Effectiveness of Continuity Strategies for Completion of Basic Schools amidst Insecurity and Pandemic in Nigeria

Abstract

This study aims at assessing the effectiveness of continuity strategies used to achieve the completion of basic education in the context of insecurity and pandemic in Nigeria. The approach in this research was quantitative research with descriptive survey designs. The data were obtained from 417 respondents in six states of the geopolitical zones on a structured questionnaire. Two sampling techniques were used: purposive sampling and simple random sampling as well as stratified sampling. The data were analyzed by frequency, percentages, means, regression and independent-samples t-test at 0.05 level of significance. Organised community efforts (M=2.66), temporary learning centres (M=2.73), technological and remote education programmes (M=2.85), and educational support services (M=2.63) proved to be effective. Monitoring and evaluation platforms were less effective (M=2.48). The regression results show that organised community efforts (β=.286), temporary learning centres (β=.341), technological and remote education programmes (β=.397), educational support services (β=.251) and monitoring and evaluation platforms (β=.193) significantly positively affect basic education completion (p<.001). There was no significant difference between males and females (p=.059), but there was a significant difference between urban and rural schools (p=.001) favouring urban schools. The study concludes that continuity strategies that respond to the context are important to help sustain the participation, progression and completion of pupils during periods of educational disruptions that insecurity and pandemic disruptions in Nigeria have caused. It calls for community engagement, temporary learning centres to be expanded, investing in digital infrastructure, learner support, and enhancing monitoring systems, particularly in rural communities.