review-of-the-literature-on-basic-education-in-nigeria-june-2014-3-1

Review <strong>of</strong> <strong>the</strong> <strong>literature</strong> on basic education in NigeriaMLA (FME 2004b), although <strong>the</strong> mean combined score <strong>of</strong> 27.4% (as opposed to 24.9%) led <strong>the</strong> panel toconclude that overall performances were ‘very poor’ whe<strong>the</strong>r in private or public schools.The case studies by Larbi et al. (2004) in Lagos and Enugu found that many private schools have anursery school attached, and also stay open after school hours providing childcare.7.3.3 Fees and equity concernsOne <strong>of</strong> <strong>the</strong> main concerns regarding private schooling surrounds issues <strong>of</strong> equity and cost. Although freepublic schooling is not actually free, given <strong>the</strong> cost <strong>of</strong> books and uniforms, PTA levies and o<strong>the</strong>r schoolcharges (Urwick 2002; Lincove 2009; NPC and RTI International 2011), public schools are still generallycheaper than low-fee private schools (NPC and RTI International 2011).The 2010 NEDS concluded that mean household costs per pupil for private primary education farexceeded those for government schooling (which had halved on average since 2004), particularly fortuition fees and school development levies; however, costs were only slightly higher on average foruniforms, books and supplies (NPC and RTI International, 2011). On <strong>the</strong> o<strong>the</strong>r hand, most low-fee privateschools (at least in Lagos State) generally complete <strong>the</strong> primary curriculum in five years, <strong>the</strong>reby allowinghouseholds to save a year’s expenditure (Härmä 2011a.)Tooley and Dixon (2005) found that average term fees for Lagos’ private low-fee primary schools werearound USD 30. They also found that <strong>the</strong> fees for unregistered schools were consistently lower than forapproved schools. In addition, around 3% <strong>of</strong> places in private schools were free places and just less thanan additional 2% were concessionary (Tooley et al. 2005).Härmä (2011b) concurred regarding fees for Lagos private schools, reporting an average total annual feeat approved schools <strong>of</strong> 48% <strong>of</strong> <strong>the</strong> minimum wage, and at unapproved schools <strong>of</strong> 20% <strong>of</strong> <strong>the</strong> minimumwage. Even so, she found that many <strong>of</strong> <strong>the</strong> poorest families were not able to afford even <strong>the</strong> very lowfeeprivate schools (ibid.). Adams and Arowojolu’s study (2008) in Ogun State found that cost did notdeter many parents from enrolling <strong>the</strong>ir wards or children in low-fee private education provided o<strong>the</strong>rquality criteria were met.In terms <strong>of</strong> gender, <strong>the</strong> 2011/12 Lagos ASC reports that girls make up 50% <strong>of</strong> private primary schoolstudents, compared to just 33% <strong>of</strong> public primary students. Härmä (2011c) too found gender parity inattendance at private schools in Kwara State and for all except <strong>the</strong> very poorest families in Lagos State(Härmä 2011b).Never<strong>the</strong>less, <strong>the</strong>re are also equity concerns regarding teaching staff (Härmä 2013). Teachers in Lagoswere found to be paid more than three times as much at government schools (USD 130 per month) thanat private schools (less than USD 40 per month) (Tooley et al. 2005), although most teachers in low-feeprivate schools were unqualified. Government teachers also have greater job security whereas teachersin low-fee private schools can be hired and fired at will (Härmä 2013).7.3.4 RegulationIn general, although <strong>of</strong>ficial policy encourages <strong>the</strong> role <strong>of</strong> <strong>the</strong> private sector in <strong>the</strong> provision <strong>of</strong>education, <strong>the</strong> relationship between private schools and government can be antagonistic, involvingthreats <strong>of</strong> closure for unregistered schools and excessive regulation (Larbi et al. 2004; Kingsmill et al.2012). In some states, registered private schools have lobbied <strong>the</strong> government for <strong>the</strong> closure <strong>of</strong>unregistered schools so as to limit competition (Larbi et al. 2004).One <strong>of</strong> <strong>the</strong> problems <strong>of</strong> gaining government approval is that it is costly and <strong>the</strong> stipulations are difficultto fulfil (Härmä 2011b); indeed, in Härmä’s Lagos census most government schools failed to fulfil <strong>the</strong>EDOREN – Education Data, Research and Evaluation in Nigeria 73