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Thus, there remains a need for alternative approaches to educational delivery. This paper explores why these approaches have not notably helped to improve the literacy rate among Nigeria’s nomadic people. A critical appraisal of these approaches by the commission, however, shows that very few of the schools were actually viable.

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This commission was struck to address low literacy rates among pastoral nomads and migrant fishermen, which put literacy rates at 0.28 percent and 20 percent respectively (FME, 2005).

Olojede University of Ibadan, Nigeria The establishment of the Nigerian National Commission for Nomadic Education in 1989 created wider opportunities for an estimated 9.3 million nomads living in Nigeria to acquire literacy skills.

In face of the revolutionary trends taking place in information and communication technologies (ICTs) in Nigeria, there is now opportunity to embrace mobile learning using low cost mobile technologies (i.e., mobile phones) to enhance the literacy rates among Nigeria’s nomadic people, some of whom are enrolled in Nigeria’s current Nomadic Education Programme.

Indeed, mobile telephones with simple text messaging features, for example, are prevalent in many parts of Nigeria.

This paper explores the needs and advantages of integrating mobile learning into Nomadic Education programmes in Nigeria to ensure a successful implementation and achievement of the goals of the programme.

Keywords: Mobile learning; nomadic education; information and communication technologies; ICT; radio literacy; distance education Article 13 of the International Covenant on Economic, Social, and Cultural Rights (UNESCO, 2003) articulates: Education is both a human right in itself and indispensable means of realising other human rights.As an empowerment right, education is the primary vehicle by which economically and socially marginalized adults and children can lift themselves out of poverty and obtain the means to participate fully in their communities.Education has a vital role in empowering women, street working children from exploitative and hazardous labour and sexual exploitation, promoting human rights and democracy, protecting the environment, and controlling population growth (UNESCO, 2003, p. Clearly, achieving the right to education for all is one of the biggest challenges of our times.The second ‘International Development Goal’ addresses this challenge through the provision of universal primary education in all countries by 2015.The centrality and importance of education as a fundamental ‘human right’ has been well documented in the literature.According to Ezeomah (1983; 1982) and Aleyidieno (1985) making education a fundamental ‘human right’ provides a viable springboard for transforming social and economic policy (as cited in Iro, 2006).

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