Links between security and Islamic education systems in Nigeria

This rapid review examines the insecurity-conflict-education nexus in northeast and northwest Nigeria, considering issues of radicalisation, terrorism, illegal migration, violence, and the activity of armed groups; and education access, continuity, quality and relevance through different streams available to adolescents and youth. In evaluating the links between security and education in Nigeria, the request encompasses six key questions:

1. To what extent has limited and differential access to education—as well as issues with education quality—contributed to or sustained conflict in Northern Nigeria?

2. Are there specific groups of OOSC or types of formal/non-formal education provision that are contributing to radicalisation, instability, or improved stability in Northern Nigeria?

3. To what extent have peace/stability themes been integrated into education programmes and provision for different groups (host/stable populations, IDPs, reintegrated fighters/families)?

4. What is the likely impact of US and wider ODA cuts on education provision, considering how willing/able federal/state government and community/religious leaders are to sustain or adapt education opportunities for marginalised groups in the short-medium term?

5. What lessons do neighbouring countries—particularly in the Sahel—offer about the links between education and instability, particularly in terms of the role of Almajiri-type education?

6. If/how/where does insecurity/conflict impact education?

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