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Review <strong>of</strong> <strong>the</strong> <strong>literature</strong> on basic education in Nigeriaconstituency pushing for it, <strong>the</strong>se all face <strong>the</strong> risk that a change in governor could easily stall anyreform effort.6.7 Issues arising and gaps in evidenceThe absence, unavailability and/or unreliability <strong>of</strong> data are again highlighted as major impediments t<strong>of</strong>inancing education.Evidence is sparse on how much money is spent by governments on education, and on how it is spent. Adeeper understanding is needed <strong>of</strong> public expenditure on education, on <strong>the</strong> relationship betweenplanning and budgeting systems, and on <strong>the</strong>ir relationship with pupils’ learning outcomes.There are also issues around blockages in flows <strong>of</strong> information between levels <strong>of</strong> government andschools and <strong>the</strong> public.Little is documented about what constraints (political, technical, organisational, and capacity related)exist that hinder better planning and implementation <strong>of</strong> education budgets. Detailed state-specificresearch on this would be highly relevant.Although <strong>the</strong>re is currently very limited available information, education development programmeswould benefit from more in-depth PEA at <strong>the</strong> planning stage.Most accountability is upwards to higher levels <strong>of</strong> government ra<strong>the</strong>r than outwards towardcommunities, although decentralised school governance through SBMCs is attempting to address this.Crucial to its success are consistent funding and LGEA support (see Section 13.4).The netmapping methodology used in <strong>the</strong> Kano study (Schiffer et al. 2013) would seem to be aproductive research methodology that could be applied to o<strong>the</strong>r states in order to capture <strong>the</strong>complexity <strong>of</strong> <strong>of</strong>ficial and informal power relations within <strong>the</strong> system that affect resource distributionand blockages in resource flow.Evidence Strength AssessmentQuality <strong>of</strong>evidence:MediumSize <strong>of</strong> body <strong>of</strong>evidence:MediumConsistency <strong>of</strong>results:LowClosely matched totopic:MediumOverallassessment:Low/mediumEDOREN – Education Data, Research and Evaluation in Nigeria 69
Review <strong>of</strong> <strong>the</strong> <strong>literature</strong> on basic education in NigeriaCHAPTER 7: PROVIDERS OF NON-STATE, NON-FORMAL AND SPECIALEDUCATION7.1 IntroductionPolicy in regard to non-state providers <strong>of</strong> basic education is set by <strong>the</strong> 2004 National Policy <strong>of</strong> Education(FME 2004a: 17), which states that:Government welcomes <strong>the</strong> contributions <strong>of</strong> voluntary agencies, communities and private individuals in <strong>the</strong>establishment and management <strong>of</strong> primary schools alongside those provided by <strong>the</strong> state and localgovernments, as long as <strong>the</strong>y meet <strong>the</strong> minimum standards laid down by <strong>the</strong> Federal Government.Fur<strong>the</strong>rmore, <strong>the</strong> UBEC impact assessment concluded that <strong>the</strong>re should be an ‘expanded role for privateschools’ (UBEC 2012a).Across Nigeria, around a quarter <strong>of</strong> primary school pupils are enrolled in private schools, some <strong>of</strong> whichare religious (NPC and RTI International 2011). The bulk <strong>of</strong> <strong>the</strong> pupils in religious schools are Muslimchildren attending Qur’anic schools, which in parts <strong>of</strong> <strong>the</strong> country are being integrated into <strong>the</strong> publicschool system to varying extents.The chapter first considers for-pr<strong>of</strong>it private schools before looking at religious schools and ECCE. Strictlyspeaking, ECCE should not be a topic <strong>of</strong> focus in this chapter as it is has now become part <strong>of</strong> <strong>the</strong>government commitment to basic education; however, since it was initiated in <strong>the</strong> private sector and isstill predominantly provided by non-state providers, it is included here.The spotlight <strong>the</strong>n turns to adult NFE provided by <strong>the</strong> government for those who have missed out onbasic education. NFE focuses on basic literacy training and is overseen by <strong>the</strong> NMEC. We <strong>the</strong>n report onschooling for nomadic populations, before considering educational provision for pupils with disabilities.7.2 School choiceNEDS 2010 contains some analysis <strong>of</strong> <strong>the</strong> factors affecting school choice, finding that 72% <strong>of</strong> pupilsattend <strong>the</strong> primary school closest to <strong>the</strong>ir house. There are substantial urban/rural differences in thisregard, however, reflecting <strong>the</strong> greater choice <strong>of</strong> nearby school afforded by dense population in <strong>the</strong>large cities (NPC and RTI International 2011). Children from poorer households are also more likely toattend <strong>the</strong> school closest to <strong>the</strong>ir house than children from wealthier households. When asked directlyabout <strong>the</strong> reasons for choice <strong>of</strong> primary school, proximity was in general <strong>the</strong> most common response(53% <strong>of</strong> parents), followed by school quality (30%) and cost (13%), with only 1% reporting religious orsecurity issues.Quality and price are more important factors for wealthier households and in <strong>the</strong> wealthier sou<strong>the</strong>rnregions. Proximity is more important for poorer households and in <strong>the</strong> poorer nor<strong>the</strong>rn regions, where<strong>the</strong>re is likely to be less choice and distances to school are longer. Interestingly, religion and security areconsistently rare reasons given for school choice by all different kinds <strong>of</strong> households (ibid.).At secondary level (both JSS and Secondary School), <strong>the</strong> 2010 NEDS notes that school quality takespriority over distance to school (44% to 32%), followed by cost (21%). Once again, security and religionpay insignificant roles in school choice (NPC and RTI International 2011).EDOREN – Education Data, Research and Evaluation in Nigeria 70
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