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

More documents

Recommendations

Info

Review <strong>of</strong> <strong>the</strong> <strong>literature</strong> on basic education in NigeriaGreater understanding is needed too on non-formal education regarding attendance patterns, teachingmethodologies and outcomes. What are <strong>the</strong> reasons for <strong>the</strong> apparent decline in enrolments and femaleparticipation in non-formal education as suggested by <strong>of</strong>ficial figures?More information is needed on <strong>the</strong> numbers and experiences <strong>of</strong> nomadic and semi-nomadic children inboth nomadic and mainstream schools, identifying <strong>the</strong> factors that encourage and constrain access,retention and learning.Virtually no <strong>literature</strong> is available on <strong>the</strong> numbers, needs and experiences <strong>of</strong> children with specialphysical or learning needs (both those who are in and out <strong>of</strong> school) beyond <strong>the</strong> categorisation <strong>of</strong>children with disabilities in <strong>the</strong> EMIS data.More needs to be known about early childhood care and education (ECCE) in all its forms. What are <strong>the</strong>implications for equity given <strong>the</strong> relative high costs and what are <strong>the</strong> implications <strong>of</strong> teaching beingpredominantly in English, as research suggests, when policy demands that <strong>the</strong> language <strong>of</strong> <strong>the</strong>immediate environment should be used?8. GENDER AND BASIC EDUCATIONGovernment and IDPs have focused on girls’ education in nor<strong>the</strong>rn Nigeria, especially on getting girlsenrolled in school.Barriers to girls’ sustained and meaningful participation in formal education are multiple andinterrelated, and are a combination <strong>of</strong> ‘out-<strong>of</strong>-school’ factors that pull girls out <strong>of</strong> school and ‘in-school’factors that push girls out <strong>of</strong> school. They are also <strong>of</strong>ten connected to poverty, in <strong>the</strong> form <strong>of</strong> homechores and <strong>the</strong> need to earn money, especially through hawking. O<strong>the</strong>r issues include:parental/community attitudes; sibling care; early marriage/pregnancy; hunger/ill health; distance toschool and concerns about safety; corporal punishment; gender violence including bullying and ‘teasing’in school; and a lack <strong>of</strong> water and clean sanitation that assures privacy. It should <strong>of</strong> course be noted thatmany <strong>of</strong> <strong>the</strong>se issues affect boys too.Various initiatives claim to have helped improve girls’ participation (and <strong>of</strong>ten boys’ too). They include:increased female and youth representation on SBMCs; <strong>the</strong> abolition <strong>of</strong> school fees; material assistance;girls’ clubs; improved infrastructure; micro-credit services targeting women; girls-only schools; andgrants to females to train as teachers in some nor<strong>the</strong>rn states (i.e. <strong>the</strong> Female Teacher TrainingScholarship Scheme (FTTSS)).Although interview data suggest <strong>the</strong>se initiatives have helped increase enrolment, <strong>the</strong>re is only limitedevidence in certain states and/or LGEAs from administrative enrolment data or survey-based attendancedata on increases in school participation in regard to ei<strong>the</strong>r girls or boys. It is also not known whe<strong>the</strong>r<strong>the</strong> beneficiaries <strong>of</strong> such initiatives have persisted in school and have been learning.Boys’ schoolingBoys are <strong>of</strong>ten ignored due to <strong>the</strong> focus on girls’ schooling. Issues affecting boys in particular includeharsher and more frequent corporal punishment and more bullying/fighting. Boys are withdrawn ordrop out to work in agriculture in rural areas or for trade/apprenticeships in urban areas; <strong>the</strong>y generallyhave more employment opportunities as <strong>the</strong>y get older. The reasons for boys’ low participation rates inregard to formal schooling in <strong>the</strong> South East particularly need exploring.Concern has been voiced about a possible backlash and antagonistic gender relations if boys are ignoredin development initiatives; for example, a scholarship scheme for girls in Niger State was opened up toboys as well after <strong>the</strong>re was a protest that highlighted <strong>the</strong> discrimination against boys.EDOREN – Education Data, Research and Evaluation in Nigeriaix
