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REVITALIZING ADULT AND YOUTH LITERACY IN NIGERIA
REPORT ON THE WORKSHOP ON DEVELOPING A NATIONAL STRATEGIC FRAMEWORK FOR ADULT AND YOUTH
LITERACY IN NIGERIA
Abuja, Nigeria 13th – 15th March 2012
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Introduction
In order to accelerate and underpin the national efforts to achieve EFA goals, namely goals
3, 4 and 5, the Government of Nigeria mobilised internal resources, and signed a
Memorandum of Understanding (MOU) with UNESCO for the implementation of a 3-year
project developed by UNESCO, and entitled Revitalizing Adult and Youth Literacy in Nigeria.
In the framework of the implementation of that project, UNESCO Abuja Office, in
collaboration with the National Commission for Mass Literacy Adult and Non-Formal
Education (NMEC) and the Nigerian National Commission for UNESCO, organised a 3-day
Workshop on National Strategic Framework for Adult and Youth Literacy in Nigeria from 13th
-15th March 2012. The main objective of the workshop was to develop a comprehensive and
strategic framework for adult and youth literacy in Nigeria.
Participants
The participants included senior government officials from the Federal Ministries and
specialized agencies concerned with education, planning, youth, literacy, as well as the
representatives of IDPs, CSOs and NGOs, professional bodies and the Economic Community
of West African Countries (ECOWAS). The experts were from UNESCO Headquarters,
BREDA, UIL and the academia. A detailed list of participants and the agenda of the meeting
are attached to this report.
Opening Session
The representative of the Minister of State for Education (HMSE), the Senior Special
Assistant to the Minister chaired the Opening Ceremony supported by the Director, Federal
Inspectorate Service, who represented the Permanent Secretary.
In the welcome remarks by the Permanent Secretary delivered by the Executive Secretary,
National Commission for Mass Literacy (NMEC) he pledged the Ministry’s commitment
towards the implementation of the outcome of the meeting and urged participants to
articulate a credible and actionable outcome document to support literacy delivery in
Nigeria.
The Director/Country Representative, UNESCO Abuja, Dr. Joseph Ngu, acknowledged and
lauded the passion of the Honourable Minister to revamp adult and youth literacy in Nigeria
and pledged UNESCO’s continued support in the deployment of its invaluable knowledge and
expertise and technical assistance, to enable Nigeria achieve the international agreed goals
and targets. He also commended the cordial working relationship between his office and
NMEC, NATCOM, the NGOs, as well as the tireless contributions of the media towards the
promotion of the literacy agenda.
Dr. Venkata Subbarao Ilapavuluri, Chief Literacy Section, UNESCO Paris, in his presentation
Setting the Stage for the Workshop, noted that with barely 3 years to the 2015 EFA target
of reducing illiteracy rate by 50%, the forum provided an opportunity to dialogue on the
Nigerian project with a view to introducing new approaches and strengthening structures to
ultimately scale-up the existing literacy delivery processes that lack the desired drive. He
urged the participants to reflect on the pertinent issues emanating from available global and
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national data, especially the facts that there are nearly 40 million illiterate youth and adults
and also that an estimated 8.6 million children are out of school in Nigeria. The speaker then
went on to outline the agenda of the workshop and the expected outcomes.
The Honourable Minister of State for Education, in his opening remarks, informed that the
revitalization of adult and youth literacy in Nigeria was one of the priorities and a major
component of the transformation agenda of the present administration in view of the
numerous benefits of literacy to the individual as well as national development. He urged
the experts and stakeholders present to ensure that the outcome document would translate
into a programme that would enhance the literacy levels in the country and go beyond the
rudimentary reading and writing to functional life-skills for employment generation, wealth
creation and poverty reduction.
Session 1
Current literacy scenario and goal setting, by Dr Iyabo Fagbulu
The presenter gave an overview of the current status of literacy in Nigeria as provided in the
National Bureau of Statistics (NBS) Literacy Survey (2010), Nigeria Country Profile to the E9
Ministerial Meeting (2010), the Nigeria State of Education Report (2011) and the Global EFA
Monitoring Report (2011). The data estimates the total Nigerian population at 154,774,091
of which 40m are adult illiterates with only 500,000 presently enrolled in adult literacy
classes. The survey puts the overall literacy rate (based on ability to read and write in
English and/or in any other language) at 56.9% and 7 million out –of –school children which
accounts for about 10% of the total out-of-school children in the world. The survey also
reflects a huge variation in literacy rates between States, regions and between men and
women.
Nigeria is one of the African countries that is at risk of not achieving the EFA goals by 2015.
