In Borno state, the number of out-of-school children remains significantly high at 700,000 despite the government’s efforts to reduce the crisis and existence of the State Education Sector Plan (SESP) designed to improve access to education.
While the state government implemented various policies, such as the 60-40 enrolment ratio favouring girls in mega schools, insecurity and systemic failures has continued to leave thousands of children, particularly girls in Internally Displaced Persons (IDP) camps, without access to education.
This persistent issue raises critical concerns about the effectiveness of current policies, funding gaps and the lack of targeted interventions for children in IDPs camps.
At El-Miskin IDPs Camp located on the outskirts of Maiduguri and Dikwa IDPs Camp in Dikwa local government area, education remains an unattainable dream for many children, especially girls. The camp manager at Dikwa IDPs Camp expressed deep concern over the lack of educational opportunities, calling it a challenge that needs urgent intervention.
For young girls in these camps, daily survival for them has replaced the pursuit of education as many wake up each morning not to attend school but to roam the streets, beg for alms or engage in menial labour just to support their families’ needs. To that extent, their future is uncertain and with no structured education system in place, the cycle of poverty and marginalisation continues.
“We see our daughters growing up with no education, no skills and no hope for a better future. This is not what we should be seeking for our children in 2025,” lamented a mother at Dikwa Camp.
In spite of the mega school enrolment drive which prioritises a 60-40 ratio in favour of girls, children in IDPs camps remain largely excluded from these opportunities. SESP, though ambitious, has failed to reach the most vulnerable children, especially those displaced by conflict and living in makeshift camps with no formal school structures.
Despite the State Education Sector Plan (SESP) outlining strategies to increase enrolment, improve infrastructure and enhance teacher training, these commitments remain largely unfulfilled for Internally Displaced Persons (IDPs) communities. Years of conflict have left many disconnected from realities, further setting the state back in development.
A critical challenge is the lack of infrastructure as many IDPs camps do not have functional schools, thereby forcing children to either travel long distances or abandon education entirely. Compounding this issue is the absence of budget allocations specifically for IDP education. This makes it difficult to establish sustainable learning programmes. Even when funding is available, it is often inconsistent and poorly executed, leading to under-resourced schools and an unstable education system.
The shortage of trained teachers further weakens learning opportunities for displaced children, leaving them without access to quality instruction. Many students struggle academically due to lack of educators equipped to meet their specific needs.
Security concerns also prevent many children, particularly girls, from attending school as parents fear for their safety on the way to and from learning centres.
Without targeted interventions and effective implementation of the SESP, IDP children remain excluded from educational opportunities, deepening existing inequalities and jeopardising their future.
A displaced mother at the El-Miskin IDPs Camp summed up the frustration that, “My children want to learn, but there are no schools. Even when temporary learning centres are set up, they lack teachers, books and proper structures. We feel abandoned.”
For thousands of girls living in Borno’s IDPs camps, the dream of going to school still remains out-of-reach. While the State Education Sector Plan (SESP) aims to improve education, it fails to address the specific challenges displaced girls face every day due to lack of safe school spaces, cultural barriers and security concerns that keep them from learning.
A truly Gender-Responsive Education Sector Planning (GRESP) approach would make a difference by ensuring IDPs camps have safe, well-equipped schools, separate toilets for girls and female teachers who understand their struggles.
It would also dedicate funding for scholarships and community engagement programmes that encourage families to send their daughters to school. More importantly, transportation and protection measures would be put in place so that safety is no longer a reason for girls to drop out.
The Borno State Ministry of Education, SUBEB and the House of Assembly Committee on Education must act now to prioritise girls in IDP education funding. Without action, thousands of displaced girls would continue to grow up without education, trapped in cycles of poverty and vulnerability.
The state government must create a dedicated budget for IDP education and ensure the timely release of funds. Permanent schools must be built within or near IDP camps to make learning accessible to displaced children.
Recruiting and training more female teachers is crucial in providing a safe and supportive learning environment, particularly for girls facing cultural and security barriers.
Schools security and transport solutions should be strengthened to ensure that safety concerns do not become a reason for dropping out. The Ministry of Women Affairs must also play an active role in launching community awareness programmes to change societal attitudes towards girls’ education.
The SESP was meant to improve education, but until it fully includes girls in IDPs camps, its impact remains incomplete. Education is more than just a policy; it’s a lifeline for children affected by conflicts. Borno state must therefore act now to bridge the gap and give every child, regardless of their circumstances, the right to learn.
…Olugotun contributed this report from Borno state