Review <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> <str<strong>on</strong>g>literature</str<strong>on</strong>g> <strong>on</strong> <strong>basic</strong> educati<strong>on</strong> <strong>in</strong> NigeriaStudies also need to go bey<strong>on</strong>d quantify<strong>in</strong>g pedagogic behaviours/<strong>in</strong>teracti<strong>on</strong>s to <strong>in</strong>clude more <strong>in</strong>-depth,qualitative observati<strong>on</strong>al and <strong>in</strong>terview data <strong>in</strong>volv<strong>in</strong>g pupils and teachers, <strong>in</strong>clud<strong>in</strong>g c<strong>on</strong>siderati<strong>on</strong> <str<strong>on</strong>g>of</str<strong>on</strong>g>both <str<strong>on</strong>g>the</str<strong>on</strong>g> <str<strong>on</strong>g>of</str<strong>on</strong>g>ficial and <str<strong>on</strong>g>the</str<strong>on</strong>g> hidden curriculum. Such studies need to be c<strong>on</strong>ducted <strong>in</strong> a range <str<strong>on</strong>g>of</str<strong>on</strong>g> schooltypes, from Islamiyya schools to all-male board<strong>in</strong>g schools and co-educati<strong>on</strong>al day schools to see whatdifferences, if any, exist between <str<strong>on</strong>g>the</str<strong>on</strong>g> different school types and which practices promote a c<strong>on</strong>ducivelearn<strong>in</strong>g envir<strong>on</strong>ment.The limited available research <strong>on</strong> classroom ‘teas<strong>in</strong>g’ and bully<strong>in</strong>g suggests that it can impact negatively<strong>on</strong> pupil learn<strong>in</strong>g <strong>in</strong> class, lead to absenteeism and c<strong>on</strong>tribute to eventual dropout. The research alsosuggests that teachers are not necessarily aware <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> negative impact some <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g>se activities canhave <strong>on</strong> <strong>in</strong>dividual pupils. More research is needed <strong>in</strong> this area, and teachers and pupils need to besensitised to such issues.There is little emphasis <strong>in</strong> classroom research (and <str<strong>on</strong>g>the</str<strong>on</strong>g>refore little is known) <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> emoti<strong>on</strong>al, affectiveside <str<strong>on</strong>g>of</str<strong>on</strong>g> teach<strong>in</strong>g and learn<strong>in</strong>g, ei<str<strong>on</strong>g>the</str<strong>on</strong>g>r from teachers’ or pupils’ perspectives.The research evidence raises serious questi<strong>on</strong>s about <str<strong>on</strong>g>the</str<strong>on</strong>g> current language-<strong>in</strong>-educati<strong>on</strong> policies andpractices and <str<strong>on</strong>g>the</str<strong>on</strong>g> ways <strong>in</strong> which <str<strong>on</strong>g>the</str<strong>on</strong>g>y can assist or impede learn<strong>in</strong>g, and suggests <str<strong>on</strong>g>the</str<strong>on</strong>g> need to supportmultil<strong>in</strong>gual teach<strong>in</strong>g both through appropriate teacher educati<strong>on</strong> and textbook producti<strong>on</strong>.Associated with this is <str<strong>on</strong>g>the</str<strong>on</strong>g> need for more research <strong>on</strong> actual language use <strong>in</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> classroom <strong>in</strong> bothurban and rural c<strong>on</strong>texts and its impact <strong>on</strong> learn<strong>in</strong>g, teach<strong>in</strong>g and assessment, with greater <strong>in</strong>clusi<strong>on</strong> <str<strong>on</strong>g>of</str<strong>on</strong>g>pupils’ views <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> subject, especially those <str<strong>on</strong>g>of</str<strong>on</strong>g> m<strong>in</strong>ority ethno-l<strong>in</strong>guistic groups.Quality <str<strong>on</strong>g>of</str<strong>on</strong>g>evidence:MediumSize <str<strong>on</strong>g>of</str<strong>on</strong>g> body <str<strong>on</strong>g>of</str<strong>on</strong>g>evidence:Medium 18 to weakEvidence Strength AssessmentC<strong>on</strong>sistency <str<strong>on</strong>g>of</str<strong>on</strong>g> results:Fairly c<strong>on</strong>sistentOverallassessment:Medium to weak18The quality and size <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> evidence is much str<strong>on</strong>ger <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> MOI and general features <str<strong>on</strong>g>of</str<strong>on</strong>g> classroom teach<strong>in</strong>g; a much smallerbody <str<strong>on</strong>g>of</str<strong>on</strong>g> evidence exists <strong>in</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> areas <str<strong>on</strong>g>of</str<strong>on</strong>g> assessment and teacher–pupil and pupil–pupil social relati<strong>on</strong>s.EDOREN – Educati<strong>on</strong> Data, Research and Evaluati<strong>on</strong> <strong>in</strong> Nigeria 47
