Teachers' Voice – Nigeria - VSO

5.6 POLICY COHERENCE AND COMMUNICATIONInconsistent policy making is a problem in education, especially with a high turnover ofeducation ministers. Policies are put in place without prior notice or consultation, whilecommunication is slow and inconsistent. Teachers and head teachers are often not familiar withall the new policies and reforms.5.6.1 POLICY COHERENCE AND COMMUNICATION: POLICY FRAMEWORKThe National Council on Education is the government managing body monitoring the compliancewith, and coordinating the implementation of, policies.The Council liaises with relevant stakeholders to ensure the effective implementation of policieson education nationwide. It produces and disseminates quarterly reports on the status of theimplementation of new policies.Annual meetings with all education stakeholders, including head teachers and members ofschool management committees, inform educationalists of new policies and reforms.5.6.2 POLICY COHERENCE AND COMMUNICATION: TEACHERS’ VIEWS“Education policies are hastily done and this affects educational development.”(Teacher)“Constant change of education ministers leads to constant change in education policy,which in practice is zero.”(Teacher)“Demotivating factor: not involving teachers in education policy.”(Teacher)Teachers feel ill-informed on the matter of new policies on education, particularly in rural areas.However, they are expected to implement them with no prior notice and without properinformation. This has serious impact on teachers’ levels of motivation.5.6.3 POLICY COHERENCE AND COMMUNICATION: STAKEHOLDERS’ VIEWS“Ministers are always changing, new policies are always made and they just tell usand expect us to carry them out. They give us no notice and don’t tell us how. Theyneed to see for themselves.”(Head teacher)Inconsistent and regular changes to education policies have caused havoc to the educationsector and these changes are often not communicated to schools on time. Recently the policyon the school year structure was changed from 6–3–3–4 to 9–3–4. This means the three juniorsecondary school levels were moved to primary schools, without increase of facilities orresources. This alteration has led to schools becoming even more populated and underresourced then they already were, resulting in further diminishing teacher ability to deliverquality education.Stakeholders and teachers agree that policies must be introduced in a timely and well-preparedmanner and implemented properly. This should include policies on promotions, allocation ofTLMs and other areas that would benefit schools and education as a whole.36