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

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Review <strong>of</strong> <strong>the</strong> <strong>literature</strong> on basic education in NigeriaConsideration needs to be given to alternative ways <strong>of</strong> assessing classroom overcrowding, tocomplement PTR rates, as <strong>the</strong> latter do not necessarily give an accurate indication <strong>of</strong> <strong>the</strong> numbers on<strong>the</strong> ground and can give <strong>the</strong> impression that classes are <strong>of</strong> manageable size when in reality <strong>the</strong>y are not.The continued shortage and uneven supply <strong>of</strong> textbooks is serious, as is <strong>the</strong> evidence suggestingtextbooks may stay unused in store rooms or <strong>of</strong>fices (although <strong>the</strong> extent <strong>of</strong> this issue is unknown; seeSection 4.4.2 for fur<strong>the</strong>r discussion).There is little evidence <strong>of</strong> <strong>the</strong> impact on pupil learning <strong>of</strong> having no electricity when studying inordinarily dark classrooms during <strong>the</strong> rainy season and/or during <strong>the</strong> Harmattan, when skies can make<strong>the</strong> classroom even darker.Quality <strong>of</strong>evidence:High to mediumSize <strong>of</strong> body <strong>of</strong>evidence:MediumEvidence Strength AssessmentConsistency <strong>of</strong>results:ConsistentClosely matched totopic:HighOverallassessment:StrongEDOREN – Education Data, Research and Evaluation in Nigeria 33
Review <strong>of</strong> <strong>the</strong> <strong>literature</strong> on basic education in NigeriaCHAPTER 4: EDUCATIONAL QUALITY – TEACHING AND LEARNING4.1 IntroductionThe focus <strong>of</strong> this chapter is on <strong>the</strong> curriculum. Specifically, we consider <strong>the</strong> subjects laid down in <strong>the</strong>National Education Policy (FME 2004a) to be taught at primary and JSS level, and <strong>the</strong> accompanyingteaching and assessment methods.The formal and informal interactions between teacher and pupils, as well as those among pupils, arecritical to educational quality. In turn, this interaction can be greatly enhanced or impeded by <strong>the</strong> MOIused in class and by <strong>the</strong> use or lack <strong>of</strong> teaching and learning materials in <strong>the</strong> classroom. Despite <strong>the</strong>centrality <strong>of</strong> classroom interactions to <strong>the</strong> learning process, very little research has focused on thisbeyond a couple <strong>of</strong> large-scale observational surveys that have quantified behaviours and a few lines inevaluation studies that have outlined in brief a few observed features <strong>of</strong> <strong>the</strong> lessons.In this chapter we first examine <strong>the</strong> curriculum subjects for <strong>the</strong> primary and JSS levels before <strong>review</strong>ing<strong>the</strong> fairly substantial body <strong>of</strong> research on <strong>the</strong> MOI. We <strong>the</strong>n summarise what is required by policy interms <strong>of</strong> teaching methods and pupil assessment and what is known about actual classroom practices.Finally, <strong>the</strong>re is consideration <strong>of</strong> teacher–pupil relations and pupil–peer relations and how <strong>the</strong>y relate topupil learning.4.2 Basic education curriculumUntil very recently <strong>the</strong> basic education curriculum followed <strong>the</strong> 2004 National Education Policy (FME2004a), <strong>of</strong>fering 10 compulsory subjects and three electives in lower primary, 11 compulsory subjectsand three electives at upper primary, and 12 compulsory subjects and four electives at JSS (Aw<strong>of</strong>ala andOludola 2013). However, following widespread criticism that <strong>the</strong> curriculum was inadequate (FME 2005)and pupils/students were suffering from ‘curriculum overload’, a revised and streamlined basiccurriculum (see Table 4.1) is due to be rolled out during <strong>the</strong> 2013/14 academic session following threeyears <strong>of</strong> piloting (ibid.). The number <strong>of</strong> subjects has been reduced to seven or eight in Primary 1–3, toeight or nine in Primary 4–6 and nine or 10 at JSS level, ‘in line with international best practices’ (ibid.:104). The aim was not to cut a significant amount <strong>of</strong> content but ra<strong>the</strong>r to compress <strong>the</strong> subjects. Thus,for example, <strong>the</strong> separate subjects <strong>of</strong> Islamic Studies, Christian Studies, Social Studies and CitizenshipEducation have been amalgamated into <strong>the</strong> new subject <strong>of</strong> Religion and National Values, which alsoincludes a recently added aspect called ‘Security Education’. The only elective subject at all three levelsnow is Arabic and <strong>the</strong> major addition to <strong>the</strong> curriculum is to make <strong>the</strong> French language compulsory fromPrimary 4 onwards.What <strong>the</strong> streamlined curriculum will not do, as Aw<strong>of</strong>ala and Oludola (2013) point out, is address <strong>the</strong>shortages <strong>of</strong> trained personnel to teach <strong>the</strong> ‘new’ subjects that were introduced as far back as <strong>the</strong> 2004education policy (FME 2004a), such as ICT and Civic Education, since most faculties in universities andcolleges <strong>of</strong> education are not yet <strong>of</strong>fering courses and certification in <strong>the</strong>se areas. They also voiceconcern about <strong>the</strong> financial commitment that would be needed to implement <strong>the</strong> revisions successfully(ibid.).At <strong>the</strong> same time, <strong>the</strong> PTTE comments that overall <strong>the</strong>re is too much emphasis in <strong>the</strong> curriculum onacademic learning outcomes and certification and that educational quality should be about <strong>the</strong> holisticdevelopment <strong>of</strong> <strong>the</strong> child. The report urges <strong>the</strong> inclusion <strong>of</strong> activities to help foster creativity andpromote ethical values, and for schools to have more co-curricular and social activities (sports, clubs,societies, etc.) (FME 2011a).EDOREN – Education Data, Research and Evaluation in Nigeria 34
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