Kaduna State Government

2014 Annual Education Sector Performance Report

Ministry of Education

October 2014

1 | P a g e

Table of contents ACRONYMS AND GLOSSARY OF TERMS ......................................................................................................... 2

PREFACE .......................................................................................................................................................... 3

EXECUTIVE SUMMARY .................................................................................................................................... 4

CHAPTER 1: INTRODUCTION ........................................................................................................................... 5

1.1 BACKGROUND/OVERVIEW OF STATE OVERARCHING GOAL AND SECTOR OBJECTIVES ................................................. 5 1.2 PURPOSE OF THE BASELINE REVIEW REPORT ........................................................................................................ 7 1.3 SUMMARY OF STAKEHOLDERS IN THE SECTOR ...................................................................................................... 7

CHAPTER 2: RESULTS AND STRATEGY PERFORMANCE ANALYSIS ................................................................. 9

2.1 PERFORMANCE TREND OF EACH OUTCOME KPI .................................................................................................... 9 2.2 KEY LESSONS ................................................................................................................................................ 15 2.3 KEY FINDINGS ............................................................................................................................................... 15

CHAPTER 3: FINANCIAL PERFORMANCE ANALYSIS ...................................................................................... 17

3.1 SECTOR BUDGET APPROPRIATION, DISBURSEMENT AND EXPENDITURE TRENDS....................................................... 17 3.2 OVERVIEW OF DEVELOPMENT PARTNER’S AND NON-GOVERNMENTAL ORGANISATIONS EXTERNAL ASSISTANCE TRENDS: .... 20 3.3 KEY FINDINGS AND NEW LESSONS LEARNED AND CONCLUSIONS (INCLUDING OPPORTUNITIES AND RISKS):......................... 21

CHAPTER 4: RESULTS AND ORGANISATIONAL PERFORMANCE ANALYSIS.................................................. 22

4.1 INSTITUTIONAL AND ORGANISATIONAL CAPACITY DEVELOPMENT PROGRESS: ......................................................... 22 4.2 HUMAN RESOURCES MANAGEMENT PERFORMANCE .......................................................................................... 24 4.3 PHYSICAL INFRASTRUCTURE AND FACILITIES DEVELOPMENT ................................................................................ 25 4.4 KEY FINDINGS AND NEW LESSONS LEARNED AND CONCLUSIONS (INCLUDING OPPORTUNITIES AND RISKS) ................. 26

CHAPTER 5: SUMMARY OF KEY FINDINGS AND RECOMMENDATIONS ........................................................ 28

5.1 FINDINGS ON RESULTS AND STRATEGY PERFORMANCE ANALYSIS ............................................................................... 28 5.2 FINDINGS ON RESULTS AND FINANCIAL PERFORMANCE ANALYSIS .............................................................................. 29 5.3 KEY FINDINGS ON CROSS CUTTING ISSUES OF GENDER AND SOCIAL INCLUSION ............................................................. 29 5.4 RECOMMENDATIONS FOR MTSS ADJUSTMENT FOR IMPROVED RESULTS ................................................................... 31 5.5. RECOMMENDATIONS ON KEY PROGRAMMES, STRATEGIES/ACTIVITIES/INTERVENTIONS ................................................ 31

ANNEXES ....................................................................................................................................................... 35

ANNEX 1 RESULTS FRAMEWORK ............................................................................................................................. 35 ANNEX 2: THE SECTOR RESULTS LOG FRAME WITH THE 2012 BASELINE KPI VALUES AND PROPOSED ANNUAL

PERFORMANCE TARGETS FROM 2013 TO 2016. ....................................................................................................... 40

2 | P a g e

Acronyms and Glossary of Terms

AESPR Annual Education Sector Performance Report

ASC Annual School Census

B.Ed. Bachelor of Education

DFID Department for International Development

ECCDE Early Childhood Care Development and Education

EFA Education for All

EMIS Education Management Information System

ESP Education Sector Plan

ESSPIN Education Sector Support Programme in Nigeria

HR Human Resource

JICA Japan International Cooperation Agency

JSS Junior Secondary School

KPIs Key Performance Indicators

LGAs Local Government Areas

LGEAs Local Government Education Authorities

M&E Monitoring and Evaluation

MDAs Ministries, Departments and Agencies

MDGs Millennium Development Goals

MoE Ministry of Education

MTSS Medium Term Sector Strategy

NCE Nigeria Certificate in Education

PCR Pupil-Classroom Ratio

PFM Public Financial Management

PQTR Pupil-Quality Teacher Ratio

PTR Pupil-Teacher Ratio

QA Quality Assurance

QAB Quality Assurance Board

SBMCs School Based Management Committees

SPARC State Partnership for Accountability, Responsiveness and Capability

SSS Senior Secondary School

SUBEB State Universal Basic Education Board

UBE Universal Basic Education

UK United Kingdom

UNESCO United Nations Educational, Scientific and Cultural Organization

UNICEF United Nations International Children Education Fund

WAEC West African Examination Council

3 | P a g e

Preface

Since 2009, with the tacit support of the Education Sector Support Programme in Nigeria (ESSPIN), the state Ministry of Education has embarked on the production of Annual Education Sector Performance Review reports. The aim is to complement the budget process such that informed decisions can be taken prior to budget preparation. Consequently in 2009, the first Kaduna Annual Education Sector Performance Report was produced as a follow up to the 2010 Medium Term Sector Strategy (MTSS) and the 2009/2010 Annual School Census. The key areas of emphasis were evidence of education outputs and outcomes with particular reference to the indicators specified in the MTSS; observed trends in relation to expectations in the light of current or existing policies; suggestions about changes that should be made to these policies based on evidence and observed data gaps and further suggestions on the additional data that should be collected and how on-going processes could be improved. It is therefore gratifying to note that tremendous achievements have been recorded despite limited resources by government within the period under review. However, in-spite of government effort to improve the standard of education there are still challenges, most of which were identified in the 2010-2012 and 2014-2016 MTSSs. Government is nevertheless committed to fulfilling its promises to the Education Sector. I once again, wish to express my profound appreciation to the Annual Education Sector Performance Report draft team, Monitoring and Evaluation Units in State Universal Basic Education Board and Ministry of Education, Education Management Information Systems Unit of the Department of Planning, Research and Statistics in the state Ministry of Education for generating tables from the Annual School Census Report, the sub-sector parastatals and education officials at all levels who contributed towards the production of the Annual Education Performances Review report. I feel particularly indebted to our development partners, particularly Department for International Development (DFID)/ESSPIN for their untiring technical and financial support for the implementation of reform programmes in the Education Sector. It is my conviction that the information contained/supplied in the report will go a long way in furnishing our stakeholders with authentic data on the activities and achievements of the Kaduna State Ministry of Education.

Permanent Secretary, Ministry of Education, Kaduna State.

4 | P a g e

Executive Summary

The Annual Education Sector Performance Review (AESPR) is a feature of the Annual Budget Calendar aimed to assist budget planning. It is an assessment of the sector’s year performance aimed at complementing the budgetary cycle so that informed decisions can be taken prior to budget preparation. The present report focuses on the implementation of the 2013-2015 MTSS as well as the Education Sector analysis as presented in the 2013/2014 ASC. The following are the key areas of focus:

Evidence of key education outputs and outcomes, with particular reference to the indicators specified in the Kaduna State Development Plan;

Observed trends in relation to expectations in the light of current policies;

Recommendations about changes that should be made to these policies supported by evidence;

Observed data gaps and suggestions on the additional data that should be collected and how on-going processes can be improved.

The information contained in this report is organised from a Results-Based Management perspective: indicators describe resources used and measures taken (inputs and activities) in order to produce short to medium term results (outputs), which in their turn are believed to be key stepping stones to achieve medium to long term results for the beneficiaries (outcomes and impact). The analysis focuses on what factors influence the relationships between inputs and results. Evidence on whether or not outcomes are achieved – and why – should provide the planner with a reasonable basis to adjust activities and policies to achieve desired outcome.

5 | P a g e

Chapter 1: Introduction

1.1 Background/Overview of State Overarching Goal and Sector Objectives Kaduna State policy thrust of education is to increase access and improve quality of education at basic, primary, secondary and tertiary education to the citizens that can ensure self-reliance of individuals and sustainable development of the state. Education Policy in Kaduna State is informed by national and international agreements, policies and targets. At international level, such policies include the Millennium Development Goals (MDGs). At the national level, policies include the National Economic Empowerment and Development Strategy, Universal Basic Education (UBE) Act, Economic Transformation Agenda, Federal Roadmap, National Policy on Education, Education for All (EFA) goals and Kaduna State Development Plan. The Kaduna State Education Sector Plan (ESP) is a long term strategic plan intended to inform the state’s commitment to achieving the EFA provisions of the MDGs. This sector-wide plan constitutes the base document which guides the ministry’s strategy formulation to assist in delivering the state’s reform agenda for social development and poverty reduction through improved activities in the Education Sector. The six key priorities areas of the ESP are as follows:

Basic education;

Secondary education;

Adult and non-formal education;

Higher education;

Policy, planning and resource management;

Monitoring and Evaluation (M&E). The main policy objectives of the ESP are as stated below:

Improve the quality and relevance of basic, secondary and tertiary education;

Expand basic education coverage, especially for disadvantaged groups;

Provide appropriate non-formal learning opportunities, particularly for illiterate and hard-to-reach children and youth;

Strengthen government’s capacity to manage, plan, and monitor the delivery of education services more effectively and efficiently.

The vision and mission statements provide the basis for the strategic plans, core values and key result areas which led to the identification of strategic goals and objectives which have been broken down into activities. The goals, alongside the corresponding MTSS objectives and targets are: Provide free quality basic education for all children and young person’s irrespective of gender, faith, social background and special needs.

6 | P a g e

The objectives are to:

Increase intake into public pre-primary schools by 5% annually;

Achieve a gender parity index of 0.9 in primary education;

Provide whole school development in 5% of primary and junior secondary;

Increase community and private sector participation in public education provision by 30% in primary and junior secondary education;

Increase completion rates of boys and girls in primary schools by 10% and 15% respectively;

Increase the transition rate from primary to junior secondary education from 28.5% to 35%;

Support 25 Qur’anic schools to teach four core subjects.

