Factors Influencing Participation of Pastoral Nomadic Fulani Children in Primary Education in Ghana
Abstract
This paper seeks to throw light on the factors affecting nomadic pastoralists’ children’s education in Ghana. There has been little empirical research in Ghana on nomadic pastoralist education. This study was conducted in the Northeast region in an attempt to unpack the complex dynamics of culture, society, livelihoods, and region as barriers to nomads’ formal education. The study employed interviews, observations, and focus group discussions with students, including dropouts, parents, teachers, and Regional Education authorities, to understand the challenges confronting nomadic pastoralists’ access to education. Using the 4-A’s framework of accessibility, availability, acceptability, adaptability, and added affordability as the fifth variable. The study found that all the 5-A’s posed challenges to their access to education, in addition to cultural and religious values such as early marriage, protection of pastoral values, and poverty account for their inability to attend school.
References
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[11]Dahiru, S., Ahmad, N. and Wan Jaafar, W. M. (2017). How “Pulaaku” Moral Value Influence Nomadic Fulani Perception and Non-Participation in Educational Community Development in Ikara District, Kaduna, Nigeria, International Journal of Social Science Research, 5(1): 76-90.
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[16].Olateju, M. A. (2010). Functional literacy empowerment for nomadic herdsmen in Osun State, Nigeria, Language, Culture and Curriculum, 23(2), 109-121, DOI: 10.1080/07908311003797619.
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[18] Birch, I., Cavanna, S., Abkula, D. & Hujale, D. (2010). Towards Education for Nomads: Community Perspectives in Kenya. London: International Institute for Environment and Development.
[19] Kwashabawa (2024) Nomadic Needs Assessment. A Technical Report, Plan Internation, Sokoto, Nigeria
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[21] Faas, D., A. Smith, and M. Darmody. 2018. “The Role of Principals in Creating Inclusive School Environments: Insights from Community National Schools in Ireland.” School Leadership & Management 38 (4): 457–473.
[22] Aderinoye, R. A., Ojokheta, K. O., and Olojede, A. A. (2007). Integrating Mobile Learning into Nomadic Education Programmes in Nigeria: Issues and perspectives. University of Ibadan, Nigeria.
[23] Koissaba, B. R. O. (2014). E-learning Principles and Practices in the Context of Indigenous Peoples: A Comparative Study. Available at: https://www.culturalsurvival.org/sites/default/files/ips_and_e-learning.pdf. Retrieved 6/17/2017.
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[27]Wanjala, M. S., Khaemba, E. N. & Mukwa, C. (2011). Significant factors in professional staff development for the implementation of ICT education in secondary schools: A case of schools in Bungoma District, Kenya. International Journal of Curriculum and Instruction, 1(1):30-42.
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[30] Tarus, J. (2011). Adoption of e-learning to support teaching and learning in Moi University. Thesis presented in partial fulfillment of the requirements for the degree of Master of Philosophy (Information Technology), Moi University.
[31] USAID. (2013). Kenya Country Office Report. July 2013. http://kenya.usaid.gov/documents.
[32] Ruto, Sera J. Ongwenyi, Z. N., Mugo, J. K. 2009. Educational Marginalization in Northern Kenya. UNESCO.
[33] Government of Kenya. (2010a). Policy Framework for Nomadic Education in Kenya. Nairobi. Government Printers.
[34] Government of Kenya. (2010b). Getting the Hardest to Reach. A strategy to provide education to Nomadic Communities in Kenya through Distance Learning. Government Printer. Nairobi.
[35] Ananga, E. 2011. “Dropping Out of School in Southern Ghana: The Push-Out and Pull-Out Factors.” CREATE Pathways to Access. Research Monograph No. 55.
[36] Tahir, G. Muhammad, N. D. & Mohammed, A. M. (2005). Improving the Quality of Nomadic Education in Nigeria: Going Beyond Access and Equity. African Experiences, Country Case Studies. Association for the Development of Education in Africa (ADEA).
