UNIVERSAL BASIC EDUCATION COMMISSION. Department of Quality Assurance. 7 Gwani Street, Wuse Zone 4, PMB 5086, Garki Abuja. Website:

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1 UNIVERSAL BASIC EDUCATION COMMISSION Department of Quality Assurance 7 Gwani Street, Wuse Zone 4, PMB 5086, Garki Abuja ubecnigeria@yahoo.com; qualityassuranceubec@yahoo.com Website: REPORT ON QUALITY ASSURANCE IN BASIC EDUCATION IN NIGERIA VOL. III June 2013 Education for All is the Responsibility of All

2 CPS CPS: DnA: Central Primary School Community Primary School Data not Available Abbreviations ECD: EFA: FIS: FTS: JAMB: JSS: LGEA: MCQA: NA: NECO: NERDC: NIEPA: NTI: PS: PPS: PTA: SBMCs: SMoE: SSEB: SSS: SUBEB: TRCN: UBEB UBEC: UNICEF: UNCAP: UNESCO: WAEC: Early Childhood Development Education for All Federal Inspectorate Services Federal Teachers Scheme Joint Admissions and Matriculation Board Junior Secondary School Local Government Education Authority Ministerial Committee on Quality Assurance Not Applicable National Examinations Council Nigerian Educational Research and Development Council National Institute of Educational Planning and Administration National Teachers Institute Primary Schools Public Primary School Parents-Teachers Association School Based Management Committees State Ministry of Education State Secondary Education Board Senior Secondary School State Universal Basic Education Board Teachers Registration Council of Nigeria Universal Basic Education Board Universal Basic Education Commission United Nations Children s Fund Unified National Continous Assessment Programme United Nations Educational, Scientific and Cultural Organisation West African Examinations Council ii

3 Table of Content ABBREVIATIONS... II TABLE OF CONTENT...III LIST OF TABLES... V LIST OF APPENDICES... VI PREFACE... IX EXECUTIVE SUMMARY... X CHAPTER ONE INTRODUCTION... 1 CHAPTER TWO REPORT ON QUALITY ASSURANCE IN BASIC EDUCATION IN NIGERIA ABIA STATE... 6 ADAMAWA STATE AKWA IBOM STATE ANAMBRA STATE BAUCHI STATE BAYELSA STATE BENUE STATE BORNO STATE CROSS RIVER STATE DELTA STATE EBONYI STATE EDO STATE EKITI STATE ENUGU STATE GOMBE STATE IMO STATE JIGAWA STATE KADUNA STATE KANO STATE iii

4 KATSINA STATE KEBBI STATE KOGI STATE KWARA STATE LAGOS STATE NASARAWA STATE NIGER STATE OGUN STATE ONDO STATE OSUN STATE OYO STATE PLATEAU STATE RIVERS STATE SOKOTO STATE TARABA STATE YOBE STATE ZAMFARA STATE FCT-ABUJA CHAPTER THREE SUMMARY OF OBSERVATIONS, RECOMMENDATIONS, OVERALL EFFECTIVENESS AND IMPLICATIONS FOR UBEC/AREAS OF INTERVENTION iv

5 List of Tables Table 1: Breakdown of SUBEBs by sampled LGEAs and schools.... xi Table 2: Breakdown of personnel by organization....xii Table 1.1: Breakdown of SUBEBs by sampled LGEAs and schools 3 Table 1.2: Breakdown of personnel by organization....4 Table1.3: Percentages of SUBEBs/UBEB, LGEAs and schools visited v

6 List of Appendices APPENDIX I: PERCENTAGE OF LGEAS AND SCHOOLS VISITED APPENDIX II: PERCENTAGE OF ALMAJIRI/QUR ANIC SCHOOLS IN SAMPLED LGEAS APPENDIX III: SPECIAL EDUCATION INFORMATION/DATA APPENDIX IV: BASIC STATISTICS ENROLMENT OF LEARNERS/STAFF STRENGTH AND TEACHER/LEARNERS RATIO (ECD) APPENDIX V: BASIC STATISTICS ENROLMENT OF LEARNERS/STAFF STRENGTH AND TEACHER/LEARNERS RATIO (PS) APPENDIX VI: BASIC STATISTICS ENROLMENT OF LEARNERS/STAFF STRENGTH AND TEACHER/LEARNERS RATIO (JSS) APPENDIX VII: QUALIFICATION OF TEACHING STAFF BY SEX (ECD) APPENDIX VIII: QUALIFICATION OF TEACHING STAFF BY SEX (PS) APPENDIX IX: QUALIFICATION OF TEACHING STAFF BY SEX (JSS) APPENDIX X: PUPILS DROP-OUT RATES (ECD) APPENDIX XI: PUPILS DROP-OUT RATES (PS) APPENDIX XII: STUDENTS DROP-OUT RATES (JSS) APPENDIX XIII: PUPILS REPEATING RATES (ECD) APPENDIX XIV: PUPILS REPEATING RATES (PS) APPENDIX XV: STUDENTS REPEATING RATES (JSS) APPENDIX XVI: PUPILS COMPLETION AND TRANSITION RATES (PS) APPENDIX XVII: PROVISION OF IMPROVEMENT FOR TEACHERS - PS APPENDIX XVIII: PROVISION OF IMPROVEMENT FOR TEACHERS JSS APPENDIX XIX: PROVISION OF UNCAP TO PS TEACHERS APPENDIX XX: PROVISION OF UNCAP TO JSS TEACHERS APPENDIX XXI: SCHOOL SUPERVISION AT THE PS LEVEL APPENDIX XXII: SCHOOL SUPERVISION AT THE JSS LEVEL APPENDIX XXIII: SCHOOL MANAGEMENT AT THE PS LEVEL APPENDIX XXIV: SCHOOL MANAGEMENT AT THE JSS LEVEL APPENDIX XXV: AVAILABLE INFRASTRUCTURE IN THE PS APPENDIX XXV: (CONTINUES) APPENDIX XXVI: AVAILABLE INFRASTRUCTURE IN THE JSS vi

7 APPENDIX XXVI: (CONTINUES) APPENDIX XXVII: PROVISION OF SCHOOL RECORDS IN PS APPENDIX XXVII CONTINUES APPENDIX XXVIII: PROVISION OF SCHOOL RECORDS IN JSS APPENDIX XXIX: PROVISION OF INSTRUCTIONAL MATERIALS IN SCHOOLS (TEACHING AIDS) APPENDIX XXX: PROVISION OF PRIMARY SCHOOL PUPILS AND TEACHERS TEXTBOOKS APPENDIX XXX: (CONTINUES) APPENDIX XXX: (CONTINUES) APPENDIX XXX: (CONTINUES) APPENDIX XXXI: PROVISION OF JSS STUDENTS AND TEACHERS TEXTBOOKS APPENDIX XXXI: (CONTINUES) APPENDIX XXXI: (CONTINUES) APPENDIX XXXI: (CONTINUES) APPENDIX XXXII: UBE INTERVENTION FUND ACCESSED LAST APPENDIX XXXIII: UBE INTERVENTION FUND ACCESSED AND UTILIZATION (INFRASTRUCTURE) APPENDIX XXXIII: (CONTINUES) APPENDIX XXXIV: SELF-HELP PROJECTS EXECUTED LAST SCHOOL YEAR APPENDIX XXXV: INSTRUCTIONAL MATERIALS RECEIVED (NR) AND DISTRIBUTED (ND) TO PRIMARY SCHOOL APPENDIX XXXV: (CONTINUES) APPENDIX XXXV: (CONTINUES) APPENDIX XXXVI: INSTRUCTIONAL MATERIALS RECEIVED (NR) AND DISTRIBUTED (ND) TO JSS APPENDIX XXXVI: (CONTINUES) APPENDIX XXXVII: BASIC STATISTICS - ENROLMENT OF LEARNERS/STAFF STRENGTH & TEACHER/LEARNERS RATIO IN SAMPLED LGEA/ECD APPENDIX XXXVIII: BASIC STATISTICS - ENROLMENT OF LEARNERS/STAFF STRENGTH & TEACHER/LEARNERS RATIO IN SAMPLED LGEA/PS APPENDIX XXXVIX: BASIC STATISTICS - ENROLMENT OF LEARNERS/STAFF STRENGTH & TEACHER/LEARNERS RATIO IN SAMPLED LGEA/JSS APPENDIX XL: BASIC STATISTICS ENROLMENT OF LEARNERS/STAFF STRENGTH AND TEACHER/LEARNERS RATIO IN SAMPLED ECD vii

8 APPENDIX XLI: BASIC STATISTICS ENROLMENT OF LEARNERS/STAFF STRENGTH AND TEACHER/LEARNERS RATIO IN SAMPLED PS APPENDIX XLII: BASIC STATISTICS ENROLMENT OF LEARNERS/STAFF STRENGTH AND TEACHER/LEARNERS RATIO IN SAMPLED JSS APPENDIX XLIII: ECD GRADING APPENDIX XLIV: PS GRADING APPENDIX XLV: JSS GRADING APPENDIX XLVI: PERSONNEL FOR THE JUNE, 2013 QA viii

9 PREFACE The Department of Quality Assurance is mandated with the responsibility of organizing and carrying out Quality Assurance of Basic Education Institutions in all the 36 States and the FCT on a regular basis. This is with a view to ensuring that inputs made by the Federal, State and Local Governments, Communities and Non-Governmental agencies are judiciously utilized in the provision of quality education at the basic education level. Quality Assurance Officers from UBEC Headquarters, Zonal and State Offices are assigned to carry out the activities. They are detailed to visit the SUBEBs, selected LGEAs, sample Early Childhood Development (ECD) centres, Primary and Junior Secondary Schools. The officers monitor the provision and utilization of human and material resources, infrastructure as well as observe classroom interactions between teachers and pupils with emphasis on the core subjects. This is done through the administration of different instruments at the various components of basic education level and 70% of the time spent in each school is on classroom observation. This report focuses on the 8 aspects that school effectiveness measures. These are: achievement and standards; learners personal development, welfare and participation; quality of teaching and learning; quality of curriculum and other activities; quality of care, guidance and support; learning environment; leadership and management; and overall effectiveness of the school. The analysis of data collected and findings of the Quality Assurance guide the Commission in pointing out areas of intervention by various stakeholders, in addition to forwarding far-reaching recommendations that would move the basic education sub-sector towards achieving Education For All (EFA) and the Millennium Development Goals (MDGs). This Quality Assurance process helps in improving access and ensuring equity in the provision of basic education. It also points out areas of strengths that need sustenance and those that require improvement. It is my belief that this report will be a valuable document to all stakeholders in basic education in particular, and those in education in general. On behalf of the Commission, I wish to appreciate the contributions of the Management and the Technical Working Committee. Members of the Technical Working Committee are Dr C. C. Agomoh, Mal. Jibo Abdullahi, Dr T. T. Onosode, Mrs Ada Ogwuche, Mr Bartholomew Saleh, Julius Adedoja, Mrs Deborah Dajep, Mrs. Najat Omolola Abdulhameed, Mrs Tina Emuekpere, Moses Oyishe and Mr Yohanna Wobin. Prof. Charles O. Onocha Acting Executive Secretary Universal Basic Education Commission June, ix

10 0.1 Preamble EXECUTIVE SUMMARY Basic Education is the education offered to children aged 3 and 14 years. It comprises of: 3 years of early childhood care education and the nine (9) years of formal schooling (Roadmap for the Nigerian Education Sector, 2009). It is therefore, the foundation a child can have for him/her to use throughout life. The UBE Programme, which is a reform programme aimed at providing greater access to, and ensuring quality of basic education throughout Nigeria is coordinated by the three (3) tiers of Government (federal, state and local government). At the federal level, the main agency coordinating the implementation of basic education is the Universal Basic Education Commission (UBEC) while the State Universal Basic Education Boards (SUBEBs)/Local Government Education Authorities (LGEAs) are the main agencies implementing the programme. UBEC, as the body set up to coordinate the implementation of the UBE Programme, carries out quality assurance in basic education schools at regular intervals, in concert with the SUBEBs, LGEAs and headteachers/principals for the successful implementation of the programme. A total of 91 quality assurance officers from UBEC executed it in conjunction with 131 and 285 quality assurance officers from SUBEB and LGEAs respectively in 31 states and the FCT from June 23rd 2nd July, Objectives The main objective of quality assurance is to monitor and evaluate the effectiveness and performance of schools in accordance with set standards and global practices. The specific objectives are to: determine the extent to which quality teaching and learning take place in schools and centres; create a valid and reliable data base that can support or inform policies and decisions aimed at improving the overall effectiveness of schools and centres; monitor the level of learning achievements as well as other educational performance indicators in schools and centres; maintain quality standards in basic education in Nigeria; ascertain the extent to which the approved curriculum is operational in schools and centres and the extent to which the stated objectives are being achieved; provide regular and periodic report on the state of basic education in Nigeria; advise on the provision of proper and adequate physical facilities in basic education institutions; provide professional advice and support for teacher development in the areas of pedagogy, classroom management/administration, teaching and learning outcomes. 0.3 Logistics/methodology Quality assurance officers of UBEC and inspectors from the SUBEBs and the selected LGEAs conducted the exercise. x

11 0.3.1 Population The target population comprised all the 36 States and the FCT of Nigeria, LGEAs, ECDs centres, public primary and JSS. Quality Assurance Officers from UBEC, SUBEB and the sampled LGEAs were involved in the conduct of the QA. While UBEC officers received briefing in Abuja, the officers from SUBEB and the LGEAs were in turn briefed at their various offices. The activities commenced immediately thereafter. While the schools evaluated themselves first and completed the School Self-evaluation Form (SEF), the teams of External Evaluators validated the SEF against the key indicators during the External Evaluation based on the 8 aspects that school effectiveness measures. They include: achievement and standards; personal development and well-being; quality of teaching and learning; quality of curriculum and other activities; quality of care, guidance and support; learning environment; leadership and management; and overall effectiveness of the school Sampling Procedure Judgmental sampling procedure was adopted in the selection of the specified LGEAs, ECD centres, public primary and JSS. The 31 SUBEBs/UBEB were categorised into 3. While 2 LGEAs were selected in 19 SUBEBs, 3 LGEAs from 8 and 4 from 4 of them; 5 ECDs/PS and 2, 3 & 4 JSS (according to the number of sampled LGEAs) were selected from each LGEA Samples The quality assurance was expected to be conducted in a total of 35 SUBEBs/UBEB, 84 LGEAs, 420 ECDs, 420 public PS and 84 JSS. Table 1: Breakdown of SUBEBs by sampled LGEAs and schools S/N No of SUBEBs visited No of LGEAs sampled No of ECDs sampled No of PS sampled No of JSS Sampled 1. 2 = x 2 = = x 2 x = x = = 8 8 x 3 = 24 7 = 53 8 x 3 x 5 = x 3 = = 4 4 x 4 = 16 3 = 29 4 x 4 x 5 = 80 4 x 4 = 16 Total * * Some PS do not have ECD centres. xi

12 0.3.3 Quality assurance instruments The following quality assurance instruments were used in generating data during the exercise: SMoE/SUBEB with focus on Ministry of Education and SUBEB. LGEA with focus on LGEA. External Evaluation Forms. School Self-Evaluation form. Support forms for Q.A. External Evaluation Personnel for the exercise The personnel that conducted the quality assurance comprised quality assurance officers from UBEC and Inspectors from the SUBEBs and LGEAs. Selection was based on the number of LGEAs sampled from each state. It is expected that in states where 2, 3 or 4 LGEAs are selected, 2, 3 or 4 UBEC, SUBEB and LGEA officers will conduct the exercise. Table 2 contains the sampling method employed. Table 2: Breakdown of personnel by organization S/N No. of Teams Organization/ No. of officers UBEC SUBEB LGEA TOTAL x 4 = = x 6 = = x 8 = = Major findings The SUBEBs Description of the SUBEBs The 31 SUBEBs/UBEB are functioning with relevant departments on ground. They have 658 LGEAs, 244,762 Early Childhood Development (ECD) centres, 53,945 public Primary Schools (PS) and 10,019 public Junior Secondary Schools (JSS). There are 2,366,852 (1,196,832 male 50.6% and 1,170,020 female 49.4%) pupils in the ECD centres, the staff strength is 38,217 (7,485 male 20% and 30,732 female 80%) teaching staff; 3,424 (1,870 male 55% and 1,554 female 45%) non-teaching staff (Abia, Akwa Ibom, Anambra, Bauchi, Bayelsa, Benue, Cross River, Ebonyi, Edo, Enugu, Imo, Jigawa, Kano, Kebbi, Kwara, Lagos, Nasarawa, Niger, Ogun, Osun, Oyo and Taraba states did not supply data); 9,288 (2,111 male 23 % and 7,177 female 77%) caregivers (Abia, Adamawa, Akwa Ibom, Anambra, Bauchi, Bayelsa, Ebonyi, Edo, Jigawa, Kaduna, Kano, Katsina, Kebbi, Lagos, Ogun, Osun, Oyo, Taraba, and FCT did not supply data); 447 (174 male 39% and 273 female 61%) FTS participants; (Abia, Adamawa, Akwa Ibom, Anambra, Bauchi, Bayelsa, Benue, Ebonyi, Cross River, Delta, Ebonyi, Edo, Enugu, Gombe, Imo, Jigawa, Kaduna, Kano, Katsina, Kebbi, Lagos, Nasarawa, Niger, Ogun, Ondo, Osun, Oyo, Plateau, Rivers, Sokoto, Taraba, and FCT did not supply xii

13 data) 398 (21 male 5% %) and PTA/community teachers. (Only Anambra and Sokoto supplied data). The average teacher/pupil ratio is 1:61. The PS have 19,893,685 (10,690,310 male 54% and 9,203,375 female 46%) pupils; 492,751 (262,930 male 53% and 229,821 female 47%) teaching staff; 76,554 (41,869 male 55% and 34,685 female 45%) non-teaching staff (Abia, Bauchi, Ogun, Osun and Oyo states did not supply data); 13,765 (7,089 male 52% and 6,676 female 48%) FTS participants (Anambra, Bauchi, Cross River and River states did not supply data) and 1,924 (1,155 male 60% and 769 female 40%) PTA/community teachers (5 states supplied data, namely Anambra, Benue,Enugu, Sokoto and FCT). The average teacher/pupil ratio is 1:39. The JSS have 4,572,523 (2,420,896 male 53% and 2,151,627 female 47%) students; 141,062 (71,594 male 52% and 68,099 female 48%) teaching staff; 19,348 (10,757 male 56% and 8,591 female 44%) non-teaching staff (7 states did not supply data namely: Abia, Akwa Ibom, Bauchi, Cross River, Gombe, Kebbi and Niger); 2,134 (1,070 male 50.2% and 1,064 female 49.8%) vocational instructors (4 states, namely Enugu, Imo, Kano and Nasarawa supplied data); 1,264 (472 male 37% and 792 female 63%) FTS participants (only 9 states supplied data) and 3,244 (1,998 male 62% and 1,246 female 38%) PTA/community teachers (8 states, namely Anambra, Benue, Enugu, Kwara, Ogun, Plateau, Sokoto and FCT supplied data). The average teacher/student ratio is 1:30. While only 13 SUBEBs (Adamawa, Bauchi, Benue, Gombe, Jigawa, Lagos, Nasarawa, Ogun, Osun, Oyo and Taraba) reported having Almajiri/Qur anic Schools, all the 31 SUBEBs/UBEB have a total of 205 Special Education institutions out of which, 140 operate inclusive education. All the 31 States visited have accessed 17,005,330, of the Special Education funds between 2008 and 2011, none of these schools was however visited during this quality assurance of basic education institutions What the SUBEBs/UBEB do well A total of 28 (90%) of the SUBEBs/UBEB accessed the 2012 FGN UBE intervention funds. Regular payment of salaries and allowances. Relevant textbooks in the core subjects are supplied to schools. Modest utilization of accessed FGN/UBE intervention funds in some States. Cordial relationship exists between SUBEBs, LGEAs and community schools What the SUBEBs/UBEB should do to improve Keeping relevant statutory and non-statutory records properly. Ensuring the functionality of SBMCs in schools. Regular disbursement of running cost to LGEAs and to schools through the LGEAs. SUBEBs/ UBEB should establish good working relationship with their State Ministries of Education/Education Secretariat in the administration of basic education institutions in the States/FCT, especially with regard to the JSS Key strengths in each aspect Achievement and standards Learners across the country have access and equity in basic education. The learners make progress in almost all the States as 91% of learners transited to JSS. Cases of drop-outs and repeaters are low xiii

14 at all levels. Learners across the states also participate in local, state, national and international (external) competitions such as sporting activities, spelling and quiz, etc, and won some laurels. Relevant textbooks are supplied in the core subjects to schools. Leadership and management Most of the SUBEB/UBEB maintain cordial relationship with other members of staff. The Management works hand in hand with other stakeholders to ensure effective teaching and learning in schools. Overall effectiveness The average overall effectiveness of the SUBEBs/UBEB is satisfactory. This is reflected in 96% of the primary schools operating ECDs with nearly all the teachers qualified. On the average: 5 of the 31 SUBEBs/UBEB (16%) are good. 20 of the 31 SUBEBs/UBEB (65%) are fair. 4 of the 31 SUBEBs/UBEB (13%) are poor. 2 of the 31 SUBEBs/UBEB (6%) are very poor The 78 sampled LGEAs Description of the LGEAs The 78 LGEAs are functioning with the Education Secretaries on ground. They have 201 Early Childhood Development (ECD) centres, 381 Public Primary Schools (PS) and 88 public Junior Secondary Schools (JSS). While there are 227,684 (118,930 male 52% and 108,754 female 48%) pupils in the ECD centres; 5,751 (1,703 male - 30% and 4,048 female - 70%) teaching staff; 676 (311 male - 46% and 365 female - 54%) non-teaching staff; 1,246 (272 male - 22% and 974 female - 78%) care givers; 72 (38 male - 53% and 34 female - 47%) FTS participants and 401 (274 male - 68% and 127 female - 32%) PTA/community teachers. The teacher/ pupil ratio is 1:37. The primary schools have 2,388,986 (1,299,783 male - 54% and 1,089,203 female - 46%) pupils; 62,751 (33,687 male - 54% and female - 46%) teaching staff; 9,490 (6,228 male - 66% and 3,262 female - 34%) non-teaching staff; 1,401 (764 male - 55% and 637 female - 45%) FTS participants and 1,705 (1,384 male - 81% and 321 female - 19%) PTA/community teachers. The teacher/ pupils ratio is 1:36. The JSS have 482,339 (259,561 male - 54% and 222,778 female - 46%) students; 16,824 (8,913 male - 53% and 7,911 female - 47%) teaching staff; 3,528 (2,019 male - 57% and 1,509 female - 43%) non - teaching staff; 308 (137 male - 44% and 171 female - 56%) vocational instructors; 203 (127 male - 63% and 76 female - 37%) FTS participants and 1,178 (825 male - 70% and 353 female - 30%) PTA/community teachers. The teacher/ student ratio is 1: What the LGEAs do well Most of the LGEAs carry out regular supervision of schools. Salaries and allowances are paid as at when due in most of the LGEAs. The LGEAs distribute relevant textbooks in the core subjects to schools. xiv

