Nomadic Education Research Articles

Nomadic Education Policy's Effectiveness in Enhancing Access to Primary Schools by Learners in Balambala Sub-County, Garissa County, Kenya

Primary schools in Kenya play a vital role in providing a strong foundation for education by imparting fundamental skills like reading, writing, and communication. Unfortunately, low access, retention, and completion rates have contributed to high levels of illiteracy in the country, according to the Republic of Kenya (2019). The purpose of the study was to investigate nomadic education policy's effectiveness in enhancing access to primary schools by learners in Balambala sub-county, Garissa County, Kenya. The design used in the investigation was descriptive. The target population was 33 public primary schools in Balambala Sub-County. The specific respondents were the 199 Sub-County Director of Education, Sub-County Director of TSC, Headteachers, teachers, Student Council representatives, and the Board of Management of Primary Schools. The data collection was achieved by utilizing questionnaires and interview guides. The researcher issued questionnaires and sufficient time was provided to allow them to respond to the instruments accurately. Quantitative data was analyzed using descriptive statistics including frequencies, mean, and standard deviation, and inferential statistics like single regression. Qualitative data was analyzed thematically as per the research objectives. A pilot study was conducted with 40 participants from ASAL Primary schools in Dadaab Sub County. Data was presented using tables, figures, and charts. The findings revealed a strong positive correlation (r = 0.750, p < 0.001) between the implementation of the nomadic education policy and access to education. Notably, the study revealed positive perceptions regarding the effectiveness of nomadic education policies, particularly in improving access and retention rates in schools. The study recommends that a longitudinal study should be conducted to assess the long-term impact of education policies and integrated solutions on access and retention rates in primary schools in Arid and Semi-Arid Land (ASAL) regions.

Repositioning of various Funding in adult education (Nigeria) In 21st century

Funding is the life wire of all organizations, and adult education is no exception. Adult education involves many spheres of learning activities and indeed is eclipsing formal education in Nigeria because it provides learning activities for the young and old. It has metamorphosed into an unimaginable degree because learners are involved in lifelong education, nomadic education, distance learning, literacy education and linkages in its non -formal nature. This paper is posed to investigate the issues militating against the funding of adult education and predict ways of repositioning the funding of this sector. The paper will attempt to recommend panacea to solving the funding of this sector.

Exploring The Symbiotic Economic Benefits Between Farmers and Herders to Promote Peaceful Coexistence in Taraba State Nigeria

This paper explored the symbiotic economic benefits between farmers and herders in Taraba State to promote peaceful coexistence. Taraba State is one of the states in the North East region of Nigeria that is mainly affected by the farmers-herders crisis. The paper illustrated the causes of the farmers-herders crisis which include the growing population, abandonment of the grazing reserve system, and proliferation of small arms and light weapons among others. Although the Federal and State Governments have responded in several ways, among which the creation of grazing reserves in 1965, the establishment of the National Commission for Nomadic Education (NCNE) in 1989, the use of the Armed Forces to curb internal security caused by farmers-herders crisis, proposed National Grazing Reserve Bill 2016, proposed Cattle Ranching System 2018, legislation prohibiting open grazing and the Great Green Wall Agency of the Federal Government. All these efforts by the Federal Government and various State Governments could not bring the desired peaceful coexistence between farmers and herders. The crisis still lingered in Taraba State and many other states. Therefore, the paper explored the symbiotic economic benefits that could be enjoyed by farmers and herders leading to peaceful coexistence. Some of the symbiotic economic benefits capable of stimulating peaceful coexistence are; after harvesting crops on their farm, they usually allow cattle to graze on the leftovers, during which excrement from the cows provide manure for the farm, use of yam and cassava peels for preparation of animal feeds, use of rice, guinea corn, maize, and millet chaff for animal feeds and use of animal waste as fertilizer. The author concluded that exploring the symbiotic economic benefits explicated in this paper can bring about peaceful coexistence between farmers and herders which will also result in a peaceful Taraba State. It was suggested that government and private individuals should establish ranches within farming communities in such a manner that herders can get animal feeds from farmers while the farmers get manure from the herders’ farms.

