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Review <strong>of</strong> <strong>the</strong> <strong>literature</strong> on basic education in NigeriaStudies also need to go beyond quantifying pedagogic behaviours/interactions to include more in-depth,qualitative observational and interview data involving pupils and teachers, including consideration <strong>of</strong>both <strong>the</strong> <strong>of</strong>ficial and <strong>the</strong> hidden curriculum. Such studies need to be conducted in a range <strong>of</strong> schooltypes, from Islamiyya schools to all-male boarding schools and co-educational day schools to see whatdifferences, if any, exist between <strong>the</strong> different school types and which practices promote a conducivelearning environment.The limited available research on classroom ‘teasing’ and bullying suggests that it can impact negativelyon pupil learning in class, lead to absenteeism and contribute to eventual dropout. The research alsosuggests that teachers are not necessarily aware <strong>of</strong> <strong>the</strong> negative impact some <strong>of</strong> <strong>the</strong>se activities canhave on individual pupils. More research is needed in this area, and teachers and pupils need to besensitised to such issues.There is little emphasis in classroom research (and <strong>the</strong>refore little is known) on <strong>the</strong> emotional, affectiveside <strong>of</strong> teaching and learning, ei<strong>the</strong>r from teachers’ or pupils’ perspectives.The research evidence raises serious questions about <strong>the</strong> current language-in-education policies andpractices and <strong>the</strong> ways in which <strong>the</strong>y can assist or impede learning, and suggests <strong>the</strong> need to supportmultilingual teaching both through appropriate teacher education and textbook production.Associated with this is <strong>the</strong> need for more research on actual language use in <strong>the</strong> classroom in bothurban and rural contexts and its impact on learning, teaching and assessment, with greater inclusion <strong>of</strong>pupils’ views on <strong>the</strong> subject, especially those <strong>of</strong> minority ethno-linguistic groups.Quality <strong>of</strong>evidence:MediumSize <strong>of</strong> body <strong>of</strong>evidence:Medium 18 to weakEvidence Strength AssessmentConsistency <strong>of</strong> results:Fairly consistentOverallassessment:Medium to weak18The quality and size <strong>of</strong> <strong>the</strong> evidence is much stronger on <strong>the</strong> MOI and general features <strong>of</strong> classroom teaching; a much smallerbody <strong>of</strong> evidence exists in <strong>the</strong> areas <strong>of</strong> assessment and teacher–pupil and pupil–pupil social relations.EDOREN – Education Data, Research and Evaluation in Nigeria 47
Review <strong>of</strong> <strong>the</strong> <strong>literature</strong> on basic education in NigeriaCHAPTER 5: OUTCOMES OF BASIC EDUCATION5.1 IntroductionThis chapter <strong>review</strong>s <strong>the</strong> outcomes <strong>of</strong> basic education. It begins by looking at <strong>the</strong> effectiveness <strong>of</strong>education, in particular <strong>the</strong> impact <strong>of</strong> schooling on actual learning outcomes, focusing on literacy andnumeracy. It <strong>the</strong>n considers a set <strong>of</strong> expected outcomes <strong>of</strong> education that have been established ino<strong>the</strong>r contexts, before subsequently <strong>review</strong>ing <strong>the</strong> evidence from Nigeria. We consider both financialand non-financial gains, including <strong>the</strong> social benefits.Overall, <strong>the</strong> evidence base on <strong>the</strong> outcomes <strong>of</strong> basic education in Nigeria is relatively weak. There is noinstitutionalised system for <strong>the</strong> regular measurement <strong>of</strong> learning outcomes. Measures that do existsuggest very low learning levels, e.g. nearly half (46%) <strong>of</strong> children who have completed primary schoolare not able to read a complete sentence (NPC & RTI International 2011).There is in some sense a contradiction between <strong>the</strong> evidence on very poor learning outcomes fromschooling and <strong>the</strong> evidence that suggests that schooling has positive impacts on o<strong>the</strong>r outcomes such ason labour market performance and health.In regard to <strong>the</strong> labour market, increased earnings come mostly from secondary and tertiary schooling,which can provide access to government and formal sector jobs. Schooling at primary level may have amuch smaller impact on individual productivity and wages. Education may also function as a signal <strong>of</strong>ability, which can help individuals get jobs and earn more without increasing <strong>the</strong>ir underlyingproductivity.In regard to health, it may be that <strong>the</strong>re is o<strong>the</strong>r learning going on in schools that is not captured bytests <strong>of</strong> specific skills such as literacy and numeracy, and that this has a positive impact on healthoutcomes (although this is speculative). Likewise, for girls, it may be possible that simply remaining inschool through secondary school can reduce <strong>the</strong> chances <strong>of</strong> early marriage and delay pregnancy.5.2 Perceived impact <strong>of</strong> schoolingThe 2010 NEDS asks parents about <strong>the</strong> perceived value to children <strong>of</strong> completing primary schooling.Over 97% <strong>of</strong> parents think that schooling is beneficial for both boys and girls. Common benefits citedinclude literacy (48–49%), <strong>the</strong> chance to go to secondary school (26–27%), morals and values (19–20%),and critical thinking (15–16%). The chance <strong>of</strong> finding a better job was cited by 13–14% <strong>of</strong> parents. Themajority <strong>of</strong> parents reported no disadvantages <strong>of</strong> primary school completion for girls and boys, with <strong>the</strong>exception <strong>of</strong> <strong>the</strong> North East and North West regions, in which less than half <strong>of</strong> parents reported that<strong>the</strong>re were no disadvantages from schooling (NPC and RTI International 2011).5.3 The impact <strong>of</strong> schooling on learning outcomesAt present <strong>the</strong>re is no institutionalised national system for <strong>the</strong> regular measurement <strong>of</strong> learningoutcomes (ESSPIN 2009a), and national school examinations are not taken until <strong>the</strong> end <strong>of</strong> seniorsecondary school (see Section 4.5 for discussion <strong>of</strong> primary school and JSS assessments). What follows isevidence ga<strong>the</strong>red from <strong>the</strong> very basic assessments <strong>of</strong> literacy and numeracy from household surveydata and more sophisticated assessments made in a selection <strong>of</strong> states supported by ESSPIN and <strong>the</strong>Nor<strong>the</strong>rn Education Initiative (NEI).EDOREN – Education Data, Research and Evaluation in Nigeria 48
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