Expand access and provide functional adult literacy and continuing education programmes for youths and adults, with objectives:

• Increase the literacy rate from 69% to 70%; • Increase the number of continuing education learners by 5% for males and 10% for

females by 2016.

Enhance the state's capacity for quality education service delivery at all levels, with objectives:

• Review and streamline operational relationship of Local Government Education Authorities (LGEAs) and education Ministries, Departments and Agencies (MDAs);

• Carry out capacity building programmes in educational planning and management Public Financial Management (PFM);

• Institutionalise three-year MTSS and annual implementation/departmental work plans;

• Ensure all public schools have functional School Based Management Committees (SBMCs) and implement standard school development plans by 2016;

• Register and regulate all private schools in the state by 2016; • Departments and units of education MDAs to meet 80% facility and office

equipment requirements. Sustain effective Quality Assurance (QA), and M&E system, with objectives:

Conduct and disseminate ASC cycle effectively and efficiently;

Build staff capacity to use data for education planning and management;

Support information management system for QA and M&E;

Inspect and report on 450 schools using the new QA approach in three years.

7 | P a g e

Although, significant improvements have been recorded in education delivery in recent times, there are still challenges that need to be adequately addressed, for the state to attain EFA, MDGs and its development objectives. The following are still of concern:

Expanding access in terms of equitable coverage across the Local Government Areas (LGAs) of the state;

Achieving gender parity in education - bridging the gap between boys and girls in school enrolment, retention and completion;

Improving school environments and conditions for effective teaching and learning;

Improving teacher quality and performance;

Expanding and strengthening community and private sector participation in education;

Improving QA and ensuring compliance to set standards in education provision for quality learning outcomes;

Addressing the Almajiri syndrome and its social vices.

1.2 Purpose of the baseline review report The overarching purpose of the baseline sector review is to:

Identify the status of interventions that had taken place in the sector in the past five years;

Establish a baseline performance status; identify the relationship between the financial investment, institutional/organisational capacity in that sector and the results;

Establish a performance trend on each of the outcome Key Performance Indicator (KPI) in the results framework for the sector, where data is available;

Recommend optimal direction for realistic outcome targets in the Medium Term Development Plan and the MTSS.

1.3 Summary of stakeholders in the sector There are many partners supporting Education Sector in the state. These partners range from other Government Agencies, Development Partners, Federal Government Agencies and Academic Institutions. Information about each of the partners in the sector are stated below.

Education Partners in the state MoE, SUBEB, Private Schools Board, Teachers’ Service Board, Library Board, Scholarship Board, Kaduna State Quality Assurance Board (QAB) , Agency for Mass Literacy, Kaduna State University, College of Education Gidan waya, Nuhu Bammali Polytechnic, Science and Technology School Management Board Development Partners The major partner in Education Sector in the state is the ESSPIN. ESSPIN is a partnership between the Nigerian government and the United Kingdom (UK) DFID. The six-year programme (2008-2014) supports federal and six state governments including Kaduna to develop effective planning, financing, and delivery systems that will improve the quality of basic education. By 2014, ESSPIN would have had a significant impact on 7500 public and 1600 non-government schools and approximately four million learners. ESSPIN intervention in Kaduna is by a donor cooperative framework. ESSPIN supports the state in four main

8 | P a g e

reform areas; planning and management, organisational development, education quality, community and learner participation (including inclusive and Alma Jiri education). MDGs The 2011, conditional grant scheme to LGAs focuses on three key areas namely Governance, Health and Education, including Water and Sanitation. The four LGAs in Kaduna that benefitted from the MDGs funds are: Ikara, Kachia, Lere and Birnin Gwari. The areas of intervention by the MDGs in the four LGAs include: construction of blocks of classrooms, Ventilated Improved Pit toilets, boreholes, as well as purchase of furniture and capacity building in administration and governance. United Nations International Children Education Fund (UNICEF) UNICEF’s focal areas of intervention include: SBMCs, Early Child Care Development Education (ECCDE), Mother’s Association and Care Givers, as well as Emergency Preparedness in schools. Japan International Cooperation Agency (JICA) JICA is supporting the state with the provision of classrooms and training of science teachers. JICA has constructed 265 classrooms, 6,500 sets of furniture and six boreholes in Kaduna State schools. State Partnership for Accountability, Responsiveness and Capability (SPARC) SPARC provides technical support in the development of AESPR, MTSS, Budget profiling, Service Charter and Human Resource (HR) Development. Benefactors Beneficiaries: students, parents and community members are mainly at the receiving end of the service delivery system. Contributors Contributors include Civil Society Organisations, SBMCs, Faith-Based Organisations and private institutions. The sector performance review report findings will provide stakeholders with evidence on whether or not outcomes are achieved – and why – with a reasonable basis to adjust activities and policies to achieve desired outcome.

9 | P a g e

Chapter 2: Results and Strategy Performance Analysis

This chapter discusses the key result areas within the sector. A total of 14 outcome KPIs were analysed in a four year trend to identify the strengths and weaknesses of the strategies of the sector which are helping or hindering efforts to achieve planned results (e.g. KPI targets). 2.1 Performance trend of each outcome KPI Outcome-1 Increased primary school enrolment rate From the table below, the public primary school gross enrolment rate was 79.0% in 2011, 87.5% in 2012 and 91.0% in 2013 while the target in 2014 is 93%. The trend is an increase in enrolment rate. Table 1: Gross enrolment rate in Kaduna State, 2011-2014 (%)

LEVEL Gross enrolment 2011 Gross enrolment 2012 Gross enrolment 2013

Gross enrolment 2014 (target)

Male Female Total Male Female Total Male Female Total Male Female Total

Primary 81.97 76.08 79.0 90.48 84.50 87.5 98 85 91 99 86 93

Junior Secondary School (JSS)

16 20 18 45 38 41.5 34 28 31 42.9 37.2 40.1

Senior Secondary School (SSS)

13 16 14.5 35 28 31.5 29 20 24 35.2 28 31.6

Outcome KPI-1.1 Total population of school pupils There were 69,075 boys and 58,345 girls making a total of 127,420 pupils in public pre-primary schools in 2011. It increased by 22% to a total of 164,103 (90,713 boys and 73,390 girls) in 2012. In 2013, the total population of pupils was 159,536 (83,948 boys and 75,288 girls) which represent a decrease of 2.9% from 2012. A target of 160,334 pupils was made in 2014 which represents a 1% increase from 2013. This decrease in 2013 was due to proliferation of private schools and security challenges in some parts of the state. The total population of pupils in public primary schools in 2011 was 1,067,275 (579,513 boys and 487,762 girls) increase by 9.7% to a 2012 population of 1,181,632 pupils (638,270 boys and 543,362 females). In 2013, there were 1,153,460 pupils (620,305 boys and 533,155 girls) in public primary schools which was a decrease of 2.4% from the total population of 2012. The target set for 2014 is 1,159,227 pupils which represents an increase of 1%. 46% of primary schools population in 2013 was girls as in 2012. The reason for the decrease in 2012 to 2013 is the same as in pre-primary schools. A total of 113,566 students (63,045 boys and 50,521 girls) were in public JSS during the 2011 school year. This represents a decrease of 12.5% to a total population of 100,936 (54,592 boys and 46,344 girls) in 2012 and the population increased by 61% to a total population of 162,588 (90,495 boys and 72,093 girls) in 2013. The target set for 2014 is 163,238 pupils which represents 1% increase from 2013. 45% of total JSS population in 2013 was girls. There were a total population of 57,633 students (32,147 boys and 25,486 girls) in public SSS in 2012. The population increased by 59,653 students (103.5%) to 117,286 students (68,945 boys and 48,341 girls) in 2013. 42% of the total population in public SSS in 2013 are girls, 2%

10 | P a g e

decrease from 2012. The target set for 2014 is 117,755 students which represents 1% increase from 2013. The school census report have now combined the rearticulated schools’ enrolment in JSS and SSS enrolment, this gave a sharp increase in the enrolment of both JSS and SSS enrolment in 2013. Table 2 below shows a summary of the total population of students in Kaduna State public primary and Secondary School from 2011 to 2014. Table 2: Total population of students in public schools, 2011-2014

LEVEL Total Population 2011 Total Population 2012 Total Population 2013 Total Population 2014 (target)

Male Female Total Male Female Total Male Female Total Male Female Total

Pre-Primary 69,075 58,345 127,420 90,713 73,390 164,103 83,948 75,288 159,536 84,670 75,664 160,334

Primary 579,513 487,762 1,067,275 638,270 543,362 1,181,632 620,305 533,155 1,153,460 623,406 535,821 1,159,227

JSS 63,045 50,521 113,566 54,592 46,344 100,936 90,495 72,093 162,588 90,857 72,381 163,238

SSS 77,252 49,143 126,395 32,147 25,486 57,633 68,945 48,341 117,286 69,221 48,534 117,755

Rearticulated 70,577 44,854 115,431 71,609 49,253 120,862 - - - - - -

Total 859,462 690,625 1,552,087 887,331 737,835 1,625,166 863,693 728,877 1,592,870 868,154 732,400 1,600,554

Outcome KPI-1.2 Average walking distance

The data for the average walking distance to the nearest public primary and Secondary School could not be obtained from the school census report. However, EMIS will be enjoined to incorporate this data in their next report. There was no establishment of new public schools in the period under review. Outcome 2 Improve quality of primary education Outcome KPI-2.1 Pupil-Teacher Ratio The average Pupil-Teacher Ratio (PTR) improved slightly from 33:1 in 2012 to 32:1 in 2013 in primary schools; improved from 33:1 to 28:1 in JSSs. Also, the PTR improved from 27:1 in 2012 to 25:1 in 2013 in SSSs and is 13:1 in science and technical schools. Similarly, the average pupil-qualified teacher ratio in primary schools improved slightly from 52:1 in 2012 to 51:1 in 2013. There was an improvement from 36:1 to 32:1 in JSSs and 33:1 to 31:1 in SSSs and is 20:1 in science and technical schools. The target set for PTR is 50:1 in primary school, 32:1 in junior and 31:1 in SSS in 2014. PTR varies from different LGAs as a result of uneven recruitment in primary schools and uneven distribution of teachers in Secondary School across the state. In Primary schools, the highest Pupil-Quality Teacher Ratio (PQTR) is in Birnin Gwari LGA with 91:1 and Kaduna South has the lowest with 18:1. This shows the need for recruitment of teachers in some LGAs. In JSSs, the highest PQTR is 53:1 in Kauru LGA while Kajuru and Kachia have the lowest PQTR of 22:1. The highest PQTR in SSS is 117:1 in Kauru LGA while Kaduna North and Zangon Kataf have the lowest PQTR of 21:1. The improvement of PQTR may be due to the decrease in enrolment in primary schools and 1,802 qualified science teachers recruited in 2013.

