The National Commission for Nomadic Education has revealed that approximately 5.5 million children from nomadic pastoralist, migrant fishing, and migrant farming communities are currently out of school across Nigeria. This alarming figure comes despite the combined population of these groups being estimated at 45.9 million. Dr. Umar Abdu, the Acting Executive Secretary of the commission, shared these statistics during an interview held in Kano, coinciding with a three-day international conference focused on education for nomadic pastoralists and other marginalized learners.

The conference, themed "Strengthening Inclusive and Flexible Education Pathways for Nomadic Pastoralists and Marginalised Learners in Africa," was organized in partnership with three other African universities, including the Catholic University of Eastern Africa in Kenya, Capital University in Somalia, and the University of Namibia. Dr. Abdu emphasized that the nomadic education program is not solely aimed at Fulani pastoralists, but rather encompasses three major groups: nomadic pastoralists, migrant fisherfolk, and migrant farmers.

Currently, the commission has reported an enrollment of at least 1.9 million learners across Nigeria, indicating a significant gap in educational access for the remaining millions. To address this issue, the commission has introduced several alternative learning methods, such as mobile schools, learning centers under trees, and radio-based education, designed to reach children hindered by insecurity and geographical isolation.

However, Dr. Abdu pointed out several challenges that hinder the effectiveness of the nomadic education program. These include inadequate funding, teacher shortages, and high dropout rates among girls. He highlighted that budgetary allocations are often insufficient and delayed, which complicates the commission's ability to fulfill its responsibilities. Additionally, he noted that the education system's structure, which falls under the Concurrent Legislative List, complicates the deployment and retention of qualified teachers in nomadic schools.

One pressing issue affecting girls' education is the tendency for parents to withdraw their daughters from school after Primary Three for early marriage or domestic responsibilities. This trend results in a significant drop in female enrollment as children progress through the educational system. Furthermore, the phenomenon known as the "child substitution syndrome" disrupts educational continuity, as older children are often pulled from school to assist with family responsibilities, leaving younger siblings to fill their places.

To tackle these challenges, the commission is actively seeking collaboration with development partners, state governments, and philanthropists. Notably, several states including Bauchi, Jigawa, Zamfara, and Sokoto have established agencies dedicated to nomadic education, while Niger State has even created a ministry for nomadic education and pastoral affairs. Dr. Abdu expressed hope that these initiatives, along with partnerships with non-governmental organizations, will enhance educational access and retention among the targeted communities.