Review <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> <str<strong>on</strong>g>literature</str<strong>on</strong>g> <strong>on</strong> <strong>basic</strong> educati<strong>on</strong> <strong>in</strong> NigeriaCHAPTER 5: OUTCOMES OF BASIC EDUCATION5.1 Introducti<strong>on</strong>This chapter <str<strong>on</strong>g>review</str<strong>on</strong>g>s <str<strong>on</strong>g>the</str<strong>on</strong>g> outcomes <str<strong>on</strong>g>of</str<strong>on</strong>g> <strong>basic</strong> educati<strong>on</strong>. It beg<strong>in</strong>s by look<strong>in</strong>g at <str<strong>on</strong>g>the</str<strong>on</strong>g> effectiveness <str<strong>on</strong>g>of</str<strong>on</strong>g>educati<strong>on</strong>, <strong>in</strong> particular <str<strong>on</strong>g>the</str<strong>on</strong>g> impact <str<strong>on</strong>g>of</str<strong>on</strong>g> school<strong>in</strong>g <strong>on</strong> actual learn<strong>in</strong>g outcomes, focus<strong>in</strong>g <strong>on</strong> literacy andnumeracy. It <str<strong>on</strong>g>the</str<strong>on</strong>g>n c<strong>on</strong>siders a set <str<strong>on</strong>g>of</str<strong>on</strong>g> expected outcomes <str<strong>on</strong>g>of</str<strong>on</strong>g> educati<strong>on</strong> that have been established <strong>in</strong>o<str<strong>on</strong>g>the</str<strong>on</strong>g>r c<strong>on</strong>texts, before subsequently <str<strong>on</strong>g>review</str<strong>on</strong>g><strong>in</strong>g <str<strong>on</strong>g>the</str<strong>on</strong>g> evidence from Nigeria. We c<strong>on</strong>sider both f<strong>in</strong>ancialand n<strong>on</strong>-f<strong>in</strong>ancial ga<strong>in</strong>s, <strong>in</strong>clud<strong>in</strong>g <str<strong>on</strong>g>the</str<strong>on</strong>g> social benefits.Overall, <str<strong>on</strong>g>the</str<strong>on</strong>g> evidence base <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> outcomes <str<strong>on</strong>g>of</str<strong>on</strong>g> <strong>basic</strong> educati<strong>on</strong> <strong>in</strong> Nigeria is relatively weak. There is no<strong>in</strong>stituti<strong>on</strong>alised system for <str<strong>on</strong>g>the</str<strong>on</strong>g> regular measurement <str<strong>on</strong>g>of</str<strong>on</strong>g> learn<strong>in</strong>g outcomes. Measures that do existsuggest very low learn<strong>in</strong>g levels, e.g. nearly half (46%) <str<strong>on</strong>g>of</str<strong>on</strong>g> children who have completed primary schoolare not able to read a complete sentence (NPC & RTI Internati<strong>on</strong>al 2011).There is <strong>in</strong> some sense a c<strong>on</strong>tradicti<strong>on</strong> between <str<strong>on</strong>g>the</str<strong>on</strong>g> evidence <strong>on</strong> very poor learn<strong>in</strong>g outcomes fromschool<strong>in</strong>g and <str<strong>on</strong>g>the</str<strong>on</strong>g> evidence that suggests that school<strong>in</strong>g has positive impacts <strong>on</strong> o<str<strong>on</strong>g>the</str<strong>on</strong>g>r outcomes such as<strong>on</strong> labour market performance and health.In regard to <str<strong>on</strong>g>the</str<strong>on</strong>g> labour market, <strong>in</strong>creased earn<strong>in</strong>gs come mostly from sec<strong>on</strong>dary and tertiary school<strong>in</strong>g,which can provide access to government and formal sector jobs. School<strong>in</strong>g at primary level may have amuch smaller impact <strong>on</strong> <strong>in</strong>dividual productivity and wages. Educati<strong>on</strong> may also functi<strong>on</strong> as a signal <str<strong>on</strong>g>of</str<strong>on</strong>g>ability, which