The Effect of the National Policy on Education on the Quality of Education in Maiduguri Local Government, Borno State
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Chapter One: Introduction
1.1 Background of the Study
The National Policy on Education (NPE) in Nigeria outlines the framework for educational goals, standards, and strategies for achieving universal access to quality education. It serves as the guiding document for all educational reforms and policies within the country (Musa, 2024). However, while the policy has aimed to address issues of equity, quality, and access, the translation of these intentions into effective outcomes remains inconsistent across various regions. Maiduguri Local Government, the capital of Borno State, has faced a unique set of challenges, including the lingering impacts of insurgency, internal displacement, and a significant population influx, all of which have exacerbated the region’s educational crisis (Aliyu & Ibrahim, 2025). Despite federal and state-level policies advocating for quality education, the disruption caused by years of conflict has led to deteriorating educational standards, poorly equipped schools, and the shortage of qualified teachers. Moreover, a lack of resources and effective policy implementation further compounds the problem, hindering progress in achieving the NPE’s goals (Bello & Danjuma, 2023). This study investigates how the NPE has influenced the quality of education in Maiduguri, analyzing the alignment between national educational objectives and the challenges faced at the local level.
1.2 Statement of the Problem
Despite the existence of the National Policy on Education, Maiduguri Local Government continues to face significant challenges in providing quality education. Factors such as insufficient educational infrastructure, a shortage of qualified teachers, and the effects of ongoing conflict have prevented the effective implementation of the policy. Schools in the region remain overcrowded, with inadequate learning materials and poor teaching conditions. This situation has resulted in subpar academic performance, especially among displaced children who struggle to adapt to new educational environments (Omar & Zubair, 2024). The problem lies not only in the physical and material constraints but also in the gaps between the intended outcomes of the NPE and its practical application in conflict-affected areas. This study seeks to examine the impact of the NPE on the quality of education in Maiduguri, focusing on the barriers that have hindered its success in this unique context.
1.3 Objectives of the Study
1. To evaluate the effect of the National Policy on Education on the quality of education in Maiduguri Local Government.
2. To assess the challenges faced in implementing the National Policy on Education in Maiduguri.
3. To propose recommendations for improving the alignment of the NPE with the local education needs in Maiduguri.
1.4 Research Questions
1. What is the effect of the National Policy on Education on the quality of education in Maiduguri Local Government?
2. What are the challenges to the effective implementation of the National Policy on Education in Maiduguri?
3. What recommendations can enhance the quality of education in Maiduguri through the National Policy on Education?
1.5 Research Hypotheses
1. The National Policy on Education has a positive effect on the quality of education in Maiduguri Local Government.
2. Implementation challenges significantly hinder the success of the National Policy on Education in Maiduguri Local Government.
3. Strengthening policy implementation will significantly improve educational outcomes in Maiduguri.
1.6 Significance of the Study
This study provides critical insights into the effectiveness of the National Policy on Education in conflict-affected regions like Maiduguri. By identifying the specific challenges faced in this context, the research will inform future policy revisions and implementation strategies aimed at improving educational quality in similar regions. For policymakers, educators, and international organizations involved in post-conflict recovery, this study offers practical recommendations for creating more resilient and contextually relevant educational policies. Furthermore, it contributes to the broader discourse on educational reforms in conflict zones, providing empirical evidence to guide interventions that can make a tangible difference in the lives of students affected by conflict.
1.7 Scope and Limitations of the Study
The study is confined to Maiduguri Local Government and focuses specifically on the impact of the National Policy on Education. It does not extend to other areas in Borno State or address educational policies outside the scope of the NPE. A limitation of the study includes access to reliable data from schools and local authorities, as the security situation may impede data collection.
1.8 Operational Definition of Terms
• National Policy on Education (NPE): A set of guidelines and standards developed by the Nigerian government to structure the country's educational system.
• Quality of Education: The overall standard of education, as determined by factors such as infrastructure, teaching quality, and student outcomes.
• Policy Implementation: The process of executing the goals outlined in a policy framework, often influenced by local conditions and resource availability.
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