Review <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> <str<strong>on</strong>g>literature</str<strong>on</strong>g> <strong>on</strong> <strong>basic</strong> educati<strong>on</strong> <strong>in</strong> Nigerianomadic community leaders, result<strong>in</strong>g notably <strong>in</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> establishment <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> NCNE <strong>in</strong> 1989, whose job is tocoord<strong>in</strong>ate provisi<strong>on</strong> <str<strong>on</strong>g>of</str<strong>on</strong>g> <strong>basic</strong> educati<strong>on</strong>al programmes and develop relevant curricula and materials fornomadic children (ibid.).One <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> underly<strong>in</strong>g tensi<strong>on</strong>s regard<strong>in</strong>g nomadic school<strong>in</strong>g relates to its purpose, i.e. whe<str<strong>on</strong>g>the</str<strong>on</strong>g>r it is astep toward cultural assimilati<strong>on</strong> or a way to assist nomads to engage more successfully <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g>ir ownterms with <str<strong>on</strong>g>the</str<strong>on</strong>g> wider social c<strong>on</strong>text (McCaffery et al. 2006).7.8.1 Challenges <str<strong>on</strong>g>of</str<strong>on</strong>g> provid<strong>in</strong>g educati<strong>on</strong> to nomadic communitiesProvid<strong>in</strong>g educati<strong>on</strong> to nomadic communities is challeng<strong>in</strong>g as <str<strong>on</strong>g>the</str<strong>on</strong>g>y tend to live <strong>in</strong> remote, difficult-toaccessplaces, mov<strong>in</strong>g around and cross<strong>in</strong>g borders (local, state, and <strong>in</strong>ternati<strong>on</strong>al), with livelihoods thatdepend heavily <strong>on</strong> children’s labour (Tahir et al. 2005; Usman 2006; Olateju 2010). In additi<strong>on</strong>, <str<strong>on</strong>g>the</str<strong>on</strong>g>regular <strong>basic</strong> educati<strong>on</strong> curriculum <str<strong>on</strong>g>of</str<strong>on</strong>g> government schools is unsuited to <str<strong>on</strong>g>the</str<strong>on</strong>g>ir needs (ibid.), while schoolpractices can alienate <str<strong>on</strong>g>the</str<strong>on</strong>g>m fur<str<strong>on</strong>g>the</str<strong>on</strong>g>r (Usman 2006).7.8.2 Initiatives with nomadic communitiesKey NCNE <strong>in</strong>itiatives have <strong>in</strong>cluded mobile schools with collapsible classrooms, adaptati<strong>on</strong> <str<strong>on</strong>g>of</str<strong>on</strong>g> curricula to<strong>in</strong>crease relevance, and <str<strong>on</strong>g>the</str<strong>on</strong>g> producti<strong>on</strong> <str<strong>on</strong>g>of</str<strong>on</strong>g> teach<strong>in</strong>g materials <strong>in</strong> Fulfulde, <str<strong>on</strong>g>the</str<strong>on</strong>g> mo<str<strong>on</strong>g>the</str<strong>on</strong>g>r t<strong>on</strong>gue <str<strong>on</strong>g>of</str<strong>on</strong>g> mostnomadic pastoralists (Tahir et al. 2005; Usman 2006). The mobile schools <strong>in</strong>itiative, however, has beencriticised for <strong>in</strong>itially be<strong>in</strong>g rushed <strong>in</strong>to without c<strong>on</strong>siderati<strong>on</strong> <str<strong>on</strong>g>of</str<strong>on</strong>g> issues such as teacher recruitment andM&E (Iro 2001). There is also a c<strong>on</strong>cern that fixed schools are <strong>in</strong>appropriately located <strong>in</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> moresparsely populated areas, away from <str<strong>on</strong>g>the</str<strong>on</strong>g> camp locati<strong>on</strong>s (Iro 2001). Ano<str<strong>on</strong>g>the</str<strong>on</strong>g>r major <strong>in</strong>itiative <strong>in</strong>cludes<strong>in</strong>teractive radio and TV programmes, for which view<strong>in</strong>g rooms have been c<strong>on</strong>structed (Tahir et al. 2005;Usman 2006). Fur<str<strong>on</strong>g>the</str<strong>on</strong>g>r details <str<strong>on</strong>g>of</str<strong>on</strong>g> research <strong>on</strong> such <strong>in</strong>itiatives can be found <strong>in</strong> Secti<strong>on</strong> 