Overview / Executive Summary
Nomadic education in Niger State faces significant challenges due to infrastructure deficits, teacher shortages, and financial instability. Despite efforts by the National Commission for Nomadic Education (NCNE), many nomadic children remain out of school due to frequent migration, cultural barriers, and inadequate resources. This report highlights key challenges, solutions implemented, and recommendations to enhance access and quality of education for nomadic communities.
Background / Context
Nomadic groups, including Fulani pastoralists, migrant fisherfolk, and itinerant farmers, make up a significant population in Northern Nigeria. Their mobile lifestyle makes it difficult for children to attend conventional schools, leading to high dropout rates and poor literacy levels. The Nigerian Nomadic Education Programme (NEP), launched in 1986, introduced mobile schools, flexible curricula, and bilingual instruction to address these challenges. However, low teacher retention, funding gaps, and inadequate policy implementation continue to hinder progress.
Problems / Challenges
Infrastructure Deficit: Many schools lack permanent buildings, electricity, water, and toilets.
Teacher Shortages & Low Qualifications: Many teachers are unqualified or unwilling to work in remote areas.
Cultural & Socioeconomic Barriers: Families prioritize livestock rearing over education, especially for girls.
Language Barriers: Limited use of indigenous languages in teaching affects learning outcomes.
Financial Constraints: Inconsistent funding has led to delayed salaries, lack of learning materials, and school closures.
Solution
To address these challenges, the TENS II Programme proposed the following:
Mobile Schools & Alternative Learning Centers: Bringing education to pastoral communities.
Teacher Training & Incentives: Specialized training for teachers and incentives to encourage rural placements.
Flexible Learning Schedules: Adapting school calendars to accommodate seasonal migrations.
Community Engagement & Awareness: Working with local leaders to encourage education participation.
Multi-lingual Curriculum: Incorporating Hausa, Fulfulde, and Arabic alongside English to improve learning outcomes.
Execution / Implementation
Education Census & Data Collection: A survey was conducted to assess nomadic schools’ infrastructure, student enrolment, and teacher qualifications.
Infrastructure Development: Plans proposed for building permanent classrooms and providing solar-powered electricity.
Teacher Deployment & Capacity Building: New policies proposed to recruit and train teachers in nomadic pedagogy.
Public-Private Partnerships (PPPs): Collaboration with international donors and NGOs to supplement funding.
Results and Impact
No results yet
Key Takeaways / Lessons Learned
Sustainability Requires Local Buy-in: Involving traditional leaders and nomadic communities is key to long-term success.
Incentivizing Teachers Is Critical: Financial and professional incentives improve teacher retention in remote areas.
Infrastructure Development Must Be Prioritized: Mobile schools are effective but should be complemented with semi-permanent structures.
Flexible Policies Are Essential: Alternative education models, such as radio-based learning, could further bridge gaps.
Conclusion & Call to Action
While progress has been made, systemic barriers still hinder nomadic education in Niger State. Expanding funding, teacher training, and infrastructure development will be crucial to sustaining the impact of the TENS II Programme. The Niger State Government, NGOs, and international partners must continue to work together to ensure inclusive, quality education for nomadic children.
Call to Action
Strengthen Teacher Training through targeted rural education programs
Expand Public-Private Partnerships for long-term funding sustainability
Integrate Digital Learning Tools to reach nomadic children effectively
Project Information