11 | P a g e

Chart 2.1 shows the average PTR in public schools from 2011 to 2014. Chart 2.1: Average PTR in public schools, 2011 – 2013:

Source: 2011/2012, 2012/2013 & 2013/2014 ASC reports

Outcome KPI-2.2 Percentage of total primary school teachers with Nigerian Certificate in Education (NCE) qualification The percentage of public primary school teachers with minimum qualification of NCE was 63.0% in 2011; it increased by 1.2% in 2012 and decreased by 0.2% to 64% in 2013. This decrease can be related to the death and retirement of teachers with no replacement of teachers. The target set for 2014 is 68%. Chart 2.2 below shows the percentage of public primary school teachers with minimum NCE qualification. Chart 2.2: Percentage of Public primary school teachers with minimum qualification, 2011 – 2014:

Source: 2011/2012, 2012/2013, 2013/2014 ASC reports

0

10

20

30

40

50

60

All Teachers Qualified All Teachers Qualified All Teachers Qualified

2011 2012 2013

Average Pupil-Teacher Ratio

Primary

Junior Sec.

Senior Sec.

ST&V

0%

20%

40%

60%

80%

100%

2011 2012 2013 2014(target)

Below NCE 37 35.8 36 32

Above NCE 63 64.5 64 68

pe

rce

nta

ge (

%)

Percentage of teachers with NCE qualification

12 | P a g e

Outcome KPI-2.3 Pupil-Classroom Ratio (PCR):

The average PCR was 68:1 in 2011, declined to 70:1 in 2012 in primary schools and improved to 54:1 in 2013 in public pre-primary and primary schools;

The average PCR in 2011 was 58:1 in JSSs and 53:1 in 2012 and improved to 44:1 in 2013;

It was 45:1 in SSSs in 2011, declined to 48:1 in 2012 and improved to 37:1 in 2013.

The target set for PCR 2014 for pre-primary and primary school is 53:1, 44:1 in Junior and 37:1 in SSS. 23 new classrooms were constructed and 23 blocks of classrooms were rehabilitated in public Secondary School in 2014 to decongest learning environment. Chart 2.3 shows the average PCR in public schools from 2011 to 2013. Chart 2.3: PCR in Public Schools, 2012 – 2014:

Source: 2011/2012, 2012/2013 & 2013/2014 ASC Reports

Outcome-3 Increase Secondary School enrolment rate. Outcome KPI-3.1 Proportion of total graduating pupils with distinction in primary school certificate examination. The data of the proportion of total graduating pupils with distinction in primary school certificate examination was not available at the time of this report. Outcome KPI-3.2 Primary to Secondary School transition rate The transition rate from primary to secondary was 49% in 2011. The transition rate decreased by 8% in 2012 and further decreased by 4% in 2013. The reason may be due to proliferation of private schools and migration. The target set for transition rate in 2014 is 42% which is an increase of 5% from 2013. Outcome-4 Improve quality of secondary education. Outcome KPI-4.1 Proportion of total graduating Secondary School students with credit in English, Mathematics and any other five subjects in West African Examination Council (WAEC). The proportion of graduating public Secondary School students with credit in English, Mathematics and any other five subjects in WAEC in 2012 was 14.97%; it decreased to 9.02% in 2013 and increased in 2014 to 12.3%. Similarly the proportion of both public and private

Primary Junior Senior

70

53 4854

4437

5344

37

PupilClassroomRatio

2012 2013 2014 (target)

13 | P a g e

student is 38% in 2014 and third in the nation. This increase may be as a result of the re-training of teachers by the state government and massive procurement of institutional materials like computers, textbooks and laboratory equipment. Also the government pays external examination fees for not privileged but intelligent students. Outcome KPI-4.2 Proportion of Secondary School teachers with Bachelor of Education (B.Ed.) qualification There are 27.8% of public Secondary School teachers with B.Ed. and above qualification in 2011 which increased to 35.5% in 2012 and further increased to 41.6% in 2013. The target set for 2014 is 44% which is 2% increase for 2013. Chart 2.4 shows the proportion of Secondary School teachers with bachelor of education degree in public Secondary School from 2011 to 2013. Chart 2.4: Proportion of teachers with Bachelor of Education qualification, 2011-2013:

Source: 2011/2012, 2012/2013 & 2013/2014 ASC Reports

Outcome-5.Improve quality in science education Outcome KPI-1 Proportion of total graduating Secondary School students with credit in English, Mathematics, Chemistry, Physics, Biology and Further Mathematics in WAEC by sex.

The proportion of total graduating students with credit in English, Mathematics, Physics, Chemistry, Biology and further Mathematics in WAEC by sex was not available as at the time of this report. Oucome-6 Increase tertiary school enrolment rate. Outcome KPI-6.1 Proportion of graduated Secondary School students gaining admission into tertiary institutions by sex.

The data on the proportion of graduated Secondary School students gaining admission into tertiary institutions by sex was not available at the time of this report. A total of 36,394 new and continuing Kaduna State students were awarded scholarships in 2012 and 37,122 new and continuing students in 2013. Interview for the award of 2014 new scholarships to 10,876 Kaduna State indigenes has been conducted.

0%

20%

40%

60%

80%

100%

2011 2012 2013 2014(target)

Below NCE 30.6 22 17.3 15.3

NCE 41.6 42.8 41.7 40.7

B.Ed and above 27.8 35.5 41.6 44

Pe

rce

nta

ge (

%)

Percentage of teachers with B.Ed qualification

14 | P a g e

Outcome KPI-6.2 Total population of students in Kaduna State owned tertiary institutions.

There were a total population of 26,664 students (16,093 males and 10,571 females) in Kaduna State owned tertiary institutions in 2012 and a total of 26,172 students (16,166 males and 10,006 females) in 2013 representing a decrease of 1.9%. In 2014, there were a total population of 28,386 students (17,065 males and 11,321 females) which represents an increase of 7.8% of the total population of 2013. Table 3 shows the total population of students in three Kaduna State owned tertiary institutions from 2011/2012 session to 2013/2014 session. Table 3: Total population of students in Kaduna State owned tertiary institution, 2012-2014

Institution Total Population 2012 Total Population 2013 Total Population 2014

Male Female Total Male Female Total Male Female Total

Kaduna State University 3,066 2,507 5,573 3,645 2,983 6,628 3,974 3,251 7,225

Nuhu Bamalli Polytechnic, Zaria

9,964 5,603 15,567 9,990 4,677 14,667 9,568 4,685 14,253

College of Education, G/Waya 3,063 2,461 5,524 2,531 2,346 4,877 3,523 3,385 6,908

Total 16,093 10,571 26,664 16,166 10,006 26,172 17,065 11,321 28,386

Outcome KPI-6.3 Proportion of total students graduating with a minimum of upper credit or second class degree in Kaduna State owned tertiary institutions

Data on the proportion of total students graduating with a minimum of upper credit or second class degree in Kaduna State owned institutions were not available at the time of this report.

Outcome 7 Increase adult literacy and continuing education programmes for youths and adults Outcome KPI-7.1 Total population of learners

A total of 11,396 learners (4,161 males and 7,235 females) were enrolled in the agency in 2013. This represents a decrease from 14,385 learners (5,000 males and 7,047 females) in 2012. This represents a decrease of 26.2% (2,989 learners) from 2012. Enrolment in the agency increased by 8.8% from 2011 to 2012. 63.5% of total enrolment in 2013 are females. The target set for 2014 is 11,453 learners. Chart 2.5 shows the number of learners by gender from 2011 to 2013. Chart 2.5: Number of learners by Gender, 2011 – 2013.

Source: Agency for Mass Literacy

2011 2012 2013

5190 5000 4161

80347047 7235

Number of Learners by Gender

Male Female

15 | P a g e

2.2 Key Lessons Some of the strategies/programme that might have led to higher results (indicated by the outcome KPI) includes:

Learning achievement is evident at all levels of education in Kaduna State. The WAEC Senior School Certificate Examination results improved sharply from 9.02% in 2013 to 38% in 2014 with credit in Mathematics, English and any other five subjects;

The inspection process reform/QA should be sustained because it has ended the era of “school inspection” marked by uncoordinated school visits inconsistent data and report; “policing mentality” to find faults and criticise, has had a negative effect on the quality of education delivered in schools;

The recruitment of qualified Science and English teachers has also helped to improve the quality of education;

The PTR has improved slightly at all levels of education. This is due to the employment of teachers and lecturers at the secondary and tertiary institutions respectively;

The PCR has also improved at both primary and Secondary School in the state. This is due to the construction of new classrooms and rehabilitation of dilapidated classrooms in schools.

Some of the strategies/programmes that have yielded lower results include:

Enrolment has declined substantially at all levels of education. Community mobilization for school child enrolment needs to be stepped up in communities by the social mobilization department to address this trend;

This decline in enrolment might be due to the proliferation of private schools and insecurity in some parts of the state;

Transition rate has also declined from primary schools to secondary and from JSS to SSS. This might be due to early marriage, poverty and insecurity in some parts of the state.

Strategies that have yielded higher results and needs to be sustained include:

The SBMC policy should be sustained. This intervention has not only provided Kaduna with an improved teaching workforce, but also with an improved school based governance, management and support network;

Teacher development;

Inspection process reform/QA.

