Evaluation of Government Policies and Community Interventions on Addressing Educational Barriers Amidst Insecurity in Nigeria

MURTALA, Salisu; AHMAD, Kainuwa; SULE, Muhammad

doi:10.64348/zije.202512

Authors

MURTALA, Salisu Author
AHMAD, Kainuwa Author
SULE, Muhammad Author

DOI:

https://doi.org/10.64348/zije.202512

Keywords:

Insecurity, Education, Government, Community Interventions, Nigeria

Abstract

The persistent insecurity in Nigeria, characterized by insurgency, banditry, and kidnappings, has significantly disrupted the education sector, particularly in conflict-affected regions. Educational activities have been severely impacted by the closure of schools, displacement of students and teachers, and declines in enrollment rates. While the Nigerian government has made efforts through initiatives like the Safe Schools Initiative (SSI) and Universal Basic Education (UBE) policy, challenges such as inconsistent implementation, inadequate funding, and poor infrastructure continue to undermine these efforts. On the other hand, community-based interventions, including local security networks, non-governmental organizations, and faith-based groups, have emerged as complementary responses, providing alternative learning centers, psychosocial support, and advocacy for safer educational environments. This research examines the interplay between government policies and community interventions in addressing the educational barriers exacerbated by insecurity in Nigeria. It highlights the need for a collaborative, multi-stakeholder approach involving government agencies, local communities, and international organizations to sustain educational resilience. The study emphasizes that while government interventions offer a structural framework, community-driven solutions provide localized, adaptive responses, ultimately ensuring more inclusive and uninterrupted access to education in conflict-prone areas.

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