15 What the LGEAs should do to improve Keeping relevant statutory and non-statutory records. Ensuring the functionality of SBMCs in schools. Synergizing with relevant stakeholders for increased assistance to schools Key strengths in each aspect Achievement and standards Learners across the LGEAs have access and equity in basic education. The learners make progress in almost all the LGEAs as 91% of learners transited to JSS. Cases of dropout and repeaters are low at all levels. Learners across the states also participate in local, state, national and international competitions such as sporting activities, spelling quiz, etc, and won laurels for their respective LGEAs and schools. Leadership and management Leadership and management of the LGEAs is good. Overall effectiveness All the 78 LGEAs (100%) were visited during this quality assurance evaluation. The overall effectiveness and efficiency of the 78 LGEAs are as follows: None of the 78 LGEAs (0%) is outstanding. 20 of the 78 LGEAs (26%) are good. 42 of the 78 LGEAs (54%) are fair. 12 of the 78 LGEAs (15%) are poor. 4 of the 78 LGEAs (5%) are very poor. N The 210 sampled ECDs Description of the ECDs A total of 210 ECD centres operate within some of the 381 sampled PS visited. The ECD centres have 18,085 (9,237 male - 51% and 8,848 female - 49%) pupils on roll. There are 429 (72 male - 17% and 357 female - 83%) teaching staff; 51 (23 male - 45% and 28 female 55%) non-teaching staff; 358 (1 male - 2% and 357 female- 98%) caregivers; 17 (2 male - 12% and 15 female- 88%) FTS participants and 26 (5 male 19% and 21 female 81 %) PTA/community teachers. The average teacher/pupil ratio is 1: What the ECDs do well Attendance to school by both pupils and teachers is good (78%). Pupils attain expected standards as stipulated in the curriculum. Majority of the pupils are neat, very respectful, well taken care of and they are well guided in the classes. Most of the teachers exhibit good knowledge of early childhood education What the ECDs should do to improve Ensure the appropriate placement of pupils in classes. Employ multigrade teaching. xv

16 Key strengths in each aspect Achievement and standards 1 of the 201 ECDs (1%) is outstanding. 69 of the 201 ECDs (34%) are good. 92 of the 201 ECDs (46%) are fair. 29 of the 201 ECDs (14%) are poor. 10 of the 201 ECDs (5%) are very poor. Personal development and well-being 4 of the 201 ECDs (2%) are outstanding. 57 of the 201 ECDs (28%) are good. 114 of the 201 ECDs (57%) are fair. 21 of the 201 ECDs (10%) are poor. 5 of the 201 ECDs (3%) are very poor. Quality of teaching and learning 2 of the 201 ECDs (1%) are outstanding. 63 of the 201 ECDs (31%) are good. 96 of the 201 ECDs (48%) are fair. 28 of the 201 ECDs (14%) are poor. 12 of the 201 ECDs (6%) are very poor. Quality of curriculum and other activities None of the 201 ECDs (0%) is outstanding. 52 of the 201 ECDs (26%) are good. 105 of the 201 ECDs (52%) are fair. 32 of the 201 ECDs (16%) are poor. 12 of the 201 ECDs (6%) are very poor. Quality of care, guidance and support 1 of the 201 ECDs (1%) is outstanding. 43 of the 201 ECDs (21%) are good. 112 of the 201 ECDs (56%) are fair. 31 of the 201 ECDs (15%) are poor. 14 of the 201 ECDs (7%) are very poor. Learning environment 1 of the 201 ECDs (1%) is outstanding. 41 of the 201 ECDs (20%) are good. 105 of the 201 ECDs (52%) are fair. 39 of the 201 ECDs (19%) are poor. 15 of the 201 ECDs (8%) are very poor. Leadership and management 5 of the 201 ECDs (3%) are outstanding. 87 of the 201 ECDs (43%) are good. 86 of the 201 ECDs (43%) are fair. 11 of the 201 ECDs (5%) are poor. 12 of the 201 ECDs (6%) are very poor. xvi

17 Overall effectiveness 2 of the 201 ECDs (1%) are outstanding. 59 of the 201 ECDs (29%) are good. 101 of the 201 ECDs (50%) are fair. 27 of the 201 ECDs (14%) are poor. 12 of the 201 ECDs (6%) are very poor The 381 sampled primary schools Description of the primary schools The 381 sampled primary schools are functioning as expected with headteachers performing their administrative duties. They are all located in the rural areas. There are 114,633 (61,424 male - 54% and 53,209 female - 46%) pupils on roll. There are 3,706 (1,648 male - 44% and 2,050 female - 56%) teaching staff; 530(335 male - 63% and 195 female - 37 %) non- teaching staff; 102 (38 male 37% and 64 female 63%) FTS participants and 80 (52 male - 63% and 28 male - 37%) PTA/community teachers. The average teacher/pupil ratio is 1: What the primary schools do well Pupils attain high standards in internal and external examinations in a wide range of subjects as well as good performance in sports and other co-curricula activities. Regular supervision of classes. Management of schools operate all-inclusive policies as all stakeholders are carried along in day-to-day running of the schools What the primary schools should do to improve Keeping relevant statutory and non-statutory records. Mentoring and/or training of teachers who perform below average. The schools should endeavour to provide curriculum for a broad education that will meet pupils needs and support a very good range of resources and facilities Key strengths in each aspect Achievement and standards 1 of the 381 PS (0.3%) is outstanding. 105 of the 381 PS (27%) are good. 179 of the 381 PS (47%) are fair. 75 of 381 PS (19.7%) are poor. 21 of the 381 PS (6%) are very poor. Personal development and well-being None of the 381 PS (0%) is outstanding. 98 of the 381 PS (26%) are good. 190 of the 381 PS (50%) are fair. 67 of 381 PS (18%) are poor. 26 of the 381 PS (6%) are very poor. xvii

18 Quality of teaching and learning 1 of the 381 PS (0.3%) is outstanding. 105 of the 381 PS (28%) are good. 173 of the 381 PS (45%) are fair. 77 of 381 PS (26.7%) are poor. 25 of the 381 PS (2%) are very poor. Quality of curriculum and other activities None of the 381 PS (0%) is outstanding. 94 of the 381 PS (24%) are good. 182 of the 381 PS (48%) are fair. 84 of 381 PS (22%) are poor. 21 of the 381 PS (6%) are very poor. Quality of care, guidance and support None of the 381 PS (0%) is outstanding. 82 of the 381 PS (22%) are good. 175 of the 381 PS (46%) are fair. 97 of 381 PS (25%) are poor. 27 of the 381 PS (7%) are very poor. Learning environment None of the 381 PS (0%) is outstanding. 70 of the 381 PS (18%) are good. 170 of the 381 PS (45%) are fair. 107 of 381 PS (28%) are poor. 34 of the 381 PS (9%) are very poor. Leadership and management 1 of the 381 PS (0.3%) is outstanding. 131 of the 381 PS (34.3%) are good. 172 of the 381 PS (45%) are fair. 59 of 381 PS (15.4%) are poor. 18 of the 381 PS (5%) are very poor. Overall effectiveness 1 of the 381 PS (0.3%) is outstanding. 98 of the 381 PS (25.7%) are good. 177 of the 381 PS (46%) are fair. 81 of 381 PS (21%) are poor. 24 of the 381 PS (7%) are very poor The 84 sampled JSS Description of the JSS The 88 JSS are functioning as expected with the Principals performing their administrative duties. They are all located in the rural areas. The JSS have 36,287 (20,906 male - 58% and 15,381 female - 42%) students on roll. There are 1,039 (543 male - 52% and 497 female - 48%) teaching staff; 156 (105 male- xviii

19 67% and 53 female - 33%) non-teaching staff; 46 (21 male - 46% and 15 female 54%) vocational instructors; 18 (11 male 61% and 7 female 39%) FTS participants, and 118 (98 male - 81% and 36 female - 19%) PTA/Community Teachers. The average teacher/student ratio is 1: What the JSS do well Learners exhibit satisfactory level of academic performance as evident in school records. JSS are generally clean, purposeful and conducive for learning. The JSS make use of 9-Year Basic Education Curriculum. Students measure up to expected standards as stipulated in the curriculum What the JSS should do to improve Keep relevant statutory and non-statutory records. Provision for adequate number of teachers, classrooms, sufficient textbooks, furniture, functional toilet facilities, functional libraries, etc. Ensure that SBMCs are functional. Solicit for the building of libraries, stocked with assorted textbooks, fiction books, story books, encyclopedias and other facilities to support technical subjects that will contribute to the desired high standards Key strengths in each aspect Achievement and standards None of the 88 JSS (0%) is outstanding. 31 of the 88 JSS (35%) are good. 49 of the 88 JSS (56%) are fair. 7 of the 88 JSS (8%) are poor. 1 of the 88 JSS (1%) is very poor. Personal development and well-being None of the 88 JSS (0%) is outstanding. 31 of the 88 JSS (35%) are good. 48 of the 88 JSS (55%) are fair. 9 of the 88 JSS (10%) are poor. None of the 88 JSS (0%) is very poor. Quality of teaching and learning None of the 88 JSS (0%) is outstanding. 28 of the 88 JSS (32%) are good. 49 of the 88 JSS (56%) are fair. 10 of the 88 JSS (11%) are poor. 1 of the 88 JSS (1%) is very poor. Quality of curriculum and other activities None of the 88 JSS (0%) is outstanding. 33 of the 88 JSS (38%) are good. 43 of the 88 JSS (49%) are fair. 11 of the 88 JSS (12%) are poor. 1 of the 88 JSS (1%) is very poor. xix

20 Quality of care, guidance and support None of the 88 JSS (0%) is outstanding. 24 of the 88 JSS (27%) are good. 52 of the 88 JSS (59%) are fair. 11 of the 88 JSS (13%) are poor. 1 of the 88 JSS (1%) is very poor. Learning environment None of the 88 JSS (0%) is outstanding. 25 of the 88 JSS (28%) are good. 43 of the 88 JSS (49%) are fair. 17 of the 88 JSS (19%) are poor. 3 of the 88 JSS (4%) are very poor. Leadership and management None of the 88 JSS (0%) is outstanding. 41 of the 88 JSS (47%) are good. 39 of the 88 JSS (44%) are fair. 8 of the 88 JSS (9%) are poor. None of the 88 JSS (0%) is very poor. Overall effectiveness None of the 88 JSS (0%) is outstanding. 30 of the 88 JSS (34%) are good. 46 of the 88 JSS (52%) are fair. 11 of the 88 JSS (13%) are poor. 1 of the 88 JSS (1%) is very poor. 0.5 General observations There were classrooms without enough pupils especially in Gombe, Kebbi, Niger and Sokoto States. Instructional materials, such as textbooks, were available in majority of the schools.there were computers in a few schools. No fence in most of the schools visited. Inadequate number of toys and other instructional facilities in the ECD centres. No games and sports equipment in all the schools visited. No library in some of the schools. No electricity in most of the schools. Inadequate number of teachers in some of the schools, especially in the core subjects. Difficulty in obtaining data for the JSS from some of the State Ministries of Education. Most of the ECD centres in the Primary schools lack curriculum modules, play equipment and adequate qualified teachers. SUBEBs, LGEAs and many schools do not keep adequate relevant statutory records. Lack of transportation at the SUBEB and LGEA levels hinders effective supervision of schools. In the 381 primary schools visited, only 201 (53%) have ECD centres. 80% of the schools visited do not have School Development Plan (SDP). xx

21 The 9-Year Basic Education Curriculum in the core subjects were grossly inadequate in majority of the schools. The performances of the rural schools were below the minimum standards due to lack of teachers and essential learning facilities. 0.6 Recommendations More ECD centres should be established in all primary schools. More qualified teachers should be employed for ECD centres and they should be well equipped to enhance teaching and learning. UBEC/SUBEBs should provide Teachers Guide along with students/pupils textbooks. States and Local Government should construct more classrooms, renovate dilapidated ones and provide furniture, potable water, electricity and perimeter fence in schools. All statutory and non-statutory records should be kept by SUBEBs, LGEAs and Schools. SUBEBs/LGEAs should make provision for adequate transportation and logistics for regular and effective supervision of schools. SUBEBs/LGEAs should sensitize schools on the need to have School Development Plan (SDP). SUBEBs should find out the number of rural schools without the 9-year Basic Education Curriculum. Arrangement should be made to provide all schools with enough copies of the curriculum. SUBEBs/LGEAs should endeavour to establish SBMCs in all public Basic Education schools. SUBEBs should employ and post adequate number of qualified teachers to the rural areas and provide sufficient learning facilities. 0.7 Conclusion The June 2013 quality assurance was successfully conducted in 31 States and the FCT with the resultant discovery of areas of strengths and weaknesses in the implementation and utilization of the input, processes and output/outcomes. There is therefore, no doubt that quality learners (who are healthy, motivated and have access); quality teaching (pedagogies that reduce disparity and promote learning and child-centred learning and life skills); quality teachers (competent with motivation, promotion, relevant curriculum, etc); quality context (with relevant, adequate and appropriate curricula that bring about literacy, numeracy and essential knowledge and skills for life); quality learning environment (child-friendly schools, etc); and quality learning outcomes (the knowledge, skills and attitudes that can be used to assess them in the classroom and national levels), would increase if the SUBEB and the LGEAs continue to carry out quality assurance in their schools more frequently. It is therefore hoped that accessed intervention funds would be utilized for the actual purpose, so as to bring about quality teaching and learning outcomes. xxi

22 Chapter One 1.0 Introduction INTRODUCTION Basic Education is the education offered to children between age 3 and 14 years. It comprises 3 years of early childhood care education and the nine (9) years of formal schooling (Roadmap for the Nigerian Education Sector, 2009). It is therefore, the foundation a child can have for him/herself to use throughout life. The UBE Programme, which is a reform programme aimed at providing greater access to, and ensuring quality of basic education throughout Nigeria is coordinated by the three (3) tiers of Government (federal, state and local government). At the federal level, the main agency coordinating the implementation of basic education is the Universal Basic Education Commission (UBEC) while the State Universal Basic Education Boards (SUBEBs)/Local Government Education Authorities (LGEAs) are the main agencies implementing the programme. UBEC, as the body set up to coordinate the implementation of the UBE Programme, carries out quality assurance in basic schools at regular interval in concert with the SUBEBs, LGEAs and headteachers/principals for the successful implementation of the programme. What is quality assurance? It is a paradigm shift from mere school inspection, supervision, monitoring or evaluation to a total quality assurance for school improvement. Simply put, it is about finding out if a school is performing the best it can, within a given circumstance. It is all about the quality of work of a school and its impact on the learner, from the input stage, through processes to the output stage. That is, it ensures what to work with, achieves its goals and meets the set standards required to bring about change (improvement) in teaching and learning. The process involves collecting, analyzing and utilizing relevant educational information which aims at producing quality, integrity, accountability, transparency and organizational improvement. It also provides opportunities for an all-participatory commitment, e.g. Self-evaluation (assigning tasks for the active participation of the headteachers/principals, teachers, learners, SBMCs and all other stakeholders) and External Evaluation conducted by Quality Assurance Officers/Inspectors).It is one of the 4-point agenda of the Road Map for the Nigerian Education Sector. Quality Assurance allows the education system to attain even beyond the minimum standards in the inputs, processes and outputs/outcomes that would lead to producing a Nigerian child that will be useful to him/herself and the society. Each of these areas is inter-related in a chain and an interlocking relay to complete the race towards bracing the tape for a qualitative basic education by the final product. In relative sense, quality assurance mechanism is for measuring predetermined national standards that are achieved optimally and meeting those standards consistently. Some of the key elements in an effective and efficient school include Quality learners (healthy, motivated and achieving learners); Quality Teaching (Pedagogies that reduce disparity and promote childcentred learning and life skills); Quality teachers(competent with motivation, promotion, relevant curriculum, etc); Quality context(with relevant, adequate and appropriate curricula that bring about literacy, numeracy and essential knowledge and skills for life); Quality learning environment (child- 1

23 friendly schools, etc); and Quality learning outcomes (the knowledge, skills and attitude that can be imparted to them in the classroom). 1.1 Objectives The main objective of quality assurance is to monitor and evaluate the effectiveness and performance of schools in accordance with set standards and global practices. The specific objectives are to: determine the extent to which quality teaching and learning takes place in schools and centres; create a valid and reliable data base that can support or inform policies and decisions aimed at improving the overall effectiveness of schools and centres; monitor the level of learning achievement as well as other educational performance indicators in schools and centres; maintain quality standards in basic education in Nigeria; ascertain the extent to which the approved curriculum is operational in schools and centres and the extent to which the stated objectives are being achieved; provide regular and periodic report on the state of basic education in Nigeria; advise on the provision of proper and adequate physical facilities in basic education institutions; provide professional advice and support for teacher development in the areas of pedagogy, classroom management/administration, teaching and learning outcomes. 1.2 Logistics/methodology The quality assurance of public basic education institutions was conducted nationwide from 23 rd June-16 th July, 2013 in 30 states and the FCT. The exercise could not take place in 6 states (Adamawa, Borno, Ekiti, Kogi, Yobe and Zamfara) due to security challenges and teachers strike. Only rural schools in rural LGEAs were selected and visited. It covered SUBEBs/UBEB, 78 LGEAs, 201 ECD centres (operating within the selected PS), 381 PS and 88 JSS. Key: States not visited Fig. 1: Map of Nigeria 2

24 1.2.1 Population The target population comprised of the 36 States and the FCT, LGEAs, ECD centres, public Primary Schools and JSS. Quality Assurance Officers from UBEC, SUBEB and the sampled LGEAs were involved in the conduct of the QA. While UBEC officers received briefing in Abuja, the officers from SUBEB and the LGEAs were in turn briefed at their various offices. Activities commenced immediately after the briefing at the various offices. The schools evaluated themselves first and completed the School Self-evaluation Form (SEF), the teams of External Evaluators validated the SEF against the key indicators during the External Evaluation based on the 8 aspects that schools effectiveness are measured. These include: achievement and standards; personal development and well-being; quality of teaching and learning; quality of curriculum and other activities; quality of care, guidance and support; learning environment; leadership and management; and overall effectiveness of the school Sampling Procedure Judgmental sampling procedure was adopted in the selection of the specified LGEAs, ECD centres, public Primary Schools and JSS. The 31 SUBEBs/UBEB were categorised into 3, that was A, B and C. 2 LGEAs were selected in 19 SUBEBs, 3 LGEAs were selected in 8 SUBEBs and 4 LGEAs were selected in 4 SUBEBs. 5 ECDs/PS were sampled and 1 JSS was selected in each LGEA.Table 1.1 further illustrates this. Samples The quality assurance was conducted in a total of 31 SUBEBs/UBEB, 78 LGEAs, 201 ECDs, 381 public PS and 88 JSS. Table 1.1: Breakdown of SUBEBs by sampled LGEAs and schools Category No of SUBEBs visited No of LGEAs sampled 3 No of ECDs sampled No of PS sampled No of JSS sampled A 2 = x 2 = = x 2 x 5+ 1 = x = 48 B 3 = 8 8 x 3 = 24 7 = 53 8 x 3 x 5 = x 3 = 24 C x 4 = 16 3 = 29 4 x 4 x 5 = 80 4 x 4 = 16 Total * * Some PS do not have ECDs. 1.3 Quality assurance instruments The following Quality assurance instruments were used in generating data during the exercise.

25 SMoE/SUBEB form with focus on Ministry of Education and SUBEB. LGEA form with focus on LGEA. External Evaluation Forms. School Self-Evaluation Form. Support forms for Q.A. External Evaluation. 1.4 Personnel for the exercise The personnel that conducted the quality assurance exercise comprised of Quality Assurance Officers of UBEC, and Inspectors/Supervisors from the SUBEBs and LGEAs (selected on the basis of the number of LGEAs from each State). A total of 91 quality assurance officers from UBEC executed it in conjunction with 107 and 326 quality assurance officers from SUBEBs and LGEAs respectively in the 30 states and the FCT. Table 1.2: Breakdown of personnel by organization Category No of Teams Organization/ No of officers UBEC SUBEB LGEA TOTAL A x 4 = = 12 B x 6 = = 18 C x 8 = = Major findings The result of the quality assurance conducted in the country shows that 84% (31 out of the 37) SUBEBs/UBEB; 10% (78 out of the 774) LGEAs; 1% (201 out of the 24,762 operating within some of the sampled public PS) ECDs; 1% (381 out of the total of 53,945) PS; and 1% (88 out of the 10,019) JSS were seen and from which data were collected. Table 1.3 further illustrates this. Table1.3: Percentages of SUBEBs/UBEB, LGEAs and schools visited Component Total Number Number visited % Visited SUBEBs/UBEB LGEAs ECDs 24, PS 53, JSS 10, While the expected number of PS (381) and JSS (88) components scheduled for the quality assurance were duly quality assured; 53% (210) of the PS (381) have ECDs operating within them. Table 1.3 further illustrates this. 4

26 Sample 78 10% Percentage of LGEAs visited ECD 1% Percentage of components visited PS JSS 1% 2% LGEA 10% Population % Population 100% SUBEB 84% Percentage of sampled ECDs Sample 201 Percentage of sampled PS Sample 381 Population 24,712 Population 53,945 Percentage of sampled JSS Sample 81 Population 10,019 * Note: In Edo State 12 JSS were visited instead of 2. This is due to the strike action emberked upon by the Primary School teachers. Fig.2: Percentages of LGEAs and schools visited 5

27 Chapter Two REPORT ON QUALITY ASSURANCE IN BASIC EDUCATION IN NIGERIA 2.1 Abia SUBEB Description of the SUBEB Abia SUBEB is functioning with relevant departments on ground. It has 17 LGEAs, 885 ECDs, 885 public PS and 204 JSS. There are 59,664 (29,448 male 49% and 30,216 female 51%) pupils in the ECD centres; 1,783 all-female teaching staff; no non-teaching staff; caregiver; FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:33 The PS have 238,592 (120,546 male 51% and 118,046 female 49%) Fig 3 Map of Abia State pupils; 8,253 (1,871 male 23% and 6,382 female 77%) teaching staff; no non-teaching staff; 347 (93 male 27% and 254 female 73%) FTS participants and no PTA/community teacher. The average teacher/pupil ratio is 1:28. The JSS have 51,118 (21,866 male 43% and 29,252 female 57%) students; 2,695 (680 male 25% and 2,015 female 75%) teaching staff; no non-teaching staff or vocational instructor; 220 (67 male 30% and 153 female 70%) FTS participants and no PTA/Community teacher. The average teacher/student ratio is 1:18. While the SUBEB did not report on Almajiri/Qur anic schools, it reported that it has 4 Special Education Institutions, which operate inclusive education. It last accessed N23,882, of the Special Education funds in None of these schools was however visited during this quality assurance of basic education institutions in Abia State. What the SUBEB does well Regular payment of salaries and allowances Training and improving the capacity of headteachers and teachers. SUBEB has inaugurated 855 SBMCs in all primary schools in the State. SUBEB has provided guidance and counselling services in all 17 LGEAs. What the SUBEB should do to improve Ensure provision of toys/play equipment in all ECDs established in the State. Ensure thorough supervision of rural schools. Ensure provision of instructional materials and necessary infrastructure. Ensure provision of office accommodation. Key strengths in each aspect Achievement and standards Salaries and allowances are paid regularly. 6

