Abstract
Internal Displacement as one of serious humanitarian crises worldwide, has subjected millions to require humanitarian assistance. Besides emergency needs of water, food and shelter of the displaced, their rights to education and other social services must not be compromised. It is in this regards that, International treaties, declarations, global and domestic policies were made on education of the displaced persons. Nigeria’s Policy on Internally Displaced Persons has underscore education and other humanitarian action to alleviate their travails. The Displaced, as they need humanitarian support to address urgent needs of theirs, they equally require humanistic approach to their learning. Humanistic theories are observed by this paper using desktop reviews as necessity when educating the displaced persons. Attempt has been made to clarify the concepts of Displacement, educational needs and educational interventions for the displaced, Humanistic theories and their relevance to learning. Ivans Illich’s Deschooling, Knowle’s andragogy, Fraire’s pedagogy of the Oppressed among others were reviewed, juxtaposing the imperative of their applications to education of displaced persons in Nigeria. Also reviewed, is the Nyerere’s duo concepts of education for self-reliance and education for liberation and how both can be used in imparting knowledge to the displaced. The paper concludes that, the provisions of the afore mentioned declarations, treaties and policies be fully practiced to guarantee their rights. A national sensitisation campaign be launched by the stakeholders in displacement management on the need by all to play their roles toward addressing the situation in accordance to those policies was suggested among others. DOI: https://doie.org/10.50390/NCAEJ.2026577434