Кочевое образование в Ямало-Ненецком автономном округе: проблемы и потенциал

In the Yamalo-Nenets Autonomous Okrug, the project “Nomad Education” has been implemented since 2010, aimed at solving the issues of accessibility of education for children of tundra people in the conditions of family, industrial nomadic camps. For 10 years, the attitude towards nomadic education has changed dramatically, in connection with which the paper presents an analysis of the effectiveness of nomadic education in teaching children of indigenous peoples in the Yamal-Nenets Autonomous Okrug based on a study of the opinions of the nomadic population. This information can be the impetus for the improving the quality of education in nomadic areas. The purpose of the publication is to identify the problematic issues of nomadic education and determine the prospects for the project. The study involved 622 respondents from the indigenous population in 7 municipalities (districts) of the Yamalo-Nenets Autonomous Okrug. Statistical analysis was carried out using the Statistica 10 and SAS JMP 11 software packages. The results of a survey of the nomadic population on the effectiveness of teaching children in the system of nomadic education are presented. Nomadic education was assessed, risks and potential were identified. The most active supporters of nomadic education were reindeer herders, which is primarily due to the specifics of their nomadic life. Among the main factors affecting the quality of learning of children of the nomadic population, there is a shortage of qualified teachers who speak their native languages and are willing to work in the extreme conditions of nomadic life. Research materials can be useful to methodologists and teachers implementing the project “Nomadic Education” both in the Yamalo-Nenets Autonomous Okrug and in other territories of the Russian Arctic.

Prospects for the Nomadic Education Development in Russia

The subjects of the Russian Federation located in the regions of the North, Siberia and the Far East are characterized by attention to the issues of preserving the traditional way of life of nomads-reindeer herders, hunters and fishermen. At the same time, it remains relevant to study the issues of organizing the education of children traveling with their parents in the tundra and taiga. The purpose and objectives of the study are related to the hypothesis of the transformation of educational activities and the creation of new models of education in the nomadic region. Within the framework of the study, the level of education of parents from among representatives of indigenous small numbered peoples engaged in reindeer husbandry, the possibility of expanding the family form of education and increasing the availability of all levels of education in remote form was monitored. The monitoring was attended by representatives of the Amur, Arkhangelsk, Magadan regions, the Republic of Sakha (Yakutia), Khanty-Mansiysk, Yamalo-Nenets, Chukotka Autonomous district, Taimyr Dolgan-Nenets Municipal District of the Krasnoyarsk Territory of the Russian Federation. In addition, cases of pilot family nomadic preschool and school groups have been collected and analyzed. As a result, the need for providing affordable secondary general education, secondary professional pedagogical education in correspondence form, using distance technologies has been identified. Strategies for the further development of nomadic education are proposed. Based on the analysis of empirical material obtained during field research in 2019–2020 and interregional round tables on the topic of nomadic education (March, April 2021), prospect models for organizing the education of the nomadic population in the conditions of digitalization have been developed. The article will be useful for the organizers of indigenous peoples’ education in order to improve the system of nomadic education in Russia. Keywords: transformation of education, nomadic education, indigenous peoples, digitalization, prospect organizational models