However the Revitalizing Adult and Youth Literacy Programme is a step in the right direction
and is the first deliberate action by Nigeria to accelerate progress towards achieving EFA
goal 4. In the past, activities geared at promoting literacy particularly in the non-formal
education sector had nearly always been funded by IDPs with UNESCO being at the fore
front. In conclusion, she called for stronger political will and a national operational strategy
to foster cooperation and collaboration among national agencies, stakeholders and IDPs to
raise public awareness, mobilize fund, provide legal/ institutional backing, as well as
strengthen existing structures in literacy programme implementation to reach out to the
large illiterate population.
Review the Policy Framework: Is it inclusive and enabling? by Professor Thomas
Fasokun
The paper recalled that the main objective of Adult and non formal Education in the
National Policy on Education (2004) is to “provide functional literacy for adults and youths
who have never had the advantage of formal education or who did not complete their
primary and secondary education...” and that there were adequate institutional
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arrangements to achieve the objective. However, the bane of effective adult and literacy
programme in Nigeria is poor funding. The presenter opined that the National Policy was
inclusive as it made provision for all ages and groups, including the hitherto marginalised
but the enabling environment for quality literacy provision was lacking. He therefore
advocated for greater political commitment of government at all levels and increase of
budgetary allocation for adult and youth literacy promoting programmes as well as greater
collaboration among all tiers of government, IDPs, NGOs and civil society groups.
In the discussion that followed, there was a general consensus that there was the need to
review some aspects of the policy as well as the Act establishing the National Commission
for Mass Education to make them more comprehensive. A multi-sectoral approach to
literacy was suggested. The precise elements that need to be incorporated into the existing
policies will have to be quickly identified and the issue taken up with the policy makers with
the help of UNESCO, Abuja.
Session 2
Enhancing the Effectiveness of Literacy Programmes: Focus on Multilingual and
literate environments, by Dr. Yao YDO, UNESCO Dakar Office
The presenter emphasised functional literacy for empowerment and socio-economic
development and noted that creating a literate environment (including digital literacy) was
the key prerequisite for successful literacy programmes. He insisted on the importance of
having a clear literate environment strategy before any literacy programme implementation.
This can be achieved by promoting reading and writing for all ages, in all available and
codified languages. On multilingualism, Dr YDO insisted on the need to balance mother
tongue with international languages because competencies are better acquired by learners
in their own indigenous languages. Reading materials which promote local knowledge and
values as well as cultures and traditions should be developed to promote a multilingual
literate environment at home, community, learning centres and work places. Opportunities
should also be offered to adults who wish to learn foreign languages for professional or
functional reasons.
Apart from the educational and cultural dimensions, literacy for socioeconomic development
should be tied to income generating activities, used to promote family and community
health, gender equality and sustainable development and to achieve enlightened citizenship
and human rights protection. An effective strategic framework for literacy should therefore
incorporate these dimensions and promote publishing of books in indigenous languages and
the use of ICTs such as mobile phones. Concluding, the speaker shared some good practices
from some African countries, where effective multilingualism and mother tongue -based
literate environments had been created, to enhance literacy and youth skills development
through promotion of TVET and entrepreneurship.
During the interactive session that followed, participants decried the overemphasis on
English language and endorsed multilingualism as well as linking literacy to poverty
eradication by incorporating entrepreneurship into training modules. While noting that the
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strengthening of the literacy by radio programme was required, a multi-pronged approach in
programme delivery involving radio, television and face-face was advocated. In addition,
post literacy programmes should emphasise the facilitation of effective use of newly
acquired literacy skills to enlarge the livelihood options and improve the quality of life of the
learners.
Session 3
Instituting a Sustainable Monitoring and Evaluation System including Literacy
Assessment , by Dr. Marc Bernal, UIS Regional Advisor for Sub-Sahara Africa, Dakar.
The presenter outlined the mandate and operations of the UNESCO Institute of Statistics,
which include the collection, interpretation and dissemination of cross-national comparative
data on different domains of education as well as capacity building for Member States. A
detailed description of the UIS Literacy Assessment and Monitoring Programme (LAMP) was
provided including its objectives, instruments, implementation modalities and sustainability.
While noting that international comparability was of high importance, Mr Bernal stated that
a country willing to use the programme must have the political will and provide a national
team that the UIS will work with while providing the technical support. An estimated
timeframe for LAMP implementation is a minimum of 2 years to conclude and the status of
implementation in some countries where it has been used was highlighted.
Participants noted the merits of LAMP but were generally not well disposed to its use in the
strategic framework considering the cost and the timeframe for implementation. It was
noted that the National Literacy Survey conducted in 2010 has produced data that could be
further analysed to help literacy programmes implementation.
Session 4
Advocacy and partnerships for literacy by Dr Joseph Ngu, Director/Country
Representative, UNESCO Abuja
The paper made the economic case for investing in literacy, the reasons for advocating for
literacy and the reasons for forging effective partnerships and collaboration for literacy
education in Nigeria. The presenter reiterated the importance of pledging support for
literacy by all implementing agencies (FME, NMEC, NCNE, SAME) and also suggested
increased decentralization in education and budgetary allocation for literacy by States. On
partnerships, collaboration between the public and private sectors was emphasised.
