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Review <strong>of</strong> <strong>the</strong> <strong>literature</strong> on basic education in Nigeriaproblematic: only 34% had ‘sufficient’ or ‘near sufficient’ literacy in English, although more positivelyover 84% had ‘sufficient’ or ‘near sufficient’ levels <strong>of</strong> subject knowledge to teach primary Maths. Whileit is not known how much test preparation teachers received and/or how test-savvy <strong>the</strong>y were (and itshould be noted that <strong>the</strong> assessment was not straightforward), <strong>the</strong> results are still cause for majorconcern and ‘it is reasonable to conclude that teacher qualifications bear little relationship to teacherpr<strong>of</strong>essional working knowledge’ (Johnson 2010). Indeed, in a couple <strong>of</strong> studies, stakeholders haveexpressed <strong>the</strong> view that <strong>the</strong> now defunct Grade II teaching certificate was <strong>of</strong> greater practical use than<strong>the</strong> NCE (Adekola 2007; Thomas 2011).Johnson (2010) also concurs with Adekola (2007) on <strong>the</strong> need to target teachers’ literacy and pedagogyskills in relation to how to teach literacy based on good-quality information on teacher capabilities. Inaddition, Adekola’s (2007) analysis <strong>of</strong> <strong>the</strong> national assessments <strong>of</strong> primary pupils in 2001 and 2003 and a<strong>review</strong> <strong>of</strong> studies in teaching and learning led him to suggest a greater emphasis on developing teachers’communication skills in <strong>the</strong> languages <strong>of</strong> instruction. He also noted a need for research into <strong>the</strong> relativecosts and benefits <strong>of</strong> different ways <strong>of</strong> delivering teacher education.The PTTE underlined <strong>the</strong> importance <strong>of</strong> teachers improving <strong>the</strong>ir s<strong>of</strong>t skills, engaging with emotionalintelligence issues and providing psycho-social support for learners (FME 2011a), which would seem tobe confirmed by <strong>the</strong> evaluation <strong>of</strong> <strong>the</strong> CFS initiative (UNICEF 2009a).10.5.2 Quality <strong>of</strong> in-service teacher educationThere have been criticisms that delivery <strong>of</strong> CPD or in-service training has been neglected by states (Tahirand Girei 2008). Problems that affect in-service programmes include:A focus on upgrading qualifications (thus, with <strong>the</strong> same curriculum issues related above for preserviceeducation) ra<strong>the</strong>r than improving classroom teaching (Adekola 2007; FME 2009b; FME2011a); No recognition <strong>of</strong> teachers’ prior teaching experience in <strong>the</strong> curriculum (Adekola 2007); Politicised, uneven and/or very limited access to in-service training (Adekola 2007; Garuba 2006;Boulton et al. 2009; UBEC 2012a; Dunne et al. 2013);Limited access to CPD opportunities, especially in rural areas (Aledabu 2005; FME 2005; Adekola2007); Often one-<strong>of</strong>f workshops ra<strong>the</strong>r than a planned series <strong>of</strong> pr<strong>of</strong>essional development (Adekola 2007;Dunne et al. 2013);Training is organised by LGEAs or SUBEBs with no input from schools to address specific needs(Boulton et al. 2009);CPD facilitators are <strong>of</strong>ten <strong>the</strong> same pre-service educators, with <strong>the</strong> same capacity needs mentionedabove, or o<strong>the</strong>rs with similar needs for capacity building (e.g. school supervisors) (Dunne et al.2013);Where teachers undergo in-service teacher education, <strong>the</strong>re is no system to replace absent teachers(Boulton et al. 2009; Williams 2009; Dunne et al. 2013); andTeachers <strong>of</strong>ten have to pay out <strong>of</strong> <strong>the</strong>ir own pockets to attend workshops (Adekola 2007; Sherry2008).According to <strong>the</strong> 2004 ESA primary school head teacher survey, primary teachers had received ‘a fairspread <strong>of</strong> training’ (FME 2005) although it is not known to what extent <strong>the</strong> training was spread evenlyamong schools and teachers, nor what <strong>the</strong> quality <strong>of</strong> <strong>the</strong> training was like. Stakeholders in <strong>the</strong> UBECimpact assessment in several states voiced concerns about <strong>the</strong> quality <strong>of</strong> in-service training (UBEC2012a). The main topic was classroom management, which (some) teachers had accessed in just underEDOREN – Education Data, Research and Evaluation in Nigeria 121
