A Comparative Study of Characteristics of Nomadic Education in Primary Schools of Iran and Nigeria

The aim of this comparative research was to investigate characteristics of nomadic education in primary schools of Iran and Nigeria. The strategy of countries selection is and different social systems, different educational outputand . The research method was qualitative comparative using Bereday’s approach, and the documentary method was used to collect data. The main findings revealed that in both countries, the important goal of nomadic education is the realization of educational justice. Conventional, semi-mobile and mobile schools and Islamic education courses are common aspects of nomadic education in both countries. In terms of differences, it is evident that the Nigerian educational system uses the capacity of universities to design, produce and support the nomadic curriculum content. Peace education, health education and crafts are also included in the curriculum of this country. On the one hand, features such as mobile folding classrooms equipped with audio-visual technology and network schools show the superiority of Nigeria’s educational system to Iran. On the other hand, the presence of a larger number of primary schools - in proportion to the nomadic population -, attention to communication skills, and free and compulsory preschool education can be considered among the advantages of Iran’s educational system. According to the experience of Nigeria, it is suggested to educational planers system of Iran use the potential of universities in the stages of designing, producing and supporting the content of textbooks for nomadic education.