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Task Order 22: Nigeria Education Data Survey Project (NEDS 2010 Plus) Education Sector Mapping Study August 7, 2014 EdData II Technical and Managerial Assistance, Task 22 Task Order Number EHC-E-00-04-004-00 Strategic Objective 3 RTI Project No. 09354.022

This publication was produced for review by the United States Agency for International Development. It was prepared by RTI International.

Task Order 22: Nigeria Education Data Survey Project (NEDS 2010 Plus) Education Sector Mapping Study August 7, 2014 Prepared for USAID | Nigeria Attn: Keisha Effiom, Contracting Officer [email protected] United States Agency for International Development One Zambezi Crescent Maitama, Abuja Nigeria Prepared by RTI International 3040 Cornwallis Road Post Office Box 12194 Research Triangle Park, NC 27709-2194

The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government.

RTI International is one of the world's leading research institutes, dedicated to improving the human condition by turning knowledge into practice. Our staff of more than 3,700 provides research and technical services to governments and businesses in more than 75 countries in the areas of health and pharmaceuticals, education and training, surveys and statistics, advanced technology, international development, economic and social policy, energy and the environment, and laboratory testing and chemical analysis.

RTI International is a trade name of Research Triangle Institute.

Nigeria Education Data Survey 2010 Plus iii

Table of Contents Page

Table of Contents ......................................................................................................................................... iii

List of Annexes ............................................................................................................................................. iv

List of Figures ................................................................................................................................................ v

List of Tables ................................................................................................................................................ vi

Abbreviations .............................................................................................................................................. vii

1. Introduction .......................................................................................................................................... 1

1.1. Purpose and Overview .................................................................................................................. 1

1.2. Methodology and Main Activities ................................................................................................. 1

1.2.1 State and Local Government Field Interviews .................................................................... 2

1.3. Outline and Structure of this Report ............................................................................................ 3

2. Education Sector Institutional Mapping Diagrams ............................................................................... 3

2.1. Overview and Purpose .................................................................................................................. 3

2.2. Legal and Policy Framework ......................................................................................................... 4

2.3. Interpreting the Diagrams ............................................................................................................. 7

2.4. General and Cross-Cutting Observations ...................................................................................... 7

2.5. Teacher Management ................................................................................................................... 8

2.6. Curriculum Delivery .................................................................................................................... 11

2.7. Infrastructure and Capital Investment ........................................................................................ 13

2.8. Quality Assurance ....................................................................................................................... 16

3. Institutional Profiles of Federal MDAs ................................................................................................ 20

3.1. Ministries of Education and the Universal Basic Education Commission ................................... 20

3.1.1 Federal Ministry of Education ........................................................................................... 20

3.1.2 Universal Basic Education Commission (UBEC) ................................................................ 24

3.2. Other Federal Parastatals ........................................................................................................... 27

3.2.1 Millennium Development Goals Office............................................................................. 27

3.2.2 Nigerian Education Research and Development Council ................................................. 27

3.2.3 National Examinations Council ......................................................................................... 28

3.2.4 Teachers’ Registration Council of Nigeria (TRCN) ............................................................. 29

iv Nigeria Education Data Survey 2010 Plus

3.2.5 National Mass Education Commission (NMEC) ................................................................ 30

3.2.6 National Commission for Nomadic Education (NCNE) ..................................................... 31

3.2.7 National Board for Technical Education (NBTE) ............................................................... 32

3.2.8 National Institute for Educational Planning and Administration (NIEPA) ........................ 32

3.2.9 National Mathematical Center (NMC) .............................................................................. 33

3.3. International Development Partners (IDPs) ................................................................................ 33

3.3.1 Department for International Development .................................................................... 33

3.3.2 Japan International Co-operation Agency (JICA) .............................................................. 35

3.3.3 United Nations Children’s Fund (UNICEF)......................................................................... 36

3.3.4 The World Bank ................................................................................................................ 36

List of Annexes Annex A. Institutional Mapping: State Structured Interview Questionnaire

Annex B. Meeting Schedule for Interviews of Federal MDAs and IDPs

Annex C. Quality Assurance Matrix for Primary and Junior Secondary Schools

Annex D. Teacher Management Matrix for Primary and Junior Secondary Schools

Annex E. Capital Investment and Infrastructure Matrix

Annex F. Curriculum Delivery Matrix for Primary and Junior Secondary Schools

Annex G. SUBEB and SMOE Organizational Charts

Annex H. Summary of IDP Activities by Core Service Delivery Area

Nigeria Education Data Survey 2010 Plus v

List of Figures Page Figure 1. Teacher Management Roles and Responsibilities .................................................................. 10

Figure 2. Curriculum Delivery ................................................................................................................ 12

Figure 3. Capital Investment and Infrastructure .................................................................................... 15

Figure 4. Quality Assurance System ....................................................................................................... 18

Figure 5. Basic Education System: Katsina State .................................................................................... 19

Figure 6. Organizational Chart of the Federal Ministry of Education .................................................... 23

Figure 7. Organizational Chart of the UBEC ........................................................................................... 26

vi Nigeria Education Data Survey 2010 Plus

List of Tables Page Table 1. States Selected for Mapping Study, by Zone .................................................................................. 2

Table 2. Summary of State and Local Government MDAs Interviewed ....................................................... 2

Table 3. RACI Analysis of Key Functions, Cross River State ........................................................................... 5

Table 4. JICA Infrastructure Activity in Four States ..................................................................................... 36

Nigeria Education Data Survey 2010 Plus vii

Abbreviations ADM Administration

AEO area education office

BE basic education

BECE Basic Education Certificate Examination

BSE Department of Basic and Secondary Education

CPD Continuous Professional Development

CRS Cross River State

DFID Department for International Development

DPRS Department of Planning, Research and Statistics

ECD early childhood development

EDOREN Education Data, Research and Evaluation in Nigeria

ERC Education Resource Center

ES Education Secretary, Local Government Education Authority

ESSPIN Education Sector Support Program in Nigeria

EZOs Education Zonal Offices

FIN State Finance Committee

FIS Federal Inspectorate Services

FMOE Federal Ministry of Education

GEP Girls Education Program

GoN Government of Nigeria

GPE Global Partnership for Education (World Bank)

IDPs International Development Partners

INSET in-service teacher training

JCCE/NCE Joint Consultative Committee on Education/National Committee on Education

JICA Japan International Cooperation Agency

JS Junior Secondary

LGA Local Government Authority

LGC Local Government Area Council

viii Nigeria Education Data Survey 2010 Plus

LGEA Local Government Education Authority

MDA ministry, department, and agency

MDG Millennium Development Goals, Special Representative of the

MOE Ministry of Education

MOLG Ministry of Local Government

MTSS medium term sector strategy

NBTE National Board for Technical Education

NCNE National Commission for Nomadic Education

NEC National Examinations Council

NEDS Nigeria Education Data Survey

NEI Northern Education Initiative

NEP Nomadic Education Program

NERDC Nigerian Education Research and Development Council

NFE non-formal education

NGN Nigerian Naira

NIEPA National Institute for Education Planning and Administration

NMC Nigeria Mathematical Centre

NMEC National Mass Education Commission

NOUN National Open University of Nigeria

NTI National Teacher’s Institute

QA Quality Assurance

PPMR Department of Policy, Planning, Management and Research/FMOE

RACI Responsible, Accountable, Consultative, Informed

SBMC school-based management committee

SEMB Secondary Education Management Board

SMASE Science and Mathematics Education

SMC school management committees

SMOE State Ministry of Education

SS senior secondary

SSEB Secondary School Education Board

Nigeria Education Data Survey 2010 Plus ix

SUBEB State Universal Basic Education Board

TPD Teacher Professional Development

TRCN Teacher Registration Council of Nigeria

TSB Teacher Service Board

TSC Teacher Service Commission

UBE Universal Basic Education

UBEC Universal Basic Education Commission

UNICEF United Nations Children’s Fund

USAID United States Agency for International Development

ZO zonal office

Nigeria Education Data Survey 2010 Plus 1

1. Introduction

1.1. Purpose and Overview In May 2004, the Government of Nigeria (GoN) enacted the Compulsory, Free Universal Basic Education (UBE) Act 2004, which formalized and operationalized the provision of basic education at each level of government—federal, state, and local. Specifically, it outlined the roles for each tier of government to ensure access to free and basic education for every child from primary through junior secondary school (aged 6–15). The delineation of responsibilities and authorities among federal, state, and local governments under the UBE Act is complicated. Adding to the complexity is the myriad ministries, departments, and agencies (MDAs), particularly at the federal and state levels that operate in the various subsectors of the education system. However, the duplicative nature of the education system results in a high level of opacity, which makes it difficult for donors and external stakeholders to engage with the policy- and decision-making apparatus.

The NEDS 2010 Plus (NEDS 2010 +) project conducted this study to achieve the following three objectives.

1. Aid the U.S. Agency for International Development (USAID) and the Federal Ministry of Education (FMOE) to understand the spheres in which each agency operates, discuss areas that overlap, and improve coordination to avoid duplication of efforts and facilitate synergy among all education stakeholders

2. Clarify the organizational and political environment of the education sector 3. Help decision makers understand the key entry points for leveraging resources,

engaging counterparts, and building institutional capacity to improve service delivery.

As a practical matter, we first limited the scope of this study to focus only on formal basic education sector (primary grades 1–9). The scope was further refined to focus only on the four subsector service areas of curriculum delivery, teacher management, quality assurance, and infrastructure and capital investment. This specific focus allowed the study team to deeply examine the granular roles and responsibilities among the various actors, while addressing the core areas of basic education that are of primary concern to donors and stakeholders alike.

1.2. Methodology and Main Activities The RTI team conducted a series of structured interviews and focus group discussions with key stakeholders, including representatives from participating MDAs. Moreover, we reviewed policy documents and conducted background research on relevant topic areas, including government strategies, policy statements, and sector reports. The research team included three RTI home office staff paired with three local consultants. Together, we

2 Nigeria Education Data Survey 2010 Plus

interviewed federal, state, and local government MDAs using a structured format and open-ended lines of inquiry that allowed for exploratory discussions and deeper examination of issues. The structured interview template is provided in Annex A.

1.2.1 State and Local Government Field Interviews We selected six states to participate in this study. They were selected based on geo-political representation and additional justification relating to security, existing contacts, or donor priority. Table 1 summarizes the states selected by geopolitical zone, justification for their selection, and which research team members visited.

Table 1. States Selected for Mapping Study, by Zone Geo-political

Zone State Team

North West Katsina Muhammad-Sani Usman/Mitch Rakusin

North East Gombe Muhammad-Sani Usman/Alastair Rodd

North Central Nasarawa Seyi Agunbiade/Alastair Rodd

South West Ekiti Seyi Agunbiade/Dr. Hank Healey

South East Imo Ann Oden/Mitch Rakusin

South South Cross River Ann Oden/Dr. Hank Healey

The state and local government field interviews took place from September 18 to September 27, 2013. The federal level interviews took place the following weeks in early October 2013. Table 2 summarizes the state and local government MDAs with whom the teams met in each state.

Table 2. Summary of State and Local Government MDAs Interviewed MDA Ekiti Imo Gombe Katsina Cross River Nasarawa

State Universal Basic Education Boards (SUBEBs) and relevant departments (Planning, Finance, Personnel, Quality Assurance, etc.)

X X X X X X

State Ministry of Education (Planning, Finance, Personnel, Works, etc.)

X X X X X X

Teacher Service Board/Commission X X X


MDA Ekiti Imo Gombe Katsina Cross River Nasarawa

Secondary Education Board X X X

Science and Technology Board X

Education Resource Center X X

Local Government Education Authority X X X X X X

Ministry of Local Government X X X X

Local Government Area Council X X X

State House of Assembly X X X X

Teacher Registration Council (State Office) X

Governor’s Office X

School Principal X

After the state-level meetings, the team interviewed federal MDAs. Annex B summarizes the interview meetings for each federal MDA visited.

1.3. Outline and Structure of this Report This report is divided into three sections. Section one serves as an introduction and overview. Section two provides subsector mapping diagrams that illustrate the roles and interplay of the relationships among federal, state, and local government actors for each service delivery area. A brief narrative accompanies each of these mapping diagrams and highlights important take-away considerations. Section 2.4 provides a summary of general observations from the mapping diagrams. Section three profiles the state and federal MDAs that are most active in the formal basic education sector. These profiles are based on the informational interviews conducted by the research team and publicly available material.

2. Education Sector Institutional Mapping Diagrams

2.1. Overview and Purpose The mapping diagrams are designed to describe the roles and relationships among federal, state, and local government MDAs in their provision of formal basic education services. They are a product of the findings from a series of interviews conducted in the six states selected; one state from each geo-political zone (Table 1). Teams consisting of


one expatriate advisor and one Nigerian interviewed and surveyed leading officials from the State Ministries of Education (SMOEs), SUBEBs, related parastatals such as the Teacher Service Boards (TSB), Secondary Education Management Boards (SEMB), Local Government Education Authorities (LGEAs), Local Government Area Councils (LGCs), and the Ministries of Local Government (MOLG).

