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Review <strong>of</strong> <strong>the</strong> <strong>literature</strong> on basic education in NigeriaAcknowledgementsThanks are due to many individuals who contributed to <strong>the</strong> compilation <strong>of</strong> this report.First, we should also like to express our gratitude to <strong>the</strong> Honourable Minister for Education, Barr. D.C.Uwaezueoke, and to <strong>the</strong> Department <strong>of</strong> Basic and Secondary Education in <strong>the</strong> Federal Ministry <strong>of</strong>Education for <strong>the</strong>ir helpful comments and suggestions.The authors would also like to acknowledge <strong>the</strong> detailed and instructive feedback from <strong>the</strong> followingexternal <strong>review</strong>ers:Murray MacraePai ObanyaIn addition, valuable insights and/or documents were provided by:Sulleiman AdediranOlatunde AdekolaMáiréad DunneDavid TheobaldFrom DFID, appreciation is due to Esohe Ehibike for her comments and insights, and to EmilyOldmeadow for her continuous support.From within EDOREN and OPM, valuable support and critical feedback was received from:Oladele AkogunSourovi DeChidi EzegwuFlorian FriedrichIan MacauslanSteve PackerFur<strong>the</strong>r research support has been provided by:Stella AdagiriVincent Adzahlie-MensahFrancesca SalviThanks are also due to Allan Findlay for furnishing <strong>the</strong> authors with a host <strong>of</strong> contacts and educationstatistics.The authors would also like to express <strong>the</strong>ir appreciation to those in UBEC, <strong>the</strong> NCCE, NCNE, NERDC andin o<strong>the</strong>r government departments and parastatals in Nigeria for providing <strong>the</strong>m with documents.Similarly, thanks are due to various personnel in DFID and colleagues with o<strong>the</strong>r internationaldevelopment partners who have spent time retrieving and sharing reports, in particular to those fromAction Aid, <strong>the</strong> British Council, ESSPIN, UNICEF and USAID.Finally, we would like to thank Marin Hirschfeld and <strong>the</strong> OPM <strong>of</strong>fice for formatting <strong>the</strong> document andMy Blue Pencil for some assiduous copy-editing.All remaining errors are <strong>the</strong> authors’.EDOREN – Education Data, Research and Evaluation in Nigeriai
Review <strong>of</strong> <strong>the</strong> <strong>literature</strong> on basic education in NigeriaExecutive summaryBackgroundInitially commissioned by <strong>the</strong> DFID-funded programme Education Data, Research and Evaluation inNigeria (EDOREN) to inform its operational research stream, this <strong>literature</strong> <strong>review</strong> has now beenexpanded and is aimed at national and international audiences, as well as at readers both familiar andunfamiliar with basic education issues in Nigeria. The <strong>review</strong> is designed to inform <strong>the</strong> work <strong>of</strong>government <strong>of</strong>ficers involved in basic education – both policy-makers and implementers at federal, stateand Local Government Education Authority (LGEA) levels – consultants working on educationaldevelopment projects, and academics working in <strong>the</strong> field <strong>of</strong> basic education. In particular, <strong>the</strong> <strong>review</strong>examines <strong>the</strong> findings <strong>of</strong> empirical studies from between 2000 and 2013 that relate to factors affectingeducational access, quality, equity and impact in basic education. It also considers related grey <strong>literature</strong>and policy documents. Most <strong>of</strong> <strong>the</strong> <strong>literature</strong> refers to public primary education, predominantly innor<strong>the</strong>rn Nigeria, with an emphasis on girls’ education since this has been <strong>the</strong> focus <strong>of</strong> recentdevelopment efforts, which have produced most <strong>of</strong> <strong>the</strong> available documents.As well as pulling toge<strong>the</strong>r some <strong>of</strong> <strong>the</strong> insights from <strong>the</strong> available <strong>literature</strong>, <strong>the</strong> <strong>review</strong> aims to identify<strong>the</strong> gaps in <strong>the</strong> research – both substantive and methodological – and point to ways in which we mightincrease our knowledge.The drive to improve <strong>the</strong> quality <strong>of</strong> basic education in Nigeria has been given tremendous impetus over<strong>the</strong> last decade. Examples <strong>of</strong> <strong>the</strong> Nigerian government’s commitment to improvement include: <strong>the</strong>expansion <strong>of</strong> compulsory education from primary level to junior secondary level in <strong>the</strong> 2004 UniversalBasic Education (UBE) Act, and <strong>the</strong> subsequent revised national policy on education; <strong>the</strong> apparentincrease in <strong>the</strong> number <strong>of</strong> children accessing secondary education; <strong>the</strong> establishment <strong>of</strong> <strong>the</strong> UniversalBasic Education Commission (UBEC) with its associated advisory and funding mechanisms; sustainedcollaboration with international development partners (IDPs) such as DFID, UNICEF and USAID; <strong>the</strong>funding <strong>of</strong> a major collection <strong>of</strong> studies in a wide-ranging <strong>review</strong> <strong>of</strong> basic education in 2004; and <strong>the</strong>more recent establishment <strong>of</strong> a presidential task force on education in 2011. In addition, through arange <strong>of</strong> government initiatives, <strong>the</strong>re has been sustained effort at improving equity and wideningparticipation in education, in particular increasing access to basic education among girls, nomadic andMuslim children. However, given <strong>the</strong> size and diversity <strong>of</strong> Nigeria, and <strong>the</strong> fact that <strong>the</strong> education sectoris still recovering from its neglect during <strong>the</strong> years <strong>of</strong> military dictatorships, huge challenges still remain.It is unsurprising <strong>the</strong>n that, despite <strong>the</strong> significant achievements in basic education, such as thosementioned above, much <strong>of</strong> <strong>the</strong> research <strong>literature</strong> focuses more on what still needs to be done.1. GENERAL ISSUESThe unavailability, paucity and unreliability <strong>of</strong> available statistical data on education, especially asregards <strong>the</strong> Education Management Information System (EMIS), has made it difficult to plan and budgeteffectively for education, to collect meaningful baseline and evaluation data, and to undertake largescalesurvey research.However, while most studies acknowledge <strong>the</strong> inadequacy <strong>of</strong> <strong>the</strong> statistical data, <strong>the</strong>y simultaneouslyuse <strong>the</strong>m as evidence <strong>of</strong> <strong>the</strong> positive impact <strong>of</strong> particular programmes. This problem <strong>of</strong> data quality isexacerbated by <strong>the</strong> increasing number <strong>of</strong> schools that may not be included in government figures, suchas unregistered private schools and religious schools that may be teaching some secular subjects.Inclusion <strong>of</strong> data on over-age pupils, grade repetition and on pupil absenteeism as well as a robustdefinition <strong>of</strong> what constitutes ‘dropping out’ would be extremely useful.Since much <strong>of</strong> <strong>the</strong> empirical research is associated with development programmes, it has been driven byproject agendas, and has <strong>the</strong>refore primarily been evaluative and quantitative so as to enable outputsEDOREN – Education Data, Research and Evaluation in Nigeriaii
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