Socio-Cultural Challenges to the Achievement of SDGs in the North Eastern States of Nigeria

Agidani Jummai

doi:doi:10.11648/j.ajset.20220702.11

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Socio-Cultural Challenges to the Achievement of SDGs in the North Eastern States of Nigeria

Agidani Jummai

Published in American Journal of Science, Engineering and Technology (Volume 7, Issue 2)

Received: 4 April 2022 Accepted: 26 April 2022 Published: 10 May 2022

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Abstract

The scale of violent conflict in some regions of Nigeria in recent years is unprecedented and the impact of such conflict on teaching and learning is unquantifiable. It is no longer news that pupils and teachers feel insecure with incessant school raids leading to kidnappings, schools vandalized, and some communities displaced. These amongst other political and socio-economic issues impact on the learning experience of students and the education sector. This article examines the influence of conflict on teaching and learning with particular emphasis on the achievement of sustainable growth objectives in Nigeria in the North-Eastern States. This research is qualitative in nature and secondary data relating to the Boko haram crisis was collected from textbooks, journals both online and print, documented interviews, and the broader historical narratives in the region over the last eleven years (1991-2022) was reviewed and content analysis method of data analysis was employed for data analysis. The findings revealed that there has been no appreciable change in the level of western education received by students in the region. For the narrative to happen, all the three tiers of the government- the federal, state and local government needs to take a proactive and collaborative approach towards resolving the conflict in the region so that school enrollment including the general standard of education in the north east Nigeria can be improved considerably.

Published in	American Journal of Science, Engineering and Technology (Volume 7, Issue 2)
DOI	10.11648/j.ajset.20220702.11
Page(s)	32-38
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

Violent Conflict, Basic Education, Boko Haram, Millennium Development Goals, Sustainable Development Goals, School Enrollment, Nigeria, Primary School Education

References

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APA Style

Agidani Jummai. (2022). Socio-Cultural Challenges to the Achievement of SDGs in the North Eastern States of Nigeria. American Journal of Science, Engineering and Technology, 7(2), 32-38. https://doi.org/10.11648/j.ajset.20220702.11

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ACS Style

Agidani Jummai. Socio-Cultural Challenges to the Achievement of SDGs in the North Eastern States of Nigeria. Am. J. Sci. Eng. Technol. 2022, 7(2), 32-38. doi: 10.11648/j.ajset.20220702.11

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AMA Style

Agidani Jummai. Socio-Cultural Challenges to the Achievement of SDGs in the North Eastern States of Nigeria. Am J Sci Eng Technol. 2022;7(2):32-38. doi: 10.11648/j.ajset.20220702.11

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@article{10.11648/j.ajset.20220702.11,
  author = {Agidani Jummai},
  title = {Socio-Cultural Challenges to the Achievement of SDGs in the North Eastern States of Nigeria},
  journal = {American Journal of Science, Engineering and Technology},
  volume = {7},
  number = {2},
  pages = {32-38},
  doi = {10.11648/j.ajset.20220702.11},
  url = {https://doi.org/10.11648/j.ajset.20220702.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajset.20220702.11},
  abstract = {The scale of violent conflict in some regions of Nigeria in recent years is unprecedented and the impact of such conflict on teaching and learning is unquantifiable. It is no longer news that pupils and teachers feel insecure with incessant school raids leading to kidnappings, schools vandalized, and some communities displaced. These amongst other political and socio-economic issues impact on the learning experience of students and the education sector. This article examines the influence of conflict on teaching and learning with particular emphasis on the achievement of sustainable growth objectives in Nigeria in the North-Eastern States. This research is qualitative in nature and secondary data relating to the Boko haram crisis was collected from textbooks, journals both online and print, documented interviews, and the broader historical narratives in the region over the last eleven years (1991-2022) was reviewed and content analysis method of data analysis was employed for data analysis. The findings revealed that there has been no appreciable change in the level of western education received by students in the region. For the narrative to happen, all the three tiers of the government- the federal, state and local government needs to take a proactive and collaborative approach towards resolving the conflict in the region so that school enrollment including the general standard of education in the north east Nigeria can be improved considerably.},
 year = {2022}
}

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TY  - JOUR
T1  - Socio-Cultural Challenges to the Achievement of SDGs in the North Eastern States of Nigeria
AU  - Agidani Jummai
Y1  - 2022/05/10
PY  - 2022
N1  - https://doi.org/10.11648/j.ajset.20220702.11
DO  - 10.11648/j.ajset.20220702.11
T2  - American Journal of Science, Engineering and Technology
JF  - American Journal of Science, Engineering and Technology
JO  - American Journal of Science, Engineering and Technology
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PB  - Science Publishing Group
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UR  - https://doi.org/10.11648/j.ajset.20220702.11
AB  - The scale of violent conflict in some regions of Nigeria in recent years is unprecedented and the impact of such conflict on teaching and learning is unquantifiable. It is no longer news that pupils and teachers feel insecure with incessant school raids leading to kidnappings, schools vandalized, and some communities displaced. These amongst other political and socio-economic issues impact on the learning experience of students and the education sector. This article examines the influence of conflict on teaching and learning with particular emphasis on the achievement of sustainable growth objectives in Nigeria in the North-Eastern States. This research is qualitative in nature and secondary data relating to the Boko haram crisis was collected from textbooks, journals both online and print, documented interviews, and the broader historical narratives in the region over the last eleven years (1991-2022) was reviewed and content analysis method of data analysis was employed for data analysis. The findings revealed that there has been no appreciable change in the level of western education received by students in the region. For the narrative to happen, all the three tiers of the government- the federal, state and local government needs to take a proactive and collaborative approach towards resolving the conflict in the region so that school enrollment including the general standard of education in the north east Nigeria can be improved considerably.
VL  - 7
IS  - 2
ER  -

