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Review <strong>of</strong> <strong>the</strong> <strong>literature</strong> on basic education in Nigeriaresources to adequately meet <strong>the</strong>ir needs. Most schools did not have any teachers who had training inproviding specialized instruction to students with disabilities, and several schools did not haveinfrastructure that was accessible to students with physical disabilities (UNICEF 2009a: 33).Box 7.4Increasing <strong>the</strong> number <strong>of</strong> children with disabilities in ESSPIN-supported schoolsThe Annual SMoE reports for various ESSPIN-supported states highlight a number <strong>of</strong> initiatives withregard to pupils with disabilities:Following public-awareness campaigns raising <strong>the</strong> pr<strong>of</strong>ile <strong>of</strong> Jigawa State’s free EducationPolicy for Children Living with Disability, <strong>the</strong>re was a marked increase in enrolments <strong>of</strong>children with disabilities from 3,500 to almost 5,800 in 2011/12;Additional support to increase accessibility in Jigawa includes <strong>the</strong> provision <strong>of</strong> hand-tricycles,solar lights for visually impaired children, and <strong>the</strong> construction <strong>of</strong> appropriate classroom,toilet and safe water access facilities;Initiatives reported by Lagos State aimed at increasing enrolment <strong>of</strong> children with disabilitiesincluded a meal allowance, free transport, providing wheelchair access and sign language insome schools. Fur<strong>the</strong>rmore, SUBEB’s partnership with civil society organisations (CSOs) hadsucceeded in supporting 1,500 children with hearing aids to help <strong>the</strong>m learn in school; andWith <strong>the</strong> aim <strong>of</strong> making all public schools inclusive to accommodate <strong>the</strong> needs <strong>of</strong> all children,Kaduna SMoE and SUBEB are working in partnership with <strong>the</strong> Ministry <strong>of</strong> Health to assesschildren with disability to determine if <strong>the</strong>y can be integrated into public schools. This hasalready resulted in over 1,300 more children with disabilities enrolling in public schools, andtricycles have been distributed to a number <strong>of</strong> children, who now attend school regularly. Thestate is also encouraging parents to learn sign language to enable <strong>the</strong>m to communicate withchildren living with hearing impairment.While it seems clear that <strong>the</strong> number <strong>of</strong> pupils with disability is increasing in some states, it is notclear how many persist in school and what <strong>the</strong>ir experience <strong>of</strong> schooling is.Source: ESSPIN (2013b)7.10 Issues arising and gaps in evidenceVery little is known about <strong>the</strong> prevalence and quality <strong>of</strong> unregistered private schools, as well as aboutChristian schools.There is also a poor understanding <strong>of</strong> how <strong>the</strong> private school sector affects public schools and equality<strong>of</strong> access, as well as <strong>the</strong> quality <strong>of</strong> teaching/learning in private schools.There is very little research on <strong>the</strong> wider implications <strong>of</strong> <strong>the</strong> growth in private schools for <strong>the</strong> publicschool system.Not enough is known about <strong>the</strong> learning outcomes from religious schools, and how <strong>the</strong> process <strong>of</strong>integration is progressing. If IQTE schools are doing better – as suggested by <strong>the</strong> EGRA and EGMA(USAID 2013a) and in ESSPIN-supported IQTE schools (ESSPIN 2013b) – what is it precisely in this form <strong>of</strong>schooling that leads to better results?In addition, what are <strong>the</strong> implications for public schooling if IQTE schools are managing to cover <strong>the</strong> corebasic education syllabus in less time (three years for NEI-supported schools and four years for ESSPINsupportedschools) than it takes a regular public school, and with better results (see USAID 2013a; andESSPIN 2013b)?EDOREN – Education Data, Research and Evaluation in Nigeria 81
Review <strong>of</strong> <strong>the</strong> <strong>literature</strong> on basic education in NigeriaMore needs to be known about ECCE in all its forms. What are <strong>the</strong> implications for equity given <strong>the</strong>relatively high costs and what are <strong>the</strong> cultural and pedagogical implications <strong>of</strong> learning in English (ifindeed that is happening in practice) when policy demands that <strong>the</strong> language <strong>of</strong> <strong>the</strong> immediateenvironment should be used?Greater understanding is needed too on NFE regarding attendance patterns, teaching methodologiesand outcomes. What are <strong>the</strong> reasons for <strong>the</strong> declines in enrolments and female participation in NFE thatare suggested by <strong>of</strong>ficial figures?There is a dearth <strong>of</strong> information on <strong>the</strong> numbers <strong>of</strong> children with physical or learning disabilities, boththose who are out <strong>of</strong> school and those who are in school, be it a regular government or a special school.In <strong>the</strong> case <strong>of</strong> children with disabilities who are now in school, we know nothing about <strong>the</strong>ir needs andexperiences <strong>of</strong> schooling.Evidence Strength AssessmentQuality <strong>of</strong>evidence:LowSize <strong>of</strong> body <strong>of</strong>evidence:SmallConsistency <strong>of</strong>results:Fairly ConsistentClosely matchedto topic:MediumOverallassessment:WeakEDOREN – Education Data, Research and Evaluation in Nigeria 82
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