INSECURITY AND POVERTY AS CONSTRAINTS TO ECONOMICS EDUCATION IN NIGERIA: AN EMPIRICAL STUDY OF THEIR IMPACT ON NATIONAL ECONOMIC DEVELOPMENT

Abstract

 Insecurity and poverty have emerged as significant challenges to educational development in Nigeria, particularly affecting the teaching and learning of Economics at various levels. In Nigeria, the pursuit of national economic development is intrinsically tied to the quality and reach of education, particularly Economics education, which plays a critical role in producing economically literate and productive citizens. However, persistent insecurity and widespread poverty pose significant barriers to the effective delivery of this subject. This study explored the extent to which insecurity and poverty constrain Economics education in Nigeria and the subsequent implications for national economic development. Using a mixed-method approach, the research surveyed secondary school students and teachers across regions heavily affected by insurgencies and economic deprivation. Results reveal that insecurity leads to school closures, psychological trauma, displacement, and a decline in teacher morale, while poverty restricts students' access to learning materials, causes absenteeism, and forces early school withdrawal. The findings underscore the need for integrated policy responses that enhance security, alleviate poverty, and strengthen Economics education as a pathway to sustainable economic development. The study found a statistically significant negative relationship between the levels of insecurity and poverty and students' performance in Economics. It concluded that addressing these dual challenges is crucial to ensuring the transformative role of Economics education in national development. Strategic policy interventions, improved security architecture, poverty alleviation programs, and targeted educational support systems are recommended as imperative measures.