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Review <strong>of</strong> <strong>the</strong> <strong>literature</strong> on basic education in Nigeria More teaching and learning resources delivered by SBMCs (Boulton et al. 2009; Adediran 2010); Increased feeling <strong>of</strong> ownership by communities (Little and Lewis 2012; Pinnock 2012); and Improved teacher behaviour, such as reductions in corporal punishment (also ActionAid 2012).13.4.3 Challenges for SBMCsWhile recounting numerous successes, <strong>the</strong> various project evaluations recognised <strong>the</strong> followingsubstantial challenges that still remain for SBMCs:Increasing women’s and children’s full participation on <strong>the</strong> SBMC committees (Coinco 2012; Littleand Lewis 2012; Pinnock 2012; Adediran 2010). ESSPIN’s mid-term assessment (ESSPIN 2013a)found that across <strong>the</strong> five states just one in 10 SBMCs reached <strong>the</strong> standard for women’s inclusion,with only one in 20 achieving <strong>the</strong> required level <strong>of</strong> children’s inclusion (however, figures were muchhigher for schools that had received up to 16 days <strong>of</strong> SBMC training);Better engagement with <strong>the</strong> concerns <strong>of</strong> marginalised groups, including children from minorityethnic groups, children with disabilities, nomads and street children (Little and Lewis 2012; Pinnock2012);Securing a consistent flow <strong>of</strong> financial support from government to ensure SBMCs’ sustainabilitybeyond <strong>the</strong> life <strong>of</strong> externally supported projects, which in turn depends on sustained political will(ActionAid 2012; Adediran 2010; Little and Lewis 2012; Pinnock 2012);Fur<strong>the</strong>r increasing <strong>the</strong> capacity <strong>of</strong> LGEA, school and SBMC members (Adediran 2010; Little andLewis 2012; Pinnock 2012; ActionAid 2011);Improving oversight <strong>of</strong> SBMCs by having <strong>the</strong>m under one department in LGEAs and SUBEBs, such asSocial Mobilisation, and supporting participatory monitoring <strong>of</strong> community activities (Adediran2010); andAddressing <strong>the</strong> punitive measures some SBMCs are advocating for parents whose children stay out<strong>of</strong> school and encouraging a more conciliatory, problem-solving approach (Little and Lewis 2012;Pinnock 2012).In summary, where communities are being supported with training and mentoring support, changes areoccurring, albeit slowly and unevenly, with continued strong support needed to ensure <strong>the</strong>irsustainability. However, it seems that in states where <strong>the</strong>re has been no outside intervention and inremote areas <strong>of</strong> supported states where <strong>the</strong>re has been little input and monitoring, for whateverreason, SBMCs are faring far worse, if functioning at all. ActionAid’s baseline for TEGINT, for example,reported that SBMCs were ‘largely not functioning’ (ActionAid 2011). This relates back to Poulsen’s(2009) point about equity, i.e. that communities in <strong>the</strong> poorest areas with <strong>the</strong> fewest resources andleast lobbying power are likely to end up with <strong>the</strong> poorest schools. Similarly, within communities, peoplewho are less able to mobilise resources – particularly women – are less likely to be able to beelected/appointed onto committees (Coinco 2012; Dunne et al. 2013). Notably, <strong>the</strong> women who werefound to be successfully participating in community affairs in Kwara State were <strong>the</strong> main breadwinnersin <strong>the</strong> family (Coinco 2012).13.4.4 Limitations <strong>of</strong> <strong>the</strong> evaluation dataOne <strong>of</strong> <strong>the</strong> limitations <strong>of</strong> <strong>the</strong> above evaluations is that much <strong>of</strong> <strong>the</strong> data come from SBMC members or<strong>of</strong>fice bearers involved in SBMC projects, who inevitably will have presented matters in a positive light.They will also predominantly have been male and adult; a gender-disaggregated list <strong>of</strong> respondents is<strong>of</strong>ten not provided in <strong>the</strong> evaluation report. This is important to bear in mind when considering claimsabout improved female and child participation in decision-making, for example. Antoninis (2010)reported that in 20% <strong>of</strong> survey responses, a female SBMC member was not available for interview; norwere many parents available. This raises important questions about <strong>the</strong> difficulty for researchers inEDOREN – Education Data, Research and Evaluation in Nigeria 151
Review <strong>of</strong> <strong>the</strong> <strong>literature</strong> on basic education in Nigeriacapturing <strong>the</strong> ‘voice’ <strong>of</strong> marginalised groups such as women or nomadic pastoralists, but also that <strong>of</strong> <strong>the</strong>ordinary parent. It also raises <strong>the</strong> same question about <strong>the</strong>ir availability to participate in SBMC meetingsand community consultations. Coinco’s (2012) study highlighted lack <strong>of</strong> time as being a majorimpediment to female participation in community affairs, such as SBMC activities.It is also difficult to attribute increases in enrolment solely to SBMC activities (Little and Lewis 2012),even leaving aside <strong>the</strong> unreliability <strong>of</strong> enrolment statistics. Moreover, increased enrolment does notnecessarily equal increased attendance and, more importantly, does not equate with learning; SBMCsalone cannot improve <strong>the</strong> quality <strong>of</strong> teaching (Poulsen 2009). However, despite this <strong>the</strong>y are clearlyhelping to provide a community and school environment that is more likely to support learning, throughimproved school–community–LGEA relations, infrastructural improvements, increased supply <strong>of</strong>resources, and more locally relevant and <strong>the</strong>refore more effective school planning. Many are alsohelping to ensure that more teachers and pupils are in class. These are important necessary steps but, as<strong>the</strong> <strong>literature</strong> <strong>review</strong>ed in Chapter 4 shows, <strong>the</strong> fundamentals <strong>of</strong> educational quality ultimately lie with<strong>the</strong> quality <strong>of</strong> <strong>the</strong> processes <strong>of</strong> teaching and learning.13.5 Issues arising and gaps in <strong>the</strong> evidenceFinancial sustainability and equity are two important issues that need addressing to ensure <strong>the</strong> future <strong>of</strong><strong>the</strong> SBMC model <strong>of</strong> decentralised governance. Without government funding SBMCs cannot function.The guidelines for accessing funds need to be equitable; systems need to be put in place to make surethat poor communities that are unable to provide matched funding and/or do not have <strong>the</strong> capacity toproduce a development plan are not fur<strong>the</strong>r disadvantaged by receiving no financial support.So far, SBMCs have been involved more in social and resource mobilisation; if <strong>the</strong>y are to fulfil <strong>the</strong>irgovernance functions <strong>the</strong>n even more capacity building and support will be needed.More needs to be known about <strong>the</strong> actual working <strong>of</strong> SBMCs, how <strong>the</strong>y differ in different contexts (e.g.urban/rural; Yoruba/Hausa, etc.), and how <strong>the</strong>y interact and/or overlap with PTAs. How do committeesbalance <strong>the</strong> need to include powerful figures within <strong>the</strong> community who can mobilise human andfinancial resources with <strong>the</strong> need for equity and to include more marginalised voices? What are <strong>the</strong>specific conditions that allow particular SBMCs to work well? What can be learned from this and appliedelsewhere?Quality <strong>of</strong>evidence:MediumSize <strong>of</strong> body <strong>of</strong>evidence:MediumEvidence Strength AssessmentConsistency <strong>of</strong>results:ConsistentClosely matched totopic:HighOverallassessment:MediumEDOREN – Education Data, Research and Evaluation in Nigeria 152
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