Factors Influencing Participation of Pastoral Nomadic Fulani Children in Primary Education in Ghana

Abstract

This paper seeks to throw light on the factors affecting nomadic pastoralists’ children’s education in Ghana. There has been little empirical research in Ghana on nomadic pastoralist education. This study was conducted in the Northeast region in an attempt to unpack the complex dynamics of culture, society, livelihoods, and region as barriers to nomads’ formal education. The study employed interviews, observations, and focus group discussions with students, including dropouts, parents, teachers, and Regional Education authorities, to understand the challenges confronting nomadic pastoralists’ access to education. Using the 4-A’s framework of accessibility, availability, acceptability, adaptability, and added affordability as the fifth variable. The study found that all the 5-A’s posed challenges to their access to education, in addition to cultural and religious values such as early marriage, protection of pastoral values, and poverty account for their inability to attend school.