Access, Equity and Quality of Nomadic Education in the Face of Insecurity in Northern Nigeria

Abstract

This study investigates the impact of insecurity on access, equity, and quality of nomadic education in Northern Nigeria. Despite efforts to provide education for nomadic communities, insecurity remains a major barrier, causing frequent school closures, reduced enrollment, and diminished teaching quality. Using a descriptive survey design, data were collected from 300 respondents, including nomadic parents, educators, and policymakers. Descriptive statistics revealed that only 35% of nomadic children are regularly enrolled, with frequent absenteeism linked to insecurity. Chi-square tests confirmed that insecurity significantly reduces access ( χ² = 12.45, p = 0.006 ), exacerbates equity disparities, particularly affecting girls and resource allocation ( χ² = 14.82, p = 0.002 ), and negatively impacts the quality of education ( χ² = 13.67, p = 0.004 ). These findings highlight the urgent need for interventions tailored to the unique challenges of nomadic education under insecurity. The study recommends strengthening security around nomadic education zones, developing flexible mobile schooling systems, increasing resource allocation, enhancing teacher training to address insecurity challenges, and encouraging community participation. These measures are essential to building resilient, inclusive education systems that meet the needs of nomadic populations in insecure environments.