Bridging educational disparities in conflict-affected regions of Nigeria

This paper examines the persistent educational disparities in conflict-affected regions of Nigeria through a political economy lens, highlighting how governance structures and socio-political dynamics influence access to quality education. It draws on recent literature to analyze the assumptions underpinning educational policies in fragile contexts and identifies systemic barriers that disproportionately affect marginalized groups, including girls, rural populations, and children with disabilities. The findings underscore that unequal educational access perpetuates social and economic inequalities, hindering Nigeria’s broader development goals. The paper outlines key strategies for reform, emphasizing equity-focused policies, inclusive teaching practices, and community engagement. It advocates for data-driven planning, sustainable financing, and the alignment of national education strategies with the Sustainable Development Goals (SDGs). Furthermore, it highlights the importance of fostering political will, cross-sectoral collaboration, and innovation especially in leveraging technology to overcome geographic and infrastructural challenges. By proposing a comprehensive theory of change, this study provides actionable recommendations for policymakers and stakeholders to close the educational gap in Nigeria’s most vulnerable regions. Addressing these disparities is not only essential for individual empowerment but also for achieving long-term stability, social cohesion, and sustainable development.