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Review <strong>of</strong> <strong>the</strong> <strong>literature</strong> on basic education in Nigeria5.3.1 National monitoring <strong>of</strong> child learning outcomesNationwide MLA studies were carried out in 1996, 2001, 2004 and 2006, all demonstrating very lowlearning outcomes. National mean percentage test scores attained by Primary 4 children in <strong>the</strong> firststudy in 1996 were 32% in numeracy and 25% in literacy. National mean scores at <strong>the</strong> JSS level in 2004were 25% in Ma<strong>the</strong>matics and 32% in English (FME 2010). ESSPIN (2009a) reports that, to <strong>the</strong> extent<strong>the</strong>se results are comparable with o<strong>the</strong>r countries, <strong>the</strong> 2004 results were <strong>the</strong> worst in Africa. In Maths,JSS results were not substantially different between girls and boys and between urban and rural areas.Private school students performed slightly better than public school students. In English, urban andfemale students performed slightly better than average, and private school students again performedbetter than public school students. However, all results were low.UBEC too has conducted a series <strong>of</strong> national assessments: in 2001 in English and Maths in Primary 4(UBEC 2001); in all four core subjects in all three upper primary grades in 2003 (UBEC 2007); and inPrimary 6 and all three JSS grades in 2006 (UBEC 2009). In all three assessments pupil marks weregenerally very low and it was reported that <strong>the</strong>ir low level <strong>of</strong> English prevented many fromunderstanding <strong>the</strong> test instructions (UBEC 2007 and 2009). Generally, better results were gained inurban schools than in rural schools but <strong>the</strong>re was a noticeable shift in mean gender attainment patternsbetween 2001 and 2003 as girls on average performed better than boys in some states including inMa<strong>the</strong>matics, although results still generally remained low: state averages rarely reached 30% across<strong>the</strong> grades in English or Social Studies, whereas children fared slightly better in Primary 6 Ma<strong>the</strong>maticsand Primary Science with national averages <strong>of</strong> 36% and 40% respectively. In 2006, Primary 6 meanscores for all four subjects were slightly higher, ranging between 40 and 50%, and higher too than for all<strong>the</strong> JSS grades, which were exceedingly low.The 2010 NEDS provides a simple measure <strong>of</strong> literacy: a person who can read aloud all or part <strong>of</strong> asentence in one <strong>of</strong> <strong>the</strong> three main Nigerian languages or in English is considered to be literate. This isnot a very robust test but does cover a nationally representative sample (NPC and RTI International2011). A World Bank analysis <strong>of</strong> <strong>the</strong> data indicates that, even when using this limited test, two-thirds <strong>of</strong>children remain illiterate after Primary 6, with even higher figures for <strong>the</strong> North East (Global EducationFirst Initiative 2013). As Figure 5.1 shows, literacy rates are much higher in <strong>the</strong> sou<strong>the</strong>rn part <strong>of</strong> <strong>the</strong>country but <strong>the</strong>re is substantial variation among states.Since <strong>the</strong> literacy test does not require <strong>the</strong> respondent to understand <strong>the</strong> sentence, it clearly does notgive an indication <strong>of</strong> functional literacy, which has serious implications for pupils being able to access<strong>the</strong> curriculum (see Chapter 4).EDOREN – Education Data, Research and Evaluation in Nigeria 49
Review <strong>of</strong> <strong>the</strong> <strong>literature</strong> on basic education in NigeriaFigure 5.1 Percentage <strong>of</strong> children aged 5–16 able to read, 2010Source: Adapted from 2010 NEDS (NPC and RTI International 2011)Children performed slightly better in <strong>the</strong> 2010 NEDS numeracy tests, but <strong>the</strong>se are measured by a verysimple test <strong>of</strong> adding two numbers toge<strong>the</strong>r that add up to less than 10. The World Bank analysis <strong>of</strong> <strong>the</strong>data reported that about 10% <strong>of</strong> school-age children could not do this simple addition at <strong>the</strong> end <strong>of</strong>primary school (Global Education First Initiative 2013). Again, regional disparities are marked: while 29%<strong>of</strong> children in <strong>the</strong> North East are unable to do a simple addition by <strong>the</strong> end <strong>of</strong> Primary 6, all pupils in <strong>the</strong>south can perform <strong>the</strong> task by <strong>the</strong> end <strong>of</strong> Primary 5 (ibid.)5.3.2 Project-based monitoring <strong>of</strong> learning outcomesESSPIN produced original data on learning outcomes in <strong>the</strong> six states it supports through <strong>the</strong> 2012Composite Schools Survey (ESSPIN 2013a). The report found that, although ESSPIN-supported schoolswere doing better than control schools, learning levels are still very low. Overall, just 4% <strong>of</strong> Primary 4students had skills for reading comprehension and just 7% <strong>of</strong> Primary 4 students were able to performPrimary 4-level arithmetic. Of serious concern was <strong>the</strong> finding that almost half <strong>of</strong> Primary 4 pupils were‘not coping well’ with basic number concepts after being in <strong>the</strong> school system for four years. Similarlydisturbing was <strong>the</strong> finding that, ‘as children progress through school, an ever-increasing proportion fallsbehind grade-appropriate standards <strong>of</strong> numeracy and especially English literacy’ (ESSPIN 2013a: 14).The final early grade literacy and numeracy assessments in Sokoto and Bauchi, conducted under <strong>the</strong>USAID-funded NEI, also produced sobering results (USAID 2013 a, b and c). The assessments wereadministered to a sample <strong>of</strong> Primary 2 and Primary 3 pupils in 40 public schools, and to a sample <strong>of</strong>Stage 1 and Stage 2 pupils in 40 IQTE schools (see Box 7.1 for fur<strong>the</strong>r details on <strong>the</strong> IQTE curriculumstructure) in each state. The EGRA in Hausa (<strong>the</strong> usual MOI for Primary 1 to 3 in nor<strong>the</strong>rn Nigeria and <strong>the</strong>home language <strong>of</strong> almost all <strong>the</strong> pupils tested in Sokoto and over 80% <strong>of</strong> <strong>the</strong> pupils tested in Bauchi) wasEDOREN – Education Data, Research and Evaluation in Nigeria 50
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