Review <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> <str<strong>on</strong>g>literature</str<strong>on</strong>g> <strong>on</strong> <strong>basic</strong> educati<strong>on</strong> <strong>in</strong> Nigeriaschools. Moreover, <str<strong>on</strong>g>the</str<strong>on</strong>g> data collecti<strong>on</strong> process and subsequent discussi<strong>on</strong>s with stakeholders about<str<strong>on</strong>g>the</str<strong>on</strong>g> results have <strong>in</strong>dicated a need to clarify many aspects <str<strong>on</strong>g>of</str<strong>on</strong>g> IQTE school adm<strong>in</strong>istrati<strong>on</strong>, support, andtargeted pupil populati<strong>on</strong>.Source: USAID (2013a: 3)In <str<strong>on</strong>g>the</str<strong>on</strong>g> 2010 NEDS, 27% <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> school-age children from Muslim households surveyed attendedexclusively Qur’anic schools and ano<str<strong>on</strong>g>the</str<strong>on</strong>g>r 24% attended both Qur’anic and formal academic schools(which <strong>in</strong>clude <strong>in</strong>tegrated IQTE schools). Numbers were highest <strong>in</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> nor<str<strong>on</strong>g>the</str<strong>on</strong>g>rn states; <strong>in</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> sou<str<strong>on</strong>g>the</str<strong>on</strong>g>rnstates less than 5% <str<strong>on</strong>g>of</str<strong>on</strong>g> children from Muslim households <strong>on</strong>ly attend Qur’anic schools (NPC and RTIInternati<strong>on</strong>al 2011).However, <str<strong>on</strong>g>the</str<strong>on</strong>g> actual scale and nature <str<strong>on</strong>g>of</str<strong>on</strong>g> this provisi<strong>on</strong> is hard to establish. Ant<strong>on</strong><strong>in</strong>is (2012) cites anESSPIN school census from three out <str<strong>on</strong>g>of</str<strong>on</strong>g> 44 LGAs <strong>in</strong> Kano State, stat<strong>in</strong>g that 1,185 Qur’anic and Islamiyyaschools were identified – eight times <str<strong>on</strong>g>the</str<strong>on</strong>g> number <str<strong>on</strong>g>of</str<strong>on</strong>g> secular schools. In terms <str<strong>on</strong>g>of</str<strong>on</strong>g> <strong>in</strong>clusi<strong>on</strong> <strong>in</strong> EMIS data,as highlighted <strong>in</strong> Chapter 2, this depends <strong>on</strong> whe<str<strong>on</strong>g>the</str<strong>on</strong>g>r <str<strong>on</strong>g>the</str<strong>on</strong>g> school teaches secular subjects. Even <str<strong>on</strong>g>the</str<strong>on</strong>g>n it isnot that straightforward: cit<strong>in</strong>g two ESSPIN surveys <strong>in</strong> Kano State, which has been particularly proactive<strong>in</strong> back<strong>in</strong>g <str<strong>on</strong>g>the</str<strong>on</strong>g> <strong>in</strong>tegrati<strong>on</strong> programme, Ant<strong>on</strong><strong>in</strong>is (2012) reported how religious authorities vastlyunderestimated <str<strong>on</strong>g>the</str<strong>on</strong>g> number <str<strong>on</strong>g>of</str<strong>on</strong>g> religious schools by not <strong>in</strong>clud<strong>in</strong>g unregistered Qur’anic schools, whereas<str<strong>on</strong>g>the</str<strong>on</strong>g> secular school authorities overestimated <str<strong>on</strong>g>the</str<strong>on</strong>g> number <str<strong>on</strong>g>of</str<strong>on</strong>g> Islamiyya schools that had actually been<strong>in</strong>tegrated <strong>in</strong> practice. Like secular government schools, Islamic schools that are aim<strong>in</strong>g to <strong>in</strong>tegratesuffer from a lack <str<strong>on</strong>g>of</str<strong>on</strong>g> capacity and fund<strong>in</strong>g to implement <str<strong>on</strong>g>the</str<strong>on</strong>g> <strong>in</strong>tegrati<strong>on</strong> (Ant<strong>on</strong><strong>in</strong>is 2012). In 2009/10,Jigawa State, for example, had <strong>on</strong>ly managed to <strong>in</strong>tegrate 27 out <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> 270 Islamic schools it had aimedto c<strong>on</strong>vert per year (Jigawa SMoE 