Forum on Flexible Education: Reaching Nomadic Populations in Africa

Rapporteur: Alba de Souza
© 2007 Commonwealth of Learning, Commonwealth Secretariat

TABLE OF CONTENTS

1. BACKGROUND TO THE FORUM
2. OPENING SESSION
3. KEYNOTE ADDRESSES
4. SESSION ONE: ENSURING BASIC EDUCATION FOR ALL
5. SESSION TWO: GIRLS AND WOMEN 
6. SESSION THREE: TEACHER/ FACILITATOR TRAINING
7. SESSION FOUR: SKILLS TRAINING
8. SESSION FIVE: GOVERNMENT POLICY
9. CONCLUSION
10. RECOMMENDATIONS FOR ACTION
11. APPENDICES
i:  Keynote Address: Nomadic Life and the Implication for Education Provision
ii: Forum on Flexible Education: Reaching Nomadic Populations in Africa. Background Paper
iii: List of Participants
iv: Forum Agenda
 
EXECUTIVE SUMMARY

The Forum on Flexible Education: Reaching Nomadic Populations in Africa was held in Garissa, Kenya, from 20-23 June 2006. It was hosted by the Kenyan Ministry of Education (MOE) and UNICEF, and funded by the Commonwealth of Learning (COL) and the Commonwealth Secretariat (ComSec). The objectives of the Forum were to share experiences and best practices, create linkages and encourage collaboration in order to make education more accessible to nomadic communities.

Providing education to nomadic communities is one of the most challenging and urgent issues currently facing education policy makers, practitioners and other actors within the field. Nomads constitute about 6 per cent of the total population in Africa and are found in at least 20 African countries. National education statistics indicate that education provision is failing to reach them. If Education for All (EFA) and the Millennium Development Goals (MDGs) are to be achieved, there need to be more interventions designed to increase educational opportunities for nomadic communities.

Representatives from the Kenyan MOE, COL, ComSec and UNICEF provided remarks at the Opening Session of the Forum. They stressed the need to find ways to include nomadic children in the education process and the importance of developing alternative channels for the delivery of education and training.

There were two keynote addresses. The first, from Professor Gidado Tahir, Executive Secretary of the Universal Basic Education Commission in Nigeria - presented by his colleague, Dr Salihu Bakari - focused on the realities of the nomadic lifestyle and educational strategies that have been effective. The second, by Dr Nafisa Muhammad and Professor M I Junaid from the Nigerian National Commission for Nomadic Education (NCNE), provided an overview of innovative interventions in nomadic education in that country over the past decade.

The Forum's five main sessions, which included presentations and group discussions, were:

1) Ensuring Basic Education for All

The five presentations in this session discussed the importance of the involvement of nomadic groups in planning and implementing education and health initiatives. The usefulness of open schooling and its potential were also examined. The group discussions developed recommendations around the delivery of education, appropriate curriculum content, adult basic education and making schools more flexible for nomadic children.

2) Girls and Women

While gender parity is a goal of both EFA and the MDGs, it is critically off target for girls in nomadic communities. The three papers in this session highlighted issues of gender inequality in nomadic societies and how the situation is being addressed. The discussion groups explored cultural attitudes, gendered effects on poverty, gender sensitive school environments and gender and the curriculum.

3) Teacher/ Facilitator Training

The quality of education imparted is dependent on the training and dedication of teachers. This session examined how to enhance teaching effectiveness by increasing understanding of nomadic culture among teachers and improving teaching conditions. The group discussions provided recommendations related to open and distance learning (ODL), more inclusive approaches in teacher training, the use of teaching facilitators, curriculum development for teacher training and continuing professional development.

4) Skills Training

The two presentations provided two case studies: the kitchen gardening and nutrition programme provided for women in the fishing industry in the Lake Victoria region of Kenya and the Nomadic Education Programme for adult literacy in Nigeria. The skills training group discussions centred on ODL approaches, training related to livelihoods and curriculum development.

5) Government Policy

As governments take stock of the marginalised and vulnerable, a greater understanding of how education can empower nomads is gaining momentum. The three papers presented in this session outlined new government policies aimed at empowering nomads in their own environment. The group discussions generated recommendations about implementing government policy, incorporating nomadic education into national education sector plans and mainstreaming ODL and information and communications technology (ICT) into educational policy.

The Forum concluded with nine Recommendations for Action for improving access to education for nomadic groups.

The Garissa Forum presented a major regional dialogue that allowed governments and practitioners an opportunity to exchange ideas on populations in their countries that share very similar circumstances. It also produced a wider sense of community that led to recommendations aimed at future collaborations and joint advocacy. With many nomadic groups in African countries constituting marginalised and often unrepresented minorities, such an event was a major step towards a more dynamic role in helping to achieve EFA and the education MDGs.

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