ASSESSING THE DEVELOPMENT OF NOMADIC EDUCATION IN KEBBI STATE

TABLE OF CONTENT

Title page

Approval page

Dedication

Acknowledgment

Abstract

Table of content

CHAPTER ONE

1.0   INTRODUCTION

1.1        Background of the study

1.2        Statement of problem

1.3        Objective of the study

1.4        Research questions

1.5      Significance to the study

1.6 scope and limitation of the study

1.7 Definition of terms

CHAPETR TWO

2.0   LITERATURE REVIEW

2.1. Introduction

2.2 Background to the area of study

2.3 history of the study in the area

2.4 Conceptual review

2.5 Theoretical review

2.6 Empirical review

CHAPETR THREE

3.0        Research methodology

3.1.        Introduction

3.2.      Research design

3.3       Population of the study

3.4        Sampling and sampling distribution

3.5        Validation of research instrument

3.6        Method of data analysis

CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS AND INTERPRETATION

4.1    Introductions

4.2    Data analysis

CHAPTER FIVE

5.1    Introduction

5.2    Summary

5.3    Conclusion

5.4    Recommendation

Bibliography

Appendix

Appendix2

 

Abstract

Nigerian population is characterized with multiplicity of ethnic and linguistic groups. These groups in their various geographical and climatic configurations are occupationally distinctive. The northern arid region rears cattle and fishing is predominant in the riverine and coastal south of the country. The search for grazing their animals have made the Fulani cattle rearers a mobile population, so also the fisherfolk, farmers, hunters and gatherers are not stationary because of continuous search for livelihood. Upon this culture of mobility, education of their children who move with them suffers. However, the government social responsibility has been made manifest in the provision of modified education for these groups of underserved Nigerians to meet their needs. Nomadic education is arranged for them and how far has nomadic education fared and the receivers fortunes, innovations to reposition the education programme of the nomads and the strategies for improvement are all discussed in this study; using survey research method. Ultimately, the studyr concluded bemoaning series of policies that are formulated and programmes mounted in the country, but which their implementation and monitoring are lukewarm.

 

CHAPTER ONE

                                        INTRODUCTION

1.1 Background of the study

Pastoralism figures heavily in the lives of the people of North western Nigeria (Kebbi state), even among those who do not own cattle, by virtue of their frequent contact with those who do so. The early and as yet unmatched anthropological studies of the predominant pastoral people in Nigeria, the Fulbe, Ver Eeck (2009) also provided invaluable ethnographic information and equally showed the importance of the physical and social environment in shaping Fulbe social organization which has clearly been in flux. Stenning (2009) equally opines that agnatic descent group is not a monolithic unit but is acutely sensitive to demographic changes and ecological fluctuations. Descent groups adjust themselves by periodic fragmentation to the conditions in which their subsistence is grounded. Therefore, Stenning (1959) was among the first to point out the necessity for government aid to pastoralists. They could be assisted in increase stocks. Thereby contributing to Nigeria economy and they might be assisted in setting on ranches. But this could only be possible if the policies worked with and not against the social organization and culture of the pastoral Fulbe.  Historically and by natural designs, the northern Nigeria is a combination of savannah and arid (desert) vegetation’s while the south is riverine, having a vegetation cover of the rain forests and swamps. This therefore occupationally explains why in the north, cattles, sheeps, goats and other livestock are reared, having no excess rains that predispose livestock to different animals’ diseases. The Fulani therefore move out of their environment, even down to the south, for grazing their animals. Also in the south, with their endowed abundant rivers; are presented with no other option than making living from the water resources, particularly those at the coastal lines who engage in fishing as their economic and social mainstay. The two environments (north and south) have been somewhat linked to occupational engagement of the inhabitants, so also, it is educationally synonymous. The education earlier contacted and practised in the north was Islamic education which came to them via desert and efforts credited to the merchants, scholars and traders from Northern Africa, who had been Islamized earlier by the Arabs. Consequently through countries such as Mali and Niger Republic, Islam was dispersed to Kanem Empire which now extends to sizeable parts of northern Nigeria (Abdulrahman-Yusuf, 2012). Islamic education therefore flourished among the northerners and the missionary-facilitated formal western education among the southerners, which in their own case came through the Europeans (Missionaries) that explored and voyaged African coasts, including but not limited to Nigerian south coasts. One thing to be noted is that the Muslim north had been used to their age long Islamic educational tradition with no flare for anything less. At the long run, the colonial government’s recognition of formal western education being provided by the missionaries further placed the Muslims in the north at a disadvantaged edge, including the pastoralists. The need therefore, to get the various disadvantaged groups in Nigeria to the main fold in the modern day, necessitated government’s attention and focus on the pastoral nomads and subsequently the other disadvantaged groups to benefit from formal education, not only for literacy and numeracy skills, but also manipulative skills, civic orientations etc. The case of ignored network or disadvantaged group was the sorry story of nomads in Nigeria before 1989. Nomads, who are seen as people without any permanent place of domicile were before the establishment of National Commission for Nomadic Education (NCNE), excluded from the scheme of things in Nigeria because of their inability to have formal education. Nomads are seen by many as those without access to good food, clean water, health care, clothes, or even shelter. Aderinoye, Ojokheta and Ololede (2007) see nomads as “those who do not have access to education; who do not understand their socio-cultural predicament and lack the basic literacy skills”. These challenges made it difficult for nomads to contribute to national development despite the fact that they have the potentials to provide the country with food and meat in the event of food crisis. The National Commission for Nomadic Education was, therefore, established to among other things, create wider opportunities for an estimated 9.3 million nomads (6.6 per cent of Nigerians) to acquire literacy skills. Specifically, NCNE was mandated by General Ibrahim B. Babangida‟s Decree 41 of 12 December, 1989 to: Formulate policy and issue guidelines in all matters relating to nomadic education in Nigeria; implement guidelines and ensure geographical spread of nomadic education activities and target for the nomadic people who cross state boundaries; establish schools in the settlements carved out for nomadic people (Decree 41, 1989). The then federal military government of General Babangida (retired) realized that unless a special educational provision was made for the nomads, they would have no access to formal education and, thus established the Commission in line with the National Policy on Education (NPE) developed in 1987 (Umeh, 2011). NPE was equally developed to provide education for nomadic pastoralists mostly found in the northern parts of Nigeria, the itinerant fishermen and the migrant farmers found in the costalriverine areas of Benue, Plateau, and some southern states. To deliver on these mandates, the Commission (NCNE) designed a number of strategies. These strategies include, the On-Site schools, the Shift System, Schools with Alternative Intakes, Mobile schools, Radio Distance Learning (Radio Listening Groups and Interactive Radio Listening Groups) and Islamiya (Islamic) schools (Buti, 1998). In the early 1990s, the Mobile Schools which had to do with a system where foldable classrooms and mobile teachers were used to teach the nomads wherever they were was the most popular. This was because of the advantages it had over the Regular school or On-Site school system where “semi sedentary nomadic groups” are taught at a particular location (in classes) (Buti, 1998).