9.7.Whatever <str<strong>on</strong>g>the</str<strong>on</strong>g> relative merits <str<strong>on</strong>g>of</str<strong>on</strong>g> particular programmes, <str<strong>on</strong>g>of</str<strong>on</strong>g>ficial statistics from <str<strong>on</strong>g>the</str<strong>on</strong>g> NCNE show thatenrolments have been <strong>in</strong>creas<strong>in</strong>g over <str<strong>on</strong>g>the</str<strong>on</strong>g> years: by 2011, <str<strong>on</strong>g>the</str<strong>on</strong>g>re were 500,000 students (44% female)attend<strong>in</strong>g around 3,100 nomadic pastoralist, farmer, and fisher schools, with <str<strong>on</strong>g>the</str<strong>on</strong>g> greatest c<strong>on</strong>centrati<strong>on</strong><strong>in</strong> nor<str<strong>on</strong>g>the</str<strong>on</strong>g>rn Nigeria. These enrolment figures represent a significant <strong>in</strong>crease <strong>in</strong> enrolments from400,000 <strong>in</strong> 2006 and just 193,000 <strong>in</strong> 2000. However, <str<strong>on</strong>g>the</str<strong>on</strong>g>re is still a significant gender gap as girls <strong>on</strong>lycomprise 44% <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> <strong>in</strong>take.Despite <str<strong>on</strong>g>the</str<strong>on</strong>g> <strong>in</strong>crease <strong>in</strong> enrolments, current numbers still represent a small proporti<strong>on</strong> <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> estimated3 milli<strong>on</strong> school-age nomadic children (Bah-Lalya et al. 2011), although crucially <str<strong>on</strong>g>the</str<strong>on</strong>g> figures do not<strong>in</strong>clude those for children attend<strong>in</strong>g regular government schools. Fur<str<strong>on</strong>g>the</str<strong>on</strong>g>rmore, a lack <str<strong>on</strong>g>of</str<strong>on</strong>g> data, weakcoord<strong>in</strong>ati<strong>on</strong>, and <strong>in</strong>adequate f<strong>in</strong>anc<strong>in</strong>g mean that actual provisi<strong>on</strong> can vary substantially betweenlocati<strong>on</strong>s (Ader<strong>in</strong>oye et al. 2007).Accord<strong>in</strong>g to Tahir et al. (2005), nomadic school<strong>in</strong>g has helped improve completi<strong>on</strong> rates. Usman (2006),however, disputes Tahir’s claim (1998, cited <strong>in</strong> Usman 2006) that nomadic educati<strong>on</strong> had <strong>in</strong>creasedcompleti<strong>on</strong> rates by up to 65 % for Fulani boys. She found no statistical c<strong>on</strong>firmati<strong>on</strong> <strong>in</strong> her research andma<strong>in</strong>ta<strong>in</strong>ed that Fulani boys still had higher-than-average dropout rates and lower enrolment,atta<strong>in</strong>ment and completi<strong>on</strong> statistics.In additi<strong>on</strong> to nomadic schools, <str<strong>on</strong>g>the</str<strong>on</strong>g> NCNE reaches around 100,000 families through extensi<strong>on</strong> services,which <strong>in</strong>clude tra<strong>in</strong><strong>in</strong>g <strong>on</strong> herd health management and fodder bank development, as well asencourag<strong>in</strong>g community participati<strong>on</strong> <strong>in</strong> local school management (NCNE 2012).Fur<str<strong>on</strong>g>the</str<strong>on</strong>g>r details <strong>on</strong> nomadic lifestyles and how <str<strong>on</strong>g>the</str<strong>on</strong>g>y <strong>in</strong>teract with formal school<strong>in</strong>g are given <strong>in</strong> Secti<strong>on</strong>9.7.EDOREN – Educati<strong>on</strong> Data, Research and Evaluati<strong>on</strong> <strong>in</strong> Nigeria 79