can help <strong>in</strong>dividuals get jobs and earn more without <strong>in</strong>creas<strong>in</strong>g <str<strong>on</strong>g>the</str<strong>on</strong>g>ir underly<strong>in</strong>gproductivity.In regard to health, it may be that <str<strong>on</strong>g>the</str<strong>on</strong>g>re is o<str<strong>on</strong>g>the</str<strong>on</strong>g>r learn<strong>in</strong>g go<strong>in</strong>g <strong>on</strong> <strong>in</strong> schools that is not captured bytests <str<strong>on</strong>g>of</str<strong>on</strong>g> specific skills such as literacy and numeracy, and that this has a positive impact <strong>on</strong> healthoutcomes (although this is speculative). Likewise, for girls, it may be possible that simply rema<strong>in</strong><strong>in</strong>g <strong>in</strong>school through sec<strong>on</strong>dary school can reduce <str<strong>on</strong>g>the</str<strong>on</strong>g> chances <str<strong>on</strong>g>of</str<strong>on</strong>g> early marriage and delay pregnancy.5.2 Perceived impact <str<strong>on</strong>g>of</str<strong>on</strong>g> school<strong>in</strong>gThe 2010 NEDS asks parents about <str<strong>on</strong>g>the</str<strong>on</strong>g> perceived value to children <str<strong>on</strong>g>of</str<strong>on</strong>g> complet<strong>in</strong>g primary school<strong>in</strong>g.Over 97% <str<strong>on</strong>g>of</str<strong>on</strong>g> parents th<strong>in</strong>k that school<strong>in</strong>g is beneficial for both boys and girls. Comm<strong>on</strong> benefits cited<strong>in</strong>clude literacy (48–49%), <str<strong>on</strong>g>the</str<strong>on</strong>g> chance to go to sec<strong>on</strong>dary school (26–27%), morals and values (19–20%),and critical th<strong>in</strong>k<strong>in</strong>g (15–16%). The chance <str<strong>on</strong>g>of</str<strong>on</strong>g> f<strong>in</strong>d<strong>in</strong>g a better job was cited by 13–14% <str<strong>on</strong>g>of</str<strong>on</strong>g> parents. Themajority <str<strong>on</strong>g>of</str<strong>on</strong>g> parents reported no disadvantages <str<strong>on</strong>g>of</str<strong>on</strong>g> primary school completi<strong>on</strong> for girls and boys, with <str<strong>on</strong>g>the</str<strong>on</strong>g>excepti<strong>on</strong> <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> North East and North West regi<strong>on</strong>s, <strong>in</strong> which less than half <str<strong>on</strong>g>of</str<strong>on</strong>g> parents reported that<str<strong>on</strong>g>the</str<strong>on</strong>g>re were no disadvantages from school<strong>in</strong>g (NPC and RTI Internati<strong>on</strong>al 2011).5.3 The impact <str<strong>on</strong>g>of</str<strong>on</strong>g> school<strong>in</strong>g <strong>on</strong> learn<strong>in</strong>g outcomesAt present <str<strong>on</strong>g>the</str<strong>on</strong>g>re is no <strong>in</strong>stituti<strong>on</strong>alised nati<strong>on</strong>al system for <str<strong>on</strong>g>the</str<strong>on</strong>g> regular measurement <str<strong>on</strong>g>of</str<strong>on</strong>g> learn<strong>in</strong>goutcomes (ESSPIN 2009a), and nati<strong>on</strong>al school exam<strong>in</strong>ati<strong>on</strong>s are not taken until <str<strong>on</strong>g>the</str<strong>on</strong>g> end <str<strong>on</strong>g>of</str<strong>on</strong>g> seniorsec<strong>on</strong>dary school (see Secti<strong>on</strong> 4.5 for discussi<strong>on</strong> <str<strong>on</strong>g>of</str<strong>on</strong>g> primary school and JSS assessments). What follows isevidence ga<str<strong>on</strong>g>the</str<strong>on</strong>g>red from <str<strong>on</strong>g>the</str<strong>on</strong>g> very <strong>basic</strong> assessments <str<strong>on</strong>g>of</str<strong>on</strong>g> literacy and numeracy from household surveydata and more sophisticated assessments made <strong>in</strong> a selecti<strong>on</strong> <str<strong>on</strong>g>of</str<strong>on</strong>g> states supported by ESSPIN and <str<strong>on</strong>g>the</str<strong>on</strong>g>Nor<str<strong>on</strong>g>the</str<strong>on</strong>g>rn Educati<strong>on</strong> Initiative (NEI).EDOREN – Educati<strong>on</strong> Data, Research and Evaluati<strong>on</strong> <strong>in</strong> Nigeria 48
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