The purpose of this study is to clarify the roles, responsibilities, and relationships of each of these MDAs at each level, in four key areas of basic education: (1) teacher management; (2) curriculum delivery; (3) infrastructure and capital investment; and (4) quality assurance. Figures 1–5 are based on the consolidated findings from the interviews conducted in each of the states. These findings were assembled into a matrix of roles and responsibilities for each key basic education area. Annexes C–F contain the completed matrices detailing which MDAs are responsible for which function and for each service area. Figures 1–5 attempt to visualize the findings documented in each of the matrices.

2.2. Legal and Policy Framework Before conducting field interviews, the RTI team undertook a preliminary analysis of the guiding legal documents that frame the roles and responsibilities of each level and corresponding MDA in relation to the core service delivery areas. Table 3 summarizes the roles of each major organization that is governed by the team-analyzed legal regulations. A detailed explanation of each column heading is found below:

• Responsible: The institution that owns the process. • Accountable: The institution to whom "Responsible" is accountable; the

authority that approves and signs off on work allowed. • Supportive: An institution that provides resources or plays a supporting role in

implementation. • Consulted: An institution that provides information and/or the expertise

necessary to complete the project. • Informed: An institution that needs to be notified of results, but does not

necessarily need to be consulted.

While the responsible, accountable, consultative, informed (RACI) analysis is specifically applicable to Cross River State, it is also reflective of the broader approach that most states take in domesticating federal laws into the state’s legal framework.


Table 3. RACI Analysis of Key Functions, Cross River State Function Responsible Accountable Supportive Consulted Informed

Teacher Recruitment (Grades 1–6)

LGEA (Ref CRS Law No 1. 2006 Part III, 22(b); Universal Basic Education Commission (UBEC) Law 2004 No. 66, vol 91, Part I f)

SUBEB (Ref CRS Law No 1. 2006 Part II (g))

State Ministry of Finance (approves financing for new positions)

Teacher Service Commission

Teacher Service Commission; LGEA

Teacher Recruitment (Grades 7–9 )

SUBEB (Ref CRS Law No 1. 2006 Part II g; UBEC Law 2004 No. 66, vol 91, Part I f)


Ministry of Education Teacher Service Commission; State Planning Commission (Ref CRS Law No. I 2006 Part II (i))


Teacher Service Commission; LGEA

Principal/Teacher Promotion

SUBEB; LGEA(Ref CRS Law No 1. 2006 Part II (g); Part III, 22(b and c))

SUBEB; LGEA (Ref CRS Law No 1. 2006 Part II (g))

Civil Service Commission; Teacher Service Commission

Civil Service Commission; Teacher Service Commission

Civil Service Commission; Teacher Service Commission; LGEA

Teacher Deployment SUBEB (Ref CRS Law No 1. 2006 Part II (g))


Ministry of Education, Teacher Service Commission; State Planning Commission (Ref CRS Law No. I 2006 Part II (i-j))


Civil Service Commission; Teacher Service Commission; LGEA

Teacher Training SUBEB (Ref CRS Law No 1. 2006 Part II (f))

SUBEB, LGEA (Ref CRS Law No 1. 2006 Part II (f))

Ministry of Education (Ref CRS Law No. I 2006 Part II (h))


LGEA; Ministry of Education

Quality Assurance and Accountability

SUBEB (Ref UBEC Law 2004 No. 66, vol 91, Part I c)

SUBEB; LGEA (Ref UBEC Law 2004 No. 66, vol 91, Part Ic)


Ministry of Education (Ref CRS Law No. I 2006 Part II (f))

Construction SUBEB (Ref CRS Law No 1. 2006 Part II e (I, ii); Ref UBEC Law 2004 No. 66, vol 91, Part I e (ii))

SUBEB (Ref CRS Law No 1. 2006 Part II e (I, ii))




Function Responsible Accountable Supportive Consulted Informed

Curriculum SUBEB (Ref CRS Law No 1. 2006 Part II e(I, ii); UBEC, National Education Research and Development Council (NERDC): Ref UBEC Law 2004 No. 66, vol 91, Part I e (iii))

SUBEB; LGEA, Ministry of Education(Ref CRS Law No 1. 2006 Part II e(I, ii); UBEC, NERDC: Ref UBEC Law 2004 No. 66, vol 91, Part I e (iii)

Ministry of Education Ministry of Education

LGEA


2.3. Interpreting the Diagrams These diagrams reflect the general findings from the interviews conducted in each of the six states surveyed. Although many states in Nigeria have particular systems or unique structures, the commonalities among the various states, specifically in relation to the provisions of these service areas, are such that a generalizable picture across the six states emerges.

The diagrams utilize color-shaded boxes and colored solid and dashed lines for distinction. The color shaded boxes distinguish the levels at which the various MDAs are situated. Federal MDAs are shaded light blue, state MDAs are shaded light orange, local government MDAs are shaded light green, school-community levels are shaded light purple, and nongovernmental organization (NGO)/private sector entities are shaded light grey.

The colors for each line reflect the subsidiary elements of the service areas, identified in the top-left corner of the diagram. Solid lines represent lines of supervision and accountability and dashed lines represent lines of reporting for monitoring or regulatory compliance.

Five diagrams are provided below; one for each service delivery area, plus a fifth diagram that attempts to encapsulate the broader education system. This latter diagram was based specifically on the findings from northern Nigeria’s Katsina State, and shows the totality of the various functions across each level and their respective MDAs. For each service delivery area, a brief narrative is offered to help orient the reader and identify a few important observations.

2.4. General and Cross-Cutting Observations In viewing the diagrams as a whole, and in contrasting with the states’ articulated legal framework, several inter-related trends emerge that are worth noting.

Disarticulation of the basic education system. While the UBE Program (established in1999), and then the UBE Act of 2004 constituted grades 1–9 as basic education (free and compulsory), in domesticating this law, the states demarcate responsibilities between lower basic (colloquially referred to as primary level, grades 1–6), and upper basic (colloquially referred to junior secondary school [JSS], grades 7–9). This disarticulation of lower basic and upper basic was institutionalized across the six states surveyed and, according to federal ministry sources, is the dominant system in nearly all states in Nigeria. This has resulted in duplication of efforts between SUBEBs and SMOEs which mirror each other in similar ways. Section 3 explores this in more depth through the institutional profiles and organizational charts of the SUBEBs and SMOEs.

Powerful, Semi-autonomous SUBEBs. The UBE Act of 2004 dramatically reassigned and re-appropriated constitutionally mandated teacher administration and financing responsibilities from the local government to state-level designated authorities (i.e.,


SUBEBs). At the same time, the federal government assumed a dominant position in financing 50% of all infrastructure and capital investment projects in which plans and monies were channeled directly from the UBEC to the SUBEBs. These UBE policies resulted in the rise of exceedingly powerful and semi-autonomous SUBEBs whose mandate expanded from the original administrative tasks of managing basic (primary) teacher payroll and salary, to overseeing nearly all things regarding lower basic education.

Centralization of Key Services. The legacy of the 2004 UBE Act may ultimately be how centralized many of the core services have become in contrast to the constitutionally mandated concurrent system that outlines separate and distinct federal, state, and local government responsibilities. This encroachment of the federal government has led to significant atrophy of state’s’ and local government’s’ capacities and willingness to deliver core services, and increasing dependence on the technical and financial wherewithal of the federal MDAs.

Weakened Horizontal and Bottom-up Accountability Systems. As a result of the centralized key services, the local governments have virtually abdicated their constitutionally mandated role in supporting basic education. Instead, LGEAs serve as the administrative decentralized branch of the SUBEBs. The LGCs, which represent the governance board of the local government, are estranged from any significant decision making or supervisory role over basic education services, save for what they program in their own budgets, which is near to nothing. At the state level, the SUBEBs, which on paper are parastatal subordinates to the SMOE, enjoy tremendous political prestige. Their executive chairmen are typically appointed by, and report directly to, the governor.

Ambiguous and Overlapping Responsibilities. As illustrated in the Figures 1–4, the real and perceived responsibilities and authorities among the various actors and levels often overlap, particularly areas of teacher management and quality assurance systems. As a result, the education system is fraught with duplication and inefficiency both in service delivery provisions and the administrative and institutional framework that oversee them.

2.5. Teacher Management In regards to teacher management, the following subsystems and functions were examined in-depth: teacher standards/certifications, salary financing, payroll and human resources management, and teacher recruitment and deployment. Broadly speaking, the disarticulation of primary school and JSS teacher management systems results in multiple separately administrative bureaucracies. When including the teacher service boards or state education management boards, the resultant inefficiencies of the administrative systems are significant, especially in terms of the manpower, coordination, and communication requirements necessary to support the systems at a state level (Figure 1). The local governments, whose funds are paying for primary teacher’s salaries, are cut


from any real oversight or decision making regarding their deployment or quality control. This crucial accountability node is noticeably absent in the system.

Teacher Certification and Standards. At the national-level, the FMOE’s role is policy oriented and limited to establishing staffing norms guided by pupil to qualified teacher ratios; enacting minimum certification requirements through the National Examinations Council; and maintaining a registrar of licensed teachers through the Teacher Registration Council of Nigeria.

Teacher Management: Primary (Lower Basic) schools. The SUBEB has primary responsibility for teacher assignments to LGA, management, payroll, recruitment, and promotion. The LGEA oversees human resource administration in schools in the local government and assigns teachers to schools. In some states, the LGA has power to hire “casual staff”, that are below grade/non-qualified teachers.

Teacher Management: JSS (Upper Basic) Schools. The SMOE has the primary responsibility for teacher assignment, management, payroll, and approvals of new hires. The TSB/SEMB is responsible for approving teacher promotions and administrating recruitment processes. The Zonal offices administrate JSS and senior secondary (SS) human resource issues.

Financing Teacher Salaries. Primary school teacher’s salaries are financed by LGAs. The money is deducted from the Joint Allocation Committee and earmarked for SUBEB administration. SUBEB directly manages the payroll, benefits, and human resource management of lower basic education schools and teachers. JSS teacher’s salaries are budgeted and financed by the state government through the policy of disarticulation.

Teacher Service Commissions/Secondary Education Management Boards. Four out of six states have a statutory parastatal mandated to administrate junior and senior secondary school teacher’s recruitment and promotion functions on behalf of the SMOEs. In some instances, TSBs recruit and deploy JSS teachers from the primary schools.

LGA and LGEA Coordination. In four out of six states surveyed, LGCs play a consultative role in the recruitment, screening, and assignment process. Only one state indicated LGEAs may assign teachers to JS schools where demand is needed.

School Head Teacher. The head teacher is the administrative supervisor for all of the teachers in the school. He/she reports directly to the LGEA supervisor, who then reports to the LGEA Education Secretary.


Figure 1. Teacher Management Roles and Responsibilities

Federal MDAs

state MDAs

local government MDAs

school-community levels

nongovernmental organization (NGO)/private sector entities


2.6. Curriculum Delivery This study breaks down curriculum delivery into the following components: curriculum development; materials provision (e.g., textbook, curriculum, and teacher guides); teacher professional development (in-service and upgrading); and teacher coaching and supervision. The overarching takeaway from Figure 2 is the highly centralized role the federal government plays in this service area. Also noteworthy is the relative disconnect between the development and provision of the curriculum at the national level and its implementation through the teacher professional development systems at the local level.

Curriculum Development. NERDC is responsible for developing curriculum for the 9-year basic education core subjects. The Council produces the accompanying textbooks and teacher guides, which UBEC procures and distributes directly to the states. In all surveyed states, SMOEs and SUBEBs, did not develop separate curricula or textbooks, either for the core or non-core subject areas. They acknowledged their responsibility to develop non-core subject curricula, but admitted to not doing so for some time.

Textbooks/Curriculum Provision. The UBEC establishes textbook allotments per state, based on enrolment figures, and then procures and distributes textbooks directly to the states. The SUBEB stores and distributes textbooks directly to schools. Some states distribute textbooks through LGEAs. SMOE distributes UBEC-provided JSS textbooks directly to junior secondary schools.

In-service Teacher Training (INSET). The financing of INSET is dominated by UBEC funds. It is noteworthy that UBEC earmarks 15% of its budget for supporting INSET, but the state government is not required to match this budget. As a result, state agencies rarely budget separate or additional funds for teacher training. The SUBEB/SOME implement teacher training through LGEAs and service providers (e.g., state colleges of education (COEs) and the National Teachers Institute (NTI)). The service providers are typically hired by SUBEB/MOE to develop and deliver content subject matter; serve as venues; and provide expert trainers from local universities, colleges, nongovernmental organizations (NGOs), or federal parastatals such as NTI. LGEAs/Education Zonal Offices (EZOs) identify participant teachers, organize cluster-based workshops, and provide follow-up support.

Teacher Supervision and Coaching. The LGEAs/EZOs are primarily responsible for monitoring, assessing, and coaching teachers. They assist in identifying priority areas for teacher professional development, although the content and subject is usually supply driven by UBEC or SUBEBs, as opposed to demand driven by teachers or LGEAs.

