ASSESSMENT OF UNITED NATIONS EDUCATIONAL INTERVENTION PROGRAMMES IN BORNO STATE, NIGERIA (2016-2024)

Through the education of children in the post war and post-conflict states, remain in the limelight of the discourse in international community, which remained in focus. The study examined the issue of international diplomacy in post-conflict education recovery, using the case of the United Nations Development Programme (UNDP) educational interventions to Borno State, Nigeria, in 2016-2024 with the aim of reaching the strategic mechanisms in international relations that assess the collaboration of multilateral agents in response to humanitarian crises, infrastructure rebuilding, and the inclusion of governance, learning what the nature of educational interventions funded by UNDP in Borno State, evaluating the impact of interventions on the quality and access of education, and exploring the challenges Descriptive design was used. Data was generated by purposive and snowball sampling techniques based on in-depth interviews conducted on 30 prominent stakeholders: teachers, students, parents and government officials. Development Theory Jean Piaget served as the framework. UNDP’s educational programmes improved school infrastructure, teacher training, and psychosocial support. Persistent challenges: insecurity, inadequate local ownership, and funding limitations were identified. If strategically reinforced development diplomacy initiatives significantly advance education recovery, human capital development, and sustainable peace in Borno State.