2.3 Key findings

Carrying capacity in schools is at the low rate in tertiary institutions;

Inadequate provision of infrastructure to schools;

Lack of baseline data for some indicators;

Late release of annual school census report affects the planning process;

Lack of some Indicators create gap in M&E report;

Inconsistency of data causes major problem in M&E.

16 | P a g e

2.4 Conclusions Finally, the analysis of this chapter shows the achievement or otherwise as shown by the indicators with the tables as the summary of all the findings.

17 | P a g e

Chapter 3: Financial Performance Analysis

This chapter describes the resources allocated (by the Local Government, State, Federal Government and Development partners) which are released and spent in the Education Sector and broader PFM issues affecting the Education Sector in Kaduna State.

3.1 Sector budget appropriation, disbursement and expenditure trends Funding sources

The Education Sector receives funding from the federal (through UBE for primary and JSSs infrastructure, instructional materials and teachers capacity building), state and local government allocations. The prospects for education spending therefore depend crucially on the growth in these revenue sources. Other sources of funding include Education Trust Fund and donor agencies such as UNICEF, DFID and World Bank projects. Local government sources are for funding primary school teachers and non-teaching staff salaries. This is deducted directly from the state joint account and transferred to SUBEB for onward payment to the teachers. State sources are for funding MDA staff salaries and running cost, sector capital projects across the state, and teachers’ salaries (except for the primary schools). This source of funding has been with its teething problems of access and releases, thus affecting sector performance. Federal funding through UBE is a matching grant arrangement for the basic Education Sector (that is pre-primary, primary and JSSs). The UBE marks the first significant contribution to primary school non-salary expenditures from any level of government sources. It is worthy to note that the sector is up to date in payment of its counterpart contributions to the fund.

Kaduna State Education Sector Resources Table 3.1: State and Education Sector resources [Naira millions]:

Resource mobilisation 2011 2012 2013 2014

Total state budget 136,564 159,348 178,105 200,986

Total education budget from state 24,037 29,392 30,444 37,439

Recurrent budget 11,723 13,817 13,250 18,379

Capital budget 3,272 2,939 4,946 19,060

Total education resources from all sources 30,451 35,305 39,731 59,948

Recurrent resources 27,179 30,620 35,070 40,888

Capital resources 3,272 4,685 4,661 19,060

Education share of total state budget [%] 18% 18% 17% 19%

Primary education share of total state budget [%] 53% 67% 58% 50%

Non-salary share of Primary budget [%] 5% 12% 15% 15%

18 | P a g e

Budget Implementation: Allocation to the Education Sector from the state government is to meet recurrent and capital expenditure of all MDAs as well as provide counterpart fund for the UBEC-IF. Table 3.1 shows a trend analysis of the state Education Sector expenditures compared to the total state expenditures over a four year (2011-2014) period. The sector budget performance for 2011 was 62%, 57% in 2012 and 60% in 2013. The expenditure for 2014 is not available at the time of this report. Some of results achieved were the construction and renovation of classrooms and training of teachers. This led to the decline of PCR from 70:1 in 2012 to 54:1 in 2013 at primary schools, 58:1 in 2012 to 44:1 in 2013 at JSSs and 48:1 in 2012 to 37:1 in 2013 at SSSs. The quality of education was also improved both at primary and Secondary School levels. Table 3.1 shows the summary of state government budget performance from 2011 to 2014. It also shows the performance for personnel, overhead and capital. Table 3.1: State Government budget performance for Education Sector (N):

Details 2011 2012 2013 2014 Budget Expenditure % Budget Expenditure % Budget Expenditure % Budget Exp.

Total State Budget for the Sector

24,037,400,617 14,995,058,250 62 29,391,835,700

16,755,711,963

57 30,443,555,278

18,196,215,451 60 37,438,806,545 NA

Sub-total Personnel budget

10,034,408,528 (41.7%)

9,692,587,556

97 14,531,205,602 (49.4%)

11,388,348,538 78 13,465,611,164 (44%)

10,772,488,931 80 13,814,771,484 (37%)

NA

Sub-total Overhead budget

2,866,996,874 (11.9%)

2,030,023,519

71 3,363,603,253 (11.4%)

2,428,688,548 72 4,211,091,282 (14%)

2,477,383,630 59 4,564,520,811 (12%)

NA

Sub-total Capital budget

11,135,995,215 (46.3%)

3,272,447,175

29 11,497,026,845 (39.1%)

2,938,674,877 26 12,766,852,832 (42%)

4,946,342,889 39 19,059,514,250 (51%)

NA

Figure 3.1: Trends in budget allocation for capital & recurrent from 2011 – 2014:

Pre-primary and primary subsector budget performance in 2012 was 5.8% while that of 2013 was 56%. This was not unconnected with the inability to access the counterpart fund in 2012. On the other hand, the junior and senior secondary subsectors’ budget performance was 82.9% in 2012 and the data for 2013 was not available as at the time of this report. In 2012, the tertiary subsector was favourable with 55.6% budget performance, while in 2013, it was 1.6% because of the inability to access the 2013 Tertiary Education Trust Fund. Table 3.2 shows the budget performances for the five education subsectors and the percentages allocated to each.

0

5,000

10,000

15,000

20,000

25,000

2011 2012 2013 2014

Mill

ion

s

Budget Allocation

Recurrent

Capital

19 | P a g e

Table 3.2: Education subsector budget and expenditure (N): Details 2012 2013 2014

Budget Expenditure % Budget Expenditure % Budget Exp.

Pre-primary & Primary

4,019,381,235 (14%)

233,818,025

5.8 4,937,955,961 (16%)

2,762,930,221 56 9,158,690,642 (24%)

NA

Junior & Senior 1,431,783,349 (5%)

1,186,950,001 82.9 1,391,222,137 (5%)

NA NA 1,183,390,398 (3%)

NA

Tertiary 8,408,734,446 (29%)

4,676,090,084 55.6 9,314,176,679 (30%)

152,564,751 1.6 9,645,995,505 (25%)

NA

Central Administration

15,315,816,134 (51%)

10,493,168,493 68.2 15,154,549,844 (48%)

NA NA 17,203,654,234 (46%)

NA

Other Programmes (AML & SLB)

216,120,536 (1%)

145,658,361 67.4 210,915,997 (1%)

NA NA 247,075,766 (1%)

NA

Table 3.3 shows the summary of funding of primary education in the state, 2012 to 2014. State allocations to primary education is for funding SUBEB matching grants and running costs while the UBEC-IF is for infrastructural development and teachers professional development.

Table 3.3: Funding of primary education in the state [N millions]:

2012 2013 2014

Total Primary Education Expenditure 16,023,569 24,509,710 N/A

LGA Expenditure (teachers’ salaries). 15,854,805 21,535,118 N/A UBEC –IF (Capital expenditure). 10,814 2,762,930 N/A

State expenditure (SUBEB running costs). 157,950 211,662 N/A Others sources (ETF, MDG, and Donors). N/A N/A N/A

Sources: Analysis of Kaduna State Finance Information from the Ministry of Finance.

Note: *Intervention by donors is by direct funding. Kaduna State has twenty three LGEAs that oversee the activities of the primary schools. These LGEAs are supervised by state SUBEB through the MoE. Table 3.5 shows the Local Government Council allocation and the percentage allocated to the Local Government Education Area from 2011 to 2014.

Table 3.5: Local government education budget performance for the sector, 2011 - 2014: Details Year 2011 Year 2012 Year 2013 Year 2014

Budget Expenditure Budget Expenditure Budget Expenditure Budget Exp.

Total LGC allocation

Total LGEA Budget

14,205,508,169 15,529,785,051 16,105,178,187 15,930,775,332 21,705,047,446 21,611,088,605 NA NA

Sub-Total Personnel

14,122,624,783

15,456,214,842 16,029,207,835 15,854,804,980 21,629,077,238 21,535,118,397 NA NA

Sub-Total Overhead

82,883,386 73,570,208 75,970,352 75,970,352 75,970,208 75,970,208 NA NA

Sub-Total Capital Nil Nil Nil Nil Nil Nil NA NA

Figure 3.2 gives a summary of Kaduna total state actual and Education Sector expenditures from 2011 to 2014.

20 | P a g e

Figure 3.2: Summary of Kaduna Total State Actual and Education Sector Expenditures (N)

. Source: Kaduna budget book & audited Accountant General’s detail financial report

Having established the trends in the allocation to the Education Sector it is important to note that the state needs to put in more efforts so as to meet up the standard funding requirement of United Nations Educational, Scientific and Cultural Organisation (UNESCO) an agency of the United Nation whose benchmark is that at least 26% should be allocated to education.

3.2 Overview of development partner’s and Non-Governmental Organisations external assistance trends:

Partners Type of Support MDAs/Sub-Sectors Supported

Financial Contribution

2011 (N) 2012 (N) 2013 (N)

ESSPIN Planning and Management, organisational development, education quality, community and learner participation

including Islamiyah, Tsangaya and Qur’anic Education.

SUBEB, QAB, MoE

76,395,571 52,591,142 N/A

ETF Infrastructure. SUBEB, MoE 341,706,529 208,091,200 N/A

SESP Infrastructure, learning materials.

MoE, Teachers Service Board, SUBEB, SB

722,180,114 483,864,457 N/A

UBEC-IF Capacity building, infrastructure, instructional materials.

SUBEB, MoE 439,903,902 56,000,000 N/A

JICA Capacity building SUBEB N/A N/A N/A

UNICEF SBMC, Early Childhood Care, Development and Education, Emergency preparedness in schools, Mothers Association & Care givers.

SUBEB, MoE N/A N/A N/A

MDGs Construction of classes, toilets, boreholes, purchase of furniture

MoE, SUBEB N/A N/A N/A

0

100

200

300

2011 2012 2013 2014Bill

ion

Nai

ra

State & Education Budget

Total state budget

Total education budget from state

21 | P a g e

From the table above, it is evident that Kaduna State is being patronised by both international and local development partners and donor groups. It is important to note that there was inability to obtain financial information on some of the donors as at the time of this report.

