‘Poor funding, insecurity challenge to nomadic education’

Aderinoye, in a statement, noted that the nomads are usually marginalised in the allocation of resources considering their inability to strongly advocate and lobby for financing of their educational and developmental needs.He also said that the nomadic groups are the most educationally disadvantaged in the country, having the lowest literacy due to their lifestyles and […]

Aderinoye, in a statement, noted that the nomads are usually marginalised in the allocation of resources considering their inability to strongly advocate and lobby for financing of their educational and developmental needs.
He also said that the nomadic groups are the most educationally disadvantaged in the country, having the lowest literacy due to their lifestyles and socio-economic engagements which involve continuous migration.
“The emerging challenges associated with nomads and farmers’ conflict and the attendant destruction of lives and property, particularly nomadic school buildings and insecurity relating to cattle rustling, has brought about additional fund spent on school reconstruction, supporting internally displaced persons and mobilisation of nomads who flee to return to their places of abode,” he said.
 He noted that some of the challenges bedeviling the effective implementation of nomadic education are associated with the quality and number of teachers recruited and deployed to nomadic schools by states and LGAs across the country.
 “The teacher challenge has become more worrisome due to the fact that the commission has no control of the teachers in terms of recruitment, deployment, remuneration, promotion and discipline. Currently, there is an enrolment of 519,018 pupils in 3,538 nomadic schools with 13,675 teachers,” he noted.
He, therefore urged the federal government to review the nomadic education act to empower the commission to recruit specialised teachers to address the educational needs of the mobile groups.