Sociological Analysis of Factors of Access to Basic Education of the Nomadic Fulani Children in North Central, Nigeria

The purpose of this study was to provide sociological analysis of factors of access to the basic education of nomadic Fulani children in North Central, Nigeria. Specifically, three objectives, guided this study. The design used for the study was descriptive and ex-post-facto research. The population for the study was three hundred and fifty-eight (358), which was made up of teachers, head teachers, and pupils’ enrollment templates. A sample size of two hundred and sixty-two (262) was used for the study, which was made up of head teachers and teachers. The multi-stage sampling technique was used in selecting the sample for the study. The validity of the instrument was established using experts in the Sociology of Education and Research Measurement and Evaluation. The reliability of the instruments was established using Cronbach alpha, and a reliability coefficient of 0.83 was obtained, which showed that the instruments were reliable. The data were analyzed using mean and standard deviation and Pearson r product moment correlation. The findings showed that there is more access at a lower level and less access at the upper level of basic education. Similarly, lack of community socialization was found to be a major factor that inhibits access to basic education for the nomadic Fulani children. Also, there are classroom facilities for access, but furniture for teaching and learning is not available in significant quantities for nomadic schools. In addition, there is a long distance between nomadic schools and the nearest basic education schools within Fulani community settlement areas, which affects the transition rates for the full basic education of the Fulani children. However, there are enough qualified teachers in the study areas; therefore, the low enrolment of pupils in nomadic schools cannot be attributed to the qualification of teachers, except for their methods and/or irregular attendance in school. The researchers recommended that community socialization is key to achieving the full basic education of the nomadic Fulani children. All nomadic schools in the study areas should be well-equipped and secured in line with contemporary developments. The state government should provide means of transportation to ensure the children's safety and security to the nearest Universal Basic Education schools across Fulani settlement areas.