3.3 Key findings and new lessons learned and conclusions (including opportunities and risks): The financial performance assessment of the Kaduna State Education Sector has revealed a number of issues that beckon on the attention of policy makers, if any meaningful progress is to be achieved in delivering the promise of quality education to its citizenry. From the data presented above and ensuring analysis of budgetary allocations to the sector over the past years, it is evident that the state is committed to supporting its policies by the allocation of resources for the implementation of Education programs, even though inadequate. The area of weakness that requires attention includes:

Bureaucracy encountered in securing approval and cash backing to execute projects/programmes when due;

Reliable and credible data for effective planning and management are not readily available;

The ‘collect and remit policy’ is a serious threat to the management of Secondary School in particular and the Education Sector in general because it delays in assessing the funds by the school principals.

22 | P a g e

Chapter 4: Results and Organisational Performance Analysis The analysis presented in this section is focussed on institutional capacity development such as changes to the sector/MDA legislations, organisational capacity development such as changes to structures, functions, mandates, processes and systems and HR capacity development such as staff planning, recruitment, development or training within the sector. These changes are detailed in the sector MDA strategic plan and have been developed as a result of the on-going Corporate Planning Process in the ministry. 4.1 Institutional and organisational capacity development progress: The key planned outputs within the institutional, organisational or HR capacity development plans, within the state’s Education Sector, the implementation of the change programme to deliver the Eleven Point Agenda, a governance reform programme that is focused on three “work streams”’ that are fundamental to improved governance. The key areas covered include, PFM, Public Service Management and Policy & Strategy incorporating M&E several development partners, including the World Bank and UK DFID are in support. The key accomplishments of the Education Sector under the streams of the reform process are:

Political and financial commitments of the sector and its leadership for the process enlisted and sustained;

Technical and financial support of development partners. The state’s MoE should leverage strongly on this process to achieve the establishment of a sustainable system of Education Reforms in the years to come. In developing Education Sector strategies in Kaduna State, reform programmes are undertaken to facilitate the development and implementation of the strategies with the support of development partners such as ESSPIN and have been delivered with variable outputs or impacts. These reforms are: Guidelines for selection of education secretaries: Education management at LGEA is reinforced as new set of criteria for the selection of Executive Secretaries has been approved by the State Executive Council These guidelines are focused on professionalism and competence as opposed to political patronage. Based on the policy of appointment of Education Secretaries, in 2013, nine were appointed on merit. In 2014, seven have been interviewed and awaiting the final results. Guidelines on appointment of head teacher: The appointment of head teacher in the LGEAs primary schools is now based on qualifications. The minimum qualification to be appointed as a head teacher now is NCE. SBMCs Reform: Initial research in 2009 showed that where SBMCs had been formed, they were largely not functioning well. The research recommended a programme of community mobilisation and capacity development for SBMC members to assist them to undertake their roles and

23 | P a g e

responsibilities assigned to them during domestication, thereby enhancing the participation and voice of the wider community in school improvement. Given the position of the SBMC as the link between the school (the education system) and the community, a partnership of government and civil society was recommended, and subsequently forged with the support of ESSPIN, and their capacity developed to conduct community mobilisation, SBMC activation, SBMC training, and a programme of mentoring support to reinforce and build on the initial training. The picture in Kaduna has changed enormously since the 2009 SBMC research. SBMC guidelines were developed and adopted by the government. The policy guideline and operational manual were published both in English and Hausa. This intervention will not only provide Kaduna with an improved teaching workforce, but also with an improved school based governance, management and support network so that changes brought about by this intervention can be sustained into the future. So far 1795 SBMCs have been trained. Teacher professional Development: Training and retraining of primary teachers in the four core subject areas (English, Mathematics, Social Studies and Integrated Science). Emphasis is placed on child centred and participatory teaching methodology. The basic education benchmark is a standard set by which each class is expected to attain. The acquisition of numeracy and literacy skills of students/pupils is in accordance with the basic education benchmarks. This policy is intended to ensure better performance in both school and public examinations. The learning benchmarks for Primary 1-6 have been developed and in use for assessment. It is expected that it will improve the academic performance of the pupils but it is yet to be assessed. Teacher deployment: There is large disparity in teacher distribution between rural and urban schools. The state government, through the policy, has made it compulsory for every teacher to serve where she/he is posted or forfeit the appointment. Review of infrastructure design: Due to the recent state focus on inclusive education, the state has reviewed its infrastructure designs and requirements to ensure that every child irrespective of disability is able to access all school facilities and feel very comfortable using them. Integrated School Development Approach: The Integrated School Development Approach formed the core of school based reforms. The central aims of the approach are twofold: (i) to utilise as fully as possible, the greatly improved data and information on the situation of schools which is now available through the ASC, and (ii) to encourage the adoption of a more integrated approach to the delivery of support services and provision of facilities, based on the bundling of different types of support to achieve a phased process of integrated school development. This has helped in the improvement of pupil classroom ratio from 70:1 in 2012 to 54:1 in 2013 at the primary level.

24 | P a g e

Inclusive Education Policy: An Inclusive Education Policy has been developed, approved and an action plan has been put in place. The impetus for this policy is to enable schools to serve all children, particularly those with special educational needs. Therefore the emphasis is that no child should be out of school due to physical, social and economic barriers. Through this policy, Kaduna State is following worldwide trends and research that has shown that children do better, develop social skills, mutual respect etc. in fully inclusive schools than in special schools. Before now Kaduna State practiced integrated/an isolated school system, this policy provides the roadmap for the state to adopt an inclusive education system that meets the need of every child in the same classroom. It compliments and reinforces all existing policies on education delivery. Inspection process reform/QA: The new QA system has been fully adopted and in practice in Kaduna State. The QA bill for the establishment of a QAB has been signed into law. School evaluations processes have been harmonized centralized and are managed. The Kaduna State QAB with its own operational framework is now charged with ensuring quality of teaching and learning based on the Whole School Evaluation model which is holistic, dynamic, vibrant, impartial and objective. Some 270 evaluators have been trained on the new concept of Whole School Evaluation and are currently evaluating schools. The evaluation cycle consists of three evaluation visits per school term. Evaluations visits have produced 156 reports with ESSPIN’s support and are all entered in the database for public accessibility. Organisational Structure of state MoE: The performance of the stewardship role and functions of MoE needs to be sustained especially the areas of policy formulation, performance monitoring, M&E. Nonetheless, ESSPIN is supporting the building of capacity in strategic and operational planning, budgeting as part of an overall reforms process spearheaded by State Ministry of Economic Planning

4.2 Human Resources Management performance A significant proportion of the most qualified education workforce in the state is deployed at the primary level and secondary level. Data indicate that the secondary level of education has 5683 and 4225 teachers in junior and senior schools respectively, and 932 teachers in science and tech junior and senior Secondary School while a total of 36,669 teachers are in primary schools level. 61% of teachers paid by the state have at least NCE as minimum teaching qualification. On the whole, 64% of primary school teachers have at least NCE as minimum teaching qualifications, while 25% have Grade II Teachers’ Certificate and 11% have no teaching qualifications at all. Overall, the assessment has revealed that the average PTR is currently 32:1 in primary and junior secondary levels and 28:1 in senior secondary level. The PTR is low in urban areas and high in rural areas. There are shortage of qualified teachers in the sense that as a result of retirement (statutory, voluntary, withdrawal, tenure and resignation), death and transfer of service, most of the teachers are not replaced at all and when due. In the quarter of 2013, 1802 science teachers

25 | P a g e

were employed at the secondary level to meet the challenges. The distribution of teachers is also a challenge as most of the schools in the urban settlement are over-staffed. The summary of positive/negative developments as related to Human Resource Management processes includes: Assessment of causes, consequences and effects of capacity development and management development on relevant KPIs A 24- member State School Improvement Team from the state College of Education was given a two-year intensive training and its members have been deployed to lead in-service work with head teachers, teachers and key staff from within LGEAs in Schools Services Departments. The State School Improvement Team led a series of training activities for LGEA staff, including support visits to 3,855 schools. All teachers and head teachers in the schools were introduced to Literacy and Numeracy teaching methods, while 38 District School Officers and 785 School Support Officers acquired key literacy and numeracy strategies to handle primary Classes 1 to 3, and then spent a day in school teaching at this level. The District School Officers and School Support Officers had three days training on how to support 482 Head Teachers and 6145 class teachers to deliver Literacy and Numeracy lesson plans. A set of lesson plans on literacy and Numeracy were produced to assist the teachers to deliver their lessons more effectively. These plans cover Primary 1-3 in 165 schools. The state College of Education has been undergoing reform activities in area of strategy, institutional planning, improved capacity for management and leadership, and familiarisation with improved teaching methodologies, including planning, delivery and monitoring consistent with National Commission of Colleges of Education Curriculum and accreditation requirements. Learning Benchmarks were developed as key accountability mechanism for primary education in Kaduna State. MoE employed qualified 1802 science teachers but still needs 1809 teachers to meet the required PTR and subject requirement, SUBEB 400 under FTS, eight newly appointed Education Secretaries based on merit. Enhance more teachers which decrease student teacher ratio in 2013.

