Insecurity and Education Outlook in Nigeria Fourth Republic: From the Perspective of Boko-Haram Insurgency

The study examined the connection between insecurity and education perspective in the Fourth Republic of Nigeria from the purview of Boko-Haram insurgency. Based on the frustration-aggression theory of Dollard et al. and further development made by Berkowitz, the current study determined the causes leading to the emergence of the Boko-Haram insurgency, analyzed the impact of insurgents’ actions on educational institutions and facilities, and examined the influence of these actions on academic achievements of students. For the research, a descriptive survey methodology was used. The sample included 380 respondents including teachers, students, school administration personnel and community members from Borno, Yobe, and Adamawa States where the insurgency took place; the stratified random sampling technique was applied. To collect data, the study used a structured questionnaire verified by expert review and tested for reliability through Cronbach’s alpha (α = 0.81). Data analysis was done through the use of descriptive (mean and standard deviation) and inferential (chi-square and Pearson correlation) statistics. Results indicate that chronic poverty, poor governance, religious radicalization and youth marginalization provided the background for the insurgency emergence. In addition to this, the activities of insurgents resulted in the destruction of over 1,400 schools and the displacement of more than 2,295 teachers, leading to lower levels of enrollment and academic achievement. The study recommended that the government should focus on making educational policies that take into account conflicts, and rebuild educational infrastructure.