Continuing Education Services. Certified teachers are responsible for self-selecting and self-funding their participation. In states were casual staff teachers are hired, non-qualified teachers are required to take coursework and take the NCE, typically within two years of being hired. Service providers are often public or private colleges or universities of education. Other federal parastatals include NTI and the National Open University of Nigeria (NOUN).


Figure 2. Curriculum Delivery


2.7. Infrastructure and Capital Investment The Mapping Study examined the main actors and processes relating specifically to new construction activities, as well as rehabilitation and structure upgrading (Figure 3). This included aspects relating to financing, tendering, implementation, monitoring, and oversight. Three important trends observed, include 1) the lack of bottom-up engagement or consultation in the planning and site selection; 2) Inadequacy in formal coordination of the myriad of infrastructure projects; and 3) the over-emphasis of new classrooms and school construction, versus the effort and resources allocated toward maintenance, rehabilitation, and upgrading.

New School and Classroom Construction. The UBEC Action Plan is the key planning document used by UBEC and the state governments to fund new school and classroom construction. The UBEC is the primary financier of primary and JSS school and classroom infrastructure. For states to access their UBEC allotments, the State Governor’s Office must provide a matching cost to UBEC that covers half of the UBEC Action Plan capital investment budget. The SUBEB is the principal state agency responsible for developing the UBEC Action Plan and implementing UBEC-funded infrastructure projects. As such, the SUBEB typically manages the budget, oversees construction, and tenders and monitors project implementation. LGEAs play a key role in identifying and recommending construction sites, monitoring local construction, and implementing project progress.

The UBEC action plan incorporates new school and classroom construction details for early childhood development (ECD) centers, as well as primary and junior secondary schools. Among the states surveyed, there was variability in terms of how, and to what extent, the SUBEBs engaged or consulted with the SMOEs in developing the action plans. In a few states, the SMOEs were directly involved in their implementation, while in other states the SUBEBs took the lead role.

New School and Classroom Construction: Non-UBEC Action Plan Funds. Non-UBE actors such as the federal Millennium Development Goal (MDG) Office, donors, and NGOs also underwrite new school and classroom construction efforts. These efforts are typically coordinated by the SUBEB Department of Planning.

Tendering and Due Process Procurement Protocols. The procurement regulations outline a transparent and unambiguous process for tendering, approving, and monitoring large-scale infrastructure projects such as new schools and classrooms. All the states generally follow the proscribed protocols as set forth in their public procurement and fiscal responsibility laws. These protocols include the establishment of a due process committee under the Ministry of Finance, overseen by the State’s Accounting Officer (Minister of Finance or Accountant General). Tenders are administrated through this office, as are direct payments to the general contractors implementing the projects.


School and Classroom Rehabilitation and Upgrading. States and local governments tend to budget and implement small-scale rehabilitation efforts. The SMOEs and SUBEBs provide maintenance and rehabilitation funds in their budget for JSS’s and primary schools respectively. In addition, the LGCs, as well as schools through their school management committees (SMCs), mobilize monetary and in-kind resources to improve facilities and structures, typically with a focus on improving the safety or welfare of their learners (i.e., such as toilets, latrines or walls).


Figure 3. Capital Investment and Infrastructure


2.8. Quality Assurance The study explored the following elements of the quality assurance system: monitoring and enforcement of compliance and quality standards (sector inputs); evaluation of learner performance and teachers (sector outcomes); project implementation monitoring (infrastructure projects); and financial audit processes. The following are key observations from Figure 4.

A Crowded Field. The role of quality assurance appears to be a part of everyone’s job duties. However there is very little information sharing or coordination among the offices. As such, an enormous amount of resources are spent, but little information is captured and used systematically.

Disconnect between Standards and Assessment. At a national level, the NCERD establishes the curricular standards for all grades and subjects. The National Examinations Council (NEC) is responsible for developing the JSS leaving examination; the only standardized test given to children nationally. The states surveyed administer their own developed primary school leaving examinations and do not rely on federal assistance in developing these examinations. Moreover, there is no standardized early grade assessment that would enable an early warning system for at- risk learners (i.e., those who are not demonstrating the basic literacy and numeracy skills that would enable future academic success).

School and Teaching Standards Compliance. At the federal level, the NERDC establishes the curricular standards, the NEC prepares the teacher certification examinations, and the Teacher Registration Council of Nigeria (TRCN) is mandated to license teachers and track their professional certifications in the system. The federal Ministry Department of Planning, Research and Statistics (DPRS) provides overarching guidance to the states on standard resource ratio requirements, specifically pupil to teacher, pupil to classroom, and pupil to toilet ratio requirements. The UBEC establishes minimum engineering standards for classroom block structures and school facilities. These standards flow down from the SMOEs and SUBEBs, and are reported on the UBEC action plans and the submission of their annual school census data. At the state level, SUBEBs and SMOEs have direct oversight of primary and junior secondary schools and their adherence to federally mandated standards. LGEA supervisors are tasked to routinely inspect, monitor, and report on compliance.

Learning Assessments. At the primary level, SUBEBs are responsible for developing and administering standardized tests. Typically, the only standardized test administered is the primary school leaving certification, which in most states was developed and administered by the SMOE. SMOEs receive the standardized tests for junior secondary school leaving certification examinations from the NEC.

Project Monitoring. At the federal level, UBEC and MDG deploy independent supervisors to school sites for routine monitoring. These supervisors are based out of


zonal offices (at the geo-political zone level). SUBEB and SMOE supervisors also routinely monitor project implementation, both from their headquarters in the state capital, as well as from the LGEA and zonal education offices.

Financial Audits. Financial audits are typically the purview of the State Ministry of Finance through the Accountant General’s office. In addition, SMOEs and SUBEBs also have their accounting officer and an independent Inspector General’s Office, which monitors financial transactions and accounting ledgers.


Figure 4. Quality Assurance System


Figure 5. Basic Education System: Katsina State


3. Institutional Profiles of Federal MDAs This section provides brief institutional profiles of the state and federal MDAs that we interviewed along with selected donors and implementing partners. Currently, Nigeria has a total of 23 federal-level parastatals and each state has approximately 6 unique parastatals that support the education sector. In addition, the FMOE has at least nine departments, each with two to six divisions. In determining which institutional briefs to include, we selected those MDAs that have a primary or secondary role in supporting the core basic education service areas of teacher management, curriculum delivery, quality assurance, and infrastructure. These institutional profiles have been compiled from the interviews as well as publicly available material. They are not exhaustive, but rather aim to provide a quick synopsis of organizations that we interviewed.

3.1. Ministries of Education and the Universal Basic Education Commission As noted in Section 2.4, because the management of basic education is based according to primary level (lower primary [P1–P6] and upper primary [P7–P9, or commonly JSS]), two parallel organizations exist at the state level: (1) the SUBEBs have administrative oversight of primary schools, and (2) SMOEs have administrative oversight over JSSs as well as secondary schools. These state-level organizations mirror those of the FMOE and the UBEC. As a result, there seems to be duplication of roles and responsibilities, particularly for those functions that are best centralized such as human resources management, finance and accounting, and education management information systems. The organizational charts of the FMOE and UBEC are included as Figures 6 and 7; the generalized charts for the SUBEBs and SMOEs are provided for reference in Annex G.

3.1.1 Federal Ministry of Education Mandate. The FMOE’s primary role is to formulate and coordinate national policy on all facets of education, from early childhood to tertiary, as well as non-formal learning. It fulfills its mandate by:

• collecting and collating data for purposes of educational planning and financing • prescribing and maintaining uniform standards of education throughout the

country • developing curricula and syllabi at the national level • controlling and monitoring the quality of education in the country • harmonizing educational policies and procedures of all the states of the federation

through the instrumentality of the National Council on Education (NCE • effecting cooperation in educational matters on an international scale.


Organization. The Minister of Education directly oversees 9 departments and 23 parastatals. The FMOE departments that have a central role in supporting basic education include the Department of Policy, Planning, Management and Research (PPMR), Department of Basic and Secondary Education (BSE), and the Federal Inspectorate Services (FIS). A brief discussion on their roles, particularly relating to the core service areas are provided below.

PPMR. There are six divisions in the department. The RTI team met with representatives from the following four divisions: Policy, Programs, Planning, and the Joint Consultative Committee on Education/National Committee on Education (JCCE/NCE). The Policy Division serves as repository for memoranda from various education stakeholders for discussions during the JCCE Reference, Plenary and NCE meetings. The JCCE/NCE Division formulates broad-based policies, conducts yearly meetings, and monitors implementation of policies as agreed during the meetings. The Programs Division disburses MDG funds and monitors project implementation in benefitting departments and parastatals. The MGD fund is equally used to pay the federal Teachers Scheme. This is done in collaboration with UBEC.

BSE. Like PPMR, BSE has six divisions and has an advisory role. It collaborates with states to facilitate curriculum delivery. BSE also supports early childhood development (ECD) through JSS. In particular, it focuses on addressing issues relating to mainstreaming non-formal learners, ensuring girls’ access and special needs, and developing programs for gifted learners, and mother tongue-based multilingual education.

FIS. FIS was created in 1973 with the aim of raising education standards in schools by providing classroom supervision and improving instruction. In addition to its primary office within the FMOE headquarters, FIS has six zonal offices. However, years of reduced funding had taken its toll and resulted in sharp decline in the quality of the nation’s education system. In 2006, FIS first received injection of funds directly from President Olusegun Obasanjo’s administration and subsequently from the MDG. FIS also underwent a paradigm shift from its traditional inspection approach to quality assurance (QA) approach, which resulted from the restructuring and strengthening of the federal, state, and local government inspectorate and supervisory services for enhanced and sustainable quality assurance in education.

Through FIS, FMOE collaborates with states and local governments to ensure coordinated and results oriented QA inspection throughout the federation. Synergy has been built in recent years and the National Education Quality Assurance Policy is in use throughout the country.

Responsibilities at the federal level: • Work with state to schedule all QA external evaluations of public and private

schools over an agreed cycle


• Support states in coordinating, structuring and deploying teams of QA evaluators to carry out external evaluations

• Support the states in mentoring and monitoring a sample of QA evaluations each year to quality assure the work of quality assurance evaluators;

• Coordinate with states on the number of state evaluations that will involve national QA agents each year

• Support states in coordinating logistics issues such as transportation and accommodation for quality assurance evaluators where such is needed

• Work with states to formulate, maintain, and disseminate all necessary agreed national QA evaluation documentation to schools, QA evaluators, and the public

• Collate all QA evaluation data from states to identify nation-wide trends and patterns in the quality of education and disseminate this information to schools and public by producing an annual report on the state of education

• Provide or commission agreed upon national training for QA evaluators and work with states to accredit and maintain a database of all trained QA evaluators

• Work with states to establish a program that provides support and challenge visits to aid school self-evaluation process and improvement after QA evaluations.


Figure 6. Organizational Chart of the Federal Ministry of Education


3.1.2 Universal Basic Education Commission (UBEC) Mandate. UBEC was established by authority of the Universal Basic Education Act of 2004, which instituted compulsory, free basic education as defined by primary grades 1 to 9, and required automatic transition from primary to junior secondary. The 2004 Act also greatly expanded the role of the federal government in financing and overseeing elements of basic education service delivery, primarily through the charter of the UBEC. UBEC is the federal government agency authorized to coordinate and implement all aspects of UBE program implementation through three programmatic areas: (1) capital investment and infrastructure of primary and JSS school facilities; (2) in-service teacher training and professional development; and (3) curriculum delivery through the provision of the basic education curricula and textbooks.

Organization. UBEC oversees executive matters and comprises a board of commissioners appointed by the President. The technical departments of UBEC include Quality Assurance, Social Mobilization, Planning Research and Statistics, and Academic Services. UBEC has 29 field offices, including six geo-political zone administrative centers.

Capital Investment and Infrastructure. The Department of Planning, Research and Statistics (DPRS) oversees the administration of the UBE Action Plans, which are the planning document for UBEC’s large-scale infrastructure investment program. DPRS makes infrastructure awards to states (through SUBEBs) based on the quality of their Action Plan, their performance on implementing the previous fiscal year’s Action Plans (at least 75% completed), and availability of matching funds (1:1 match required) by the state.

In-Service Teacher Training. The Departments of Academic Services and Quality Assurance share the responsibility for developing and vetting in-service teacher training (INSET) programs funded by UBEC. Approximately NGN 170 million was set aside for INSET in 2013. Most of the states rely solely on UBEC funds to offset their INSET costs. There are traditionally three types of INSET programs: (1) cluster-based training where states are required to identify third-party service providers (such as Colleges of Education, National Teachers’ Institute, etc.); (2) school-based mentoring and training; and (3) special training programs supported by state initiatives or international development partner (IDP)-sponsored programs that UBEC supports such as training in early grade reading in Bauchi (requested by Bauchi SUBEB through NEI support), and ESSPIN-designed programs. Traditionally, states determine the INSET subject content to meet their needs from among the spectrum of core basic education curricular areas. Typically, NGN 10 million is set aside at a national level to support school-based management committee strengthening, supported by the Department of Social Mobilization. In addition, publishers provide specific training of trainers for textbooks and learning materials that they are contracted to produce as part of their service agreement with UBEC.


