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national and organisational information and communication technology (ICT) policies and strategies cannot be overstated. While IT alone cannot end gender inequality, it can go a long way in catalysing social change and empowerment. IT helps in poverty reduction and for the economic empowerment of poor women in Nigeria. 10 Through the DRGs-MDGs fund, the Federal Ministry of Women Affairs and Social Development has partnered with NGOs and other civil society organisations to conduct trainings for sectoral programme/operational directors on gender. Construction of VIP toilets through the Quick-Wins constituency projects have been found to encourage girl child enrolment (previous M&E exercises discovered that girls refused going to school because they had to share toilets with the boys). CCT programmes, which engage both women and men, have shown that women managed fund more resourcefully than men, and the programmes have been found to be economically useful outside agricultural (farming) jobs. Other projects that are girls inclusive included the Social Safety Net, Conditional Grants Scheme, and Youth Skills Acquisition Programmes. There are four indicators to this goal (ratio of girls to boys‘ enrolment in all levels of education; literacy rate of women to men between the ages of 15-24; share of women in wage employment in the non-agricultural sectors; and number of seats held by women in the national parliament), all designed to measure the achievement of the overall MDG 3. The OSSAP-MDGs have been doing much towards achieving indicators 1-3 but activities towards improving the number of seats held by women in national parliament were not submitted 10 www.w-teconline.org to the NMET for M&E. The activities carried out for this indicator included advocacy for political empowerment of women at zonal offices for political empowerment of women for which N70,000,000 was reportedly spent. Findings Education Sector-based Indicators The achievement of MDG 3 is hinged on, amongst other things, two indicators embedded in the education sector. These are the increase in the enrolment of girls in primary, secondary and tertiary educational institutions; and the increase in the literacy rate of young women between the ages of 15 and 24. Increased Enrolment in Primary, Secondary and Tertiary Levels of Education The gender gap favouring males has been a challenging issue over the years. As a result, the female gender hardly compares to the number of males in public offices and other appointments. Between 2005 and 2009, gross primary school “Some parents had to withdraw their children from other schools and bring them here after the supply of furniture.” Mrs F. T. Amoko, Assistant Head Mistress, St. Marks Anglican Primary School, IboropaAkoko, Ondo State. “New pupils have been enrolled into our school as a result of the new school desks supplied by OSSAP-MDGs…”Head Master of Idumozie Primary School, Igbodo, Ika North East LGA enrolment ratio was 99% for male as against 87% for female, while net primary enrolment ratio was 64% for male as against 58% for female. Net primary school attendance ratio between 2005 and Page 29 of 150
2009 was recorded as 65 for male as against 60 for female, while secondary school was 45 for male and 43 for female. Increased Literacy Rate in Women between the Ages of 15 and 24 The literacy rate of any demography is defined by the number of persons that can read and write in any language with understanding 11 . The United Nations Children‘s Fund (UNICEF) reports the literacy rate amongst youth aged 15–24 in Nigeria from 2004 to 2008, as 65% females against 78% males 12 . According to the most recent survey, the current literacy rate among adults in Nigeria stands at 65.1% male as against 50.6% female. 13 This includes youths between the ages of 15 and 24. In 2009, the DRGs through the Quick-Wins, the Federal Ministry of Women Affairs, and other MDAs, contributed to the pursuit of an increase in the literacy rate of women between the ages of 15 and 24 through projects including the construction of classroom blocks, the supply of books and other learning materials to schools, the training of teachers under the Federal Teachers‘ Scheme (FTS), and the Literacy by Radio programme executed by the National Mass Education Commission (NMEC). Findings on DRGs-MDGs Projects and Programmes on Education Sector-Based Indicators Projects and programmes implemented through the DRGs from 2006 to 2009 include the construction of classroom blocks, Ventilated Improved Pit (VIP) toilets, hand pump and motorised boreholes and the supply of various 11 FGN, OSSAP-MDGs (2010) MDGs 2010 Report 12 http://www.unicef.org/infobycountry/nigeria_statistics.html 13 National Bureau of Statistics (2010) National Literacy Survey teaching and learning instruments to schools under the CGS, Quick-Wins and other projects. These projects aim to decongest schools that are above capacity and also create space in these schools for the enrolment of new students. The VIP toilets