The dynamic nature of youth extremism in Northern Nigeria has been attributed to the low level of education in the region. Research indicates the need for the development of clinical models to address radicalisation and de-radicalisation. Poverty, lack of education, isolation, exclusion, and religion are the key variables that intersect when addressing social issues that contribute to the spread of ideologies and the recruitment of youth into extremist groups. The World Bank Group (WBG) is increasingly being called upon to address the development dimensions of violent extremism by client governments and the international community. The World Bank has shied away from designing a standalone programme to counter violent extremist from an education perspective. The risk of susceptibility to extremist ideology is determined by a multiplicity of factors, the most important being education. In Northern Nigeria education has been compromised and has left the youth vulnerable to armed groups such as Boko Haram. Formal and Qeducation contributes to a climate of increased care and respect for basic human rights and peace. This paper focus on the role of education in the prevention of violent extremism (VE) and discusses the international policy framework on the significance of formal education as a tool for countering violent extremism (CVE) and contributing to peacebuilding in Nigeria. While the study is non-empirical, extensive literature was consulted across the disciplines to address the critical issues in the study. However, the relationship between the identified constructs' conceptual framework was subjected to intensive discourse using the ecosystem theory of Urie Bronfenbrenner. The conclusion drawn is an early warning on the need for Stanley Ehiane 170 a clinical response model that promotes the acquisition of formal and quality of education for a successful soft approach to counter violent extremism and radicalisation terrorism mechanisms.

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