ByProfessor rashid aderinoye

Executive Secretary, National Commission for Nomadic Education

• 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

• 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.

• 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.

AccessQualityEquityConceptually,NOMADS include Pastoralist, Migrant fisher folks and farmers

• 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

Face to face for the settled nomads in both permanent and Collapsible classrooms

Use of Radio for mobilisation as well as Interactive Radio Instruction

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)

Federal Government Annual Appropriations Support from Universal Basic Education

intervention States’ Ministries of Education States Agencies Support from Foundations, Development

partners NGOS

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

• 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

• 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

• 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

• 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

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