ABSTRACT
It is unarguably a fact that the
provision of basic education for all citizens, especially children, remains a
sacred responsibility of governments the world over. In Africa for instance, it
is estimated that about 67.16 million school age children are not in school
because of their inability to access it. In Nigeria, of the 30 million
school-aged children, 10 million are currently not enrolled in school; of those
currently in primary school, less than one third will enrol in junior
secondary, with even fewer reaching senior secondary school. Of this
population, nomadic children account for over 10 percent. The implication of
this is that over 90 percent of nomadic school-age children were not in school
before 2009. This was because of their nomadic nature and the neglect of
successive governments. After the establishment of National Commission of
Nomadic Education in 1989, the Commission came up with a number of strategies
to educate the nomads who were before now excluded from the normal school
system because they could not fit in. Subsequently, in 2009, the National
Commission for Nomadic Education (NCNE) developed the Interactive Radio
Instruction (IRI) strategy to educate nomadic children who could not cope in
the conventional school system. Four years after the strategy was developed and
used in six states, how far has it gone in raising the knowledge level of
nomadic children in Nigeria? Using triangulation mixed method design, 397
nomadic pupils were studied in 15 nomadic primary schools in Kaduna, Adamawa
and Plateau states in northern Nigeria. The qualitative and quantitative data
generated using questionnaire, interview and observation revealed that: nomadic
children participate actively in the IRI programme and as such their knowledge
level has increased tremendously. However, the study revealed that the use of
English in IRI programme, the religion of the nomads and the quest to attend to
their flock are the major problems of the programme. Based on these findings,
it was recommended among other things that the producers of IRI programme
should play down on their excessive use of grammar in the programme to make it
easier for the pupils to understand. Government should also provide more
funding to enable the Commission to recruit more staff and develop grazing
reserves to reduce constant movements of these nomads.
TABLE OF
CONTENTS
Title
Page
Table
of Content
Abstract
CHAPTER ONE: INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Research Problem
1.3 Objectives of the Study
1.4 Research Questions
1.6 Significance of the Study
1.7 Scope and Limitations of the Study
1.8 Definition of Terms
References
CHAPTER TWO: LITERATURE REVIEW
2.1 Focus of Review
2.2 Nomadic Pastoralists and Nomadic
Education in Nigeria:
2.3 An Overview
The Use of Interactive Radio
Instruction (IRI) Strategy in Nomadic Education: The Nigerian Experience.
2.4 Challenges of Nomadic Education in
Nigeria
2.6 Theoretical Framework
References
CHAPTER THREE: METHODOLOGY
3.1 Research Design
3.2 Population of Study
3.3 Sample Size
3.4 Sampling Technique
3.5 Measuring Instruments
3.6 Validity / Reliability of Measuring
Instrument
3.7 Method of Data Presentation and Analysis
References
CHAPTER FOUR: DATA PRESENTATION AND
ANALYSIS
4.1 Data Presentation
4.3 Discussion of Findings
References
CHAPTER FIVER: SUMMARY, CONCLUSION AND
RECOMMENDATIONS
5.1 Summary
5.2 Conclusion
5.3 Recommendations
Bibliography
Appendix
CHAPTER ONE
INTRODUCTION
1.1 Background
of Study
It is arguably a fact that the
provision of basic education for all citizens remains a sacred responsibility
of governments the world over. Irrespective of where the argument tilts to,
responsible governments around the world have continued to invest huge
resources in the educational sector in order to develop their countries.
However, for some countries in the world, the provision of basic education for
all citizens must remain one issue that must be treated with all the levity it
does not deserve. This development is pronounced in the third world countries
where education is not seen as a serious business, despite the fact that it
remains a key factor in measuring the development index of any nation.
In Africa for instance, it is estimated that
about 67.16 million school age children are not in school because of their
inability to access it. In Nigeria, of the 30 million school-aged children, 10
million are currently not enrolled in school; of those currently in primary
school, less than one third will enrol in junior secondary, with even fewer
reaching senior secondary school (Solomon and Sankey, 2010, p.9). Unfortunately,
Nigeria is one of the most developed countries in the African continent with revenues from crude oil production accounting for over
80% of GDP, 95% of foreign exchange earnings, and
about 65% of government revenues. Despite all this, poverty is widespread in
Nigeria just as it ranks 157 out of 177 on the United Nations human development
index of social indicators. GDP per capital is estimated at $1128 whereas 70.8%
of the population live below income poverty line of $1 a day. The adult
literacy rate is estimated at 69% (60.1% amongst
women), while the vast majority (68%) of children aged 7 -12 enroll in primary
schools. The level of basic literacy among children age 4-12 is low with only
28% of children able to read part or all of a sentence and 45% able to add
numbers correctly. The case is even terrible in rural areas where majority do
not have access to formal education of any kind (Solomon and Sankey, 2010, p.
8).
Education in Nigeria is characterized by poor
quality of services due to lack of basic instructional materials and school
furniture, outdated curriculum, dilapidated infrastructural facilities, high
pupil-teacher and pupil-classroom ratio, high rate of unqualified teachers,
weak and poorly funded school administration, and weak relationship between
parents and schools. It must also be noted that the complexities of the federal
structure of government in Nigeria with varying roles for stakeholders at the
federal, state and local government levels is a challenge to the implementation
of any programme (Solomon and Sankey 2010, p, 9). Muhammad (2008, p.10) argued that government
mostly builds schools in the urban areas and as such the pupils in the rural areas
find it difficult to travel long distance in search of education. Most of the
rural population who even have access are hindered by their cultures and
occupations (Umeh, 2011, p. 6). These were the many problems of the nomadic
population who live in the rural areas and constantly migrate from one place to
another in search of greener pasture for their flock.
The nomadic population in Nigeria accounts for 9.3 million
people, including 3.1 million school-age children. The majority of them are
pastoralists (7 million), while the remainders are migrant farmers and fisher folk
mostly found in the Middle Belt and Southern Nigerian regions respectively. The
participation of the nomads in existing formal and non-formal educational
programmes used to be extremely low, with the population’s literacy rate
ranging from 0.2 to 0.3 per cent in 1988 (Abbo, 2011, P. 39). According to Abbo
(2011, p.39) the low level of nomadic
Successive government before 1989 believed that
it was difficult and even impossible to educate the nomads because of their
nomadic nature of moving from one terrain to another in search of greener
pasture for their flocks which are their only source of livelihood. This was
directly responsible for the nomads not having access to formal or informal
education, despite the fact that these educationally disadvantaged people
(nomads) constitute about 6.6 million of the African population and 9.3 million
that of Nigeria. The government of General Ibrahim Badamasi Babangida,
therefore, saw the population of the nomads as too big to be left uneducated.
Based on this, the federal government established the National Commission for
Nomadic Education (NCNE) in 1989 through the instrumentality of Decree 41 now
Law 243 of the federation (Muhammad, 2012, p.7). His government mandated NCNE
to look for alternative ways of educating these nomads. The Commission was
charged with the implementation of National Policy on Education (NPE) developed
in 1987, which is aimed at providing and widening access to quality basic
education for nomads (i.e. nomadic pastoralists, migrant fisher folks and
migrant farmers) boosting literacy and equipping them with skills and
competencies to enhance their well-being and participation in national
development and integration (Muhammad and Abbo, 2010, P. 2).....
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