28 The average teacher/pupil (student) ratio is quite encouraging especially in ECD centers, primary and JSS i.e. ECD 1:33, Primary 1:29 and JSS 1:19. Transition rate of Primary 6 to JSS is 100%. Curriculum and other activities The SUBEB has provided the 9-Year Basic Education Curriculum to all Schools in the state. The SUBEB has succeeded in providing scheme of work using the 9-Year Basic Education Curriculum in every school in the state. Leadership and management The leadership and management of SUBEB is good. There is cordial relationship between the members of management as some directors discussed freely with the Executive Chairman. Overall effectiveness The overall effectiveness of SUBEB is good. Adequate and effective provision of basic education exist in the state but the board still has a constraint of permanent office accommodation The 2 sampled LGEAs Description of the LGEAs The 2 LGEAs are functioning with the Education Secretaries on ground. They have 108 ECDs, 108 public PS and 38 JSS. There are 12,095 (6,005 male 49% and 6,090 female 51%) pupils in the ECD centres, 130 allfemale teaching staff; 35 all-female non-teaching staff; 86 all-female caregivers; no FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:93. The PS have 35,877 (15,270 male - 43% and 20,607 female - 57 %) pupils; 1,584 (155 male 11% and 1,429 female - 89%) teaching staff; 165 (35 male 27% and 130 female - 73%) non-teaching staff; 16 all-female FTS participants and no PTA/community teacher. The average teacher/pupil ratio is 1:25 The JSS have 15,507 (6,199 male - 40% and 9,308 female - 60 %) students; 402 (200 male 49.8% and 202 female 50.2%) teaching staff; no non-teaching staff, vocational instructor; 2 all-male FTS participants and 3 all-male PTA/community teachers. The average teacher/student ratio is 1:38 What the LGEAs do well Establishment of ECDs in all Primary Schools. Effective supervision of schools by the 2 LGEAs. Training and improving the capacities of teachers. Keeping relevant records. What the LGEAs should do to improve Ensure provision of sports facilities in school. Ensure regular supervision of schools especially rural schools. Ensure provision of infrastructural facilities to schools. Ensure provision of toys/play equipment in all schools. 7

29 Key strengths in each aspect Achievement and standards The effort of the teaching staff in both primary and JSS is commendable as 88% of the teachers in Primary and 100% of them in JSS have the minimum teaching qualification (NCE). The performance of pupils and students is outstanding as indicated in the average transition rate of 92%. Quality of curriculum and other activities The LGEAs provide the 9-Year Basic Education Curriculum to all schools. Leadership and management The leadership and management of the 2 LGEAs is good. There is cordial relationship between the management of the LGEAs and authorities of the schools visited. Inauguration of SBMCs in most of the schools in the 2 LGEAs was carried out. Overall effectiveness The overall effectiveness of the LGEAs is good as SBMCs have been inaugurated in all the primary schools and they have adequate desk officers in LGEAs that monitor the schools regularly The 11 sampled ECDs Description of the ECDs A total of 11 ECD centres operate within the 11 sampled PS. The 11 ECD centres have 940 (494 male - 53% and 446 female - 47%) pupils, there are 37 (1 male- 3% and 36 female - 97%) teaching staff; 5 all-female non-teaching staff; no caregiver, FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:25 What the ECDs do well Adequate attention is paid to the learners. Learners are taught sound, spiritual, moral and social values. What the ECDs should do to improve Ensure provision of toys/play equipment in the ECDs. Increase and review teaching methods. Promote equity and opportunities. Increase security by strengthening learners protection. Key strengths in each aspect Achievement and standards None of the 11 ECDs (0%) is outstanding. 7 of the 11 ECDs (63%) are good. 4 of the 11 ECDs (37%) are fair. None of the 11 ECDs (0%) is poor. 8

30 None of the 11 ECDs (0%) is very poor. Learners personal development, welfare and participation None of the 11 ECDs (0%) is outstanding. 2 of the 11 ECDs (10%) are good. 9 of the 11 ECDs (90%) are fair. None of the 11 ECDs (0%) is poor. None of the 11 ECDs (0%) is very poor. Quality of teaching and learning None of the 11 ECDs (0%) is outstanding. 4 of the 11 ECDs (36%) are good. 7 of the 11 ECDs (64%) are fair. None of the 11 ECDs (0%) is poor. None of the 11 ECDs (0%) is very poor. Quality of curriculum and other activities None of the 11 ECDs (0%) is outstanding. 3 of the 11 ECDs (27%) are good. 8 of the 11 ECDs (73%) are fair. None of the 11 ECDs (0%) is poor. None of the 11 ECDs (0%) is very poor. Quality of care, guidance and support None of the 11 ECDs (0%) is outstanding. None of the 11 ECDs (0%) is good. 10 of the 11 ECDs (91%) are fair. 1 of the 11 ECDs (9%) is poor. None of the 11 ECDs (0%) is very poor. Learning environment The 11 ECDs (100%) are fair. Leadership and management None of the 11 ECDs (0%) is outstanding. 4 of the 11 ECDs (36%) are good. 7 of the 11 ECDs (64%) are fair. None of the 11 ECDs (0%) is poor. None of the 11 ECDs (0%) is very poor. Overall effectiveness None of the 11 ECDs (0%) is outstanding. 4 of the 11 ECDs (36%) are good. 7 of the 11 ECDs (64%) are fair. None of the 11 ECDs (0%) is poor. None of the 11 ECDs (0%) is very poor. 9

31 2.1.3 The 11 sampled primary schools Description of the primary schools The 11 sampled primary schools are functioning as expected with headteachers performing their administrative duties. They are all located in the rural areas. The PS have 2,626 (1,362 male - 52% and 1,264 female - 48%) pupils; 180 (17 male - 9% and 163 female - 91%) teaching staff; 24 (2 male - 8% and 22 female - 92%) non-teaching staff; 1 female FTS participant and no PTA/community teacher. The average teacher/pupil ratio is 1:15 What the primary schools do well The commitment of staff to work and attention given to learners is impressive. Regular supervision of all classes. Adequate Provision of instructional materials. What the primary schools should do to improve Keeping relevant statutory and non-statutory records. Ensuring the use of adequate and appropriate curriculum. Ensure active participation of pupils in other activities. Key strengths in each aspect Achievement and standards None of the 11 PS (0%) is outstanding. 7 of the 11 PS (63%) are good. 4 of the 11 PS (37%) are fair. None of the 11 PS (0%) is poor. None of the 11 PS (0%) is very poor. Learners personal development, welfare and participation None of the 11 PS (0%) is outstanding. 2 of the 11 PS (10%) are good. 9 of the 11 PS (90%) are fair. None of the 11 PS (0%) is poor. None of the 11 PS (0%) is very poor. Quality of teaching and learning None of the 11 PS (0%) is outstanding. 4 of the 11 PS (36%) are good. 7 of the 11 PS (64%) are fair. None of the 11 PS (0%) is poor. None of the 11 PS (0%) is very poor. Quality of curriculum and other activities None of the 11 PS (0%) is outstanding. 3 of the 11 PS (27%) are good. 10

32 8 of the 11 PS (73%) are fair. None of the 11 PS (0%) is poor. None of the 11 PS (0%) is very poor. Quality of care, guidance and support None of the 11 PS (0%) is outstanding. None of the 11 PS (0%) is good. 10 of the 11 PS (91%) are fair. 1 of the 11 PS (9%) is poor. None of the 11 PS (0%) is very poor. Learning environment The 11 PS (100%) are fair. Leadership and management None of the 11 PS (0%) is outstanding. 4 of the 11 PS (36%) are good. 7 of the 11 PS (64%) are fair. None of the 11 PS (0%) is poor. None of the 11 PS (0%) is very poor. Overall effectiveness None of the 11 PS (0%) is outstanding. 4 of the 11 PS (36%) are good. 7 of the 11 PS (64%) are fair. None of the 11 PS (0%) is poor. None of the 11 PS (0%) is very poor The 2 sampled JSS Description of the JSS The 2 JSS are functioning as expected with the principals performing their administrative duties. They are all located in the rural areas. The JSS have 175 (112 male - 64 % and 63 female - 36%) students; 14 (4 male - 29% and 10 female - 71%) teaching staff; no non-teaching staff; no vocational instructor; and 2 all - male FTS participants and 1 male PTA/community teacher. The average teacher/student ratio is 1:10 What the JSS do well Teachers plan their lessons with clear objectives. Teachers assess the work of learners. Learners acquire new skills. What the JSS should do to improve Assist learners to make progress. Improve in the teaching methods. 11

33 Key strengths in each aspect Achievement and standards The 2 JSS (100%) are fair. Learners personal development, welfare and participation The 2 JSS (100%) are fair. Quality of teaching and learning The 2 JSS (100%) are fair. Quality of curriculum and other activities 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is fair. Quality of care, guidance and support The 2 JSS (100%) are fair. Learning environment 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is fair. Leadership and management 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is fair. Overall effectiveness The 2 JSS (100%) are fair. 12

34 2.2 Adamawa SUBEB Adamawa State is not visited because of security challenges. Fig 4 Map of Adamawa State 13

35 2.3 Akwa Ibom SUBEB Description of the SUBEB Akwa Ibom SUBEB is functioning with relevant departments on ground. It has 31 LGEAs, 1,152 ECDs, 1,152 Public PS and 230 JSS. There are 151,261 (72,451 male - 48% and 78,810 female - 52%) pupils in the ECD centres, there are 2,045 (293 male - 14% and 1,752 female - 86%) teaching staff; no non-teaching staff; no caregiver; no FTS participant and no PTA/community teacher. The average teacher/pupil ratio is 1:74. Fig 5 Map of Akwa Ibom State The PS have 922,066 (445,827 male - 48% and 476,239 female - 52%) pupils; 13,036 (3,896 male - 30% and 9,140 female - 70%) teaching staff; 2,531 (1,691 male - 67% and 840 female - 33%) non-teaching staff; 1,000 (162 male - 16% and 838 female - 84%) FTS participants and no PTA/community teacher. The average teacher/pupil ratio is 1:66. The JSS have 260,896 (116, 555 male - 45% and 144,341 female - 55%) students; 2,860 (900 male - 31% and 1,960 female - 69%) teaching staff; no non-teaching staff; no vocational instructor; 150 (49 male - 33% and 101 female - 67%) FTS participants and no PTA/community teacher. The average teacher/student ratio is 1:87. The SUBEB did not report on Almajiri/Qur anic schools, it reported that it has 8 Special Education institutions which operate inclusive education. It last accessed N23,882, of the Special Education funds in None of these schools was however visited during this quality assurance of basic education institutions in Akwa Ibom State. What the SUBEB does well Prompt utilization of accessed FGN/UBE intervention funds. Provision of adequate infrastructure in schools. Regular payment of staff salaries and allowances. Continuous staff training/development. Provision and prompt distribution of instructional materials to schools. What the SUBEB should do to improve Posting/redeployment of qualified teachers to rural schools with special allowance to enhance their stay. Provide adequate infrastructural facilities to schools, especially rural schools. Ensure reduction in the teacher/learner ratio of 1:74, 1:71 and 1:91 for ECD, PS and JS schools respectively. Ensure regular and constant quality assurance of schools to assure quality in the state. Key strengths in each aspect Achievement and Standards Clean and tidy learning environment. Learners make progress and are willing to learn. 14

36 Availability of 4-core subject textbooks in all schools. Curriculum and other activities 95% of the sampled schools make use of the 9-Year Basic Education Curriculum. The curricula are broad, balanced and meet actual needs of learners. Teachers write their lesson plans from the curriculum/relevant textbooks. Leadership and Management Leadership and management of SUBEB is good. The PTA and SBMCs are functional in most sampled schools. There is cordial relationship between SUBEB leadership and other stakeholders in the implementation of UBE programme in the state. Overall effectiveness SUBEB overall effectiveness is good as evident in regular quality assurance of schools/lgeas Accessing of intervention funds, distribution of instructional materials and textbooks to schools, and the effective management of human resources The three sampled LGEAs Description of the LGEAs The 3 LGEAs are functioning with the Education Secretaries on ground. They have 124 ECDs, 124 Public Primary and 19 Junior Secondary Schools. There are 13,692 (6,619 male - 48% and 7,073 female 52%) pupils in the ECD centres, there are 930 (293 male - 32% and 637 female 68%) teaching staff; no non-teaching staff; 59 (6 male 10% and 53 female 90%) caregivers; 7 all female 100%) FTS participants and no PTA/community teacher. The average teacher/pupil ratio is 1:15. The PS have 97,941 (48,112 male 49% and 49,829 female 51%) pupils; 1,720 (563 male 33% and 1,157 female 67%) teaching staff; 123 (65 male 53% and 58 female 47%) non-teaching staff; 84 (12 male 14% and 72 female 86%) FTS participant and 3 (1 male 33% and 2 female 67%) PTA/community teachers. The average teacher/pupil ratio is 1:57. The JSS have 8,893 (4,101 male 46% and 4,792 female 54%) students; 10 (3 male 30% and 7 female 70%) teaching staff; no non-teaching staff, vocational instructor, FTS participant and PTA/community teacher. The average teacher/student ratio is 1:889. What the LGEAs do well Regular supervision of schools by Quality Assurance officers. Statutory records of the LGEAs are up-to-date. Functional SBMCs and PTAs in most schools across the LGEAs. Textbooks/instructional materials are distributed evenly. What the LGEAs should do to improve Staff to improve on punctuality to work. 15

37 Ensure sanctions are given to late comers/absentees. Ensure that adequate number of the 9-Year Basic Education Curriculum is provided to the rural schools. Ensure availability of vehicles to Quality Assurance Officers to inspect schools regularly. Employ more qualified teachers. Key strengths in each aspect Achievement and standards Effective teaching and learning in the ECD and PS. Establishment of ECD centres in all PS. Adequate provision of pupils/students/teachers furniture in schools. Availability of textbooks in schools. Quality of curriculum and other activities 95% of the sampled schools have and utilize the 9-Year Basic Education curriculum. Performance of teachers, pupils and students is good. 98% of the teachers possess NCE minimum qualification. Leadership and management The SBMCs, PTAs and LGEAs have good relationship. SBMCs have been inaugurated and are effective. Leadership in the 3 LGEAs is good. Overall effectiveness The overall effectiveness of the 3 LGEAs is good. The Head teachers/principals receive good attention from LGEAs. Instructional materials/textbooks and other relevant materials are delivered promptly The 15 sampled ECDs Description of the ECDs A total of 15 ECD centres operate within the 15 sampled PS. The 15 ECD centres have 1,425 (698 male 49% and 727 female 51%) pupils; there are 29 (1 male 3% and 28 female 97%) teaching staff; no non-teaching staff; no caregivers; 5 female 100% FTS participants and no PTA/community teacher. The average teacher/pupil ratio is 1:49. What the ECDs do well Effective teaching of pupils by their teachers. Satisfactory provision of instructional materials. Fair accommodation and provision of furniture. What the ECDs should do to improve Ensure adequate provision of infrastructure. Ensure provision of chairs/tables that are suitable for their ages. Provision of adequate instructional materials such as play toys, swing, merry-go-round etc. 16

38 Key strengths in each aspect Achievement and standards None of the 15 ECDs (0%) is outstanding. 12 of the 15 ECDs (80%) are good. 3 of the 15 ECDs (20%) are fair. None of the 15 ECDs (0%) is poor. None of the 15 ECDs (0%) is very poor. Learners Personal development, welfare and participation None of the 15 ECDs (0%) is outstanding. 7 of the 15 ECDs (47%) are good. 7 of the 15 ECDs (47%) are fair. 1 of the 15 ECDs (6%) is poor. None of the 15 ECDs (0%) is very poor. Quality of teaching and learning None of the 15 ECDs (0%) is outstanding. 11 of the 15 ECDs (73%) are good. 4 of the 15 ECDs (27%) are fair. None of the 15 ECDs (0%) is poor. None of the 15 ECDs (0%) is very poor. Learning environment None of the 15 ECDs (0%) is outstanding. 7 of the 15 ECDs (47%) are good. 8 of the 15 ECDs (53%) are fair. None of the 15 ECDs (0%) is poor. None of the 15 ECDs (0%) is very poor Quality of curriculum and other activities None of the 15 ECDs (0%) is outstanding. 6 of the 15 ECDs (40%) are good. 8 of the 15 ECDs (53%) are fair. 1 of the 15 ECDs (7%) is poor. None of the 15 ECDs (0%) is very poor. Quality of care, guidance and support None of the 15 ECDs (0%) are outstanding. 6 of the 15 ECDs (41%) are good. 8 of the 15 ECDs (53%) are fair. 1 of the 15 ECDs (6%) is poor. None of the 15 ECDs (0%) is very poor. Leadership and management 1 of the 15 ECDs (6%) is outstanding. 17

39 4 of the 15 ECDs (27%) are good. 10 of the 15 ECDs (67%) are fair. None of the 15 ECDs (0%) is poor. None of the 15 ECDs (0%) is very poor. Overall effectiveness None of the 15 ECDs (0%) is outstanding. 10 of the 15 ECDs (67%) are good. 5 of the 15 ECDs (33%) are fair. None of the 15 ECDs (0%) is poor. None of the 15 ECDs (0%) is very poor The 15 sampled primary schools Description of the 15 primary schools The 15 sampled primary schools are functioning as expected with headteachers performing their administrative duties. They are all located in the rural areas. The PS has 7,561 (3,743 male 49.5% and 3,818 female 50.5%) pupils; 189 (63 male 33% and 126 female 67%) teaching staff; 2 male 100% non-teaching staff; 12 (3 male 25% and 9 female 75%) FTS participants and 1 female 100% PTA/community teacher. The average teacher/pupil ratio is 1:37. What the primary schools do well Good and neat learning environment. Availability of relevant textbooks in the core subjects in schools. High attainment standard by learners in internal and external examinations. Learners have good morals. What the primary schools should do to improve Ensure proper functioning of SBMCs/PTAs. Provision of adequate infrastructure in rural schools. Regular supervision of teaching and learning by the leadership. Provision of functional libraries. Posting/deployment of qualified teachers to rural schools. Key strengths in each aspect Achievement and standards None of the 15 PS (0%) is outstanding. 12 of the 15 PS (80%) are good. 3 of the 15 PS (20%) are fair. None of the 15 PS (%) is poor. None of the 15 PS (%) is very poor. Learners personal development, welfare and participation None of the 15 PS (0%) is outstanding. 7 of the 15 PS (47%) are good. 18

40 7 of the 15 PS (47%) are fair. 1 of the 15 PS (6%) is poor. None of the 15 PS (0%) is very poor. Quality of teaching and learning None of the 15 PS (0%) is outstanding. 11 of the 15 PS (73%) are good. 4 of the 15 PS (27%) are fair. None of the 15 PS (0%) is poor. None of the 15 PS (0%) is very poor. Quality of curriculum and other activities None of the 15 PS (0%) is outstanding. 6 of the 15 PS (40%) are good. 8 of the 15 PS (53%) are fair. 1 of the 15 PS (7%) is poor. None of the 15 PS (0%) is very poor. Quality of care, guidance and support None of the 15 PS (%) is outstanding. 6 of the 15 PS (41%) are good. 8 of the 15 PS (53%) are fair. 1 of the 15 PS (6%) is poor. None of the 15 PS (%) is very poor. Learning environment None of the 15 ECDs (0%) is outstanding. 7 of the 15 ECDs (47%) are good. 8 of the 15 ECDs (53%) are fair. None of the 15 ECDs (0%) is poor. None of the 15 ECDs (0%) is very poor Leadership and management 1 of the 15 PS (6%) is outstanding. 4 of the 15 PS (27%) are good. 10 of the 15 PS (67%) are fair. None of the 15 PS (0%) is poor. None of the 15 PS (0%) is very poor. Overall effectiveness None of the 15 PS (0%) is outstanding. 10 of the 15 PS (67%) are good. 5 of the 15 PS (33%) are fair. None of the 15 PS (0%) is poor. None of the 15 PS (0%) is very poor. 19

41 2.3.4 The 3 sampled JSS Description of the JSS The 3 JSS are functioning as expected with the principals performing their administrative duties. They are all located in the rural areas. The JSS have 3,336 (2,448 male 73% and 888 female 27%) students; 63 (26 male 41% and 37 female 59%) teaching staff; 3 male 100% non-teaching staff; no vocational instructor, no FTS participant and 4 male PTA/community teacher. The average teacher/student ratio is 1:48. What the JSS do well The students have interest in learning as evident in their performance. Enrolment is very high. Effective use of all stakeholders to ensure good performance in schools What the JSS should do to improve Ensure renovation of dilapidated infrastructure. Provision of adequate instructional materials/facilities. Ensure teachers lesson plans/other records are up-to-date. Ensure regular supervision of JS schools. Sanction should be placed on absentees and late comers to schools at both students and teachers level. Key strengths in each aspect Achievement and standards None of the 3 JSS (0%) is outstanding. 1 of the 3 JSS (33%) is good. 2 of the 3 JSS (67%) are fair. None of the 3 JSS (0%) is poor. None of the 3 JSS (0%) is very poor. Learners personal development, welfare and participation None of the 3 JSS (0%) is outstanding. 1 of the 3 JSS (34%) is good. 1 of the 3 JSS (33%) is fair. 1 of the 3 JSS (33%) is poor. None of the 3 JSS (0%) is very poor. Quality of teaching and learning None of the 3 JSS (0%) is outstanding. 1 of the 3 JSS (33%) is good. 2 of the 3 JSS (67%) are fair. None of the 3 JSS (0%) is poor. 20

42 None of the 3 JSS (0%) is very poor. Quality of curriculum and other activities None of the 3 JSS (0%) is outstanding. The 3 JSS (100%) are good. None of the 3 JSS (0%) is fair. None of the 3 JSS (0%) is poor. None of the 3 JSS (0%) is very poor. Quality of care, guidance and support None of the 3 JSS (0%) is outstanding. None of the 3 JSS (0%) is good. 2 of the 3 JSS (67%) are fair. 1 of the 3 JSS (33%) is poor. None of the 3 JSS (0%) is very poor. Learning environment None of the 3 JSS (0%) is outstanding. None of the 3 JSS (0%) is good. 1 of the 3 JSS (33%) is fair. 2 of the 3 JSS (67%) are poor. None of the 3 JSS (0%) is very poor Leadership and management None of the 3 JSS (0%) is outstanding. 1 of the 3 JSS (33%) is good. 2 of the 3 JSS (67%) are fair. None of the 3 JSS (0%) is poor. None of the 3 JSS (0%) is very poor. Overall effectiveness None of the 3 JSS (0%) is outstanding. None of the 3 JSS (0%) is good. 2 of the 3 JSS (67%) are fair. None of the 3 JSS (0%) is poor. 1 of the 3 JSS (33%) is very poor. 21

