Impact of Conflict on Basic Education Delivery in Adamawa State Communities

This study investigates the impact of recurring communal and insurgency-related conflicts on the delivery of basic education in affected communities in Adamawa State, North East Nigeria. The right to education is among the most seriously compromised in conflict-affected environments, and in Adamawa State, the combined effects of farmer-herder conflicts, Boko Haram incursions, and inter-ethnic tensions have severely disrupted learning in many local government areas. Using a descriptive mixed-methods design, data were collected from 200 respondents including primary school teachers, headteachers, community education officers, and parents across Madagali, Michika, and Gombi local government areas. The theoretical framework draws from the right to education in conflict-affected settings framework and UNESCO's humanitarian education guidelines. Findings reveal that conflict-induced displacement, school building damage, teacher attrition, and parental fear are the primary mechanisms through which conflict reduces school enrolment and attendance rates in Adamawa. Girls' education is disproportionately affected, with female enrolment declining more sharply in high-conflict communities. Recommendations include establishing temporary learning spaces in IDP settlements, deploying conflict-sensitive education trained teachers to Adamawa's most affected LGAs, incorporating psychosocial support into school programs, and advocating for international humanitarian education funding for conflict-affected states in Nigeria's North East. Keywords: conflict, basic education, Adamawa State, displacement, right to education.