Culture and education: Evaluating the alternative learning program for displaced communities in Maiduguri, Borno State, Nigeria"

Abstract

Education is increasingly recognized as a key factor in conflict prevention, resilience building, peace promotion, and sustainable development. In Borno State, Nigeria, which has faced prolonged crises caused by the Boko Haram insurgency—displacing over two  million people—the education sector has gained significant attention from governmental and non-governmental humanitarian and  development agencies. The combined efforts of these organizations have led to the emergence of alternative and collaborative education  approaches aimed at addressing the growing number of out-of-school children due to the conflict. While these interventions  have successfully ensured that displaced children are not left behind compared to their peers in other regions of Nigeria, there is limited  evidence regarding the extent to which these approaches integrate the cultural context of the displaced population. This paper employs a  qualitative research methodology to examine the role of culture within the "Creating Opportunities – Protective and Resilient Education  in Northeast Nigeria" project, an alternative education program implemented by Plan International Nigeria in collaboration  with the Borno State government. Data collection included interviews, observations, and analysis of curriculum and policy documents,  with inductive data analysis methods. Findings reveal that, unlike many emergency projects that prioritize donor country cultures over  those of beneficiaries and host communities, the "Creating Opportunities – Protective and Resilient Education in Northeast Nigeria"  project places a strong emphasis on cultural sensitivity. This is demonstrated through the recruitment of local teachers, the use of native  languages for instruction, and the adaptation of textbooks to reflect learners’ cultural contexts. By actively promoting cultural  sustainability in displacement, this project serves as an exemplary model of alternative education programs in conflict-affected and crisis- prone regions in Nigeria and beyond.