Review <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> <str<strong>on</strong>g>literature</str<strong>on</strong>g> <strong>on</strong> <strong>basic</strong> educati<strong>on</strong> <strong>in</strong> Nigeria7.9 Public school<strong>in</strong>g for children with disabilitiesThe 2004 Nati<strong>on</strong>al Policy <strong>on</strong> Educati<strong>on</strong> states that ‘<str<strong>on</strong>g>the</str<strong>on</strong>g> educati<strong>on</strong> <str<strong>on</strong>g>of</str<strong>on</strong>g> children with special needs shall befree at all levels’ and that this will be FGN’s resp<strong>on</strong>sibility, which will encourage <strong>in</strong>clusive educati<strong>on</strong>,c<strong>on</strong>duct regular censuses and m<strong>on</strong>itor<strong>in</strong>g <str<strong>on</strong>g>of</str<strong>on</strong>g> people with special needs, and provide special educati<strong>on</strong>equipment and tra<strong>in</strong><strong>in</strong>g (FME 2004a). Moreover, 2% <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> FGN–UBE Interventi<strong>on</strong> Fund is available tostates for projects aimed at support<strong>in</strong>g children with special needs (see Secti<strong>on</strong> 6.4.2).In practice, however, <str<strong>on</strong>g>the</str<strong>on</strong>g>re is no <strong>in</strong>formati<strong>on</strong> available about how much <str<strong>on</strong>g>the</str<strong>on</strong>g> government spends <strong>on</strong>school<strong>in</strong>g for children with disabilities and little m<strong>on</strong>itor<strong>in</strong>g <str<strong>on</strong>g>of</str<strong>on</strong>g> how many disabled children <str<strong>on</strong>g>the</str<strong>on</strong>g>re are and<str<strong>on</strong>g>the</str<strong>on</strong>g> types <str<strong>on</strong>g>of</str<strong>on</strong>g> disabilities <str<strong>on</strong>g>the</str<strong>on</strong>g>y have (Lang and Upah 2008). Never<str<strong>on</strong>g>the</str<strong>on</strong>g>less, <str<strong>on</strong>g>the</str<strong>on</strong>g> ESSPIN-supported stateshave just started to ga<str<strong>on</strong>g>the</str<strong>on</strong>g>r data <strong>on</strong> children with disabilities <strong>in</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g>ir EMIS returns, us<strong>in</strong>g <str<strong>on</strong>g>the</str<strong>on</strong>g> follow<strong>in</strong>gcategories: bl<strong>in</strong>d/visually impaired; physically challenged; hear<strong>in</strong>g/speech impaired; and mentallychallenged. The 2011/12 state ASCs for each <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> ESSPIN-supported states reported numbers <str<strong>on</strong>g>of</str<strong>on</strong>g> pupilswith disabilities at around or below 1% <str<strong>on</strong>g>of</str<strong>on</strong>g> primary enrolments, although several states reported an<strong>in</strong>crease <strong>in</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> numbers <str<strong>on</strong>g>of</str<strong>on</strong>g> pupils with disabilities attend<strong>in</strong>g ma<strong>in</strong>stream schools (ESSPIN 2013b; see alsoBox 7.3).Box 7.3 Success <str<strong>on</strong>g>of</str<strong>on</strong>g> a small grants scheme to special schools <strong>in</strong> Lagos StateAs part <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> Lagos Eko Sec<strong>on</strong>dary Educati<strong>on</strong> Project (www.lagosekoproject.org) – a partnershipbetween Lagos State and <str<strong>on</strong>g>the</str<strong>on</strong>g> World Bank – grants were given to 12 special needs schools that made asubstantial difference to learn<strong>in</strong>g for children with special needs. Increased use <str<strong>on</strong>g>of</str<strong>on</strong>g> Braille books ando<str<strong>on</strong>g>the</str<strong>on</strong>g>r special <strong>in</strong>structi<strong>on</strong>al resources enhanced <str<strong>on</strong>g>the</str<strong>on</strong>g>ir access to read<strong>in</strong>g. In 2012, all n<strong>in</strong>e visuallyimpaired students who sat for <str<strong>on</strong>g>the</str<strong>on</strong>g> BECE exam<strong>in</strong>ati<strong>on</strong> scored 100% <strong>in</strong> English, Maths and Science. Thisshowed a marked improvement from <str<strong>on</strong>g>the</str<strong>on</strong>g> basel<strong>in</strong>e scores <str<strong>on</strong>g>of</str<strong>on</strong>g> 45%, 50% and 50% respectively <strong>in</strong> 2010. Itwas also noted that, for <str<strong>on</strong>g>the</str<strong>on</strong>g> first time <strong>in</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> history <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> school, <strong>on</strong>e <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> visually