review-of-the-literature-on-basic-education-in-nigeria-june-2014-3-1

More documents

Recommendations

Info

Review <strong>of</strong> <strong>the</strong> <strong>literature</strong> on basic education in Nigeria<strong>the</strong> country, at just 18%. The state-level analysis also reveals some large differences between stateswithin <strong>the</strong> same zone.Female attendance ratios are generally lower than male at <strong>the</strong> state level, including in all <strong>of</strong> <strong>the</strong> northwesternESSPIN and GEP III states, and <strong>the</strong> nor<strong>the</strong>rn states <strong>of</strong> Niger and Bauchi. There is a markedcontrast between <strong>the</strong> two North Central states Niger and Kwara, with very low overall enrolment ratesand a large gender gap for girls in Niger, compared with much higher enrolment rates in Kwara, whichalso actually has higher NARs for girls than for boys.Table 2.5Primary net attendance ratios for ESSPIN and GEP III-supported statesFemaleNARMaleNARTotal NARJigawa 27.2 39.5 33.1Kano 42.6 55.7 48.9Kaduna 65.7 71.9 68.8ESSPIN statesZonal NARNorth West 41.0Kwara 67.0 64.4 65.7 North Central 66.4Enugu 69.0 76.2 72.5 South East 80.1Lagos 79.1 83.3 81.3 South West 79.1Sokoto 18.3 38.2 28.9Zamfara 15.8 21.3 18.4Katsina 30.9 46.1 38.1GEP III statesNorth West 41.0Niger 32.0 46.0 39.7 North Central 66.4Bauchi 34.1 40.0 37.2 North East 40.8Source: 2010 NEDS (NPC and RTI International 2011).2.5 Vulnerable and disadvantaged groups2.5.1 Over-age and under-age pupilsThe <strong>of</strong>ficial age for entry into primary schools is six years old. Children are considered to be under-agefor each class if <strong>the</strong>y are one or more years younger than <strong>the</strong> <strong>of</strong>ficial age. They are considered to beover-age if <strong>the</strong>y are two or more years older than <strong>the</strong> appropriate age (NPC and RTI International 2011).Across <strong>the</strong> six primary year classes, 20% <strong>of</strong> children are under-age, 37% <strong>of</strong> children are over-age, andjust 43% are <strong>the</strong> right age for <strong>the</strong>ir class (ibid.). In USAID’s assessment <strong>of</strong> early grade reading (EGRA) andMaths (EGMA) in Bauchi and Sokoto states, figures were found to be even higher: in Bauchi 57% <strong>of</strong>Primary 2 and 69% <strong>of</strong> Primary 3 pupils were over-age; in Sokoto 31% <strong>of</strong> Primary 2 and 50% <strong>of</strong> Primary 3were over-age. High proportions <strong>of</strong> over-age pupils have implications for learning, retention, andcompletion (USAID 2013a). Over-age children are less likely to complete primary schooling than childrenwho start on time (Lewin and Sabates 2011; NPC and RTI International 2011).EDOREN – Education Data, Research and Evaluation in Nigeria 17
Review <strong>of</strong> <strong>the</strong> <strong>literature</strong> on basic education in Nigeria2.5.2 Muslim pupilsThe 2010 NEDS ga<strong>the</strong>red data on Muslim school-aged youth (6–14) since it is in <strong>the</strong> predominantlyMuslim nor<strong>the</strong>rn areas that most children are considered to be out <strong>of</strong> school, and girls more than boys(NPC and RTI International 2011). According to those surveyed:One-quarter do not attend any form <strong>of</strong> school; One-quarter attend a ‘formal academic school’; 11One-quarter attend an IQTE school; andOne-quarter attend both a formal academic school and an IQTE school.Total enrolment in Nigeria in IQTE schools, which traditionally only teach <strong>the</strong> Qur’an, is estimated toexceed 9.5 million, with more than 8.7 million <strong>of</strong> those in <strong>the</strong> north (UBEC 2010). The differencesbetween <strong>the</strong>se Qur’anic schools and o<strong>the</strong>r