EVENT-DRIVEN EDUCATION OF NORTHERNERS IN THE NOMADIC ARCTIC REGION

Introduction. The nomadic peoples of the North, belonging to the Arctic world, can be regarded as a unique result of the development dynamics of world civilization. For many centuries, they managed to preserve a distinctive way of life and a nomadic lifestyle as the basis for the evolution of Arctic culture. Today, specialists are concerned about the traditional cultural norms, values, and ethnic characteristics of the northern territory peoples, established for centuries and which have now been partly lost. The goal is to characterize the educational process in the modern nomadic Arctic region. Materials and methods. Pedagogical literature analysis, the study of normative documentation regarding the education, systematization of the experience and practice from preschool and basic educational organizations in Yakutia, participant observation, questionnaire survey, expert assessment, use of the obtained results in the pedagogical practice. Results and Discussion. This study was carried out based on the following: regional educational space monitoring (the Republic of Sakha (Yakutia)), community and family education surveys, the study of the relevance of national holidays, and the demand for nomadic educational structures. The study of inherent upbringing processes among the peoples of the northern territories expands the existing ideas about the variety of means and forms of upbringing and new opportunities for individuality and subjectivity formation among Northerners in the harsh conditions of the Arctic region. The intertwining of cultures among the peoples inhabiting modern Yakutia pushes us to study the educational traditions using ethnocultural experience. Ethnocultural traditions are passed from generation to generation and are considered to be historically formed and transmitted through behavior patterns and folk-education practices, which include behavioral rules of everyday life, lifestyle, occupation traditions, social environment, systems of value orientations, spirituality, and language. Creating preschool educational space in a nomadic structure and a nomadic basic education organization in the Arctic region with nomadic settlements is analyzed. It is substantiated that a nomadic preschool’s educational space is considered an environment where self-organization is the value-oriented meetings between a teacher and a child, pedagogical events with the participation of children and parents, and other adults who are significant for the child. The study of the upbringing history among the peoples of the northern territories expands the understanding of the diversity in upbringing practices. The intertwining of cultures pushes us to update the ethnocultural experience. The choice of the language of communication between subjects of the educational space plays an important role and affects the formation of labor skills, and guarantees the development of traditional folk crafts in the Arctic territories with harsh local climatic conditions. The study revealed original upbringing practices associated with the use, for example, of the Even traditional calendar, folklore texts, ditties (keinairsya), riddles (tumta), sayings (bodu), myths, and songs (Balyh). Conclusion. The upbringing process of the northerner schoolchild can be represented by a logical sequence, expressed in the form of a chain: family, community, preschool, and basic school upbringing. The chain can be disseminated into different territorial entities. The nomadic way of life being revived today must have legal legitimacy justified by the current state legislation and be recognized as a free choice of the Northerner’s life path.

Modern nomads: education on the way

The study is based on the scientific idea of the need to organize the education of children of the indigenous peoples of the North, Siberia and the Far East of Russia, leading a nomadic lifestyle with their parents. Globalization processes taking place in the world pose new challenges for the peoples of Russia. Accordingly, the study and analysis of the practice of education of indigenous children in the places of their natural residence and habitual economic activity in Russia becomes relevant. The authors, taking into account the historical background, present the results of a study on the study of the current state of the education system for children of indigenous small peoples of the North, Siberia and the Far East, leading a nomadic lifestyle with their parents, which has a certain specificity; identifying the main trends and scenarios for modeling nomadic education in Russia. As a result of the study, methodological recommendations were prepared for organizing the education of children leading a nomadic lifestyle with their parents.

Creating an Upbringing Space by Nomadic Preschool Educational Organization

Introduction. The problem of the research is the discrepancy between approaches to the use of socio-cultural resources of the modern sparsely populated Arctic region for preschooler’s upbringing with the possibilities of the upbringing space created at the initiative of a nomadic preschool educational organization. Nomads represent a special civilization. Children of nomads are physically developed: they have keen eyesight, good sense of smell and hearing, agility and quick reaction, etc. However, no attention is paid to the traditional indicators of the development, upbringing and socialization of a child, for example, the development of oral speech: the word is not the main means of solving life problems. The purpose of the article is to substantiate the possibility and prospects of creating an upbringing space on the initiative of a preschool educational organization in an Arctic nomadic environment. Methodology and methods of the research. The research is based on the activity-based, anthropological and event-driven approaches. Research methods: study of pedagogical literature and the legislative base of changes in the education system of the Russian Federation, pedagogical observation of children, interviewing nomadic parents and educators. Analysis of the upbringing traditions of indigenous Arctic peoples. A description of some of the practices and results of upbringing a preschool child-northerner in the family, clan community is presented. The sources of the early formation of independence and responsibility for the surrounding area of the indigenous northern peoples are substantiated. Results of the research. A scientific idea has been developed for the creation and implementation in a nomadic region of an algorithm for creating an upbringing space, created at the initiative of a multi-age community of a nomadic preschool educational organization. The algorithm is based on the concept of interaction of special socio-cultural institutions of the Arctic territory. The main directions of activities of communities of different ages for the development of educational space are proposed: creation of conditions for the formation of an ideological level, a respectful attitude to nature as a component of the human environment with living natural objects; realization of the potential of the preserved ethnocultural experience, traditions of leisure and economic management of the nomadic Arctic peoples; mastering the traditions of family life, the role of father, mother, head of the clan. Conclusion. The novelty of the research lies in the fact that in the course of the development and implementation of the algorithm for creating an upbringing space, the characteristics of the personality of a northerner preschooler living in a nomad were systematized; the conditions are determined, the peculiarities of creating an upbringing space on the initiative of a nomadic pre-school educational structure are substantiated; methodological materials have been developed that reveal the features of the reproduction of the proposed algorithm for creating an upbringing space. Prospects for the practical application of the research results. The results can be used in municipalities with similar territorial features for organizing nomadic preschool education and upbringing.

