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Review <strong>of</strong> <strong>the</strong> <strong>literature</strong> on basic education in Nigerialocation, what determines school choice? In o<strong>the</strong>r words, which aspects <strong>of</strong> school quality are consideredmore important by parents (e.g. better teacher attendance, preferred MOI, presence <strong>of</strong> religiousinstruction, better infrastructure, etc.)? Are <strong>the</strong>se quality indicators perceived or actual in <strong>the</strong>separticular schools? What are <strong>the</strong> demographics <strong>of</strong> <strong>the</strong> pupil intake in <strong>the</strong> different schools and what are<strong>the</strong> implications for social cohesion and equity? What impact is <strong>the</strong> growing private sector having onstate schooling in <strong>the</strong>se contexts?Recent improved infrastructure has been associated with increased pupil enrolments, boosts in teacherand pupil morale, and improved school quality. However, maintenance is proving a problem andsanitation facilities are not always being used. Who is responsible for school maintenance in policy andin practice? What are <strong>the</strong> maintenance issues in schools and what are <strong>the</strong> causes? How could matters beimproved? Improved water and sanitation is said to be improving access and retention, especially <strong>of</strong>girls. To what extent is this actually <strong>the</strong> case? Why are sanitation facilities <strong>of</strong>ten not used? What are <strong>the</strong>issues in this regard? To what extent are schools sharing school infrastructure and facilities withcommunities and what impact is this having on school–community relations and communityinvolvement in school?The limited available research evidence indicates that disciplinary systems in schools (including <strong>the</strong>prefect/monitor system) are <strong>of</strong>ten punitive and violent and that children are <strong>of</strong>ten punished for‘<strong>of</strong>fences’ over which <strong>the</strong>y have no control (e.g. non-payment <strong>of</strong> fees or an inability to answer aquestion). This has an adverse effect on school quality and pupil retention. In schools where ‘childfriendly’school practices are being developed, what are <strong>the</strong> features <strong>of</strong> schooling that have a positiveimpact on school discipline? What examples exist <strong>of</strong> non-violent disciplinary practices and what are <strong>the</strong>conditions that promote such practices? What are <strong>the</strong> differences in disciplinary practices amongdifferent school types (private, public, single-sex, IQTE, nomadic, etc.)? What influence do <strong>the</strong> SBMC,PTA, o<strong>the</strong>r community organisations and parents have in determining and/or regulating schooldisciplinary regimes?Good pupil–peer relations in school are important to pupil wellbeing and retention and conducive tolearning. However, little is known about peer interactions in schools beyond what is revealed in ahandful <strong>of</strong> questionnaire-based studies on bullying and violence and some data on gendered violencefrom gender-focused research. What kinds <strong>of</strong> peer interactions go on in schools? How are <strong>the</strong>y affectedby age, gender, ethnicity, religion, disability, etc.? To what extent and in what ways do peer interactionsenhance or inhibit learning? What impact do <strong>the</strong>y have on retention? How do schools intervene in andmanage pupil conflict?Gaps in research: improving <strong>the</strong> impact <strong>of</strong> schoolingGreat concern has been shown in <strong>the</strong> <strong>literature</strong> about learning outcomes, resulting in more testing <strong>of</strong>pupils (and teachers) recently in project-supported states. However, <strong>the</strong> evidence would suggest thatwe also need to consider pupil progress (or lack <strong>of</strong> progress) in attainment in relation to <strong>the</strong> number <strong>of</strong>contact days/hours that particular learners have spent in a classroom with a teacher. This, <strong>the</strong> researchalso tells us, varies tremendously – so, how does pupil and teacher attendance interact with pupilattainment?What role does <strong>the</strong> MOI play in pupils’/students’ ability to understand tests and exams? How does <strong>the</strong>irpr<strong>of</strong>iciency in <strong>the</strong> MOI affect classroom learning and test/exam outcomes?There has been widespread criticism <strong>of</strong> <strong>the</strong> non-application <strong>of</strong> CA, which has been dubbed ‘continuoustesting’. But exactly what types <strong>of</strong> assessments are teachers giving and why? What is <strong>the</strong>irunderstanding <strong>of</strong> CA and its purpose? How are CA marks being recorded? What kinds <strong>of</strong> feedback arepupils being given? What sort <strong>of</strong> CPD support have teachers received and has it helped in <strong>the</strong>implementation <strong>of</strong> <strong>the</strong> CA approach? What kind <strong>of</strong> support do teachers need to enable <strong>the</strong>m to carryEDOREN – Education Data, Research and Evaluation in Nigeria 161
