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Review <strong>of</strong> <strong>the</strong> <strong>literature</strong> on basic education in Nigeriastarted with some SBMCs but capacity building is needed to enable <strong>the</strong>m to fulfil <strong>the</strong>ir envisagedmanagement functions.However, in many places SBMCs are non-existent or barely functioning. Those that receive no financialsupport from government or donors are reliant on fund-raising, which once again raises issues <strong>of</strong> equitygiven that poorer communities are likely to be less able to raise funds.In a positive drive toward more inclusive community participation in schooling, SBMCs are mandated tohave a more broad-based membership than PTAs, including a specified number <strong>of</strong> female and youthrepresentatives. Since SBMCs are at an early developmental stage, progress on this has so far beenuneven.The involvement <strong>of</strong> traditional and religious leaders has been vital to SBMC success, although it hasbeen noted that SBMCs need to try harder to access more marginalised, hard-to-reach people, such asnomads.School–community relations are said to be improving where SBMCs are active and <strong>the</strong>re is a feeling <strong>of</strong>mutual responsibility for <strong>the</strong> success <strong>of</strong> <strong>the</strong> school. However, tensions and conflicts have also beenrecorded on issues such as: access routes through <strong>the</strong> school; shared water supply, communityencroachment and dumping on school land; and incursions by gangs, vandals, etc. A tendency has beennoted in some communities for schools and SBMCs to treat parents in a derogatory and punitivefashion, telling <strong>the</strong>m what to do and threatening <strong>the</strong>m with fines for non-compliance, as well asdemonstrating a lack <strong>of</strong> understanding as to why parents might not want to enrol/keep <strong>the</strong>ir child inschool.EDOREN – Education Data, Research and Evaluation in Nigeriaxvii
Review <strong>of</strong> <strong>the</strong> <strong>literature</strong> on basic education in NigeriaTable <strong>of</strong> contentsAcknowledgementsExecutive summaryList <strong>of</strong> tables, figures and boxesList <strong>of</strong> abbreviationsiiixxixxiiiCHAPTER 1: INTRODUCTION 11.1 Aim and scope <strong>of</strong> <strong>the</strong> <strong>review</strong> 11.2 The Nigerian context 21.3 Methodology 61.4 Structure <strong>of</strong> <strong>the</strong> <strong>review</strong> 8CHAPTER 2: ACCESS TO BASIC EDUCATION 102.1 Introduction 102.2 Data quality 102.3 Enrolment 112.4 Attendance 132.5 Vulnerable and disadvantaged groups 172.6 Dropouts 202.7 Reasons for children not attending school 222.8 Issues arising and gaps in evidence 23CHAPTER 3: EDUCATIONAL QUALITY – THE SCHOOL CONTEXT 243.1 Introduction 243.2 School supply 243.3 School infrastructure 263.4 Classroom conditions and material resources 303.5 Issues arising and gaps in <strong>the</strong> evidence 32CHAPTER 4: EDUCATIONAL QUALITY – TEACHING AND LEARNING 344.1 Introduction 344.2 Basic education curriculum 344.3 The medium <strong>of</strong> instruction 364.4 Teaching methods 404.5 Assessment 434.6 Teacher–pupil relations 444.7 Pupil–pupil relations 464.8 Issues arising and gaps in <strong>the</strong> evidence 46CHAPTER 5: OUTCOMES OF BASIC EDUCATION 485.1 Introduction 485.2 Perceived impact <strong>of</strong> schooling 485.3 The impact <strong>of</strong> schooling on learning outcomes 485.4 Impact on labour market outcomes 515.5 Impact on fertility and child health 525.6 Impact on <strong>the</strong> macro-economy 54EDOREN – Education Data, Research and Evaluation in Nigeriaxviii
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