Review <strong>of</strong> <strong>the</strong> <strong>literature</strong> on basic education in Nigeriahalf <strong>of</strong> <strong>the</strong> schools. This was also <strong>the</strong> topic that gave <strong>the</strong> greatest level <strong>of</strong> satisfaction, reportedly helpingto boost teacher morale and improve communication with pupils (FME 2005).Teachers, educational stakeholders and researchers have expressed a need for more classroom- andschool-based in-service training (Adekola 2007; Hardman et al. 2008; Sherry 2008; Dunne et al. 2013),although this too has its challenges (see Section 10.6). The PTTE also recommended more in-school andbetween-school supervision (FME 2011a).10.6 Recent initiatives in teacher educationWhile it is impossible to attribute improvements in pupil learning outcomes to specific inputs, reports <strong>of</strong>recent teacher education initiatives have shown signs <strong>of</strong> improved teacher motivation and pupilinvolvement in lessons, which may relate in some way to modest gains reported in pupil attainment.However, <strong>the</strong> reporting on <strong>the</strong> specifics <strong>of</strong> <strong>the</strong> interventions and <strong>the</strong> evaluations is patchy and moredetailed studies, where <strong>the</strong>y exist, are unavailable, so it is hard to gauge <strong>the</strong> relative impact <strong>of</strong> <strong>the</strong>seinterventions; moreover, it may be too early to tell (see boxes 10.2 and 10.3).10.6.1 School-based action researchPositive outcomes were reported from a World Bank-sponsored school-based action research anddevelopment programme that involved over 500 schools across 23 states and 34 LGEAs and encouragedreflective practice and mentoring (Adekola 2007), claiming that:It increased <strong>the</strong> awareness <strong>of</strong> teachers regarding <strong>the</strong> need for change; andIt had a positive impact on primary teachers involved in <strong>the</strong> programmes, who experiencedincreased levels <strong>of</strong> happiness and confidence in <strong>the</strong>ir teaching, feeling better able to help pupilslearn.Adekola reports that although World Bank funding ceased in 2004, grants for teacher development havesubsequently been made available to states through UBEC (see Section 6.4). Some <strong>of</strong> <strong>the</strong> states thatparticipated in an action-research teacher development project are said to have applied for funding butevidence is lacking as to whe<strong>the</strong>r <strong>the</strong> teacher development model has successfully been sustained.Moreover, no evidence was presented as to whe<strong>the</strong>r classroom teaching and/or pupil learning hadimproved through <strong>the</strong> model.Box 10.2 Evaluating in-service teacher development initiativesThe evaluation <strong>of</strong> an ESSPIN-supported small-scale literacy and numeracy programme in Kwara Statecame to <strong>the</strong> following conclusion about <strong>the</strong> difficulties <strong>of</strong> evaluating a literacy and numeracy teacherdevelopment programme in Kwara State:It is difficult to attribute an observed change (in levels <strong>of</strong> achievement) to a specific input (<strong>the</strong> literacyand numeracy programme), within a process as organic as school improvement. Work to improvegeneric teaching skills and ensure that teachers understand and apply <strong>the</strong> basic principles <strong>of</strong> howchildren [learn], and work to improve <strong>the</strong> way that schools are led and managed, and even moresignificantly supported by a reinvigorated LGEA advisory service are likely also to have had an impact,as is <strong>the</strong> hard to quantify, but massively significant, increased sense <strong>of</strong> purpose within schools andclassrooms that has resulted from being part <strong>of</strong> a comprehensive, integrated reform agenda.Source: Breakell (2012: 24)EDOREN – Education Data, Research and Evaluation in Nigeria 122
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