NCNE Says 5.2 Million Nomadic Children Are Out of School in Nigeria

The National Commission for Nomadic Education (NCNE) says an estimated 5.2 million children from nomadic communities are currently out of school across Nigeria, highlighting another major challenge in the country’s efforts to achieve inclusive education.

The commission identified occupational mobility, climate change and limited access to conventional schools as some of the major factors preventing children in nomadic communities from receiving regular education.

Dr. Umar Ardo, Director of Extension Education and Skills Development at the NCNE, disclosed this during a stakeholders’ engagement organised by the National Commission for Almajiri and Out-of-School Children Education in Kaduna.

Nomadic children face unique barriers to education

The affected children are mainly from communities of nomadic pastoralists, migrant fishermen and migrant farmers. Because their families frequently move from one location to another in search of pasture, fishing opportunities or farmland, maintaining regular attendance in conventional schools can be difficult.

According to Ardo, research carried out by the commission across six states and the Federal Capital Territory identified more than 61,000 nomadic out-of-school children in Jigawa, Gombe, Niger, Enugu, Cross River, Oyo and the FCT alone.

He said the findings showed the need for urgent interventions that take the realities of nomadic communities into consideration.

Rather than relying solely on conventional schools, Ardo advocated for alternative learning pathways that can accommodate children whose lifestyles make traditional school attendance challenging.

Commission promotes alternative learning programmes

One of the approaches highlighted by the NCNE is the Accelerated Basic Education Programme, which can enable learners to complete basic education within three years instead of the conventional six-year period.

The programme is designed to provide equivalent learning outcomes and create opportunities for learners to proceed to secondary education or develop vocational skills.

Ardo said the commission was also collaborating with state governments and development partners to reduce the number of nomadic children excluded from education.

In Kaduna State, for example, discussions are ongoing on strategies to establish learning centres closer to nomadic communities, making education more accessible to children who may otherwise struggle to attend conventional schools.

Vocational training could provide another pathway

The NCNE official also stressed that children who are unable to continue to secondary school should not be left without opportunities to acquire useful skills.

He suggested vocational training linked to the communities and interests of the learners, including livestock rearing, fishing and farming.

Such programmes, he explained, could equip young people with practical skills capable of supporting sustainable livelihoods while remaining relevant to their communities.

Better data needed to tackle the crisis

Ardo also emphasised the importance of reliable education data in addressing the problem.

He said governments and development organisations need accurate information about where nomadic children live, how many are out of school and the specific educational needs they face.

Such information would make it easier to engage parents, communities and local authorities and develop interventions that respond to actual needs.

He described education as a shared responsibility involving the federal, state and local governments, as well as non-governmental organisations and other stakeholders.

According to him, interventions must reflect the realities of nomadic communities instead of applying the same approach used for children living in settled communities.

Nigeria’s wider out-of-school children crisis

The situation involving nomadic children is part of Nigeria’s broader out-of-school children crisis.

Recent estimates of the country’s out-of-school population vary depending on the age group and population covered. The Federal Government recently put the number at about 15 million and said significant annual funding would be required to bring affected children back into education and equip them with essential skills.

The government has introduced several programmes aimed at reaching vulnerable and hard-to-reach children.

Among them is the Lumina Programme, launched in 2025 to support foundational literacy and numeracy among children in underserved communities, particularly girls.

The Federal Government and the World Bank have also continued to support programmes designed to enrol millions of out-of-school children in formal and non-formal literacy programmes.

Government moves to improve education data

Efforts are also being made to improve how Nigeria collects and manages education data.

The Federal Ministry of Education announced plans for a digital platform that would use individual learner records to monitor enrolment and help identify children who are outside the education system.

A stronger data system could help authorities determine where children are being excluded from school and improve the planning and delivery of education interventions.

For nomadic communities in particular, accurate data could help governments determine where mobile or community-based learning centres are most needed.

The challenge goes beyond Nigeria

Nigeria’s struggle with out-of-school children is part of a wider global education challenge.

According to UNESCO’s 2026 Global Education Monitoring Report, the number of children and young people out of school globally has continued to rise, reaching an estimated 273 million.

The situation highlights the need for governments to develop flexible education systems capable of reaching children affected by poverty, migration, climate change, conflict and other barriers to schooling.

For Nigeria, expanding education opportunities for nomadic children will require cooperation between government agencies, communities, development partners and educators, alongside learning models designed around the realities of mobile populations.