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Review <strong>of</strong> <strong>the</strong> <strong>literature</strong> on basic education in NigeriaThe PTTE noted <strong>the</strong> paucity <strong>of</strong> statistics on <strong>the</strong> number <strong>of</strong> children attending pre-school and urgedgovernment to restructure primary education to include a preparatory year at primary level for fiveyear-olds(FME 2011a) in order to help achieve EFA Goal 1, which relates to universal ECCE.7.7 Non-formal educationAccording to <strong>the</strong> 2010 NEDS, 38% <strong>of</strong> <strong>the</strong> adult population (aged 15 and over) have had no formalschooling (NPC and RTI International 2011), although again it should be highlighted that <strong>the</strong>se figures donot include people who have a purely religious education. The government addresses this through itsPolicy for Mass Literacy, Adult and Non-Formal Education, as laid out in <strong>the</strong> 2004 National Policy onEducation. This aims to:provide functional literacy and continuing education for adults and youths who have never had <strong>the</strong>advantage <strong>of</strong> formal education or who did not complete <strong>the</strong>ir primary education. These include <strong>the</strong>nomads, migrant families, <strong>the</strong> disabled and o<strong>the</strong>r categories or groups (FME 2004a: 25).The NMEC was established by decree in 1990 and by 2000 each state had its own Agency for MassEducation. At federal, state and local government level many o<strong>the</strong>r non-government agencies are alsoinvolved in adult literacy work. However, <strong>the</strong> 2009 literacy survey found levels <strong>of</strong> awareness about adultliteracy programmes and literacy centres to vary greatly among states, with adults in <strong>the</strong> north generallyshowing greater awareness than in <strong>the</strong> south (e.g. Niger 76.7% vs. Ogun 5.5%) (FME 2010).Box 7.2 Women attending adult literacy classes‘I initially started primary one <strong>the</strong>n I was withdrawn by my fa<strong>the</strong>r…in those days women didn’t go toschool in our area … I attended an adult literacy class … because I wanted to learn to read and write…’(45 years old, semi‐rural community, Kano).‘… girls here are taken out <strong>of</strong> school for marriage when <strong>the</strong>y get husbands but <strong>the</strong> boys continue so itis more important to <strong>the</strong> boys to be in school … my parents didn’t think it is important to send me toschool when I was young… I attend adult literacy class … because I am not happy that I did not go toschool when I was a child…’ (30 years old, rural community, Kano).‘…I was married <strong>of</strong>f by my parents … after primary six … it was my husband and my parents whorealised <strong>the</strong> importance <strong>of</strong> education and felt sorry that I was not allowed to continue after primaryeducation… so <strong>the</strong> only option is to allow me to enrol into <strong>the</strong> adult education classes… I have beenattending for one year…’ (35 years old, rural community, Kano).Source: Coinco (2012: 36–37).Official 2010 monitoring statistics from <strong>the</strong> NMEC suggest that <strong>the</strong>re are 580,000 people enrollednationally in basic literacy training (47% female), 358,000 enrolled in IQTE (40% female), 150,000 (43%female) in continuing education, 100,000 in literacy by radio (60% female), and smaller numbers invarious o<strong>the</strong>r programmes including post-literacy, girl-child education, women’s education, vocationaleducation, nomadic adult education, literacy for prisons, and out-<strong>of</strong>-school education. Aderinoye et al.(2007) report statistics from <strong>the</strong> NMEC 2001 statistical digest that enrolment was 1.4 million in 2000with an even gender split. This would suggest enrolment and female participation in NFE has declined inrecent years, although research evidence is lacking on possible reasons why this might be <strong>the</strong> case.Bah-Lalya et al. (2011) looked at enrolment in NFE in seven states (one from each geo-political zone,namely: Bauchi, Bayelsa, Enugu, Oyo, Plateau, Zamfara and FCT), and reported 247,000 enrolments in2005, <strong>of</strong> which only 37% were female. The largest age group comprised 31–40 year olds (48.2%),followed by 41–50 year olds (39.7%), 15–20 (7.6%), below age 15 (2.8%) and 61–80 (1.7%). Learningfacilities were poorly resourced, with just 14.5% having functional toilet facilities and 11.4% with bothEDOREN – Education Data, Research and Evaluation in Nigeria 77
