Project Factsheet
Tools for » Education strategy for IDPs and marginalized children in host communities
Project ID:00097590Description:SSI001 Edu.Strategy for IDPs
Nigeria Safe Schools MDTF
Start Date *: 17 Feb 2016
Increased Access to Education
End Date*: 31 Dec 2017
Country: Nigeria Project Status: Financially Closed
  Participating Organization:   UNICEF - United Nations Children's Fund


The education sector has negatively been affected and schooling has continuously been interrupted by the Boko Haram insurgency for the past few years in North East Nigeria. School children were killed, abducted, displaced leading to a high level of trauma. Many of the School facilities were destroyed and some schools have been burnt down. This has created an acute shortage of learning space and as a result, a total of 319,000 are without access to safe learning spaces in the three states most affected by the insurgency (Adamawa, Borno and Yobe.  Large numbers of the population in these affected states have been displaced and over 1 million children have been affected. The large numbers of displaced people has led to congestion in host communities and IDP camps. For example, according to the HNO November 2015), Maiduguri metro and Jere LGA are host to 787,000 IDP children which is 178 % increase in schools which has over-stretched the available resources and school facilities. This has adversely affected the gains in education achieved prior to the insurgency in 2009. In Adamawa, where 98% of the IDPs have returned to their original communities, 55% of children lack access to safe learning spaces due to the destruction of school facilities in the return areas (HNO, 2015). It is clear that with large numbers of children out of school, the north east states (especially Adamawa, Borno and Yobe) and Nigeria as country will suffer socially, economically and even politically unless meaningful interventions are devised to circumvent the situation. As of November 2015: 

  • About 1,200 schools have been affected by the insurgency, including 619 in Adamawa, 524 in Borno and 57 in Yobe (note: this data is indicative and the figure in Borno is likely to be much higher)
  • More than 600,000 students have lost access to learning due to the insurgency with death among 314 (Adamawa-33, Yobe-263, Borno-18).
  • 600 teachers: Borno (308), Adamawa (75), Yobe (18); plus in other neighbouring states such as Kaduna (25), Plateau (120), Kano (63) and Gombe (2).

In Borno state, almost all schools had been closed in 2014 due to attacks. About 463 schools in only 11 LGAs were able to reopen in October 2015. In Adamawa and Yobe most schools had reopened within the metropolis LGAs. With stability returning in most LGAS of all states there is a chance for more schools to reopen in the local government areas that have been liberated but the conditions do not allow for IDPs to return back immediately to their original communities.  Therefore this strategy aims to ensure that the necessary humanitarian and education support is provided to IDP communities covering IDP camps present and host communities.

 In most cases, displaced populations from these conflict affected states are accommodated by and settled within the host community or families. Host communities hosting IDPs will be considered as equally vulnerable due the increased demands of IDPs for essential public services and livelihoods. Social services in these host communities are overstretched by the influx of IDPs, many of whom are occupying community facilities and services such as schooling, water and sanitation, health, etc. Multi-sector programming is needed to equitably ensure that basic social services and relief assistances are accessible to all in need – host communities, IDPs and other vulnerable groups – to promote social cohesion.

During the displacement, the most-at-risk and vulnerable groups have included children, girls, women, youth, minorities and larger communities are trapped in conflict areas or residing informal settlements or in the IDP camps. With overcrowding, insufficient sanitation and psychosocial trauma associated with inadequate living conditions in IDP camps, there are heightened risks of health epidemics and sexual and other forms of gender-based violence (SGBV), lack of access to education, as well as increased child protection concerns.

The DTM/IOM Round VI Report of October 2015 provide the following information about the IDP population:

  • 2,233,506 IDPs (318,937 households) were identified in Adamawa, Bauchi, Borno, Gombe, Taraba and Yobe states. (DTM)
  • The highest number of IDPs are in Borno (1,606,406 IDPs), followed by Yobe (144,302 IDPs) and Adamawa (135,605 IDPs).

The objective of this project is to increase access to quality basic education for internally displaced children who are living in camps, those who have been integrated into host communities and those returning to their original communities (return areas).


The Strategy

The strategy will aim to increase access to quality education for IDP children in living in IDP camps and those living in host communities by creating additional learning space through the provision of containerised classrooms. Provision of containerised classrooms will allow schools in IDP camps and those in host communities but also in return areas with shortage of learning space  (and therefore unable to enrol IDP children) to enrol more IDP children. Each containerised classroom comes fully equipped with all the necessary classroom facilities including furniture to accommodate a class of 40 learners therefore in attracting out-of-school children into the school as well as the parents to send their wards to school. As provision of these classrooms will be extended to schools in host communities.

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If you have questions about this programme you may wish to contact the RC office in Nigeria or the lead agency for the programme. The MPTF Office Portfolio Manager (or Country Director with Delegation of Authority) for this programme:

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