Textbook and Curriculum Provision. Fifteen percent of all UBEC monies are set aside for textbooks. UBEC directly procures textbooks for states on the five core subject areas of English, mathematics, basic science and technology, social studies, and think-and-do series (adjunct to science). However, states procure local language textbooks; UBEC does not support local language textbook procurement. The provision of textbooks is based on enrollment and pupil to textbook ratios for each state. UBEC does not require states to match funds. SMOEs and SUBEBs produce a list of required textbooks and their corresponding publishers. UBEC coordinates with the NERDC to ensure that NERDC purchases materials from the approved title lists for classrooms. NERDC also directly procures the curricular materials such as the lesson plans and teacher guides.


Figure 7. Organizational Chart of the UBEC


3.2. Other Federal Parastatals The federal-level parastatals that support basic education service delivery are described in Section 2. They include the MDG Office, NERDC, the National Examinations Council, and Teacher Registration Council of Nigeria (TRCN). We interviewed these agencies along with the National Training Institute (NTI), Nigeria Math Centre (NMC), National Mass Education Commission (NMEC), the National Board for Technical Education (NBTE), and the National Commission for Nomadic Education (NCME)

3.2.1 Millennium Development Goals Office The Office of the Senior Special Assistant to the President on the Millennium Development Goals acts as the Secretariat to the Presidential Committee on the Assessment and Monitoring of the MDGs. In this role, it provides guidance, coordination, and oversight of the debt relief gains while working alongside partners and other actors. The MDG Office operates based on eight goals that reflect the international framework for the Millennium Development Challenge. Goal 2 is to achieve universal primary education for all children.

In fulfilling its mission, the MDG Office supports three core services for Goal 2: school and classroom construction, supply of Nigeria Certificate in Education -qualified teachers through the Federal Teachers’ Scheme and teacher training. SMOEs and SUBEBs apply directly to the MDG for support. The MDG provides mostly financing, but in the case of infrastructure and capital investment, the office coordinates with SUBEBs/DPRS to directly contract with local construction firms.

The MDG Office coordinates the direct hiring of supplemental teachers through the Federal Teachers’ Scheme. This program began in 2005 (originally coordinated by UBEC) to help states meet teacher workforce requirements. Every two years this initiative places 45,000 unemployed Nigeria Certificate in Education graduates into schools across the country as teaching interns. The federal government provides each intern with a monthly stipend while states supplement the basic stipend either by providing accommodation or by an incentive payment.1

3.2.2 Nigerian Education Research and Development Council Mandate. The Nigerian Educational Research and Development Council (NERDC) was established in 1988 by an enabling Decree No. 53 (now ACT No. 53) that merged four educational research and development bodies into one organization: the Nigerian Educational Research Council, the Comparative Education Study and Adaptation Centre; the Nigerian Book Development Council; and the Nigerian Language Center. The mission of the NERDC is “to create the enabling environment in which educational research and development activities will thrive and in the process not only encourage

1 See http://library.sparc-nigeria.com/Delivery.aspx?AttachmentID=6cc691ae-c7c0-11df-958a-00221964e37f

http://library.sparc-nigeria.com/Delivery.aspx?AttachmentID=6cc691ae-c7c0-11df-958a-00221964e37f


collaboration with international development partners but also foster public private partnership in our bid to render educational research and development efforts sustainable and needs driven.” 2 To fulfill its mission, the NERDC has the statutory mandates to encourage, promote, and coordinate education research programs in Nigeria.

Organization. NERDC is led by the Executive Secretary who oversees technical or research departments, and three administrative service departments, each headed by a director. The research divisions include Curriculum Development Center; Library and Informatics Center; Special Program Center; Education Resource Center; Language Development Center; and Book Development Center.

Curriculum Delivery. NERDC provides technical leadership and responsibility on curriculum development and delivery and book development and research. For curriculum development, it is responsible for promoting the development of curricula at all levels of the educational system; developing new techniques and approaches to curriculum development; producing syllabi and instructional materials; conducting research and studies in comparative curriculum; and developing and encouraging the development of materials for various local languages.3 NERDC also plays a role in developing teacher education materials for delivering the curriculum and providing QA for curriculum implementation and efficacy.

In terms of book development, the NERDC formulates and implements a national policy on book development; undertakes and promotes book development and local authorship ensuring the provision of adequate infrastructural facilities for book manufacture; encourages the expansion of local printing and publishing industry to facilitate book production; develops an effective book distribution sector ensure a nationwide circulation; encourages the establishment of and strengthens professional associations within the book industry in Nigeria; and serves as a center for the exchange of information on book and all related issues.

Assessment of Books and Educational Materials. To perform its statutory role of ensuring the quality control of books used at primary and secondary school levels, the NERDC continuously assesses books to upgrade their quality and standards. NERDC conducts various workshops to assess books and other educational materials; produces reports and recommendations and submits them to FMOE for its review, concurrence, and delineation of next steps.

3.2.3 National Examinations Council Mandate. The National Examinations Council (NECO) is the primary agency in Nigeria that is responsible for developing, administering, overseeing, evaluating, and posting the results of several national standardized tests: the National Common Entrance Exam, the

2 See http://nerdc.ng/about-nerdc 3 In terms of coordination with other government organization, NERDC develops the textbooks and UBEC procures and underwrites large-scale printing of the textbooks for distribution.


Entrance Examination to the School of Gifted Students in Suleja, Junior School Certificate Exam (now known as the Basic Education Certificate Examination [BECE], and the Senior School Certificate Examination).

Test Development and Administration. The instrument design/development work is all done by Subject officers who interact with counterparts at NERDC to ensure that the topics included in the instruments aligns with the approved curriculum. Overall, most exams are organized in two parts: the “objective” part features multiple choice questions and is scored by scanning machines; and an essay. Essays are corrected at the zonal level (see below) by contracted personnel (e.g., teachers, retirees, and other education officers). NECO archives all examination results for five years at its zonal offices. At the cluster school level, “custodians” manage the examination process (i.e., hire exam monitors, make sure that a monitor is not affiliated with the school/students they are monitoring, distribute the exams, etc.).

Analysis and Quality Assurance. One of the key functions of NECO is to analyze the test results. It analyzes student performance across geo-political zones, gender, and subject. These results are shared through reports to key stakeholders and decision makers at federal and state levels. Attention is raised when a subset of students is performing poorly, or when all students are performing poorly in a particular subject or aspect of a subject.

3.2.4 Teachers’ Registration Council of Nigeria (TRCN) Mandate. TRCN regulates and maintains teacher standards to ensure provision of quality and effectiveness of the teacher workforce. Its mission is to promote excellence in education through effective registration and licensing of teachers; and promote professionalism through accreditation, monitoring and supportive supervision of teacher training programs; conducting mandatory continuing professional development; and implementing a formal disciplinary system for teachers at all levels of the education system. The Council was established by Decree 31 of 1993 (now TRCN Act CAP T3 of 2004).

Teacher Standards and Accreditation. TRCN’s primary role is to license and register teachers. In addition, it periodically conducts accreditation monitoring and supervises the courses and programs offered by teacher training institutions in Nigeria to ensure that they meet national and international standards. The institutions include the colleges of education, faculties and institutes of education in Nigerian universities, colleges of education in polytechnics, and the National Teachers’ Institute; organize internship and induction programs for fresh education graduates. Moreover, TRCN routinely conducts professional examinations and interviews for teachers to qualify for licenses; establishes national minimum standards for and execution of mandatory continuing professional development for in-service teachers; enforces professional ethics and provides due process for disciplinary investigations of teachers.


Organization. The activities of the council are carried out through four departments namely: Professional Operations; Planning, Research and Statistics; Administration and Supplies; and Finance and Accounts. There are also state offices in each of the 36 states of the federation.

3.2.5 National Mass Education Commission (NMEC) Mandate. NMEC was established through the National Commission for Mass Literacy, Adult and Non-Formal Education Decree in 1990. The institutional objectives of NMEC is to increase the literacy rate in Nigeria by at least 10% annually, using all available avenues and resources to ensure the attainment of internationally agreed goals in the area of literacy. NMEC provides the following educational services to those individuals not formally participating or accessing basic education schooling:

• Continuing education to allow learners to transition to JSS level of basic education

• Remedial education • Open distance learning – Literacy by radio • Vocational education • Women and girls empowerment and skill acquisition • Non-formal education (NFE) for the girls (aged 6–15) • NFE for the out of school boys • NFE for Qur’anic schools • Functional literacy for prison inmates and other vulnerable groups • Basic literacy in Ajami • Basic literacy for the nomads and migrant (adults) • Basic literacy for the physically challenged (blind) • Basic literacy for workers

In addition to basic literacy, NMEC offers NFE programs for the following core subjects: language of the immediate environment (for Basic Literacy level only); English; mathematics; science; social studies and citizenship; vocational and business education; and health, life skills and home economics.

Organization. NMEC is overseen by a governing board led by a part-time Chairman. The other seats of the governing board are filled by representatives from each of the national ministries, NFE departments from the national universities, and representatives from five state governments on a rotating basis. In addition, every state government has a parastatal board or agency with the same mandate, typically referred to as State Agencies for Mass Education or Agencies for Non-Formal Education.


3.2.6 National Commission for Nomadic Education (NCNE) Mandate. NCNE was established in 1989 to assist nomadic peoples in Nigeria integrate into the national curriculum by providing them with relevant and functional basic education and improving their survival skills, levels of income and productivity, as well as equipping them to compete favorably in the Nigeria’s socio-economic and political affairs. Its mission is to work in concert with UBE stakeholders for the actualization of the nation’s Education for All goals among the nomadic populations in the country.

NCNE’s mandate includes the following functions: develop programs on nomadic education; provide equipment and other instructional materials; construct classrooms and other facilities relating to nomadic education; establish, manage, and maintain primary schools in the settlements and grazing reserves populated by nomadic people; determine standards of skills to be attained in nomadic schools; arrange for effective monitoring and evaluation of activities of agencies concerned with nomadic education; allocate block grants; and act as agency for channeling all external aids to nomadic schools in Nigeria; ensure effective inspection of nomadic education activities in Nigeria.

Nomadic Education Program (NEP). In support of nomadic education, the NCNE implements the NEP which has five distinct programs: first, offering primary education to the children of nomadic pastoralists and fishermen. This is pursued in collaboration with states and local governments and communities.4 Second, providing academic support services through the university-based nomadic education centers in Jos, Maiduguri, Sokoto and Port-Harcourt. Third, offering adult extension education consisting of (a) community outreach to nomadic communities; (b) adult education for nomadic men and women; and (c) animal health and veterinary services and formation of cooperative societies in pastoral nomadic homesteads. Fourth, establishing linkages and partnerships with sister parastatals, NGOs, community-based organizations, and national and international agencies. Fifth, developing distance learning curricula using the radio to improve access to basic education for nomadic children and adults.

Organization. NCNE has four departments: Program Development and Extension; Monitoring, Evaluation and Statistics; Administration and Supplies; and Finance and Accounts. There are also three units (Audit, Legal Services, and Public Relations and Protocol), which are under the Executive Secretary’s Office. NCNE maintains six zonal offices and has four university-based Nomadic Education Centers located in the University of Jos (for research and evaluation); the University of Maiduguri (for teacher training and outreach programs); Uthman Dan Fodiyo University, Sokoto (for the development of curricula and textual materials); and the University of Port-Harcourt (for research, curriculum development, and teacher training) for the education of migrant fishing communities.

4 Although no clear figures are available, it was reported that as of January 2013, NCNE had over 600,000 registered pupils enrolled in nomadic schools.


3.2.7 National Board for Technical Education (NBTE) Mandate. NBTE handles all aspects of technical and vocational education (TVET) falling outside university education. It was established by Act No. 9 on January 11, 1977 and aims to promote the production of skilled technical and professional manpower for the development and sustenance of the national economy. In addition to providing standardized minimum guide curricula for TVET and training, the board supervises and regulates, through an accreditation process, the program offered by technical institutions at secondary and postsecondary levels. It also provides grants to publicly funded polytechnics in accordance with federal guidelines; and serves as the agency that manages all external aid to the polytechnics.

The functions of NBTE as contained in its enabling Act are as follows: (a) to advise the federal government on, and co-ordinate all aspects of TVET falling outside the universities and to make recommendations on the national policy necessary for the training of technicians, craftsmen, and other middle-level and skilled manpower; and (b) to determine, after consultation with the National Manpower Board, the Industrial Training Fund and such other bodies as it considers appropriate, the skilled and middle-level manpower needs of the country in the industrial, commercial and other relevant fields for the purpose of planning training facilities and in particular to prepare periodic master-plans for the balanced and co-ordinate development of polytechnics. Curriculum Development and Delivery. NBTE, as part of its statutory responsibilities, develops minimum guide curricula and course specifications for all national diploma, higher national diploma and professional diploma programs offered in polytechnics and similar institutions in Nigeria. To date, it has developed curricula and course specifications for 190 programs at all three diploma levels. The minimum guide curricula and course specifications are usually produced at National Critique Workshops organized by the Board for each program, which features broad stakeholder participation, including representatives from polytechnics and similar level institutions, universities, industry, professional bodies, employers and any other interested professionals and academics in the relevant field.

