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Review <strong>of</strong> <strong>the</strong> <strong>literature</strong> on basic education in Nigeriaand outcomes to be measured against programme targets and to facilitate impact assessments. Evenwhere qualitative data were ga<strong>the</strong>red <strong>the</strong>y were <strong>of</strong>ten <strong>the</strong>n quantified.Fur<strong>the</strong>rmore, articles in national journals generally lack an empirical basis or report small-scale surveyson very specific issues.There are very few in-depth qualitative studies. More in-depth qualitative data (including ethnographic,longitudinal and comparative case-study research) are needed to unravel some <strong>of</strong> <strong>the</strong> more complexprocesses affecting children in particular social contexts hinted at in some <strong>of</strong> <strong>the</strong> survey data.Research on education in Nigeria would benefit from greater collaboration and synergy betweenNigerian university academics working in education and education and development specialists (bothNigerian and international).Greater public availability <strong>of</strong> government policy documentation on education (e.g. statistics, policydocuments, research reports and <strong>the</strong> Monitoring Learning Achievement (MLA) exercise data) would alsohelp improve research.Geographical coverage in <strong>the</strong> available research (outside national surveys) has been uneven, with somestates hardly featuring.With one <strong>of</strong> two notable exceptions, <strong>the</strong> voices <strong>of</strong> women and children and marginalised groups such asnomadic pastoralists, almajirai, 1 street children, and children with disabilities are not <strong>of</strong>ten very wellheard in <strong>the</strong> evaluation studies, <strong>of</strong>ten because <strong>the</strong>re was a tendency to focus on ‘key informants’ such asstate and Local LGEA <strong>of</strong>ficials, traditional leaders and head teachers, who are predominantly men fromdominant social groups.Since <strong>the</strong> drive at <strong>the</strong> school level has been to get more children – particularly girls – into schools, lessresearch attention has been given to <strong>the</strong> quality <strong>of</strong> teaching and learning, in both schools and teachereducation colleges. However, increased school enrolments mean very little if no meaningful learning istaking place.There are also concerns about <strong>the</strong> financial sustainability and political will to sustain many <strong>of</strong> <strong>the</strong>education development programmes.2. ACCESS TO BASIC EDUCATIONEMIS data suggest an overall decline in primary enrolments from 2006 to 2010 (<strong>the</strong> latest available datanationally), except in <strong>the</strong> North West. In contrast, <strong>the</strong> data suggest an increase in public JuniorSecondary School (JSS) enrolments. That said, <strong>the</strong> figures are unreliable and much <strong>of</strong> <strong>the</strong> private schooldata in particular are absent. Household survey data from between 2004 and 2010 suggest little changein primary attendance, at around 60% <strong>of</strong> school-age children nationally, although <strong>the</strong>re is considerablevariation across <strong>the</strong> country.Broadly speaking, attendance is lower in <strong>the</strong> north than in <strong>the</strong> south, in rural areas ra<strong>the</strong>r than urban,for poorer households than richer, for girls more than boys in nor<strong>the</strong>rn states, for Muslims more thannon-Muslims, and for nomadic and migrant children and children with disabilities. Enrolment data fromEducation Sector Support Programme in Nigeria (ESSPIN)-supported states show huge variationbetween states and within states between LGEAs.1While <strong>the</strong> term originally derives from a corruption <strong>of</strong> <strong>the</strong> Arabic ‘almuhajirun’, which means ‘migrant’, referring to boys whowould leave home in search <strong>of</strong> Qur’anic learning, it has been debased in common speech in Nigeria to refer to Muslim boysbegging in <strong>the</strong> street.EDOREN – Education Data, Research and Evaluation in Nigeriaiii
Review <strong>of</strong> <strong>the</strong> <strong>literature</strong> on basic education in NigeriaQualitative data suggest that in some states enrolments are increasing following social mobilisation andschool development efforts.The 2010 Nigeria Education Data Survey (NEDS) suggested that formal dropout and repetition are notlarge problems, although o<strong>the</strong>r studies’ data suggest <strong>the</strong> NEDS figures are gross under-representations.That said, <strong>the</strong> 2010 NEDS and o<strong>the</strong>r studies have shown pupil absenteeism to be a major issue,especially in rural areas.The 2010 NEDS stated that <strong>the</strong> main reasons parents and guardians gave for <strong>the</strong>ir primary-aged childrenhaving never attended school were <strong>the</strong> distance to school, child labour needs at home, and <strong>the</strong>monetary costs. O<strong>the</strong>r common factors were <strong>the</strong> perception that <strong>the</strong> child was too young or immatureto attend school, and <strong>the</strong> poor quality <strong>of</strong> schools.Out-<strong>of</strong>-school factors contributing to non-enrolment, absenteeism and/or dropout from schools include:illness or hunger; <strong>the</strong> need to do paid/unpaid work (including caring for siblings and sick relatives); aninability to pay school costs and fees; lack <strong>of</strong> uniforms or o<strong>the</strong>r materials; and parental attitudes.In-school factors contributing to non-enrolment, absenteeism and/or dropout from schools are relatedto quality and generally revolve around: poor infrastructure and facilities; lack <strong>of</strong> space or overcrowding;teacher absenteeism; pupil avoidance <strong>of</strong> harassment, bullying or corporal punishment; an inability tounderstand <strong>the</strong> medium <strong>of</strong> instruction (MOI); and <strong>the</strong> poor quality <strong>of</strong> teaching and learning taking place.The quantitative data are generally <strong>of</strong> poor quality, but are particularly sparse in <strong>the</strong> case <strong>of</strong>unregistered private schools, Islamic schools and nomadic education.There is not a good understanding <strong>of</strong> what <strong>the</strong> most important barriers to access are (‘out-<strong>of</strong>-school’and ‘in-school’ factors) in specific contexts and <strong>the</strong> way <strong>the</strong>y interrelate.3. EDUCATIONAL QUALITY: THE SCHOOL CONTEXTSchool supplyMany states have recently been investing in building new schools. However, according to EMIS data,<strong>the</strong>re are no clear patterns on school supply nationally from 2006 to 2010, although in part this isbecause <strong>of</strong> <strong>the</strong> lack and/or unreliability <strong>of</strong> data on <strong>the</strong> number <strong>of</strong> schools. Data for <strong>the</strong> private sector, inparticular, are missing for many states. However, <strong>the</strong> 2010 NEDS reported long distances for manychildren in more rural and nor<strong>the</strong>rn areas, especially at secondary level, thus suggesting school supplyissues.School infrastructure and facilitiesMany states have invested heavily in <strong>the</strong> development <strong>of</strong> educational infrastructure over <strong>the</strong> last fewyears, although progress has been uneven. Many schools are still dilapidated, in part becausegovernment funding is unevenly distributed among states, LGEAs and schools – some schools receive nogovernment support – and it is widely claimed that a lack <strong>of</strong> transparency in <strong>the</strong> awarding <strong>of</strong>construction contracts can lead to sub-standard buildings.The provision <strong>of</strong> water and gender-segregated sanitation is clearly vital to keeping pupils (and staff) inschools, and reports suggest recent improvements in provision in project-supported states, but <strong>the</strong>reare clearly issues around <strong>the</strong> maintenance and cleanliness <strong>of</strong> both. These need to be investigated morethoroughly, including <strong>the</strong> impact <strong>of</strong> shared community use, fee charges for water, safety for girls aroundtoilet areas, and hygiene and equity issues surrounding <strong>the</strong> cleaning <strong>of</strong> toilets. The reasons why childrenare not using toilets in some cases also need to be explored.EDOREN – Education Data, Research and Evaluation in Nigeriaiv
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