EDUCATIONAL BARRIERS FACING ORPHANS AND VULNERABLE CHILDREN IN NIGERIA; A CONCEPTUAL AND POLICY REVIEW
Keywords:
Orphans and Vulnerable Children (OVC),, Inclusive Education, Educational Inequality, Social ProtectionAbstract
This paper is a conceptual and literature-based review that examines the educational challenges and support needs of Orphans and Vulnerable Children (OVC) in Nigeria. Drawing on existing studies, policy documents, and programme reports, the paper highlights that OVC face interconnected barriers including poverty, psychosocial distress, weak policy implementation, inadequate infrastructure, and limited teacher preparedness. The literature shows that these factors collectively affect access, retention, and learning outcomes, particularly in rural and conflict-affected regions. It further indicates that while interventions such as cash transfers, school feeding programmes, inclusive teaching practices, and community engagement have improved participation in some contexts, their effectiveness often depends on coordination, sustainability, and institutional capacity. Based on this body of evidence, the paper recommends a multi-sectorial approach involving government, schools, families, and development partners. Key recommendations include increased and targeted funding, strengthened teacher capacity, improved infrastructure, expanded social protection, and enhanced monitoring systems. These recommendations are not presented as empirical findings but as informed proposals derived from the reviewed literature. The study concludes that addressing OVC education requires integrated and context-sensitive strategies that go beyond access to ensure meaningful and sustained learning outcomes, contributing to Nigeria’s long-term human capital development.
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