An examination of the challenges facing adult education among Fulani herders in Kano Municipal Local Government Area, Kano State
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Background of the Study
The dynamics of adult education among Fulani herders in Kano Municipal are shaped by a complex interrelationship between nomadic lifestyles, traditional cultural practices, and evolving educational demands. Historically, the Fulani community has maintained a rich cultural heritage that emphasizes pastoralism; however, rapid modernization and socio-economic shifts have necessitated a re-examination of traditional educational practices (Garba, 2023). Adult education initiatives aimed at improving literacy and vocational skills have struggled to align with the itinerant lifestyle of Fulani herders. As a result, educational programs often suffer from low enrollment, inconsistent attendance, and a disconnect between curriculum content and practical pastoral needs (Suleiman, 2024). Recent studies indicate that the transient nature of herding life, coupled with language barriers and limited infrastructural support, significantly reduces the efficacy of adult education in this context (Muhammad, 2025).
There is an increasing recognition that for adult education to be effective, it must integrate flexible learning modalities that cater to the unique lifestyles of nomadic communities. Innovative approaches, such as mobile classrooms and community-based learning centers, have been piloted; yet, their impact remains uneven across different regions of Kano Municipal (Ibrahim, 2023). Moreover, the traditional belief systems and value structures within the Fulani community often conflict with formal educational practices, leading to resistance from community members who view modern education as a departure from cultural norms (Bello, 2024). Despite these challenges, there is a growing body of evidence suggesting that tailored educational interventions can empower Fulani herders by providing skills that improve their livelihood opportunities without compromising cultural identity (Abubakar, 2025). The challenge lies in creating an educational framework that is both flexible enough to accommodate a mobile lifestyle and robust enough to provide meaningful learning outcomes.
Statement of the Problem
Adult education among Fulani herders in Kano Municipal Local Government Area is confronted with a host of challenges that stem from deeply rooted cultural practices and modern socio-economic pressures. The transient nature of herding life creates irregular attendance patterns and reduces the continuity of learning, leading to suboptimal educational outcomes (Mustapha, 2023). Language differences between the local dialect and the language of instruction further complicate the teaching-learning process, resulting in comprehension difficulties and decreased academic performance. Additionally, the lack of specialized educational programs that acknowledge the unique lifestyle and cultural heritage of the Fulani herders has led to a sense of alienation and disinterest towards formal education (Yusuf, 2024).
The problem is compounded by infrastructural inadequacies such as limited access to mobile learning technologies and the scarcity of teachers trained in culturally responsive pedagogy. Traditional values, which prioritize pastoral activities over formal education, create additional barriers to the acceptance of adult education initiatives (Aminu, 2025). These challenges collectively result in low literacy levels and hinder the socioeconomic advancement of the Fulani herder community. Without targeted intervention strategies, the gap between traditional practices and modern educational needs will continue to widen, further marginalizing a group that is integral to the region’s cultural fabric.
Objectives of the Study
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To assess the current participation levels and challenges in adult education among Fulani herders.
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To identify cultural, linguistic, and logistical barriers to effective education delivery.
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To propose culturally sensitive educational models that accommodate a mobile lifestyle.
Research Questions
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What are the primary barriers to adult education for Fulani herders in Kano Municipal?
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How do cultural practices affect the acceptance of formal education?
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What educational strategies can be implemented to overcome these barriers?
Research Hypotheses
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Mobile and community-based learning models positively influence educational engagement among Fulani herders.
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Linguistic adaptation in curriculum design significantly improves comprehension and retention.
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Culturally responsive pedagogy is associated with higher participation rates in adult education programs.
Significance of the Study
This study provides valuable insights into the interplay between traditional lifestyles and modern education, offering evidence-based recommendations to enhance adult education among Fulani herders. It is poised to influence policy adjustments and curriculum reforms that respect cultural values while promoting literacy and vocational skills (Jibril, 2024).
Scope and Limitations of the Study
This study focuses exclusively on the challenges and potential solutions for adult education among Fulani herders in Kano Municipal Local Government Area. It does not extend to other nomadic groups or urban educational challenges.
Definitions of Terms
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Adult Education: Educational programs designed for individuals beyond traditional schooling age, emphasizing literacy and vocational skills.
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Fulani Herders: Members of the Fulani ethnic group whose livelihoods are predominantly based on pastoralism.
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Culturally Responsive Pedagogy: Teaching methods that incorporate and respect the cultural backgrounds and experiences of learners.
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