Nigeria - State Education Sector Report - Tech Report

8/13/2019 Nigeria - State Education Sector Report - Tech Report

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Deliveringtargeted

reformin BasicEducation

State Education Sector Project


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IntroductionThe State Education Sector Project (SESP) aims to improve the quality

of basic education, focusing particularly on girls participation, in

targeted Local Government Authorities (LGAs) in the participating

States of Kaduna, Kano and Kwara. SESP activities have been selected

based on the priorities identied in each of the participating States ownlong-term strategic education plans and the SEEDS priorities for the

education sector.

The project aims to empower schools to plan for and improve teaching

and learning by:

Supporting teacher professional development

Providing textbooks, learning materials and equipment

Expanding and upgrading basic school facilities

Strengthening state capacity to plan, manage and monitor the

delivery of education services

Improving management information systems

Reforming the Inspectorate

The participating States will promote girls education by mainstreaming

activities within the SESP components. Girls participation will be

encouraged through specic initiatives which may include providinguniforms, vocational training and separate toilet facilities. Teacher

recruitment can be assessed and textbooks reviewed for gender

sensitivities.

State Ministries of Education are responsible for implementing theproject in each state.


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Delivering targeted reform in Basic Education

A total of 1,523 schools across the three States have been selected toparticipate, on the basis of need. Support may be expanded in the future

to include additional LGAs and States both through future rounds of

nancing for the State Education Sector Project and through interventionsby the Federal and State Governments and other development partners.

Kaduna Chikun, Zaria, Kagarko, Birnin Gwari, Sanga, Soba (6)

Kano Garun Mallam, Minjibir, Ungogo, Makoda, Kunchi,

Rimingado, Kiru, Rogo, Wudil (9)

Kwara Asa, Baruten, Ilorin West, Isin, Offa, Patigi (6)

SESP is a four year project (2007 to 2011) nanced through a US$65million credit from the World Bank and US$3.53 million from the UKGovernment Department for International Development (DFID).

DFID support to the participating States focuses on capacity development

for management and planning and inspectorate reforms, including project

implementation support. Signicant resources for consultancies andtraining have also been provided during the preparation of the project.

The three chosen States were selected on the basis of their demonstrated

commitment to the development of the education sector, the quality

of their education sector plans and, according to the poor education

indicators, especially girls participation. Within the participating States,SESP is focused in a total of 21 LGAs:

SESP financing and duration

Criteria for state selection


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The project consists of four main components:

The School Development Scheme (SDS) in targeted Local Government

Authorities (LGAs)

Quality improvement in Basic Education in targeted LGAs

Institutional development for key functions of the State Ministries

of Education (SMoEs) and LGEAs

Project management and monitoring and evaluation.

The project will target the poorest LGAs in each State. Targeted LGAs

are selected on the basis of:

Poverty

Readiness and willingness to implement reforms

Absence of other externally funded projects

Enrolment rates

Per capita spending on primary and secondary education.

The Schools are selected on the basis :

Pupil/classroom ratio

Enrolment rates

School needs

Gender disparities

Overall physical conditions

SESP components



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The School Development Scheme aims to empower and support School-

Based Management Committees (SBMCs) to plan for and improve

teaching, learning and participation in their schools, especially for girls

and the poor. It will provide grants to SBMCs to help them achieve their

improvement plans.

More than 1500 primary and junior secondary schools are expected to

benet from the School Development Scheme across the three States.

Each of the participating States recognises the need to improve school

effectiveness and believes this can be best supported by providing direct

support at school level. They also know that school communities have

a critical role to play in decision-making and management of resources.

SESP will provide technical assistance and training for school communities,

the preparation and implementation of yearly School Development Plans(SDPs) and the implementation of school grant activities.

In addition, SESP will provide guidance and training to LGEAs and

SMoEs in supporting school-based initiatives. There will also be training

of school teams and of head teachers and principals in school leadership

and resource management.

The grants given to SBMCs will be distributed directly to school bank

accounts and in cases where bank accounts cannot be accessed, alternative

mechanisms will be provided. Beginning with approximately 470 schools

in the rst year, grants will be awarded based on school size and will rangefrom 150,000 to 1,000,000 Naira per school.