Review <strong>of</strong> <strong>the</strong> <strong>literature</strong> on basic education in NigeriaLooking at gendered processesThere is a need to move beyond <strong>the</strong> gender parity approach (i.e. primarily considering numbers <strong>of</strong> girlsversus numbers <strong>of</strong> boys) and a focus on enrolment and attendance toward a focus on inequalities inprocesses and <strong>the</strong> way <strong>the</strong>y relate to outcomes.There is also a need for a more holistic gender analysis <strong>of</strong> schools, with gender conceptualised asrelational – i.e. boys and girls, considering similarities and differences between and within gendercategories – and looking at <strong>the</strong> gendered structures and processes <strong>of</strong> educational institutions, as well asat numbers <strong>of</strong> female and male pupils and teachers.The FTTSS has supported over 2,300 trainees but research is needed on <strong>the</strong>ir levels <strong>of</strong>commitment/attrition over two years, <strong>the</strong>ir impact in schools/communities and on <strong>the</strong> kind <strong>of</strong> support<strong>the</strong>y need to be successful.While <strong>the</strong> <strong>literature</strong> considers <strong>the</strong> constraints <strong>of</strong> cultural practices <strong>of</strong> Islam on girls’ schooling, <strong>the</strong>re isnothing on <strong>the</strong> impact <strong>of</strong> Christianity or African traditional religion (ATR) on girls’ participation, or on <strong>the</strong>way in which ethnicity interacts with gender and religion (with <strong>the</strong> exception <strong>of</strong> two studies on femaleFulbe nomadic pastoralists).9. OUT-OF-SCHOOL ISSUES AFFECTING ACCESS (‘pull factors’)Provision <strong>of</strong> schoolsDespite an impressive drive to increase <strong>the</strong> number <strong>of</strong> primary schools and JSSs across <strong>the</strong> country inrecent years, government welcomes <strong>the</strong> participation <strong>of</strong> private education to help it achieve UBE,including for-pr<strong>of</strong>it private and faith schools such as IQTE schools where <strong>the</strong>re are some secular subjectson <strong>the</strong> curriculum, provided that <strong>the</strong>y meet government standardsPoverty, <strong>the</strong> cost <strong>of</strong> schooling and <strong>the</strong> need for children to workDirect costs such as Parent–Teacher Association (PTA) levies and <strong>the</strong> cost <strong>of</strong> uniforms, writing materialsand textbooks constitute a major barrier to equitable access: inability to pay costs is a cause <strong>of</strong> nonenrolment,refused entry and/or corporal punishment and dropout among pupils, particularly amongchildren from <strong>the</strong> poorest householdsPupils also miss school to earn money for <strong>the</strong>ir own or for siblings’ school fees/costs. Many workingchildren earn money in order to pay for schooling.In particular states or communities in nor<strong>the</strong>rn Nigeria, initiatives have been carried out, with somedegree <strong>of</strong> success, to provide conditional cash transfers, free school uniforms, and free writingmaterials, textbooks, bags, sandals, bicycles and sanitary pads (for girls). These have <strong>of</strong>ten beenachieved with SBMC/PTA funds and are sometimes tied in to school development plans (SDPs); suchschemes are also mainly aimed at girls.While interview and survey data indicate that <strong>the</strong>se initiatives have increased enrolment, <strong>the</strong>re arerarely hard figures and robust evidence as to whe<strong>the</strong>r <strong>the</strong> beneficiaries have persisted in school and arelearning.HealthChild ill health – <strong>of</strong>ten related to poverty, poor water and sanitation and/or conditions <strong>of</strong> child labour –impacts heavily on schooling. There is speculation in <strong>the</strong> 2010 NEDS report that <strong>the</strong> discontinuation <strong>of</strong>EDOREN – Education Data, Research and Evaluation in Nigeriax
Page 1 and 2: REVIEW OF THE LITERATURE ON BASICED
Page 3 and 4: Review of
Page 9: Review of
Page 61 and 62:
Review of
Page 63 and 64:
Review of
Page 65 and 66:
Review of
Page 67 and 68:
Review of
Page 69 and 70:
Review of
Page 71 and 72:
Review of
Page 73 and 74:
Review of
Page 75 and 76:
Review of
Page 77 and 78:
Review of
Page 79 and 80:
Review of
Page 81 and 82:
Review of
Page 83 and 84:
Review of
Page 85 and 86:
Review of
Page 87 and 88:
Review of
Page 89 and 90:
Review of
Page 91 and 92:
Review of
Page 93 and 94:
Review of
Page 95 and 96:
Review of
Page 97 and 98:
Review of
Page 99 and 100:
Review of
Page 101 and 102:
Review of
Page 103 and 104:
Review of
Page 105 and 106:
Review of
Page 107 and 108:
Review of
Page 109 and 110:
Review of
Page 111 and 112:
Review of
Page 113 and 114:
Review of
Page 115 and 116:
Review of
Page 117 and 118:
Review of
Page 119 and 120:
Review of
Page 121 and 122:
Review of
Page 123 and 124:
Review of
Page 125 and 126:
Review of
Page 127 and 128:
Review of
Page 129 and 130:
Review of
Page 131 and 132:
Review of
Page 133 and 134:
Review of
Page 135 and 136:
Review of
Page 137 and 138:
Review of
Page 139 and 140:
Review of
Page 141 and 142:
Review of
Page 143 and 144:
Review of
Page 145 and 146:
Review of
Page 147 and 148:
Review of
Page 149 and 150:
Review of
Page 151 and 152:
Review of
Page 153 and 154:
Review of
Page 155 and 156:
Review of
Page 157 and 158:
Review of
Page 159 and 160:
Review of
Page 161 and 162:
Review of
Page 163 and 164:
Review of
Page 165 and 166:
Review of
Page 167 and 168:
Review of
Page 169 and 170:
Review of
Page 171 and 172:
Review of
Page 173 and 174:
Review of
Page 175 and 176:
Review of
Page 177 and 178:
Review of
Page 179 and 180:
Review of
Page 181 and 182:
Review of
Page 183 and 184:
Review of
Page 185 and 186:
Review of
Page 187 and 188:
Review of
Page 189 and 190:
Review of
Page 191 and 192:
Review of
Page 193 and 194:
Review of
Page 195 and 196:
Review of
Page 197 and 198:
Review of
Page 199 and 200:
Review of
Page 201 and 202:
Review of
Page 203 and 204:
Review of
Page 205 and 206:
Review of
Page 207 and 208:
Review of
Page 209 and 210:
Review of
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?