Farmers/Herdsmen Crisis and Sustainable Food Production in Nigeria

In recent times, the most populous black nation in the world, Nigeria has been deeply engulfed by many skirmishes which undermine peace and tranquillity in the country. One such threat is the debilitating Farmers/Herdsmen imbroglio that has led to blood-bathe in several parts of the states with consequential maiming or death of many citizens and destruction of unquantifiable property in the process, especially in Benua State. The security concerns in the country presently have gotten to a point of crescendo that the nation can aptly be described as the satirical 'Animal Farm' as seen in the work of George Orwell. The study utilized secondary data and quantitative content analysis was used to analyze the data. Furthermore, structural functionalism theory was applied to direct the research. Drought and desertification, which are indicators of climate change were observed as the major reasons the pastoralist invade farmlands in arable areas and this led the plethoral of the conflicts. The study recommends amongst others that the government should intensify efforts to deliver nomadic education to Fulani herdsmen and their entire households; that way, they will be enlightened on the values of peace and development; also, the government should demarcate the grazing routes for way from farm settlement to avoid frequent clashes between farmers and herders.

Nomadic education for national integration in Nigeria

Potřeba vzdA›lĂĄvĂĄnĂ­ nomĂĄdĹŻ nemĹŻĹže bĂ˝t dostateAnA› zdĹŻraznA›na. Populace NigĂSrie je charakterizovĂĄna mnoha profesemi a zpĹŻsoby hospodářstvĂ­. Charakteristikou nomĂĄdĹŻ je přesun z mĂ­sta na mĂ­sto pro nalezenĂ­ lepĹĄĂ­ pastviny, ĂsrodnĂS pĹŻdy, rybnĂ­ku nebo řeky a loveckĂ˝ch pozemkĹŻ. DĹŻleĹžitĂS je, Ĺže se potulujĂ­ kolem, a proto se jim říkĂĄ nomĂĄdi. Tato skupina zemA›dA›lcĹŻ potřebuje vzdA›lĂĄnĂ­. Vzhledem k tomu, Ĺže vzdA›lĂĄvĂĄnĂ­ bylo popsĂĄno jako «NĂĄstroj pro nĂĄrodnĂ­ rozvoj a zmA›nu» federĂĄlnĂ­ politiky pro vzdA›lĂĄvĂĄnĂ­ NPE (2010), je nezbytnĂS, aby zemA›dA›lci, kteří migrujĂ­, byli vzdA›lĂĄnĂ­. Tento AlĂĄnek proto zkoumĂĄ, jakĂ˝m zpĹŻsobem budou zemA›dA›lci, kteří migrujĂ­, vyuŞívat vzdA›lĂĄnĂ­, kterĂS je jim urAeno. JednĂĄ se tedy o prĂĄci, kdy informace, kterĂS jsou v AlĂĄnku obsaĹženy, jsou vĂ˝pisy z AlĂĄnkĹŻ, novin a denĂ­kĹŻ. CĂ­lem tohoto AlĂĄnku je proto přezkoumat strategie přijatĂS s ohledem na přepolohovĂĄnĂ­ minulĂ˝ch obdobĂ­ mezi nomĂĄdy a ostatnĂ­mi zemA›dA›lci, kteří jsou v neustĂĄlĂSm sporu.