The School Development Scheme (SDS)

Component 1


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Improvement activities not covered by the school grants may be supported

in cash or in kind from the community and from other funding sources.

School grants cannot be used for infrastructure, vehicles and fuel, building

materials, operational costs such as telephones and power, salaries, fees or

salary supplements and personal costs.

School Report Cards, containing comparative basic education indicators

on student and teacher proles, school infrastructure and budget, will beused by each school to help communities develop their SDPs and prioritizeactivities. Schools will hold meetings and share information with the

community to discuss and promote the SDPs.

School grant applications will be endorsed by LGEAs. Grants will be awarded

to participating SESP schools in targetted LGEAs that have:

Established a School-Based Management Committee

Completed a School Development Plan

Plans to complete grant activities within one school year (i.e. by July).


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This component supports State Governments to achieve quality

improvement in basic education in targeted primary and junior schools in

selected LGAs. It focuses on teacher professional development, including

education for health, textbooks and learning materials and infrastructure

improvements. Together, these activities use a co-ordinated approach to

meet the minimum conditions for a school environment that is conduciveto learning.They all lead to schools having:

adequate classroom space and furniture

sufcient textbooks, materials and equipment

teachers who have the skills to communicate and use textbooks effectively.

Quality improvement in Basic Education in targeted LGAs

Component 2


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Teacher Professional Development

This sub component is designed to improve the capacity of teachers

to implement the basic curriculum effectively. It will incorporate the

development of teacher professional support programmes and materials,

developing teacher educators to deliver effective training and to mentor

teachers in classrooms. It will also develop professional leadership and the

mentoring capacity of school principals and supervisors. The training will

focus on the roles of school leaders in supporting teachers after training

and on improving teacher performance through collaborative approaches.

It will also look at how leadership roles can set quality improvement goals

and assess school performance.

Teacher Professional Development will incorporate a block of training,

focused on the new basic education curriculum, follow-up teacher training

and mentoring visits in classrooms, professional leadership support from

head teachers and principals and professional leadership support fromsupervisors and inspectors who will bring clusters of schools together

to share experiences, adapt materials and plan their schemes of work.

Professional development given in schools, and locally, will encourage

female and rural teachers participation and reduce costs. Monitors will

provide feedback and evaluations to support ongoing improvement.


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Approximately 18, 900 primary and JSS teachers will receive professional

training which will be phased and based on the selection of schools in the SDS.

Around 7,200 teachers and 1,600 head teachers, principals, school supervisors

and inspectors will receive training in teacher professional development.

Remaining teachers will benet from school-based teacher training and peer

assisted activities from head teachers, principals and local school supervisors.

Textbooks and Instructional Materials and EquipmentThis sub-component will improve student learning by improving the

availability of textbooks for students, teachers guides, workbooks and

textbooks for teachers. It will ensure that there are sufcient teaching and

learning materials in agreed ratios and will provide supplementary instructional

materials and equipment to all schools in the 21 selected LGAs. The provision

will focus on textbooks for core curriculum subjects as well as developing

textbook policies and establishing or strengthening Textbook Units in each

State. The project will also support the provision of supplementary materials tofacilitate independent learning opportunities in the core curriculum and good

reading habits.

SESP will nance textbook procurement in Kaduna and Kano and the

procurement of teachers guides and workbooks in all three States. The project

will take into account different needs in each State and reect the policies and

guidelines of their textbook policies. Each State will establish a Textbook and

Instructional Materials unit which will be responsible for ensuring strategic

long-term textbook provision in each state.

Expansion, rehabilitation and upgrading of basic school facilities

This sub-component supports whole school improvements of the neediest

schools in targetted LGAs, to increase access to quality learning environments.

A total of 98 schools across the three States have been selected. All of the

selected schools will be provided with the minimum standard requirements

for basic education facilities. The investments will include rehabilitating

existing structures and/or new classroom construction, student toilets, water

supply and school furniture.


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The criteria for selecting schools includes pupil/classroom ratio, enrolment

rates in urban and rural areas, school needs, gender disparities, overall

physical condition and, where applicable, accommodation of JSS students

from catchment areas, in line with the school cluster concept.

