure the implementation of UBE for IDPs.

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More information

Submitted date: June 2022
Published date: May 2023
Keywords: Quality, Basic Education, Policy, UBE, Displacement, marginalisation, IDP, Improvement.

Identifiers

Local EPrints ID: 477009
URI: http://eprints.soton.ac.uk/id/eprint/477009
PURE UUID: f33cf845-8eca-4da2-99fa-022ef39633fb
ORCID for Vivienne Kachollom Rwang: ORCID iD orcid.org/0000-0003-0852-3589
ORCID for Chris Downey: ORCID iD orcid.org/0000-0002-6094-0534

Catalogue record

Date deposited: 23 May 2023 16:43
Last modified: 17 Mar 2024 03:07

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Contributors

Thesis advisor: Chris Downey ORCID iD
Thesis advisor: Martin Dyke

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