EVALUATION OF THE IMPLEMENTATION OF NOMADIC EDUCATION CURRICULUM AND ITS IMPACT ON SOCIO-ECONOMIC AND EDUCATIONAL DEVELOPMENT OF NOMADS IN NASARAWA AND PLATEAU STATES, NIGERIA

ABSTRACT This study evaluated the implementation of nomadic education curriculum and its impact on the socio-economic and educational development of nomads in Nasarawa and Plateau States. The study was guided by eight research questions while eight hypotheses were formulated and tested at 0.05 level of significance. The survey design was adopted for the study. The total sample of the study was 1000 comprising 400 nomadic primary school teachers, 400 nomadic pupils and 200 nomadic parents. Simple random and purposive sampling techniques were used. Data were collected using three instruments; Nomadic Education Teachers Questionnaire (NETQ), Nomadic Education Pupils Questionnaire (NEPQ) and Nomads Interview on Nomadic Education (NINE). Crobach Alpha coefficient was used to estimate the reliability of the instruments. The reliability coefficient of NETQ was 0.89 while NEPQ was found to be 0.78. Data collected were analysed using simple percentage to analyse demographic item means and cut-off means were used to answer the research questions. One-sample t-test was used to test the hypotheses at 0.05 level of significance. Results of the findings showed that there was significant difference between the mean ratings of extent of availability of manpower for the implementation of Nomadic Education curriculum (P = 0.00 < 0.05). There was also a significant difference between the mean ratings of the items on adequacy of educational resources for the implementation of the nomadic education curriculum (P = 0.00 < 0.05). Further findings shows that there was again a significant difference between the means rating on the extent of supervisory practices in nomadic schools (P = 0.00 < 0.05). There was also a significant difference between the means rating of items on accessibility of pupils to nomadic schools (P = 0.00 < 0.05). Result again indicated that there was a significant difference between the mean ratings on extent of willingness of pupils to attend nomadic schools (P = 0.00 < 0.05). In the vein, result shows a significant difference between the mean ratings of a communal crises on the implement of nomadic education curriculum (P = 0.00 < 0.05). The result further indicated a significant difference between the mean ratings of nomadic education curriculum on socio-economic life of nomads. There was again a significant difference between the mean ratings of nomadic education curriculum on educational development of nomads (P = 0.00 < 0.05). Based on the findings, it was therefore recommended among others that both Nasarawa and Plateau State governments should adopt a strong policy towards the implementation of nomadic education. It also recommended that government should employ qualified teachers and personnels to teach nomads