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 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
Page 1 and 2:
REVIEW OF THE LITERATURE ON BASICED
Page 3 and 4:
Review of
Page 5 and 6:
Review of
Page 7 and 8:
Review of
Page 9 and 10:
Review of
Page 11 and 12:
Review of
Page 13 and 14:
Review of
Page 15 and 16:
Review of
Page 17 and 18:
Review of
Page 19 and 20:
Review of
Page 21 and 22:
Review of
Page 23 and 24:
Review of
Page 25 and 26:
Review of
Page 27 and 28:
Review of
Page 29 and 30:
Review of
Page 31 and 32:
Review of
Page 33 and 34:
Review of
Page 35 and 36:
Review of
Page 37 and 38:
Review of
Page 39 and 40:
Review of
Page 41 and 42:
Review of
Page 43 and 44:
Review of
Page 45 and 46:
Review of
Page 47 and 48:
Review of
Page 49 and 50:
Review of
Page 51 and 52:
Review of
Page 53 and 54:
Review of
Page 55 and 56:
Review of
Page 57 and 58:
Review of
Page 59 and 60:
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 147: 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

Create successful ePaper yourself

Delete template?

Save as template?