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 Nigeria6.3.1 Federal levelThe FME and UBEC provide leadership through broad policy guidance, setting national standards andproviding a regulatory framework. These efforts are <strong>of</strong>ten made more difficult by <strong>the</strong> large number <strong>of</strong>parastatals (over 20), some <strong>of</strong> which have overlapping mandates in <strong>the</strong> education sector (Santcross etal., 2010; FME 2011a). The PTTE highlighted <strong>the</strong> need to determine and address <strong>the</strong> extent <strong>of</strong> <strong>the</strong>overlaps among various parastatals’ functions as well as overlaps with various ministry departments(FME 2011a).As noted above, UBEC is FGN’s agency responsible for <strong>the</strong> coordination <strong>of</strong> all aspects <strong>of</strong> UBE’simplementation. UBEC manages <strong>the</strong> FGN–UBE Intervention Fund, which contains a mandatory 2% <strong>of</strong> <strong>the</strong>FGN budget (<strong>the</strong> Consolidated Revenue Fund) and is <strong>the</strong> primary source <strong>of</strong> federal funding for basiceducation. Half <strong>of</strong> UBEC’s funds are distributed equally on an annual basis to all states that matchfunding (50/50) via SUBEBs, although states’ funds <strong>of</strong>ten remain unaccessed (UBEC 2012a).6.3.2 State levelBasic education is managed by <strong>the</strong> SMoE, SUBEB and <strong>the</strong> LGEA, with <strong>the</strong> FME providing policy guidance.The SUBEBs represent UBEC and manage most non-salary education spending. The SUBEBs, toge<strong>the</strong>rwith <strong>the</strong> SMoEs and a number <strong>of</strong> implementing agencies, form <strong>the</strong> state-level education system. Therelative independence <strong>of</strong> each SMoE and each SUBEB means that no two states have exactly <strong>the</strong> samesystems for <strong>the</strong> provision <strong>of</strong> quality basic education.The 2004 UBE Act allows for <strong>the</strong> enactment <strong>of</strong> SUBEB laws by <strong>the</strong> State House <strong>of</strong> Assembly; as a result,<strong>the</strong>re are variations in <strong>the</strong> UBE laws among <strong>the</strong> states. While some states place JSSs under <strong>the</strong> control <strong>of</strong><strong>the</strong> SUBEB, o<strong>the</strong>rs put <strong>the</strong>m under <strong>the</strong> management <strong>of</strong> <strong>the</strong> SMoE. States also follow different modalitiesin appointing <strong>the</strong> LGEA secretaries. In addition to SUBEB chairs and LGEA secretaries, some stategovernors appoint special assistants on basic education, fur<strong>the</strong>r complicating reporting lines.6.3.3 Local government levelEach LGA is run by a Local Government Council, headed by <strong>the</strong> Local Government Council Chair, who isappointed by <strong>the</strong> state governor. The LGA’s primary responsibility in education delivery is to providefunds for primary teachers’ salaries in its area as well as for non-teaching staff. The LGEA established ineach LGA is headed by <strong>the</strong> Education Secretary (ES), <strong>of</strong>ten working under <strong>the</strong> control <strong>of</strong> <strong>the</strong> SUBEB.EDOREN – Education Data, Research and Evaluation in Nigeria 57
Review <strong>of</strong> <strong>the</strong> <strong>literature</strong> on basic education in NigeriaTable 6.1Education-related responsibilities <strong>of</strong> <strong>the</strong> three tiers <strong>of</strong> governmentBasicSub-sector Federal State Local- Early ChildhoodCare & Development- Primary- Junior SecondarySenior SecondaryTertiary educationAdult education- Policy- Allocation <strong>of</strong> resourcesthrough UBEC- Maintenance <strong>of</strong>standards (inspectionand monitoring) (FIS)- Policy- Curriculum- Inspectorate- Examinations throughWAEC and NECO- Management <strong>of</strong>unity schools- Policy- Universities- Polytechnics- Colleges <strong>of</strong> education- Policy- Coordination- Monitoring- Implementationthrough SUBEBs- SMoEs are responsible forpolicy formulation andinspectorate services(In Kano <strong>the</strong> ShariaCommission is responsiblefor registering IslamiyyaSchools and will be involvedin <strong>the</strong> development <strong>of</strong> <strong>the</strong>ircurriculum)- Policy- Implementation- Inspectorate- Technical colleges- Universities- Polytechnics- Colleges <strong>of</strong> educationManagement <strong>of</strong>primary schools- Implementation - ImplementationSpecial education - Policy - Implementation - ImplementationSource: National Framework (FME 2007: 7)6.3.4 School-based managementAt <strong>the</strong> local level, SBMCs were introduced in 2005 and are designed to improve <strong>the</strong> accountability <strong>of</strong>schools to local communities and support <strong>the</strong> development and quality <strong>of</strong> schools. SBMCs should becomprised <strong>of</strong> <strong>the</strong> head teacher, teacher and pupil representatives, and elected communityrepresentatives, including female and youth representation. In practice, however, <strong>the</strong>re are sometimesquestion marks about <strong>the</strong> selection and composition <strong>of</strong> SBMCs (Dunne et al. 2013).Although SBMCs are discussed in greater detail in Chapter 13, a brief overview is given here. SBMCs,where <strong>the</strong>y exist, are generally performing well in mobilising community financial contributions toschools and getting parents involved in planning, decision-making, and monitoring teaching and learningwhen supported by LGEAs and development grants (Adediran 2010; Little and Lewis 2012; Pinnock k2012). However, in areas where <strong>the</strong>re has been little or no outside impetus, SBMCs are largely notfunctioning (ActionAid 2011; Antoninis 2010; Dunne et al. 2013). In <strong>the</strong>ir Adamawa-based study, Dunneet al. (2013) found some evidence <strong>of</strong> SBMCs raising funds but very little evidence <strong>of</strong> SBMCssystematically fulfilling <strong>the</strong> functions <strong>of</strong> providing a community voice in school management, improvingEDOREN – Education Data, Research and Evaluation in Nigeria 58
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