Professional Assessment of Science Education Curriculum Delivery in Post-Conflict Secondary Schools in Borno State

Secondary school Science curriculum delivery in post-conflict communities of Borno State has been severely disrupted by insurgency and displacement, and professional assessment of current delivery capacity provides evidence for targeted education sector recovery programming. This study professionally assessed the state of Science education curriculum delivery in 20 public secondary schools in Maiduguri, Jere, and Konduga LGAs of Borno State, North East Nigeria, representing varying degrees of conflict disruption. A mixed assessment methodology was employed, combining a structured teacher survey (n = 80), school facility audits, curriculum implementation checklists, and structured interviews with 10 education sector officials. Assessment dimensions covered teacher availability, laboratory functionality, textbook availability, curriculum coverage completion, and student Science performance trends. Results showed that 65.0 percent of Science teachers were new appointments since 2019, with most lacking subject-specific postgraduate training. Laboratory functionality was adequate in only 25.0 percent of schools. Annual curriculum completion rates averaged 58.3 percent. Student WAEC Science pass rates in assessed schools averaged 31.2 percent, significantly below the national average. The study concludes that Science curriculum delivery in Borno post-conflict schools is in a recovery-stage crisis and recommends an emergency Science teacher deployment programme, rapid laboratory rehabilitation, and a condensed Science curriculum recovery package for conflict-disrupted schools.

Keywords: Science education, curriculum delivery, post-conflict schools, Borno State, education recovery