Interagency Collaboration and the Provision of Basic Education to Internal Displaced Persons (Idps) In Borno State, Nigeria
Journal Title: International Journal of Humanities and Social Science Invention - Year 2018, Vol 7, Issue 5
Abstract
Internal displacement of persons as a result of violence, violation of fundamental human rights and other form of disasters both manmade and natural is one of the worst humanitarian crises recorded in recent global history with over 66 million people displaced from their homes. Nigeria has the highest number of internal displaced persons (IDPs) in Africa with North east having conservatively about 2.7 million IDPs out of which Maiduguri the capital of Borno state account for 1.7 million IDPs. This increase in the number IDPs is as a result of the nefarious activities of the dreaded bokoharam terrorist in the region. BY international principles and conventions the national and local authorities within whose domain the IDPs take refuge are responsible for providing them basic life support including protection, livelihood, healthcare service and basic education. However pressure on resources and lack of capacity on the side of the various national and local Authorities to adequately cater for the needs of the IDPs has necessitated the need for synergy among government agencies and nongovernmental organizations (NGOs) in such area. This paper therefore examines the effects of interagency collaboration on the provision of basic education to IDPs in Maiduguri Borno state, Nigeria. The study adopted survey method where data were collected through questionnaire, interview, focused Group Discussion (FGD) and observation from strategic stakeholders notably, government officials, nongovernmental organizations and IDPs. The study revealed lack of interagency collaboration on the issue of the design of curriculum to suite the education needs of the IDPs as interviewees were unanimous in pointing out that they use the existing curriculum obtainable in all Nigerian schools to teach the children. The only things done are to empower the teachers on new teaching methods to cater for the peculiarities of the IDP children. On the question whether IDPs have access to education before the displacement it was established that there is no significant difference between access to qualitative education before displacement and during displacement of the IDPs. On the issue of satisfaction with the quality of education during the emergencies the study revealed that Most of the IDPs in camps were satisfied with the quality of education received during displacement. This is because according to them their children now have access to educational materials and resources which were not available in the previous schools. Some also point out their children can now recite ABC and are taught in the English language. The paper concluded that although there is evidence of interagency collaboration in the provision of basic education but such synergy is lacking in the area of designing school curriculum to address the education needs of the IDP children. The paper recommend among others that the agencies should work out a workable curriculum for the education of the IDP children that should cater for the present needs of the IDPs and for their future needs when they return to their communities.
Authors and Affiliations
Manpaaaliyumusa (Phd), Ifatimehin O. Olufemi, Hassanai. Waziri (Mrs)
Keywords
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