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College of Humanities and Social Sciences KIU Journal of Humanities KIU Journal of Humanities College of Humanities and Social Sciences Kampala International University, Uganda. 1 KIU Journal of Humanities Copyright © 2018 College of Humanities and Social Sciences, Kampala International University. All rights reserved. Apart from fair dealing for the purpose of research or private study, or criticism or review, and only as permitted under the Copyright Art, this publication may only be produced, stored or transmitted, in any form or by any means, with prior written permission of the Copyright Holder. Published in March, 2018 ISSN: 2415-0843 (Print) ISSN: 2522-2821 (Online) Published by: College of Humanities and Social Sciences, Kampala International University, Kampala, Uganda. 2 KIU Journal of Humanities KIU Journal of Humanities Copyright©2018 Kampala International University ISSN: 2415-0843; 3(1): 3–4 Editorial This issue of KIU Journal of Humanities touches on Development Administration, Civic and Political Education, Educational Administration, Judicial Administration, Social Psychology, Educational Psychology, Educational Administration, Educational Technology and Media Studies. The first part of the Journal addresses issues in Development Administration such as Sustainable Development, Fund Management, Political Economy and Foreign Direct Investments‘ Framework. It is argued in one of the papers that if the quality of Almajirai and Nomadic Education Programmes is to be enhanced, then there is need for a serious commitment on the part of the government to coordinate all aspects of this education. Formal and informal stakeholders need to be involved at every stage to ensure successful value education. Government alone must not be left to the running of these model schools, all the stakeholders must be involved so as to see the end of violence in our society and equal quality education for all for sustainable all – round development in Nigeria. In part two, the importance of Civil and Political Education is emphasized. It is suggested that Civic education should be-a prime concern. There is no more important task than the development of an informed, effective, and responsible citizenry. This is because it is widely believed that democracies are sustained by citizens who have the requisite knowledge, skills, and dispositions. Absent a reasoned commitment on the part of its citizens to the fundamental values and principles of democracy, a free and open society cannot succeed. It is imperative therefore, that educators, policymakers, and members of civil society make the case and ask for the support of civic education from all segments of society and from the widest range of institutions and governments. It has been observed that the administration of justice, in all countries and at all times is a subject broad and difficult, both in its operation and its influence. It is perhaps more indicative, a truer test, of the real temper and spirit, both of the government and the people of the state or country, than any other thing. This is why the papers in part three of this edition examine the role of the judiciary as the guardian or protector and the fundamental human rights of the citizens. It has been discovered that Educational Psychology studies various factors which have impacts upon students, which may include home environment, social groupings, peer groups, his / her emotional sentiments, and mental hygiene etc. Various methods are used in order to get the desired data about the learner in order to know about him or her mentality and behavior and its manifestations. Teacher is like a philosopher who guides his student. He is responsible to be aware about growth and development of the students. It is educational psychology which enables 3 KIU Journal of Humanities the teacher to use various techniques. This is the argument of one the papers in the sections that focus on social psychology, educational psychology and educational administration. A few papers in this issue highlight ideas on how students can acquire teaching and learning skills through the use of modern technologies. Based on the their findings, the papers in this section recommend among others that teachers should teach using video based instruction so as to encourage individualized learning. Also, the construction of ‗Integrated Classrooms‘ that can house almost all teaching activities under one big roof is recommended. On the whole, this edition of KIU Journal of Humanities features many thought provoking articles. Some of these articles are empirical in nature while others have theoretical base. Each of them focuses on one specific social and management problem or the other; trying to proffer solutions to them. Readers are therefore advised to make proper use of the ideas presented by the various authors. Professor Oyetola O. Oniwide College of Humanities and Social Sciences, Kampala International University, P.O. Box 20000, Kampala, Uganda. [email protected] March, 2018. 