POLITICS OF IMPLEMENTING PEACEEDUCATION PROGRAMMESFORBOKO HARAM INTERNALLY DISPLACED PERSONS IN DIKWACAMPOF BORNO STATE, NIGERIA.
Peace education can promote access, teachers, teaching and education policy during emergencies. Equally, it can reinforce and widen political, social and cultural divisions among internally displaced persons(IDPs). The purpose of this study was to examine the politics of access, teachers, teaching and education policy politics in peace education programmes for Boko Haram (IDPs) inDikwa camp of Borno State. Four research questions and four hypotheses guided the study. The population of the study comprises of all the two thousand 2000 male and female IDPs in the camp. Sixty(60) male and sixty (60) female IDPS was purposively sampled for the study. Data was collected using politics of peace education programmes for Boko Haram internally displaced persons questionnaire (PPEPBHIDPQ) consisting of sixteen(16) items, with Likert response scale of Very high level, High level, Moderate level, Low level, Very low level. Mean, standard deviation and test were utilized for analyzing data. The study found that access, teachers, teaching and education policy politics were implemented at a high level in peace education programmes for Boko Haram IDPS in Dikwa Camp of Borno State. The study concluded that politics of the four minimum standards of access, teachers, teaching and education policy in peace education programmes for Boko Haram IDPS was implemented at a high level. Recommendations of the study, among others included that Federal, State and local governments, non-governmental organizations (NGOs), donor and international aid agencies should implement peace education programmes with accessibility for all sexes, ethnic, cultural and religious groups for Boko Haram IDPS in Dikwa camp of Borno State.
Keywords: Politics, Peace Education Programmes, Boko Haram Internally Displaced Persons, Dikwa Camp, Borno State.
