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The dilemma of female nomadic education within Nigeria's policies and politics inspired this study. The focus on nomadic Fulbe women questions the extent of their gains towards equal educational opportunities within developmental social policies such as education since the inception of the Nomadic Education policy in 1986. The purpose of the study was, within a gender lens, to investigate and provide insights into the implementation and outcomes of the education policy for the social and economic development of nomadic women and girls. Based on an ethnographic feminist approach, data for the study were collected at nine Fulbe encampments using interviews (focus and individual), observation, documentary sources, video and photographs. The data highlighted issues and information on the causes and course of the policy implementation from all the participants involved. First, the thematic analysis explored the role and expectations of policy makers, women and girls, teachers and the curriculum in relation to the relevance, expectations, implementation and outcomes of the policy. Then a policy analysis guided by traditional social and political policy approaches were undertaken.
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