An examination of the effectiveness of adult education in promoting peace and security in Potiskum Local Government Area, Yobe State
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- NGN 5000
Background of the Study
In regions marred by social unrest and insecurity, adult education has emerged as a strategic intervention to promote peace and social cohesion. In Potiskum, where intermittent conflicts and communal tensions have historically disrupted social harmony, educational initiatives play a pivotal role in fostering understanding and tolerance among community members (Ike, 2023). Adult education programs in Potiskum are uniquely designed to incorporate conflict resolution, human rights awareness, and community-building strategies, thereby equipping learners with the tools necessary for active peacebuilding (Chinwe, 2024). These programs emphasize critical thinking and dialogue, enabling participants to engage constructively with contentious issues.
The historical context of communal strife in Potiskum has led to entrenched mistrust between different ethnic and religious groups. As such, adult education is seen as a vehicle for mitigating these tensions by promoting shared values and fostering dialogue across divides (Olu, 2024). However, despite the potential benefits, several challenges impede the full realization of these educational objectives. Limited funding, a shortage of trained facilitators, and occasional political interference have diminished the impact of these initiatives. Furthermore, the cultural complexities inherent in the region mean that one-size-fits-all educational approaches often fail to address the nuanced realities of local conflict dynamics (Ekwueme, 2025).
Recent interventions have attempted to contextualize educational content to reflect local histories and conflict narratives, thereby making peace education more relevant and impactful. Research indicates that when adult learners are engaged through participatory learning methods and community dialogues, the likelihood of sustained peace and security increases significantly (Folarin, 2023). Nonetheless, ongoing challenges such as economic disparities and external influences continue to pose obstacles to long-term peacebuilding efforts. By harnessing the transformative power of education, there is potential not only to reduce violence but also to create a more inclusive and resilient society where dialogue replaces conflict.
Statement of the Problem
Despite concerted efforts to leverage adult education for peace and security in Potiskum, significant gaps remain in translating educational initiatives into lasting peace. The primary challenge is the inadequate integration of peace education into mainstream adult learning curricula, which limits its reach and effectiveness (Uche, 2023). Many programs operate in isolation without sufficient collaboration between educational institutions, local authorities, and community leaders. This fragmentation leads to inconsistencies in program delivery and diminishes the potential impact on communal attitudes and behaviors. Additionally, political instability and intermittent funding shortages have further hampered the continuity and quality of peace education programs (Babatunde, 2024).
Another pressing issue is the entrenched nature of conflict narratives in the community, which often leads to resistance against peace initiatives. While educational programs are designed to promote dialogue and reconciliation, deeply rooted mistrust and historical grievances sometimes undermine these efforts. The lack of a holistic approach that combines peace education with socio-economic development initiatives further exacerbates the problem, as learners remain affected by underlying structural inequalities (Nwankwo, 2025). As a result, while some segments of the population exhibit positive changes, overall levels of community security and cohesion have not improved to the desired extent. This study, therefore, aims to explore the barriers to effective peace education and propose measures that can bridge the gap between educational theory and practical conflict resolution in Potiskum.
Objectives of the Study
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To assess the impact of peace education on community security in Potiskum.
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To identify the barriers hindering the effective implementation of peace education.
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To propose integrative strategies that enhance the role of adult education in conflict resolution.
Research Questions
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How effective is adult education in promoting peace and security in Potiskum?
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What are the main barriers to integrating peace education into adult learning curricula?
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Which strategies can enhance community engagement in peacebuilding efforts?
Research Hypotheses
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Adult education programs that integrate peace education are associated with higher levels of community security.
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Political and economic barriers significantly undermine the effectiveness of peace education initiatives.
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Collaborative community engagement positively influences the successful implementation of peace education.
Significance of the Study
This study is vital in demonstrating how adult education can contribute to peace and security in conflict-prone regions. Its findings will inform policy adjustments and community initiatives aimed at promoting a culture of dialogue and mutual respect in Potiskum (Ogbonna, 2024).
Scope and Limitations of the Study
The study is limited to examining the role of adult education in promoting peace and security in Potiskum Local Government Area, Yobe State. It does not encompass other areas of conflict resolution or related social programs.
Definitions of Terms
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Peace Education: Educational processes aimed at fostering conflict resolution, tolerance, and non-violence.
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Security: The condition of being free from danger or threat, often achieved through social cohesion.
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Adult Education: Learning initiatives designed for individuals beyond traditional schooling ages that focus on practical and transformative skills.
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