Spread the love

ANALYSIS OF THE IMPACT OF NOMADIC EDUCATION PROGRAMME ON CATTLE PRODUCTION OUTPUT AND EMPLOYMENT OPPORTUNITIES IN NORTH WESTERN ZONE OF NIGERIA

| Format: Ms Word | 1-5 Chapters | Table of Content|

 INSTANT PROJECT MATERIAL DOWNLOAD

Study Level: BTech, BSc, BEng, BA, HND, ND or NCE

Amount: ₦3,000.00

Account Details

 

Educating nomads | International Institute for Environment and Development

 

 

ABSTRACT

This study was carried out to determine the impact of Nomadic Education Programme on the Nomads Employment Opportunity and Cattle production Output in the North West zoneof Nigeria. Primary data were collected in the month of April, 2015 by the use of interview schedule questionnaire administered to 488 nomadic pastoralists consisting of 264 within and 224 outside the grazing reserves nomadic education centers in the study area. 5 respondents each were also sampled for Focus group discursion from each of the villages and nomadic education centers in order to have in-depth knowledge on some of the responses given by the respondents in the filled questionnaires. Logit regression model analysis, z-test and descriptive statistics involving the use of frequency tables and percentages were used to analyze the data collected from the field. The results obtained revealed that nomads socio-economic characteristics like age (.008), educational level(.001) and livestock rearing experience(.004) were significant to nomads participation and adoption of nomadic education package at 1% percent level of probability. Nomadic Education Programme package technological characteristics such as relative advantage (.033), affordability (.020), compatibility (.011) and complexity (.012) were significant to nomads participation and adoption of Nomadic Education package at 5% level of probability in the study area. The results of the z-test statistic analysis on the impact of adoption of Nomadic Education Programme package on the nomads „employment opportunity revealed that (z-cal-2.67) was higher than (Z=1.96) at 0.05% level of probability, indicating that there is significant difference in rural employment opportunity between the nomads within and outside the grazing reserves nomadic education centers in the North West zone of Nigeria. The major constraints faced by the nomads within the grazing reserves nomadic education centers are poor water retention by the earth dams beyond the month of March (81.81%) and inadequate vocational skills teaching aids (72.72 among others. In order to improve on the nomad‟s extent of participation and adoption of Nomadic Education Programme package, it is recommended that extension services be intensifying by concerned organizations as well as periodic dredging of the earth dams and roads be rehabilitated by the relevant bodies/organizations in collaboration with National Commission for nomadic Education.

CHAPTER ONE

INTRODUCTION

1.1            Background to the Study

The concept of nomadic education has been in existence as far back as the colonial period. The schools for the nomadic children then were established in the former Sokoto and Borno province before independence (Tahir, 2005). The education of the nomadic pastoralist became necessary in view of the fact that the nomads constitute a special population group in Nigeria who‟s economic, socio-cultural and political potentials remain untapped to the optimum. Yet, the nomads produce about 54% of the national dairy products and 90% of the estimated 14 million cattle under the nomadic system of animal husbandry (Tahir,2005). However, even with this significant contribution of the nomads to the Nigerian economy, the participation of the nomads in formal (11%) and non-formal (22%) education is alarmingly very low as at 2006 out of the estimated 11.4 million nomadic pastoralists „population in Nigeria(NCNE, 2008a).

Since education occupies the centre stage in the Nigerian social and economic transformation, the Nomadic Education Programme was introduced in an effort to improve the nomads‟ access to education owing that it is an indispensable means of realizing or achieving the goal of development of every nation. Towards this direction, the Federal Government launched the Nomadic Education Programme in 1986 and establish the National Commission for Nomadic Education(NCNE) in 1989 (FME, 2004). This development led to the emergence of nomadic schools across the country with the broad aims of providing the nomads population with basic education to help them improve on their level of productivity in terms of herd size, milk yield and other daily income generating activities in order to improve on their livelihoods (FME, 2004). Thus, the Nomadic Education Programme is not only aimed at providing access to quality basic education but also to develop the nomads through capacity building in vocational skills, livestock management and para-veterinary services, To meet these target objectives effectively, the Commission formulated polices, devised a series of innovative packages and strategies that will also raise both the productive and income level of the nomads through the provision of basic education and relevant skills that are significant to the occupation of the nomads (NCNE, 1995).

1.2            Problem Statement

The nomads are majorly constituted by pastoral Fulanis. These nomads are the primary livestock herders in the country and they produce more than ninety per cent of the animals and animal by-products consumed in the country. The nomads therefore, play important role in the economy and nutrition of Nigeria. Their transhumance methods of livestock production have over the years led to clashes with crop farmers. These clashes most times led to loss of lives and properties (Nzeh, 2015). There is the need therefore to reorient the nomads on improved methods of livestock production. This reorientation could prove difficult without the nomads being educated.

Despite the above enormous contribution of nomads to national building however, their participation in formal education is abysmally very low with literacy rate ranging between 8% and 11% (Mohammed and Ardo, 2010). This low level of formal education is expected to have an inverse relationship with the quality and quantity of livestock and dairy milk produce in the country. According to Shagari et al. (2013), education is a worthwhile venture as it is recognized worldwide as the most important engine that propels technological development in modern societies and has been a major instrument of change and development. In order to meet the educational needs of nomads, the Federal Government of Nigeria thus set up the National Commission for Nomadic Education (NCNE) in 1989. The commission was primarily charged with the responsibility of implementing the Nomadic Education Programme whose main objectives are to educate the nomads and improve upon their survival skills that will enable them raise their productivity and level of income that is expected to bring about improvement in their standards of living. Nomadic education agents were thus posted to various nomadic communities to educate and enlightened pastoral nomads on the acquisition of relevant skills for the improvement of livestock production, provides practical lessons on animal health and husbandry, provide training for nomadic adult in numeracy on livestock number, ability to read labels and direction on drugs, encourage nomads to engage in self-help projects, form co-operative societies and assist pastoralist to acquire appropriate skills, abilities and competence to contribute to national development (Ardo, 2000).