[37] Woldesenbet, P. W. (2015). Provision of and Participation in Primary Education in the Pastoralist Regions of Afar and Somali of Ethiopia, Academic Dissertation, School of Education, University of Tampere, Finland.
[38] Carr-Hill, R. and Peart. E. (2009). The Education of Nomadic Peoples in Africa: Djibouti, Eritrea, Ethiopia, Kenya, Tanzania and Uganda. Review of relevant literature. UNESCO-IIEP, Paris and Tunis.
[39] Okutu, A. A. (2019). Nomadism and Provision of Basic Education in West Pokot County, Kenya. Journal of African Interdisciplinary Studies. 3(6), 114 – 125.
[40] Siele, D., Swift, J. and Krätli, S. (2013). Reaching Pastoralists with Formal Education: A distance-learning strategy for Kenya, in Pastoralism and Development in Africa: Dynamic change at the margins (eds. Andy Catley, Jeremy Lind, and Ian Scoones), pp 207-214, Routledge, London and New York.
[41] MOESTK (2008) Education Statistics Booklet, Ministry of Education, Science and Technology, Republic of Kenya, Nairobi.
[42] Riesman, P. ( 1977). Freedom in Fulani Social Life: An Introspective Ethnography. University of Chicago Pres.
[43] Ibrahim, Y. U. A. (2014). Funding, major obstacle to nomadic education – Executive Secretary, Daily Trust
[44] Ujorha, T. (2014). Fulani Nomads: FG Restriction, Other Problems Will Destroy. Daily Trust, Nigeria.
[45] Osei-Fosu, A. K. (2011). Evaluating the impact of the capitation grant and the school feeding Circuit. Journal of Science and Technology, 31(1):55–64.
[46] Arkorful, E. V., Basiru, I, Anokye, R., Latif, A., Agyei, E. K., Hammond, A., Pokuaah, S., and Shamsudeen Abdul-Rahaman, S. (2019). Equitable Access and Inclusiveness in Basic Education: Roadblocks to Sustainable Development Goals, International Journal of Public Administration, DOI: 10.1080/01900692.2019.1627554.
[47] Usman, L. (2006). Rural nomadic Fulbe boys' primary schooling: assessing repertoires of practice in Nigeria. McGill Journal of Education/Revue des sciences de l'éducation de McGill, 41(2).
[2] Abubakari, A. and Derkyi, M. A.A. (2024). Pastoralists Health and Public Health Threat in Ghana. Sprin Journal of Arts, Humanities and Social Sciences, 3(8):24–32. https://doi.org/10.55559/sjahss.v3i8.372.
[3]. Tonah, S. (2005). Fulani in Ghana: Migration History, Integration, and Resistance, Yamens Press, Accra.
[4]. Abubakari, A. and Felix T. Y. Longi (2024) Border Controls and Cross-Border Movements of Fulani Herdsmen into the Upper East Region of Ghana: Implications for Security. In Steve Tonah (ed) Farmer-Herder Relations in Ghana. Yamens Press Ltd, 144-160.
[5] Bukari, K.N. (2017). Farmer-herder Relations in Ghana: Interplay of Environmental Change, Conflict, Cooperation, and Social Networks. Ph.D. Thesis, Faculty of Social Sciences, Georg-August University of Gottingen.
[6] Abubakari, A. (2024). The Integration and Adaptation of the Fulani in the West Mamprusi District of Northern Ghana. In Steve Tonah (ed) Farmer-Herder Relations in Ghana, Yamens Press Ltd, 161- 184.
[7] Tomaševki, K. 2001. “Indicators.” In Economic, Social and Cultural Rights: A Textbook, edited by A. Eide, C. Krause, and A. Rosas, 531–532. Dordrecht: Martinus Nijhoff Publishers.
[8] Fortes-Lima, A. C, Diallo, Y. M., Janoušek, V., Černý, V., and Schlebusch, C. M. (2024). Population History and Admixture of the Fulani People from the Sahel, bioRxiv preprint doi: https://doi.org/10.1101/2024.06.22.600206.