types <strong>of</strong> Islamic schooling are explained in Box 2.1, whileissues surrounding Islamic schooling are discussed in more detail in Section 7.5.Part (but not all) <strong>of</strong> <strong>the</strong> reason for <strong>the</strong> difference in school attendance between <strong>the</strong> north and <strong>the</strong> southis <strong>the</strong> predominance <strong>of</strong> informal IQTE schools in <strong>the</strong> north. Children who attend informal schools thatteach only <strong>the</strong> Qur’an or o<strong>the</strong>r Islamic disciplines are not counted as being in school in household surveyor EMIS data. By contrast, children who attend unregistered (but non-religious) private schools in <strong>the</strong>south are counted in household surveys (although not in EMIS data) as <strong>the</strong>y study a secular curriculum.Thus, although 39% <strong>of</strong> primary-aged children are reported not to be attending school nationwide,around 38% <strong>of</strong> <strong>the</strong>se children are actually attending a Qur’anic school (NPC and RTI International 2011).The reasons that parents enrol <strong>the</strong>ir children in Qur’anic schools are varied and not always necessarilyrelated to religion (Antoninis 2012). Although discussed in greater detail in Section 7.5, reasons forpreferring Qur’anic schools include: <strong>the</strong>ir greater proximity to home; greater community involvement;<strong>the</strong> perception that teachers are more committed and responsive to <strong>the</strong> needs <strong>of</strong> parents; and <strong>the</strong>perception that government schools are <strong>of</strong> poorer quality (ESSPIN Briefing Note: n.d.).11According to <strong>the</strong> 2010 NEDS, a formal academic school is defined as a public or private religious or non-religious school thatteaches some secular academic content, e.g. Ma<strong>the</strong>matics, English, etc.EDOREN – Education Data, Research and Evaluation in Nigeria 18
Page 1 and 2: REVIEW OF THE LITERATURE ON BASICED
Page 3 and 4: Review of
Page 43: Review of
Page 95 and 96:
Review of
Page 97 and 98:
Review of
Page 99 and 100:
Review of
Page 101 and 102:
Review of
Page 103 and 104:
Review of
Page 105 and 106:
Review of
Page 107 and 108:
Review of
Page 109 and 110:
Review of
Page 111 and 112:
Review of
Page 113 and 114:
Review of
Page 115 and 116:
Review of
Page 117 and 118:
Review of
Page 119 and 120:
Review of
Page 121 and 122:
Review of
Page 123 and 124:
Review of
Page 125 and 126:
Review of
Page 127 and 128:
Review of
Page 129 and 130:
Review of
Page 131 and 132:
Review of
Page 133 and 134:
Review of
Page 135 and 136:
Review of
Page 137 and 138:
Review of
Page 139 and 140:
Review of
Page 141 and 142:
Review of
Page 143 and 144:
Review of
Page 145 and 146:
Review of
Page 147 and 148:
Review of
Page 149 and 150:
Review of
Page 151 and 152:
Review of
Page 153 and 154:
Review of
Page 155 and 156:
Review of
Page 157 and 158:
Review of
Page 159 and 160:
Review of
Page 161 and 162:
Review of
Page 163 and 164:
Review of
Page 165 and 166:
Review of
Page 167 and 168:
Review of
Page 169 and 170:
Review of
Page 171 and 172:
Review of
Page 173 and 174:
Review of
Page 175 and 176:
Review of
Page 177 and 178:
Review of
Page 179 and 180:
Review of
Page 181 and 182:
Review of
Page 183 and 184:
Review of
Page 185 and 186:
Review of
Page 187 and 188:
Review of
Page 189 and 190:
Review of
Page 191 and 192:
Review of
Page 193 and 194:
Review of
Page 195 and 196:
Review of
Page 197 and 198:
Review of
Page 199 and 200:
Review of
Page 201 and 202:
Review of
Page 203 and 204:
Review of
Page 205 and 206:
Review of
Page 207 and 208:
Review of
Page 209 and 210:
Review of
show all

review-of-the-literature-on-basic-education-in-nigeria-june-2014-3-1

Create successful ePaper yourself

Delete template?

Save as template?