1.1 Introduction
Herdsmen-Farmers clashes refers to conflicts and tensions arising between nomadic herdsmen and settled farmers over issues such as land use, grazing rights, resource competition, and socio-cultural differences (Adesina & Nwankwo, 2018). The socio-economic impacts of herdsmen-farmers clashes have reverberated across various sectors of society, influencing even the educational landscape, particularly within secondary schools. Herdsmen-farmers clashes, characterized by conflicts over land, resources, and livelihoods, have escalated in recent years, posing significant challenges to peace and stability. According to a study by Okeke and Eze (2020), prolonged closure of schools amidst conflicts leads to learning deficits, hindering students' academic progress and future prospects. Moreover, the psychological trauma inflicted by witnessing or experiencing violence can impede students' cognitive and emotional development, affecting their overall well-being.
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.
1.2 Background of Study
Herdsmen-farmers clashes have deep-rooted historical antecedents, stemming from tensions over land use, grazing rights, and resource competition. Nigeria, in particular, has witnessed a surge in these conflicts, fueled by demographic pressures, environmental degradation, and ethno-religious dynamics. According to Adesina and Nwankwo (2018), the proliferation of small arms, inadequate land tenure systems, and weak governance exacerbate these tensions, creating a volatile landscape fraught with violence and instability.
The socio-economic implications of these conflicts on secondary schools are manifold. On one hand, the physical security and safety of students and teachers are compromised, leading to fear, trauma, and psychological distress. As highlighted by Adebayo and Ogunleye (2019), the closure of schools due to insecurity disrupts academic calendars, exacerbating learning deficits and hindering educational attainment. Moreover, the destruction of school infrastructure and facilities further compounds the challenges faced by secondary schools, constraining their capacity to provide conducive learning environments.
Herdsmen feel aggrieved when they discover that portions of land that had hitherto served them as grazing routes have been taken over by farmers for cultivation. As a nomadic group, Fulani herdsmen are outsiders in any farming community they temporarily settle. Hence, they are considered the “landless group” by the community farmers (the “landed group”) who claim the right to land use and ownership (Shettima & Tar, 2008). The upsurge between herdsmen and famers in various parts of the country is a good example of conflict in the society. Conflict between herdsmen and farmers in some sensitive parts of the country has raised different issues. Conflict between farmers and nomadic cattle herders have also been a common feature of economic livelihood in West Africa, (Tori, 2000). This is becoming a serious crisis. It is now second to Boko Haram security issue in Nigeria.
Historically, the Nigeria perspective of herdsmen and farmers crisis takes root from the global scope in Africa. According to Ofuoku (2010), in the period before the beginning of 20th century, such problems were mainly restricted to the savanna belts of West Africa. Cattle rearing where mainly prevalent in these belts: Guinea, Sudan and Sahel Savanna where crop production was carried out according to short raining season and small scale.
Ahmed-Gamgum (2018) aver that the current and most serious version of insecurity challenge facing Nigeria today is the instigation of farmers-herdsmen violent. The major effect of the conflicts are food and livestock shortages , food price increase, lost in revenue, and income, thousands of lives and household properties, cattle routes, demarcated grazing reserves farm land and towns infrastructures are frequently destroyed and or denied access.
Ofuoku, (2010) observed that cattle herders got the opportunity of having available farm land or grazing land to themselves. As time went on, and with the introduction of irrigation practice in the Savanna belt of Nigeria, and during dry season when pasture wither and unavailable to cattle herders, the herds men move down site (coastal zone) were raining is longer and soil retain moisture for long, in search of pasture and water a movement called transhumance. However, Shehu (2017) pointed that Fulani as a tribe is known with the business of cattle rearing. Notwithstanding this fact, a number of Nigerians and even foreigners are also found in cattle rearing. Those vulnerable to herdsmen attacks seem to condemn the entire tribe of Fulani incognizant of the innocence of the majority. Fulani herdsmen have been labeled by some Nigeria’s newspapers with various frames as a result of their clash with their farmers counterparts in Nigeria.
According to Shehu (2017), average Fulani-herdsman, cattle rearing are a way of living, which is reckoned with as a mark of common heritage. In effect, any threat to his herd amounts to a threat, not only to his survival but also to his common destiny. This way of thinking is encapsulated in the following citation as credited to a Fulani-nomad. The media especially the newspaper is always keen to report and investigate crisis event in any society. The newspaper is always at the center to connect man with the environment. As important as the media to events, the media shine when there is tension, crisis and war. Issues of war come from the human angle of news value. According to Adamu (2016), the media as an institution requires an understanding of what constitutes the sector. Clearly, the mass media consist of something beyond the specific outlets that deliver news and information moving forward.
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the Impact of Herdsmen and Farmers Clash on the Socio-Economic Development of Secondary School in Benue State.
1.3 Statement of Problems
Investigation revealed that herdsmen-farmers clashes engender a climate of insecurity and instability, leading to the disruption of academic activities within secondary schools. As noted by Ibrahim and Garba (2019), the closure of schools due to violence and insecurity interrupts the educational continuity of students, resulting in learning deficits and academic regression. Moreover, the fear and trauma induced by conflict-related incidents impede students' ability to focus and engage effectively in the learning process, compromising their academic performance and future prospects.
