Review <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> <str<strong>on</strong>g>literature</str<strong>on</strong>g> <strong>on</strong> <strong>basic</strong> educati<strong>on</strong> <strong>in</strong> Nigeria10.6.2 Literature <strong>on</strong> school-based <strong>in</strong>-service teacher educati<strong>on</strong>COMPASS, GEP, ESSPIN and <str<strong>on</strong>g>the</str<strong>on</strong>g> NEI have all <strong>in</strong>cluded school-based <strong>in</strong>-service teacher educati<strong>on</strong>comp<strong>on</strong>ents <strong>in</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g>ir programmes, <strong>in</strong>clud<strong>in</strong>g use <str<strong>on</strong>g>of</str<strong>on</strong>g> detailed less<strong>on</strong> plans or <strong>in</strong>teractive radio, aimed atimprov<strong>in</strong>g teach<strong>in</strong>g by mak<strong>in</strong>g it more <strong>in</strong>teractive, ‘child-friendly’ and ‘learner-centred’. However, details<str<strong>on</strong>g>of</str<strong>on</strong>g> what <str<strong>on</strong>g>the</str<strong>on</strong>g>se <strong>in</strong>terventi<strong>on</strong>s entail, <str<strong>on</strong>g>the</str<strong>on</strong>g> precise teach<strong>in</strong>g methodologies <strong>in</strong>volved and <str<strong>on</strong>g>the</str<strong>on</strong>g> processes <str<strong>on</strong>g>of</str<strong>on</strong>g>m<strong>on</strong>itor<strong>in</strong>g and mentor<strong>in</strong>g etc. are scarce <strong>in</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> <str<strong>on</strong>g>literature</str<strong>on</strong>g>. Evaluati<strong>on</strong> reports (e.g. USAID 2009 andHolfeld et al. 2008 <strong>on</strong> COMPASS; Breakell 2012 and ESSPIN 2013a <strong>on</strong> ESSPIN; Gabrscek and Usman 2013<strong>on</strong> UNICEF’s School-based Teacher Development (SbTD) programme, and UNICEF 2012 <strong>on</strong> GEP II) tendto be short <strong>on</strong> specifics and to report <strong>on</strong>e-<str<strong>on</strong>g>of</str<strong>on</strong>g>f classroom observati<strong>on</strong>s regard<strong>in</strong>g <str<strong>on</strong>g>the</str<strong>on</strong>g> presence or not <str<strong>on</strong>g>of</str<strong>on</strong>g>particular behaviours/activities, such as group work, use <str<strong>on</strong>g>of</str<strong>on</strong>g> teach<strong>in</strong>g aids, textbooks, teacher praise, etc.(<str<strong>on</strong>g>of</str<strong>on</strong>g>ten <strong>in</strong> a quantified form), while <strong>in</strong>terview data report teacher and pupil feedback <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> experience.In additi<strong>on</strong> to <str<strong>on</strong>g>the</str<strong>on</strong>g> observati<strong>on</strong>al and <strong>in</strong>terview data, pupils’ atta<strong>in</strong>ment is usually measured, although <str<strong>on</strong>g>the</str<strong>on</strong>g>difficulty <str<strong>on</strong>g>of</str<strong>on</strong>g> attribut<strong>in</strong>g <strong>in</strong>creases <strong>in</strong> atta<strong>in</strong>ment to specific <strong>in</strong>terventi<strong>on</strong>s is acknowledged, as well as <str<strong>on</strong>g>the</str<strong>on</strong>g>likely time lag and less direct l<strong>in</strong>k between <strong>in</strong>terventi<strong>on</strong>s and atta<strong>in</strong>ment.The limited evaluati<strong>on</strong> methodologies implied <strong>in</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> above may well be due, to a large extent, tobudgetary and time c<strong>on</strong>stra<strong>in</strong>ts imposed by d<strong>on</strong>ors and <str<strong>on</strong>g>the</str<strong>on</strong>g> pressure to show progress.10.6.3 ESSPIN teacher development supportA small-scale evaluati<strong>on</strong> <str<strong>on</strong>g>of</str<strong>on</strong>g> ESSPIN’s support to <str<strong>on</strong>g>the</str<strong>on</strong>g> Kwara State literacy and numeracy programmequantified behaviours and activities and noted more pupil talk<strong>in</strong>g, more group/pair work, less boardwork, more active learn<strong>in</strong>g by pupils (although it is not made clear exactly what that entailed) andgreater use <str<strong>on</strong>g>of</str<strong>on</strong>g> textbooks and teach<strong>in</strong>g aids (Breakell 2012). However, <str<strong>on</strong>g>the</str<strong>on</strong>g>se activities <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g>ir own arenot necessarily evidence <str<strong>on</strong>g>of</str<strong>on</strong>g> better teach<strong>in</strong>g/learn<strong>in</strong>g (see Box 10.2), although <str<strong>on</strong>g>the</str<strong>on</strong>g> report c<strong>on</strong>cluded thatteachers us<strong>in</strong>g detailed less<strong>on</strong> plans ‘seems to be work<strong>in</strong>g’. Similarly, from UNICEF’s 18 20-m<strong>in</strong>uteobservati<strong>on</strong>s evaluat<strong>in</strong>g GEP II, it was noted that most teachers encouraged pupils to express op<strong>in</strong>i<strong>on</strong>s,gave positive re<strong>in</strong>forcement and got some pupils to talk am<strong>on</strong>g <str<strong>on</strong>g>the</str<strong>on</strong>g>mselves (UNICEF 2012).ESSPIN’s large-scale evaluati<strong>on</strong> <str<strong>on</strong>g>of</str<strong>on</strong>g> teacher competence for <str<strong>on</strong>g>the</str<strong>on</strong>g> project’s mid-term <str<strong>on</strong>g>review</str<strong>on</strong>g> (ESSPIN 2013a)observed teachers <strong>in</strong> 595 schools across six states, and attempted to assess whe<str<strong>on</strong>g>the</str<strong>on</strong>g>r teachercompetence had improved follow<strong>in</strong>g up to 16 days <str<strong>on</strong>g>of</str<strong>on</strong>g> teacher development support <strong>on</strong> <strong>basic</strong> teach<strong>in</strong>gskills, <strong>basic</strong> literacy and numeracy skills, classroom organisati<strong>on</strong>, use <str<strong>on</strong>g>of</str<strong>on</strong>g> teach<strong>in</strong>g aids, and encourag<strong>in</strong>gpupils’ self-esteem.Teachers <str<strong>on</strong>g>of</str<strong>on</strong>g> English and/or Maths had to meet three out <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> four criteria listed below, whereasteachers <str<strong>on</strong>g>of</str<strong>on</strong>g> o<str<strong>on</strong>g>the</str<strong>on</strong>g>r subjects had to meet two out <str<strong>on</strong>g>of</str<strong>on</strong>g> three (i.e. exclud<strong>in</strong>g <str<strong>on</strong>g>the</str<strong>on</strong>g> first) to be judgedcompetent:Knowledge <str<strong>on</strong>g>of</str<strong>on</strong>g> English or Ma<str<strong>on</strong>g>the</str<strong>on</strong>g>matics curriculum (based <strong>on</strong> <strong>in</strong>terview);Use <str<strong>on</strong>g>of</str<strong>on</strong>g> at least <strong>on</strong>e teach<strong>in</strong>g aid dur<strong>in</strong>g less<strong>on</strong> observati<strong>on</strong>;Greater use <str<strong>on</strong>g>of</str<strong>on</strong>g> praise than reprimand dur<strong>in</strong>g less<strong>on</strong> observati<strong>on</strong>; andClass organisati<strong>on</strong>: assign<strong>in</strong>g <strong>in</strong>dividual or group tasks at least twice dur<strong>in</strong>g less<strong>on</strong> (or for twoc<strong>on</strong>tiguous five-m<strong>in</strong>ute blocks).Aga<strong>in</strong>, observed group work and use <str<strong>on</strong>g>of</str<strong>on</strong>g> teach<strong>in</strong>g aids <strong>in</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g>mselves do not necessarily signify betterteach<strong>in</strong>g/learn<strong>in</strong>g and although it was c<strong>on</strong>cluded that an estimated 67% teachers were judgedcompetent <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g>se criteria, a more <strong>in</strong>-depth supplementary qualitative and observati<strong>on</strong>al study mighthave yielded greater <strong>in</strong>sights.EDOREN – Educati<strong>on</strong> Data, Research and Evaluati<strong>on</strong> <strong>in</strong> Nigeria 123
Review <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> <str<strong>on</strong>g>literature</str<strong>on</strong>g> <strong>on</strong> <strong>basic</strong> educati<strong>on</strong> <strong>in</strong> Nigeria10.6.4 COMPASS teacher development supportThe five-year USAID-funded COMPASS project <strong>in</strong> Lagos, Nasarawa, Kano, Bauchi and <str<strong>on</strong>g>the</str<strong>on</strong>g> FCT also<strong>in</strong>volved several teacher educati<strong>on</strong> comp<strong>on</strong>ents. The educati<strong>on</strong> comp<strong>on</strong>ent <strong>in</strong>cluded both <strong>in</strong>-service andpre-service <strong>in</strong>terventi<strong>on</strong>s. Pre-service <strong>in</strong>cluded work<strong>in</strong>g with three colleges <str<strong>on</strong>g>of</str<strong>on</strong>g> educati<strong>on</strong> <strong>in</strong> Kano, Lagosand Nasarawa states. It