During the discussion that ensued, participants agreed that advocacy at the community level
involving religious and traditional leaders, development associations; trade union association
and eminent persons would generate interest for literacy at the grassroots, which was
critical. Advocacy for policy makers and political players as well as the role of universities in
the development of learning materials were also noted.
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Session 5
National Youth Strategic Framework by Mr A. P. Abo, Federal Ministry of Youth
Development
The National Youth Strategic Framework was developed in 2007 with the aim of translating
the revised National Youth Policy into actionable plans and with the vision of empowering
the Nigerian youth to become self reliant and socially responsible citizens. The framework
has 18 thematic areas cutting across all the sectors of the economy to enable youth to lead
a productive and responsible life. These include, among others, education, agriculture,
employment, health, science and conflict prevention, with education being the fulcrum for
achieving all other objectives. In this regard, the framework recommends activities and
strategies that provide access to learning, vocational training and ICTs for youth and
specifically to the girls and those with special needs.
The speaker observed that although there has been considerable investment in addressing
adult and youth literacy in Nigeria, challenges such as high illiteracy rate and low spending
in the sector has hindered the effective implementation of the National Youth Strategic
Framework.
Experiences from NGOs
The various NGOs concerned with adult and youth literacy shared their experiences in the
implementation of related programmes.
The Non-Governmental Association for Literacy Support Services (NOGALSS):
This is an umbrella body of all NGOs involved in adult literacy delivery which was established
in May 1993. It has chapters in all the 36 states of the Federation and the FCT and its
vision is to compliment government’s efforts in literacy and development especially, at the
grass roots level. The body is also engaged in advocacy, mobilization, information sharing
and provision of basic and post literacy services including continuing education and skills
acquisition centres. The problems of the NGOs include inadequate governmental support,
poor funding and lack of support by relevant agencies.
The Nigerian National Council on Adult Education (NNCAE) is the professional
association concerned with promoting adult literacy through information sharing of good
practices, through publication and organization of workshops for capacity building.
The Northern Education Initiative (NEI) is a system strengthening project initiated and
funded by USAID in 3 selected states in the northern part of Nigeria. Its operation is aimed
at strengthening state and local government capacities in basic and adult and youth literacy
delivery and to increase access to the education of vulnerable groups. NEI activities also
involve training of volunteer facilitators as a gateway to access the 80 centres it established
in the 3 selected states in the areas of advocacy, provision of facilities, etc.
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2004-2015 States’ Strategic Plans: Update on Implementation, Challenges and
the Way Forward
Representatives from the States’ Agencies of Mass Education from the six geo-political zones
presented reports on the implementation of their strategic plans including the challenges
faced and proposed way forward. A summary of the presentations is as follows:
South West
Participants noted and commended the exceptional innovations and initiatives of the Ondo
State government in South West, in adult and youth literacy. This is the only State that
recently created the Ministry of Adult, Technical and Vocational Education. The Ministry was
empowered to institute programmes, establish baseline data, set up women training centres
and 28 skills acquisition centres in all the local government areas. It also established
functional M&E offices in each LGA for effective monitoring of activities and engaged in
training facilitators and the payment of N10, 000 as monthly allowance to 609 facilitators
which is above the recommended N7, 500.
South-South Zone:
It was reported that the Government of Cross Rivers State had enforced compulsory basic
education which had resulted in increase in enrolment in both formal and the non-formal
education sectors. It has supported literacy programmes through the provision of free air
time on the State Radio for educational broadcasts with the support of technical and
learning materials from UNESCO and NMEC.
North West Zone:
The presenter reported on advocacy and sensitization activities, as well as the establishment
of centres to cater especially to female learners and youth.
South East Zone (Imo State)
The report acknowledged the State government’s efforts to increase access to education at
all levels of learning especially, for the street children and in the promotion of the Igbo
language as medium of instruction. The report also noted that more girls and women
participate in adult and youth literacy programmes although there is an on-going action
through partnerships with the IDPs for advocacy and media campaigns to encourage the
boy – child participation.
During the discussion that followed, the need to address the learning needs of the youth to
meaningfully engage them in productive skills in order to avert youth restiveness and social
vices was reiterated. It was also agreed that partnerships with the Ministries of Women
Affairs and Youth Development as well as with NGOs and CSOs would further boost
Government interventions in adult and youth literacy. Some participants questioned the
reliability of some of the data provided in the presentations and were of the opinion that
they were a reflection of either under-reporting or inflation of figures in some cases. The
participants however noted that the latest NBS National Survey in reference, was conducted
in 2010 and since then some remarkable good practices initiated by some State
8
Governments may have significantly increased literacy levels at both the formal and non-
formal education sectors.
