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Review <strong>of</strong> <strong>the</strong> <strong>literature</strong> on basic education in Nigeria13.4.2 Successes with SBMCsMost <strong>of</strong> <strong>the</strong> success stories, and indeed most <strong>of</strong> <strong>the</strong> data on SBMCs, derive from <strong>the</strong> mid-termevaluations <strong>of</strong> ESSPIN-supported schools in <strong>the</strong> five states <strong>of</strong> Lagos, Kano, Kaduna, Jigawa and Kwara(Coinco 2012; Little and Lewis 2012; Pinnock, 2012; ESSPIN 2013a), <strong>the</strong> final evaluation <strong>of</strong> TEGINT inKatsina, Kaduna, Bauchi, Gombe, Niger, FCT, Nasarawa and Plateau (ActionAid 2012), and <strong>the</strong> mid-termevaluation <strong>of</strong> UNICEF’s work with SBMCs in Bauchi, Sokoto, Katsina and Niger (Adediran 2010).Both internal and external mid-term evaluations <strong>of</strong> SBMCs in ESSPIN-supported states (Little and Lewis2012; Pinnock 2012) point to SBMCs’ many successes, reported by over three-quarters <strong>of</strong>school/community stakeholders, namely in:Mobilising community resources – one report (Little and Lewis 2012) suggests <strong>the</strong>y raise morefunds through voluntary contributions than PTAs do through levies, which are used forinfrastructural development and provision <strong>of</strong> resources (see also Boulton et al. 2009; Dunne etal. 2013);Mobilising communities, resulting in increases in pupil enrolment and attendance, including <strong>of</strong>girls and children in paid employment (see also Antoninis 2010);Improving mutual responsibility for improving education, including better relations betweenschools and communities and local government and communities approaching government forsupport;Improved teacher management, resulting in reduced absenteeism; andGreater women’s involvement, involving increased involvement by women (and in a few cases,children) in school improvement activities (see also Coinco 2012; and Box 13.1 below).Box 13.1 The contribution <strong>of</strong> women and children SBMC members in Jigawa and Kano StatesReports <strong>of</strong> <strong>the</strong> work <strong>of</strong> KHADEV CSO and <strong>the</strong>ir government partners in Jigawa State highlight thatSBMCs have supported <strong>the</strong> formation <strong>of</strong> Children’s SBMC Committees in 23 schools in <strong>the</strong> LGEA toenhance <strong>the</strong>ir participation. The children selected <strong>the</strong> committee members and <strong>the</strong> SBMC also linked<strong>the</strong> school Guidance and Counselling Officers to <strong>the</strong> children’s committees, where <strong>the</strong>y were <strong>the</strong>se<strong>of</strong>ficers were existing. Major roles <strong>of</strong> <strong>the</strong> Children’s Committees at this early stage have been toensure good health habits in and around <strong>the</strong> school and monitor children who drop out <strong>of</strong> school orwho do not attend regularly. Children’s Committee members have also been trying to represent o<strong>the</strong>rschool children on <strong>the</strong> SBMC and raise <strong>the</strong>ir ideas for school improvement. In Galadanchi and Sabon-Gida Primary Schools Children’s Committee members have also been tending to trees which wereplanted during a school tree planting campaign, monitoring <strong>the</strong>ir growth and ensuring that <strong>the</strong>y haveenough water to thrive. In Fagge Local Government <strong>of</strong> Kano State, according to <strong>the</strong> CSO MagajinMalam and government partners, women have been allowed to sit with men for <strong>the</strong> first time todiscuss issues related to school improvement and education, and children have also taken part. Theyhave been involved in school development planning, supporting enrolment, school sanitation and <strong>the</strong>monitoring <strong>of</strong> school/teacher performance. Many girls who used to hawk goods on <strong>the</strong> streets areback in school in Maidorawa, Alfa, Zangina and Kwaciri communities due to SBMC and communitysupport with provision <strong>of</strong> uniforms and learning materials for <strong>the</strong>se girls. In <strong>the</strong> mentoring visit 7 & 8reports <strong>of</strong> <strong>the</strong> work <strong>of</strong> Turaki Educational Services and government partners in Albasu LGEA <strong>of</strong> KanoState it is stated that <strong>the</strong>re is more acceptance <strong>of</strong> <strong>the</strong> role <strong>of</strong> women on SBMCs than <strong>the</strong>re was in <strong>the</strong>beginning. Turaki point out that SBMC women members and o<strong>the</strong>r community women are takingaction on issues <strong>of</strong> girl-child education as well as o<strong>the</strong>r children who remain out-<strong>of</strong>-school, and that<strong>the</strong>ir approach <strong>of</strong> house-to-house visits is having an impact. Female SBMC members are getting o<strong>the</strong>rwomen/women’s groups in <strong>the</strong> community involved in supporting school improvement, and <strong>the</strong>re ismore general acceptance, whilst challenges do remain, <strong>of</strong> women speaking out and being listened toin SBMC meetings. It has been suggested by some <strong>of</strong> <strong>the</strong> CSOs and government partners working inEDOREN – Education Data, Research and Evaluation in Nigeria 149