2010).7.5.1 Reas<strong>on</strong>s for choos<strong>in</strong>g Islamic school<strong>in</strong>g over secular school<strong>in</strong>gSeveral studies (e.g. Abd-El-Khalik et al. 2006; Ant<strong>on</strong><strong>in</strong>is 2012) suggest that <str<strong>on</strong>g>the</str<strong>on</strong>g> motivati<strong>on</strong> <str<strong>on</strong>g>of</str<strong>on</strong>g>parents/guardians <strong>in</strong> enroll<strong>in</strong>g <str<strong>on</strong>g>the</str<strong>on</strong>g>ir children <strong>in</strong> Islamic schools is not necessarily entirely religious;parents/guardians c<strong>on</strong>sider many Islamic schools to <str<strong>on</strong>g>of</str<strong>on</strong>g>fer a better quality <str<strong>on</strong>g>of</str<strong>on</strong>g> educati<strong>on</strong> too, with greatercommunity <strong>in</strong>volvement and teachers that are more committed and resp<strong>on</strong>sive to <str<strong>on</strong>g>the</str<strong>on</strong>g> needs <str<strong>on</strong>g>of</str<strong>on</strong>g> parents(ESSPIN Brief<strong>in</strong>g Note n.d.; see also Secti<strong>on</strong> 2.3). The 2010 NEDS data would appear to c<strong>on</strong>firm this too,as religi<strong>on</strong> was <strong>on</strong>ly chosen by around 1% <str<strong>on</strong>g>of</str<strong>on</strong>g> parents/guardians as <str<strong>on</strong>g>the</str<strong>on</strong>g> most important factor <strong>in</strong> schoolchoice, lagg<strong>in</strong>g well beh<strong>in</strong>d quality and school proximity (NPC and RTI Internati<strong>on</strong>al 2011).Although percepti<strong>on</strong>s <str<strong>on</strong>g>of</str<strong>on</strong>g> low quality <strong>in</strong> government schools are substantiated by <str<strong>on</strong>g>the</str<strong>on</strong>g> limited research<str<strong>on</strong>g>the</str<strong>on</strong>g>re is <strong>on</strong> school quality (see chapters 3 and 4), religious schools are not necessarily substantially better<strong>in</strong> terms <str<strong>on</strong>g>of</str<strong>on</strong>g> c<strong>on</strong>diti<strong>on</strong>s and learn<strong>in</strong>g outcomes (see USAID 2013a). For example, although USAID’s EGRAand EGMA <strong>in</strong> Bauchi and Sokoto found that pupils <strong>in</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> schools had higher scores <strong>in</strong> both states thanchildren <strong>in</strong> government primary schools (particularly <strong>in</strong> relati<strong>on</strong> to Hausa), <str<strong>on</strong>g>the</str<strong>on</strong>g>ir performance leveloverall was still low (USAID 2013a, b and c). ESSPIN’s report <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g>ir IQTE programme claims goodattendance rates (around 65%) and ‘impressive learn<strong>in</strong>g outcomes’, with a pass rate <str<strong>on</strong>g>of</str<strong>on</strong>g> 75% <strong>on</strong>standardised tests adm<strong>in</strong>istered by SUBEB and LGEA teams (ESSPIN 2013b). However, <str<strong>on</strong>g>the</str<strong>on</strong>g>se test resultsdo not appear to have been <strong>in</strong>dependently assessed.In additi<strong>on</strong>, IQTE is also said to <strong>in</strong>crease <str<strong>on</strong>g>the</str<strong>on</strong>g> participati<strong>on</strong> <str<strong>on</strong>g>of</str<strong>on</strong>g> girls <strong>in</strong> school, where Muslim parents <strong>in</strong>nor<str<strong>on</strong>g>the</str<strong>on</strong>g>rn areas <strong>in</strong> particular may be more will<strong>in</strong>g to send girls to Islamiyya schools than to secular publicschools (FMWASD 2010; ESSPIN 2013b). One reas<strong>on</strong> for this is that <str<strong>on</strong>g>the</str<strong>on</strong>g>y are c<strong>on</strong>sidered to be safer(Okojie 2008). Half <str<strong>on</strong>g>of</str<strong>on</strong>g> public primary schools <strong>in</strong> Kano are now <strong>in</strong>tegrated Islamiyya schools, accord<strong>in</strong>g to<str<strong>on</strong>g>the</str<strong>on</strong>g> 2012 ASC (Kano SMoE 2012), and <str<strong>on</strong>g>the</str<strong>on</strong>g> figures bear this out: whereas <str<strong>on</strong>g>the</str<strong>on</strong>g> enrolment ratios for publicprimary schools as a whole <strong>in</strong>dicate more boys (51.6) than girls (48.4), <str<strong>on</strong>g>the</str<strong>on</strong>g> figures for <strong>in</strong>tegratedIslamiyya schools <strong>in</strong>dicate a far greater proporti<strong>on</strong> <str<strong>on</strong>g>of</str<strong>on</strong>g> girls (56.8) than boys (43.2).EDOREN – Educati<strong>on</strong> Data, Research and Evaluati<strong>on</strong> <strong>in</strong> Nigeria 75