4 KIU Journal of Humanities Part One Development Administration 5 KIU Journal of Humanities 6 KIU Journal of Humanities KIU Journal of Humanities Copyright©2018 Kampala International University ISSN: 2415-0843; 3(1): 7–14 Towards Effective ‘Almajiri’ and Nomadic Education for Sustainable Development in Nigeria FOLAKEMI OYEYEMI ADENIYI-EGBEOLA University of Ilorin, Nigeria Abstract. Education, as a continuous process of is a vital weapon for surviving in the changing refinement, requires the combined efforts of all world. For the millions of children worldwide the stakeholders in the society to provide the who live in the street, education is the most platform that will bring about so much desired effective method of reintegration into society. value education to minimize the current high UNESCO‘s work in this field has the two-fold spate of tension and violence all over the world. objective of developing basic education for The current ‗Boko Haram‘ insurgency and street children and of preventing children in constant attack of the Fulani herdsmen in difficulties from ending up on the streets. Nigeria which has made the entire country Activities are centred on: (i) raising awareness especially the north to be in a terror siege of the general public about street children and stemmed from the high level of poverty suffered the non-enforcement of the right to education for by such groups as ‗Almajiri‘ and nomadic all; In Nigeria however, the integration of the children. They constitute 70% street children in street children which are mainly the Almajiris Nigeria. For the country to achieve the and the nomads is through the Universal Basic Millennium Development Goals (MDGS) and Education (UBE). The UBE act 2004, part Education for All (EFA), the Federal 1Section 2 (1) states that ―every government in Government set up the ministerial committee to Nigeria shall provide free, compulsory and find out how these out- of- school children can universal basic education for every child of be properly integrated into the UBE Scheme. primary and junior secondary school age. Based on their findings, Government has Universal Basic Education means the type of embarked on some laudable efforts. The focus of education in quality and content, that is given in this paper therefore is to suggest ways to the first level of education. The construct improve on government efforts especially in the changes from country to country. In Nigeria, areas of teacher preparation, adaptation of basic education was equated with the first six curriculum and teaching materials that can years of primary schooling in the past. Currently enhance the desired effective education needed basic education extended to include the three for sustainable development. years of junior secondary school. Keywords: Almajiri and Nomadic education, Universal Basic Education (UBE) is now materials adaptation, curriculum adaptation and conceived to embrace formal education up to teacher preparation age 15, as well as adult and non-formal education including education of the 1. Introduction marginalized group within Nigerian society. It is a policy reforms measure of the Federal Education as a social process is indispensable in Government of Nigeria, that is in line with the capacity building and maintenance of society. It state objectives at the 1999 constitution which 7 KIU Journal of Humanities state in section 18 that……Government should subjects based on value education that could eradicate illiteracy; to this end, government shall drastically change the value system of the street as when practicable provide a free and children. compulsory Universal Primary Education, free secondary education, and free adult literacy 2. The History of Nomadic Education in programme. Nigeria Universal Basic Education (UBE) is a nine year The nomads are a special group of people with basic programme which was launched and significant different way of life which requires executed by the government and the people of special attention on education. They are also the Federal Republic of Nigeria to eradicate referred to as the Fulani with the sole occupation illiteracy, ignorance and poverty as well as of cattle rearing. They are found in some part of stimulate and accelerate national development, northern state in Nigeria. Such as; Kwara, Kogi, political consciousness and national integration. Kano, Sokoto etc. since their only occupation is cattle rearing they move from one place to UBE programme of nine years can be sub- another in search of suitable weather and greener divided into three stages and each stage pasture for the cattle‘s well-being. Due to the consisting of 3years each: nature of their occupation, they are ―always on - Lower basic (3years) - primary 1-3 the move‖. Therefore, the nature of nomadic - Middle basic (3years) - primary 4-6 education involves taking education to the - Upper basic (3years) – junior secondary nomads wherever they may be. This is also in school 1-3 consonant with the national policy on education (1981), which states that education will be UBE fundamental in Nigeria is that everybody provided for those who may not have easy must have access to equivalent education access to regular school.
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