Working Groups session
The draft National Strategic Framework was developed by five working groups on the
following themes:
i) Policy dialogue and advocacy; ii) Strengthening national capacity to design, deliver and monitor quality literacy
programme;
iii) Literate environments; iv) Partnerships; v) Monitoring and evaluation.
The reports of the groups were presented for comments and improvement in plenary
sessions. The revised versions are attached to this report.
Recommendations:
1. It was agreed that the project should be implemented in a phased manner as follows:
• Initiation stage (3 LGAs in each of the 36 States);
• Expansion stage;
• Consolidation stage.
2. The estimated number to be reached during the programme is 4 to 5 million adults and 2 million out-of school children.
3. From the presentations by the working groups and the interactions during the closing session, the following activities/actions were proposed:
i) Submission of final and reversed version of the framework by each group- 22nd March 2012.
ii) Final version with inputs from UNESCO Headquarters, BREDA, UIL, UIS- 31st March 2012.
iii) Establishment of 5 task forces of small membership (not more than 6), on the various thematic areas, to articulate actions.
a. Advocacy and systematic community based action to identify youth and adult illiterates and out -of –school children and elaboration of a strategy for
literate environment (including digital devices)
b. Review/refine existing literacy curriculum and teaching learning materials c. Development of integrated training modules targeted at different groups. d. Development of a comprehensive equivalency and certification system for a
credible non-formal education pathway.
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e. Set up sustainable monitoring and evaluation mechanism including literacy assessment.
iv) Deployment of a National Programme Officer for Education to the UNESCO Office Abuja to drive the process (UNESCO HQ will be contacted for that).
v) Preparatory Activities – May –September 2012 including: vi) Create a Website for the Revitalization programme to provide a platform for
information sharing and exchange of ideas and experiences
vii) vii) 8th September 2012- International Literacy Day- Big launch of teaching/ learning process.
Two recommendations were made to the Nigerian Government and to
UNESCO, as following:
1. To the government of Nigeria: Declare the year 2013 National Literacy Year, and take measures for country mobilisation for the promotion of literacy.
2. To UNESCO: To augment the staffing of the Abuja Office for efficient and timely delivery.
10
UNESCO ABUJA AND FEDERAL MINISTRY OF EDUCATION
NATIONAL STRATEGIC FRAMEWORK FOR ADULT AND YOUTH LI TERACY
Expected Result 1: Program delivery improved to make X millions adults and youth acquire basic literacy skills by 2015
Activities Performance Indicators
Means of Verification Cost Time Frame
Responsible (Institution, focal person…)
Risks and Assumptions
Retool the facilitators on Androgogical methodology
200,000 trained Reports from training institutions & NMEC
CBMC
April- May 2012
Training institutions NMEC
SAME
Facilitators may abscond after training
Produce primers/text books, facilitators guide
5,000,000 primers/text books & 200,000 facilitators guide
NME C
SAME
Learners
CBMC
April-May 2012
NMEC
Funds are made available
Provide instructional materials (chalk board, audio-visuals, charts, etc.)
More conducive learning environment
Learners, Facilitators
CBMC
NMEC Delay in production
Funds are made available
Institutionalise proper record 200,000 facilitators NMEC April-May NMEC Delay in supply to states Safety & security
11
keeping keeping proper records SAME
CBMC
2012 SAME
CBMC
challenges
Establish and institutionalise CBMC
No of functional CBMC NMEC
SAME
CBMC
April-May 2012
NMEC
SAME
NGOs, CBOs, FBOs
Non commitment of some members
Provide ICT in the selected model centre in all LGAs
7,740 computers NMEC
SAME
CBMC
Learners
April-May 2012
NMEC
SAME
CBMC
Learners
Maintenance
Security
Inadequate power supply
Expected Result 2: A non formal pathway developed to provide learning opportunities to X millions out of school children and youth
Sensitise and carry out public enlightenment of target communities
5 Million out of school children and youths registered
No of learners certificated April-Dec 2012
NMEC
SAME
CBMC
NOA
NGOs, CBOs,
Funds will be made available
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FBOs
Develop and produce audio-visual learning materials
No of audio-visual materials produced
Reports from NMEC
SAME
CBMC
April-Aug 2012
NMEC
SAME
CBMC
NOA
NGOs, CBOs, FBOs
Poor quality of audio-visual materials
Develop an effective equivalency and certification system
No of learners certificated through the system
Reports from
NABTEB
NBTE
Aug-Dec 2012
NABTEB
NBTE
NMEC
Loop holes in the system
Develop graded modular competency-based education pathway starting with basic education module to technical /vocation module
System developed Reports from
NABTEB
NBTE
NMEC
SAME
NERDC
April-April 2013
NABTEB
NBTE
NMEC
SAME
NERDC
Bureaucratic bottlenecks
Link learners with the mentors/facilitators
No of out-of-school children and youths enrolled at the centres
Reports from
CBMC
SAME
CBMC
SAME
NMEC
NGOs,
Community not sufficiently sensitized increased interest from the
13
NMEC
Learners
CBOs, FBOs
Community will
Expected Result 3: Capacities of institutions developed in: facilitators training, curriculum design & development, program delivery, M&E, action research and learning from effective practices
Identify resource institutions to conduct sensitization, trainings and orientation programme matching their core competencies with identified gaps in their capacity
Capacities of NFE training institutions , NMEC, SAME, NERDC deeveloped
Report of trainings from NMEC, SAME, NERDC
Increased rate of enrolment, retention and completion
July 2012-2013
Revitalisation Committee
NMEC
Train more facilitators and teachers at NFE Institutes nation wide
Additional 50,000 facilitators trained annually
No of people trained and certified
Reports from NMEC
SAME
Jan 2013- Dec 2014
NMEC
SAME
Training Institutes
Organise seminars and workshops for facilitators and their teachers
No. Of facilitators and teachers trained
Reports of Seminars and workshops.