Формирование профессиональной готовности будущих учителей начальных классов к обеспечению социального партнерства с родителями в условиях кочевой школы Крайнего Севера

The article deals with the formation of professional readiness of future primary school teachers to ensure and implement social partnership with parents of students in the Far North. The article focuses on the relevance of the project „Nomadic school” in modern conditions, shows the trends of modernization of education, in particular, the proposals of the Ministry of education of Russia in the field of legal regulation in nomadic education. The advantages of teaching children in primary classes of nomadic school, concerning the issues of adaptation process to primary education, preservation of traditional family education, native language and national culture are substantiated. In the context of successfully carried out training of primary school teachers to work in nomadic schools of the Yamal-Nenets Autonomous District, the content of training sessions with students studying at Herzen State Pedagogical University of Russia is revealed when mastering the disciplines of the module „Social Partnership with Parents”. The author believes that the joint work of the teacher with the parents can lead the latter to change their position from an observer to an active assistant, partner of the educational process in the quality of education and upbringing of children in their nomadic places. The presented forms of work with students make it possible to increase their motivation to organize and ensure social partnership with parents, to develop certain skills related to the application of technologies of organization of joint activities with parents in the field of education of students, demonstrate its achievements in organizing a social partnership between the nomadic school and parents.

Agro-Vocational Reforms and Funding of Nomadic Education for Implementation in School Curriculum in North Central Nigeria

Agro-Vocational Reforms and Funding of Nomadic Education for Implementation in School Curriculum in North Central Nigeria

Деятельность тьютора в условиях кочевых школ Республики Саха (Якутия)

The study discusses the nomadic education in the North. An attempt is made to find the best forms of education management while preserving the traditional nomadic mode and style of life of the indigenous peoples of the North. The paper summarizes the current state of nomadic schools in the Republic of Sakha (Yakutia). The emphasis is placed on the educational process management in areas with a high concentration of indigenous peoples of the North. The author analyzes the nomadic education management practices in other countries. The research substantiates the idea that tutor support technology is the most effective and acceptable in education in the context of nomadic life. The study reveals the aspects and key stages of tutor activity when managing the educational process in the nomadic school. The author concludes that the introduction of tutor support into the educational process of nomadic schools will solve many problems, including the preservation of the nomadic way of life of the peoples of the North, the one-of-a-kind authentic cultures, traditions, customs, and beliefs of ethnic communities.

THE IMPACT OF POST-COLONIAL CULTURE AND SELECTED TRADITIONAL PRACTICES ON LIFELONG LEARNING IN CONTEMPORARY NIGERIA

A post-colonial situation like Nigeria cannot entirely be disentangled from its past. Lifelong Learning in Nigeria had been significantly influenced by post-colonialism and selected traditional practices peculiar to indigenous African communities. This is a modest effort at examining the impact of post-colonial culture on policies and practices related to lifelong learning in Nigeria. Attempts are also made to examine the influences of selected traditional practices like: Osu outcast system in eastern Nigeria, the nomadic education in northern Nigeria and the extended family system in western Nigeria. A generic traditional practice among all Nigerians is the celebration of Age and Life characteristic of all cultures in Nigeria. Lifelong learning is in agreement with all cultures in Nigeria as no culture terminates learning that is why life and death are causes of extensive celebration in any culture in Nigeria. Article visualizations:

The Political undertone in the development of nomadic education in Africa: Lessons from Nigeria

This study examines the dynamics that necessitated the conceptualisation and development of nomadic education programme by the military government of Nigeria in 1986. Because of the nature of the paper which has some political connotations, governmentality theory by Foucault was adopted. In this paper, however, two methods of data gathering (oral interview and archival materials) were used. From the findings, it was discovered that the 1979 Nigerian Constitution, various International Conventions and Treaties, National Policy on Education and Miyetti Allah Cattle Breeders Association significantly influenced the conceptualisation of nomadic education programme in Nigeria. Furthermore, it was also revealed that the implementation of newly introduced nomadic education in Nigeria was made possible by the promulgations of some decrees.

Nomadic Education in Northern Pakistan: The Bakarwal Case

Nomadic Education in Northern Pakistan: The Bakarwal Case

Almajiri education: Policy and practice to meet the learning needs of the nomadic population in Nigeria

This article explores the provision of education opportunities to a disadvantaged group in Nigeria known as Almajiris. The word Almajiri derives from the Arabic word Almuhajirun, meaning emigrant. The nomadic pastoralists of northern Nigeria constitute a major socio-economic group. According to a recent report released by the Food and Agricultural Organization (FAO), Almajiris own more than 90 per cent of Nigeria’s estimated 15.3 million heads of cattle. Beef from their herds constitutes over 45 per cent of the animal protein consumed by Nigerians. However, despite the Almajiris’ immense contributions to the economy of Nigeria, these nomads are highly disadvantaged in terms of access to education. To respond to the educational needs of this group, the Nigerian government established the National Commission for Nomadic Education (NCNE) in 1989 to coordinate programmes aimed at improving the lives and livelihood of the Almajiris. This article examines the strategies employed by the NCNE towards making education accessible to nomads. It also highlights some of the challenges facing the Almajiris, and suggests remedies to prioritise education for this and other disadvantaged groups.