1.2 STATEMENT OF THE PROBLEM

It is glaring  that Nigeria is conscious of her heterogeneity, making it a decision to consider having governments at different levels catering for the needs associated with these recognized diversities and the glaring dichotomies. There are federal, state and local governments discharging governmental responsibilities on a number of activities that will make impact on the lives of their subjects; from health, agriculture, education and so on. Since, education from the pre-independence till date has been identified as a tool to effect positive changes in the lives of the Nigerian people; Federal Republic of Nigeria (2013) in the National Policy on Education document portrays education as an instrument par excellence for effecting national development. Genuinely or not, it is evident in the series of government’s policies that her concerns are being shown in the educational opportunities for different groups of people with some special needs (disadvantaged or underserved), including the handicaps or disabled, vulnerable children, adults who missed out of regular schooling, girls or women population, as well as the nomadic and migrant population etc. The major concern therefore is in the manifestations that portray the efforts as not being comprehensive to attain the very best, which still makes the underserved to remain underserved

1.3 OBJECTIVE OF THE STUDY

The main objective of this study is to assess the development of nomadic education in Kebbi state; the specific objectives are:

1. i) To examine the effectiveness of nomadic education in alleviating poverty in Kebbi state.
2. ii) To examine the role of government in the effective functioning of the National Commission for Nomadic Education NCNC in Kebbi state.

iii) To examine the importance and trend of education to the pastoral nomad in Kebbi state

1. iv) To examine the availability of qualified staff influence on the development of nomadic education in Kebbi state

1.4 RESEARCH QUESTIONS

The following research questions were formulated by the researcher to aid the completion of the study;

1. i) Is nomadic education effective enough to alleviate poverty among the nomad in Kebbi state?
2. ii) Does the government play any role to ensure effective functioning of national commission for nomadic education in Kebbi state?

iii) Is there any importance of education to the pastoral nomad in Kebbi state?

1. iv) Does availability of qualified staff influence the development of nomadic education in Kebbi state?

1.5 SIGNIFICANCE OF THE STUDY

The study focused on assessing the development of nomadic education in Kebbi state. Therefore, the findings of this study will be of significance to government in order to establish whether the current nomadic education programme has any relevance to nomad’s socio-cultural and economic background. The findings of the study will be of significance to educational planners, teachers, school administrators, international agencies and the stakeholders in education by providing suggestions and recommendations which will help to tackle adequately some challenges of nomadic education for necessary improvement. To parents, in order to sensitize them on the value of formal education and the importance of modern knowledge in nation building. The findings of the study will be of significance to sociologists of education, which will broaden their knowledge and perspectives of social inequalities in access to formal education for some minorities on account of their culture and geographical location. It will also be a source of knowledge to those interested in research on nomadic education

1.6 SCOPE AND LIMITATION OF THE STUDY

The scope of the study covers an assessment of the development of nomadic education in Kebbis state Nigeria, the issue of nomadic education is of great concern to Nigerian authorities, as many regions of the federation have minorities who are disadvantaged in terms of formal education. Despite the fact that nomadic education is a national issue, this study will be limited to Kebbi State. The target population are parents, staff of NCNE male and female from 18 years and above.

1.7 DEFINITION OF TERMS

Nomad

A nomad is a member of a community of people without fixed habitation who regularly move to and from the same areas, including nomadic hunter-gatherers, pastoral nomads, and tinker or trader nomads.

Nomadism

A rootless, no domestic, and roving lifestyle. Movement in which a population shift from site to site between seasons in a relatively unpredictable manner. Differs from migration in that individuals do not move each year to defined breeding and wintering ranges, and may not even move every year.

Nomadic education

Olokede (2004), observed that Nomadic education is a planned programme introduced by the Federal Government to ensure education for all. It is designed to acclimatize the beneficiaries into effective participation in the national development. The constant move of the nomads in search of green land for their cattle has made it difficult to integrate their children into conventional school.

Nomadic Pastoralist

Pastoralist nomads are nomads moving between pastures. Nomadic pastoralism is thought to have developed in three stages that accompanied population growth and an increase in the complexity of social organization. Sadr (2010) has proposed the following stages.

Pastoralism: This is a mixed economy with a symbiosis within the family Agro pastoralism: this is when symbiosis is between segments or class within an ethnic group

True nomadism: this is when symbiosis is a regional level, generally between specialized nomadic and agricultural populations.

 

 

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