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> Nigeriac<strong>on</strong>stituency push<strong>in</strong>g for it, <str<strong>on</strong>g>the</str<strong>on</strong>g>se all face <str<strong>on</strong>g>the</str<strong>on</strong>g> risk that a change <strong>in</strong> governor could easily stall anyreform effort.6.7 Issues aris<strong>in</strong>g and gaps <strong>in</strong> evidenceThe absence, unavailability and/or unreliability <str<strong>on</strong>g>of</str<strong>on</strong>g> data are aga<strong>in</strong> highlighted as major impediments t<str<strong>on</strong>g>of</str<strong>on</strong>g><strong>in</strong>anc<strong>in</strong>g educati<strong>on</strong>.Evidence is sparse <strong>on</strong> how much m<strong>on</strong>ey is spent by governments <strong>on</strong> educati<strong>on</strong>, and <strong>on</strong> how it is spent. Adeeper understand<strong>in</strong>g is needed <str<strong>on</strong>g>of</str<strong>on</strong>g> public expenditure <strong>on</strong> educati<strong>on</strong>, <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> relati<strong>on</strong>ship betweenplann<strong>in</strong>g and budget<strong>in</strong>g systems, and <strong>on</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g>ir relati<strong>on</strong>ship with pupils’ learn<strong>in</strong>g outcomes.There are also issues around blockages <strong>in</strong> flows <str<strong>on</strong>g>of</str<strong>on</strong>g> <strong>in</strong>formati<strong>on</strong> between levels <str<strong>on</strong>g>of</str<strong>on</strong>g> government andschools and <str<strong>on</strong>g>the</str<strong>on</strong>g> public.Little is documented about what c<strong>on</strong>stra<strong>in</strong>ts (political, technical, organisati<strong>on</strong>al, and capacity related)exist that h<strong>in</strong>der better plann<strong>in</strong>g and implementati<strong>on</strong> <str<strong>on</strong>g>of</str<strong>on</strong>g> educati<strong>on</strong> budgets. Detailed state-specificresearch <strong>on</strong> this would be highly relevant.Although <str<strong>on</strong>g>the</str<strong>on</strong>g>re is currently very limited available <strong>in</strong>formati<strong>on</strong>, educati<strong>on</strong> development programmeswould benefit from more <strong>in</strong>-depth PEA at <str<strong>on</strong>g>the</str<strong>on</strong>g> plann<strong>in</strong>g stage.Most accountability is upwards to higher levels <str<strong>on</strong>g>of</str<strong>on</strong>g> government ra<str<strong>on</strong>g>the</str<strong>on</strong>g>r than outwards towardcommunities, although decentralised school governance through SBMCs is attempt<strong>in</strong>g to address this.Crucial to its success are c<strong>on</strong>sistent fund<strong>in</strong>g and LGEA support (see Secti<strong>on</strong> 13.4).The netmapp<strong>in</strong>g methodology used <strong>in</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> Kano study (Schiffer et al. 2013) would seem to be aproductive research methodology that could be applied to o<str<strong>on</strong>g>the</str<strong>on</strong>g>r states <strong>in</strong> order to capture <str<strong>on</strong>g>the</str<strong>on</strong>g>complexity <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>of</str<strong>on</strong>g>ficial and <strong>in</strong>formal power relati<strong>on</strong>s with<strong>in</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> system that affect resource distributi<strong>on</strong>and blockages <strong>in</strong> resource flow.Evidence Strength AssessmentQuality <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:MediumC<strong>on</strong>sistency <str<strong>on</strong>g>of</str<strong>on</strong>g>results:LowClosely matched totopic:MediumOverallassessment:Low/mediumEDOREN – Educati<strong>on</strong> Data, Research and Evaluati<strong>on</strong> <strong>in</strong> Nigeria 69
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 7: PROVIDERS OF NON-STATE, NON-FORMAL AND SPECIALEDUCATION7.1 Introducti<strong>on</strong>Policy <strong>in</strong> regard to n<strong>on</strong>-state providers <str<strong>on</strong>g>of</str<strong>on</strong>g> <strong>basic</strong> educati<strong>on</strong> is set by <str<strong>on</strong>g>the</str<strong>on</strong>g> 2004 Nati<strong>on</strong>al Policy <str<strong>on</strong>g>of</str<strong>on</strong>g> Educati<strong>on</strong>(FME 2004a: 17), which states that:Government welcomes <str<strong>on</strong>g>the</str<strong>on</strong>g> c<strong>on</strong>tributi<strong>on</strong>s <str<strong>on</strong>g>of</str<strong>on</strong>g> voluntary