03/02/2026
Persistent insecurity and recurrent school abductions in several Nigerian states, particularly in the North-East, North-West, and parts of the Middle Belt, have forced prolonged school closures, disrupting learning for millions of children. These disruptions disproportionately affect already fragile communities with the lowest literacy rates, high dropout levels, and entrenched gender and socioeconomic inequalities in access to education.
Without deliberate intervention, insecurity-driven school shutdowns risk deepening educational exclusion, fuelling youth vulnerability to recruitment by violent groups, and undermining long-term human capital development.
During the COVID-19 pandemic, Nigeria rapidly deployed a range of remote learning models, including radio and television lessons, online platforms, mobile learning applications, printed self-study materials, and community-based learning hubs to mitigate the impact of nationwide school closures. Although uneven in reach and effectiveness, these models demonstrated that alternative education delivery systems can sustain learning even in contexts of severe disruption.
This policy brief examines how the emergency remote learning strategies developed during the COVID-19 shutdown can be adapted and institutionalised for use in insecurity-affected states.
https://www.linkedin.com/posts/office-for-strategic-preparedness-and-resilience-ospre_resilient-education-models-in-fragile-at-risk-activity-7424566796319539200-SuGi?utm_source=share&utm_medium=member_android&rcm=ACoAABw57EYB7C407yTAvk9VOJvSwVtY1gIuYd8