impairedstudents ga<strong>in</strong>ed admissi<strong>on</strong> <strong>in</strong>to a university.Source: World Bank (2013)Accord<strong>in</strong>g to <str<strong>on</strong>g>the</str<strong>on</strong>g> 2010 NEDS (NPC and RTI Internati<strong>on</strong>al 2011), 99% <str<strong>on</strong>g>of</str<strong>on</strong>g> children had no disability.However, o<str<strong>on</strong>g>the</str<strong>on</strong>g>r data suggest this is a gross underestimati<strong>on</strong> probably due, at least <strong>in</strong> part, to <str<strong>on</strong>g>the</str<strong>on</strong>g> stigmaattached to disability. For example, a survey <str<strong>on</strong>g>of</str<strong>on</strong>g> around 1,000 sec<strong>on</strong>dary school students c<strong>on</strong>cern<strong>in</strong>g <str<strong>on</strong>g>the</str<strong>on</strong>g>irattitude to pupils with epilepsy found that around two-thirds would nei<str<strong>on</strong>g>the</str<strong>on</strong>g>r befriend nor play withsome<strong>on</strong>e who suffered from epilepsy (Ezeala-Adikaibe et al. 2013).In c<strong>on</strong>trast, a survey by <str<strong>on</strong>g>the</str<strong>on</strong>g> Leprosy Missi<strong>on</strong> <str<strong>on</strong>g>of</str<strong>on</strong>g> over 1,000 resp<strong>on</strong>dents across 30 towns and villages <strong>in</strong>Kogi and Niger states found 37% <str<strong>on</strong>g>of</str<strong>on</strong>g> resp<strong>on</strong>dents suffered from visual impairments, 32% had mobilityissues, 15% were hear<strong>in</strong>g impaired, and 9% were diagnosed with mental or learn<strong>in</strong>g difficulties (Smith2011). Over half had had no formal educati<strong>on</strong> (ibid.) and even am<strong>on</strong>g marg<strong>in</strong>alised groups those withdisabilities f<strong>in</strong>d it particularly difficult to complete primary school<strong>in</strong>g and obta<strong>in</strong> susta<strong>in</strong>ableemployment (Lang and Upah 2008).A DFID-funded scop<strong>in</strong>g study jo<strong>in</strong>tly c<strong>on</strong>ducted by <str<strong>on</strong>g>the</str<strong>on</strong>g> Le<strong>on</strong>ard Cheshire Foundati<strong>on</strong> and <str<strong>on</strong>g>the</str<strong>on</strong>g> Jo<strong>in</strong>tNati<strong>on</strong>al Associati<strong>on</strong> <str<strong>on</strong>g>of</str<strong>on</strong>g> Pers<strong>on</strong>s with Disabilities <strong>in</strong> Nigeria (Lang and Upah 2008) c<strong>on</strong>cluded thatma<strong>in</strong>stream<strong>in</strong>g <strong>in</strong>clusive educati<strong>on</strong>, with appropriately tra<strong>in</strong>ed teachers, ra<str<strong>on</strong>g>the</str<strong>on</strong>g>r than hav<strong>in</strong>g specialschools is <str<strong>on</strong>g>the</str<strong>on</strong>g> most cost-effective and susta<strong>in</strong>able way <str<strong>on</strong>g>of</str<strong>on</strong>g> educat<strong>in</strong>g children with disabilities. However,<str<strong>on</strong>g>the</str<strong>on</strong>g> same study noted that many children with disabilities were forced <strong>in</strong>to special schools because <str<strong>on</strong>g>of</str<strong>on</strong>g> alack <str<strong>on</strong>g>of</str<strong>on</strong>g> fund<strong>in</strong>g and suitably tra<strong>in</strong>ed staff to cope <strong>in</strong> ma<strong>in</strong>stream schools (ibid.). Similarly, <str<strong>on</strong>g>the</str<strong>on</strong>g> evaluati<strong>on</strong><str<strong>on</strong>g>of</str<strong>on</strong>g> UNICEF’s CFS programme <strong>in</strong> Nigeria noted that:Most schools made an effort to reach out to enrol students with disabilities and <str<strong>on</strong>g>the</str<strong>on</strong>g>re seemed to be apositive attitude toward <str<strong>on</strong>g>the</str<strong>on</strong>g> provisi<strong>on</strong> <str<strong>on</strong>g>of</str<strong>on</strong>g> educati<strong>on</strong> for students with disabilities, but schools lacked <str<strong>on</strong>g>the</str<strong>on</strong>g>EDOREN – Educati<strong>on</strong> Data, Research and Evaluati<strong>on</strong> <strong>in</strong> Nigeria 80
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