43 2.4 Anambra SUBEB Description of the SUBEB Anambra SUBEB is functioning with relevant departments on ground. It has 21 LGEAs, 1,027 ECDs, 1043 Public PS and 253 JSS. There are 190,041 (94,860 male % and 95,181 female %) pupils in the ECD centres; 1,798 (62 male - 3% and 1,736 female - 97%) teaching staff; 383 (9 male - 2% and 374 female - 98%) PTA/community teachers. No data on nonteaching staff and FTS participant. The average teacher/pupil ratio is 1:87 Fig 6 Map of Anambra State The PS has 757,776 (372,582 male % and 385,194 female %) pupils, 9,360 (582 male - 6% and 8,778 female - 94%) teaching staff; 336 (15 male - 4% and 321 female - 96%) PTA/community teachers and 998 all-female non-teaching staff. The average teacher/pupil ratio is 1:78. The JSS has 114,442 JSS (57,829 male - 51% and 56,613 female - 49%) pupils; 3,215 (590 male - 18% and 2,625 female - 82%) teachers; 183 (21 male - 11% and 162 female - 89%) PTA/community teachers and 70 (10 male - 14% and 60 female - 86%) non-teaching staff. The average teacher/student ratio is 1:34. What the SUBEB does well 98% of the primary schools in the State operate ECD centres. 99% of the teachers are qualified. 95% of the primary schools make use of the 9-Year Basic Education Curriculum. Regular payment of salaries and allowances. Transferring of schools to religious bodies which have brought sound leadership and management to schools. Functional libraries in over 80% of the schools. What SUBEB should do to improve More qualified teachers should be employed and deployed to needed schools. SUBEB should access FGN-UBE Intervention funds. This will enable it tackle the rehabilitation of dilapidated school structures, build additional classrooms across the state and embark on effective school supervision/ Quality Assurance Practice. SUBEB to provide additional instructional materials, potable water, toilet facilities and furniture for both teachers and learners in the schools. SUBEB to ensure the inauguration and functionality of SBMCs in schools that are yet to have SBMC. Take advantage of the FTS programme of the Federal Government to beef-up teacher supply in the state. SUBEB should provide more effective school supervision. 22

44 Build blocks of classrooms for the migrant schools and other schools in rented apartments, eg Ikenga Migrant School, Umuleri in Anambra East and Community Primary School Odekpe, campus 2 in Ogbaru LGEA. Key strengths in each aspect Achievement and standards Achievement and standards is good because: There is over 90% transition of learners from Primary 6 to JS 1 across the LGEAs. Neatness of teachers and learners as well as school environment. Sound leadership and management of schools by religious bodies. Curriculum and other activities Curriculum and other Activities is good because: The new 9-Year Basic Education Curriculum is in use across the ECD centres, primary and JS schools in all the schools visited. Learners participated in sports, quiz and debating activities. Leadership and management Leadership and management of SUBEB is good because: There is full community/church participation in the management of schools` activities. The Executive Chairman, the Commissioner for Education and the Permanent Secretary in the State s Ministry of Education had good working relationship. There is also, a cordial working relationship between the SUBEB Chairman, Board Directors and Members. Overall effectiveness The overall effectiveness of SUBEB is good: Host communities/churches do assist the schools regularly. School supervision/quality Assurance is in place. Many of the Primary/JSS have effective PTA/SBMCs The 2 sampled LGEAs Description of the 2 LGEAs The 2 LGEAs are functioning with the Education Secretaries on ground. There is no data for the number of ECDs, PS and JSS in the 2 LGEAs. There are 9,869 (4,767 male - 48% and 5,102 female - 527%) pupils enrolment in the ECD centres and 188 (5 male - 3% and 183 female - 97%) teaching staff. There are no records for the nonteaching staff; PTA/community teacher and FTS participant. The average teacher/pupil ratio is 1:52. The PS have 41,725 (20,081 male 48% and 21,644 female - 52%) pupils; 719 (85 male - 12% and 634 female - 88%) teaching staff; and 37 all-male non-teaching staff; there is no data on PTA/community teacher and FTS participant. The average teacher/pupil ratio is 1:58 23

45 The JSS have 5,472 (2,673 male 49% and 2,802 female 51%) students; 285 (94 male 33% and 191 female 67%) teaching staff; 54 all-male non-teaching staff, no vocational instructor, FTS participant and PTA/community teacher. The teacher/student ratio is 1:19. What the LGEAs do well Regular payment of salaries and allowances. There is over 80% community participation in school activities. Neatness on the side of LGEA staff and teachers. Good relationship with the churches as well as host communities as evident in the provision of school infrastructural facilities by these bodies. What the LGEAs should do to improve Redistribution of teachers to check the short falls in some schools as against the surpluses in few others. The LGEAs should liaise with SUBEB and ensure the provision of additional instructional materials, potable water, Infrastructural/toilet facilities and furniture that is adequate for both teachers and learners. The LGEAs should carry out advocacy and sensitization programmes to parents in order to discourage them from sending their children/wards to fishing and farming during school hours. Ogbaru LGEA should clear its store or create new store and move the books to avoid littering. Key strengths in each aspect Achievement and standards Achievement and standard is good in the 2 LGEAs There is over 98% transition of learners from Primary 6 to JS 1 across the LGEAs. Neatness of learners, teachers and school environment. Over 90% of learners measure up to the expected standard due to effective teaching and learning in most of the schools in the LGEAs despite poor infrastructural facilities. Curriculum and other activities Curriculum and other activities is good The curriculum provided in the two LGEAs is in line with the 9-Year Basic Education Curriculum for ECD centres, primary and JS schools. Learners participate in sports, quiz and debating societies. The curriculum provision is in line with the 9-Year Basic Education Curriculum for ECD centres and primary schools. Personal development, welfare and participation The two LGEAs visited have done much in providing enabling environment for effective teaching and learning. Leadership and management Timely supervision by the LGEAs as well as the community. There is cordial relationship between the LGEAs and the schools. 24

46 Overall effectiveness The overall effectiveness of the 2 LGEAs is good. Host communities assist the schools regularly The 10 sampled ECDs Description of the ECDs A total of 10 ECD centres operate within the 10 sampled PS. The 10 ECD centres have 1,236 (608 male - 49% and 628 female - 51%) pupils; 34 all-female (100%); teaching staff and 3 all-female PTA/communnity teachers. The average teacher/pupil ratio is 1:34 What the ECDs do well Attendance to school by both pupils and teachers is good at about 90%. Pupils attain expected standards as stipulated in the curriculum. Majority of the pupils are very respectful, well taken care of and they are well guided in the classes. Most of the teachers exhibit good knowledge of early childhood education. The teachers make much sacrifice to see to the welfare of the children. What the ECDs should do to improve Ensure the appropriate placement of pupils in classes. Encourage parents to dress their wards properly. Sensitize the communities, so as to boost enrolment. Most of the centres need more supply of mats. There is need to employ trained ECD teachers and caregivers. More teaching aids and instructional materials should be provided to schools. More school infrastructure should be provided to the centres. Key Strengths in each aspect Achievement and standard 1 of the 10 ECDs (10%) is outstanding. 3 of the 10 ECDs (30%) are good. 5 of the 10 ECDs (50%) are fair. 1 of the 10 ECDs (10%) is poor. None of the 10 ECDs (0%) is very poor. Personal development and well-being None of the 10 ECDs (0%) is outstanding. 3 of the 10 ECDs (30%) are good. 5 of the 10 ECDs (50%) are fair. 2 of the 10 ECDs (20%) are poor. None of the 10 ECDs (0%) is very poor. 25

47 Quality of teaching and learning None of the 10 ECDs (0%) is outstanding. 3 of the 10 ECDs (30%) are good. 5 of the 10 ECDs (50%) are fair. 2 of the 10 ECDs (20%) are poor. None of the 10 ECDs (0%) is very poor. Quality of curriculum and other activities None of the 10 ECDs (0%) is outstanding. 6 of the 10 ECDs (60%) are good. 4 of the 10 ECDs (40%) are fair. None of the 10 ECDs (0%) is poor. None of the 10 ECDs (0%) is very poor. Quality of care, guidance and support None of the 10 ECDs (0%) is outstanding. 8 of the 10 ECDs (80%) are good. 2 of the 10 ECDs (20%) are fair. None of the 10 ECDs (0%) is poor. None of the 10 ECDs (0%) is very poor. Leadership and management None of the 10 ECDs (0%) is outstanding. 6 of the 10 ECDs (60%) are good. 4 of the 10 ECDs (40%) are fair. None of the 10 ECDs (0%) is poor. None of the 10 ECDs (0%) is very poor. Overall effectiveness 1 of the 10 ECDs (10%) is outstanding. 3 of the 10 ECDs (30%) are good. 5 of the 10 ECDs (50%) are satisfactory. 1 of the 10 ECDs (10%) is poor. None of the 10 ECDs (0%) is very poor The 10 sampled primary schools Description of the primary schools A total of 10 sampled primary schools are functioning as expected with headteachers performing administrative duties. They are all situated in the rural areas. The PS has 3,701 (1,866 male % and 1,835 female %) pupils; 82 (8 male - 10% and 74 female - 90%) teaching staff; 6 all-male (100%) non-teaching staff and 5 all-female PTA/community teachers. The average teacher/pupil ratio is 1:42. 26

48 What the Primary Schools do well The PS make use of the State s modified 9-Year Basic Education Curriculum modules. Existence of functional SBMCs with proper collaboration with the schools. 80% of Learners measure up to the expected standard as outlined in the curriculum. What the primary schools should do to improve Keeping relevant statutory and non-statutory records. Mentoring and/or training of teachers who perform below average. Ensure the appropriate placement of pupils in classes. Encourage parents to dress for their wards properly. Campaign for more pupils enrolment. Engagement of more qualified teachers as teacher/pupils ratio is high. More teaching aids and instructional materials should be distributed to schools. Construct new block of classrooms and rehabilitate dilapidated ones. Key strengths in each aspect Achievement and standards 1 of the 10 PS (10%) is outstanding. 3 of the 10 PS (30%) are good. 5 of the 10 PS (50%) are fair. 1 of the 10 PS (10%) is poor. None of the 10 PS (0%) is very poor. Personal development and well-being None of the 10 PS (0%) is outstanding. 3 of the 10 PS (30%) are good. 5 of the 10 PS (50%) are fair. 2 of the 10 PS (20%) are poor. None of the 10 PS (0%) is very poor. Quality of teaching and learning None of the 10 PS (0%) is outstanding. 3 of the 10 PS (30%) are good. 5 of the 10 PS (50%) are fair. 2 of the 10 PS (20%) are poor. None of the 10 PS (0%) is very poor. Quality of curriculum and other activities None of the 10 PS (0%) is outstanding. 6 of the 10 PS (60%) are good. 4 of the 10 PS (40%) are fair. None of the 10 PS (0%) is poor. None of the 10 PS (0%) is very poor. 27

49 Quality of care, guidance and support None of the 10 PS (0%) is outstanding. 8 of the 10 PS (80%) are good. 2 of the 10 PS (20%) are fair. None of the 10 PS (30%) is poor. None of the 10 PS (0%) is very poor. Leadership and management None of the 10 PS (0%) is outstanding. 6 of the 10 PS (60%) are good. 4 of the 10 PS (40%) are fair. None of the 10 PS (0%) is poor. None of the 10 PS (0%) is very poor. Overall effectiveness 1 of the 10 PS (10%) is outstanding. 3 of the 10 PS (30%) are good. 5 of the 10 PS (50%) are fair. 1 of the 10 PS (10%) is poor. None of the 10 PS (0%) is very poor The 2 sampled JSS Description of the JSS The 2 JSS visited are functioning as expected with principals performing administrative duties. They are all situated in the rural areas. The 2 JSS have a total of 746 (431 male - 58% and 315 female - 42%) students; 28 (4 male - 14% and 24 female - 86%) teaching staff; 2 (1 male - 50% and 1 female- 50%) non-teaching staff; no PTA/community teacher and 27 (19 male 70% and 8 female - 30%) corp members (NYSC). The average teacher/student ratio is 1: 14. What the JSS do well Most of the learners measure up to the expected standard as outlined in the curriculum. Some of the learners are neatly dressed. The schools make effective use of corps members. The schools have libraries. The PTAs are actively working. What the JSS should do to improve More teaching aids and instructional materials should be provided to schools. More infrastructure should be built in schools The schools have library but without librarians The school compounds are dirty and need to be cleaned. There is urgent need to fence the school perimeters to prevent trespassers. 28

50 The schools need to make their SBMCs functional. Key strengths in each aspect Achievement and standard The 2 JSS (100%) are fair. Personal development and well-being The 2 JSS (100%) are fair. Quality of teaching and learning The 2 JSS (100%) are fair. Quality of curriculum and other activities The 2 JSS (100%) are good. Quality of care, guidance and support The 2 JSS (100%) are good. Leadership and management. The 2 JSS (100%) are fair. Overall effectiveness The 2 JSS (100%) are fair. 29

51 2.5 Bauchi SUBEB Description of the SUBEB Bauchi SUBEB is functioning with the Board in place and the relevant departments on ground. The State has 20 LGEAs; 1,027 ECDs; 2,450 Primary schools, 530 JSS and 500 Almajiri/Qur anic Schools. The learners enrolment for the ECD centres is 64,837 (30,118 male - 46% and 34,719 female - 54%); 1,150 (529 male - 46% and 621 female - 54%) teaching staff; no data on non-teaching staff, caregiver, FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:56 Fig 7 Map of Bauchi State Primary school enrolment is 742,726 (405,215 male - 55% and 337,511 female - 45%) learners; 11,388 (8,418 male - 74% and 2,970 female - 26%) teaching staff; and no data on non-teaching staff, FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:65 JSS enrolment is 166,295 (97,440 male - 59% and 68,855 female 41%) learners; 5,529 (4,469 male - 81% and 1,060 female - 19%) teaching staff; and no data on non-teaching staff, FTS participant, vocational instructor and PTA/community teacher. The average teacher/student ratio is 1:30. What the SUBEB does well Accessing and utilizing intervention fund in the provision of 280 classrooms, 8,100 furniture for primary and JS schools. Establishment of Guidance and Counselling units in all 20 LGEAs. What the SUBEB should do to improve Ensure regular payment of salaries. Establishment of ECD centres in the remaining primary schools. Improvement of classrooms by way of construction and renovation, as well as provision of furniture for all learners and teachers. Provision of additional qualified teachers and additional instructional materials in schools. Key strengths in each aspect Achievement and standards There were adequate school supervisors to inspect schools. Introduction of inclusive education in 10 LGEAs. Inauguration of SBMCs in schools and extending same to the LGEAs. Curriculum and other activities The Board provided instructional materials e.g. textbooks in core subjects. Re-introduced extra-curricular activities in schools Leadership and management Leadership and management of SUBEB is good with elaborate delegation of authority. There is a cordial working relationship between the Management and other staff across the different departments and units in the Board. 30

52 The SBMCs/PTAs are functional in most of the schools visited. Overall effectiveness The performance of the Board is satisfactory because of adequate provision of instructional materials to schools (textbooks). Provided additional classrooms and furniture in Primary and JS schools. Established guidance and counseling units in all the 21 LGEAs in the State The 4 sampled LGEAs Description of the LGEAs The 4 LGEAs are functioning with the Education Secretaries on ground. They have 121 ECDs, 492 Public PS and 107 JSS. There are 14,808 (8,192 male 55% and 6,616 female 45%) pupils in the ECD centres, there are 250 (129 male 52% and 121 female 48%) teaching staff; 31 (20 male 65% and 11 female 35%) non-teaching staff; 18 (2male 11% and 16 female 89%) caregiver; no FTS participant and 8 male PTA/community teachers. The average teacher/pupil ratio is 1:57 The PS have 131,825 (74,485 male 57% and 57,340 female 43%) pupils; 3,266 (2,294 male 70% and 972 female 30%) teaching staff; 170 (131 male 77% and 39 female 23%) non-teaching staff; 352 (313 male 89% and 39 female 11%) FTS participant and 20 (18 male 90% and 2 female 10%) PTA/community teachers. The average teacher/pupil ratio is 1:38. The JSS have 37,917 (25,652 male 68% and 12,265 female 32 %) students; 1,160 (986 male 85% and 174 female 15%) teaching staff; 72 (67 male 93% and 5 female 7%) non-teaching staff; no vocational instructor in the four (4) LGEAs; 37 (33 male 89% and 4 female 11%) FTS participant and 37 (35 male 95% and 2 female 5%) PTA/community teachers. The average teacher/student ratio is 1:31. What the LGEAs do well Inaugurate the SBMC in all the primary schools within the LGEAs. Train and improve the capacity of 398 teachers and headteachers. Embarked on regular monitoring and inspection of schools. Established Guidance counselling unit in all the schools. Distributed furniture supplied by SUBEB to the schools. What the LGEAs should do to improve The LGEAs should establish ECD centers in the remaining 134 primary schools. There is the need to set up additional JSS to cater for the large number of learners transiting from the primary schools in the LGEAs. The LGEAs should liaise with the LGC/SUBEB for additional qualified teachers. Mobilize the community to renovate all the dilapidated school structures. To provide additional instructional materials and furniture to accommodate over 49% of the learners that are without conducive learning environment. LGEAs to enforce the use of 9-Year Basic Education Curriculum. 31

53 Strengthen relationship with stakeholders to draw School Development Plans (SDP). Sensitise parents and the entire community on learners enrolment and attendance in schools. Redistribute teachers to schools where their services are best needed, particularly rural schools. Strengthen supervision of schools. Key strengths in each aspect Achievement and standards There is 98% transition of learners across the LGEAs from primary 6 to JSS 1. The average teacher-learner ratio in schools is very impressive for primary and JSS (1:43, 1:19) Quality of curriculum and other activities The curriculum provisions are adhered to in all primary schools; learners also participate in extra curricular activities. Leadership and management The LGEAs have made available para-counsellors in most schools and have also appointed Desk Officers. Overall effectiveness The LGEAs have an encouraging transition rate from primary to JSS; the teaching content in most schools is in line with the curriculum provision. The leadership and management effort in inaugurating 141 SBMCs is commendable in the LGEAs. Furthermore, there are relevant Desk Officers in the LGEAs. The LGEAs overall effectiveness is good The 8 sampled ECDs Description of the ECDs A total of 8 ECD centres operate within 8 of the 20 sampled PS. The 8 ECD centres have 1,711 (888 male 52% and 823 female 48%) pupils; 36 (20 male 56% and 16 female 44%) teaching staff; 4 male non-teaching staff; 5 female caregivers; no FTS participant and PTA/community teacher in the centres. The average teacher/pupil ratio is 1:48. What the ECDs do well The play classes are properly managed by the teachers and the caregivers. The learners are making steady progress. Play materials and toys are used for the kids. The learning environment is child-friendly. What the ECDs should do to improve Adequate materials should be provided to motivate the kids. Trained care - givers and nannies should be employed. Additional classrooms should be constructed to accommodate all the learners. Water and toilet facilities should be provided in the schools. 32

54 Key strengths in each aspect Achievement and standards 2 of the 8 ECDs (25%) are good. 3 of the 8 ECDs (37.5%) are fair. 3 of the 8 ECDs (37.5%) are poor. Learners Personal development, welfare and participation 4 of the 8 ECDs (50%) are good. 4 of the 8 ECDs (50%) are fair. Quality of teaching and learning 4 of the 8 ECDs (50%) are good. 4 of the 8 ECDs (50%) are fair. Learning environment 2 of the 8 ECDs (25%) are good. 6 of the 8 ECDs (75%) are fair. Quality of curriculum and other activities 4 of the 8 ECDs (50%) are good. 2 of the 8 ECDs (25%) are fair. 2 of the 8 ECDs (25%) are poor. Quality of care, guidance and support 2 of the 8 ECDs (25%) are good. 4 of the 8 ECDs (50%) are fair. 2 of the 8 ECDs (25%) are poor. Leadership and management 4 of the 8 ECDs (50%) are good. 4 of the 8 ECDs (50%) are fair. Overall effectiveness 4 of the 8 ECDs (50%) are good. 4 of the 8 ECDs (50%) are fair The 20 sampled primary schools Description of the primary schools The 20 sampled primary schools are functioning as expected with headteachers performing their administrative duties. 90% of the schools visited are located in the rural areas. The PS have 12,878 (6,992 male 54% and 5,886 female 46%) pupils; 256 (160 male 63% and 96 female 37%) teaching staff; 20 (19 male 95% and 1 female 5%) non-teaching staff; 3 all-male FTS participants and 7 all-male PTA/community teachers. The average teacher/pupil ratio is 1:48. What the primary schools do well Headteachers check, mark and correct teachers lesson plans regularly. 33

55 Teachers plan their lessons and teach effectively. The authority buys chalk and repair broken desks and benches at all times. The schools also assist learners with drugs whenever they are sick. The headteachers relate with the SBMCs and PTAs to implement the School Development Plans (SDP). What the primary schools should do to improve Assist the untrained teachers in preparation of lesson plans. The headteachers should assign responsibility to each and every teacher in the school. Teachers should improvise where necessary. Reward teachers and learners for outstanding performances in school programmes and activities. Key strengths in each aspect Achievement and standards 4 of the 20 PS (20%) are good. 10 of the 20 PS (50%) are fair. 4 of the 20 PS (20%) are poor. 2 of the 20 PS (10%) are very poor. Learners personal development, welfare and participation 4 of the 20 PS 20%) are good. 10 of the 20 PS (50%) are fair. 6 of the 20 PS (30%) are poor. Quality of teaching and learning 4 of the 20 PS (20%) are good. 7 of the 20 PS (35%) are fair. 6 of the 20 PS (30%) are poor. 3 of the 20 PS (15%) are very poor. Quality of curriculum and other activities 4 of the 20 PS (20%) are good. 8 of the 20 PS (40%) are fair. 6 of the 20 PS (30%) are poor. 2 of the 20 PS (10%) are very poor. Quality of care, guidance and support 2 of the 20 PS (10%) are good. 10 of the 20 PS (50%) are fair. 8 of the 20 PS (40%) are poor. Learning environment 2 of the 20 PS (10%) are good. 6 of the 20 PS (30%) are fair. 12 of the 20 PS (60%) are poor. 34

56 Leadership and management 6 of the 20 PS (30%) are good. 12 of the 20 PS (60%) are fair. 2 of the 20 PS (10 are very poor. Overall effectiveness 6 of the 20 PS (30%) are good. 7 of the 20 PS (35%) are fair. 7 of the 20 PS (35%) are poor The 4 sampled JSS Description of the JSS The 4 JSS are functioning as expected with the principals performing their administrative duties. They are all located in the rural areas. The JSS have 615 (457 male 74% and 158 female 26%) students; 23 all-male teaching staff; 3 all male non-teaching staff; no vocational instructor, FTS participant and 2 male PTA/community teachers. The average teacher/student ratio is 1:25 What the JSS do well.availability of text books in core subject areas. Cordial working relationship between the school and the PTA/community. What the JSS should do to improve Provision and good use of teaching aids. Provision of ICT facilities. Establishment of clubs and societies. More security personnel should be deployed as the schools are not fenced. Key strengths in each aspect Achievement and standards 1 of the 4 JSS (25%) is good. 1 of the 4 JSS (25%) is fair. 2 of the 4 JSS (50%) are poor. Learners personal development, welfare and participation 1 of the 4 JSS (25%) is good. 2 of the 4 JSS (50%) are fair. 1 of the 4 JSS (25%) is poor. Quality of teaching and learning 1 of the 4 JSS (25%) is good. 2 of the 4 JSS (50%) are fair. 1 of the 4 JSS (25%) is poor. 35