[9] Ghana Statistical Service (2011). 2010 Population and Housing Census: Summary Report of Final Results
[10] Ghana Statistical Service (2021). 2020 Population and Housing census. Government of Ghana, Accra.
[11]Dahiru, S., Ahmad, N. and Wan Jaafar, W. M. (2017). How “Pulaaku” Moral Value Influence Nomadic Fulani Perception and Non-Participation in Educational Community Development in Ikara District, Kaduna, Nigeria, International Journal of Social Science Research, 5(1): 76-90.
[12] Kyereko, D. O. and Faas, A., (2024). Inclusion and Agency in Ghanaian Schools: The Case of West African Child Migrants, Comparative Education Review, 68(1): 139- 160.
[13]Kyereko, D. O. and Faas, D. (2021b). Children, language and access to schools in the global South: The case of migrants in Ghana, Children and Society, doi:10.1111/chso.12454.
[14]. Krätli, S. (2001). Education Provision to Nomadic Pastoralists: A Literature Review, IDS Working Paper 126, Institute of Development Studies, Sussex, University.
Kwashabawa, B. B., (2024). Nomadic Education Needs Assessment, Technical Report, Plan International.
[15] Koissaba, B. R. O. (2017). Education For All: Prospects and Challenges of Mobile Schools, Mobile Education, and E-Learning for the Nomadic Pastoralists in Kenya (2nd Ed. 2017). Conference paper: available at: https://www.researchgate.net/publication/319630142.
[16].Olateju, M. A. (2010). Functional literacy empowerment for nomadic herdsmen in Osun State, Nigeria, Language, Culture and Curriculum, 23(2), 109-121, DOI: 10.1080/07908311003797619.
[17 Dyer, C. (2016). Evolving approaches to educating children from nomadic communities Prospects DOI 10.1007/s11125-016-9381-6.
[18] Birch, I., Cavanna, S., Abkula, D. & Hujale, D. (2010). Towards Education for Nomads: Community Perspectives in Kenya. London: International Institute for Environment and Development.
[19] Kwashabawa (2024) Nomadic Needs Assessment. A Technical Report, Plan Internation, Sokoto, Nigeria
[20] Carr-Hill, R. (2015). Education of children of nomadic pastoralists in Somalia: Comparing attitudes and behaviour. International Journal of Educational Development, 40, 166-173.
[21] Faas, D., A. Smith, and M. Darmody. 2018. “The Role of Principals in Creating Inclusive School Environments: Insights from Community National Schools in Ireland.” School Leadership & Management 38 (4): 457–473.
[22] Aderinoye, R. A., Ojokheta, K. O., and Olojede, A. A. (2007). Integrating Mobile Learning into Nomadic Education Programmes in Nigeria: Issues and perspectives. University of Ibadan, Nigeria.
[23] Koissaba, B. R. O. (2014). E-learning Principles and Practices in the Context of Indigenous Peoples: A Comparative Study. Available at: https://www.culturalsurvival.org/sites/default/files/ips_and_e-learning.pdf. Retrieved 6/17/2017.
[24] Ruiz, G. J., Minter, J. M. & Leipzig, R. M. (2006). The Impact of E-Learning in Medical Education. Academic Medicine, 81(3).
[25]J onassen, D. H. Peck, K., and Wilson. B.G. (1999). Learning with Technology. A constructivist perspective. Upper Saddle River, New Jersey: Merrill.
[26] Lin, N. T. (2006). The evolution of computer assisted language learning (CALL) and its teaching approaches. Proceedings of 2006 China International Conference on Instruction and learning, 105-130.
[27]Wanjala, M. S., Khaemba, E. N. & Mukwa, C. (2011). Significant factors in professional staff development for the implementation of ICT education in secondary schools: A case of schools in Bungoma District, Kenya. International Journal of Curriculum and Instruction, 1(1):30-42.
[28] Salmon, G. (2004). E-moderating: The key to teaching and learning online (2nd ed.) Oxford shire: Taylor & Francis Books Ltd.