4.3 Physical infrastructure and facilities development The total number of classrooms in public schools is 28,201, of which 17,932 are in good condition. In addition, there are 858 classrooms under construction, 604 unusable, 8,757 classrooms are in need of major repairs and are in need of minor repairs. Meaningful developments are also undertaken in the state tertiary education level to enhance the carrying capacity of the institutions. An assessment of the causes, consequences and effects of infrastructure and facilities development/status on relevant KPIs. Available infrastructure and facilities are overstretched, in poor condition and unable to meet the demands of UBE. Only 63.5% classrooms in good condition are available. In spite of enrolment shortfalls, class sizes in urban areas are large, ranging from 70-100 pupils, well over the national standard of 40 pupils per

26 | P a g e

class. Rural schools are in relatively worse condition in terms of physical infrastructure. The government has consistently provided additional classrooms, but is unable to cover the backlog and match increased enrolments generated by the UBE programme. Student to core textbook ratios are currently 2:1(primary). 4.4 Key findings and new lessons learned and conclusions (including opportunities and risks) The Kaduna State Government is committed politically to pursue reform process that will enable it deliver on its education mandates. This we can see through the strengths of its institutional, organisational and HR capacity development. The state has highly trained and experienced professional staff that are driving the broad changes. Government has also increased its funding of the Education Sector thereby enabling the availability of greater goods and services to the system. Integrated cooperation between the Education Sector and with donor partners, which are present in the state, will provide the needed support to sustain the change programs. The state can also strengthen the regulatory frameworks of the existing professionals through competency development and continuing education. A major weakness of the system is the lack of adequate financial, human and material resources that will enable the Education Sector deliver on quality of service. It will remain difficult for the state to retain highly skilled and trained manpower, rural settings, without appropriate incentives and basic amenities for them. Potential opportunities for improving, and the threats which may undermine the implementation of institutional, organisational and HR capacity development plans in the Education Sector include: Potential opportunities for improvement should include the recruitment and deployment of more teachers to address the current shortage. The state can also redistribute its work force to balance the geographical distribution. Options may include improvements in the working or living conditions in underserved areas, integrated supportive supervision, staff redistribution based on teaching subjects. The introduction of a special package for teachers outside the urban areas may reverse the high attrition rates that are contributing to the scarcity of staff in rural areas. Other key lessons learnt relating to the implementation of institutional, organisational and HR capacity development plans includes:

In the absence of a strong political will, public reform processes may not advance beyond the stage of legislation;

Where key reform processes are not implemented, the desired changes in outcomes and impacts of new policies may not be realised;

Organisational reform process must needlessly be inclusive, otherwise duplications of roles and functions, underutilisation of capacities, ineffectiveness and inefficiencies shall remain in the organisation;

For HR reforms to succeed, there need to be appropriate reward systems to justify the added burden or loss of opportunities to the players;

27 | P a g e

Institutional, organisational and HR capacity developments are to be built on incremental basis over time but the gains must be sustained to prevent the system from collapsing;

It is hoped that the introduction of the key result framework should change the terrain and lead to a sustainable incremental progress, over the years, in the delivery of education services in the state.

28 | P a g e

Chapter 5: Summary of Key Findings and Recommendations This chapter gives a summary of the key findings of strategies in chapter 2, financial performance in chapter 3 and institutional & organisational performance in chapter 4. Recommendations based on these findings were given for progress towards the sector outcomes and its contribution to the impact target.

5.1 Findings on results and strategy performance analysis Findings on results and strategy performance. Outcome -1: Increase primary school enrolment rate:

There was a steady increase in the enrolment rate in primary school;

The total population of students in public primary decreased by 2.4% in 2013 due to proliferation of private schools and insecurity in some parts of the state.

Outcome -2: Improve quality of primary education:

The average PTR in the state has improved in primary schools even though there was no replacement of teachers, but decrease in enrolment. However, the average PQTR is still above the standard of 40:1 and it varies from different LGAs;

The percentage of primary school teachers with minimum qualification of NCE increased by 1.2% in 2012 and decreased by 0.2% in 2013. There are 36% of public primary school teachers in the state without the minimum teaching qualification of NCE;

The primary PCR is still above the required standard of 1:40. New classrooms were built and dilapidated classrooms renovated which improved the PCR from 70:1 in 2012 to 54:1 in 2013.

Outcome -3: Increase Secondary School enrolment rate:

There was a fluctuating trend in the enrolment rate of public Secondary School;

There was a decrease from 2011 to 2013 in the transition rates from primary to Secondary School;

The total population of Secondary School students increased by 0.16% in 2013.

Outcome -4: Improve quality of secondary education:

The average student-teacher ratio in public Secondary School in Kaduna State is within the required standard. However, it varies from core and science subjects;

The average student-classroom ratio in public Secondary School is a little above the required standard of 40:1;

The proportion of graduating public secondary school students with credit in English, Mathematics and any other five subject in WAEC increased by 3.1% in 2014. This was due to the capacity building of teachers, the new QA system and the provision science and technical equipment to schools;

There was a steady increase of teachers in public Secondary School with B.Ed. qualification. This was due to the in-service trainings given to teachers in the state. However, there are still 58.4% of teachers without the B.Ed. qualification.

29 | P a g e

Outcome -5: Increase tertiary school enrolment rate: There was a fluctuating trend in the total population of students from 2012 to 2014 in Kaduna State owned tertiary institutions. There was a decrease of 1.9% in 2013 and an increase of 7.8% in 2014. This was due to the construction of lecture halls, accredited programmes and recruitment of lecturers in all the institution in 2013. Outcome 6: Increase access to adult literacy: The total population of learners in the agency of mass literacy decreased by 26.2% in 2013.

5.2 Findings on results and financial performance analysis

In 2013, Education Sector share of total state budget was 17% and an increase of 2% in 2014. This allocation is below the required standard of UNESCO which is 26%;

The total budget performance for Education Sector was 57% in 2013 and increased by 3% in 2014;

The capital allocation in 2012 was 39% of the Education Sector budget and increased by 3% in 2013 and increased further by 9% in 2014. This led to the construction and renovation of classrooms and lecture halls, provision of furniture and instructional materials in schools;

The overhead allocation in 2012 was 11% of the Education Sector budget and increased by 4% in 2013 and decreased by 2% in 2014. The increase in 2013 included the Subsidy Reinvestment Programme funds which were used in capacity building for 1,500 sciences (mathematics, biology, chemistry and physics) and 990 English teachers which in turn led to an increase of 3.1% proportion of students with five credits including English and Maths in WAEC;

In 2012, the personnel allocation in 2012 was 49% of the Education Sector budget and decreased by 5% in 2013 and decreased further by 7% in 2014.

5.3 Key findings on cross cutting issues of gender and social inclusion There is universal recognition of the paramount importance of ensuring that all children, both girls and boys, receive a basic education of at least eight years and of an acceptable quality. The education of girls has been recognised for several decades as a fundamental human right and a developmental necessity. Nevertheless, large gender disparities in enrolment and learning achievements persist in Kaduna State. Eradicating these disparities is well within the power and spending capacity of all the LGAs in Kaduna State. Failure to do so constitutes a massive denial of the basic human rights of thousands of girls in the state. Since education is so crucial to improving health and increasing incomes, the girls’ education goal has a dominant effect on all other MDGs. Failure to achieve it will set Kaduna State up for almost certain failure on the other MDGs. Eliminating gender gaps in rural and urban primary school intake is a minimum threshold that must be achieved in the state. Accurately assessing the extent of gender inequality in primary and secondary education in all the LGAs of Kaduna State is clearly crucial. However, this is not an easy task because the quality and coverage of the available statistics is so poor in many LGAs of the state. This is particularly the case for outcome KPIs such as pupil dropout and enrolment rates. Efforts by the Kaduna State Government to improve gender-disaggregated educational monitoring are a minimum indicator that political will exists to tackle educational inequalities.

30 | P a g e

There are enormous rural – urban disparities in female and male Gross Enrolment Ratios in virtually all LGEAs. Kaduna South for example, has a female SSS Gross Enrolment Ratio of 60.6% compared with only 14.4% in rural LGEAs such as Kudan. This shows very strikingly, the size of the attainment gaps not only between girls and boys, but also between the urban and rural LGEAs. Failure to provide adequate physical facilities, like toilets and running water, is an inconvenience for boys, but a disaster for girls. During menstruation, most girls will not attend school if there are no basic toilet facilities. Also, sexual harassment can occur unless separate toilets for girls and boys are provided. Yet, two-third of public primary and Secondary School in Kaduna State has either no toilets or no separate toilets for girls. More than two-third of schools have no source of safe water at all. Even when toilets have been built, they are often poorly serviced and maintained; particularly as majority of the schools have no source of water. The number of female teachers is much lower than male teachers in both public primary and Secondary School. Ikara LGEA has only 17% and 4% of teaching staff as female teachers at the primary and Secondary School levels respectively. It is widely believed that the limited number of female teachers in both primary and Secondary School is a major constraint to girls’ education. The presence of female teachers tends to make schools more girl and boy-friendly and provide role models for girls. Surely, it is possible to tackle the underlying causes of these inequalities if the LGEAs and the state have the political will to do so. However, a number of LGEAs, including Kaduna North and Kaduna South LGEAs have made remarkable progress in increasing girls’ enrolments in both primary and secondary and providing basic facilities. There is insufficient analysis and understanding of the needs of disadvantaged and vulnerable groups within the population and, consequently, inadequate provisions for integrating them. In the context of Kaduna, these are girls and women discriminated against on the basis of their gender, children of nomadic pastoralists, children with disabilities, the Almajiri, predominantly boys, who participate in the Qur’anic school system. Gender disparities in populations within the school system reduce as the level of education increases. In 2013, gross gender gaps (defined as % by which girls are fewer than boys) in public schools were primary 0.86, JSS 0.8 and SSS 0.7. There are 234 Nomadic Schools with an enrolment of 47,572 out of which 22,383 are females representing 47% that have benefited from state investment and progress has been steady. There is increase in number of enrolments. Provisions for children with disabilities are extremely limited and resources are scarce. Only one school in the state is currently equipped to provide education for children with special needs. The Kaduna State Special Education School provides basic education for 3,267 children. In addition to this number, there are 1,325 children with special needs that are integrated into four other state Secondary School and 37 science and technical colleges. Although, there is no data on the total number of children living with disabilities in the state, the two categories of schools provide for only a small percentage. They are also based in the urban capital, calling into question the extent of provisions in the rest of the state. Although Kaduna State Special Education School is funded through annual disbursements from UBEC, there is still a shortage of specialized equipment and materials.

31 | P a g e

The integration of children in Qur’anic schools into the UBE programme is a stated priority of the government and one for which partnerships with civil society have been encouraged. An NGO, Millennium Hope, currently collaborates with SUBEB in running a pilot programme in selected LGEAs. The collaboration is funded through UBEC’s grants. Joint curricula for Qur’anic schools in all northern states have been developed for English, Mathematics and Social Studies. There is also a proposal to set up a special commission to be responsible for issues relating to the Almajiri.

