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This chapter examines the dynamics of the Boko Haram insurgency in northeastern Nigeria and its effects on higher education in Nigeria. Insurgency has affected all the nook and crannies of northern Nigeria and has gone unabated, owing particularly to the institutional framework adopted to manage peace and resolve the conflict with severe implication on higher education in the region. Insurgency has caused catastrophic humanitarian crises through widespread infrastructural devastation, and massive dislocations and losses of human life. The incidence of insurrections, insurgencies, and counter insurgency activities in each of the conflict clusters in the northeast geo-political zone of Nigeria has been associated with widespread human insecurity and displacement of populations. Using both primary and secondary methods of data collection, the chapter examines how the role of government and policies has become central to educational development in the country. It also shows the extent to which the activities of the Boko Haram insurgency have affected students’ school enrolment and performance in northeastern Nigeria. The chapter further examines internally displaced persons (IDPs) and access to education in northeastern Nigeria and interrogates the role of the Nigerian state and agencies responsible for the management of IDPs in meeting their education needs in camps. It also examines the extent to which stakeholders in the management of IDPs have gone in initiating policies and programs that promotes access to education in IDP camps in northeast Nigeria. It concludes that the number of schools available in the conflict spots has reportedly been reduced because of the fact they are now occupied by IDPs. Most of the students in high school as well as universities in Adamawa, Borno, and Yobe states have had their opportunities for higher education severely constrained. The chapter recommends among others that protection of staff, students, and education workers working in the northeast region is imperative. In order to do so successfully, changes must be effected in the provisions contained in the 1999 constitution of the Federal Republic of Nigeria that relate to the management of IDPs.

This chapter highlights the plight of refugees and the strategies and policies crafted by international agencies and non-governmental institutions in providing better access to education especially for refugee children. The chapter explores some of the key terminologies that distinguish refugees from asylum seekers and internally displaced person. The terminologies are significant as the opportunities and facilities handed out differ significantly depending on their status. The chapter then talks about some of the policies toward imparting education and the school- and system-level factors responsible for accessing education. The last section of the chapter summarizes the overview of various chapters that will feature in this volume, talking about cases and interventions from Malawi to Australia.