Annual Review of the Nigeria Girls’ Education Project Phase 3

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The girls education project 3 (GEP3) in Nigeria aims to get more girls to complete basic education. Recommendations based on this evaluation include:

To increase parental demand for and support to girls’ education:

  • Write a conditional cash transfer strategy strategy for design and scale-up of scheme.
  • Establish clearer attribution of enrolment increases via analysis of School-Based Management committee monitoring tool data.

For increased basic education opportunities for girls:

  • Give greater support to technical working groups to realise their potential in advocating and securing support for changes in how girls are supported through education.
  • Rewrite Nomadic Education Action Plan and based on state mapping reports with clear targets, including for mobile schools.
  • Develop a delivery and training strategy for the new Islamiyya, Qur’anic and Tsangaya Education (IQTE) curriculum, based on a review of curriculum practicability.

For improved teaching and learning opportunities and environment:

  • Urgently redevelop in-service teacher training and learning strategies.
  • Review and redevelop early reading strategy and materials to effectively tackle problems of second language literacy.
  • Create detailed plans for UNICEF’s engagement around IQTE integration.

For increased and more effective participation of women in providing education:

  • Strengthen the Female Teacher Training Scholarship Scheme (FTTSS) tracking system.
  • Revamp FTTSS selection procedures to select only rural girls with very high levels of academic competency.
  • Create more e-learning opportunities for FTTSS students.

For effective governance in education sector at all levels (school, LGA, State, Federal):

  • Develop teacher supply advocacy strategy as an urgent priority, looking at potential to collaborate with other agencies and programmes and identifying GEP’s specific contribution.
  • Prioritise developing an active partnership with Universal Basic Education Commission (UBEC) to tackle teacher supply difficulties.
  • Review data produced at school level such as community mappings to establish how such data could be systematised and linked into the education management system.
  • Develop a written agreement with the Civil Society Action Coalition on Education for All on how it can hold GEP to account, as well as how it can support achievement of GEP’s objectives.

For enhanced knowledge management at State and Federal level:

  • Link state consultants more directly with Abuja thematic experts.
  • Develop more thorough and practicable measures of effectiveness of female teachers.
  • Bring in a specialist in using evidence from programme work for influencing and sharing good practice.
  • Develop a reporting strategy that will enable all stakeholders in the process of implementation to record their findings in similar manner, so that it is easy to look up information across the project.
  • Allocate responsibility in one person’s job role to increase strategic collaboration and sharing of evidence with other agencies.

Full report: Annual Review of the Nigeria Girls’ Education Project Phase 3

Annex 1: Abbreviations
Annex 2: Summary of recommendations
Annex 3: Report of state level activities directly contributing to GEP3 outputs

 

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