5.4 Recommendations for MTSS adjustment for improved results Recommendations for policy adjustment:

Accelerate the provision of direct funding to schools through capital grants or other mechanisms that empower the SBMCs to execute their school development plans;

Consider the non-functional SBMCs for capacity building towards reviving their functionality for sustainable community participation in education delivery;

MTSS to inform sector budget;

Departmental work plans to form basis for release of funds in all Education Sector MDAs;

Address the inequity in the distribution of teachers to schools;

Use the results of Teachers Development Need Assessment, Measurement Learning Assessment and Head Teachers Survey to develop high target plans for effective reforms;

Target the infrastructure interventions (classrooms, water and sanitation) to the LGAs with the highest need, using the Integrated Schools Development approach.

5.5. Recommendations on key programmes, strategies/activities/interventions a. Increase public school enrolment rate:

Mobilise and sensitise rural communities for primary school enrolment drive at all levels;

There should be sufficient classrooms, furniture, water and sanitation in schools;

Teaching and learning aids and technologies should be provided and teachers re-trained so as to make public schools child friendly and, teaching and learning interesting to pupils;

Improve school security and safety of pupils and teachers in schools;

Provide teaching and learning materials in Islamiyah, Tsangaya and Qur’anic Education schools.

b. Improve quality of education: To acquire literacy, numeracy and life skills as well as enhancing cognitive capacity, the following are recommended:

Adequate and timely supply of instructional materials;

Teacher availability and quality through recruitment/replacement of teacher especially female teachers, upgrade under qualified teachers for professional development, capacity building of existing qualified teachers and retraining of same and improve conditions of service to retain teachers with pedagogical skills;

Improve monitoring and supervision of teachers;

32 | P a g e

Strengthen QA through training to ensure improvement and maintenance of standards of teaching and learning.

c. Increase tertiary school enrolment rate:

Provide additional infrastructure to tertiary institutions;

Sponsor research fellows in different educational fields;

Recruit required number of lecturers;

Consider the targeted use of scholarships to increase access of indigenes to tertiary education.

d. Increase access to adult literacy:

Sensitise and advocate for private sector support on adult education and functional literacy so as to improve literacy rate;

Develop and disseminate gender sensitive adult literacy advocacy materials;

Provide skills acquisition training materials and adult literacy instructional materials to literacy centres.

e. Recommendations to improve the level of actual expenditure from the approved estimates:

Prompt release of funds and cash backing of the budget so that there can be timely implementation of activities;

The state should put more efforts so as to meet the standard of funding requirement of UNESCO whose benchmark is that at least 26% of the budget should be allocated to education.

f. Accountability to stakeholders: There is need to get necessary stakeholders informed of the key issues and challenges related to the sector so as to make stakeholders interested in proffering ways of solving problems so as to encourage participatory approach in educational development in the state.

Establish, train and strengthen SBMCs in all schools to enhance community participation in education provisions and schools management;

Reconstitute and empower LG and District Education Committees;

Conduct annual stakeholders Review Meetings including development partners;

Improve oversight functions by the State House of Assemblies, Civil Societies, Private Sector and Community Organisations;

Available information to stakeholders through periodic and timely publications, fact sheets in print and/or electronic media from enrolment to revenue and expenditure.

35 | P a g e

Annexes Annex 1 Results framework The results framework for Education Sector and the KPIs’ historical trend and performance baseline data: Key Result Framework

Impact KPIs KPI Historical Trend and Performance Baseline Data

Data source

2011 2012 2013 2014

Sector Purpose Outcomes KPIs KPI Historical Values Base Year KPI value

To increase access to primary education.

Increase primary school enrolment rate.

Public Primary School gross enrolment rate.

79.0% 87.5% 91% NA ASC

Total population of public primary school pupils.

1,067,275

1,181,632 1,153,460 N/A ASC

Average walking distance to the nearest public primary school.

NA NA NA NA NA

To improve the quality of basic education.

Improve quality of primary education.

Primary school PTR. 29:1 33:1 32:1 NA ASC

Total population of public early child care.

127,420 164,103 159,536 N/A ASC

Public Pre-Primary School gross enrolment rate.

12% 17% 21.9% N/A ASC

Primary school PCR. 68:1 70:1 54:1 N/A ASC

% of total public primary school teachers with NCE qualifications.

63.0% 64.2% 61% N/A ASC

To increase access to secondary education.

Increase Secondary School enrolment rate.

Proportion of total graduating pupils with distinction in primary school certificate examination.

NA NA NA NA NA

Primary to Secondary School transition rate.

49% 41% 37% N/A ASC

Average walking distance to the nearest Secondary School.

NA NA NA NA NA

Secondary School enrolment rate 16.3% 36.5% 27.5% N/A ASC

Total population for Secondary School students.

239,961 279,431 279,874 N/A ASC

To improve the quality of secondary education.

Improve quality of secondary education.

Student-teacher ratio. 29:1 30:1 33:1 N/A ASC

Secondary School student -classroom ratio.

52:1 51:1 41:1 NA ASC

Proportion of graduating public Secondary School students with credit in English, Mathematics and any other five subjects in WAEC.

8.17% 14.97% 9.02% 12.3% ERC / WAEC Report

Proportion of Secondary School teachers with B.Ed. qualification

27.8% 35.5% 41.6% N/A ASC

Improve quality of science education.

Proportion of total graduating students with credit in English, Mathematics, Physics, Chemistry, Biology and Further Mathematics in WAEC by sex.

N/A N/A N/A N/A ERC / WAEC Report

To increase access to tertiary institution.

Increase tertiary school enrolment rate.

Proportion of graduated secondary students gaining admission in to tertiary institutions by sex.

N/A N/A N/A N/A N/A

Total population of students in Kaduna State owned tertiary institution.

N/A N/A N/A N/A N/A

To improve quality of tertiary education.

Improve quality in tertiary education.

Proportion of total graduating students with a minimum of upper credit or second class degree from Kaduna State owned institutions.

N/A N/A N/A N/A N/A

To increase access to adult literacy.

Increase adult literacy and continuing.

Number of learners enrolled in adult literacy.

14,224 14,385 11,396 N/A AML

Literacy rate. 73% 74% N/A N/A AML

37 | P a g e

Outcome Targets OUTPUTS To Achieve the outcome target OUTPUT-KPIs

OUTPUT-KPI TARGETS

Actual Planned Actual

2012 2013 2014 2014

To increase Primary School gross enrolment rate by 1% by end of 2014, 1.5% by end of 2015 and 2% by end of 2016.

Sensitisation and mobilisation of rural communities on primary school enrolment drive conducted.

Number of communities sensitised/mobilised on primary school enrolment drive.

Number of participants at each sensitisation drive per community.

19,200 57,500

Additional primary schools have SBMCs and PTAs Established.

Number of SBMCs /PTAs Established. 480 1,150

10,748 3-seater benches provided by end of 2016.

Number of 2-seaters benches provided in primary schools per annum.

5,100 7,184

522 qualified primary school teachers recruited by 2016.

Number of qualified primary school teachers recruited and sent to rural-based primary schools per annum.

NIL

NIL

NIL

NIL

Decrease average walking distance to the nearest primary school by 0.10% by 2014, 0.10% by 2015 & 0.12% by 2016.

300 additional primary schools in the rural areas established by end of 2016.

Number of new primary schools established in rural communities per annum.

Improve PS PTR from 68:1 in 2013 to 60:1 by 2014, 55:1 by 2015 and 50:1 by 2016.

522 teachers recruited by 2016. Total number of primary school teachers recruited in the state per annum.

NIL NIL NIL NIL

To increase ECCDE enrolment rate by 1.5% by 2014, 2% by 2015 and 2.5% by 2016.

784 classrooms built for early child-care education by 2016.

Number of classrooms blocks built each year for ECCDE.

20 28

1488 qualified teachers recruited for ECCDE by 2016.

Number of qualified teachers recruited for ECCDE per annum.

NIL NIL NIL NIL

84 game villages provided by 2016. Number of games villages provided per annum. 10 14

To improve PS PCR to 80:1 by 2014; 70:1 by 2015 and 60:1 by 2016.

530 new primary school classrooms built by end of 2016.

Number of primary school classrooms blocks built per annum.

105

129

Increase primary school to Secondary School transition rate by 1.2% by 2014; 2% by 2015 & 2.2% by 2016.

20% increase in number of pupils that pass common entrance per annum.

Proportion of pupils that pass common entrance per annum (%).

NA NA NA NA

1:1 ratio textbooks in four core subjects’ areas achieved.

Four core subject’s textbooks pupil ratio available in primary schools.

NA NA NA NA

Establish and equip schools libraries Number of primary school with functional libraries 120 180

Number of primary school libraries newly constructed.

0 0

Number of PS libraries rehabilitated. 250 180

38 | P a g e

Increase % of PS teachers with NCE qualifications by 2014; 5% 2015 and 6% by 2016.

2924 non-qualified teachers provided with in service training by 2016.

Number of non-qualified teachers provided with in service training annually.

NIL NIL

Increase Secondary School enrolment rate by 0.5% by end of 2014; 1% by end of 2015 and 1% by end of 2016.

50 new Secondary School classroom blocks built by 2016.

Number of new Secondary School classroom blocks built annually

NIL

1125 new 2-seaters desks provided for Secondary School classrooms by 2016.

Number of desk (2-seaters) provided for Secondary School classrooms.

680 855

Reduce average walking distance to the nearest Secondary School by 0.2% by 2014; 0.2% by 2015 and 0.25% by 2016.

Establish 140 new junior secondary in rural areas from 2014 – 2016.

Total number of new JSSs established in rural areas. NA NA

To reduce Secondary School STR to 70:1 by 2014; 65:1 by 2015 and 60:1 by 201.

330 qualified Secondary School teachers recruited by 2016.

Number of qualified Secondary School teachers recruited for Secondary School

NA NA NIL NIL

To maintain Secondary School SCR at 58:1 in 2013 till end of 2014; reduce it to 55:1 in 2015 and 2016.

50 No. classrooms constructed from 2014-2016.

Number of new Secondary School classrooms blocks constructed

NA NA

Existing dilapidated classrooms renovated Number of dilapidated Secondary School classrooms renovated

340 340 23 23

To increase the proportion of graduating Secondary School students with credit in English, Mathematics and any other five subjects in WAEC by 3% by end of 2014; 5% by end of 2015 and 7% by end of 2016.