Selected schools will receive a package of services (A) of infrastructure

upgrading and basic school furniture to meet minimum requirements, and

a package (B) of basic inputs to improve the quality of basic education(TPD and textbooks).

Gender will be addressed by upgrading facilities so that there are separate

toilet blocks for girls and boys. Potable water will also be provided to

all selected schools by means of a bore hole or well. Upgraded junior

secondary schools that can accommodate one class of 40 or 60 students

will receive general science laboratories and one school library. Existing

spaces will be retted to provide staff ofce spaces, where they do not

exist, as well as teacher toilets.

States will also receive training and capacity building to support the

planning and development of infrastructure programmes.


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This component will strengthen the capacity of SMoEs and LGEAs

in the participating States to plan, manage and monitor the delivery of

education services. It supports the development of key reforms including

establishing an Education Management Information System (EMIS) in

the SMoE and institutions integral to the implementation of education

reforms, the development of policy and planning capacity and the reform

of the Inspectorate.

Strengthening Education Management Information Systems (EMIS)

This sub-component supports SMoEs to deploy an EMIS so that managers

can monitor the areas for which they are responsible and develop action

plans based on accurate and timely information. The EMIS will be an

integrated system, developed incrementally, to support education reform.The efciency and capacity of staff at SMoE and other agencies will beincreased with improvement to information technology.

The EMIS will create a State-wide school census providing detailed

information and analysis on the status of education in each of the

participating States. A State Annual Education Report will provide a

narrative on the achievements over the year and set out the challenges for

the coming year. The SESP will train staff and support the development of

software, increase management use of information and create school-basedreport cards.

Capacity development for management and planning

This sub-component will strengthen the capacity of SMoEs to plan,

manage and monitor the delivery of education services more effectively

and increase their accountability to stakeholders. It will support technical

assistance, training, policy studies, workshops to strengthen budget

planning, strategic planning, work performance, public accountability

and monitoring and evaluation.

Institutional development for key function of the StateMinistries of Education and LGEAs

Component 3


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This sub-component seeks to achieve a shift in education management to

ensure that expanded budgetary allocations are directed towards outputs

and relevant activities and that monitoring is incorporated into planning

and policy development. It aims to ensure that actual and proposed

expenditure is published, encouraging greater transparency.

Reform of the Inspectorate

This sub-component assists the States in reviewing existing educationinspection services, leading to more integrated agencies and restructured

services, including quality inspector standards training. A fully functioning

inspectorate will provide essential qualitative and quantitative information

to support greater accountability within the sector.

This sub-component will establish an Education Inspectorate Task Force

and Management Team responsible for submitting recommendations to the

State Commissioners. It will also establish a Quality Assurance Inspection

system to include a revised mission, instruments, code of conduct andreporting systems.


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This component provides all of the necessary resources for project

management, nancial management, procurement, monitoring and evaluationand the implementation of an information and communication strategy.

Project coordination

A Project Support Unit (PSU) has been established within each State

Ministry of Education. The PSU is responsible for overall project

management and coordination, reporting directly to the Permanent Secretary

in the SMoE. The PSU will encourage sustainable and integrated support

for project activities drawing on technical and implementation expertise

from relevant departments and agencies. The SESP will also support

public information campaigns to increase the social demand for education,

particularly for girls.

Monitoring and evaluation

This sub-component aims to establish an effective monitoring and

evaluation system at State level to monitor project outcomes and broader

educational trends. Its purpose is both to evaluate the projects progress

and to build the capacity of the SMoE to monitor how well the project is

achieving the objectives of the States Education Sector Plan.

The monitoring and evaluation framework will track routine outputs and

activities. It will also support the establishment of a Training ManagementInformation System to track the number of people trained by gender,

position and type of training completed under SESP.

Project management, monitoring and evaluation of theState Ministries of Education and LGEAs

Component 4


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For more information on

SESP please contact the

project coordinators in

each of the support units

KadunaEmail: [email protected]

Contact: Esther J. Myahwegi

0803 3330410

KanoEmail: [email protected]

Contact: Danlami Garba

0803 7881377

KwaraEmail: [email protected]

Contact: Katherine Adeyemi

0803 3790567

Documents

Nigeria - State Education Sector Report - Tech Report