[29] Blinco, K., Mason, J., McLean, N. and Wilson, S. (2004). Trends and issues in e-learning infrastructure development: A White Paper for alt-i-lab. Prepared on behalf of DEST (Australia) and JISC-CETIS (UK).
[30] Tarus, J. (2011). Adoption of e-learning to support teaching and learning in Moi University. Thesis presented in partial fulfillment of the requirements for the degree of Master of Philosophy (Information Technology), Moi University.
[31] USAID. (2013). Kenya Country Office Report. July 2013. http://kenya.usaid.gov/documents.
[32] Ruto, Sera J. Ongwenyi, Z. N., Mugo, J. K. 2009. Educational Marginalization in Northern Kenya. UNESCO.
[33] Government of Kenya. (2010a). Policy Framework for Nomadic Education in Kenya. Nairobi. Government Printers.
[34] Government of Kenya. (2010b). Getting the Hardest to Reach. A strategy to provide education to Nomadic Communities in Kenya through Distance Learning. Government Printer. Nairobi.
[35] Ananga, E. 2011. “Dropping Out of School in Southern Ghana: The Push-Out and Pull-Out Factors.” CREATE Pathways to Access. Research Monograph No. 55.
[36] Tahir, G. Muhammad, N. D. & Mohammed, A. M. (2005). Improving the Quality of Nomadic Education in Nigeria: Going Beyond Access and Equity. African Experiences, Country Case Studies. Association for the Development of Education in Africa (ADEA).
[37] Woldesenbet, P. W. (2015). Provision of and Participation in Primary Education in the Pastoralist Regions of Afar and Somali of Ethiopia, Academic Dissertation, School of Education, University of Tampere, Finland.
[38] Carr-Hill, R. and Peart. E. (2009). The Education of Nomadic Peoples in Africa: Djibouti, Eritrea, Ethiopia, Kenya, Tanzania and Uganda. Review of relevant literature. UNESCO-IIEP, Paris and Tunis.
[39] Okutu, A. A. (2019). Nomadism and Provision of Basic Education in West Pokot County, Kenya. Journal of African Interdisciplinary Studies. 3(6), 114 – 125.
[40] Siele, D., Swift, J. and Krätli, S. (2013). Reaching Pastoralists with Formal Education: A distance-learning strategy for Kenya, in Pastoralism and Development in Africa: Dynamic change at the margins (eds. Andy Catley, Jeremy Lind, and Ian Scoones), pp 207-214, Routledge, London and New York.
[41] MOESTK (2008) Education Statistics Booklet, Ministry of Education, Science and Technology, Republic of Kenya, Nairobi.
[42] Riesman, P. ( 1977). Freedom in Fulani Social Life: An Introspective Ethnography. University of Chicago Pres.
[43] Ibrahim, Y. U. A. (2014). Funding, major obstacle to nomadic education – Executive Secretary, Daily Trust
[44] Ujorha, T. (2014). Fulani Nomads: FG Restriction, Other Problems Will Destroy. Daily Trust, Nigeria.
[45] Osei-Fosu, A. K. (2011). Evaluating the impact of the capitation grant and the school feeding Circuit. Journal of Science and Technology, 31(1):55–64.
[46] Arkorful, E. V., Basiru, I, Anokye, R., Latif, A., Agyei, E. K., Hammond, A., Pokuaah, S., and Shamsudeen Abdul-Rahaman, S. (2019). Equitable Access and Inclusiveness in Basic Education: Roadblocks to Sustainable Development Goals, International Journal of Public Administration, DOI: 10.1080/01900692.2019.1627554.
[47] Usman, L. (2006). Rural nomadic Fulbe boys' primary schooling: assessing repertoires of practice in Nigeria. McGill Journal of Education/Revue des sciences de l'éducation de McGill, 41(2).
Authors
[1]
“Factors Influencing Participation of Pastoral Nomadic Fulani Children in Primary Education in Ghana”, Soc. sci. humanities j., vol. 8, no. 09, pp. 5094–5110, Sep. 2024, doi: 10.18535/sshj.v8i09.1340.
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