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Review <strong>of</strong> <strong>the</strong> <strong>literature</strong> on basic education in NigeriaAppendix I: 2004 Education Sector Analysis executive summaryrelated to Basic Education (FME 2005: 7–12)The goal <strong>of</strong> <strong>the</strong> Report is to highlight <strong>the</strong> major issues and challenges <strong>of</strong> <strong>the</strong> Educational sector thatshould provide a ROAD MAP for national policy dialogues and concerted action for <strong>the</strong> purposefuldevelopment <strong>of</strong> <strong>the</strong> sector, within <strong>the</strong> overall context <strong>of</strong> NEEDS and <strong>the</strong> on-going reform agenda <strong>of</strong>Government. These ISSUES AND CHALLENGES are as follows:EARLY CHILDHOOD CARE and EDUCATION1. Accurate statistics on <strong>the</strong> number <strong>of</strong> children aged zero to six in every locality.2. Adequate pre-natal care for women3. A systematic programme <strong>of</strong> parent and community sensitisation to <strong>the</strong> psycho-social needs <strong>of</strong>children4. Comprehensive care and education strategies that fully integrate health, nutrition, socialisation,physical development, and intellectual stimulation <strong>of</strong> pre-school children,5. Ensuring community ownership <strong>of</strong> such programmes, to ensure <strong>the</strong>ir sustainability.6. Expanding Access to ECCE & Pre-Primary Education.7. Infusion <strong>of</strong> Indigenous Practices <strong>of</strong> Child Stimulation in ECCE Programmes8. Institutionalisation <strong>of</strong> ECCE Centres in Public Primary Schools9. Provision <strong>of</strong> Adequate Instructional Materials by Local Fabricators10. Training & Re-training <strong>of</strong> TeachersNON-FORMAL EDUCATION1. The need for enhanced recognition <strong>of</strong> <strong>the</strong> non-formal route and a clearer articulation <strong>of</strong> <strong>the</strong>se in <strong>the</strong>National Policy on Education.2. The need for <strong>the</strong> national policy to make provision for various extension services (agriculture, familyplanning, health, and national orientation) to be fully integrated into life skills educationprogrammes.3. Full integration <strong>of</strong> non-formal education into UBE.4. Improved Data and Knowledge Base on non-formal education5. Improved regulatory control and harmonization: There is a need to introduce some qualityassurance mechanisms for enhanced service delivery in <strong>the</strong> non-formal sector. There must be ameans <strong>of</strong> introducing some regulatory framework for harmonizing <strong>the</strong> activities <strong>of</strong> providingagencies and <strong>the</strong> regulating standards even if <strong>the</strong>se have to be worked out by <strong>the</strong> non-formalplayers <strong>the</strong>mselves.6. Building Appropriate Bridges and Ladders: Mechanisms to be created for <strong>the</strong> mainstreaming andbuilding <strong>of</strong> appropriate linkages with <strong>the</strong> formal sector. Practitioners in non-formal education havetime and again encountered difficulties in determining <strong>the</strong> levels at which a child or youth who hasbeen in <strong>the</strong> non-formal sector can get back into <strong>the</strong> mainstream.7. Drawing on <strong>the</strong> Strengths <strong>of</strong> <strong>the</strong> Non-formal Route to Enhance <strong>the</strong> Relevance <strong>of</strong> Curricula andPractices in <strong>the</strong> Formal Sector: Non-formal education programmes are seen to be learnercentred/driven,democratic in orientation, tapping from and building on learners’ experiences,relevant and immediately applicable to <strong>the</strong> needs <strong>of</strong> learners. These are areas from which formalcurricular design can borrow much.PRIMARY EDUCATIONEDOREN – Education Data, Research and Evaluation in Nigeria 179
Review <strong>of</strong> <strong>the</strong> <strong>literature</strong> on basic education in Nigeria1. Insufficiency data/information for timely policy provisions, to address issues at appropriate times2. Inadequate funding and lack <strong>of</strong> appropriate financing framework that would ensure UBE goalattainment nationwide.3. Low teacher quality, despite <strong>the</strong> policy provision <strong>of</strong> national minimum teaching qualificationrequirement <strong>of</strong> Nigeria Certificate in Education (NCE) for teachers at <strong>the</strong> primary education level.4. Low learning achievements at <strong>the</strong> primary, as depicted by MLA and o<strong>the</strong>r related results at nationaland state levels.5. Disparities in educational development among states, LGAs, and between rural and urban areas andby gender and socio-economic groups.6. Inadequate and dilapidated school structures that require rehabilitation to ensure improved accessand retention for <strong>the</strong> large population to be covered.7. Absence <strong>of</strong> a gender-in-Education policy, despite <strong>the</strong> global focus on <strong>the</strong> issue.SECONDARY EDUCATION1. Access: While much has been done lately to enhance accessibility <strong>of</strong> secondary schools to mostlearners, much still needs be done, in several states. Ideally, a learner should not have to walk morethan 2 or 3 kilometres to get to school.2. From <strong>the</strong> gender perspective, <strong>the</strong> imbalance needs be addressed such that girls are stimulated toattend and remain in school for <strong>the</strong> duration <strong>of</strong> <strong>the</strong> course. Although <strong>the</strong> focus is usually on how towoo more girls to go to school and keep <strong>the</strong>m <strong>the</strong>re; attention need to be paid to places where boystoo are no longer interested in secondary education.3. The need to diversify opportunities for students to take account <strong>of</strong> various talents and cater forseveral needs. The practice <strong>of</strong> catering for just academic interests and talents should change. Thiscalls for a wholesale <strong>review</strong> <strong>of</strong> <strong>the</strong> curriculum to conform to 21st century demands.4. In virtually all <strong>the</strong> test results examined, students in <strong>the</strong> private schools excelled those in <strong>the</strong> publicschools. This indicates that <strong>the</strong>re are certain factors that make <strong>the</strong> private schools tick. Thechallenge should be to adequately equip all schools with all <strong>the</strong> facilities needed to make educationmeaningful.5. Similarly, that students in urban schools excelled those in rural settings should counsel that ruralschools, which are mostly public, should be consciously beefed up to stimulate attendance andpromote performance.6. Finally, community participation and involvement should be stimulated. The present stance by moststates that repel participation even by <strong>the</strong> local PTAs should be <strong>review</strong>ed.TEACHER EDUCATION: DEMAND AND SUPPLY1. The need to develop a teacher pr<strong>of</strong>ile to guide curricula for teacher education. The many years <strong>of</strong>attempting to upgrade <strong>the</strong> minimum qualification for teaching in Nigerian schools have not yielded<strong>the</strong> desired results. This study indicates many ways <strong>of</strong> addressing this issue.2. Improved methodology for determining teacher demand: Though <strong>the</strong>re are forums for obtainingand exchanging information on <strong>the</strong> needs <strong>of</strong> states, <strong>the</strong> fact that individual states tailor <strong>the</strong>ir needsto what <strong>the</strong>y perceive as in <strong>the</strong>ir immediate and best interests do not allow for a logical process <strong>of</strong>planning. Constitutional provisions could be examined that would encourage all states andstakeholders to give relevant information to <strong>the</strong> relevant agency to carry out <strong>the</strong> exercise <strong>of</strong>determining teacher needs years ahead.3. Improved teacher support system and supervision: Most respondents identified <strong>the</strong> failure <strong>of</strong>management to provide adequate support systems and supervision to drive <strong>the</strong> whole schoolsystem. In particular, better and more effective ways have to be found to raise quality assurancemeasures.EDOREN – Education Data, Research and Evaluation in Nigeria 180
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