Integrating Mobile Learning into Nomadic Education Programme in Nigeria: Issues and perspectives

The establishment of the National Commission for Nomadic Education (NCNE) in Nigeria in 1989 created a wider opportunity for the estimated population of 9.3 million nomads in Nigeria to acquire literacy skills. The coming of the Commission arose due to the massive illiteracy figure of the pastoral n...

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Autores principales:	Rashid A. Aderinoye, K. O. Ojokheta, A. A. Olojede
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2007
Materias:	Mobile learning m-learning nomadic education information and communication technologies ICT radio literacy Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/ef8ea59facfb4bc09ccbe6ac0dda2a12
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spelling	oai:doaj.org-article:ef8ea59facfb4bc09ccbe6ac0dda2a122021-12-02T17:16:07ZIntegrating Mobile Learning into Nomadic Education Programme in Nigeria: Issues and perspectives10.19173/irrodl.v8i2.3471492-3831https://doaj.org/article/ef8ea59facfb4bc09ccbe6ac0dda2a122007-06-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/347https://doaj.org/toc/1492-3831The establishment of the National Commission for Nomadic Education (NCNE) in Nigeria in 1989 created a wider opportunity for the estimated population of 9.3 million nomads in Nigeria to acquire literacy skills. The coming of the Commission arose due to the massive illiteracy figure of the pastoral nomads and migrant fishermen put at 0.02% and 2.0% (Federal Ministry of Education, 2003; UNESCO, 1998) respectively. To improve the literacy rate of the nomads, the NCNE employed various approaches such as on-site schools, the shift system, schools with alternative intake and Islamiyya schools to provide literacy education to the nomads. However, a critical appraisal of these approaches by the Commission shows that very few of the schools were viable. This portrays the fact that these approaches have not actually helped to improve the literacy rate among nomads in Nigeria. There is, therefore, the need for alternative approach to be adopted. With the revolutionary trend of ICT in Nigeria, there is the need to bring in mobile learning through the use of mobile technologies ( such as handset, simple text message etc. which is predominantly in many parts of Nigeria) to enhance the literacy learning process in the Nomadic Education Programme of Nigeria. This paper, therefore, explores the need and advantages of integrating mobile learning into Nomadic Education programme in Nigeria so as to ensure a successful implementation and achievement of the goals of the programme.Rashid A. AderinoyeK. O. OjokhetaA. A. OlojedeAthabasca University PressarticleMobile learningm-learningnomadic educationinformation and communication technologiesICTradio literacySpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 8, Iss 2 (2007)
institution	DOAJ
collection	DOAJ
language	EN
topic	Mobile learning m-learning nomadic education information and communication technologies ICT radio literacy Special aspects of education LC8-6691
spellingShingle	Mobile learning m-learning nomadic education information and communication technologies ICT radio literacy Special aspects of education LC8-6691 Rashid A. Aderinoye K. O. Ojokheta A. A. Olojede Integrating Mobile Learning into Nomadic Education Programme in Nigeria: Issues and perspectives
description	The establishment of the National Commission for Nomadic Education (NCNE) in Nigeria in 1989 created a wider opportunity for the estimated population of 9.3 million nomads in Nigeria to acquire literacy skills. The coming of the Commission arose due to the massive illiteracy figure of the pastoral nomads and migrant fishermen put at 0.02% and 2.0% (Federal Ministry of Education, 2003; UNESCO, 1998) respectively. To improve the literacy rate of the nomads, the NCNE employed various approaches such as on-site schools, the shift system, schools with alternative intake and Islamiyya schools to provide literacy education to the nomads. However, a critical appraisal of these approaches by the Commission shows that very few of the schools were viable. This portrays the fact that these approaches have not actually helped to improve the literacy rate among nomads in Nigeria. There is, therefore, the need for alternative approach to be adopted. With the revolutionary trend of ICT in Nigeria, there is the need to bring in mobile learning through the use of mobile technologies ( such as handset, simple text message etc. which is predominantly in many parts of Nigeria) to enhance the literacy learning process in the Nomadic Education Programme of Nigeria. This paper, therefore, explores the need and advantages of integrating mobile learning into Nomadic Education programme in Nigeria so as to ensure a successful implementation and achievement of the goals of the programme.
format	article
author	Rashid A. Aderinoye K. O. Ojokheta A. A. Olojede
author_facet	Rashid A. Aderinoye K. O. Ojokheta A. A. Olojede
author_sort	Rashid A. Aderinoye
title	Integrating Mobile Learning into Nomadic Education Programme in Nigeria: Issues and perspectives
title_short	Integrating Mobile Learning into Nomadic Education Programme in Nigeria: Issues and perspectives
title_full	Integrating Mobile Learning into Nomadic Education Programme in Nigeria: Issues and perspectives
title_fullStr	Integrating Mobile Learning into Nomadic Education Programme in Nigeria: Issues and perspectives
title_full_unstemmed	Integrating Mobile Learning into Nomadic Education Programme in Nigeria: Issues and perspectives
title_sort	integrating mobile learning into nomadic education programme in nigeria: issues and perspectives
publisher	Athabasca University Press
publishDate	2007
url	https://doaj.org/article/ef8ea59facfb4bc09ccbe6ac0dda2a12
work_keys_str_mv	AT rashidaaderinoye integratingmobilelearningintonomadiceducationprogrammeinnigeriaissuesandperspectives AT koojokheta integratingmobilelearningintonomadiceducationprogrammeinnigeriaissuesandperspectives AT aaolojede integratingmobilelearningintonomadiceducationprogrammeinnigeriaissuesandperspectives
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Integrating Mobile Learning into Nomadic Education Programme in Nigeria: Issues and perspectives

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