Distance Learning and Access to Adult Education Among Pastoralist Communities in Borno State

This study examined the potential of distance learning approaches for expanding adult education access among pastoralist communities in Borno State, North East Nigeria. Nomadic and semi-nomadic pastoralist populations in Nigeria's North East have historically been among the most educationally marginalised groups, with conventional fixed-site adult education infrastructure fundamentally incompatible with mobile livelihoods. The study employed a sequential exploratory mixed methods design involving an initial qualitative phase comprising 25 community interviews and facilitator discussions, followed by a quantitative survey of 150 adults across five pastoralist communities. Qualitative findings identified radio-based instruction, mobile facilitator teams, and phone-delivered learning content as the most contextually appropriate distance learning modalities. Quantitative analysis confirmed strong community interest in distance learning, with radio ownership rates and mobile phone penetration suggesting viable channels for content delivery. Low literacy rates, language diversity, and seasonal migration patterns were identified as the most significant contextual constraints on effective distance learning design. The study developed a contextualised distance adult education model incorporating radio broadcasts in Kanuri and Fulfulde languages, complementary illustrated print materials, and periodic community facilitator visits aligned with seasonal migration routes. Recommendations include piloting the proposed model across three Borno pastoralist communities, conducting rigorous outcome evaluation, and advocating for dedicated budget allocations for nomadic adult education within the state and federal education budgets. Keywords: distance learning, pastoralist communities, nomadic education, Borno State, adult education access.