Enrolment without attendance is a common problem among nomadic populations in Africa. This study examines the curricula, cultural diversity and learning environments of children enrolled in nomadic primary schools in Nigeria. The study sample comprised 200 (169 female, 31 male) teachers and 50 grade 5 and 6 students (23 female, 27 male) of 25 nomadic primary schools in the Federal Capital Territory, Abuja. Motivated by the need to solve the persistent problem of low attendance and retention among the children of nomadic families, the authors initiated a survey. They developed a questionnaire to investigate the influence of curriculum, cultural diversity and the learning environment on the enrolment of nomadic children and complemented their survey with semi-structured interviews. They analysed their collected data using mean, standard deviation and Analysis of Variance (ANOVA), which revealed that a relevant curriculum, a suitable learning environment and diverse learning practices have significant positive implications on enrolment of nomadic children in primary schools. At the end of this article, the authors provide a number of recommendations towards making school attendance more attractive for nomadic children, with the potential effect of providing them with a more satisfying learning experience.

入学不上学是非洲游牧民族普遍存在的问题。本研究调查了在尼日利亚游牧小学入学的儿童的课程、文化多样性和学习环境。研究样本包括阿布贾联邦首都直辖区 25 所游牧小学的 200 名教师（169 名女性，31 名男性）和 50 名五年级和六年级学生（23 名女性，27 名男性）。出于解决游牧家庭儿童出勤率低和留校率低的长期问题的需要，作者发起了一项调查。他们开发了一份问卷来调查课程、文化多样性和学习环境的影响关于游牧儿童的入学率，并通过半结构化访谈补充了他们的调查。他们使用平均值、标准差和方差分析 (ANOVA) 分析了他们收集的数据，结果表明相关的课程、合适的学习环境和多样化的学习实践对游牧儿童的小学入学率具有显着的积极影响。在本文的结尾，作者提供了一些建议，以提高游牧儿童的上学吸引力，并为他们提供更令人满意的学习体验的潜在影响。