Review <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> <str<strong>on</strong>g>literature</str<strong>on</strong>g> <strong>on</strong> <strong>basic</strong> educati<strong>on</strong> <strong>in</strong> NigeriaAlthough some qualitative research has shown that that some more traditi<strong>on</strong>al Muslim communitiesc<strong>on</strong>t<strong>in</strong>ue to not want to send <str<strong>on</strong>g>the</str<strong>on</strong>g>ir children/wards to secular government schools <strong>on</strong> religious or moralgrounds, believ<strong>in</strong>g <str<strong>on</strong>g>the</str<strong>on</strong>g>m to be un-Islamic, too westernised, and/or a corrupt<strong>in</strong>g <strong>in</strong>fluence (Chege et al.2008; Okojie 2008; Nyemutu-Roberts et al. 2009; Acti<strong>on</strong>Aid 2011; UNICEF 2012; Dunne et al. 2013), thiswould seem to be a small and dw<strong>in</strong>dl<strong>in</strong>g m<strong>in</strong>ority. In <str<strong>on</strong>g>the</str<strong>on</strong>g> 2004 ESA survey <str<strong>on</strong>g>of</str<strong>on</strong>g> traditi<strong>on</strong>al leaders, mistrust<str<strong>on</strong>g>of</str<strong>on</strong>g> ‘western’ educati<strong>on</strong> came low <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> list <str<strong>on</strong>g>of</str<strong>on</strong>g> possible c<strong>on</strong>stra<strong>in</strong>ts to <str<strong>on</strong>g>the</str<strong>on</strong>g>ir participat<strong>in</strong>g <strong>in</strong> educati<strong>on</strong>almanagement (4%); poverty was cited far more widely as a c<strong>on</strong>stra<strong>in</strong>t (57%) (FME 2005). In fact, manymallams are now said to be active partners <strong>in</strong> IQTE <strong>in</strong> ESSPIN-supported states (ESSPIN 2013b).7.6 Early Childhood Care and Educati<strong>on</strong>ECCE began as a private sector <strong>in</strong>itiative but came <strong>on</strong>to <str<strong>on</strong>g>the</str<strong>on</strong>g> government’s educati<strong>on</strong>al agenda <strong>in</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g>2004 educati<strong>on</strong> policy (FME 2005), with <str<strong>on</strong>g>the</str<strong>on</strong>g> aims <str<strong>on</strong>g>of</str<strong>on</strong>g> effect<strong>in</strong>g a smooth transiti<strong>on</strong> from home to schooland to provide care while parents/guardians go out to work (FME 2004a). In order to implement this,government wanted pre-primary provisi<strong>on</strong> to be established <strong>in</strong> exist<strong>in</strong>g primary schools so as toencourage private and community efforts to make up <str<strong>on</strong>g>the</str<strong>on</strong>g> shortfall (ibid.).Initially <strong>on</strong>ly cover<strong>in</strong>g children ages three to five, it now covers children from zero to five. As <str<strong>on</strong>g>the</str<strong>on</strong>g> care <str<strong>on</strong>g>of</str<strong>on</strong>g>young children has traditi<strong>on</strong>ally been a collective practice, many <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> younger children were alreadybe<strong>in</strong>g cared for <strong>in</strong>formally <strong>in</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> community (FME 2005). A policy directive from <str<strong>on</strong>g>the</str<strong>on</strong>g> NCE <strong>in</strong> 2013 nowrequires all public primary schools <str<strong>on</strong>g>of</str<strong>on</strong>g>fer a compulsory year <str<strong>on</strong>g>of</str<strong>on</strong>g> pre-primary educati<strong>on</strong>.The 2004 ESA c<strong>on</strong>ducted a survey <str<strong>on</strong>g>of</str<strong>on</strong>g> almost 900 ECC/pre-primary/nursery educati<strong>on</strong> centres sampledacross all states and <str<strong>on</strong>g>the</str<strong>on</strong>g> FCT, <strong>in</strong>clud<strong>in</strong>g both formal and <strong>in</strong>formal centres (FME 2005). The f<strong>in</strong>d<strong>in</strong>gs were:Almost two-thirds were located <strong>in</strong> urban areas and just over a third were <strong>in</strong> rural areas;Traditi<strong>on</strong>al n<strong>on</strong>-formal childcare centres were primarily located <strong>in</strong> urban areas <strong>in</strong> sou<str<strong>on</strong>g>the</str<strong>on</strong>g>rn andcentral states;Three-quarters <str<strong>on</strong>g>of</str<strong>on</strong>g> formal pre-schools were located <strong>in</strong> schools; just over a tenth were <strong>in</strong> residentialhomes and a tenth were <strong>in</strong> churches;Over a quarter <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> sampled schools had children with special needs, albeit with no provisi<strong>on</strong> forthose needs;State curricula were generally be<strong>in</strong>g used, although <str<strong>on</strong>g>the</str<strong>on</strong>g> documentati<strong>on</strong> was not widely available;English was <str<strong>on</strong>g>the</str<strong>on</strong>g> MOI for just under three-quarters <str<strong>on</strong>g>of</str<strong>on</strong>g> schools, with <str<strong>on</strong>g>the</str<strong>on</strong>g> language <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> immediateenvir<strong>on</strong>ment used for just over a quarter <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> schools;The ma<strong>in</strong> teach<strong>in</strong>g methods <strong>in</strong>cluded story-tell<strong>in</strong>g and ‘<strong>in</strong>digenous stimulati<strong>on</strong> techniques’ such asgames, jokes and role play;Resources were lack<strong>in</strong>g <strong>in</strong> most cases;The ma<strong>in</strong> health issues for <str<strong>on</strong>g>the</str<strong>on</strong>g> children were said to be malaria (affect<strong>in</strong>g over a quarter) and coughs(affect<strong>in</strong>g around a fifth);Well over half <str<strong>on</strong>g>the</str<strong>on</strong>g> pre-schools were privately owned and most <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> <strong>in</strong>formal centres wereunregistered; andAttendance or admissi<strong>on</strong> records were <str<strong>on</strong>g>the</str<strong>on</strong>g> most available pieces <str<strong>on</strong>g>of</str<strong>on</strong>g> documentati<strong>on</strong> but <strong>on</strong>ly <str<strong>on</strong>g>the</str<strong>on</strong>g>re <strong>in</strong>under a third <str<strong>on</strong>g>of</str<strong>on</strong>g> cases (FME 2005).One <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> ESA studies looked at <str<strong>on</strong>g>the</str<strong>on</strong>g> unit costs <str<strong>on</strong>g>of</str<strong>on</strong>g> school<strong>in</strong>g across <str<strong>on</strong>g>the</str<strong>on</strong>g> different levels <str<strong>on</strong>g>of</str<strong>on</strong>g> school<strong>in</strong>g andfound that pre-primary unit costs per annum were significantly higher, <strong>on</strong> average, than primary unitcosts, <strong>on</strong> account <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> greater f<strong>in</strong>ancial commitment by government to <str<strong>on</strong>g>the</str<strong>on</strong>g> larger public primarysector (FME 2005). The comparis<strong>on</strong> also <str<strong>on</strong>g>the</str<strong>on</strong>g>refore underl<strong>in</strong>es <str<strong>on</strong>g>the</str<strong>on</strong>g> fact that formal pre-primary educati<strong>on</strong>is <str<strong>on</strong>g>the</str<strong>on</strong>g> preserve <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> relatively better <str<strong>on</strong>g>of</str<strong>on</strong>g>f.EDOREN – Educati<strong>on</strong> Data, Research and Evaluati<strong>on</strong> <strong>in</strong> Nigeria 76
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