Quality Assurance. NBTE oversees accreditation/licensing for the country’s technical institutions. The accreditation process for a new institution begins with an Advisory Visit, which is a preliminary inspection to ascertain that basic requirements for successful delivery of required programs are in place. This is needed for both public institutions, established by federal or state government, and private institutions. It also conducts routine accreditation visits within two years after approval of new programs to assess if institutions are complying with established standards. Initial accreditation is granted for a period of 5 years after which the institution must apply to renew its accreditation.

3.2.8 National Institute for Educational Planning and Administration (NIEPA) Mandate. NIEPA was established in 1992 However, there is no legislative authority establishing the mandate and functions of NIEPA. The mission of NIEPA is to develop a


well-trained cadre of educational sector planners and managers to facilitate effective planning and management of the education system. NIEPA provides capacity building, continuing education training, action research, and information dissemination.

The organizational functions and activities of NIEPA are almost exclusively focused on building capacity of education planning systems through the training of officials and administrators, provision of technical assistance to state education offices, and research into best practices on education planning.

Organization. The General Director oversees the administrative and technical operations of NIEPA. This includes the following departments: Estate Works and Services, which is responsible for all works and services relating to the institute; Information and Communication Technology Unit, which is an internal service department; Training and Research Department, which comprises five units including Higher Education, Basic and Secondary Education, Human Resource Development, Special Projects, and Educational Technology.

3.2.9 National Mathematical Center (NMC) Mandate. NMC was established in 1989 with the mandate to serve as a national resource for research on mathematics; for training and preparing mathematics professionals, particularly teachers and scholars; and for encouraging broad-based public interest in mathematics, particularly youth. In fulfillment of its mandate, the NMC serves as a math education think tank that develops innovations aimed at improving the overall teaching and learning of math at all levels of the system. It develops new teaching methodologies, or math kits and offers workshops for both teachers and students. Notably it plays a lead role in Nigeria’s participation in various regional and international academic Olympiads, conducting public relations to recruit eligible participants, and coaching participants.

Organization. NMC has five departments, including the Library, Registry, Bursary, Academic Units and Computer Laboratory. Within the academic department, they have the following units: Computer, Statistics, Math, Special Programs and Application of Math.

3.3. International Development Partners (IDPs) The information contained on IDPs is based on a series of interviews and desk studies completed in the fall of 2013. Each of the IDPs contributes significantly to the core basic education services. The IDPs interviewed for this study are profiled in this section. Each profile contains a general overview on the IDP’s core mission and activities. Annex H summarizes the role and activities of the major IDPs operating in Nigeria and includes IDPs who are not profiled below.

3.3.1 Department for International Development The Department for International Development (DFID) leads the UK’s work to end extreme poverty in developing nations. DFID is ending the need for aid by creating jobs,


unlocking the potential of girls and women and helping to save lives when humanitarian emergencies hit. DFID’s aims to achieve the following in the education sector by 2015:

• help 9 million children access and benefit from primary school, at least half of which will be girls

• help 2 million children access and benefit from lower secondary school • train more than 190,000 teachers and improve the quality of education and

children’s learning

To meet its objectives, DFID is supporting the following programs and projects:

Teacher Development Program (TDP). Launched in September 2013, TDP will run till 2019. The first phase (2013–2016) will cover the states of Jigawa, Zamfara, Katsina and the second phase (2016–2019) will expand to the states of Kano, Kaduna, Niger. TDP is aimed at improving the quality of teaching in primary and JSSs and in colleges of education. The program will improve the skills of 66,000 teachers who, in turn, will improve the learning outcomes of over 2.3 million students for every year they continue as teachers.

TDP will conduct in-service training of teachers in the classroom that will reach 62,000 teachers who will be trained over three years, each in math, English, and science and technology and this will impact on 2 million students in primary and junior secondary school.

In the colleges of education, a total of 816 lecturers working in primary education and JSS departments will be trained over three years each and will afterwards train 4,000 student-teachers who will in turn be beneficial in improving the learning outcome of about 140,000 students.

Girls Education Program (GEP). From 2005 to 2008 DFID funded UNICEF to implement the Phase 1 of GEP in selected northern Nigerian states that had the highest disparities between boys’ and girls’ enrollment in primary school. The GEP focus states were Bauchi, Borno, Jigawa, Katsina, Niger, and Sokoto. In Phase 1, GEP helped to increase girls’ enrollment by 15%, through a combination of advocacy, community mobilization, and provision of educational materials and infrastructure for selected schools.

From July 2008 to 2011, a three-year phase was initiated, which attempted to replicate and institutionalize the approach, concentrating on state planning, advocacy, school – community (school-based management committee [SBMC]) grants, teacher training and a new scheme of trainee teacher scholarships for women from rural areas that had the highest teaching staff gender imbalance.

From 2011to 2019, the GEP 3 project will establish a number of measures to increase girls’ access to school. These will include:


• Cash transfers for needy families to be able to offset direct costs and opportunity cost of sending girls to school.

• School grants to enable local communities to make school suitable for modern teaching and learning to take place.

• The development of female teachers (and head teacher) as role models. • Improvement in the quality of education (and measures to ensure that learning is

taking place). • Transport systems to ensure girls transition from primary to secondary education. • The integration of Qur’anic schools with the national core curriculum.

Education Sector Support Program in Nigeria (ESSPIN). The period of performance for ESSPIN was originally July 2009–July 2014, and was recently extended through December 2017. ESSPIN, recognizing that there are no quick fixes, takes a radical approach placing schools and teachers center stage. This approach simultaneously supports change inside schools—by improving school management and the teaching and learning taking place in the classroom—and outside schools, by working with communities and state and local governments. ESSPIN focuses on schools because schools are where children learn. ESSPIN’s approach to school improvement considers all the factors affecting schools, both within and outside schools. Within schools, this includes management, teaching and learning, and the school environment. Outside schools, it includes helping decision-makers and providing schools with the resources and services for schools to work better.

Teacher Training. To address the external factors that affect school improvement, ESSPIN helped states to review teacher training colleges, develop plans to improve teacher training, and integrate these plans into MTSSs. Political will to translate plans into action, reform colleges and curricula, and match college intakes to demand for teachers, varies between states. ESSPIN supported prompt dialogue on career paths and salary scales, and how they link to professional development.

Education Data, Research and Evaluation in Nigeria (EDOREN). EDOREN is an umbrella program for data and research (implemented in 11 states) to ensure quality of education data in Nigeria and feeding into national household surveys. EDOREN will roll out National Data Quality plan and contribute to NEDS 2015.

3.3.2 Japan International Co-operation Agency (JICA) JICA’s priorities in Nigeria aim to improve the quality of secondary education and increasing access to basic education schooling.

To meet its objectives, JICA is supporting the following programs and projects:

Science and Mathematics Education (SMASE). SMASE sought to improve quality and teaching methodology in science and mathematics. The first phase occurred in 2006–2009 in the states of Niger, Plateau, and Kaduna. The second phase occurred from 2010


to February 2014 and expanded into more states. SMASE aimed to generally improve the quality of teaching in science and mathematics. It was co-located at NTI in Kaduna where it supported a national training of trainers program that was cascaded to school level trainings of teachers. To date, over 35,000 primary teachers have been trained.

JICA’s second largest intervention in education in Nigeria, the JICA Infrastructure Activity, is hinged on improving access to education through construction of additional classrooms. This program is active in four states, Niger, Plateau, Kaduna, and Kano. A third phase will include Oyo State. Table 4 summarizes the infrastructure activity in each state.

Table 4. JICA Infrastructure Activity in Four States

State Duration No. of

Classrooms

No. of Toilet

Facilities

No. of Deep Wells

Classroom Furniture

Desk-Bench

Black-board

Plateau 2005–2008 147 44 10 3,381 147

Kaduna 2005–2008 265 70 5 6,095 265

Niger 2005–2008 78 68 4 1,794 78

Kano 2010–2012 317 304 NA 6,340 317

3.3.3 United Nations Children’s Fund (UNICEF) UNICEF is a United Nations agency that works to support the GoN at all levels. UNICEF works to support GoN institutions and develop capacity through state Education Sector plans. Its flagship program in Nigeria is the Girls Education Program, supported by DFID. Refer to the summary provided under DFID for more information about GEP. In addition, UNICEF has been active in supporting state’s development of MTSS plans and EMIS strengthening efforts to improve data-driven decision making and planning. Its support is part of a broader effort to strengthen NIEPA’s institutional capacity. UNICEF also supports state’s implementation of the Monitoring for Learning Achievement (MLA) assessment, which is a sample-based written test for primary 4 learners administered in the GEP focus states.

3.3.4 The World Bank In the 2014–2017 new Country Partnership strategy, the World Bank has developed in close consultation with the GoN under the Country Assistance Framework, a strategic platform to coordinate interventions and leverage resources to deliver strong results and


development solution. It reflects Nigeria’s development aspirations and commits the World Bank Group to working hand-in-hand to unleash Nigeria’s potential for the benefit of all Nigerians.

The World Bank Group’s support for Nigeria is structured around three strategic priorities:

• Promoting diversified growth and job creation by reforming the power sector, enhancing agricultural productivity and increasing access to finance

• Improving the quality and efficiency of social service delivery at the state level to promote social inclusion

• Strengthening governance and public sector management with gender equity and conflict sensitivity as essential elements of governance

Global Program on Education (GPE). In pursuit of its goals to improve the quality and efficiency of social service, the World Bank is planning to implement a large-scale Global Program on Education (GPE). This is a planned three-year, $100 million program implemented directly by World Bank with lead international development partners, including DFID, USAID, and UNICEF. GPE will focus on providing pre-service teacher training by supporting COEs, scholarships to girls, and in-service teacher training and professional development, with a particular emphasis on early grade reading, and strengthening of school-based management committees. Initially, GPE will target five states in northern Nigeria, including Kaduna, Jigawa, Sokoto, Kano, and Katsina.

Nigeria Education Data Survey 2010 Plus A-1

Annex A. Nigeria Mapping Questionnaire

A-2 Nigeria Education Data Survey 2010 Plus

1. Introduction: As part of the Institutional Mapping activity under NEDS 2010 Plus (NEDS 2010 +), three teams will each be visiting two states. The state visits will collect information in order to construct decision-tree flow diagrams for key intervention variables associated with the implementation of basic education. Specifically, interviewers will need to be able to identify perceived and actual conflict between legal, administrative, and applied decisions for resource allocation and management in the areas of (i) teacher management; (ii) curriculum delivery; (iii) quality assurance; and (iv) infrastructure and capital procurement. It is also expected to identify areas where multiple institutions or Departments within institutions believe they have decision power with respect to key aspects of these four areas. Given the breadth of the resource and management responsibilities, a few key areas have been identified with the expectation that these are representative of the general institutional relationships.

The questions provided are guidelines for the interviewers. All of the general thematic areas should be addressed (as appropriate), but interviewers are free to explore specific themes in more detail as the interview progresses.

Where possible, interviewers should request specific supporting documentation for assertions from the interview, such as Departmental mandates, job descriptions, state legislation, and/or budget references.

2. Background Information State: ____________________________________________________________

Institution: ________________________________________________________

Department: _______________________________________________________

Name of interviewee: ________________________________________________

Position: __________________________________________________________

Primary responsibilities: _____________________________________________

Years in current position: _____________________________________________

Telephone number or e-Mail: _________________________________________


3. Institutional Profile Information Department responsibilities: ___________________________________________

What is the legal backing for your organization? __________________________ Do you have any copies to share? _______________________________________

Do you have an organogram? _________________________________________

Does it include the names of units under each department? __________________

Do you have a departmental schedule that describes the department’s roles and responsibilities?_____________________________________________________

How many staff do you have on seat in your organization’s headquarters? ______

How many staff vacancies currently exist? _______________________________

For the Commissioner/Chairman/Secretary/Permanent Secretary –

• To whom do you report (line management superior)? _________________

• Who appointed you? ___________________________________________

• Who has the right to sack you? ___________________________________

• From which budget do you receive your salary? _____________________

• How long is your tenure? _______________________________________

4. Teacher Management Begin by asking open-ended questions that ask the respondent to map or describe the steps in the process, and state who is the decision-making authority at each step.

4.1 Teacher Recruitment Is there a standard process for recruiting teachers for formal basic education or does it differ by ECD, primary and JSS? If different, ask separately for each group.

Map out the recruitment process. Who initiates a task? Who approves and serves as the trigger for the next step in the process? This is for engaging a teacher. Determining teacher requirements is covered under teacher placement below.

