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CHAPTER 12: RECOMMENDATIONS<br />

In learning lessons <strong>to</strong> improve implementation, the<br />

M&E team has identified key issues that require<br />

attention for improvement <strong>of</strong> future project<br />

implementation and moni<strong>to</strong>ring. The<br />

recommendations concentrate only on those<br />

actions central <strong>to</strong> renewed vigour <strong>to</strong> achieve the<br />

MDGs in 2015.<br />

Increase in Budgetary Allocation, Especially <strong>to</strong><br />

Education<br />

Government at all levels should direct more<br />

resources <strong>to</strong>wards alleviating the poverty levels <strong>of</strong><br />

its citizens. MDGs are targeted at sustainable<br />

poverty reduction and it is therefore recommended<br />

that government should continue <strong>to</strong> sustain the<br />

programmes addressing the Goals. The MSS and<br />

NHIS MCH programmes need <strong>to</strong> be scaled up<br />

nationwide for the attainment <strong>of</strong> Goals 4 and 5 as<br />

targeted. As the nation marches <strong>to</strong>wards meeting<br />

Goal 2, there is need <strong>to</strong> double the budgetary<br />

allocation <strong>to</strong> the sec<strong>to</strong>r so as <strong>to</strong> increase the<br />

number <strong>of</strong> classrooms and teaching aid <strong>to</strong> meet<br />

with population increase. Efforts should be geared<br />

<strong>to</strong>wards providing quality teachers and additional<br />

classrooms, with adequate teaching aids, while<br />

greater attention should be given the welfare <strong>of</strong><br />

teachers for efficient performance. The monthly<br />

basic allowances given during the training has<br />

made a difference in the lives <strong>of</strong> the teachers, and<br />

consequently affected the learning condition <strong>of</strong><br />

school children. Provision should be made for<br />

disadvantaged social groups such as the Almajiri,<br />

which form a significant number <strong>of</strong> children <strong>of</strong><br />

school age in the Northern part <strong>of</strong> the country.<br />

Increasing Capacity <strong>of</strong> Women <strong>to</strong> Influence<br />

Decisions<br />

In achieving Indica<strong>to</strong>r Four, which aims <strong>to</strong><br />

increase the proportion <strong>of</strong> seats held by women in<br />

national and state parliaments, seminars, trainings<br />

and capacity building programmes on politics<br />

should be designed long before electioneering<br />

periods. This will help <strong>to</strong> build the competence <strong>of</strong><br />

women who have political potential for future<br />

elections as well as generate the social and<br />

political will <strong>to</strong> accept women‘s participation in<br />

politics. Also, <strong>to</strong> attain the third indica<strong>to</strong>r <strong>to</strong>ward<br />

gender equality and women empowerment,<br />

projects should be designed that will have a more<br />

definite bearing on increasing the number <strong>of</strong><br />

women in formal wage employment outside the<br />

agricultural sec<strong>to</strong>r. The CCT scheme could be<br />

employed for this purpose by broadening the<br />

scope beyond farming and trading. Furthermore,<br />

vocational centres that train educated women<br />

could also be established <strong>to</strong> harness their skills and<br />

set them up in better business programmes than<br />

mere trading.<br />

Page 61 <strong>of</strong> 150

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