African Journal of Curriculum, Pedagogy and Teacher Development

This study investigated the availability, effectiveness, and influence of continuity strategies on pupils' retention and completion of basic education amidst farmers– herders' conflict in North-Central Nigeria, with specific focus on Benue and Nasarawa States. A descriptive survey design was adopted, integrating both qualitative and quantitative approaches. Data were obtained using interview guides and proforma records covering fifteen years of pupils' retention and completion. Twenty-four stakeholders were selected using multistage sampling techniques comprising purposive, stratified, and simple random sampling. Qualitative data were thematically analysed, while longitudinal proforma data provided trend-based evidence of retention and completion outcomes. Findings revealed five major continuity strategies used to sustain retention and completion of basic education in conflict-affected communities: Organised Community Efforts, Temporary Learning Centres, Educational Support Services, Technological/Remote Education Programmes, and Monitoring and Evaluation Platforms. OCEs emerged as the most prominent and sustainable strategy, reflecting strong grassroots initiatives such as parental support, flexible school schedules, and community-led monitoring. TLCs were found to be the most effective in preventing total educational disruption, despite challenges related to overcrowding and inadequate facilities. The results further showed that continuity strategies positively influenced pupils' retention and completion; Nasarawa State recorded consistent improvements compared to fluctuating outcomes in Benue State. There were no significant differences in perceptions based on status or location, but duration of stay significantly influenced respondents' perceptions of strategy effec