Achieving Sustainable Development Goal (SDG) 4 among Female Nomadic Children in Nigeria using Open and Distance Learning Strategies
| dc.contributor.author | Ihuoma, Chinwe | |
| dc.coverage.placeName | Nigeria | |
| dc.coverage.spatial | Africa | |
| dc.date.accessioned | 2022-08-17T16:35:12Z | |
| dc.date.available | 2022-08-17T16:35:12Z | |
| dc.date.issued | 2022-09 | |
| dc.description.abstract | PCF10 Sub-theme: Promoting Equity and Inclusion // Education is a basic human right that every child ought to enjoy. Sustainable Development Goal 4 is also to ensure inclusive and equitable quality education and to promote lifelong learning opportunities for all by year 2030. Nigeria recognizes education as a fundamental human right and is signatory to the Convention on the Rights of the Child (CRC). In 2003, the Government of Nigeria passed into Law the Child Rights Act aimed at facilitating the realization and protection of the rights of all children. Nigeria also enacted the Universal Basic Education (UBE) law, which provides for a 9-year free and compulsory basic education to fast-track education interventions at the primary and junior secondary school levels. Nomads have been defined as people; who mainly live and derive most of their food and income from raising domestic livestock. // They move from place to place with their livestock in search of pasture and water. Because of this, sending their children to school becomes a big issue for them and the girl child is the worst affected. Girl-child education is the education geared towards the development of the total personality of the female gender to make them active participating members of economic development of their nation. Education also helps girls to realize their potentials, thus enabling them to elevate their social status. This paper which adopts descriptive research design examined the factors hindering adequate participation of the nomadic girl child in formal Education. Religious factors and beliefs, poverty ,Parents’ attitude, underdevelopment and insecurity, Educational policy and home-based factors, were some of the hindering factors identified, among others. Ways of enhancing their participation were suggested and recommended, such as training in literacy and vocational skills, mobile education and improved political will. These will make the girl child become functional in the society. // Paper ID 5898 | |
| dc.identifier.doi | https://doi.org/10.56059/pcf10.5898 | |
| dc.identifier.uri | http://hdl.handle.net/11599/4285 | |
| dc.language.iso | en | |
| dc.publisher | Commonwealth of Learning (COL) | |
| dc.rights.uri | https://creativecommons.org/licenses/by-sa/4.0/ | |
| dc.subject | Sustainable Development Goals (SDG) | |
| dc.subject | Open and Distance Learning (ODL) | |
| dc.subject | Nomads | |
| dc.subject | Rural Communities | |
| dc.subject | Gender | |
| dc.subject | Women and Girls' Education | |
| dc.title | Achieving Sustainable Development Goal (SDG) 4 among Female Nomadic Children in Nigeria using Open and Distance Learning Strategies | |
| dc.type | Working Paper | |
| dspace.entity.type |