ASSESSMENT OF RECONSTRUCTION POLICIES ON BASIC EDUCATION INFRASTRUCTURE IN POST BOKO HARAM INSURGENCY IN NORTH EAST NIGERIA
DOI:
https://doi.org/10.22159/ijss.2022.v10i4.45038Keywords:
Assessment, Reconstruction policies, Basic Education Infrastructure, Post-Boko haram insurgency, Internally displaced persons, North Eastern NigeriaAbstract
Boko Haram insurgency in the Northeast Nigeria has caused damage to basic education infrastructure and reconstructing such infrastructure is essential to sustain recovery in North East Nigeria. The purpose of the study was to assess reconstruction policies of building technical and managerial capacity, achieving rapid physical reconstruction, restoring service delivery, establishing sustainable policies and institutions and sector-wide planning on basic education infrastructure in post Boko Haram insurgency in North East, Nigeria. To achieve the purpose, five research questions and hypotheses were raised. Descriptive survey design was adopted for the study. The population of the study comprised four hundred basic education sector staff and stakeholders from Adamawa, Borno and Yobe states. Data were collected using researcher instrument tagged “Reconstruction Policies on Basic Education Infrastructure Assessment Questionnaire” (RPBEIAQ). The instrument was validated and reliability was determined using Cronbach Alpha. The reliability coefficient was 0.78. The data collected were analyzed using mean and standard deviation to answer the research questions and z-test was used to test the hypotheses at 0.05 level of significance. The findings show that building technical and managerial capacity, rapid physical reconstruction, restoring service delivery, establishing sustainable policies, and institutions and education sector-wide planning were not achieved on basic education infrastructure in North East, Nigeria. The study concluded that key players and actors such as federal ministry of education, state ministries of education, local government education authorities, NGOs, civil societies, donor, and international aid agencies did not achieve reconstruction policies on basic education infrastructure. The study also recommended among others that sound technical and managerial capacity reconstruction policies should be built on basic education infrastructure in terms of recruitment and training of teachers and administrators to proper utilization.
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