Northeast Context
EDUCATION AMIDST CRISIS: CHALLENGES IN NIGERIA’S NORTH-EASTERN STATES
In the complex and challenging terrain of humanitarian operations, persistent insecurity and the enduring cycle of displacement present formidable barriers to accessing both formal and informal educational services.
The situation is dire, with an alarming 1.3 million individuals urgently requiring critical educational support throughout the year 2023. Among this vulnerable population, an estimated 959,642 school-age children find themselves confronting major limitations in accessing learning opportunities. Sadly, the Displacement Tracking Matrix (DTM) reveals that approximately over 42 percent of displaced children remain out of school, further underscoring the severity of the educational crisis.
This multifaceted humanitarian challenge is further compounded by the enduring conflict dynamics, deeply entrenched cultural norms, and the prevailing economic hardships, all of which disproportionately affect school-aged girls. These girls, among the most marginalized and at-risk groups, face heightened threats of early and forced marriage, as well as an increased like-lihood of being denied access to education. Moreover, children with disabilities, another vulnerable segment, experience signifi-cant challengies in access and inclusion.
While approximately 67 percent of mainstream educational institutions within the operational area host at least one child with special needs, a mere 15 percent have taken essential steps to provide inclusive mea-sures for these vulnerable beneficiaries, as indicated by the comprehen-sive findings of the Joint Education Needs Assessment (JENA) conducted in 2021.
Additionally, UNICEF’s data unveils the severe toll exacted by the con-flict, with the tragic loss of 2,295 educators recorded across the BAY (Borno, Adamawa, and Yobe) states since the onset of the crisis.
A significant number of teacher have been forcelfully displaced exacer bating an already acute shortage of qualified teaching staff. JENA provides further insights into these critical needs, The average pu pil-to-teacher ratios in the school across the BAY states requirs urgent intervention with ratios reaching a highly critical range of 68 pupils for every 1 teacher. The most severe and critical needs are observed in Yobe, registering an alarming ratio of 92:1, followed closely by Borno at 66:1 and Adamawa at 41:1.
These challenges are further compounded by overcrowded classrooms, lack of basic facilities for water, sanitation, and hygiene, and insufficient adaptations to facilitate access for children with physical disabilities.