Review <strong>of</strong> <strong>the</strong> <strong>literature</strong> on basic education in Nigeriaout more meaningful CA? What o<strong>the</strong>r conditions are necessary for CA to be carried out moresuccessfully?Schooling seems to result in poor learning outcomes for many students, particularly in relation toliteracy and numeracy, but what about progress in learning outcomes? In which years are pupils makingmore/less progress (and which pupils), and what are <strong>the</strong> factors that determine this? Longitudinalresearch could usefully measure particular individuals’ progress over time to explore this issue.What about <strong>the</strong> broader impact <strong>of</strong> schooling, on labour market participation and health, for example?What types <strong>of</strong> learning and knowledge (beyond literacy and numeracy) do some pupils acquire duringschooling that might help explain <strong>the</strong> positive correlations between schooling and o<strong>the</strong>r outcomes? Howare <strong>the</strong>se skills applied in <strong>the</strong> outside world? What are <strong>the</strong> differences among different groups <strong>of</strong>pupils/students? What o<strong>the</strong>r skills and knowledge do pupils feel are needed from schooling? What areemployers’ views?Gaps in research: school governance and community support for improving school qualityThere is now a substantial body <strong>of</strong> <strong>literature</strong> on community participation in school, almost exclusivelyrelated to development programmes and particularly on SBMCs and, to a lesser extent, PTAs. Reportshave agreed that so far <strong>the</strong> greatest successes have involved raising funds, assisting with infrastructuraldevelopment and resource provision. Advocacy regarding girls’ education and generating interest informal schooling has reportedly also had positive results. There have also been success tales <strong>of</strong>community-generated databases being started and community monitoring <strong>of</strong> teacher and pupilattendance. Some SBMCs are now becoming more involved in school development planning.However, more needs to be known about <strong>the</strong> socio-political, economic and cultural contexts in whichSBMCs are thought to be working well. What are <strong>the</strong> processes involved in constituting <strong>the</strong> SBMC? Whoare <strong>the</strong> SBMC members? To what extent does <strong>the</strong> composition <strong>of</strong> <strong>the</strong> committee adhere to <strong>the</strong>regulations? Why/why not? What are <strong>the</strong> implications for inclusion and equity? How might equity andinclusion be improved? What are <strong>the</strong> processes involved in committee meetings? How are decisionsmade and by whom? How are views on school issues sought among <strong>the</strong> wider community? What is <strong>the</strong>role <strong>of</strong> <strong>the</strong> head teacher? To what extent and in what ways are SBMCs involved in school governance?What are <strong>the</strong> capacity needs that would enable <strong>the</strong>m to participate more effectively? How are <strong>the</strong>ybeing met? To what extent and in what ways are LGEAs (and SUBEBs) supporting SBMC activity toimprove <strong>the</strong> quality <strong>of</strong> schooling? Where SBMCs are said to be working effectively, what are <strong>the</strong>conditions that promote effective involvement? What are <strong>the</strong> difficulties and how might <strong>the</strong>y beovercome?Studies are also lacking on <strong>the</strong> o<strong>the</strong>r ways in which community members support schooling outside <strong>the</strong>SBMC or PTA – through CBOs, alumni associations, etc. What about <strong>the</strong> engagement <strong>of</strong> individualparents/guardians and o<strong>the</strong>r family members? What are schools doing to encourage <strong>the</strong>ir support?What are parents and o<strong>the</strong>r family members’ experiences <strong>of</strong>, and involvement in, school issues? Whichparents/family members feel included and excluded from school issues? What could be done to increaseparental/family participation?EDOREN – Education Data, Research and Evaluation in Nigeria 162
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