2000 Qualified English and science teachers recruited

English STR annually.

Science STR annually. 1802 NIL NIL

1:1 ratio textbooks in 4 core subjects’ areas achieved.

Number of text books provided.

Establish and equip 335 schools libraries. Number of Secondary School with newly constructed & equipped libraries.

NIL NIL

Number of Secondary School with rehabilitated libraries.

756 New laboratories/workshop for science, vocational and technical subjects built.

Number of schools with newly constructed laboratories.

NIL

Number of functional workshops.

To increase the proportion of Secondary School teachers with B.Ed. qualification by 2% by end of 2014; 3% by end of 2015 and 5% by 2016.

272 Secondary School teachers granted in-service training by 2016.

Number of Secondary School teachers provided with in-service training annually.

338 274

External examinations fees paid by government for 36,000 SS3 students by 2016.

Number of SS3 students that benefit from payment of external examination fees annually.

12,877 15,804 15,804

Science, Technical & vocational equipment procured.

Number of schools provided with technical & vocational equipment.

94

To increase the proportion of graduating Secondary School students from Kaduna States gaining admission into tertiary institutions by sex by 2% by end of 2014; 3% by 2014 and 4% by 2016.

Guidance and counselling offices established in all SSS.

Total number of Guidance and counselling offices established in Secondary School annually.

Students awarded with scholarship increased.

Number of students awarded scholarship annually. 36,394 37,122

Higher Education unit resuscitated. Existence of fully functional higher education unit in MoE.

39 | P a g e

Increase the enrolment of students in state owned tertiary institution by 1% by 2014; 2% by 2015 and 3% by 2016.

Additional Lecture theatres constructed by end of 2016.

Number of lecture theatres constructed annually.

Number of lecturers recruited by end of 2016.

Total number of qualified lecturers recruited annually.

COE:313 NBPZ: 208 KASU:

NIL NIL

Increase the proportion of Kaduna States students graduating with upper credit/second class by 0.5% by 2014; 0.5% by 2015 and 1% by 2016.

Scholarship Allowance of Kaduna state students improved.

% change in the scholarship allowance for Kaduna State students per annum.

40 | P a g e

Annex 2: The Sector Results Log frame with the 2012 baseline KPI Values and proposed annual performance targets from 2013 to 2016. Sector: Education Sector Purpose: To increase access and improve quality of education at basic, primary, secondary and tertiary education to the citizens that can ensure self-reliance of individuals and sustainable development of the state:

SECTOR OUTCOMES Outcome KPIs and related outputs over the years Actual Values of Outcome and Output KPIs

Performance Based Projections (Outcome and Output KPI Targets)

2012 2013 2014 2015 2016

To increase Primary School gross enrolment rate by 1% by end of 2014, 1.5% by end of 2015 and 2% by end of 2016.

Sensitisation and mobilisation of rural communities on primary school enrolment drive conducted.

Number of communities sensitised/mobilised on primary schools enrolment drive.

480 1150 1162 1179 1202

Number of participants at each sensitisation drive per community.

19200 57500 40000 35000 5500

Additional primary schools have SBMCs and PTAs established.

Number of SBMCs /PTAs established. 480 1150 1162 1179 1202

10,748 3-seater benches provided by end of 2016.

Number of 2-seaters benches provided in PS per annum. 5100 7184 9268 9407 10748

522 qualified primary school teachers recruited by 2016.

Number of qualified primary school teachers recruited and sent to rural-based primary schools per annum.

0 0 340 418 552

Decrease average walking distance to the nearest primary school by 0.10% by 2014, 0.10% by 2015 & 0.12% by 2016.

300 additional primary schools in the rural areas established by end of 2016.

Number of new primary schools established in rural communities per annum.

100 0 195 240 3000

Improve PS PTR from 68:1 in 2013 to 60:1 by 2014, 55:1 by 2015 and 50:1 by 2016.

522 teachers recruited by 2016.

Total number of primary school teachers recruited in the state per annum.

0 0 243 125 154

To increase ECCDE enrolment rate by 1.5% by 2014, 2% by 2015 and 2.5% by 2016.

784 classrooms built for early child-care education by 2016.

Number of classrooms blocks built each year for ECCDE. 20 28 507 627 784

1488 qualified teachers recruited for ECCDE by 2016.

Number of qualified teachers recruited for ECCDE per annum. 0 0 967 1190 1488

84 game villages provided by 2016.

Number of games villages provided per annum. 10 14 54 67 84

41 | P a g e

SECTOR OUTCOMES Outcome KPIs and related outputs over the years Actual Values of Outcome and Output KPIs

Performance Based Projections (Outcome and Output KPI Targets)

2012 2013 2014 2015 2016

To improve PS PCR to 80:1 by 2014; 70:1 by 2015 and 60:1 by 2016.

530 new primary school classrooms built by end of 2016.

Number of primary school classrooms blocks built per annum. 105 129 291 392 530

Increase PS to Secondary School transition rate by 1.2% by 2014; 2% by 2015 & 2.2% by 2016.

20% increase in number of pupils that pass common entrance per annum.

Proportion of pupils that pass common entrance per annum (%).

N/A N/A 5 5 10

1:1 ratio textbooks in four core subjects’ areas achieved.

Four core subjects textbooks pupil ratio available in PS. N/A 1:5 ?? ?? ??

Establish and equip schools libraries.

Number of primary with functional libraries. 120 180 202 238 278

Number of primary school libraries newly constructed per annum.

0 0 150 100 50

Number of primary libraries rehabilitated per annum. 250 180 150 100 50

To increase % of primary school teachers with NCE qualifications by 2014; 5% 2015 and 6% by 2016.

2924 non-qualified teachers provided with in service training by 2016.

Number of non-qualified teachers provided with in service training annually.

0 0 2661 2778 2924

Increase Secondary School enrolment rate by 0.5% by end of 2014; 1% by end of 2015 and 1% by end of 2016.

50 new Secondary School classroom blocks built by 2016.

Number of new Secondary School classroom blocks built annually.

34 0 40 45 50

1125 new 2-seaters desks provided for Secondary School classrooms by 2016.

Number of desk (2-seaters) provided for Secondary School classrooms per annum.

680 855 900 1000 1125

Reduce average walking distance to the nearest Secondary School by 0.2% by 2014; 0.2% by 2015 and 0.25% by 2016.

Establish 140 new JSSs in rural areas from 2014 – 2016

Total number of new JSSs established in rural areas per annum. 0 0 91 112 140

To reduce Secondary School STR to 70:1 by 2014; 65:1 by 2015 and 60:1 by 2016.

330 qualified Secondary School teachers recruited by 2016.

Number of qualified Secondary School teachers recruited for Secondary School per annum.

N/A 1802 1982 2072 3300

50 No. classrooms constructed from 2014-2016

42 | P a g e

SECTOR OUTCOMES Outcome KPIs and related outputs over the years Actual Values of Outcome and Output KPIs

Performance Based Projections (Outcome and Output KPI Targets)

2012 2013 2014 2015 2016

To maintain Secondary School SCR at 58:1 in 2013 till end of 2014; reduce it to 55:1 in 2015 and 2016

Number of new Secondary School classrooms blocks constructed per annum.

1 40 45 50

Existing dilapidated classrooms renovated.

Number of dilapidated Secondary School classrooms renovated per annum.

1000 2000 2364

To increase the proportion of graduating Secondary School students with credit in English, Mathematics and any other five subjects in WAEC by 3% by end of 2014; 5% by end of 2015 and 7% by end of 2016.

2000 Qualified English and science teachers recruited.

English Teachers-students Ration annually. 1000 750 500 250

Science Teachers-students Ration annually. 1000 750 500 250

1:1 ratio textbooks in four core subjects’ areas achieved.

Number of text books provided. NA NA

Establish and equip 335 schools libraries.

Number of SSs with newly constructed & equipped libraries. 6 35 36 38 40

Number of SSs with rehabilitated libraries. NA NA

756 New laboratories/workshop for science, vocational and technical subjects built.

Number of schools with newly constructed laboratories. NA NA 252 252 252

Number of functional workshops for vocational education.

To increase the proportion of Secondary School teachers with B.Ed. qualification by 2% by end of 2014; 3% by end of 2015 and 5% by 2016.

272 Secondary School teachers granted in-service training by 2016.

Number of Secondary School teachers provided with in-service training annually.

NA NA 54 82 136

External examinations fees paid by government for 36,000 SS3 students by 2016.

Number of SS3 students that benefit from payment of external examination fees annually.

15159 12,877 10103 13020 36000

Science, technical & vocational equipment procured.

Number of schools provided with technical & vocational equipment.

94 NA 93 99 104

To increase the proportion of graduating Secondary School students from Kaduna States gaining admission into tertiary institutions by sex by 2% by end of 2014; 3% by 2014 and 4% by 2016.

Guidance and Counselling offices established in all senior Secondary School.

Total number of Guidance and Counselling offices established in Secondary School annually.

NA NA 2% 3% 4%

Students awarded with scholarship increased.

Number of students awarded scholarship annually. 25,714 36,394 37,122 37,486 38,214

Higher Education unit resuscitated.

43 | P a g e

SECTOR OUTCOMES Outcome KPIs and related outputs over the years Actual Values of Outcome and Output KPIs

Performance Based Projections (Outcome and Output KPI Targets)

2012 2013 2014 2015 2016

Existence of fully functional higher education unit in MoE. 0 0

Increase the enrolment of students in state owned tertiary institution by 1% by 2014; 2% by 2015 and 3% by 2016.

Additional lecture theatres constructed by end of 2016.

Number of lecture theatres constructed by state own institutions annually.

Number of lecturers recruited by end of 2016.

Total number of qualified lecturers recruited annually. KSCOE=313 NBPZ=208

KASU -

1% 2% 2.2%

Increase the proportion of Kaduna States students graduating with upper credit/second class by 0.5% by 2014; 0.5% by 2015 and 1% by 2016.

Scholarship Allowance of Kaduna state students improved.

% change in the scholarship allowance for Kaduna State students per annum.

15,000 8,080

15,150 8,080

31,550 8,080

15,300 8,160