__________________________________________________________________

__________________________________________________________________


__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Which Institution and Department is responsible for/ who initiates the task or triggers?

When initiating a request to hire a new teacher, who recruits and what proportion?

For new teacher posts, who ensures and who authorizes the funds available?

What are the criteria for screening applicants (documentation)?

Who conducts interviews and selects the teacher?

Who issues a Letter of Appointment and initial Deployment letter?

Who ensures a teacher reports to their post?

Is there a different process for hiring qualified vs. unqualified teachers? Are there different institutional responsibilities?

4.2 Teacher Payroll Administration of teacher’s salaries.

Describe the process by which a teacher is paid? How is a change in status recorded on the payroll? In the map include the process by which the Ministry of Finance approves the addition of a new slot.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________


Responsibilities of Institutions

What institution is responsible for funding teacher salaries (basic education)?

Which institution funds the payroll?

Are there other institutions who fund the payroll?

Who manages payroll and benefits (e.g., placing a teacher in payroll and/or updating as status change)?

How are teachers paid (by direct transfer or cash payment)?

Who approves salary changes?

Who conducts the personnel audit?

Who establishes the salary scale for teachers?

4.3 Teacher Placement/Management Ask about the process for establishing teacher needs, globally and by subject, and then ask about deployment to meet those needs.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Identifying Responsible Institutions

What institution(s) identify teacher requirements (i.e., replacing retirees or filling new schools)?

What is the policy for establishing teacher requirements (e.g., posts assigned to schools; planning projections; budgets; staffing norms)?

Who identifies a need and creates a post?

Who identifies an existing post that needs to be filled?

Who allocates funding (LGA and schools)?

Who inducts teachers after recruitment?


Who provides the initial post of a teacher?

Who oversees the re-deployment of teachers between schools in a LG?

Who oversees the re-deployment of teachers between Local Governments

Which Institution advises that CoE is needed?

What is the link between teacher production and recruitment/deployment?

Annual Teacher Evaluations

• Who conducts the? How often are they done? How is information used?

Who is responsible for teacher promotion or discipline?

Who authorizes payment or budget to pay for promotions?

5. Curriculum Delivery Keys areas include curriculum content, delivery, and support.

5.1 Curriculum

Which Institution is Responsible for:

developing curriculum content?

adapting curriculum and adding their own?

creating time tables/school class schedules?

setting the academic calendar?

Developing

• Syllabi,

• Teacher guides,

• Pedagogic materials?

financing supplies (budgets).

On what basis?


ensuring the correct pedagogic materials are available in school (distribution)?

Budget and planning discussion? Who estimates needs?

5.2 Textbook Procurement Map the textbook procurement and delivery process.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________


identifying textbook requirements (numbers by subject)? On what basis are these requirements established?

budgeting for textbook procurement?

initiating the procurement process?

reviewing proposals and ensuring textbook content reflects curriculum goals?

issuing contracts?

funding contracts?

monitoring contract execution?

storing textbooks?

Delivering textbooks to schools?

inspecting final delivery?

Following-up for contract compliance errors?

5.3 In-Service Teacher Training: Continuous Professional Development Outline the steps around the delivery of short-term locally-based teacher training.


__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________


identifying in-service training needs (teachers and system)?

funding and contributing to the funding of in-service teacher training?

prioritizing in-service training needs (content)?

developing in-service module development?

selecting teachers?

training (may be multiple)?

post-training mentoring?

monitoring of fidelity of application by teachers?

managing records /inclusion in evaluation?

Where more than one institution is funding/implementing, how is this coordinated?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________


5.4 In-Service Teacher Training: Teacher Certificate/Qualification Upgrading Establish the number of teachers identified during the last year (and every year) that were selected and sent for long-term professional upgrading at a tertiary institution. Try to establish if this represents 10% of the basic education teaching force.


identifying teacher upgrading training needs (for individual teacher)?

identifying teacher upgrading training needs (for basic education as a whole)?

prioritizing in-service training needs (specific qualification or content needs; geographic needs; sub-sector requirements ECD, early grade; JSS)?

selecting teachers?

Training delivery (identify whether teachers go in-state or out-of-state; State CoE or National CoE; university)?

post-training and monitoring that teachers return to education system?

funding of in-service training costs?

Where more than one institution is funding (e.g., Federal Teachers Scheme), how is this coordinated?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

6. Quality Assurance Under quality assurance, we should also pose questions on system accountability, such as Who is accountable for results? And who enforces the consequences for not meeting targets?


6.1 Pedagogic Quality Assurance


classroom/lesson observation?

maintaining records on teacher and school performance?

teacher’s professional accreditation/establishing norms?

teacher professional accreditation/tracking?

administering tests to students? What tests are given to students? How are the results used?

6.2 Compliance (Legal, Administrative, Health, and Safety) Identify if an official protocol exists for the formal review and approval/registration of schools. This involves a self-review and external review. If a review is not for approval/registration, what feedback is provided and to whom? Who is responsible for further action? How frequently do reviews take place?

Which Institutions are Responsible for:

school Inspection?

school accreditation (develop standards)?

school accreditation (conduct process)?

enforcement of findings of review?

How does this information feedback into the system and how is this information used?

6.3 Financial Compliance Recognizing this is the issue for which there is the least information, it would still be helpful to understand who is responsible for conducting expenditure audits, the delay, and the mechanism for reporting based on government regulations.


• Internal Audits of schools? Institutions?

external audits?


audit review?

budget review?

budget compliance?

enforcement of findings/consequences?

7. Infrastructure and Capital Expenditure Describe the procurement process. Trace all the steps in procurement from requisition to execution (including approval)?

Describe the approval process.

7.1 School Construction


identifying new construction needs?

identifying and securing a construction site?

budgeting for construction needs?

writing proposals, including defining architectural and quantity specifications?

initiating the procurement process?

reviewing proposals?

issuing contracts?

executing contracts?

funding contracts?

monitoring contract execution?

monitoring building site/works implementation?

inspecting final delivery?

following-up on any compliance errors?

Which institutions engage in school


construction in your State/LG?

What mechanism exists to coordinate construction decisions?

7.2 School Rehabilitation Ask whether there is a standard definition of renovation/rehabilitation (or a standard model applied to schools).


identifying new rehabilitation needs?

budgeting for rehabilitation?

7.3 Furniture and Equipment Who identifies furniture and equipment needs?

Who keeps the budget for furniture?

Who is responsible for procurement?

Who oversees the rehabilitation of existing furniture/desks?

Which institutions engage in furniture supply in your State/LG? (UBEC, Schools, LGC, etc.)

What mechanism exists to coordinate furniture procurement decisions?

Which institutions engage in school construction in your State/LG?

What mechanism exists to coordinate construction decisions?

Nigeria Education Data Survey 2010 Plus B-1

Annex B. Meeting Schedule for Interviews of Federal MDAs and IDPs

B-2 Nigeria Education Data Survey 2010 Plus

Federal Ministry of Education and Parastatals Date Interviewer

Universal Basic Education Commission (UBEC), Abuja. October 2, 2013

Seyi Agunbiade, Dr. Hank Healey, Ann Oden, Mitch Rakusin, Alastair Rodd, and Muhammad-Sani Usman

Federal Ministry of Education – Bureau of Secondary Education and Department of Policy, Planning, Management and Research

October 3, 2013 Seyi Agunbiade and Dr. Hank Healey

Nigeria Education Resource Center (NERDC), Sheda-Abuja October 4, 2013 Seyi Agunbiade and Dr. Hank

Healey

National Mathematical Center (NMC), Sheda-Abuja October 4, 2013 Seyi Agunbiade and Dr. Hank Healey

Federal Ministry of Education, Inspectorate Department October 7, 2013 Seyi Agunbiade and Dr. Hank

Healey

Federal Ministry of Education, Language Centre October 8, 2013 Seyi Agunbiade and Dr. Hank Healey

Teachers’ Registration Council of Nigeria, Abuja October 9, 2013 Seyi Agunbiade and Dr. Hank Healey

National Commission for Colleges of Education, Abuja October 10, 2013 Seyi Agunbiade and Dr. Hank

Healey

National Teachers Institute (NTI), Kaduna. October 28, 2013 Muhammad-Sani Usman

National Board for Technical Education (NBTE), Kaduna. October 28, 2013 Muhammad-Sani Usman

National Commission for Nomadic Education (NCNE), Kaduna October 29, 2013 Muhammad-Sani Usman

National Institute for Educational Planning and Administration (NIEPA), Ondo. October 30, 2013 Muhammad-Sani Usman

National Mass Education Commission (NMEC), Abuja October 31, 2013 Muhammad-Sani Usman

National Commission for Colleges of Education, Abuja October 31, 2013 Seyi Agunbiade

Nigeria Education Data Survey 2010 Plus B-3

International Development Partners Date Interviewer

Japan International Cooperation Agency October 3, 2013 Ann Oden and Dr. Hank Healey

UK Department of International Development October 4, 2013 Ann Oden and Alastair Rodd

UNICEF October 7, 2013 Ann Oden and Alastair Rodd

World Bank October 7, 2013 Ann Oden and Alastair Rodd

Nigeria Education Data Survey 2010 Plus C-1

Annex C. Quality Assurance Matrix for Primary and Junior Secondary Schools

C-2 Nigeria Education Data Survey 2010 Plus

Quality Assurance: Schools And Academics (Primary) Cro

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Schools/Head Teachers

Oversee the overall quality of their schools and staff ● ● ● ●

LGEAs/Inspectorate5

Visit schools to ensure that teachers are teaching properly, keeping their records, and generally doing what they are supposed to do ● ● ● ●

When deficiencies are discerned they can act on some (i.e., point out to a teacher how they can do X better) or if they cannot act on them, pass the information up to SUBEB

● ● ● ●

Visit schools to ensure that the school itself is being run properly and has the wherewithal in place to be run properly ● ● ● ●

When deficiencies are discerned they can act on some (i.e., instruct the HT to do Y better) or if they cannot act on them, pass the information up to SUBEB ● ● ● ●

Pass various monthly, quarterly, and annual reports up to SUBEB ● ● ● ●

SUBEB/Inspectorate6


When deficiencies are discerned, they can act on some (i.e., point out to a teacher how they can do X better) or if they cannot act on them, decide what SUBEB can do about it (i.e., organize a teacher training program)

● ● ● ●


When deficiencies are discerned, they can act on some immediately (i.e., point out to a teacher how they can do X better) or if they cannot act on them , decide what SUBEB can do about it (i.e., organize a HT (head teacher) training program)

● ● ● ●

When they cannot act on a deficiency immediately, they share the information with their appropriate counterparts within SUBEB such that, say, a teacher training effort can be mounted.

● ● ● ●

5 We have chosen to use a generic name because, in some LGEAs, there may be one or more than one department that carries out inspections and they can be variously named (i.e., Inspectorate, School Services, Quality Assurance, etc.). 6 We have chosen to use a generic name here because, in some states, there may be one or more than one department within SUBEB that carries out inspections and they can be variously named (i.e., Quality Assurance, School Services, PRS, Junior Secondary-School Services, etc.).

Nigeria Education Data Survey 2010 Plus C-3

Quality Assurance: Schools And Academics (Primary) Cro

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MOE/Inspectorate

Inspect all of the inspection that is taking place ● ●

Zonal Office/Inspectorate

Inspect all of the inspection that is taking place ● ●

UBEC

Inspect all of the inspection that is taking place ● ● ● ● ● ●

Quality Assurance: Schools and Academics (Junior Secondary) Cro

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Quality Assurance: Schools and Academics

Schools/Principals

Oversee the overall quality of their schools and staff ● ● ● ●

Zonal Offices/Area Education Offices



Pass various monthly, quarterly, and annual reports up to MOE ● ● ● ●

MOE/Inspectorate



Can design measures to deal with any problematic issues they observe ● ●

C-4 Nigeria Education Data Survey 2010 Plus

Quality Assurance: Schools and Academics (Junior Secondary) Cro

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Teachers Service Commission

Visit schools to oversee the overall teacher situation ●

Nigeria Education Data Survey 2010 Plus D-1

Annex D. Teacher Management Matrix for Primary and Junior Secondary Schools

D-2 Nigeria Education Data Survey 2010 Plus

Teacher Recruitment (Primary) Cro

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FME

Establishes staffing norms ● ● ● ● ● ●

School/HT

Informs LGEAs of teacher need ● ● ● ● ●

Fill in EMIS forms that contain data on the number of teachers ● ● ● ● ● ●

Passes these forms to LGEA/PRS (planning, research and statistics) ● ● ● ● ●

LGEA/Inspectorate

Gains a sense of what the teacher need situation is and passes it on to SUBEB ● ● ● ● ●

LGEA/PRS

Visit schools, oversee EMIS ● ● ● ● ●

Gather teacher data on the EMIS ASC (annual school census) and pass it on up to SUBEB ● ● ● ● ●

Collates, organizes, and produces reports ● ● ● ● ●

SUBEB/Inspectorate

During various inspections they gain a sense of what the teacher situation is ● ● ● ● ● ●