Additionally, the escalation of herdsmen-farmers clashes poses significant threats to the safety and security of students, teachers, and school staff. According to Ogunleye and Adesina (2020), secondary schools located in conflict-prone areas are vulnerable to attacks, vandalism, and looting, jeopardizing the physical well-being of individuals and the integrity of educational infrastructure. The pervasive climate of fear and uncertainty impairs the conducive learning environment essential for academic excellence and socio-economic development.
Furthermore, Nigeria is seriously threatened by Fulani herdsmen and farmers crisis and therefore, considered to be a main threat affecting the social and economic activities of the nation. Fulani herdsmen and farmers clashes seem to have become a major problem to the security and development of Nigeria.
Also, huge amount of money is being spent on weapons and ammunition acquisition so as to equip the military to handle the situation on ground. All these seem to have affected educational development of schools in the area. These observations have attracted the attention of this researcher to examine the Impact of Herdsmen and Farmers Clash on the socio-economic development of secondary school in Benue state. In light of these pressing problems, there is an urgent need to investigate the socio-economic impact of herdsmen-farmers clashes on secondary schools comprehensively.
1.4 Aim and Objectives of Study
The aim of the study is to examine the Impact of Herdsmen and Farmers Clash on the Socio-Economic Development of Secondary School in Benue State. In achieving this aim, the following specific objectives were laid out as follows:
- To assess the extent of disruption of academic activities within secondary schools as a result of herdsmen-farmers clashes;
- To analyze the socio-economic resources available to secondary schools and the impact of conflicts on infrastructure, human capital, and financial stability;
- To explore the psychosocial implications of conflict-related trauma on students’ cognitive development, emotional well-being, and academic performance;
- To evaluate the safety and security challenges faced by students, teachers, and school staff in conflict-affected areas; and
- To examine the relationship between herdsmen-farmers clash and socio-economic development of secondary school in Benue state.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- What is the extent disruption of academic activities within secondary schools as a result of herdsmen-farmers clashes?
- What are the socio-economic resources available to secondary schools and the impact of conflicts on infrastructure, human capital, and financial stability?
- What are the psychosocial implications of conflict-related trauma on students’ cognitive development, emotional well-being, and academic performance?
- What are the safety and security challenges faced by students, teachers, and school staff in conflict-affected areas?
- What is the relationship between herdsmen-farmers clash and socio-economic development of secondary school in Benue state?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: Herdsmen-farmers clashes have a significant negative impact on the socio-economic development of secondary schools, manifested through disruptions in academic activities, compromised safety and security, and diminished access to socio-economic resources
- H1: Herdsmen-farmers clashes have a significant positive impact on the socio-economic development of secondary schools, manifested through disruptions in academic activities, compromised safety and security, and diminished access to socio-economic resources
Hypothesis Two
- H0: There is no significant relationship between herdsmen-farmers clash and socio-economic development of secondary school in Benue state
- H1: There is a significant relationship between herdsmen-farmers clash and socio-economic development of secondary school in Benue state
1.7 Significance of Study
The outcome of this research will reveal vulnerabilities within secondary schools that exacerbate the effects of these clashes. This information is valuable for implementing targeted interventions to mitigate risks and enhance resilience. Also, the findings from the study will inform policy formulation at both the educational and governmental levels. Effective policies can help address underlying causes of conflict and support the socio-economic development of affected communities.
Furthermore, the findings of the research study would be of benefit to researchers, academicians, policy makers and the government in general. The study would also be of immense benefit to students, researchers and scholars who are interested in developing further studies on the subject matter.
1.8 Scope of Study
The scope of this research is focused on the Impact of Herdsmen and Farmers Clash on the Socio-Economic Development of Secondary School in Benue State.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
1.10 Definition of Terms
Socio-Economic Development:
It encompasses the process of improving the economic, social, and cultural well-being of individuals, communities, and societies through sustainable interventions aimed at reducing poverty, inequality, and enhancing human capabilities (United Nations Development Programme, 2021).
Secondary Schools:
Educational institutions that provide formal education to students typically aged between 12 and 18 years, covering grades or levels beyond primary education and preparing students for higher education or entry into the workforce (UNESCO Institute for Statistics, 2021).
Academic Activities:
It refers to the various educational endeavors and processes undertaken within secondary schools, including teaching, learning, curriculum delivery, assessment, extracurricular activities, and academic support services (Okeke & Eze, 2020).
Safety and Security:
It entails the protection of individuals, property, and assets from harm, threats, risks, and dangers within the school environment, encompassing physical, psychological, and emotional well-being (Ogunleye & Adesina, 2020).
Socio-Economic Resources:
It comprises the tangible and intangible assets, facilities, and capacities available to secondary schools for promoting educational development and socio-economic progress, including financial resources, human capital, infrastructure, and community support systems (Olaniyi et al., 2021).
Developmental Trajectories:
It refers to the long-term pathways and trajectories of socio-economic growth, educational attainment, and human development experienced by individuals, communities, and societies over time, influenced by various contextual factors and interventions (Yakubu & Adeyemi, 2021).