Since the establishment of the National Commission for Nomadic Education in 1989, A lot of researches have also been conducted on Nomadic Education Programme over the last two decades of its operation, but most of the researches were skewed mainly towards assessing infrastructural development in nomadic schools, students enrolment figures, problems of nomadic education, staff development and challenges facing Nomadic Education Programme in Nigeria. There is therefore, dearth of information on the impact of the Nomadic Education Programme on cattle production output and dairy milk yield of the nomads in the country. This research therefore, tries to determine the impact of Nomadic Education Programme on the nomads‟ herd size, dairy products and employment opportunity in the North West zone of Nigeria. Towards this direction, the research seeks to address the following research questions:

  1. What are the factors influencing nomads‟ participation in Nomadic Education Programme in the North West zone of Nigeria.?
  2. What is the impact of Nomadic Education Programme on the nomads employment opportunities in the North West zone of Nigeria.?
  3. What is the impact of Nomadic Education Programme on the nomads herd size in the North West zone of Nigeria?
  4. What is the impact of the Nomadic Education Programme on nomads‟ milk yield in the North West zone of Nigeria?
  5. What are the constraints facing the Nomadic Education Programme in the North West zone of Nigeria?

1.3      Objectives of the Study

The main objective of the study is to analyse the impact of Nomadic Education Programme on the Nomads Cattle Production Output and employment opportunities in the North West zone of Nigeria. The specific objectives of the study are to:

  1. determine the factors influencing nomads participation in Nomadic Education Programmes in the North West zone of Nigeria
  2. analyse the impact of the Nomadic Education Programme on nomads‟ employment opportunities in the North West zone of Nigeria
  3. analyse the impact of Nomadic Education Programme on the nomads herd size in the North West zone of Nigeria ;
  4. analyse the impact of the Nomadic Education Programme on the nomads milk yield in the North West zone of Nigeria; and,
  5. identify the constraints facing Nomadic Education Programme in the North West zone of Nigeria.

1.4            Justification for the Study

The nomadic system of education was established by the decree No.41 of 1989 as the only system of education that will fit into the nomadic pastoralist groups of the Nigeria population because of their migratory lifestyles. Thus, educating this sector of the Nigeria populace who control the national herd of livestock under the nomadic system of animal husbandry practices, which does not fit into the present reality is paramount. Therefore, educating the nomadic pastoralists group will not only help in integrating them into the mainstream of Nigerians socially and economically but will also help in eradicating ignorance among the nomads in order to facilitate nomads participation and adoption of improved cattle production packages for income battering. A bold step towards this direction will also help in providing rural employment opportunities in vocational and livestock related business activities in order to improve the livelihood of the nomads in the study area.

Since the nomadic education policy was also aim at increasing cattle and dairy milk production in the country so as to reduce the high dependency on the importation of beef and dairy products from overseas as well as to facilitate self-reliance among the pastoralist group in Nigeria. It is also expected that the research will be important to the Nigerian government in the area of policy formulation in respect to the impact of Nomadic Education Programme package on the nomads‟ livestock productivity as well as the nomads‟ well- being in the country. This will also go a long way in unveiling the problems of the nomads in the nomadic education centers for diagnoses.

The establishment of National Commission for Nomadic Education is one singular giant stride made by the Nigerian government to enable the nomads have access to a suitable system of education in order integrate them into the mainstream of Nigerian society politically, socially and economically (Bello et al., 2011). Towards this direction, assessing the impact of nomads participation and adoption of the Nomadic Education Programme package on the nomads employment opportunity and cattle production output will not only help in assessing the performance of the Nomadic Education Programme over the years, but also to ascertain the extent to which the Programme had affected the nomads literacy level and other socio-economic attributes of the nomadic pastoralists in Nigeria.

In addition, study will help in justifying the huge capital invested by the Federal, State and Local Government Areas as well as NGOs on the Nomadic Education Programme. National Commission for Nomadic Education will also find the information in this research work very useful since the study will help in reflecting the strengths and weakness of the Nomadic Education Programme package for subsequent improvement.

To the academician, the outcome of the study will help in reducing dearth information in respect to the impact of Nomadic Education Programme on cattle and dairy milk production in Nigeria and also add literature to the existing knowledge most especially in the area of nomadic education and livestock production. Lastly, the researchers most especially in the area of agricultural extension will find the information contain in this study very useful in project/programmes evaluation studies.

1.5            Hypotheses

  1. There is no significant relationship between socioeconomic characteristics and the nomads‟ participation in Nomadic Education Programme.
  2. There is no significant relationship between nomads‟ participation in Nomadic Education Programme and their employment opportunities
  3. There is no significant relationship between nomads‟ participation in Nomadic Education Programme and their herd sizes
  1. There is no significant relationship between nomads‟ participation in Nomadic Education Programme and their cattle milk yield in the North West zone of Nigeria.

USE THIS MATERIALS AS A GUIDE FOR YOUR PERSONAL RESEARCH WORK (IF PROPERLY CITED)

PAY ₦3,000 HERE TO DOWNLOAD MATERIALS 

Account Number: 0709546102

Access Bank: Savings
Account Name: Emmanuel Idorenyin Samuel.

Leave a Reply

Your email address will not be published. Required fields are marked *