agencies, communities and private <strong>in</strong>dividuals <strong>in</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g>establishment and management <str<strong>on</strong>g>of</str<strong>on</strong>g> primary schools al<strong>on</strong>gside those provided by <str<strong>on</strong>g>the</str<strong>on</strong>g> state and localgovernments, as l<strong>on</strong>g as <str<strong>on</strong>g>the</str<strong>on</strong>g>y meet <str<strong>on</strong>g>the</str<strong>on</strong>g> m<strong>in</strong>imum standards laid down by <str<strong>on</strong>g>the</str<strong>on</strong>g> Federal Government.Fur<str<strong>on</strong>g>the</str<strong>on</strong>g>rmore, <str<strong>on</strong>g>the</str<strong>on</strong>g> UBEC impact assessment c<strong>on</strong>cluded that <str<strong>on</strong>g>the</str<strong>on</strong>g>re should be an ‘expanded role for privateschools’ (UBEC 2012a).Across Nigeria, around a quarter <str<strong>on</strong>g>of</str<strong>on</strong>g> primary school pupils are enrolled <strong>in</strong> private schools, some <str<strong>on</strong>g>of</str<strong>on</strong>g> whichare religious (NPC and RTI Internati<strong>on</strong>al 2011). The bulk <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> pupils <strong>in</strong> religious schools are Muslimchildren attend<strong>in</strong>g Qur’anic schools, which <strong>in</strong> parts <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> country are be<strong>in</strong>g <strong>in</strong>tegrated <strong>in</strong>to <str<strong>on</strong>g>the</str<strong>on</strong>g> publicschool system to vary<strong>in</strong>g extents.The chapter first c<strong>on</strong>siders for-pr<str<strong>on</strong>g>of</str<strong>on</strong>g>it private schools before look<strong>in</strong>g at religious schools and ECCE. Strictlyspeak<strong>in</strong>g, ECCE should not be a topic <str<strong>on</strong>g>of</str<strong>on</strong>g> focus <strong>in</strong> this chapter as it is has now become part <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g>government commitment to <strong>basic</strong> educati<strong>on</strong>; however, s<strong>in</strong>ce it was <strong>in</strong>itiated <strong>in</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> private sector and isstill predom<strong>in</strong>antly provided by n<strong>on</strong>-state providers, it is <strong>in</strong>cluded here.The spotlight <str<strong>on</strong>g>the</str<strong>on</strong>g>n turns to adult NFE provided by <str<strong>on</strong>g>the</str<strong>on</strong>g> government for those who have missed out <strong>on</strong><strong>basic</strong> educati<strong>on</strong>. NFE focuses <strong>on</strong> <strong>basic</strong> literacy tra<strong>in</strong><strong>in</strong>g and is overseen by <str<strong>on</strong>g>the</str<strong>on</strong>g> NMEC. We <str<strong>on</strong>g>the</str<strong>on</strong>g>n report <strong>on</strong>school<strong>in</strong>g for nomadic populati<strong>on</strong>s, before c<strong>on</strong>sider<strong>in</strong>g educati<strong>on</strong>al provisi<strong>on</strong> for pupils with disabilities.7.2 School choiceNEDS 2010 c<strong>on</strong>ta<strong>in</strong>s some analysis <str<strong>on</strong>g>of</str<strong>on</strong>g> <str<strong>on</strong>g>the</str<strong>on</strong>g> factors affect<strong>in</strong>g school choice, f<strong>in</strong>d<strong>in</strong>g that 72% <str<strong>on</strong>g>of</str<strong>on</strong>g> pupilsattend <str<strong>on</strong>g>the</str<strong>on</strong>g> primary school closest to <str<strong>on</strong>g>the</str<strong>on</strong>g>ir house. There are substantial urban/rural differences <strong>in</strong> thisregard, however, reflect<strong>in</strong>g <str<strong>on</strong>g>the</str<strong>on</strong>g> greater choice <str<strong>on</strong>g>of</str<strong>on</strong>g> nearby school afforded by dense populati<strong>on</strong> <strong>in</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g>large cities (NPC and RTI Internati<strong>on</strong>al 2011). Children from poorer households are also more likely toattend <str<strong>on</strong>g>the</str<strong>on</strong>g> school closest to <str<strong>on</strong>g>the</str<strong>on</strong>g>ir house than children from wealthier households. When asked directlyabout <str<strong>on</strong>g>the</str<strong>on</strong>g> reas<strong>on</strong>s for choice <str<strong>on</strong>g>of</str<strong>on</strong>g> primary school, proximity was <strong>in</strong> general <str<strong>on</strong>g>the</str<strong>on</strong>g> most