Develop training module
Develop capacity on learning best practices across the globe
14
Expected Result 4: Post Literacy Policy clearly formulated and mechanism developed for enriching Literate Environment (books, digital, newspapers, etc)
Conduct a Baseline survey to determine Learners mainstreaming from basic to post Literacy
Percentage of Adult disaggregated
Percentage of Youth disaggregated
Survey Report 3 months NMEC, NPC, NCNE
NBS, NPopC , NERDC, SAME
Sensitize Stakeholders on the need to implement post literacy Policy
Number of sensitization programmes carried out.
Number of stakeholders sensitized.
Report and Attendance list. 6 months FME, NPSC, NMEC, NCNE, SAME, NOA, FMYD, FMWA, CSOs, The Media.
Strong Political will, Timely Release of Fund,
Evolve a Literate Environment strategy for Post- Literacy
Number of strategy tools developed
The Strategic tool 6 months FME , SMoE, NMEC, Universities, CSOs,
other stakeholders
Transfer of Personnel, Decrease in Budget Allocation, Politicization of the activity, Instability
Train Facilitators/Teachers for Adult and Youth Literacy
Number of Facilitators/Teachers trained disaggregated
Attendance list,
Training Manuals,
Certificates of Attendance,
Pictures, Reports
12months NMEC
Establish more literacy centres, with E- learning facilities and Mobile Libraries( for Homes,
Number of centres established with E-
Number of Literacy centres established.
3 years NMEC, SAME, UNESCO
15
Schools and Community use ) Learning facilities
Number of Mobile libraries
Number of pilot centres with E-Learning facilities established.
Number of Mobile Libraries
Provide more Post Literacy Materials
Number of Materials developed.
Number of Materials produced.
Number of Materials distributed.
Number of Languages in which Materials are developed
Curriculum,
Textbooks,
Primers
Readers,
Dictionaries,
Newspapers
12-36 months
NERDC, NMEC SAME, NABTEP NINLAN, RAN, Writers and Publishers, LAN
Establish more Skill Acquisition Centres
Number of Functional Skill Acquisition Centres.
Number of trained personnel on TVE
Required Equipments for different Vocational areas
12-36 months
FG, SG, LG SMEDAN BOI, IFAD, UNICEF, NDE, World Bank, ADB, CSOs, JICA
Expected Result 5: A conducive environment created for effective literacy program delivery through advocacy and active partnerships
Ministries:
Map the different intervention in LNFE in other to create synergies
All line ministries & parastatal identified and synergy developed
NMEC Reports May 2012 NMEC
Universities and specialised 20 more un-codified languages codified
NMEC training Reports May 2012- NMEC
16
institutions:
1. Codify languages 2. Train trainers
50 trainers per state plus FCT trained by the university
Dec 2013
July 2012
Communication companies: Promote literacy through digital devices (mobile phones, internet) & instructional materials.
At least 10 pilot centres per state plus FCT use mobile phones to support literacy skill development.
NMEC Reports on literacy provision sources
2013 NMEC
Communities:
Support advocacy, monitoring and feedback. Provide learning centres/ spaces
At least 50% increase of Learning centres & 60:40% increase in Female & male enrolment respectively.
NMEC M&E Reports Continuous NMEC
Media:
Support Advocacy/sensitization, Use broadcast/print media as literacy tool. Provide production facilities for learning
At least 80% of programmes developed had been Broadcast
NMEC Reports Continuous NMEC
Civil society organisations and IDPs:
Develop collaborations with CSO in running of literacy classes.
