Adolescent Street Boy Urchins and Vocational Training in Northern Nigeria

Autor/in	Usman, Lantana M.
Titel	Adolescent Street Boy Urchins and Vocational Training in Northern Nigeria
Quelle	In: Diaspora, Indigenous, and Minority Education, 3 (2009) 3, S.175-190 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-5692
Schlagwörter	Foreign Countries; Educational Policy; Vocational Education; Males; Policy Analysis; Disadvantaged Youth; Youth Problems; Youth Programs; Program Evaluation; Interviews; Naturalistic Observation; Outreach Programs; Vocational Training Centers; Homeless People; Nigeria + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Ausbildung; Berufsbildung; Male; Männliches Geschlecht; Politikfeldanalyse; Benachteiligter Jugendlicher; Jugendsofortprogramm; Programme evaluation; Programmevaluation; Interviewing; Interviewtechnik; Naturbeobachtung; Jobcoaching; Vocational training center; Vocational training centre; Vocational training centres; Ausbildungseinrichtung; Berufsaufbauschule; Homeless person; Homeless persons; Obdachloser
Abstract	In northern Nigeria, over 80% of the unskilled and uneducated adolescent street boys, or "Almajiris", are from the ethnic Hausa-Fulani tribes. They depend on street begging and menial jobs for daily survival. In dealing with the situation, state vocational centers were established as the Millennium Hope Project (MHP) to provide the boys with trades and skills for self-reliance and socioeconomic transformations. This article presents findings from an educational policy evaluation research study of the MHP implementation and outcomes. The research was based on an ethnographic approach using multimodal data derived from interviews and observations and data analysis-involved transcription, categorization, and coding. Major themes include the cultural identities and statuses of the boys, curriculum implementation and management of the project, socioeconomic transformation of learning outcome, and the challenges and positive impacts of the MHP on the boys. The themes are discussed using the boys' "voices" and pertinent literature. The conclusion includes educational policy remedies for future reforms and modification of the project. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10