How “Pulaaku” Moral Value Influence Nomadic Fulani Perception and Non-Participation in Educational Community Development in Ikara District, Kaduna, Nigeria

Pastoral Fulani nomads are among the marginalized and educationally disadvantageous communities in Nigeria, and many African countries. Since education remained the mechanism for individual, community and national developments, such groups need to be given attention for the success of sustainable development goal in African nations. To achieve this, human, as well as sociocultural hindrances associated with their educational development need to be evaluated. Therefore, this study explore how pulaaku moral value influences the understanding and perception of the nomadic Fulani in education as the precipitating factor for non-participation in education in Ikara district. Two themes emerged as the findings; firstly Perception of the pastoral Fulani on education generally. Secondly factors precipitating non-participation, is presented into subthemes; strict adherence to pulaaku moral values, fear of fragmentation of social capital, lack of role model and parent ignorance. Thus, the study concluded that Fulani pastoral communities have positive perception on education, but it was evident that socio-cultural factors such as lacking role model with pulaaku principle, perception in fear of the system as a threat to social capital and ignorance influenced their low participation. Hence, there is the need for policymakers, government agencies and stakeholders to have an in-depth conceptual understanding of the Fulani values through funding ethnographic research project, and possibly integrate its ideas and those factors in the design of an acceptable nomadic education system particularly the pulaaku. Also, integrate community-based volunteer groups, purposively for advocacy and awareness will enhanced the group understanding and participation in educational community development.

Human Capital Development and Economic Growth in Nigeria; The Role of Nomadic Education

Education is crucial to the socio-economic development of any country. This is because appropriate knowledge and skills are acquired in the formal setting of primary, secondary and higher education including adult, professional, technical and non-formal education. This study examined the impact of Nomadic education expenditure and economic growth in Nigeria. The study made use of time series data on real gross domestic product and total government expenditure on Nomadic education from 1986 to 2014. The study employed ordinary Least Square (OLS), which provides information about the long run relationship between the variables and revealed that total government expenditure on Nomadic education ((NEDUE) has a significant impact on Nigeria economic growth. The study concluded that there is need for the government to increase her budgetary allocation to the nomadic education and other educational sector because adequate investment in this sector will improve educational outcome and induce the nation economic growth.

Environmental Factors and Nomadic Education Goals’ Achivement in Plateau State, Nigeria

The study examined the influence of environmental factors on Nomadic education goals’ achievement in Plateau State. A descriptive survey of correlation types was adopted for the study. Stratified random sampling technique was used to select respondents. The respondents comprised of Nomadic education headteachers, teachers, Assistant teacher’s village heads, students. Also 500 respondents were selected from 63(37.1%) out of 175 nomadic primary schools in Plateau State. Two research questions were asked and four research hypotheses were generated to guide the study. Environmental factors for nomadic education goals Achievement Questionnaire (EFNEGAQ) and structured interview were used for data collections. The instruments were validated by the experts in social sciences and education. Split-half reliability method was used to determine the level of reliability of the instrument. The result was correlated using Spearman Ranking Order statistics at .05 significance level. The index of 0.67 shows that the instrument was reliable. The research questions were answered using percentages while research hypotheses were tested using Pearson Product Moment Correlation statistics at .05 significance level. The findings of the study indicate that environmental factors like weather condition, cultural factors and school location have negative influence on the Nomadic education goals achievement in Plateau State. It was however recommended that adequate motivation should be given to both the teachers and students, that the nomadic education should integrate early childhood education into the system. The recommendations will enhance positive goals achievement of Nomadic Education in Plateau State. DOI: 10.5901/jesr.2016.v6n1p224