57 Quality of curriculum and other activities The 4 JSS (100%) are poor. Quality of care, guidance and support 3 of the 4 JSS (75%) are fair. 1 of the 4 JSS (25%) is poor. Learning environment 3 of the 4 JSS (75%) are fair. 1 of the 4 JSS (25%) is poor. Leadership and management 3 of the 4 JSS (75%) are fair. 1 of the 4 JSS (25%) is poor. Overall effectiveness 1 of the 4 JSS (25%) is good. 2 of the 4 JSS (50%) are fair. 1 of the 4 JSS (25%) is poor. 36

58 2.6 Bayelsa SUBEB Description of the SUBEB Bayelsa SUBEB is functioning with relevant departments on ground. It has 8 LGEAs, 58 ECDs 541 Public PS and 182 JSS. There are 5,496 (2,685 male 49% and 2,811 female 51%) pupils in the ECD centres, 148 (96 male 65% and 52 female 35%) teaching staff; no non-teaching staff; caregiver; FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:37. Fig 8: Map of Bayelsa State The PS have 297,176 (145,628 male 49% and 151,548 female 51%) pupils; 5,119 (2,580 male 50.4% and 2,539 female 49.6%) teaching staff; 6,258 (2,108 male 34% and 4,150 female 66%) non-teaching staff; 147 (52 male 35% and 95 female 65%) FTS participants; and no PTA/community teacher. The average teacher/pupil ratio is 1:56. The JSS have 65,970 (36,507 male 55% and 29,463 female 45%) students; 2,265 (1,172 male 52% and 1,093 female 48%) teaching staff; 697(347 male 49.8% and 350 female 50.2%) nonteaching staff; no vocational instructor and no FTS participant; no PTA/community teacher. The average teacher/student ratio is 1:29. The SUBEB did not report on Almajiri/Qur anic schools, it reported that it has one (1) Special Education Institution which however was not among the schools visited during this quality assurance of basic education institutions in Bayelsa State. What the SUBEB does well High number of qualified teachers in the State. Supplied instructional materials to schools. Regular payment of salaries. Renovation of schools and construction of 100 headteachers quarters using UBE Intervention fund. Provision of school uniforms to learners in the State. Training and improving the capacity of 2,293 teachers. What the SUBEB should do to improve Employ additional qualified teachers. Supervise schools regularly. Inaugurate School Based Management Committee (SBMC) at all levels. Establish more Special Schools in the State. Ensure the establishment of Early Childhood Development (ECD) in all the primary schools in the State. Key strengths in each aspect Achievement and Standards Construction of headteachers quarters and renovation of classrooms in schools. 37

59 Curriculum and other activities The curriculum provision is in line with the 9-Year Basic Education Curriculum for ECD, primary and JSS classes. Learners also participate in sports and other extra-curricular activities. Leadership and management The leadership and management of SUBEB is good. The SUBEB work in collaboration with other stakeholders. Overall effectiveness The overall effectiveness of the SUBEB is good as there is an impressive transition to JSS Provision of instructional materials and uniform for the learners The 2 sampled LGEAs Description of the LGEAs The 2 LGEAs are functioning with the Education Secretaries on ground. They have 13 ECDs, 192 Public PS and 68 JSS. There are 2,000 (1,017 male 51% and 983 female 49%) pupils in the ECD centres, 28 (13 male 46% and 15 female 54%) teaching staff; no non-teaching staff; no caregiver; no FTS participant and no PTA/community teacher. The average teacher/pupil ratio is 1:71. The PS have 61,532 (30,978 male 50.3% and 30,554 female 49.7%) pupils;1,335 (791 male 59% and 544 female 41%) teaching staff; 1,200 (648 male 54% and 552 female 46%) non-teaching staff; no FTS participant and no PTA/community teacher. The average teacher/pupil ratio is 1: 46. The JSS have 16,332 (8,496 male 52% and 7,836 female 48%) students; 428 (233 male 54% and 195 female 46%) teaching staff; 160 (100 male 62% and 60 female 38%) non-teaching staff; no vocational instructor, FTS participant and PTA/community teacher. The average teacher/student ratio is 1:38. What the LGEAs do well Effective teaching and learning in the 2 LGEAs visited. Regular payment of salaries. Trained 674 teachers. What the LGEAs should do to improve Establish ECD centres in all the primary schools. Employ additional caregivers in the ECD centres. Increase and evenly distribute the number of teachers in both primary and ECD sections. Supervise schools regularly. Create Guidance Counselling Units in the LGEAs. The LGEAs should improve on their records keeping. 38

60 Key strengths in each aspect Achievement and standards Impressive transition (94%) to JSS. Good number of qualified teachers. Quality of curriculum and other activities The LGEAs are using the prescribed 9-Year Basic Education Curriculum. Leadership and management Leadership and management of the LGEAs is good. There is cordial relationship between the LGEAs and the stakeholders. Overall effectiveness The overall effectiveness is good The 3 sampled ECDs Description of the ECDs A total number of 3 ECD centres operate within 3 of the 10 sampled PS. The 3 ECD centres have 433 (199 male 46% and 234 female 54%) pupils; 3 all female 100% teaching staff; 7 (3 male 43% and 4 female 57%) non-teaching staff; no caregivers and FTS participant; and 9 (3 male 33% and 6 female 67%) PTA/community teachers. The average teacher/pupil ratio is 1:36. What the ECDs do well The ECD centres are supported by the community in the area of teaching staff. The centres are managed by experienced personnel. What the ECDs should do to improve Supply teaching aids and toys to the ECD centres. Employ additional personnel to serve in the centres. Government should take over the management of the centres completely. Key strengths in each aspect Achievement and standards The 3 ECDs (100%) are fair. Learners Personal development, welfare and participation 1 of the 3 ECDs (33%) is good. 2 of the 3 ECDs (67%) are fair. Quality of teaching and learning 1 of the 3 ECDs (33%) is good. 2 of the 3 ECDs (67%) are fair. Learning environment 1 of the 3 ECDs (33%) is good. 1 of the 3 ECDs (33%) is fair. 1 of the 3 ECDs (34%) is very poor 39

61 Quality of curriculum and other activities 2 of the 3 ECDs (67%) are fair. 1 of the 3 ECDs (33%) is very poor. Quality of care, guidance and support 2 of the 3 ECDs (67%) are fair. 1 of the 3 ECDs (33%) is very poor. Leadership and management 1 of the 3 ECDs (33%) is good. 1 of the 3 ECDs (33%) is poor. 1 of the 3 ECDs (34%) is very poor. Overall effectiveness 2 of the 3 ECDs (67%) are fair. 1 of the 3 ECDs (33%) is very poor The 10 sampled primary schools Description of the primary schools The 10 sampled primary schools are functioning as expected with headteachers performing their administrative duties. They are all located in the rural areas. The PS have 2,502 (1,271 male 51% and 1,231 female 49%) pupils; 79 (47 male 59% and 32 female 41%) teaching staff; 78 (44 male 56% and 34 female 44%) non-teaching staff; 12 (7 male 58% and 5 female 42%) FTS participants. No PTA/community teacher. The average teacher/pupil ratio is 1:27 What the primary schools do well Effective teaching and learning in schools. Cordial relationship among staff and the host community. Satisfactory leadership and management in all the schools visited. Usage of the 9-Year Basic Education Curriculum in all the schools. Regular attendance to schools by the teachers. What the primary schools should do to improve Draw up a School Development Plan (SDP) in the schools Establish ECD centres in all the schools to improve enrolment. Provision of toilet facilities and water. Employ additional qualified teaching staff. Key strengths in each aspect Achievement and standards None of the 10 PS (0%) is outstanding. 6 of the 10 PS (60%) are good. 4 of the 10 PS (40%) are fair. None of the 10 PS (0%) is poor. 40

62 Learners personal development, welfare and participation None of the 10 PS (0%) is outstanding. 5 of the 10 PS (70%) are good. 4 of the 10 PS (20%) are fair. 1 of the 10 PS (10%) is poor. None of the 10 PS (0%) is very poor. Quality of teaching and learning None of the 10 PS (0%) is outstanding. 6 of the 10 PS (60%) are good. 3 of the 10 PS (30%) are fair. None of the 10 PS (0%) is poor. 1 of the 10 PS (10%) is very poor. Quality of curriculum and other activities None of the 10 PS (0%) is outstanding. 8 of the 10 PS (80%) are good. 1 of the 10 PS (10%) is fair. 1 of the 10 PS (10%) is poor. None of the 10 PS (0%) is very poor. Quality of care, guidance and support None of the 10 PS (0%) is outstanding. 5 of the 10 PS (50%) are good. 4 of the 10 PS (40%) are fair. 1 of the 10 PS (10%) is poor. None of the 10 PS (0%) is very poor. Learning environment None of the 10 PS (0%) is outstanding. None of the 10 PS (0%) is good. 9 of the 10 PS (90%) are fair. None of the 10 PS (0%) is poor. 1 of the 10 PS (10%) is very poor. Leadership and management None of the 10 PS (0%) is outstanding. 8 of the 10 PS (80%) are good. 2 of the 10 PS (20%) are fair. None of the 10 PS (0%) is poor. None of the 10 PS (0%) is very poor. 41

63 Overall effectiveness None of the 10 PS (0%) is outstanding. 5 of the 10 PS (50%) are good. 5 of the 10 PS (50%) are fair. None of the 10 PS (0%) is poor. None of the 10 PS (0%) is very poor The 2 sampled JSS Description of the JSS The 2 JSS are functioning as expected with the principals performing their administrative duties. They are all located in the rural areas. The JSS have 283 (136 male 48% and 147 female 52%) students; 14 (6 male 43% and 8 female 57%) teaching staff; 3 (1 male 33% and 2 female 67%) non-teaching staff; no vocational instructor, no FTS participant and PTA/community teacher. The average teacher/student ratio is 1:20. What the JSS do well.effective teaching and learning. Availability of qualified teachers in the schools..good leadership and management in the sampled JSS. Impressive support from the host communities. What the JSS should do to improve Employ additional qualified teachers. Provide laboratories (Home Economics and Basic Science). Construct principals office, more classrooms and furniture. Provide toilet facilities and potable water. Draw up School Development Plan (SDP). Establish Guidance Counselling units and employ Counsellors. Check lateness of teachers to schools. Key strengths in each aspect Achievement and standards 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is fair. Learners personal development, welfare and participation 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is fair. Quality of teaching and learning The 2 JSS (100%) are good. Quality of curriculum and other activities 1 of the 2 JSS (50%) is good. 42

64 1 of the 2 JSS (50%) is fair. Quality of care, guidance and support The 2 JSS (100%) are good. Learning environment The 2 JSS (100%) are fair. Leadership and management 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is fair. Overall effectiveness The 2 JSS (100%) are good. 43

65 2.7 Benue SUBEB Description of the SUBEB Benue SUBEB is functioning with relevant departments on ground. It has 23 LGEAs, 425 ECDs, 2,756 Public PS and 425 JSS. There are 14,538 (6,017 male - 41% and 8,521 female - 59%) pupils in the ECD centres; 532 (124 male - 23% and 408 female - 77%) teaching staff; no non-teaching staff; 160 (50 male 31% and 110 female 69%) caregivers; no FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:27. Fig 9: Map of Benue State The PS have 618,596 (325,561 male - 53% and 293,035 female - 47%) pupils; 16,508 (9,836 male - 60% and 6,672 female - 40%) teaching staff; 558 (434 male - 78% and 124 female - 22%) nonteaching staff; 472 (288 male - 61% and 184 female - 39%) FTS participants and 135 (81 male - 60% and 54 female - 40%) PTA/community teachers. The average teacher/pupil ratio is 1:36. The JSS have 66,669 (37,120 male - 56% and 29,549 female - 44%) students; 3,752 (2,709 male - 72% and 1,043 female - 28%) teaching staff; 57 (33 male - 58% and 24 female - 42%) non-teaching staff; no vocational instructor, no FTS participant; and 215 (132 male - 61% and 83 female - 39%) PTA/community teachers. The average teacher/student ratio is 1:17. The SUBEB reported 21,885 (11,588 male - 53% and 10,297 female - 47%) pupils in Almajiri/Qur anic schools. It further reported that it has 14 Special Education Institutions (both public and private); out of which 8 operate inclusive education. It last accessed N17,390, of the Special Education funds in None of these schools was however visited during this quality assurance of basic education institutions in Benue State. What the SUBEB does well Regular payment of salaries. Qualified teachers available in the schools visited. Availability of the 9-Year Basic Education Curriculum in schools. Utilization of Intervention Fund on infrastructure and furniture. What the SUBEB should do to improve Payment of minimum wage to teachers and education managers. Recruitment of competent FTS participants on completion of service period. Increase in Quality Assurance visits to schools. Accessing up to date Intervention Fund. Key strengths in each aspect Achievement and standards Trained staff on Quality Assurance for better basic education delivery. 44

66 13 LGEAs trained teachers on the Unified National Continuous Assessment Programme. Guidance counseling service is provided in schools. Curriculum and other activities Teachers make use of the 9-Year Basic Education Curriculum that caters for all-round development. Leadership and management Leadership and management of SUBEB is good. There is cordial relationship that exists between the management and other staff which extends to the communities. Overall effectiveness The overall effectiveness of the SUBEB is good based on good management in the areas of providing necessary infrastructure, furniture, curriculum and training of teachers The 2 sampled LGEAs Description of the LGEAs The 2 LGEAs are functioning with the Education Secretaries on ground. They have 33 ECDs, 245 Public PS and 35 JSS. There are 2,529 (male 1,756-69% and female %) pupils in the ECD centres, 43 (20 male 47% and 23 female 53%) teaching staff; 26 (3 male 12% and 23 female 88%) non-teaching staff; 26 (3 male 12% and 23 female 88 %) caregivers; 6 (3 male 50% and 3 female 50%) FTS participants and 8 (5 male 63% and 3 female 37%) PTA/community teachers. The average teacher/pupil ratio is 1:44. The PS have 58,884 (30,523 male 52% and 28,361 female 48%) pupils; 1,374 (780 male 57% and 594 female 43%) teaching staff; 133 (79 male 59% and 54 female 41%) non-teaching staff; 17 (9 male 53% and 8 female 47%) FTS participants and 14 (9 male 64% and 5 female 36%) PTA/community teachers. The average teacher/pupil ratio is 1:42. The JSS have 2,419 (1,364 male 56% and female 1,055 44%) students; 202 (male % and female 63 31%) teaching staff; no non-teaching staff and vocational instructor; 28 (male 19 68% and female 9 32%) FTS participants; and 16 (male 12 75% and female 4 25%) PTA/community teachers. The average teacher/student ratio is 1:10. What the LGEAs do well All the sampled LGEAs conduct regular supervision. The LGEAs trained and improved the capacity of head teachers and teachers in schools. The transition rate of learners from primary to JSS is good. What the LGEAs should do to improve Keep relevant statutory and non- statutory records. 45

67 LGEAs should ensure that all the schools have and utilize the 9-Year Basic Education Curriculum modules. The LGEAs should liaise with the LGC to mobilize and sensitize communities to renovate dilapidated school structures and build additional classrooms especially in Bilaja- Ikov and Ps Alaglanu. The LGEAs should liaise with LGC/SUBEB to employ additional qualified teachers and send unqualified teachers for in- service training. There is need for the LGEAs to ensure that ECD centres are established in all primary schools. The LGEAs should ensure the formation of SBMCs and ensure that the existing ones are functional. Key strengths in each aspect Achievement and standards Cases of drop-outs and repeaters are low at all levels. Learners in the 2 LGEAs have equal access to Basic education. Significant improvement of community participation in School Based Management Committee. Quality of curriculum and other activities Most of the sampled schools use the 9-Year Basic Education Curriculum. Some teachers write their lesson notes, but not regularly. Leadership and management Leadership and management of the LGEAs is good, they assure quality but not always effective. There is cordial relationship between the LGEAs and the communities. Overall effectiveness The overall effectiveness and efficiency of the LGEAs is fair. Some of the schools visited lack quality infrastructures (school buildings, toilet facilities, instructional materials, water supply, electricity etc). The leadership and management of the LGEAs is cordial. The curriculum modules are available in the sampled schools No ECD visited The 10 sampled primary schools Description of the primary schools The 10 sampled primary schools are functioning as expected with headteachers performing their administrative duties. They are all located in the rural areas. The PS have 993 (506 male 51% and 487 female 49%) pupils; 43 (24 male 56% and 19 female 44%) teaching staff; 1 male nonteaching staff; no FTS participant and 2 all-male PTA/community teachers. The average teacher/pupil ratio is 1:22 What the primary schools do well Cordial relationship between the schools and the host communities. 46

68 Qualified teachers in all the sampled schools. Most of the schools have school farms from which they generate revenue to run the schools. What the primary schools should do to improve Teachers and learners should come to school regularly. Learners should be properly guided and taught how to read, write and speak English language correctly. Teachers should make use of teaching aids during lesson delivery. Lesson notes should be written by the teachers regularly and checked by the headteacher. Key strengths in each aspect Achievement and standards None of the 10 PS (0%) is outstanding. None of the 10 PS (0%) is good. 6 of the 10 PS (60%) are fair. 4 of the 10 PS (40%) are poor. None of the 10 PS (0 %) is very poor. Learners personal development, welfare and participation None of the 10 PS (0%) is outstanding. 1 of the 10 PS (10%) is good. 3 of the 10 PS (30%) are fair. 6 of the 10 PS (60%) are poor. None of the 10 PS (0%) is very poor. Quality of teaching and learning None of the 10 PS (0%) is outstanding. None of the 10 PS (0%) is good. 8 of the 10 PS (80%) are fair. 2 of the 10 PS (20%) are poor. None of the 10 PS (0%) is very poor. Quality of curriculum and other activities None of the 10 PS (0%) is outstanding. None of the 10 PS (0%) is good. 6 of the 10 PS (60%) are fair. 4 of the10 PS (40%) are poor. None of the 10 PS (0%) is very poor. Quality of care, guidance and support None of the 10 PS (0%) is outstanding. None of the 10 PS (0%) is good. 3 of the 30 PS (30%) are fair. 7 of the 10 PS (70%) are poor. None of the PS (0%) is very poor. 47

69 Learning environment None of the 10 PS (0%) is outstanding. None of the 10 PS (0%) is good. 2 of the 10 PS (20%) are fair. 7 of the 10 PS (70%) are poor. 1 of the 10 PS (10%) is very poor Leadership and management None of the 10 PS (0%) is outstanding. None of the 10 PS (0%) is good. 7 of the 10 PS (70%) are fair. 3 of the 10 PS (30%) are poor. None of the 10 PS (0%) is very poor. Overall effectiveness None of the 10 PS (0%) is outstanding. None of the 10 PS (0%) is good. 4 of the 10 PS (40%) are fair. 6 of the 10 PS (60%) are poor. None of the 10 PS (0%) is very poor The 2 sampled JSS Description of the JSS The JSS are functioning as expected with the principals performing their administrative duties. They are all located in the rural areas. The JSS have 50 (29 male 58% and 21 female 42%) students; 12 (5 male 42% and 7 female 58%) teaching staff; no non-teaching staff; vocational instructor; FTS participant; and PTA/community teacher. The average teacher/student ratio is 1:4 What the JSS do well The JSS have qualified teachers..availability of the 9-Basic Education Curriculum modules. What the JSS should do to improve The teachers should be more punctual and dedicated to their jobs. Lesson notes should be written regularly. The schools should draw up a School Development Plan (SDP). Collaborate with relevant stakeholders for the provision of more facilities in the schools. Increase students enrolment. Key strengths in each aspect Achievement and standards 1 of the 2 JSS (50%) is fair. 48

70 1 of the 2 JSS (50%) is very poor Learners personal development, welfare and participation The 2 JSS (100%) are poor. Quality of teaching and learning 1 of the 2 JSS (50%) is fair. 1 of the 2 JSS (50%) is very poor. Quality of curriculum and other activities The 2 JSS (100%) are poor. Quality of care, guidance and support 1 of the 2 JSS (50%) is fair 1 of the 2 JSS (50%) is poor. Learning environment The 2 JSS (100%) are good. Leadership and management The 2 JSS (100%) are poor. Overall effectiveness 1 of the 2 JSS (50%) is fair 1 of the 2 JSS (50%) is poor. 49

71 2.8 Borno State SUBEB Borno state is not visited because of the security challenges. Fig 10: Map of Borno State 50

72 2.9 Cross River SUBEB Description of the SUBEB Cross River SUBEB is functioning with relevant departments on ground. It has 18 LGEAs, 1,011 ECDs, 1,028 public primary schools and 230 JSS. There are 48,742 (24,570 male 50.4% and 24,172 female 49.6%) pupils in the ECD centres, there are 1,977 (441 male 22% and 1,536 female 78%) teaching staff; no non-teaching staff; 1,192 (45 male 4% and 1,147 female 96%) caregivers; no FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:25. Fig 11: Map of Cross River State The primary schools have 228,743 (117,133 male 51% and 111,610 female 49%) pupils; 11,987 (5,406 male 45% and 6,581 female 55%) teaching staff; 1,941 (all male) non-teaching staff; FTS participants data is not given and no PTA/community teacher. The average teacher/pupil ratio is 1:19. The JSS have 65,764 (33,146 male 50.4% and 32,618 female 49.6%) students; 4,708 (2,468 male 52% and 2,240 female 48%) teaching staff; no non-teaching staff; no vocational instructor, no FTS participant and PTA/community teacher. The average teacher/student ratio is 1:14. The SUBEB did not report on Almajiri/Qur anic schools, it reported that it has 4 Special Education Institutions, which operate inclusive education. It last accessed N15,000, of the Special Education funds in None of these schools was however visited during this quality assurance of basic education institutions in Cross River State. What the SUBEB does well SUBEB regularly accesses and judiciously utilizes FGN/UBE intervention funds for the improvement of educational facilities in schools across the State. Establishment of ECD centres in 1,011 (98%) out of 1,028 primary schools. Over 90% of the teaching staff have teaching requirement of NCE and above. SUBEB regularly pays staff salaries and allowances. SUBEB organizes training workshop and seminars for teachers on a regular basis. The Management of SUBEB has good relationship with the LGEAs, schools and the SBMCs. What the SUBEB should do to improve SUBEB should ensure that relevant statutory records are properly kept. SUBEB should conduct regular quality assurance in schools as it visited schools only four (4) times last term. SUBEB should ensure that schools use uniform (i.e., one type) English textbook across the State. Key strengths in each aspect Achievement and standards Learners in Cross River State enjoy equity in Basic Education. 51