comm<strong>on</strong> resp<strong>on</strong>se(53% <str<strong>on</strong>g>of</str<strong>on</strong>g> parents), followed by school quality (30%) and cost (13%), with <strong>on</strong>ly 1% report<strong>in</strong>g religious orsecurity issues.Quality and price are more important factors for wealthier households and <strong>in</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> wealthier sou<str<strong>on</strong>g>the</str<strong>on</strong>g>rnregi<strong>on</strong>s. Proximity is more important for poorer households and <strong>in</strong> <str<strong>on</strong>g>the</str<strong>on</strong>g> poorer nor<str<strong>on</strong>g>the</str<strong>on</strong>g>rn regi<strong>on</strong>s, where<str<strong>on</strong>g>the</str<strong>on</strong>g>re is likely to be less choice and distances to school are l<strong>on</strong>ger. Interest<strong>in</strong>gly, religi<strong>on</strong> and security arec<strong>on</strong>sistently rare reas<strong>on</strong>s given for school choice by all different k<strong>in</strong>ds <str<strong>on</strong>g>of</str<strong>on</strong>g> households (ibid.).At sec<strong>on</strong>dary level (both JSS and Sec<strong>on</strong>dary School), <str<strong>on</strong>g>the</str<strong>on</strong>g> 2010 NEDS notes that school quality takespriority over distance to school (44% to 32%), followed by cost (21%). Once aga<strong>in</strong>, security and religi<strong>on</strong>pay <strong>in</strong>significant roles <strong>in</strong> school choice (NPC and RTI Internati<strong>on</strong>al 2011).EDOREN – Educati<strong>on</strong> Data, Research and Evaluati<strong>on</strong> <strong>in</strong> Nigeria 70
- Page 1 and 2:
REVIEW OF THE LITERATURE ON BASICED
- Page 3 and 4:
Review of
- Page 5 and 6:
Review of
- Page 7 and 8:
Review of
- Page 9 and 10:
Review of
- Page 11 and 12:
Review of
- Page 13 and 14:
Review of
- Page 15 and 16:
Review of
- Page 17 and 18:
Review of
- Page 19 and 20:
Review of
- Page 21 and 22:
Review of
- Page 23 and 24:
Review of
- Page 25 and 26:
Review of
- Page 27 and 28:
Review of
- Page 29 and 30:
Review of
- Page 31 and 32:
Review of
- Page 33 and 34:
Review of
- Page 35 and 36:
Review of
- Page 37 and 38:
Review of
- Page 39 and 40:
Review of
- Page 41 and 42:
Review of
- Page 43 and 44:
Review of
- Page 45 and 46: Review of
- Page 47 and 48: Review of
- Page 49 and 50: Review of
- Page 51 and 52: Review of
- Page 53 and 54: Review of
- Page 55 and 56: Review of
- Page 57 and 58: Review of
- Page 59 and 60: Review of
- Page 61 and 62: Review of
- Page 63 and 64: Review of
- Page 65 and 66: Review of
- Page 67 and 68: Review of
- Page 69 and 70: Review of
- Page 71 and 72: Review of
- Page 73 and 74: Review of
- Page 75 and 76: Review of
- Page 77 and 78: Review of
- Page 79 and 80: Review of
- Page 81 and 82: Review of
- Page 83 and 84: Review of
- Page 85 and 86: Review of
- Page 87 and 88: Review of
- Page 89 and 90: Review of
- Page 91 and 92: Review of
- Page 93 and 94: Review of
- Page 95: Review of
- Page 99 and 100: Review of
- Page 101 and 102: Review of
- Page 103 and 104: Review of
- Page 105 and 106: Review of
- Page 107 and 108: Review of
- Page 109 and 110: Review of
- Page 111 and 112: Review of
- Page 113 and 114: Review of
- Page 115 and 116: Review of
- Page 117 and 118: Review of
- Page 119 and 120: Review of
- Page 121 and 122: Review of
- Page 123 and 124: Review of
- Page 125 and 126: Review of
- Page 127 and 128: Review of
- Page 129 and 130: Review of
- Page 131 and 132: Review of
- Page 133 and 134: Review of
- Page 135 and 136: Review of
- Page 137 and 138: Review of
- Page 139 and 140: Review of
- Page 141 and 142: Review of
- Page 143 and 144: Review of
- Page 145 and 146: Review of
- Page 147 and 148:
Review of
- Page 149 and 150:
Review of
- Page 151 and 152:
Review of
- Page 153 and 154:
Review of
- Page 155 and 156:
Review of
- Page 157 and 158:
Review of
- Page 159 and 160:
Review of
- Page 161 and 162:
Review of
- Page 163 and 164:
Review of
- Page 165 and 166:
Review of
- Page 167 and 168:
Review of
- Page 169 and 170:
Review of
- Page 171 and 172:
Review of
- Page 173 and 174:
Review of
- Page 175 and 176:
Review of
- Page 177 and 178:
Review of
- Page 179 and 180:
Review of
- Page 181 and 182:
Review of
- Page 183 and 184:
Review of
- Page 185 and 186:
Review of
- Page 187 and 188:
Review of
- Page 189 and 190:
Review of
- Page 191 and 192:
Review of
- Page 193 and 194:
Review of
- Page 195 and 196:
Review of
- Page 197 and 198:
Review of
- Page 199 and 200:
Review of
- Page 201 and 202:
Review of
- Page 203 and 204:
Review of
- Page 205 and 206:
Review of
- Page 207 and 208:
Review of
- Page 209 and 210:
Review of