Review <strong>of</strong> <strong>the</strong> <strong>literature</strong> on basic education in Nigeria<strong>the</strong> nor<strong>the</strong>rn states that <strong>the</strong> children’s committees <strong>of</strong> SBMCs should allow girls ‘safe spaces’ to meeton <strong>the</strong>ir own as <strong>the</strong>y may feel shy to discuss <strong>the</strong>ir issues and concerns with boys.Source: Taken from narrative reports related to questionnaire findings (Pinnock 2012: 55)The composite mid-term <strong>review</strong> (ESSPIN 2013a) concluded that just under half <strong>of</strong> <strong>the</strong> SBMCs hadreached <strong>the</strong> functionality standard, fulfilling six out <strong>of</strong> <strong>the</strong> 10 criteria, most <strong>of</strong> which required fairlyrobust evidence. However, <strong>the</strong>re were marked differences between <strong>the</strong> schools that had received SBMCtraining and <strong>the</strong> control schools that had not. It is likely that in states where <strong>the</strong>re is no developmentinitiative pushing SBMCs, figures will be much lower.The more limited <strong>review</strong> <strong>of</strong> UNICEF-supported school communities concurred with all <strong>of</strong> <strong>the</strong> aboveimprovements, with some states claiming a rise in girls’ primary completion rates and a decrease ingender gaps (Adediran 2010), although <strong>the</strong> provenance and reliability <strong>of</strong> <strong>the</strong> statistical data to back thisup was uncertain. Moreover, <strong>the</strong> more extensive <strong>review</strong> <strong>of</strong> TEGINT, which included three <strong>of</strong> <strong>the</strong> samestates, reported more mixed findings concerning girls’ education and female participation. It claimed:improved enrolment <strong>of</strong> girls but irregular attendance patterns; an improved gender management pr<strong>of</strong>ile<strong>of</strong> schools overall but a decline in four states; and schools with <strong>the</strong> most intensive intervention for SBMCtraining and teacher education taking most action concerning girls’ education.SBMCs’ access to school improvement grants and <strong>the</strong> associated training to successfully manage <strong>the</strong>mhas also had a positive impact on school development (Boulton et al. 2009; Adediran 2010; ESSPIN2013a). Whole-school development plans have been highlighted in this regard, <strong>the</strong> success <strong>of</strong> whichdepends on:Wide consultation on priority needs;Training <strong>of</strong> SBMC members on plan development; and Provision <strong>of</strong> grants to carry out projects (Adediran 2010).Supportive, problem-solving mentoring visits have also been crucial to SBMCs’ success (Pinnock 2012).In communities that have received a lot <strong>of</strong> input and where SBMCs seem to be more functional,numbers <strong>of</strong> women are slowly increasing, although children’s participation still has a long way to go(ActionAid 2012; Coinco 2012; Little and Lewis 2012; Pinnock 2012; ESSPIN 2013a). That said, <strong>the</strong>re arenow said to be over 1,100 children’s committees functioning in ESSPIN-supported schools (ESSPIN2013b). Coinco’s (2012) qualitative study in <strong>the</strong> ESSPIN-supported states <strong>of</strong> Enugu, Kano, Jigawa andKwara <strong>of</strong> girls’ and women’s participation in SBMCs and <strong>the</strong> wider community highlights <strong>the</strong> strategy <strong>of</strong>having women’s SBMCs that are attached to (male) SBMCs as a first step. Some women have progressedto being on <strong>the</strong> main committee, although not on <strong>the</strong> executive, and most women interviewed thoughtthat genuine participation by women was improving and that <strong>the</strong>re are signs <strong>of</strong> shifting communityattitudes toward women’s involvement in decision-making. This is especially true when people areconfronted by positive results from women’s actions, such as <strong>the</strong> provision <strong>of</strong> a borehole or funds beingraised for school uniforms (Coinco 2012).However, increased numbers <strong>of</strong> female participants in SBMC activities, as with increased numbers <strong>of</strong>female teachers (see Section 8.5), does not necessarily mean increased numbers <strong>of</strong> girls in school (seeActionAid 2011; British Council 2012) or equate with gender-sensitive planning.Girl-specific interventions by SBMCs – such as separate toilets for girls and boys, provision <strong>of</strong> sanitarywares, and scholarships for transitions to JSS – have reportedly had a positive impact on girls’ enrolment(Adediran 2010).O<strong>the</strong>r notable successes attributed to SBMCs in <strong>the</strong> ESSPIN and GEP studies, commonly though lessextensively reported, included:EDOREN – Education Data, Research and Evaluation in Nigeria 150
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