73 The State practice inclusive education as there are four (4) Special Education Centres as well as some physically and mentally challenged learners are mainstreamed into the regular schools. Learners make progress in almost all the schools and the State recorded 78% transition to JS 1. Curriculum and other activities The State makes use of the 9-Year Basic Education Curriculum. The curriculum is broad and balanced as it actually meets the needs of learners. Leadership and management Leadership and management of SUBEB are good. There is synergy and cordial relationship among management and staff of SUBEB, the LGEAs and PTA for the smooth running of schools. SBMCs and PTAs are functional in most of the schools. Overall effectiveness The overall effectiveness of SUBEB is good. Adequate provisions are made for Basic Education needs in the State. About 99% of primary schools operate ECD centres with adequate teaching and non- teaching staff of which 90% are qualified personnel The 2 sampled LGEAs Description of the LGEAs The 2 LGEAs are functioning with the Education Secretaries on ground. They have 170 ECDs, 170 public PS and 41 JSS. There are 7,375 (3,742 male 51% and 3,633 female 49%) pupils in the ECD centres, there are 398 (178 male 45% and 220 female 55%) teaching staff; 130 (70 male 54% and 60 female 46%) non-teaching staff; 324 all-female caregivers, no FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:23. The PS have 24,442 (12,005 male 49% and 12,437 female 51%) pupils; 1,467 (833 male 57% and 634 female 43%) teaching staff; 456 (300 male 66% and 156 female 44%) non-teaching staff; 77 (51 male 66% and 26 female 44%) FTS participants and no PTA/Community teacher. The average teacher/pupil ratio is 1:16. The JSS have 6,559 (3,178 male 48% and 3,381 female 52%) students; 514 (411 male 80% and 103 female 20%) teaching staff; 95 (77 male 81% and 18 female 19%) non-teaching staff; no vocational instructor; no FTS participant and no PTA/community teacher. The average teacher/student ratio is 1:13. What the LGEAs do well Train and improve capacities of teachers. Establishment of ECDs in all their PS. Effective supervision of schools by the 2 LGEAs. 52

74 What the LGEAs should do to improve Keep relevant statutory and non-statutory records. Regular supervision of schools. Key strengths in each aspect Achievement and standards The teaching staff in both PS and JSS is outstanding as 88% of the teachers in PS and 100% in JSS have the minimum teaching qualification (NCE). The performance of pupils and students is outstanding as indicated in the average transition rate of 94%. Quality of curriculum and other activities The State makes use of the 9-Year Basic Education Curriculum. The curriculum is broad and balanced as it actually meets the needs of learners. Leadership and management Leadership and management of LGEAs is good. There is cordial relationship between the management of the LGEA and authorities of the schools as well as intensive school supervision by the 2 LGEAs. Inauguration of SBMCs in all the schools of the 2 LGEAs. Overall effectiveness The overall effectiveness of the 4 LGEAs is good The 10 sampled ECDs Description of the ECDs A total of 10 ECDs centres operate within the 10 sampled PS. The 10 ECD centres have 433 (207 male 48% and 206 female 52%) pupils in the ECD centres, there are 15 (all female) teaching staff; no non-teaching staff; 23 (all female) caregivers; no FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:29. What the ECDs do well Regular supervision of learners work. Relevant textbooks in the core subjects are utilised by the 10 schools. What the ECDs should do to improve More of play/demonstration methods should be employed in teaching. Learners should be encouraged to use writing materials. Key strengths in each aspect Achievement and standards None of the 10 ECDs (0%) is outstanding. 9 of the 10 ECDs (90%) are good. 1 of the 10 ECDs (10%) is fair. None of the 10 ECDs (0%) is poor. 53

75 None of the10 ECDs (0%) is very poor. Learners Personal development, welfare and participation None of the 10 ECDs (0%) is outstanding. 4 of the 10 ECDs (40%) are good. 6 of the 10 ECDs (60%) are fair. None of the 10 ECDs (0%) is poor. None of the 10 ECDs (0%) is very poor. Quality of teaching and learning None of the 10 ECDs (0%) is outstanding. 3 of the 10 ECDs (30%) are good. 7 of the 10 ECDs (70%) are fair. None of the 10 ECDs (0%) is poor. None of the 10 ECDs (0%) is very poor. Quality of curriculum and other activities None of the 10 ECDs (0%) is outstanding. 1 of the 10 ECDs (10%) is good. 9 of the 10 ECDs (90%) are fair. None of the 10 ECDs (0%) is poor. None of the 10 ECDs (0%) is very poor. Quality of care, guidance and support None of the 10 ECDs (0%) is outstanding. 6 of the 10 ECDs (60%) are good. 4 of the 10 ECDs (40%) are fair. None of the 10 ECDs (0%) is poor. None of the 10 ECDs (0%) is very poor. Learning environment None of the 10 ECDs (0%) is outstanding. 2 of the 10 ECDs (20%) are good. 7 of the 10 ECDs (70%) are fair. 1 of the 10 ECDs (10%) is poor. None of the 10 ECDs (0%) is very poor Leadership and management None of the 10 ECDs (0%) is outstanding. 5 of the 10 ECDs (50%) are good. 5 of the 10 ECDs (50%) are fair. None of the 10 ECDs (0%) is poor. None of the 10 ECDs (0%) is very poor. Overall effectiveness None of the 10 ECDs (0%) is outstanding. 5 of the 10 ECDs (50%) are good. 54

76 5 of the 10 ECDs (50%) are fair. None of the 10 ECDs (0%) is poor. None of the 10 ECDs (0%) is very poor The 10 sampled primary schools Description of the primary schools The 10 sampled primary schools are functioning as expected with headteachers performing their administrative duties. They are all located in the rural areas. The PS have 1,883 (991 male 53% and 892 female 47%) pupils; 101 (53 male 52% and 48 female 48%) teaching staff; 47 (35 male 74% and 12 female 26%) non-teaching staff; 3 (2 male 67% and 1 female 33%) FTS participants and no PTA/community teacher. The average teacher/pupil ratio is 1:18. What the primary schools do well Regular supervision of classes. Regular payment of salaries and allowances. Relevant textbooks in the core subjects are utilised by the 10 schools. What the primary schools should do to improve Keeping relevant statutory and non-statutory records. Adequate and proper collaboration with the SBMCs for effective teaching and learning. Key strengths in each aspect Achievement and standards None of the 10 PS (0%) is outstanding. 9 of the 10 PS (90%) are good. 1 of the 10 PS (10%) is fair. None of the 10 PS (0%) is poor. None of the 10 PS (0%) is very poor. Learners personal development, welfare and participation None of the 10 PS (0%) is outstanding. 5 of the 10 PS (50%) are good. 5 of the 10 PS (50%) are fair. None of the 10 PS (0%) is poor. None of the 10 PS (0%) is very poor. Quality of teaching and learning None of the 10 PS (0%) is outstanding. 3 of the 10 PS (30%) are good. 7 of the 10 PS (70%) are fair. None of the 10 PS (0%) is poor. None of the 10 PS (0%) is very poor. Quality of curriculum and other activities None of the 10 PS (0%) is outstanding. 55

77 1 of the 10 PS (10%) is good. 9 of the 10 PS (90%) are fair. None of the 10 PS (0%) is poor. None of the 10 PS (0%) is very poor. Quality of care, guidance and support None of the 10 PS (0%) is outstanding. 8 of the 10 PS (80%) are good. 2 of the 10 PS (20%) are fair. None of the 10 PS (0%) is poor. None of the 10 PS (0%) is very poor. Learning environment None of the 10 PS (0%) is outstanding. 2 of the 10 PS (20%) are good. 7 of the 10 PS (70%) are fair. 1 of the 10 PS (10%) is poor. None of the 10 PS (0%) is very poor Leadership and management None of the 10 PS (0%) is outstanding. 7 of the 10 PS (70%) are good. 3 of the 10 PS (30%) are fair. None of the 10 PS (0%) is poor. None of the 10 PS (0%) is very poor. Overall effectiveness None of the 10 PS (0%) is outstanding. 6 of the 10 PS (60%) are good. 4 of the 10 PS (40%) are fair. None of the 10 PS (0%) is poor. None of the 10 PS (0%) is very poor The 2 sampled JSS Description of the JSS The 2 JSS are functioning as expected with the principals performing their administrative duties. They are all located in the rural areas. The JSS have 323 (178 male 55% and 145 female 45%) students; 18 (10 male 56% and 8 female 44%) teaching staff; 6 (4 male 67% and 2 female 43%) non-teaching staff, no vocational instructor, no FTS participant and PTA/community teacher. The average teacher/student ratio is 1:18. What the JSS do well The 2 JSS are generally clean, purposeful and conducive for learning. Management of the 2 JSS have good synergy with members of their host communities. 56

78 What the JSS should do to improve Management of the 2 JSS should draw up a School Development Plan (SDP). The schools should liaise with the LGEAs and the SUBEB to employ and post additional qualified teachers to the schools. Keep relevant statutory and non-statutory records. Key strengths in each aspect Achievement and standards 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is fair. Learners personal development, welfare and participation 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is fair. Quality of teaching and learning 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is fair. Quality of curriculum and other activities 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is fair. Quality of care, guidance and support 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is fair. Learning environment 1 of the 2 JSS (50%) is fair. 1 of the 2 JSS (50%) is poor. Leadership and management 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is fair. Overall effectiveness 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is fair. 57

79 2.10 Delta SUBEB Description of the SUBEB Delta SUBEB is functioning with relevant departments on ground. It has 25 LGEAs, 797 ECDs, 1,295 Public Primary Schools (PS) and 468 Junior Secondary Schools (JSS). There are 65,361 (35,510 male - 54% and 29,851 female - 46%) pupils in the ECD centres, 2,301 (310 male - 13% and 1,991 female - 87%) teaching staff; the ECD centres do not have nonteaching staff, 236 (9 male 4% and 227 female 96%) caregivers; no FTS participant and PTA/community teacher. The teacher/pupil ratio is 1:28. Fig 11: Map of Delta State The PS have 348,991 (187,504 male - 54% and 161,487 female - 46%) pupils; 16,235 (4,150 male - 26% and 12,085 female - 74%) teaching staff; 3,891 (2,041 male - 52% and 1,850 female - 48%) nonteaching staff; 567 (231 male - 41% and 336 female - 59%) FTS participants, and no PTA/community teacher. Teacher/pupil ratio for PS is 1:21. The JSS have 153,907 (87,739 male - 57% and 66,168 female - 43%) students; 6,027 (1,980 male - 33% and 4,047 female - 67%) teaching staff; 1,333 (826 male - 62% and 507 female - 38%) nonteaching staff; no FTS participant and PTA/community teacher. The teacher/pupil ratio is 1:26 There are no Almajiri schools in the State and there are 10 Special Schools out of which 8 practice inclusive education. The State accessed 2010 intervention fund for children with Special Needs to the tone of N17,437,405. None of these schools was however visited during this quality assurance of basic education institutions in Delta State. What the SUBEB does well Regular payment of salaries and allowances. What the SUBEB should do to improve SUBEB should ensure schools are monitored more often. Last term, supervisors only visited few schools twice. Key strengths in each aspect Achievement and Standards Learners make progress in almost all the schools as 93% of them transited to JSS in the last session. Curriculum and other activities The curriculum is broad and balanced. Leadership and Management Leadership and management of the SUBEB is good. Overall Effectiveness 58

80 The overall effectiveness of the SUBEB is good The 2 sampled LGEAs Description of the LGEAs The 2 LGEAs are functioning with the Education Secretaries on ground. They have 27 ECDs, 58 Public PS and 19 JSS. There are 2,578 (1,268 male 49% and 1,310 female - 51%) pupils in the ECD centres, 56 (30 male 53.6% and 26 female 46.4%) teaching staff; no non-teaching staff; no caregiver; 22 (8 male 36% and 14 female 67%) FTS participants; and no PTA/community teacher. The average teacher/pupil ratio is 1:33. The PS have 15,433 (9,509 male 62% and 5,924 female 38%) pupils; 775 (440 male 57% and 335 female 43%) teaching staff; 306 (164 male 54% and 142 female 46%) non-teaching staff; no FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:20. The JSS have 5,334 (2667 male 50% and 2667 female 50%) students; 381 (141 male 37% and 240 female 63%) teaching staff; 97(63 male 65% and 34 female 35%) non-teaching staff; no vocational instructor and FTS participant; and 1 male PTA/community teacher. The average teacher/student ratio is 1:14. What the LGEAs do well High transition rate in all the LGEAs. Regular payment of salaries and allowances. Have qualified and adequate teachers in all the schools. Adequate distribution of textbooks and other school records. What the LGEAs should do to improve Training of teachers. Proper keeping of records. Improve on school supervision. Increase in imprest given to the school. Make recommendation for the supply of desks/benches. Establish ECDs in all the Primary Schools. Inaugurate SBMCs and make them functional. Supply instructional materials to all schools. Key strengths in each aspect Achievement and standards High transition rate to JSS 1 in all sampled schools. Adequate distribution of teachers. Sufficient textbooks to all the schools in the LGEAs. Good working relationship among LGEAs staff. Quality of curriculum and other activities 59

81 The curriculum meets the learners need. There is provision for extra-curricular activities. Scheme of work are not equitably distributed to schools by the LGEAs. Leadership and management The 2 LGEAs have Education Secretary. There are adequate personnel in the LGEAs. Good working relationship between superiors and subordinates. The LGEAs do not have adequate records. Overall effectiveness The overall effectiveness of the LGEAs is fair The 5 sampled ECDs Description of the ECDs A total of 5 ECD centres operate within 5 of the 10 sampled PS. The 5 ECD centres have 523 (239 male 46% and 284 female 54%) pupils; 17 all-female (100%) teaching staff; 3 all-female (100%) non-teaching staff; no caregiver, FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:31. What the ECDs do well All the ECDs have qualified teachers. Many of the learners are doing well. The classrooms are wide and well ventilated. Some of the ECD centres have plastic tables/chairs supplied by State Government. What the ECDs should do to improve Provision of mats, tables/chairs as a large number of ECD centres do not have. There is need for teaching aids and play equipment in all the centres. Caregivers and nurses should be employed. More teachers should be deployed to the centres. ECD centres should operate from nursery 1-3. Key strengths in each aspect Achievement and standards None of the 5 ECDs (0%) is outstanding. None of the 5 ECDs (0%) is good. The 5 ECDs (100%) are fair. None of the 5 ECDs (%) is poor. None of the 5 ECDs (%) is very poor. Learners Personal development, welfare and participation None of the 5 ECDs (0%) is outstanding. None of the 5 ECDs (0%) is good. The 5 ECDs (100%) are fair. 60

82 None of the 5 ECDs (0%) is poor. None of the 5 ECDs (0%) is very poor. Quality of teaching and learning None of the 5 ECDs (0%) is outstanding. None of the 5 ECDs (0%) is good. 4 of the 5 ECDs (80%) are fair. 1 of the 5 ECDs (20%) is poor. None of the 5 ECDs (0%) is very poor. Learning environment None of the 5 ECDs (0%) is outstanding. None of the 5 ECDs (0%) is good. 2 of the 5 ECDs (40%) are fair. 3 of the 5 ECDs (60%) are poor. None of the 5 ECDs (0%) is very poor Quality of curriculum and other activities None of the 5 ECDs (0%) is outstanding. 1 of the 5 ECDs (20%) is good. 4 of the 5 ECDs (80%) are fair. None of the 5 ECDs (0%) is poor. None of the 5 ECDs (%) is very poor. Quality of care, guidance and support None of the 5 ECDs (0%) is outstanding. None of the 5 ECDs (0%) is good. 2 of the 5 ECDs (40%) are fair. 3 of the 5 ECDs (60%) are poor. None of the 5 ECDs (0%) is very poor. Leadership and management None of the 5 ECDs (0%) is outstanding. 2 of the 5 ECDs (40%) are good. 3 of the 5 ECDs (60%) are fair. None of the 5 ECDs (0%) is poor. None of the 5 ECDs (0%) is very poor. Overall effectiveness None of the 5 ECDs (0%) is outstanding. None of the 5 ECDs (0%) is good. The 5 ECDs (100%) are fair. None of the 5 ECDs (0%) is poor. None of the 5 ECDs (0%) is very poor. 61

83 The 10 sampled primary schools Description of the primary schools The 10 sampled primary schools are functioning as expected with headteachers performing their administrative duties. They are all located in the rural areas. The PS have 3,040 (1,463 male 48% and 1,577 female 52%) pupils; 117 (37 male 32% and 80 female 68%) teaching staff; 39 (18 male 38% and 21 female 62%) non-teaching staff; 1 female (100%) FTS participant and 1 male (100%) PTA/community teacher. The average teacher/pupil ratio is 1:26. What the primary schools do well High rate of transition from Primary 6 to JSS 1. Satisfactory progress in the internal examination. Learners have textbooks in all the core subjects. Comprehensive and up-to-date notes of lessons by many of the teachers. Proper sitting arrangement, neat classrooms and school environment in many of the schools. What the primary schools should do to improve Implore teaching aids in the lessons. Operate functional PTAs and SBMCs. Ensure learners personal hygiene. Construct new structures and rehabilitate the dilapidated ones. Need furniture for teachers and learners. Key strengths in each aspect Achievement and standards None of the 10 PS (0%) is outstanding. 1 of the 10 PS (10%) is good. 8 of the 10 PS (80%) are fair. 1 of the 10 PS (10%) is poor. None of the 10 PS (0%) is very poor. Learners personal development, welfare and participation None of the 10 PS (0%) is outstanding. None of the 10 PS (0%) is good. The 10 PS (100%) are fair. None of the 10 PS (0%) is poor. None of the 10 PS (0%) is very poor. Quality of teaching and learning None of the 10 PS (0%) is outstanding. 4 of the 10 PS (40%) are good. 5 of the 10 PS (50%) are fair. 1 of the 10 PS (10%) is poor. None of the 10 PS (0%) is very poor. 62

84 Quality of curriculum and other activities None of the 10 PS (0%) is outstanding. 2 of the 10 PS (20%) are good. 8 of the 10 PS (80%) are fair. None of the 10 PS (0%) is poor. None of the 10 PS (0%) is very poor. Quality of care, guidance and support None of the 10 PS (0%) is outstanding. None of the 10 PS (0%) are good. 5 of the 10 PS (50%) are fair. 5 of the 10 PS (50%) are poor. None of the 10 PS (%) is very poor. Learning environment None of the 10 ECDs (0%) is outstanding. None of the 10 ECDs (0%) is good. 6 of the 10 ECDs (60%) are fair. 3 of the 10 ECDs (30%) are poor. 1 of the 10 ECDs (10%) is very poor Leadership and management None of the 10 PS (0%) is outstanding. 3 of the 10 PS (30%) are good. 6 of the 10 PS (60%) are fair. 1 of the 10 PS (10%) is poor. None of the 10 PS (0%) is very poor. Overall effectiveness None of the 10 PS (0%) is outstanding. 1 of the 10 PS (10%) is good. 8 of the 10 PS (80%) are fair. 1 of the 10 PS (10%) is poor. None of the 10 PS (0%) is very poor The 2 sampled JSS Description of the JSS The 2 JSS are functioning as expected with the principals performing their administrative duties. They are all located in the rural areas. The JSS have 445 (220 male 49% and 225 female 51%) students; 38 (18 male 47% and 20 female 52%) teaching staff; 6 (5 male 83% and 1 female 17%) non-teaching staff; no vocational instructor and FTS participant; and 1 male PTA/community teacher. The average teacher/student ratio is 1:11. 63

85 What the JSS do well Over 80% pass was recorded in the last internal examination. Good leadership and management on the part of the principals/headteachers. Adequate subject teachers. What the JSS should do to improve Disarticulate Junior and Senior Secondary Schools. Disciplinary action should be taken to reduce lateness to school by teachers and learners. Instil discipline in the learners. Use of instructional materials. Need for new classrooms and furniture. Need guidance counseling unit in the school to educate them and reduce teenage pregnancy. Need security personnel. Key strengths in each aspect Achievement and standards 1 of the 2 JSS (50%) is good 1 of the 2 JSS (50%) is fair Learners personal development, welfare and participation 1 of the 2 JSS (50%) is good 1 of the 2 JSS (50%) is fair Quality of teaching and learning The 2 JSS (100%) are good Quality of curriculum and other activities The 2 JSS (100%) are fair. Quality of care, guidance and support 1 of the 2 JSS (50%) is fair. 1 of the 2 JSS (50%) is poor. Learning environment 1 of the 2 JSS (50%) is fair. 1 of the 2 JSS (50%) is poor. Leadership and management 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is fair. Overall effectiveness The 2 JSS (100%) are good. 64

86 2.11 Ebonyi SUBEB Description of the SUBEB Ebonyi SUBEB is functioning with relevant departments on ground. It has 13 LGEAs, 669 ECDs, 1,060 Public PS and 221 JSS. There are 47,356 (22,954 male 48% and 24,402 female 52%) pupils in the ECD centres, there are 822 (86 male 10% and 736 female 90%) teaching staff; no non-teaching staff, caregiver, FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:58. Fig 12: Map of Ebonyi State The PS have 354,128 (174,961 male 49% and 179,167 female 51%) pupils; 10,606 (4,778 male 45% and 5,828 female 55%) teaching staff; 693 (367 male 53% and 326 female 47%) non-teaching staff; 558 (338 male 61% and 220 female 39%) FTS participants; and no PTA/community teacher. The average teacher/pupil ratio is 1:32. The JSS have 76,889 (37,554 male 49% and 39,335 female - 51%) students; 2,325 (1,154 male 49.6% and 1,171 females %) teaching staff; 165 (78 male 47% and 87 female - 53%) nonteaching staff; no vocational instructor; no FTS participant, and no PTA/community teacher. The average teacher/pupil ratio is 1:33. The SUBEB did not report on Almajiri/Qur anic schools, it reported that it has 3 Special Education institutions, out of which 1 operates inclusive education. It last accessed N23,882, of the Special Education funds in None of these schools was however visited during this quality assurance of basic education institutions in Ebonyi State. What the SUBEB does well Regular payment of salaries and allowances. SUBEB has now carried out UNCAP training of teachers at both the state and local government levels. Regular payment of running costs to Education Secretaries. What the SUBEB should do to improve There is an improvement in the monitoring of schools this term. There is still need for improvement. SUBEB should encourage all teachers in the State to work towards acquiring at least NCE and phase out teachers with qualifications less than TC II. SUBEB should endeavour to establish ECD centres in all the public PS. There is need to improve on the current establishment in 63.1% of the primary schools. SUBEB should access the FGN-UBE intervention fund as at when due. Key strengths in each aspect Achievement and standards The learners make progress in all the primary schools as there is 100% transition to JSS. 65

87 Construction and renovation of classrooms in schools. Curriculum and other activities The curriculum is broad and balanced as it actually meets the needs of learners. Leadership and Management Leadership and management of the SUBEB is good. Overall effectiveness The overall effectiveness of the SUBEB is good The 2 sampled LGEAs Description of the LGEAs The 2 LGEAs are functioning with the Education Secretaries on ground. They have 71 ECDs, 139 Public PS and 27 JSS. There are 5,561 (2,724 male 49% and 2,837 female 51%) pupils in the ECD centres, there are 84 (10 male 11% and 74 female 89%) teaching staff; 44 (34 male 77 % and 10 female 23%) nonteaching staff; 15 (10 male 66% and 5 female 34%) caregivers; no FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:66. The PS have 138,126 (48,721 male 35% and 89,405 female 65%) pupils; 1,508 (422 male 27% and 1,086 female 73%) teaching staff; 69 (43 male 62% and 26 female 38%) non-teaching staff; 10 (6 male 60% and 4 female 40%) FTS participants; and no PTA/community teacher. The average teacher/pupil ratio is 1:91 The JSS have 9,228 (4,307 male 47% and 4,921 female 53%) students; 312 (138 male 44% and 174 female 56%) teaching staff; 93 (55 male 59% and 38 female 41%) non-teaching staff; no vocational instructor and 25 (12 male - 48% and 13 female - 52%) FTS participants; 16 (9 male 56% and 7 female 44%) PTA/community teachers. The average teacher/student ratio is 1:26 What the LGEAs do well Trained 101 teachers on Unified National Continuous Assessment. Learners and teachers textbooks supplied to the LGEAs in the core subjects have been distributed. What the LGEAs should do to improve Management should embark on sensitization of parents and mobilization of students. The LGEAs should ensure that ECDs are equipped with play equipment and other learning materials. There is need for additional JSS to cater for learners transiting from the primary to JSS 1. Key strengths in each aspect Achievement and standards The enrolment of ECDs and primary school learners is highly encouraging. SBMCs and PTAs are functional. 66