Review <strong>of</strong> <strong>the</strong> <strong>literature</strong> on basic education in Nigeriawater and electricity, although over a third <strong>of</strong> respondents reported <strong>the</strong> existence <strong>of</strong> a communityreading room in <strong>the</strong>ir area (ibid.).Theobald et al. (2007) argue that adult, non-formal, and nomadic education have been marginalised dueto a lack <strong>of</strong> strategic planning and inadequate funding. This is recognised by government (FME 2010) andsupported by NMEC monitoring data obtained for 2011, which show that actual state governmentspending on NFE is routinely less than 60% <strong>of</strong> budgeted expenditure for most states. Amounts budgetedand reportedly spent vary substantially between states, from NGN 1.6 billion in Ondo State to NGN 3million in Edo State. Data are also missing for many states.The FME’s candid submission to <strong>the</strong> 2010 Ministerial Review meeting on EFA with respect to literacy inNigeria (FME 2010) reported positive feedback from many Nigerians who had successfully participatedin adult literacy programmes (see Box 7.2). However, from survey and evaluation data <strong>the</strong>y identified anumber <strong>of</strong> serious challenges to <strong>the</strong> success, sustainability and scaling up <strong>of</strong> adult literacy programmes:There is a need for better cooperation among <strong>the</strong> various service providers to ensure greateruniformity in programme objectives, planning and implementation;There is only limited participation by pr<strong>of</strong>essional adult educators in policy-making and planning;Literacy education is relatively underfunded;Some state governments are unable to match counterpart funding in order to access <strong>the</strong> UBE grantsavailable;Due to lack <strong>of</strong> funding, many centres lack basic infrastructure and teaching materials;Most facilitators are part time and drawn primarily from unqualified teachers but with a highpercentage <strong>of</strong> volunteers, so <strong>the</strong>re is a high turnover <strong>of</strong> staff;75% <strong>of</strong> facilitators surveyed were dissatisfied with <strong>the</strong> low pay, which <strong>the</strong>y said affected <strong>the</strong>irmotivation to teach well;Although mo<strong>the</strong>r-tongue teaching is supposed to be given priority in literacy classes, just under half<strong>of</strong> people surveyed reported that English was <strong>the</strong> MOI; andIn a survey <strong>of</strong> people who had dropped out a lack <strong>of</strong> employment opportunities for graduates <strong>of</strong>literacy programmes and <strong>the</strong> non-recognition <strong>of</strong> adult literacy certification by some employers werefound to be major reasons for some abandoning <strong>the</strong>ir studies.The 2004 ESA had warned that <strong>the</strong> increase in ‘schooled illiterates’ passing through <strong>the</strong> educationsystem was likely to increase pressure on <strong>the</strong> non-formal system (FME 2005).7.8 Public schooling for nomadic populationsThere are an estimated 10 million Nigerians who live a nomadic life, including 6.5 million pastoralistsand 2.8 million fisher folk (Bah-Lalya et al. 2011). Pastoralists are found in 31 states. Their ethnicconcentration is as follows: 5.3 million Fulbe/Hausa-Fulani spread throughout <strong>the</strong> 31 states butpredominantly in <strong>the</strong> savannah lands <strong>of</strong> nor<strong>the</strong>rn Nigeria (McCaffery et al. 2006), with <strong>the</strong> Shuwa Arab(1.01), Budama (10,000) and Dark Buzu (15,000) mainly found in <strong>the</strong> Borno plains and <strong>the</strong> shores <strong>of</strong> LakeChad (Muhammad and Abbo 2010). Migrant fishing communities on <strong>the</strong> o<strong>the</strong>r hand are found on <strong>the</strong>Atlantic Coast and in riverside areas <strong>of</strong> <strong>the</strong> country.Early attempts to include nomads in mainstream schooling were ill-advised as <strong>the</strong>y nei<strong>the</strong>r involvedpastoralists in <strong>the</strong> process nor understood <strong>the</strong>ir needs; in addition, <strong>the</strong> schools and curricula were <strong>the</strong>same as for sedentary groups. All this resulted in low enrolments and completion rates (Umar and Tahir2000; Iro 2001). Violence too was also reported, with cases <strong>of</strong> children being kidnapped when herdingcattle and forced into school while protesting parents or community leaders were imprisoned (Usman2006). Second-wave attempts by government have involved consultation and collaboration withEDOREN – Education Data, Research and Evaluation in Nigeria 78
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