At least 2 active NGOs or coalition of NGOs per state has been involved in the implementation
NMEC Reports Continuous NMEC
17
Publishers & manufacturers of electronic devices:
Produce learning Materials
Learning Materials (Digital and physical forms) exist in all codified languages
NMEC Reports May 2012 and continuous
NMEC
NMEC & SAME:
Ensure overall M & E, capacity & primer development for literacy Programs from Government platform
Training of 50 facilitators per LGA trained by the trainers
NMEC Reports Continuous NMEC
Expected Result 6: Policy dialogue strengthened for more support to LNFE
Undertake Situation Analysis: i. Data collection ii. Data entry iii. Validation iv. Analysis (by urban,
rural, location and gender)
v. Reporting
Reliable data on Literacy and NFE disaggregated by different parameters and levels of government
Statistical digest of literacy and NFE at LGA, State, FCT and National levels
Situation Analysis report
April – May 2012
FME, UNESCO (implementing partners NATCOM, NMEC, SAME, SOME, LGEAs)
RISKS
i. Difficult terrain ii. Security
situation ASSUMPTIONS
iii. Adequate analytical capacity
iv. Political will and commitment
v. Adequate funding from all stakeholders
vi. Willingness to participate
vii. Attitudinal or behavioural change towards
18
literacy programme
Undertake Stakeholder Dialogue at the Local, State and National level through:
i. Workshop at LGA level
ii. Workshop at State level
iii. Workshop at National level
iv. Policy proposals from recommendations
v. Media coverage (print and electronic media)
i. Number of participants at the 3 fora
ii. Percentage increase in support for literacy programmes
iii. Reduced Drop-out rate
iv. Reduced crime rates in the target areas
i. List of participants/attendance at the dialogue sessions
ii. Stakeholders report iii. Survey reports including
those of IDPs and iv. NGO/CSOs
M&E reports
LGA
Tea Break @N250, Lunch @N500 STATE
Tea Break @N500, Lunch @N1000 NATIONAL
Tea Break @N1000 Lunch @N3000
LGA Transport @N1000
Hall for LGA N20,000
Hall for State N50,000
Hall for
June 2012 FME/UNESCO (NATCOM, NMEC, SAME, SOME, LGEAs
19
National N
2. Undertake Advocacy and Sensitization through:
i. Pre-advocacy meeting
ii. Advocacy kits iii. Advocacy
visit iv. Media
coverage (print and electronic media)
v. Advocacy report
vi. Relevant communication to stakeholders (visits and letters)
i. Number of participants at meeting by gender
ii. Number of Advocacy kits produced
iii. Number of advocacy visits undertaken
iv. Number of media coverage
v. Enrolment rates by gender
vi. Literacy rate by gender
vii. Drop-out rate by gender
viii. Level of crime rate in the target areas
i. Attendance/participants list
ii. Survey reports (MDAs, NGOs, IDPs, etc)
June-July 2012
FME/NMEC, UNESCO (NATCOM, NMEC, SAME, SOME, LGEAs
Expected Result 7: A sustainable M&E system including literacy assessment instituted
Carry out a situation analysis of the current information system on adult and youth literacy/mass literacy.
Percentage of number of centres/programmes per states, LGAs available.
Availability of reliable data for NFE M&E
2012-2014 NMEC, NBS (FME/EMIS)
Stakeholders to be responsible in active participation of data collection.
Capacity of data
20
collectors
Human capacity – turnover of personnel
Accountability and funding
Transfer of trained officers
Strengthen the EMIS to reflect necessary information on NFE for Monitoring sector performance
Establishment of the EMIS at state and National Level.
The scope and the response rate of the Institutions providing.
Conduct Routine visit of M&E by stakeholders FIS, and State Offices Facilitators, Participants and Centre Base Management
Number of reports available.
X Number of centres visited. 2012 - 2015 NMEC/SAME and stakeholders
Carryout Monthly, quarterly, midterm and yearly evaluation of programme implementation
Number of meetings held
March 2013
NMEC/SAME and stakeholders
Conduct participatory midterm and final evaluation
Availability of report Conduct of stakeholders meetings
June 2014 NMEC/SAME and stakeholders
Carry out a Literacy survey based on the same methodology as the NLS 2010 with additional variable and analysis of impact.
Availability of survey result
NBS publication on National Literacy Survey 2010.
