Volume 07 Issue 05 May 2024
1Ali Ibrahim Abbas, 2Mustapha Alhaji Ali, 3Sani Garba Wakili
1,2,3Department of Political Science Faculty of Social & Management Sciences Yobe State University, P.M.B 1144, KM 7, Gujba Road, Damaturu, Yobe State
DOI : https://doi.org/10.47191/ijsshr/v7-i05-64Google Scholar Download Pdf
ABSTRACT
Armed conflict has become a challenging phenomenon especially in the Northeastern part of Nigeria. The paper studies the effect of armed conflict on students’ enrolment and performance in the Northeast region of Nigeria. The study being qualitative, utilized data obtained through key informants’ interview and secondary sources. Hence, 48 respondents were purposefully interviewed due to their experience on the issue. Indeed, finding indicates that armed conflicts such as the Boko Haram insurgency in the Northeast Nigeria has negatively affected students ‘enrolment and their performance in schools due to students dropping out of school, as many males headed households in the region and Yobe State were either killed or displaced thereby leaving most women as widows and children as orphans. It is noted that many students who were affected by the Boko Haram crisis have either dropped out from school or have suffered one form of inconvenience or the other. In view of the findings, the paper suggests that government and all stakeholders in the education and development circle should as a matter urgency intervene to save the current worrisome situation. It is also suggested that more needs to be done to fast track enrolment campaign drive that may assist the government, communities, traditional rulers, religious leaders, teachers towards enrolling students back to schools like their fellow counterpart.
KEYWORDS:Income, Job Opportunities, Age, Number of Dependents, Poverty
REFERENCES1) Abbas, A. I. (2013). Post-military era and the challenges of democratic governance in Nigeria. Africa Dynamics of Social Science Review, 4 (1), 56-70.
2) Ali M. and Hamidu I. (2016). An Assessment of the Factors Affecting Women Participation in Trade Union Activities in Yobe State, Nigeria. Administration and Development Studies, 6(1), 236–252.
3) Ali, A. M., & Wakili, G.S., (2022) Effects of Boko Haram Insurgency on Women and Children Education in Northern Nigeria: A Case Study of Yobe State. Gombe Journal of General Studies Vol. 6. No. 1
4) Ali, A. M., Umaru, B. F., & Adamu, A. (2018). The Negative Impacts of Boko Haram Insurgency on Northern Nigeria. IOSR Journal of Humanities and Social Science (IOSR-JHSS, 23(7), 72–80. https://doi.org/10.9790/0837-2307057280
5) Ali, A. M., Zakuan, A. A. U. A., & Bin Mohammad, Z. (2018). The Negative Impact of Boko Haram Insurgency on Women and Children in Northern Nigeria: An Assessment. American International Journal of Social Science Research, 3(1), 27–33. https://doi.org/10.54655/aijssr.v3n1p27
6) Anyanwu, J. C. (2016). Accounting for gender equality in secondary school enrollment in Africa. African Development Review, 28(2), 170–191. https://doi.org/10.1111/1467-8268.12188
7) Barrett, A. M. & Tikly, L. (2011). Social justice, capabilities and the quality of education in low income countries. International Journal of Educational Development, 31(1), 3–14. https://doi.org/10.1016/j.ijedudev.2010.06.001
8) Barrett, A. M. (2011). An education millennium development goal for quality: complexity and democracy. Compare: A Journal of Comparative and International Education, 41(1), 145–148. https://doi.org/10.1080/03057925.2011.534853
9) Cetorelli, V., & Shabila, N. P. (2014). Expansion of health facilities in Iraq a decade after the US-led invasion, 2003-2012. Conflict and Health, 8(1), 16. https://doi.org/10.1186/1752-1505-8-16
10) Chatterji, M., Mohan, S., & Dastidar, S. G. (2015). Determinants of public education expenditure: evidence from Indian states. International Journal of Education Economics and Development, 6(1), 1. https://doi.org/10.1504/IJEED.2015.068355
11) Diwakar, V. (2015). The effect of armed conflict on education: Evidence from Iraq. The Journal of Development Studies, 51(12), 1702–1718. https://doi.org/10.1080/00220388.2015.1056786
12) Hussain, A., Ahmad, N., Manzoor, R., & Hameed, M. (2015). Impact of Modernization on Gender Roles - A Study of Advocates in Muzaffar Garh. International Letters of Social and Humanistic Sciences, 52, 15–22. https://doi.org/10.18052/www.scipress.com/ilshs.52.15
13) Lewin, K. M. (2015). Goals and indicators for education and development: Consolidating the architectures. https://www.opensocietyfoundations.org/sites/default/files/lewin-goals-indicators-edu-dev-20150515.pdf
14) Lunze, K., Higgins-Steele, A., Simen-Kapeu, A., Vesel, L., Kim, J., & Dickson, K. (2015). Innovative approaches for improving maternal and newborn health--A landscape analysis. BMC Pregnancy and Childbirth, 15, 337. https://doi.org/10.1186/s12884-015-0784-9
15) Makama, G. (2013). “Patriarchy and Gender Inequality in Nigeria: The Way Forward.” European Scientific Journal, 9(12).