SUBEB/PRS; QA

Collect and analyze teacher data from EMIS and calculates teacher need based on P/T ● ● ● ● ● ●

SUBEB/ADM (Administration)

Gathers all the data on teacher need and drafts a request for new teachers ● ● ● ● ● ●

Submits request to SUBEB/Chair ● ● ● ● ● ●

SUBEB/Chair

Submits request to Commissioner/Governor’s Office ● ● ● ● ● ●



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Commissioner

Submits request to Governor’s Office ● ● ● ● ● ●

Governor’s Office

Determines how many can be hired given the funds ● ● ● ● ● ●

Approves a certain amount and send approval to Commissioner ● ● ● ● ● ●

Commissioner

Approves and sends the approval to SUBEB ● ● ● ● ● ●

SUBEB/ADM

Initiates the hiring process ● ● ● ● ● ●

SUBEB/Finance and Admin

Advertise for NCE holder ● ● ● ● ● ●

Receive applications ● ● ● ● ● ●

Reviews applications ● ● ○ ● ● ○

Interviews a shortlist ● ● ○ ● ● ○

Makes final selection ● ● ○ ● ● ○

Assigns teachers to an LGEA ● ● ○ ● ○

LGEA

Reviews and forwards to LG Chairman ● ● ● ●

LG Chairman

Approves an d returns to LGEA ● ● ● ●

Returns list to SUBEB ● ● ● ●

SUBEB/PRS (Planning, Research and Statistics)

Conduct initial screening through tests ● ● ●

Tests marked by State University ● ● ●



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Conduct interviews with those candidates that pass written test ● ● ● ● ● ●

Final teachers sent to MoLG to include on payroll ● ● ● ●

SUBEB issues appointment letter ● ● ● ● ●

SUBEB sends list to LGC for reference ● ● ● ●

LGEA

Assigns teachers to a school ● ● ● ● ●

Assigns teachers to a school ● ● ● ● ●

Teacher Promotion (Primary) Cro

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CSC

Establishes the promotion guidelines ● ● ○ ● ● ●

LGEA

Gathers all the teachers promotion information and submits to SUBEB ● ● ○ ● ● ○

SUBEB/ADM

With some sense of how many teachers might get promoted, reviews the lists and comes up with a final list of teachers to be promoted ● ● ○ ● ● ○

Sends list to the SUBEB Chairman ● ● ○ ○ ○ ○

SUBEB/Chairman

Submits request to Commissioner ● ● ○ ● ● ○

Commissioner

Submits request to the Governor ● ● ○ ○ ○ ○

Governor’s Office

Approves a particular number of people to be promoted based on the ● ● ○ ● ● ○


Teacher Promotion (Primary) Cro

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available money

Sends approval to the Commissioner ● ● ○ ○

Commissioner

Sends approval to SUBEB ● ● ○ ○ ○ ○

SUBEB Chair

Approves the promotions ● ● ○ ○ ○ ●

SUBEB/ADM

Enters the information into the database ● ● ○ ● ● ○

Sends information to payroll in State Government ● ● ○ ● ● ○

Teacher Payroll (Primary) Cro

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School

Maintains all records of teachers ● ● ○ ● ● ○

Passes these records up to LGEA ● ● ○ ● ○

LGEA

Maintains all records on teachers ● ● ○ ● ○

Inspects school records on all teachers ● ● ○ ● ○

Passes all information on up to SUBEB/ADM ● ● ● ● ○

Conducts personnel audit ○ ○ ○ ○ ○ ●

SUBEB/ADM

Maintains all records on all teachers ● ● ● ● ● ○

Passes this information on to Accountant General ● ● ● ● ● ○

SUBEB


Teacher Payroll (Primary) Cro

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Approves all salary changes for teachers ○ ○ ○ ○ ○ ●


Accountant General

Does random spot checks to ensure all teacher data is correct ● ● ○ ● ● ○

Pays all teachers directly in the manner of an e-payment ● ● ● ● ○

Sends money to MLG ●

UBEC


MLG (Ministry of Local Government)

Pays the primary teachers ●

Governor

Establishes salary scale ○ ○ ○ ○ ○ ●

Determines incentive scheme ●

Uses IGR (internal generated revenue) for the incentive scheme ●

Teacher Management (between schools within an LGEA) (Primary) C

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LGEA

Assigns teachers to schools they feel need them based on P/T and staffing norms ● ● ● ● ●

Does this for every teacher on a five-year cycle ● ● ●

Informs SUBEB/ADM (administration) where teachers have been placed ● ● ○ ● ○

Assigns some teachers to JSS because they are lacking schools ●


Teacher Management (between schools within an LGEA) (Primary) C

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Appoints, posts, and transfers all junior staff ● ● ●

SUBEB/ADM

Updates the database and send the update to Accountant General ● ● ○ ● ● ○

TEACHER MANAGEMENT (BETWEEN SCHOOLS BETWEEN LGEAS)

Teacher

Submits a request to the Head Teacher7 ● ● ○ ● ● ○

Head Teacher

Submits a request to the LGEA within which s/he works ● ● ○ ● ○

LGEA (A): the one from which the teacher wishes to transfer

Passes the request to SUBEB Chair ● ● ● ● ○

SUBEB/Chair

Makes a formal inquiry to the LGEA to which the teacher wishes to be relocated to see if there is a need for a teacher ● ● ● ○

LGEA (B): the to which the teacher wishes to transfer

Says yes or no. If yes ● ● ● ○

SUBEB/Chair

Approves the request ● ● ● ● ● ○

SUBEB/ADM

Does all the paper work needed to facilitate the transfer ● ● ○ ● ● ○

LGEA (B)

Places the teacher ● ● ● ● ○

7 In Imo, the LGEA is not at all involved here, only SUBEB, so the HT sends the request directly to SUBEB.


Teacher Recruitment (Junior Secondary) Cro

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ASSESSING NEED

FMOE (Federal Ministry of Education)

Establishes staffing norms for every grade/subject ● ● ● ● ● ●

School/Principal

Fill out EMIS forms that include teacher data ● ● ● ● ● ●

Pass forms to MOE/PRS, SSEB, or TSC ● ● ● ● ● ●

State Zonal Offices/Area Education Offices

Through their inspection processes they gather a sense of what the teacher need is ● ● ● ● ● ●

MOE/Zonal Offices ● ● ●

MOE/Area Education Offices ●

SSEB ●

Teacher Service Commission (TSC) ●

MOE/Inspectorate ● ● ● ● ● ●

MOE/PRS ● ● ● ● ● ●

Gathers all the data and generates an overall need, submits request to the Commissioner

SSEB/SS (Senior Secondary) Schools ●

TSC ●

MOE/SS ● ● ●

RECRUITMENT

MOE / Commissioner

Discusses the matter with the Governor ● ● ● ● ● ●

Governor’s Office

Decides how many teachers the state can afford, approves a certain number ● ● ● ● ● ●


Teacher Recruitment (Junior Secondary) Cro

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Commissioner

Informs the hiring agency of the approved number ● ● ● ● ● ●

ADVERTISES FOR THE POSITION, GATHERS APPLICANT INFORMATION, REVIEWS MATERIALS, CREATES A SHORTLIST, INTERVIEWS CANDIDATES, COMES UP WITH A FINAL LIST, SENDS LIST TO THE COMMISSIONER FOR FINAL APPROVAL

SSEB/SS ●

TSC ● ● ● ●

Commissioner

Sends list to the Governor for final approval ● ● ● ● ● ●

Governor

Approves ● ● ● ● ● ●

Commissioner

Approves ● ● ● ● ● ●

Hires the teachers

SSEB/SS ●

TSC ●

MOE/SS ● ●

Places teachers into schools

SSEB/SS ●

TSC/ADM ●

MOE/SS ● ●

Puts information into data base

SSEB/SS ●

TSC/ADM ●

Nigeria Education Data Survey 2010 Plus E-1

Annex E. Capital Investment and Infrastructure Matrix

E-2 Nigeria Education Data Survey 2010 Plus

Capital Investment (Primary) Cro

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ASSESSING NEED

LGEA/PRS

Help collect relevant data from schools for EMIS ● ● ● ●

Pass the EMIS information up to SUBEB/PRS ● ● ● ●

Visit schools to examine their capital investment needs8 ● ● ● ●

Pass the information up to SUBEB/PRS ● ● ● ●

SUBEB/PRS

Visit schools to examine their capital investment needs ● ● ● ●

Visit schools to inspect their EMIS data ● ● ● ●

Visit LGEAs to oversee their work in this regard ● ● ● ●

Accumulate all capital investment needs data from both EMIS, the LGEAs, and their own visits to schools ● ● ● ●

PLAN DEVELOPMENT AND APPROVAL

UBEC

Informs SUBEB of the size of the UBEC subvention—the matching grant subvention that is used for Capital Investment9 ● ● ● ● ● ●

SUBEB

SUBEB informs MOE of the size of the UBEC subvention ● ● ● ●

MOE

Commissioner discusses this with the Governor to see if the state government can afford to pay the 50% matching grant ● ●

Governor

8 In Cross River we were told that an informal school register of needs is used by all LGEA/PRS and SUBEB/PRS personnel—a checklist of key things to look for when inspecting schools, things like broken toilets, the need for paint, etc. 9 We were told by UBEC that once they find out how much money they will get the total amount for capital investment is 50% of the total. This amount is then divided by 37 (the number of states plus the FCT). Each state must come up with a 100% match. If they cannot, or chose not to come up with this 100% match, these UBEC funds are then made unavailable to the State. It is an all-or-none match.



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If the decision is “no” the process comes to an end here vis-à-vis the use of UBEC funds ● ● ● ● ● ●

If the decision is “yes,” then the Commissioner tells SUBEB ● ● ● ●

SUBEB/PRS

Develops a capital investment plan that weds the available funds to the need. Capital investment plan is allegedly based on priority need as determined above ● ● ● ●

Shares plan with MOE ● ● ● ●

MOE

Shares plan with the Governor ● ● ● ●

Governor

Governor approves the plan ● ● ● ●

MOE

Commissioner approves the plan ● ● ● ●

SUBEB

Passes the plan up to UBEC ● ● ● ●

UBEC

UBEC approves the plan ● ● ● ●

Releases funds ● ● ● ●

MOE

Release funds ● ●

PLAN IMPLEMENTATION

SUBEB/PRS

Advertises that capital investment work has to be done ● ● ● ●

Review bids ● ● ● ●

Create a shortlist ● ● ● ●

Select a winner ● ● ● ●



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Submits all paperwork to the MOE ● ● ● ●

MOE

Passes the paperwork to State Department of Due Process ● ● ● ● ● ●

State Department of Due Process

Issues a letter of no objection to SUBEB ● ● ● ● ● ●

SUBEB

Signs the contract ● ● ● ●

Contractors

Carry out the work ● ● ● ●

LGEA/PRS

Oversee the work, make sure various milestones are achieved ● ●

● ●

Informs SUBUB/PRS that milestones have been achieved ● ● ● ●

SUBEB/PRS

Informs SUBEB/Chair that milestones have been met ● ● ● ●

SUBEB/Chair

Approves payment of next tranche ● ● ● ●

SUBEB/FIN (Finance Committee)

Pays the contractor ● ● ● ●

These steps are repeated until all the work has been accomplished ● ● ● ●

CAPITAL INVESTMENT: LGC FUNDS

LGEA/ES (Education Secretary)

Discusses need with Education Committee of the Elected Council of the LGC ● ● ●

Education Committee of the Elected Council of the LGC

Brings the matter up for a vote among the Elected Council of the LGC ● ● ●

Elected Council of the LGC



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Vote to appropriate funds for education capital investment ● ● ●

LGC

Develops the detailed plan, does all the procurement and oversees all the work10 ● ● ●

CAPITAL INVESTMENT: COMMUNITY FUNDS

SBMC

Decides to carry out a capital investment project ● ● ● ● ● ●

Requests permission from the Commissioner to raise community funds to carry out this project ● ● ● ● ● ●

Commissioner

Approves the levy ● ● ● ● ● ●

SBMC

Raises the funds ● ● ● ● ● ●

Develops a plan11 ● ● ● ● ● ●

Implements the plan ● ● ● ● ● ●

10 We should get more detail here on how all this works. 11 We need to get details in how this actually works. If the SBMC is an elected body, it cannot implement, or should not implement. Who develops the plan, does all the procurement, and oversees all the procurement, the school?