supported: a <str<strong>on</strong>g>review</str<strong>on</strong>g> <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> Primary Educati<strong>on</strong> Studies curriculum; pedagogicaltra<strong>in</strong><strong>in</strong>g for teacher educators, <strong>in</strong>volv<strong>in</strong>g ICT; an additi<strong>on</strong>al pr<str<strong>on</strong>g>of</str<strong>on</strong>g>iciency <strong>in</strong> English curriculum; and <str<strong>on</strong>g>the</str<strong>on</strong>g>establishment <str<strong>on</strong>g>of</str<strong>on</strong>g> a Teachers’ Resource Centre. Students follow<strong>in</strong>g <str<strong>on</strong>g>the</str<strong>on</strong>g> Primary Educati<strong>on</strong> Studies courseswere reported to be am<strong>on</strong>g <str<strong>on</strong>g>the</str<strong>on</strong>g> highest atta<strong>in</strong>ers <strong>in</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> end-<str<strong>on</strong>g>of</str<strong>on</strong>g>-course assessments at <str<strong>on</strong>g>the</str<strong>on</strong>g> colleges,which was attributed to <str<strong>on</strong>g>the</str<strong>on</strong>g> COMPASS <strong>in</strong>puts. The external evaluati<strong>on</strong> also deemed this part <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g>project to have been fairly successful, with faculty employ<strong>in</strong>g some <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> teach<strong>in</strong>g methods <str<strong>on</strong>g>the</str<strong>on</strong>g>y hadbeen exposed to at <str<strong>on</strong>g>the</str<strong>on</strong>g> teachers’ workshops (Holfeld et al. 2008).The COMPASS <strong>in</strong>-service tra<strong>in</strong><strong>in</strong>g at <str<strong>on</strong>g>the</str<strong>on</strong>g> primary school level <strong>in</strong>cluded workshops <strong>on</strong> learner-centredpedagogy, and revolved round an <strong>in</strong>teractive radio <strong>in</strong>structi<strong>on</strong> (IRI) <strong>in</strong>itiative, which <strong>in</strong>volved a series <str<strong>on</strong>g>of</str<strong>on</strong>g>90 programmes per grade. IRI is c<strong>on</strong>sidered to be an effective form <str<strong>on</strong>g>of</str<strong>on</strong>g> teacher educati<strong>on</strong> <strong>in</strong> a c<strong>on</strong>textwhere teacher quality is low, so <str<strong>on</strong>g>the</str<strong>on</strong>g> teacher is developed to become more <str<strong>on</strong>g>of</str<strong>on</strong>g> a facilitator for <str<strong>on</strong>g>the</str<strong>on</strong>g> radio<strong>in</strong>structi<strong>on</strong> than a full-blooded teacher (USAID 2009; Johns<strong>on</strong> 2010). Despite reported <strong>in</strong>itial reluctanceby schools (especially Islamiyya schools) to become <strong>in</strong>volved, pupils reportedly enjoyed <str<strong>on</strong>g>the</str<strong>on</strong>g> activitiesand teachers reported <strong>in</strong>creased self-c<strong>on</strong>fidence and self-esteem (USAID 2009). Slight improvements <strong>in</strong>atta<strong>in</strong>ment <strong>in</strong> Ma<str<strong>on</strong>g>the</str<strong>on</strong>g>matics and English assessments were also dem<strong>on</strong>strated, <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> whole, by pupilswho had experienced <str<strong>on</strong>g>the</str<strong>on</strong>g> IRI (ibid.).However, <str<strong>on</strong>g>the</str<strong>on</strong>g> external evaluati<strong>on</strong> was less effusive; while agree<strong>in</strong>g that teachers were appreciative, <str<strong>on</strong>g>the</str<strong>on</strong>g>ysaw little evidence <str<strong>on</strong>g>of</str<strong>on</strong>g> change <strong>in</strong> practice <strong>in</strong> less<strong>on</strong> observati<strong>on</strong>s nor evidence <str<strong>on</strong>g>of</str<strong>on</strong>g> teacher understand<strong>in</strong>g <strong>in</strong><strong>in</strong>terviews, and c<strong>on</strong>cluded that <str<strong>on</strong>g>the</str<strong>on</strong>g> durati<strong>on</strong> <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> tra<strong>in</strong><strong>in</strong>g had been too short (Holfeld et al. 2008).Similarly, although <str<strong>on</strong>g>the</str<strong>on</strong>g> IRI was found to have been very popular with LGEAs, schools, communitymembers and pupils, and was said to have <strong>in</strong>creased enrolment, many teachers also noted that <str<strong>on</strong>g>the</str<strong>on</strong>g>programmes