88 Most of the teachers have minimum teaching qualification of NCE. Quality of curriculum and other activities The curriculum provision is in line with the 9-Year Basic Education Curriculum. Learners participate in sports and other extra-curriculum activities. Leadership and management The regular supervision of schools shows the LGEAs effective management of schools. Leadership and management in the LGEAs can be seen in the level of good working relationship among staff of the LGEAs. Overall effectiveness The LGEAs overall effectiveness is good as some SBMCs have been inaugurated in some schools. There are relevant Desk officers in the LGEAs. There are few classrooms in primary and JS schools, some of them need to be renovated The 10 sampled ECDs Description of the ECDs A total of 9 ECDs centres operate within the 10 sampled PS. The 9 ECD centres have 653 (340 male 52% and 313 female 48%) pupils; 22 (1 male 5% and 21 female 95%) teaching staff; 1 female non-teaching staff; no caregiver; no FTS participant; and no PTA/community teacher. The average teacher/pupil ratio is 1:30. What the ECDs do well Attendance to school by both pupils and teachers is good (60%). Most of the teachers exhibit good knowledge of Early Childhood Education (ECD). Pupils attain expected standards as stipulated in the curriculum. What the ECDs should do to improve Ensure the provision of teachers furniture and ECD equipment. Ensure that teachers plan their lessons before the actual teaching. Key strengths in each aspect Achievement and standards None of the 9 ECDs (0%) is outstanding. None of the 9 ECDs (0%) is good. 7 of the 9 ECDs (78%) are fair. 2 of the 9 ECDs (22%) are poor. None of the 9 ECDs (0%) is very poor. Learners personal development, welfare and participation None of the 9 ECDs (0%) is outstanding. 1 of the 9 ECDs (11%) is good. 7 of the 9 ECDs (78%) are fair. 1 of the 9 ECDs (11%) is poor. None of the 9 ECDs (0%) is very poor. 67

89 Quality of teaching and learning None of the 9 ECDs (0%) is outstanding. None of the 9 ECDs (0%) is good. 7 of the 9 ECDs (78%) are fair. 2 of the 9 ECDs (22%) are poor. None of the 9 ECDs (0%) is very poor. Quality of curriculum and other activities None of the 9 ECDs (0%) is outstanding. None of the 9 ECDs (0%) is good. 4 of the 9 ECDs (44%) are fair. 5 of the 9 ECDs (56%) are poor. None of the 9 ECDs (0%) is very poor. Quality of care, guidance and support None of the 9 ECDs (0%) is outstanding. None of the 9 ECDs (0%) is good. 7 of the 9 ECDs (78%) are fair. 2 of the 9 ECDs (22%) are poor. None of the 9 ECDs (0%) is very poor. Learning environment None of the 9 ECDs (0%) is outstanding. 3 of the 9 ECDs (33%) are good. 5 of the 9 ECDs (56%) are fair. 1 of the 9 ECDs (11%) is poor. None of the 9 ECDs (0%) is very poor Leadership and management None of the 9 ECDs (0%) is outstanding. 1 of the 9 ECDs (12%) is good. 4 of the 9 ECDs (44%) are fair. 4 of the 9 ECDs (44%) are poor. None of the 9 ECDs (0%) is very poor. Overall effectiveness None of the 9 ECDs (0%) is outstanding. 2 of the 9 ECDs (22.1%) are good. 4 of the 9 ECDs (45.1%) are fair. 3 of the 9 ECDs (33.1%) are poor. None of the 9 ECDs (0%) is very poor. 68

90 The 10 sampled primary schools Description of the primary schools The 10 sampled primary schools are functioning as expected with headteachers performing their administrative duties. They are all located in the rural areas. The PS have 2,803 (1,438 male 51% and 1,365 female 49%) pupils; 121 (45 male 37% and 76 female 63%) teaching staff; 2 all-male non-teaching staff; 6 (3 male 50% and 3 female 50%) FTS participants and 2 (1 male 50% and 1 female 50%) PTA/community teachers. The average teacher/pupil ratio is 1:22 What the primary schools do well The schools environment are neat, tidy and very conducive for teaching and learning. Learners appear neat and exhibit good behaviour and participate fully in school activities. What the primary schools should do to improve Ensure that the schools have a school development plan (SDP) Ensure that teachers plan their lessons before the actual teaching. Key strengths in each aspect Achievement and standards None of the 10 PS (0%) is outstanding. None of the 10 PS (0%) is good. 7 of the 10 PS (70%) are fair. 3 of the 10 PS (30%) are poor. None of the 10 PS (0%) is very poor. Learners personal development, welfare and participation None of the 10 PS (0%) is outstanding. 1 of the 10 PS (10%) is good. 8 of the 10 PS (80%) are fair. 1 of the 10 PS (10%) is poor. None of the 10 PS (0%) is very poor. Quality of teaching and learning None of the 10 PS (0%) is outstanding. None of the 10 PS (0%) is good. 7 of the 10 PS (70%) are fair. 3 of the 10 PS (30%) are poor. None of the 10 PS (0%) is very poor. Quality of curriculum and other activities None of the 10 PS (0%) is outstanding. None of the 10 PS (0%) is good. 4 of the 10 PS (40%) are fair. 6 of the 10 PS (60%) are poor. None of the 10 PS (0%) is very poor. 69

91 Quality of care, guidance and support None of the 10 PS (0%) is outstanding. None of the 10 PS (0%) is good. 7 of the 10 PS (70%) are fair. 3 of the 10 PS (30%) are poor. None of the 10 PS (0%) is very poor. Learning environment None of the 10 ECDs (0%) is outstanding. None of the 10 ECDs (0%) is good. 3 of the 10 ECDs (30%) are fair. 6 of the 10 ECDs (60%) are poor. 1 of the 10 ECDs (10%) is very poor Leadership and management None of the 10 PS (0%) is outstanding. 1 of the 10 PS (10%) is good. 5 of the 10 PS (50%) are fair. 4 of the 10 PS (40%) are poor. None of the 10 PS (0%) is very poor. Overall effectiveness None of the 10 PS (0%) is outstanding. 3 of the 10 PS (30%) are good. 4 of the 10 PS (40%) are fair. 3 of the 10 PS (30%) are poor. None of the 10 PS (0%) is very poor The 2 sampled JSS Description of the JSS The 2 JSS are functioning as expected with the principals performing their administrative duties. They are all located in the rural areas. The JSS have 446 (239 male 54% and 207 female 46%) students; 19 (9 male 47% and 10 female 53%) teaching staff; 1 female non-teaching staff; no vocational instructor; no FTS participant; 7 (5 male - 71% and 2 female - 29%) PTA/community teachers. The average teacher/student ratio is 1:23 What the JSS do well.teachers and students attendance is encouraging. Learners exhibit fair level of academic performance as evident in school records. Students measure up to expected standards as stipulated in the curriculum. The JSS make use of the 9-Year Basic Education Curriculum. What the JSS should do to improve Keep relevant statutory and non-statutory records. 70

92 Provision of basic infrastructure in the schools. Provision of ICT facilities. Develop School Development Plan (SDP). Ensure the punctuality of teachers in the schools. Regular training of teachers. Key strengths in each aspect Achievement and standards The 2 JSS (100%) are fair Learners personal development, welfare and participation 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is fair. Quality of teaching and learning The 2 JSS (100%) are fair Quality of curriculum and other activities The 2 JSS (100%) are fair Quality of care, guidance and support The 2 JSS (100%) are fair Learning environment 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is fair. Leadership and management 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is poor. Overall effectiveness The 2 JSS (100%) are fair 71

93 2.12 Edo SUBEB Description of the SUBEB Edo SUBEB is functioning with relevant departments on ground. It has 18 LGEAs 789 ECDs, 1,064 Primary Schools (PS), 312 Junior Secondary Schools (JSS) and 3 Almajiri Schools. There are 81,970 (41,741 male - 51% and 40,229 female - 49%) pupils in the ECD centres, the staff strength is 1,386 (153 male - 11% and 1,233 female - 89%). The ECD centres do not have non-teaching staff, caregiver, FTS participant and PTA/Community teacher. The teacher/pupil ratio is 1:59. The PS have 317,479 (161,707 male - 51% and 155,772 female - 72 Fig 13: Map of Edo State 49%) pupils; 12,403 (3,399 male - 27% and 9,004 female - 73%) teaching staff; 1,024 (749 male - 73% and 275 female - 27%) non-teaching staff; 200 (45 male 23% and %) FTS participants and no PTA/community teacher. The teacher/pupil ratio is 1:25. The JSS have 120,127 (60,240 male % and 59,887 female %) students; 2,069 (761 male - 37% and 1,308 female - 63%) teaching staff; 33 (8 male - 24% and 25 female - 76%) non-teaching staff; 193 (40 male 21% and %) FTS participants and no PTA/community teacher. The teacher/pupil ratio is 1:53 The Almajiri schools have 725 (458 male- 63% and 267 female- 37%) pupils; 79 (53 male - 67% and 26 female - 33%) teaching staff; no non-teaching staff and FTS participant; 70 (59 male - 84% and 11 female - 16%) PTA/community teachers. Teacher/pupil ratio is 1:5. The State has 7 Special Education Schools out of which 2 operate inclusive education. It last accessed N17, 000,000 of the Special Education fund in None of these schools was however visited during this quality assurance of basic education institutions in Edo State. What the SUBEB does well Has adequate number of school supervisors. Regular payment of salaries and allowances. What the SUBEB should do to improve SUBEB should ensure schools are monitored more often, in the last term supervisors visited few schools twice. Records should be well kept for easy retrieval of information. Key strengths in each aspect Achievement and Standards Construction and renovation of schools. Adequate number of school supervisors. Curriculum and other activities The curriculum is broad and balanced; it meets the needs of learners. Leadership and Management Leadership and management of the SUBEB is good except that there is no Board in place. Overall Effectiveness

94 The overall effectiveness of the SUBEB is good The 2 sampled LGEAs Description of the LGEAs The 2 LGEAs of Ikpoba Okha and Esan-West are functioning with the Education Secretaries. Ikpoba Okha LGEA does not have a secretariat of its own but operates from one of the primary schools in the LGA, while Esan West has a secretariat. They have 86 ECD centres, 101 primary schools and 37 Junior secondary schools. The ECD centres have 9,608 (4,811 male 50% and 4,797 female 50%) pupils; 282 (7 male 2% and 275 female 98%) teaching staff; 1 male non-teaching staff; 1 female caregiver; no non-teaching staff, FTS Participant and PTA/community teacher. The average teacher/pupil ratio is 1:34 The PS have 44,739 (22,826 male 51% and 21,913 female 49%) pupils; 1627 (209 male 13% and 1,418 female 87%) teaching staff; 68 (31 male 46% and 37 female - 54%) non-teaching staff; no FTS participant; 10 (4 male 40% and 6 female 60%) PTA/community teachers. The average teacher/pupil is 1:27. The JSS have 19,333 (9,122 male 47% and 10,211 female 53%) students; 489 (140 male 29% and 349 female 71%) teaching staff; 22 (5 male 23% and 17 female - 77%) non- teaching staff; no vocational instructor, no FTS participant and 30 (18 male 60% and 12 female 40%) PTA/community teacher. The average teacher/student ratio is 1:37. What the LGEAs do well Staff salaries and allowances are regularly paid as at when due. Punctuality and attendance is high. What the LGEAs should do to improve Provide office accommodation for Ikpoba-Okha LGEA. The LGEAs should improve in keeping statutory records. Carry out regular schools supervision. Ensure the setting up of SBMCs, and PTAs in schools. Ensure regular capacity building. Ensure even distribution of teachers. Key strengths in each aspect Achievement and standards Effective teaching and learning in the schools. Quality of curriculum and other activities Virtually all the schools use the 9-Year Basic Education Curriculum. Three (3) out of the 12 schools visited utilized the games/sporting facilities to promote all - round education development. Leadership and management In most schools visited, education stakeholders are carried along in the day-to-day running of the schools. The Education Secretaries relate well with the Principals. 73

95 Overall effectiveness The overall effectiveness and efficiency of the two (2) LGEAs is satisfactory. Virtually, all the schools covered in the exercise still lack quality infrastructure The Sampled ECD Description of the ECDs Primary school teachers were on strike during the visit The Sampled PS Description of the PS Primary school teachers were on strike during the visit The 12 sampled JSS Description of the JSS The 12 JSS are functioning as expected with the principals performing their administrative duties. They are all located in the rural areas. The JSS have 5,485 (3,044 male - 55% and 2,441 female 45 %) students; 128 (37 male 29% and 91 female - 71%) teaching staff; 2 female non-teaching staff; 2 female vocational instructors; 4 female FTS participants; 10 (5 male 50% and 5 female 50%) PTA/community teachers. The average teacher/student ratio is 1:38. What the JSS do well Teachers taught well with lesson notes. Attendance/punctuality is high. Management is good. Availability of text books in the 4 core subjects. Most of the schools had farms. What the JSS should do to improve Ensure that adequate classrooms are provided. Ensure that appropriate sanitary habit/personal hygiene is encouraged. Ensure that adequate furniture is provided for teachers/learners. Ensure that teaching aids are provided /used. Key strengths in each aspect Achievement and standards None of the 12 JSS (0%) is outstanding. 2 of the 12 JSS (17%) are good. 10 of the 12 JSS (83%) are fair. None of the 12 JSS (0%) is very poor. Learners personal development, welfare and participation 74

96 None of the 12 JSS (0%) is outstanding. 1 of the 12 JSS (8%) is good. 9 of the 12 JSS (75%) are fair. 2 of the 12 JSS (17%) are poor. None of the 12 JSS (0%) is very poor. Quality of teaching and learning None of the 12 JSS (0%) is outstanding. 3 of the 12 JSS (25%) are good. 6 of the 12 JSS (50%) are fair. 3 of the 12 JSS (25%) are poor. None of the 12 JSS (0%) is very poor. Quality of curriculum and other activities None of the 12 JSS (%) is outstanding. 6 of the 12 JSS (50%) are good. 6 of the 12 JSS (50%) are fair. None of 12 JSS (0%) is poor. None of the 12 (0%) is very poor. Quality of care, guidance and support None of the 12 JSS (0%) is outstanding. 1 of the 12 JSS (8%) is good. 9 of the 12 JSS (75%) are fair. 2 of the 12 JSS (17%) are poor. None of the 12 JSS (0%) is very poor. Learning environment None of the 12 JSS (0%) is outstanding. 1 of the 12 JSS (8%) is good. 5 of the 12 JSS (42%) are fair. 3 of the 12 JSS (25%) are poor. 3 of the 12 JSS (25%) are very poor. Leadership and management None of the 12 JSS (%) is outstanding. 6 of the 12 JSS (50%) are good. 5 of the 12 JSS (42%) are fair. 1 of the 12 JSS (8%) is poor. None of the 12 JSS (0%) is very poor. Overall effectiveness None of the 12 JSS (%) is outstanding 2 of the 12 JSS (17%) are good. 9 of the 12 JSS (75%) are fair. 1 of the 12 JSS (8%) is poor. 75

97 None of the 12 JSS (0%) is very poor. 76

98 2.13 Ekiti SUBEB The State was not visited due to teachers strike. Fig 14: Map of Ekiti State 77

99 2.14 Enugu SUBEB Description of the SUBEB Enugu SUBEB is functioning with relevant departments on ground. It has 17 LGEAs, 1,083 ECDs, 1,221 Public PS and 300 JSS. There are 77, 478 (40,308 male - 52 % and 37, 170 female - 48%) pupils in the ECD centres; there are 577 (59 male 10% and 518 female 90%) teaching staff; no non-teaching staff; 55 (5 male - 9 % and 50 female - 91%) caregivers; no FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:134. Fig 15: Map of Enugu State The PS have 239,235 (120,137 male % and 119,098 female 49.8 %) pupils; 11,210 (2,832 male - 25% and 8, 378 Female - 75%) teaching staff; 948 (146 male - 15% and 802 female - 85%) non-teaching staff, 645 (48 male 7% and 597 female 93%) FTS participants and 234 (37 Male - 16% and 197 female - 84%) PTA/community teachers. The average teacher/pupil ratio is 1:20. The JSS have 170, 149 (80, 666 male - 47% and 89, 483 female - 53%) students; 9,288 (2,921 male - 31% and 6,367 female -69%) teaching staff; 398 (262 male - 66% and 136 female - 34%) non teaching staff; 999 (366 male - 37% and 633 female - 63%) vocational instructors; no FTS participants and 83 (38 male - 45% and 45 female -54%) PTA/community teachers. The Average teacher/student ratio is 1:16. While the SUBEB did not report on Almajiri/Qur anic School, it reported that it has eight (8) Special Education institutions, out of which five (5) operate inclusive Education. It last accessed N20,000, of the Special Education Funds in None of these schools was however visited during this quality assurance of basic education institutions in Enugu State. What SUBEB does well Regular payment of salaries and allowances. 89% of the primary schools in the state have ECD centres. Qualified teachers are posted to rural areas. Teachers have the minimum teaching qualification of NCE. Staff discharge their duties diligently. Distribution of textbooks in the four core subjects and library books in schools across the state. Attendance and punctuality are impressive. What SUBEB should do to improve Utilization of accessed intervention funds for to improve existing schools infrastructure and construct new classrooms. Access outstanding UBE intervention funds Access all outstanding Special Education Funds Distribute school records such as attendance register, weekly diaries, chalk, maps, charts etc. Carry out the 2012 capacity building of teachers. 78

100 Monitor schools and LGEAs more often. Provision of the 9 - Year Basic Education Curriculum. To improve and have a cordial relationship with the organization handling JSS. Employment of Caregivers and Non-teaching staff in all schools. Employment of additional qualified teachers. Post teachers to Community Schools 1 and 2 Ubahu, Town School Emene 1, Community Primary School, Mburubu. Key strengths in each aspect Achievement and standards. Learning outcome is fair even in rural schools. Headteachers/Principals are committed in the running of their schools despite the challenges. There is 100% transition of learners from primary 6 to JSS1 across the state. Neatness of learners, teachers and school environment. 98% of the teachers are qualified. Curriculum and Other Activities. The state makes use of the 9-Year Basic Education Curriculum. The Curriculum is broad and balanced as they actually meet the needs of learners. Learners participated in sporting activities, quiz and debates. Learners personal development, welfare and participation The SUBEB has not done much on the aspect of personal development, welfare and participation as it has not provided school records to schools; and conduct the 2012 staff Professional Teacher Development Training. Leadership and management. Leadership and management of the SUBEB is good. The new Executive Chairman and Board members have been administering the affairs of the Board with care and carrying everyone along. Overall Effectiveness. The overall effectiveness of the SUBEB is good The 2 Sampled LGEAs Description of the 2 LGEAs The 2 LGEAs are functioning with the Education Secretaries on ground. They have 130 ECDs, 134 Public PS and 28 JSS. The LGEAs have 8 Development Centres. There are 6,829 (3,032 male - 44% and 3,797 female - 56%) pupils in the ECD centres, there are 237 (52 male - 22% and 185 female - 78%) teaching staff; no non-teaching staff; no Caregiver; no FTS participant; and no PTA/community teacher. The average teacher/pupil ratio is 1:29. The PS have 24,886 (12568 male - 51% and 12,318 Female - 49%) pupils; 1807 (935 Male - 52% and 872 female - 48%) teaching staff; 92 (30 male - 33% and 62 female - 67%) non-teaching staff; 28 (4 male - 14% and 24 female - 86%) FTS participants and 10 (7 male - 70% and 3 female - 30%) PTA/community teachers. The average teacher/pupil ratio is 1:16. 79

101 The JSS have 13,755 (5,410 male - 39% and 8,345 female - 61%) students; 331 (70 male - 21% and 261 female - 79%) teaching staff; 142 (49 male - 35% and 93 female - 65%) non-teaching staff; 26 (2 male 8% and 24 female - 92%) vocational instructors; no FTS participant; 55 (22 male 41% and 33 female 59%). The average of teacher/student ratio is 1:33. What the LGEAs do well Effective supervision of school by the 2 LGEAs. Training and building the capacity of teachers. Transition rate of learners from primary school to JSS is 100%. Salaries and allowances are paid as at when due. Full participation of the host community in renovation of schools. Attendance and punctuality are impressive. What the LGEAs should do to improve Keeping relevant statutory and non statutory records. Bridging the gap between the LGEAs and the managers of JSS as the two did not share information. The LGEAs should ensure that all schools in the LGEAs have the 9 - Year Basic Education Curriculum and ECD Modules. The LGEAs should liaise with the LGC/SUBEB to employ additional qualified teachers. The need for the LGEAs to sensitize the schools and the community to develop School Development Plan (SDP). Key strengths in each aspect Achievement and standards The teaching staff in both primary and JSS are outstanding as 85% of those in primary school and 95% of those in JSS have the minimum teaching qualification (NCE). Learners in the 2 LGEAs have equal access to basic education as learners make progress which is evident in the 100% transition of learners to JSS. Quality of curriculum and other activities Learners across the State are given opportunity to participate in Local, State, National and International competition such as sporting, spelling, quiz etc and won laurels. Few of the schools in the 2 LGEAs are using the new 9-Year Basic Education Curriculum. However none of the ECDs visited in the 2 LGEAs have the ECD Modules. Leadership and management. Leadership and management of the LGEAs is good, they carryout school supervision regularly. There is cordial relationship between the management of the LGEAs and the authorities of the schools. Overall Effectiveness. The overall effectiveness and the efficiency of the LGEAs are good. 80

102 The 7 Sampled ECDs Description of the ECDs A total of 7 ECD centres operate within the 10 sampled PS. The 7 ECD centres have 433 (200 male - 46% and 233 female - 54%) pupils; 14 all-female teaching staff; no caregiver, FTS participant and 1 female PTA/community teacher. The average teacher/pupil ratio is 1:29. What the ECDs do well Most of the teachers demonstrate good knowledge of early child education. Attendance to school by both teachers/learners is outstanding 90%. What the ECDs should do to improve Provide and use ECD Modules in all the ECDs centres in the LGEAs. Provide a child-friendly learning environment for the centres (pupils desks and play equipment). Employ additional teachers and caregivers. Key strengths in each aspect Achievement and standards. None of the 7 ECDs (0%) is outstanding. 3 of the 7 ECDs (43%) are good. 4 of the 7 ECDs (57%) are fair. None of the 7 ECDs (0%) is poor. None of the 7 ECDs (0%) is very poor. Learners personal development, welfare and participation None of the 7 ECDs (0%) is outstanding. 3 of the 7 ECDs (43%) are good. 4 of the 7 ECDs (57%) are fair. None of the 7 ECDs (0%) is poor. None of the 7 ECDs (0%) is very poor. Quality of teaching and learning None of the 7 ECDs (0%) is outstanding. 3 of the 7 ECDs (43%) are good. 4 of the 7 ECDs (57%) are fair. None of the 7 ECDs (0%) is poor. None of the 7 ECDs (0%) is very poor. Quality of curriculum and other activities None of the 7 ECDs (0%) is outstanding. 1 of the 7 ECDs (14%) is good. 4 of the 7 ECDs (57%) are fair. 2 of the 7 ECDs (29%) are poor. None of the 7 ECDs (0%) is very poor Quality of care, guidance and support None of the 7 ECDs (0%) is outstanding. 81

