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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) (Vol 1 No 1)
| Abstract: This study investigates the persistent barriers to nomadic girls’ education in Oyo State, Nigeria. Nomadic girls are faced with a lot of problems from cultural norms, house chores, preference of boy’s education, unfriendly school environment, lack of facilities, lack of female role model and mentors. All these problems have hindered nomadic girls’ access and completion in education, thereby depriving them of their contribution to national and sustainable development. Human Capital Theory provided the framework. A mixed-methods of (QUAN and qual) was employed in the study. The research focuses on nomadic communities in Oyo State. Using a descriptive survey design, data were collected from 200 participants, including nomadic girls, parents, school teachers and heads, while key informant interviews (KII) was conducted to elicit information from stakeholders. Findings revealed that early marriage, seasonal migration, household chores, and lack of infrastructure significantly limit nomadic girls’ educational access. Despite these challenges, stakeholders strongly support nomadic girls’ education. Preferred interventions include mobile schools, flexible academic calendars, free learning materials, and female teachers who will act as role models and mentors. The study is therefore significant because it has brought the precarious situation of the nomadic girls to the fore and has also recommended solutions to the challenges to enhance sustainable development especially, in Oyo State and Nigeria as a whole. Educating nomadic girls promotes gender empowerment, reduces poverty, delays early marriage, and enhances community health thereby contributing to Sustainable Development Goals. |
| Keywords: Nomadic Girls' Education, Sustainable Development, Educational Barriers, Cultural Norms |
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