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Agidani Jummai

Department of Building, Faculty of Environmental Sciences, Baze University, Abuja, Nigeria

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Agidani Jummai. (2022). Socio-Cultural Challenges to the Achievement of SDGs in the North Eastern States of Nigeria. American Journal of Science, Engineering and Technology, 7(2), 32-38. https://doi.org/10.11648/j.ajset.20220702.11

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ACS Style

Agidani Jummai. Socio-Cultural Challenges to the Achievement of SDGs in the North Eastern States of Nigeria. Am. J. Sci. Eng. Technol. 2022, 7(2), 32-38. doi: 10.11648/j.ajset.20220702.11

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AMA Style

Agidani Jummai. Socio-Cultural Challenges to the Achievement of SDGs in the North Eastern States of Nigeria. Am J Sci Eng Technol. 2022;7(2):32-38. doi: 10.11648/j.ajset.20220702.11

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@article{10.11648/j.ajset.20220702.11,
  author = {Agidani Jummai},
  title = {Socio-Cultural Challenges to the Achievement of SDGs in the North Eastern States of Nigeria},
  journal = {American Journal of Science, Engineering and Technology},
  volume = {7},
  number = {2},
  pages = {32-38},
  doi = {10.11648/j.ajset.20220702.11},
  url = {https://doi.org/10.11648/j.ajset.20220702.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajset.20220702.11},
  abstract = {The scale of violent conflict in some regions of Nigeria in recent years is unprecedented and the impact of such conflict on teaching and learning is unquantifiable. It is no longer news that pupils and teachers feel insecure with incessant school raids leading to kidnappings, schools vandalized, and some communities displaced. These amongst other political and socio-economic issues impact on the learning experience of students and the education sector. This article examines the influence of conflict on teaching and learning with particular emphasis on the achievement of sustainable growth objectives in Nigeria in the North-Eastern States. This research is qualitative in nature and secondary data relating to the Boko haram crisis was collected from textbooks, journals both online and print, documented interviews, and the broader historical narratives in the region over the last eleven years (1991-2022) was reviewed and content analysis method of data analysis was employed for data analysis. The findings revealed that there has been no appreciable change in the level of western education received by students in the region. For the narrative to happen, all the three tiers of the government- the federal, state and local government needs to take a proactive and collaborative approach towards resolving the conflict in the region so that school enrollment including the general standard of education in the north east Nigeria can be improved considerably.},
 year = {2022}
}

Copy | Download

TY  - JOUR
T1  - Socio-Cultural Challenges to the Achievement of SDGs in the North Eastern States of Nigeria
AU  - Agidani Jummai
Y1  - 2022/05/10
PY  - 2022
N1  - https://doi.org/10.11648/j.ajset.20220702.11
DO  - 10.11648/j.ajset.20220702.11
T2  - American Journal of Science, Engineering and Technology
JF  - American Journal of Science, Engineering and Technology
JO  - American Journal of Science, Engineering and Technology
SP  - 32
EP  - 38
PB  - Science Publishing Group
SN  - 2578-8353
UR  - https://doi.org/10.11648/j.ajset.20220702.11
AB  - The scale of violent conflict in some regions of Nigeria in recent years is unprecedented and the impact of such conflict on teaching and learning is unquantifiable. It is no longer news that pupils and teachers feel insecure with incessant school raids leading to kidnappings, schools vandalized, and some communities displaced. These amongst other political and socio-economic issues impact on the learning experience of students and the education sector. This article examines the influence of conflict on teaching and learning with particular emphasis on the achievement of sustainable growth objectives in Nigeria in the North-Eastern States. This research is qualitative in nature and secondary data relating to the Boko haram crisis was collected from textbooks, journals both online and print, documented interviews, and the broader historical narratives in the region over the last eleven years (1991-2022) was reviewed and content analysis method of data analysis was employed for data analysis. The findings revealed that there has been no appreciable change in the level of western education received by students in the region. For the narrative to happen, all the three tiers of the government- the federal, state and local government needs to take a proactive and collaborative approach towards resolving the conflict in the region so that school enrollment including the general standard of education in the north east Nigeria can be improved considerably.
VL  - 7
IS  - 2
ER  -

Copy | Download