were <str<strong>on</strong>g>of</str<strong>on</strong>g>ten difficult to hear, especially <strong>in</strong> classrooms with large numbers <str<strong>on</strong>g>of</str<strong>on</strong>g> students, andthat <str<strong>on</strong>g>the</str<strong>on</strong>g> radio transmissi<strong>on</strong> was <str<strong>on</strong>g>of</str<strong>on</strong>g>ten poor and unclear. Moreover, <str<strong>on</strong>g>the</str<strong>on</strong>g> evaluati<strong>on</strong> team deemed <str<strong>on</strong>g>the</str<strong>on</strong>g>c<strong>on</strong>tent too limited to be able to attribute <str<strong>on</strong>g>the</str<strong>on</strong>g> pupils’ modest ga<strong>in</strong>s <strong>in</strong> atta<strong>in</strong>ment to <str<strong>on</strong>g>the</str<strong>on</strong>g> programme. Inc<strong>on</strong>trast, <str<strong>on</strong>g>the</str<strong>on</strong>g>y c<strong>on</strong>cluded that perhaps it was <str<strong>on</strong>g>the</str<strong>on</strong>g> actual discipl<strong>in</strong>e <str<strong>on</strong>g>of</str<strong>on</strong>g> teachers and pupils focus<strong>in</strong>g <strong>on</strong>literacy and numeracy toge<str<strong>on</strong>g>the</str<strong>on</strong>g>r three times a week that had resulted <strong>in</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> slight improvement, anobservati<strong>on</strong> which, if true, has implicati<strong>on</strong>s for o<str<strong>on</strong>g>the</str<strong>on</strong>g>r <strong>in</strong>-service teacher educati<strong>on</strong> programmes. Given<str<strong>on</strong>g>the</str<strong>on</strong>g> reported high levels <str<strong>on</strong>g>of</str<strong>on</strong>g> absenteeism by pupils and teachers, it is likely that more time <strong>in</strong> class and <strong>on</strong>task for both parties will have some impact.Box 10.3 Learner-centred educati<strong>on</strong>At <str<strong>on</strong>g>the</str<strong>on</strong>g> heart <str<strong>on</strong>g>of</str<strong>on</strong>g> many <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> educati<strong>on</strong>al reform and development projects <strong>in</strong> Nigeria, as elsewhere <strong>in</strong>Africa, has been <str<strong>on</strong>g>the</str<strong>on</strong>g> desire to implement ‘learner-centred’ educati<strong>on</strong> (LCE). It is important not tocreate a false dichotomy between ‘teacher-centred’ and ‘learner-centred’, and <strong>in</strong>deed it may be morehelpful to th<strong>in</strong>k <str<strong>on</strong>g>of</str<strong>on</strong>g> a c<strong>on</strong>t<strong>in</strong>uum or focus <strong>on</strong> ‘learn<strong>in</strong>g-centred’ (O’Sullivan 2004). However, <str<strong>on</strong>g>the</str<strong>on</strong>g>re areclearly certa<strong>in</strong> features <str<strong>on</strong>g>of</str<strong>on</strong>g> classroom practices that are particularly associated with LCE. These <strong>in</strong>cludegroup and pair work, use <str<strong>on</strong>g>of</str<strong>on</strong>g> teach<strong>in</strong>g aids, more open questi<strong>on</strong>s and encouragement <str<strong>on</strong>g>of</str<strong>on</strong>g>pupils/students to ask questi<strong>on</strong>s <str<strong>on</strong>g>of</str<strong>on</strong>g> teachers, and more practical tasks.Recent <strong>in</strong>-service teacher development <strong>in</strong>itiatives <strong>in</strong> Nigeria have been directed toward LCE as well asimprov<strong>in</strong>g serv<strong>in</strong>g teachers’ pr<str<strong>on</strong>g>of</str<strong>on</strong>g>essi<strong>on</strong>al c<strong>on</strong>tent knowledge, particularly <str<strong>on</strong>g>of</str<strong>on</strong>g> numeracy and literacy(e.g. COMPASS, ESSPIN, GEP and NEI). However, detailed studies <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g>se <strong>in</strong>itiatives are lack<strong>in</strong>g (or atleast unavailable). The evaluati<strong>on</strong>s have focused <strong>on</strong> improved learn<strong>in</strong>g outcomes and generallyquantified observed teach<strong>in</strong>g practices, while acknowledg<strong>in</strong>g <str<strong>on</strong>g>the</str<strong>on</strong>g> limited classroom observati<strong>on</strong> time<strong>in</strong>volved (Holfeld et al. 2008; Breakell 2012; UNICEF 2012). The evaluati<strong>on</strong>s have also acknowledgedEDOREN – Educati<strong>on</strong> Data, Research and Evaluati<strong>on</strong> <strong>in</strong> Nigeria 124
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