Enhancing the development of nomads through education and training : a case of nomadic education programme (nep) in Nigeria By Professor rashid aderinoye Executive Secretary, National Commission for Nomadic Education

1. By
Professor rashid aderinoye
Executive Secretary, National Commission for Nomadic
Education

2. • The National Commission for Nomadic Education (NCNE) was
established in 1989 by defunct Decree 41 now Nomadic Education
Act, Cap N20 Laws of the Federation of Nigeria (LFN)
• 2004, to cater for the educational needs of the socially excluded,
educationally disadvantaged and migrant groups in Nigeria. These
segments of the population have serious limitations to
• equitable access to basic education through the conventional
education system as a result of certain occupational and socio-
cultural peculiarities. Out of the estimated 10.4 million migrant

3. • groups in Nigeria comprising pastoralists, migrant fisher folks and migrant farmers,
about 3.6 million are children of school age of which only 519,018 are currently
enrolled in schools.
• Arising from this, it can be seen that the participation of nomads in existing formal
and nonformal basic education is abysmally low. As attempts to expand access to
basic education intensifies, it becomes obvious that the usual conventional
approaches to the provision of
• basic education cannot succeed within the context of target groups that are highly
mobile with others at a semi settled level of sedentarization. This then provides the
justification for Nomadic Education Programme (NEP) as a strategy for
inclusiveness to basic education
• for nomads in Nigeria.

4. • This initiative was done in consonance with the
provisions of the Constitution of the Federal
• Republic of Nigeria[CFRN] 1979 and the National
Policy on Education, (NPE) which strongly
• urge government to provide equal educational
opportunities to all Nigerians irrespective of
geographical location and in other to ensure that
nomads have an unfettered access to quality basic
education as well as the provisions of EFA and MDGs.

5. Access
Quality
Equity
Conceptually,
NOMADS include
 Pastoralist, Migrant fisher folks and farmers

6. • Quality basic Education for the children of
Nomads
• Adult literacy for Adult nomads
• Special provision for the Girl child
• Women Development programme
• Teacher Education
• Quality Assurance
• Research and Development

7.  Face to face for the settled nomads in both
permanent and Collapsible classrooms
 Use of Radio for mobilisation as well as
 Interactive Radio Instruction

8.  There are provision for permanent classrooms
 For the settled pastoralists in grazing reserves
 For the transhumance pastoralist/Migrant Fisher
folk/farmers/Sedentary Nomads there are
collapsible classrooms
 In addition arrangements are made for Interactive
Radio Instruction (IRI)

9.  Federal Government Annual Appropriations
 Support from Universal Basic Education
intervention
 States’ Ministries of Education
 States Agencies
 Support from Foundations, Development partners
 NGOS

10.  Huge population of Nomads( pastoralist, Migrant
fisher folks and Migrants Farmers)
 Basic Education as Fundamental Right for a child
 Difficult nature of their terrain(mostly difficult to
reach children)
 Economic relevant of Nomads
 For equity and justice

11. • Across the Country there are 3,538 established
nomadic schools in 36 states and FCT
• Pupils enrolment increased from 18,831 at
inception to 519,018 as at December 2013
• Teacher population as at now is 13,675
• More than 200,000 text books in school core
subjects produced and distributed free to pupils

12. • 2000 copies of Brochure providing information
about the activities of the commission produced
• 10,000 copies of News letter produced for public
consumption
• 140 Teachers trained for the IRI in Six States
• The year 2014 witnessed the construction of
permanent block of three classrooms in 48
communities

13. • Among International and National partners are
• African Development Bank with support of 2
Technical and Vocational centres where pupils
and Adult Women will be acquiring skills in
literacy, fashion design, bee keeping, cheese
making, milk processing and Tie and Dye
• KOICA
• Unicef, UNESCO, MACBAN,CORET &APESS

14. • For the children is a right
• For the parents is a must to empower them for the
following reasons
• Better informed about issues around them
• Improved participation in democracy and governance
• Better management of both human and material
resources
• For women support for the education of their children
as well as better economic products like cheese, milk
and others

15.  I wish that next conference of APESS has as its
theme Educational Provision for the Pastoralists,
Issues and Prospect.
 We must know that Education for All is the
Responsibility of ALL
 Miyetti