Ushe, Ushe Mike (2019)

The number of people who have been forcibly displaced across Nigeria and thesub-region either as a result of Boko Haram insurgency, Herdsmen/Farmerscrisis, environmental or conflict-induced factors since the end of military rule in1999 an be up to two million. A distinctive challenge facing Internally DisplacedPersons (IDPs) are structural conditions that deny them access to the right toreligious education. This paper examines the role of open and distance learning inproviding access to the Internally Displaced Persons (IDPs) in Nigeria. Thepaper adopts a mixed methodology which makes use of descriptive survey design,structured questionnaires, interviews and secondary sources for data collectionand data analysis. Using two single modes of open and distance learninginstitutions: National Open University of Nigeria and National Teacher’sInstitute, Kaduna, the study investigated how the mounting of certificationprogrammes has significantly affected the availability, accessibility andadaptability framework delineating the content of the right to religious educationfor Internally Displaced Persons (IDPs) in Nigeria. The paper recommends,amongst others, that a comprehensive framework should be put in place by thegovernment in deploying accessible educational technologies to give those livingin marginalized communities or refugee camps access to religious education inNigeria.