Effectiveness, Inclusion, and Sustainability of Accelerated Basic Education in Conflict-Affected North-East Nigeria

Benjamin Terzungwe Iorhemen; Ali Bwala Musa; Moses Omaga; Yakubu Alhamdu; Muhammad Waziri Ahmed

Authors

Benjamin Terzungwe Iorhemen Department of Arts and Social Science Education, Faculty of Education, Federal University of Kashere, Gombe State, Nigeria Author
Ali Bwala Musa Department of Arts Education, Faculty of Education, Yobe State University, Damaturu, Nigeria Author
Moses Omaga Department of Arts Education, Faculty of Education, University of Ilorin, Kwara State, Nigeria Author
Yakubu Alhamdu Department of Arts Education, Faculty of Education, University of Jos, Plateau State, Nigeria Author
Muhammad Waziri Ahmed Department of Educational Foundations, Faculty of Education, Federal University of Kashere Author

Keywords:

Accelerated Basic Education Programme, Out-of-School Children, Non-Formal Education, Conflict-Affected Contexts, Nigeria

Abstract

This study examines the Effectiveness, Inclusion, and Sustainability of Accelerated Basic Education Programme (ABEP) in Conflict-Affected North-East Nigeria in addressing the persistent challenge of out-of-school children (OOSC) in Yobe State. Specifically, the study seeks to: examine the socio-economic drivers of school exclusion; assess the effectiveness of ABEP in improving access and learning outcomes; evaluate the role of community engagement; and analyze institutional and sustainability challenges. A qualitative case study design was adopted. The population comprised 730,100 stakeholders, including policymakers, programme implementers, facilitators, learners, parents, and community leaders. Using purposive sampling, 215 participants were selected based on their direct involvement in the programme. Data were collected through semi-structured interviews, focus group discussions, observation, and document analysis. Instrument validity was ensured through expert review and pilot testing, while reliability and trustworthiness were established through triangulation, member checking, dependability, and confirmability procedures. Data were analyzed using thematic analysis, while frequency counts and percentages were used to show the prevalence of recurring themes. The findings reveal that poverty (76%), insecurity (67%), inadequate infrastructure (60%), and socio-cultural norms (50%) are the major drivers of educational exclusion. The study concludes that while ABEP is an effective and inclusive model for learning recovery and human capital development in conflict-affected contexts, its sustainability depends on stronger institutional integration and government ownership. The study contributes to knowledge by demonstrating the need to simultaneously address efficiency (human capital outcomes) and equity (social inclusion) in education interventions. Based on the findings of the study, it is recommended that Government should integrate education policies with social protection programmes, such as conditional cash transfers to support vulnerable households and maintain sustainable national security.