have also served as added incentive for the increased enrolment of girls into schools. A total of N15, 445,957,662.15 (fifteen billion, four hundred and forty-five million, nine hundred and fifty-seven thousand, six hundred and sixty-two naira, and fifteen kobo) was spent on the education sector through the 2009 Quick-Wins initiative. This was 36% of the total Quick-Wins appropriation. This money was spent on projects like the supply of classroom furniture, construction of classroom blocks, construction of VIP toilets in schools, supply of school books and other instructional material, construction and furnishing of library and ICT centres, amongst others. The Federal Ministry of Women Affairs and Social Development expended N100,000,000 (one hundred million naira) toward advocacy and mobilisation on girl- child education and street/Almajiri children, and on other projects. Page 30 of 150
Page 1 and 2:
1 Final Report: Content Editing of
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Content List Section One: Introduct
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narrative that details the inputs,
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Section Two: Summary of the Shortco
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Problematic working relationships a
Page 12:
chain for each project defining out
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more importantly, using the M&E fin
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As a minimum requirement, consultan
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5. The reports provide an important
Page 22 and 23:
Appendix Two: Introduction to Resul
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MEETING THE M&E REPORTING CHALLENGE
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WRITING THE REPORT (Investment/Proj
Page 28 and 29: WRITING THE REPORT (Lessons Learned
Page 30 and 31: Example of a Generic planning Frame
Page 32 and 33: Input - Activities- Output - Outcom
Page 34 and 35: Multi-layered approach to Planning
Page 36 and 37: The Logic Chain Framework The frame
Page 38 and 39: Does your report describe the indic
Page 40 and 41: GUIDELINES FOR CHOOSING M&E MEASURT
Page 42 and 43: Appendix Six: MDG Nigeria 2009 Fina
Page 45 and 46: FOREWORD In the year 2000, the Fede
Page 47 and 48: EXECUTIVE SUMMARY The Millennium De
Page 49 and 50: equipping of teachers; increasing c
Page 51 and 52: with the responsibility of evolving
Page 53 and 54: are the most credible channels for
Page 55 and 56: Table 1: Allocation of DRG Funds to
Page 57 and 58: health and education for persons at
Page 59 and 60: CHAPTER 3: 2009 FINANCIAL ALLOCATIO
Page 61 and 62: Allocation to MDAs The MDAs that be
Page 63 and 64: CHAPTER 4: GOAL 1—ERADICATE EXTRE
Page 65 and 66: country as micro-credits to improve
Page 67 and 68: CHAPTER 5: GOAL 2—ACHIEVE UNIVERS
Page 69 and 70: monitoring of participants. This sc
Page 71 and 72: stood to be 100%. Training was cond
Page 73 and 74: Summary of Progress Figure 7: Compa
Page 75 and 76: measuring progress. These indicator
Page 77: CHAPTER 6: GOAL 3—TO PROMOTE GEND
Page 81 and 82: Figure 3: Implementation Status of
Page 83 and 84: probably owing to the long gestatio
Page 85 and 86: (targets). (The box on the right pr
Page 87 and 88: Table 17: MDAs and Key Intervention
Page 89 and 90: is at loggerheads with either the L
Page 91 and 92: CHAPTER 8: GOAL 7—ENSURE ENVIRONM
Page 93 and 94: CGS Not Started 21% Abandoned 3% On
Page 95 and 96: CHAPTER 9: GOAL 8—TOWARDS A GLOBA
Page 97 and 98: Basic Education Summary Status 70,0
Page 99 and 100: Table 21 Indicator 1990 2000 2001 2
Page 101 and 102: CHAPTER 10: DOMESTICATION OF THE MD
Page 103 and 104: for the enrolment of children in pr
Page 105 and 106: CHAPTER 11: CHALLENGES AND LESSONS
Page 107 and 108: esults and outcomes. The OPEN‘s M
Page 109 and 110: sale of prohibited items render the
Page 111 and 112: Local Partnership for Development T
Page 113 and 114: surveillance mechanism. But the rol
Page 115 and 116: The DRGs funding for MDGs projects
Page 117 and 118: ensure that the states are involved
Page 119 and 120: APPENDIX I: M&EMETHODOLOGY Methodol
Page 121 and 122: ACHIEVEMENTS Restructuring to a Goa
Page 123 and 124: Appendix II: Questionnaires for 200
Page 125 and 126: Accessibility 1. Why is it that peo
Page 127 and 128: sustainability 6 QUALITY OF WORK: 6
Page 129 and 130:
Accessibility Benchmarks Measure Pr
Page 131 and 132:
Disbursement of funds 20% Utilisati
Page 133 and 134:
APPENDIX IV: DRGs PRESENCE IN THE S
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Benue State Projects Related to: Nu
Page 137 and 138:
Ekiti State Projects Related to: Nu
Page 139 and 140:
Kaduna State Projects Related to: N
Page 141 and 142:
Lagos State Projects Related to: Nu
Page 143 and 144:
Oyo State Projects Related to: Numb
Page 145 and 146:
Zamfara State Projects Related to:
Page 147 and 148:
APPENDIX V: STATE CONSULTANTS FOR 2
Page 149 and 150:
APPENDIX VII: LIST OF ABBREVIATIONS
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