Capital Investment (Junior Secondary) Cro

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ASSESSING NEED

Schools

Gathers relevant school-related information and passes it on up to ZO/AEO ● ● ● ●

MOE/Zonal Office, Area Education Office

Help collect relevant data from schools for EMIS ● ● ●

Pass the EMIS information up to MOE/PRS ● ● ●

Visit schools to examine their capital investment needs ● ● ●

Pass the information up to MOE/PRS ● ● ●

MOE/PRS

Visit schools to examine their capital investment needs ● ● ●

Visit schools to inspect their EMIS data ● ● ●

Visit ZO/AEO to oversee their work in this regard ● ● ●

Accumulate all capital investment needs data from both EMIS and the ZO/AEO ● ● ●

PLAN DEVELOPMENT AND APPROVAL

MOE

Commissioner gains a sense of how much money will be available. ● ● ●

MOE/PRS

Develops a capital investment plan that weds the available funds to the need—they do prioritize ● ● ●

MOE

Shares plan with the Governor ● ● ●

Governor

Governor approves the plan ● ● ●

MOE

Commissioner approves the plan ● ● ●


Capital Investment (Junior Secondary) Cro

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PLAN IMPLEMENTATION

MOE/PRS

Advertises that capital investment work has to be done ● ● ●

Review bids ● ● ●

Create a shortlist ● ● ●

Select a winner ● ● ●

Passes the paperwork to State Department of Due Process ● ● ●

State Department of Due Process

Issues a letter of no objection to MOE ● ● ●

MOE

Commissioner signs the contract ● ● ●

Contractors

Carry out the work ● ● ●

ZO/AEO (Zonal Office/Area Education Office)

Oversee the work, make sure various milestones are achieved ● ●

●

Informs MOE/PRS that milestones have been achieved ● ● ●

MOE/PRS

Informs Commissioner that milestones have been met ● ● ●

Commissioner

Approves next payment ● ● ●

MOE/FIN

Pays the contractor ● ● ●

These steps are repeated until all the work has been accomplished ● ●

●

Nigeria Education Data Survey 2010 Plus F-1

Annex F. Curriculum Delivery Matrix for Primary and Junior Secondary Schools

F-2 Nigeria Education Data Survey 2010 Plus

Primary and Junior Secondary Cro

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CURRICULUM DEVELOPMENT

NERDC

Designs all the core and non-core curricula ● ● ● ● ● ●

MOE/ERC

Designs non-core curricula ●

Adapt national curricula to fit within the state context ●

NERDC

Approves the “adapted” national curricula ●

MOE

Sets academic calendar ●

Schools

Set daily time table ● ● ○ ●

Textbooks (Primary) Cro

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ASSESSING NEED

LGEA/PRS

Help collect relevant data from schools for NEMIS ● ● ○ ● ○

Pass the NEMIS information up to SUBEB ● ● ○ ● ○

SUBEB/PRS

Visit schools to inspect their NEMIS data ● ● ○ ● ○



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Visit LGEAs to oversee their work in this regard ● ● ○ ● ○

UBEC

Obtains enrollment data from NEMIS ● ● ● ● ● ●

Conducts their own school census once every three years ● ● ● ● ● ●

Sets a policy for every pupil to receive a full complement of textbooks: English Studies, Math, Basic Science and Technology, Social Science, and Think and Do Series.12

● ● ● ● ● ●

Based on this overall need and given the available funds, they initiate the procurement process. ● ● ● ● ● ●

Selects a winning contractor ● ● ● ● ● ●

Signs the contract ● ● ● ● ● ●

Publisher

Prints the books and delivers them to each SUBEB ● ● ● ● ● ●

Oversees the distribution of textbooks

SUBEB/SS ● ● ● ● ●

SUBEB/F&S (Facilities and Supply) ●

LGEAs

Pick up their respective textbooks ● ● ● ● ● ●

Schools/HTs

Pick up all their respective textbooks ● ● ● ● ● ●

MOE/Schools Department with help from MOE/ERC (Education Resource Center)

Designs textbooks to complement those provided by UBEC ●

MOE/PRS

Initiates the procurement process ●

12 The money for all of these textbooks and learning materials comes from the 2% Share of CRF and is 15% of the total of this share. They have not yet been able to get to the point where every student has a full complement of textbooks so the gap factors into the overall need assessment.



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Identifies a winning publisher ●

Signs the contract ●

Publisher

Prints the books ●

Delivers the books to MOE/PRS ●

MOE/PRS

Oversees distribution of textbooks ●

Schools/HTs

Pick up their respective textbooks ●

Parents

Pay for the textbooks ●

Textbooks (Junior Secondary) Cro

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Help collect relevant data from schools for NEMIS and various inspection reports ● ● ○ ● ● ○

Pass the information up to MOE/PRS and MOE/Schools respectively ● ● ○ ● ● ○

MOE/PRS and MOE/Schools

Oversee the work of the Zonal Offices/Area Education Offices ● ● ○ ● ● ○

MOE/Schools (with help from MOE/ERC)

Designs textbooks ● ● ○ ○ ○ ○


Textbooks (Junior Secondary) Cro

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MOE/PRS

Initiates the procurement process ● ● ○ ○ ○ ○

Identifies a winning publisher ● ● ○ ○ ○ ○

Signs the contract ● ● ○ ○ ○ ○

Publisher

Prints the books ● ● ○ ○ ○ ○

Delivers the books to MOE/PRS ● ● ○ ○ ○ ○

MOE/PRS

Oversees distribution of textbooks ● ● ○ ○ ○ ○

Schools/HTs

Pick up their respective textbooks ● ● ○ ○ ○ ○

Parents

Pay for the textbooks ● ● ○ ○ ○ ○


Teacher Professional Development (TPD/INSET) (Primary) Cro

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ASSESSING NEED

LGEA/Inspectorate

As they oversee the work of the teachers, they may pull a teacher aside and help guide them on how to do certain things better—on-the-spot TPD ● ●

Gather relevant data on teachers and gain a general sense of what all teachers may need in the way of TPD ● ●

Pass all of this information up to SUBEB ● ●

SUBEB/Inspectorate13

Oversee the above work of the LGEAs ● ●

Visit schools and offer certain teachers on-the-spot training ● ●

Visit schools to gain a general sense of what the teachers may need ● ●

Review the results of various exams to see what subjects teachers may be doing poorly in ● ●

SUBEB/TPD14

Collate and analyze all this information to determine TPD needs of the State and each LGEA. ● ●

TPD PROGRAM DEVELOPMENT AND IMPLEMENTATION

UBEC

Designs TPD delivery mechanisms and offers them to the SUBEBs ● ●

SUBEB/Inspectorate

Can choose to use the UBEC design (which seems to have been the case in many of the States visited) ● ●

Develops a needs-based TPD program within the framework of the design offered by UBEC ● ●

13 This is done by Junior Secondary and School Services, and Primary Quality Assurance in Cross River; 14 This is done by Junior Secondary and School Services in Cross River;


Teacher Professional Development (TPD/INSET) (Primary) Cro

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MOE

Approves the design of all SUBEB TPD programs ●

School/HT

Selects 5 teachers to be trained in the cluster of 10 schools. These 5 teachers must be for the 5 core UBEC subjects ● ●

SUBEB/PRS

Procures a service provider to carry out the cluster training and to monitor its implementation in every school ● ●

SUBEB/Inspectorate

Selects one from among themselves and one LGEA supervisor to be trained in the cluster training ● ●

Service Provider

Carries out all the training ● ●

Provides 5 people to monitor the model: to make sure that the SUBEB/JS-SS, LGEA, and trained teachers are all doing what they have been trained to do. ● ●

TPD/INSET (Junior Secondary) Cro

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ASSESSING NEED


As they oversee the work of the teachers, they may pull a teacher aside and help guide them on how to do certain things better—on-the-spot TPD ● ● ●

Individual Teachers

Against the backdrop of wanting to be upgraded, applies to SSEB for upgrading, informing them of the specific TPD qualification they aim to obtain and where they intend to get that qualification.

● ● ●


TPD/INSET (Junior Secondary) Cro

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SSEB

Approves the request ●

Individual Teachers

Attends and pays for the TPD program and obtains the qualification ●

Provides INSET/CPD (continuous professional development) to JSS Teachers

ERC ●

MOE/Secondary Education Management Board ●

SUBEB ●

o MOE in Ekiti said they simply do not have the money for TPD and as such they do not do it.

Nigeria Education Data Survey 2010 Plus G-1

Annex G. SUBEB and SMOE Organizational Charts

G-2 Nigeria Education Data Survey 2010 Plus

Nigeria Education Data Survey 2010 Plus G-3

Nigeria Education Data Survey 2010 Plus H-1

Annex H. Summary of IDP Activities by Core Service Delivery Area

H-2 Nigeria Education Data Survey 2010 Plus

Project/International Development Partner

Teacher Management

Teacher Training

Quality Assurance and Accountability Construction Curriculum

Additional Notes/Comments

USAID NEI, NEDS, EMIS Projects

Support LGEAs; Support EMIS; Policy development; National Teacher Education policy; TMIS in Sokoto and Bauchi

In-Service Training in EG (limited geographic scope)

Training SBMC None None

Education Sector Support Program in Nigeria (ESSPIN)

Support NEMIS/Annual School Census

Head Teacher Development; Comprehensive assessment of Teacher skills (2010); Teacher competence; teacher intervention composite survey - generated evidence to track progress. In-Service Training at Primary levels not JSS or early grades;

Functional SBMC through Training as support system; Training of CBOs and Faith-based Organizations/ Missions in South East; inclusive view of QA not pedantic; schools involved in QA; embedded in all of ESSPIN's work to ensure improvement is sustainable; collaborative; school self- evaluation and peer review - head teacher's role is critical; Handbook on QA developed by ESSPIN currently used by FIS; overview of QA to UBEC (2011); Master Trainers for SBMCs in all states by ESSPIN-UBEC

Value-add and improvement of Infrastructure through SUBEB through procurement process improvement and management; development of Prototypes; selection of materials to be used for construction to ensure quality; community Supervision; cost savings approach for effective monitoring;

None Six States - Analytical Framework, more on the demand side rather than the supply side; need to move from inspection to QA at the federal level for success; Teachers studies: no significance difference in skills between trained or qualified teachers and competent teachers

UNICEF: GEP, Monitoring of Learning Achievement (MLA)

Support LGEAs; In-service Teacher Training, TDNA in 10 GEP States under

National MLA, Service delivery, systems building

Local Rights program (with Action Aid)

Nigeria Education Data Survey 2010 Plus H-3


Teacher Management

Teacher Training



GEP 3

DFID Nigeria: Global Partnership on Education; SESP; Harnessing Private Sector Role in Education, Education Data Operations (EDOREN Initiative); Teacher Development Program (TDP); TDNA; ESSPIN; GEP (With UNICEF)

Sector planning in 18 states; Support to LGEAs through GEP, DFID-ESSPIN: NEMIS/Annual School Census.

EMIS infrastructure requirements

Train 66,000 in math, science, and technology; Generate some of the comparative Studies

GEP, ESSPIN: SBMCs in 12 States (Incl. 4 GEP states; DFID- ESSPIN-UBEC revised guidelines for SBMCs with input from IDPS and Trainers Manuals.

ESSPIN: Whole school Development through Grants; 4 GEP States

World Bank (Global Partnership in Education); SESP

Increased funding in UBE up to $US450 million, with USAID and other donors - DFID, JICA, & UNICEF for Kano, Kaduna, Sokoto, Jigawa and Katsina - still at Preparation phase

UNESCO: International Institute for Capacity Building in Africa (IICBA)

Strengthens teacher development in Africa

JICA: Construction of Additional Classrooms, SMASE, INSET: Evidence Based Approach

In-service Education & Training (INSET) for serving teachers in Mathematics and Science; Teacher

Classroom construction and maintenance

H-4 Nigeria Education Data Survey 2010 Plus


Teacher Management

Teacher Training



Training Programs in Japan

African Development Bank Group: Nomadic Skills Training and Vocational Project (STVEP)

Nomadic Teacher Training

Nomadic integration, M&E and regular supervision

Appropriate nomadic curriculum through NERDC

ACTION AID: Enhancing Girls Basic Education in 3 States: Zamfara, Kebbi, and Sokoto; (Transforming Education for Girls in Nigeria and Tanzania (TEGINT)

In-service - Participatory Teaching methodology with NTI- 120 teachers, 16 schools; participatory teaching methodology; pedagogy in Math, English, and Science.

Community and stakeholders consultations and engagements to set minimum standards; multi country project - Transforming Education for Girls on Nigeria and Tanzania - TENGINT - baseline, endline case study analysis; Enhancing Girls Basic Education in Kebbi, Zamfara and Sokoto States; Support to NUT (Teacher's Union), CSACEFA for M&E to ensure Quality; Support to Inspectorate through Inspection Manual Reviews and updates

Infrastructure: Advocacy to Government for increased funding on Infrastructure - through budget work/budget tracking; Rights based Modelling through Local Rights Program - 12 schools: cost savings applied to building 20 schools.

Works with / support the NERDC for Curriculum Development and Quality; work with Uthman Dan Fodiyo University; ABU and NIPSS on gaps in Curriculum and methods of delivery - showed not participatory.

Rights based approach; strengthening the demand side to impact the supply side; Inspection should be autonomous (outside of Government and run independently); through an Act of Parliament, separate funds

Civil Society Action Coalition for Education for All (CSACEFA)

Advocacy Advocacy and M&E Advocacy and M&E

Advocacy and M&E

CSACEFA worked with DFID, Action Aid, UNICEF on these issues

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