2015 NMEC/SAME and stakeholders
21
Expected Result 8: LNFE policy reviewed to make it more inclusive and enabling (incorporating gender and language concerns, etc)
Engage in High level Policy dialogue at:
LGA State National level
Number of participants at dialogue
Enrolment Rate by gender
Policy briefs
Dialogue report
2012-2014 (evolving)
FME/UNESCO (NATCOM, NMEC, SAME, SMoE, LGEAs, legislative house state and national )
Inadequate stakeholder buy in
Adequate funding
Political commitment
Informed policy review
Research on similar issues of concern at Local, National and Global levels
Develop Policy briefs, policy dialogue kits
Research on best practices synthesised
Summary of best practices report/policy briefs
Carry out Policy review when necessary (curriculum, facilitators status etc)
Number of policy items reviewed to engender enabling environments
Policy document
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LIST OF PARTICIPANTS AT THE WORKSHOP TO DEVELOP A N ATIONAL STRATEGIC FRAMEWORK FOR ADULT AND YOUTH LITERACY IN INGERIA; BOLINGO HOTEL AND TOWERS ; 13-15 MARCH 2012
S/N Name Address e-Mail Phone Sex
(M/F) 1 Comfort E. Effiom SAME CRS [email protected] 8033564801 F
2 Amb Barr Lolo S.C. Nkememena SS, Benin [email protected] 8033852324 F
3 Mrs M. Khalid NMEC Minna [email protected] 8036026031 F 4 Udoji U. M NatCom UNESCO [email protected] 8066096658 F 5 Prof T.O. Fasokun OAU, Ile-Ife [email protected] 8035811646 M 6 Jibrin Y. Paiko NMEC [email protected] 8033818232 M 7 Yakubu Zakari NMEC [email protected] 8035981336 M 8 Celestina Ugwu NatCom UNESCO [email protected] 8055987537 F 9 Anggeye, C.A. NatCom UNESCO [email protected] 8036039037 M 10 Omene C.T NatCom UNESCO [email protected] 8033154035 F 11 Umar Ibrahim NMEC [email protected] 8036910073 M 12 Nasidi Sabo NMEC [email protected] 8025925570 M 13 Kenneth Uwah FME [email protected] 8035279509 M 14 Aguda Fehintola NMEC [email protected] 8035954989 F 15 Dein Ben-Iorlamen NOA [email protected] 8036174893 F 16 Dr Iyabo Fagbulu Ilesa [email protected] 8055833892 F 17 Princess Akenzua NOA [email protected] 7030431313 F 18 Prof F.M. Umar Kano State AME [email protected] 8034066287 F 19 Abubakar Danjani Hadejia NMEC Bauchi [email protected] 8037250672 M 20 Sule N. Kutigi SAME Minna [email protected] 8061535093 M 21 Solomon T. Adzigari SAME Adamawa [email protected] 7035757067 M 22 Prof K. Isyaku UMYU, Katsina [email protected] 8033457414 M 23 John Edeh NMEC Abuja [email protected] 8030774207 M 24 Dr Ya'U H. Usman Jigawa SAME [email protected] 8065729945 M
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25 Hajiya Mariya Abdu NCWS Nigeria [email protected] 8069599573 F 26 Gidado Bello Zango-Zaria [email protected] 806394224 M 27 Cecilia T. Pwol Kado Estate [email protected] 8037150111 F
28 Okoh Ifeyinwa RACTI Enugu, [email protected], [email protected] 8036760129 F
29 Prof Usiwoma Evawoma-Enuku President, NNCAE [email protected] 8037169954 M
30 Nwokeforo J.I.U FME, Abuja [email protected] 8033147088 F 31 Usman Tahir NOGALSS [email protected] 8036054280 M 32 Marc Bernal Dakar [email protected] M 33 Mrs Rachel Ogbe ECOWAS [email protected] 8033201050 F 34 Dr Justina Ahme Ecumenical Foundation [email protected] 7034011958 F 35 Mrs A.A. Obiesie ANFE, Imo State 7032024146 F 36 M.T. Sulaiman NMEC Katsina 8065426428 M 37 Prof Stella Nwizu Dept of AE, UNN [email protected] 8038684405 F 38 Alh Musa Yakubu FCT AME [email protected] 8033145390 M 39 Elizabeth Gbiang FCT AME [email protected] 8068895940 F 40 Ekpe Nancy Min of Niger Delta Affairs 8038680167 F 41 Dr M.S. Abubakar NBTE, Kaduna [email protected] 8036276839 M 42 Chidi Patrick A. NOA [email protected] 8033412707 M
43 Rev Don O. Tawo New Creation Edu Found [email protected]
8034544092, 08023059094 M
44 Mrs A. Taw New Creation Edu Found [email protected] 8086049341 F 45 Musa Hassan Gusau NMEC Abuja [email protected] 8062515041 M 46 Mohammed Awal NMEC Abuja mohammed-awal2009 8069275529 M 47 Cosmas O. Adurojaiye CACCA DEV [email protected] 8188305919 M 48 Joseph Ngu UNESCO Rep [email protected] 8050208741 M 49 Fapohunda Tiwalade Abuja [email protected] 8033209253 F 50 Domitilla Ochi NOA 8059652742 F 51 Marcel Anyatonwu FRCN [email protected] 7035133839 M