16) MDG. (2013). Nigeria Millennium Development Goals: 2013 Report, 1–72. http://www.ng.undp.org/content/dam/nigeria/docs/MDGs/UNDP_NG_MDGsReport2013.pdf%5Cwww.mdgs.gov.ng
17) MDG. (2015). Millennium Development Goals Report. United Nations, 72. https://doi.org/978-92-1-101320-7
18) Osaghae, E. E., & Suberu, R. T. (2005). A History of Identities, Violence, and Stability in Nigeria. CRISE Working Paper Series, 1(6), 1–27.
19) Sen, G., & Mukherjee, A. (2014). No empowerment without rights, no rights without politics: Gender-equality, MDGs and the post-2015 development agenda. Journal of Human Development and Capabilities, 15(2–3), 188–202. https://doi.org/10.1080/19452829.2014.884057
20) Shehu, M. I. (2018). Post Boko Haram Insurgency, Nigeria’s National Security and Emergent Threats. Humanities and Cultures Studies R&D, 3(2), 1–15. Retrieved from https://www.jsrd-humanities.com
21) Socci, C., Ciaschini, M., Toffoli, L., Ciaschini, M., Socci, C., & Toffoli, L. (2014). Education services and reallocation of government expenditure, Int. J. Edu Econ & Development, 6(1), 38–58. http://www.inderscienceonline.com/doi/pdf/10.1504/IJEED.2015.068359
22) UNDESA. (2018). United Nations Department of Economic and Social Affairs: Population Division; Country Meters.
23) UNDP. (2010). Nigerian human development report: Achieving growth with equity. UNDP: Abuja.
24) UNDP. (2015). Human Development Report 2015. Work for Human Development. Retrieved from http://hdr.undp.org/sites/all/themes/hdr_theme/country-notes/MEX.pdf
25) UNESCO. (2012), World atlas of gender equality in education. Paris; UNESCO. http://unesdoc.unesco.org/images/0021/002155/215522E.pdf
26) UNESCO. (2014). Global Education for All meeting (GEM): Final statement, the Muscat Agreement. Muscat, Oman: UNESCO.
27) UNESCO. (2015). Education for all 2000-2015: Achievements and challenges. EFA global monitoring report, http://unesdoc.unesco.org/images/0023/002322/232205e.pdf
28) Unterhalter, E. (2014). Measuring education for the millennium development goals: Reflections on targets, indicators, and a post-2015 framework. Journal of Human Development and Capabilities, 15(3–Feb), 176–187. https://doi.org/10.1080/19452829.2014.880673
29) USAID (2011) Policy brief: The impact of education across sectors: Democracy. http://www.equip123.net/docs/E2_PB_Impact_Education_Across_Sectors_Democracy.pdf
30) Walt, E. (2016). 300 abducted Nigerian school children still missing after one year. http://theirworld.org/news/300-abducted-nigerian-school-children-still-missing-after-one-year
31) YETFund. (2022). Yobe State Education Appeal Fund Brochure.
32) YOSERA (Yobe Socio-Economic Reform Agenda). Versions I (2004-2008), II (2008-2011); III (2011-2015); IV (2016-2020)