103 1 of the 7 ECDs (14%) is good. 4 of the 7 ECDs (57%) are fair. 2 of the 7 ECDs (29%) are poor. None of the 7 ECDs (0%) is very poor Learning Environment None of the 7 ECDs (0%) is outstanding. None of the 7 ECDs (0%) are good. 3 of the 7 ECDs (43%) are fair. 4 of the 7 ECDs (57%) are poor. None of the 7 ECDs (0%) is very poor Leadership and management. None of the 7 ECDs (0%) is outstanding. 2 of the 7 ECDs (29%) are good. 4 of the 7 ECDs (57%) are fair. None of the 7 ECDs (0%) is poor. 1 of the 7 ECDs (14%) is very poor Overall effectiveness None of the 7 ECDs (0%) is outstanding. 1 of the 7 ECDs (14%) is good. 4 of the 7 ECDs (57%) are fair. 1 of the 7 ECDs (14%) is poor. 1 of the 7 ECDs (15%) is very poor The 10 sampled primary schools Description of the primary school. The 10 sampled primary schools are functioning as expected with headteachers performing their administrative duties. They are all located in the rural areas. The primary schools have 1,725 (883 male - 51% and 842 female - 49%) pupils; 95 (14 male - 15% and 81 female - 85%) teaching staff; no non teaching staff; 5 (1 male - 20% and 4 female - 80%) FTS participants and 4 (2 male - 50% and 2 female - 50%) PTA/Community teachers. The average teacher/pupils ratio is 1:17. What the primary schools do well Attendance to school by both teachers and pupils is impressive. The schools have textbooks in the four core subjects. All the schools visited have sign post. Learners attain high standard in internal and external examinations in a wide range of subjects as well as fair performance in handicraft, debate, farming and other co-curricular activities. What the primary schools should do to improve Draw - up a School Development Plan (SDP) in which strengths and weaknesses of the school should be stated with plans to address the challenges. Ensure that teachers attend regular workshops/seminars in order to improve their productivity. 82

104 Keep relevant statutory and non statutory records. The schools should endeavour to provide curriculum. Additional teachers should be posted to schools. Key strengths in each aspect Achievement and standards. None of the 10 PS (0%) is outstanding. 4 of the 10 PS (40%) are good. 6 of the 10 PS (60%) are fair. None of the 10 PS (0%) is poor. None of the 10 PS (0%) is very poor. Learners personnel development, welfare and participation None of the 10 PS (0%) is outstanding. 3 of the 10 PS (30%) are good. 6 of the 10 PS (60%) are fair. 1 of the 10 PS (10%) is poor. None of the 10 PS (0%) is very poor. Quality of teaching and learning None of the 10 PS (0%) is outstanding. 5 of the 10 PS (50%) are good. 5 of the 10 PS (50%) are fair. None of the 10 PS (0%) is poor. None of the 10 PS (0%) is very poor. Quality of curriculum and other activities None of the 10 PS (0%) is outstanding. 3 of the 10 PS (30%) are good. 5 of the 10 PS (50%) are fair. 2 of the 10 PS (20%) are poor. None of the 10 PS (0%) is very poor. Quality of care, guidance and support None of the 10 PS (0%) is outstanding. 2 of the 10 PS (20%) are good. 6 of the 10 PS (60%) are fair. 2 of the 10 PS (20%) are poor. None of the 10 PS (0%) is very poor. Learning Environment None of the 10 PS (0%) is outstanding. 6 of the 10 PS (60%) are good. 4 of the 10 PS (40%) are fair. None of the 10 PS (0%) is poor. None of the 10 PS (0%) is very poor. 83

105 Leadership and management. None of the 10 PS (0%) is outstanding. 3 of the 10 PS (30%) are good. 6 of the 10 PS (60%) are fair. None of the 10 PS (0%) is poor. 1 of the 10 PS (10%) is very poor. Overall effectiveness None of the 10 PS (0%) is outstanding. 2 of the 10 PS (20%) are good. 7 of the 10 PS (70%) are fair. None of the 10 PS (0%) is poor. 1 of the 10 PS (10%) is very poor The 2 sampled JSS. Description of JSS The 2 JSS are functioning as expected with the principals performing their administrative duties. One of the JSS is located in the rural area while the other is located in a semi-urban. The JSS have 1,406 (647 male 46% and 759 female 54%) students; 73(19 male 26% and 54 female 74%) teaching staff; 16 (5 male 31% and 11 female - 69%) non-teaching staff; no vocational instructor, FTS participant and no PTA/community teacher. Average teacher/pupil ratio is 1:19. What the JSS does well Payment of salaries and allowances regularly. Transition rate of learners from primary to JSS is 100%. Most teachers in JSS are qualified. The 2 JSS have the new 9 Year Basic Education Curriculum. Host communities of the JSS participate in renovation of some classrooms. Attendance and punctuality of both the teachers and learners are impressive. What the JSS should do to improve The JSS should have the School Development Plan. The school should have learners textbooks in 5 core subjects. Employ additional qualified teachers and vocational instructors. Provision of adequate furniture for teachers and students. Provision of potable drinking water, functional toilet facilities/library blocks. Renovate and construct additional classrooms. Renovate and equip the dilapidated laboratories. Key strengths in each aspect Achievement and standards. The 2 JSS (100%) are fair. Personnel development and well being None of the 2 JSS (0%) is outstanding. 84

106 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is fair. None of the 2 JSS (0%) is poor. None of the 2 JSS (0%) is very poor Quality of teaching and learning. The 2 JSS (100%) are fair. Quality of curriculum and other activities. The 2 JSS (100%) are good. Quality of care, guidance and support The 2 JSS (100%) are fair. Learning environment. The 2 JSS (100%) are fair. Leadership and management. None of the 2 JSS (0%) is outstanding. 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is fair. None of the 2 JSS (0%) is poor. None of the 2 JSS (0%) is very poor Overall effectiveness. The 2 JSS (100%) are fair. 85

107 2.15 Gombe SUBEB Description of the SUBEB Gombe SUBEB is functioning with relevant departments on ground. It has 11 LGEAs, 204 ECDs, 1,320 Public PS and 265 JSS. There are 37,153 (18,389 male - 49% and 18,764 female - 51%) pupils in the ECD centres, 748 (323 male - 43% and 425 female - 57%) teaching staff; 173 (121 male 70% and 52 female 30%) non-teaching staff; 180 caregivers; no FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:50 Fig 16: Map of Gombe State The PS have 445,775 (322,889 male - 72% and 122,886 female - 28%) pupils; 14,140 (9,645 male - 68% and 4,495 female - 32%) teaching staff; 720 (568 male 79% and 152 female 21%) non-teaching staff; 465 all-male FTS participants and no PTA/community teacher. The average teacher/pupil ratio is 1:31. The JSS have 88,052 (50,231 male - 57% and 37,821 female - 43%) students; 1,734 (1,161 male - 67% and 573 female - 33%) teaching staff; no non-teaching staff; no vocational instructor; and no FTS participants; and no PTA/community teacher. The average teacher/student ratio is 1:51 The SUBEB has 1,385 Almajiri/Qur anic schools with 223,908 learners and 1,810 teachers; the average teacher/learner ratio is 1:124. It reported that it has 2 Special Education Institutions, and none operates inclusive education. It last accessed N8,000,000 of the Special Education funds in 2011 None of these schools was however visited during this quality assurance of basic education institutions in Gombe State. What the SUBEB does well Regular payment of salaries and allowances. Inaugurated 1,063 SBMCs and extended to all the LGEAs. Training of 350 teachers on the Unified National Continuous Assessment Programme. The Board absorbed 350 FTS Participants as permanent teachers. What the SUBEB should do to improve Maintain proper supervision of schools. Renovation and improvement of classroom conditions as well as provision of more instructional materials. Keeping statutory and non-statutory records properly. Provision of enough furniture for both learners and teachers. Provision of more qualified teachers and training of unqualified ones. Establishment of ECD centres in the remaining primary schools. Key strengths in each aspect Achievement and Standards Learners make progress in almost all the schools as 100% transited to JSS (1,493 male - 52% and 1,360 female - 48%). 86

108 There are adequate supervisors to inspect schools. Establishment of two special schools for Hearing and Visually impaired. Curriculum and other activities The state provided the 9-Year Basic Education Curriculum to all the schools which are being used by the teachers. Leadership and Management The leadership and management of the SUBEB is good with elaborate delegation of authority. There is cordial relationship between the management and other staff across the different departments and units in the Board. The SBMCs and PTAs are functioning well in most of the schools. Overall effectiveness The overall effectiveness of the SUBEB is satisfactory based on its effective management in the areas of infrastructure, fair supervision, payment of salaries and allowances and training of staff. However supply of data and proper record keeping needs to be improved The 4 sampled LGEAs Description of the LGEAs The 4 LGEAs are Dukku, Funakaye, Nafada and Yamaltu Deba They are functioning with the Education Secretaries on ground. None of the 4 LGEAs provided data on the number of ECD centres, but they have a total of 303 P.S and 74 JSS. There are 4,912 (2,881 male - 59% and 2,031 female - 41%) pupils in the ECD centres, there are 141 (52 male - 37% and 89 female - 63%) teaching staff; 30 (22 male - 73% and 8 female - 27%) nonteaching staff; 261 (159 male - 61% and 102 female - 39%) caregivers; 15 (11 male - 73% and 4 female - 27%) FTS participants and 292 (220 male - 75% and 72 female - 25%) PTA/community teachers. The average teacher/pupil ratio is 1:11 The PS have 139,667 (92,372 male - 66% and 47,295 female - 34%) pupils; 5,320 (3,987male - 75% and 1,333 female - 25%) teaching staff; 275 (264 male - 96% and 11 female - 4%) non-teaching staff; 22 (18 male - 82% and 4 female - 18%) FTS participants and 1,164 (1,008 male - 87% and 156 female - 13%) PTA/community teachers. The average teacher/pupil ratio is 1:22 The JSS have 11,394 (7,170 male - 63% and 4,224 female - 37%) students; 515 (403 male - 78% and 112 female - 22%) teaching staff; 166(152 male - 92% and 14 female - 8%) non-teaching staff; 4 allmale vocational instructors and 1 male FTS participant; 317 (267 male - 84% and 50 female - 16%) PTA/community teachers. The average teacher/student ratio is 1:14. However, Nafada LGEA did not supply any data on their JSS. What the LGEAs do well Regular payment of staff salaries and allowances. What the LGEAs should do to improve Ensure that records are properly kept and maintained. 87

109 Ensure prompt supervision of schools. Ensure that adequate furniture for teachers and learners are provided. Ensure that adequate and qualified teachers are posted to schools. Key strengths in each aspect Achievement and standards The LGEAs need to improve in the areas of school supervision and provision of qualitative and dedicated teachers, good classrooms and enrolment drive. Quality of curriculum and other activities The quality of curriculum is satisfactory. The LGEAs provided the 9-Year Basic Education Curriculum but inadequate in some of the schools. Leadership and management The leadership and Management of the LGEAs is poor as none of the Education Secretaries and principal officers can give data on schools under their jurisdiction. Overall effectiveness The overall effectiveness is fair, some of the schools in the rural areas lack infrastructure (good classrooms, source of drinking water and playground) while some schools have low enrolment and inadequate teachers The sampled ECDs Description of the ECDs There are no ECD centres in any of the schools visited The 20 sampled primary schools Description of the primary schools The 20 sampled primary schools are functioning as expected with headteachers performing their duties. They are all located in the rural areas. The PS have 2,195 (1,434 male - 65% and 761 female - 35%) pupils; 104 (92 male - 88% and 12 female - 12%) teaching staff; 7 male - 100% non-teaching staff; no FTS participant and 1 male - 100% PTA/community teacher. The average teacher/pupil ratio is 1:21 What the primary schools do well Some teachers have written lesson plans. Some schools have good classrooms. There is cordial relationship between the schools and the community in most of the primary schools. What the primary schools should do to improve Ensure that the school compound is clean. Ensure that teachers write their lesson plans. Ensure both teachers and learners are punctual to school. Ensure health facilities are provided. 88

110 Ensure the provision of toilet facilities and source of portable drinking water. Key strengths in each aspect Achievement and standards None of the 20 PS (0%) is outstanding. 1 of the 20 PS (5%) is good. 3 of the 20 PS (15%) are fair. 8 of the20 PS (40%) are poor. 8 of the 20 PS (40%) are very poor. Learners personal development, welfare and participation None of the20 PS (0%) is outstanding. 1 of the 20 PS (5%) is good. 5 of the 20PS (25%) are fair. 6 of the 20 PS (30%) are poor. 8 of the 20 PS (40%) are very poor Quality of teaching and learning None of the 20 PS (0%) is outstanding. 2 of the 20 PS (10%) are good. 3 of the 20 PS (15%) are fair. 6 of the20 PS (30%) are poor. 9 of the20 PS (45%) are very poor. Quality of curriculum and other activities None of the 20 PS (0%) is outstanding. None of the 20 PS (0%) is good. 4 of the 20 PS (20%) are fair. 5 of the 20 PS (25%) are poor. 11 of the20 PS (55%) are very poor. Quality of care, guidance and support None of the 20 PS (0%) is outstanding. 1 of the 20 PS (5%) is good. 1 of the 20 PS (5%) is fair. 6 of the 20 PS (30%) are poor. 12 of the 20 PS (60%) are very poor. Learning environment None of the 20 PS (0%) is outstanding. 1 of the 20 PS (5%) is good. 3 of the 20 PS (15%) are fair. 5 of the 20 PS (25%) are poor. 11 of the 20 PS (55%) are very poor Leadership and management None of the 20 PS (%) is outstanding. 89

111 1 of the 20 PS (5%) is good. 6 of the 20 PS (30%) are fair. 7 of the 20 PS (35%) are poor. 6 of the 20 PS (30%) are very poor. Overall effectiveness None of the 20 PS (0%) is outstanding. 1 of the 20 PS (5%) is good. 3 of the 20 PS (15%) are fair 9 of the 20 PS (45%) are poor. 7 of the 20 PS (35%) are very poor The 4 sampled JSS Description of the JSS The 4 JSS are functioning as expected with the principals performing their duties. They are all located in the rural areas. The JSS have 1,173 (700 male - 59% and 473 female - 41%) students; 29 (24 male - 83% and 5 female - 17%) teaching staff; 6 all-male non-teaching staff; 2 male - 100% vocational instructors, no FTS participant; and no PTA/community teacher. The average teacher/student ratio is 1:38 What the JSS do well The attendance of both teachers and learners is impressive. The schools environments are clean and the learners appeared neat. Teachers plan their lesson notes as expected. What the JSS should do to improve Ensure the provision of adequate classrooms Ensure the provision of adequate furniture. Ensure the posting of sufficient qualified teachers. Key strengths in each aspect Achievement and standards None of the 4 JSS (0%) is outstanding. None of the 4 JSS (0%) is good. 3 of the 4 JSS (75%) are fair. 1 of the 4 JSS (25%) is poor. None of the 4 JSS (0%) is very poor. Learners personal development, welfare and participation None of the 4 JSS (0%) is outstanding. 1 of the 4 JSS (25%) is good. 3 of the 4 JSS (75%) are fair. None of the 4 JSS (0%) is poor. None of the 4 JSS (0%) is very poor. 90

112 Quality of teaching and learning None of the 4 JSS (0%) is outstanding. 1 of the 4 JSS (25%) is good. 3 of the 4 JSS (75%) are fair. None of the 4 JSS (0%) is poor. None of the 4 JSS (0%) is very poor. Quality of curriculum and other activities None of the 4 JSS (0%) is outstanding. None of the 4 JSS (0%) is good. 3 of the 4 JSS (75%) are fair. 1 of the 4 JSS (25%) is poor. None of the 4 JSS (0%) is very poor. Quality of care, guidance and support None of the 4 JSS (0%) is outstanding. 1 of the 4 JSS (25%) is good. 3 of the 4 JSS (75%) are fair. None of the 4 JSS (0%) is poor. None of the 4 JSS (%) is very poor. Learning environment None of the 4 JSS (0%) is outstanding. 1 of the 4 (25%) is good. 2 of the 4 JSS (50%) are fair. 1 of the 4 JSS (25%) is poor. None of the 4 JSS (0%) is very poor Leadership and management None of the 4 JSS (0%) is outstanding. 1 of the 4 PS (25%) is good. 3 of the 4 JSS (25%) are fair. None of the 4 JSS (0%) is poor. None of the 4 JSS (0%) is very poor. Overall effectiveness None of the 4 JSS (0%) is outstanding. 1 of the 4 JSS (25%) is good. 3 of the 4 JSS (75%) are fair. None of the 4 JSS (0%) is poor. None of the 4 JSS (0%) is very poor. 91

113 2.16 Imo SUBEB Description of the SUBEB Imo SUBEB is functioning with relevant departments on ground. It has 27 LGEAs, 1,250 ECDs, 1,271 public primary schools (PS) and 272 junior secondary schools (JSS). There are 177,315 (89,977 male 51% and 87,338 female 49%) pupils in the ECD centres, there are 2,031 (128 male 6% and 1,903 female 94%) teaching staff; no non-teaching staff, 55 (5 male 9% and 50 female 91) caregivers, no FTS participant, and PTA/community teacher. The average teacher/pupil ratio is 1:87. Fig 17: Map of Imo State The primary schools have 877,938 (432,772 male 49% and 445,166 female 51%) pupils; 10,500 (1,030 male 10% and 9,470 female 90%) teaching staff; 2,173 (1,004 male 46% and 1,169 female 54%) non-teaching staff; 567 (74 male 13% and 493 female 87%) FTS participants; and no PTA/community teacher. The average teacher/pupil ratio is 1:79. The JSS have 535,390 (250,761 male 47% and 284,629 female - 53%) students; 5,047 (1,046 male 21% and 4,001 females - 79%) teaching staff; 1,707 (900 male 53% and 807 female 47%) nonteaching staff; 700 (300 male 43% and 400 female 57%) vocational instructors; 129 (25 male 19% and 104 female 81%) FTS participants; and no PTA/community teacher. The average teacher/student ratio is 1:91. The SUBEB did not report on Almajiri/Qur anic schools, it reported that it has 6 Special Education Institutions, out of which 2 operate inclusive education. It last accessed N17,400, of the Special Education funds in None of these schools was however visited during this quality assurance of basic education institutions in Imo State. What the SUBEB does well Regular and timely payment of salaries and allowances. Concrete sign boards in all the schools in the states. Supply of uniforms, school bags, shoes and lockers to pupils and students. Construction of a block of 12-classrooms in 305 wards in the State. Customized dressing code for teachers. Accessing their UBE intervention funds up to fourth quarter Enough textbooks are sent to the schools What the SUBEB should do to improve SUBEB should encourage all teachers in the State to work towards acquiring at least NCE. Ensure regular monitoring of schools. Empower education secretaries and LGEAs to function optimally. 92

114 Key strengths in each aspect Achievement and Standards The learners make progress in all the primary schools as 97.2% of them transited to JSS. Construction and renovation of classrooms in schools. Winning of many awards in many national competitions. Learning outcome of pupils is high. Curriculum and other activities The curricula are broad and balanced as they actually meet the needs of learners. Leadership and Management Leadership and management of the SUBEB is good. Overall effectiveness The overall effectiveness of the SUBEB is good The 2 sampled LGEAs Description of the LGEAs The 2 LGEAs (Isu and Mbaitoli) are functioning with the Education Secretaries on ground. They have 101 ECDs, 102 public PS and no data on JSS. There are 14,592 (7,435 male 51% and 7,157 female 49%) pupils in the ECD centres, there are 185 (6 male 3% and 179 female 97%) teaching staff; no non-teaching staff; 10 all-female caregivers; no FTS participant and no PTA/community teacher. The average teacher/pupil ratio is 1:79. The PS have 75,092 (38,585 male 51% and 36,507 female 49%) pupils; 881 (99 male 11% and 782 female 89%) teaching staff; 44 (39 male 89% and 5 female 11%) non-teaching staff; 85 (12 male 14% and 73 female 86%) FTS participant and no PTA/community teacher. The average teacher/pupil ratio is 1:77. The JSS have 46,246 (18,582 male 40% and 27,664 female 60%) students; 295 (143 male 48% and 152 female 52%) teaching staff; no non-teaching staff, 23 all-female FTS participants; no PTA/community teacher. The average teacher/student ratio is 1:145. What the LGEAs do well Prompt distribution of textbooks and instructional materials. Deployment of qualified teachers Adequate use of the 9-Year Basic Education Curriculum. What the LGEAs should do to improve Deployment of more qualified teachers. Caregivers should be employed and deployed to all ECD centres in the 2 LGEAs Arrangement for fencing of schools should be made. 93

115 Provision of basic amenities such as, mats, seats, potable drinking water, play facilities etc, especially for the ECDs. Provision of libraries in all schools where instructional materials and teaching aids could be stored. Key strengths in each aspect Achievement and standards Most of the teachers in the two LGEAs have the minimum qualification for teaching (NCE). Learners exhibit a good attitude towards learning as reflected in their punctuality. Learners performance is above average as shown by the schools result records. Quality of curriculum and other activities The curriculum is broad as it coveres the interests and needs of the learners. Extra curricula activities are rarely encouraged as most of the schools have little or no sports equipment. Leadership and management Only a handful of schools have inaugurated SBMCs that are active. There is effective supervision by the LGEA supervisors. There is a cordial relationship between the LGEAs and the communities as there is little or no financial involvement from the community to the schools. Overall effectiveness Overall effectiveness of the LGEAs is barely fair as they complained about inadequate and sometimes the absence of any form of running cost The 10 sampled ECDs Description of the ECDs A total of 10 ECD centres operate within the 10 sampled PS. The ECD centres have 984 (495 male 50% and 489 female 50%) pupils, there are 22 (2 male 9% and 20 female- 91%) teaching staff; 2 male non-teaching staff; no caregiver; 1 female FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:43. What the ECDs do well Dedicated and qualified teachers. What the ECDs should do to improve Proper use of teaching aids. Provision of mats for learners. Meet learners needs. Key strengths in each aspect Achievement and standards None of the 10 ECDs (0%) is outstanding. 2 of the 10 ECDs (20%) are good. 5 of the 10 ECDs (50%) are fair. 94

116 3 of the 10 ECDs (30%) are poor. None of the 10 ECDs (0%) is very poor. Learners Personal development, welfare and participation 4 of the 10 ECDs (40%) are outstanding. 4 of the 10 ECDs (40%) are good. 2 of the 10 ECDs (20%) are fair. None of the 10 ECDs (0%) is poor. None of the 10 ECDs (0%) is very poor. