Resources and resource utilization in normadic education

Abstract

The paper opens with a conceptual analysis of nomadic education and its inception in Nigeria. A brief account of nomadic education in Nigeria shows that nomadic education is no more strange (although, a more vibrant endeavours to educate nomads was embarked upon in the 70s). There are thirty-four States and Federal Territory Capital (Abuja) participating in normadic education. One of the remaining two states will soon be joining. The number of normadic education schools rose from 174 in 1986 to 890 in 1997 and a total of 88,871 pupils as at 1997 had enrolled. One of the factors inhibiting nomadic education is the lack of resources that are needed for the success of the programme. The resources can be divided into four categories (financial resource, human resources, material resources, and instructional time resource). For example, some of the normads have their lessons under trees and one wonders what happens during dry seasons when all leaves are dried. Furthermore, the teaching force (ie, the nomadic education teachers) are not adequate since there are 2,561 teachers in the existing 890 schools it shows that there are less than 3 teachers in each school. The study ends by recommending that since nomads are unwilling to go for nomadic eduaction, there should be a provision of the material and financial resources to nomadic education, these will serve as bates for these pupils.