ABSTRACT
This study was designed to investigate factors influencing parental perception of nomadic education in Shagari Local Government Area of Sokoto State. Descriptive survey design was employed which used Krejcie and Morgan (1971) table for determining the sample size in selecting the subjects for the study, the instruments used were Focus Group Discussion (FGDs) guide, interview and observation were the major instruments used in data collection. Subject of the research work were derived using stratified random sampling technique. Three hundred and eight four (384) subjects were drawn from the total population. The instruments used were validated by experts in the Faculty of Education and Extension Services of Usmanu Danfodiyo University, Sokoto, Frequency counts and percentages were used to analyze the data collected from FGD guide, interview. and observation. The result of the study shows that most of the nomads parent are illiterates and do not understand the importance of education, rather attaching more importance to animal rearing than education. It also revealed that economic hardship rendered nomads vulnerable. Among other things it was recommended that field education officers and teachers handling nomadic education would need to be trained for the new curriculum as well as on the nomadic culture to enhance their interaction.
TABLE OF CONTENTS
Title page
Table of contents
List of table
Abstract
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Research Questions
1.4 Objectives of the study
1.5 Significance of the Study
1.6 Scope and delimitation of the Study
1.7 Operational Definition of terms
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Introduction
2.2 Conceptual Framework
2.2.1 A Global Overview of Nomadic Education: International Obligations
2.2.2 An overview of Nomadic Education in Developing Countries
2.2.3. Nomadic Education in Nigeria
2.2.4 Constraints in Nomadic Education in Nigeria
2.2.5 Approaches to Nomadic Education in Nigeria
2.2.6 Prospects of Educating the Nomads
2.2.7 Challenges of Education for Nomads
2.3 Theoretical Framework:
2.4 Review of Related Empirical Studies
2.5 Summary and Uniqueness of the Study
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction
3.2 Research Design
3.3 Population of the Study
3.4 Sample and Sampling Techniques
3.5 Instrumentation
3.5.1 Validity of the Instrument
3.5.1.1 Validity of the Focus Group Instruments
3.5.1.2 Reliability of Focus Group Discussion Instrument
3.5.2 Interview
3.5.2.1 Validity of Interview schedule
3.5.2.2 Reliability of Interview schedule
3.5.3 Participant observation
3.5.3.1 Validity of the Participant Observation instrument
3.6 Method of Data Collection
3.7 Method of Data Analysis
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction
4.2 Data analysis and Interpretation
4.3. Summary of major findings
4.4 Discussion of Findings
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction
5.2 Summary of the study
5.3 Recommendations
5.4 Conclusion
5.5 Implications of the study to sociologists of Education
5.6 Suggestions for further research
References
Appendix
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Education is the process which bridges generations and thereby passing on old value and creating new ones. Therefore, education gives the basis for human capital formation, social mobility and increased opportunities for the population. Okoh (1983), noted that education should be a birth-right and not a privilege of every citizen of any country. It is an effective instrument for development and a strategic tool for liberating the mass of the people from ignorance, disease and poverty. It should be a dynamic force for ensuring progress and overall betterment of people, and that equality of educational opportunities is the pre-requisite for building up an egalitarian society.
Today, the debate about minorities in education focuses on the under privileged groups of people who have little or no assess to the provision of formal education. This means that their chances for or level of participation in education is low. Education is considered to be an important instrument of integration as it helps the under privileged into the mainstream of the society. In many countries, certain groups in the population are disadvantaged in terms of educational provisions and opportunities because of their race, ethnicity, creed, religion, sex, family socio-economic background and status as well as geographical location.
Nigeria is made of various ethnic groups, the constitutional educational objectives and principle (1989) stated that, the federal government shall take all positive steps to ensure that the educational opportunities available at all levels to persons in any area or part of the federation are equal to those in any other area or part of the federation. Thus....
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