An Evaluation of Nomadic Education Programme in Nigeria

The global consensus is that education is a process that helps the whole human being, physically, mentally morally, socially and technologically. This enables one to function in any environment in which one may find oneself. Education also performs a major role in equipping the individual with the skills and knowledge which would help to transform any economy. Thus, it is the greatest investment that any nation can make for the quick development of its economic, political, sociological and human resources. Believing that education is the cornerstone for national development, Nigeria has adapted education as the “principal instrument par excellence” for effective national development. Her philosophy of education is based on the integration of the individual into sound and effective citizenship with equal educational opportunities at all levels through the formal and non-formal school system. More importantly, the government of Nigeria believes that the provision of functional education is the primary means of upgrading the socioeconomic condition of the rural population. Such rural populations, particularly the nomadic pastoralists and the migrant fishermen are difficult to educate. This is reflected by their participation in existing formal and non-formal education programmes which are abysmally low; their literacy rate ranged between 0.2% and 2.0% (Tahir, 2003)