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52 Optimist Y. Habila CAPP [email protected]; [email protected] 8035796766 M
53 Gidado Tahir Univ of Abuja [email protected] 8055177890 M 54 Okosun A.A. NatCom UNESCO [email protected] 7045107093 F 55 Obeya Andrew Ode NatCom UNESCO [email protected] 8036574329 M 56 Anene-maidoh.M.O NatCom UNESCO [email protected] 8033358578 F 57 Okafor Toochukwu CSACEFA FCT SPED [email protected] 8034529492 M 58 M.S. Siddiq NCNE Kaduna [email protected] 8033139915 M 59 Engr Jaja Isichie NDE Abuja [email protected] 8033393905 M 60 Odunze Chinyere CSACEFA FCT AYGF [email protected] 8069306963 F 61 Prof Zakari Moh'd ABU Zaria [email protected] 8037039624 M 62 Begudu Adbul NMEC Kano Centre [email protected] 8033287418 M 63 Oyetunji. A.A NMEC Ibadan [email protected] 7032981736 F 64 Ohiri-Aniche C Linguistics Asso of Nig [email protected] 8033442849 F 65 Mrs Mary Abifarin NCWS Nigeria [email protected] 8036240086 F
66 Dr Venkata Subbarao Chief, Lit & NFE, UNESCO Paris [email protected] 33145680869 M
67 Dr Ydo Yao Chief of Section, Edu for Peace, Dakar [email protected] 2.21775E+11 M
68 Hon Bon Okafor Warri [email protected] 8183140281 M 69 Mrs Florence Orji 7066 F 70 Dr Onu M NMEC [email protected] 8055940243 M 71 Mrs Out Bassey Mildred NERDC [email protected] 8035881286 F 72 Pius Udo ILO [email protected] 8023169359 M 73 Simmon E. Essiet NMEC South East [email protected] 8037755217 M 74 Onyebgule Glory WMO / GTG [email protected] 8023394907 F 75 Wirba Alidu UNOPS [email protected] 8073412690 M 76 Engr S. M. Yususf NBTE, Kaduna [email protected] 8028451163 M
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77 George Monyei NOGALSS [email protected]; [email protected] 8023391481 M
78 Dr Elisha Kutara FME FIS, Abuja [email protected] 8037002702 M 79 Yawon Caroline FCT AME [email protected] 8036046506 F 80 Esther Ezra Mokollo NMEC [email protected] 8025567756 F 81 Mohammed S.O NBS [email protected] 8051253607 M 82 Dr Abba Abubakar Haladu BUK Kano [email protected] 7067970973 M 83 Agibi Matthew Education World [email protected] 8038955522 M 84 Ihe Henry Akemi Women & Children [email protected] 7037785755 M 85 Omeka Thomas O. Women & Children 8088251628 M 86 Obiofuma Chris NBS [email protected] 8029511407 M 87 Ochoga O. Ese Fed Min of Youth & Dev [email protected] 7031375747 M 88 Aderinoye R.A UBEC [email protected] 8033492011 M 89 Adelola Adegbesan CSACEFA [email protected] 8034018944 F 90 Arinola Onuche Johnson CSACEFA [email protected] 8065390769 F 91 Attabor P.A. Min of Youth Dev [email protected] 8080566775 M 92 Rosemary Effiong SESER [email protected] 8037015727 F 93 Prof A.U. Okwudishu Univ of Abuja [email protected] 8023500054 F 94 Okoye Ann C Standard Chartered Bank [email protected] 8036209999 F 95 Lugard Okonobo ADAFS [email protected] 7038488642 M 96 Dr Adekola A. World Bank [email protected] 8034080951 M 97 Dr Chinwe Muodumogu Reading Asso of Nig [email protected] 8065641445 F
98 Dare Olagidi Life Impact Found [email protected]
08135354953, 08132083368 M
99 Imoh Essien Mary Slessor Asokoro [email protected] 8099638256 M 100 Ibu Omari NMEC Minna [email protected] 8038264923 F 101 Oluseyi Soremekun UNESCO Abuja [email protected] 8033030002 M 102 Lijofi Olusola Min of Adult, Ondo [email protected] 8033502758 M 103 Solomon W. Katsit NMEC Abuja [email protected] 8028582649 M 104 Okosun Esther APO [email protected] 8065217402 F
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105 Nkanang Gory WOVA [email protected]; [email protected] 80188054261 F
106 Udeme WOVA Abuja [email protected] 8088177414 F
107 Ngozi Awuzie UNESCO Abuja [email protected]; [email protected]
8037871118; 08051358833 F
108 Fatima J. Ahmad OSSAP-MDGs, The Presidency [email protected] 8053270986 F 109 Hakia Ramatu T. Aliyu ANPP Nat Sec [email protected] 8033821781 F 110 Lami Chonoko Lugbe [email protected] 8032856909 F 111 Maradun A.M. Min of Labour & Prod [email protected] 7060737458 M 112 Olayiwola A. J. (Mrs) BSE, FME [email protected] 8036278180 F 113 Nnadi Vitaleen Nation Pop Comm [email protected] 8033298859 F
114 Eva Kyaagba Society for Gender & Child Advancement
[email protected]; [email protected] 8062069555 F
115 Tomi Sode UN Women [email protected] 8062223061 F 116 Macaulay Olushola UNESCO Abuja [email protected] 7032868444 M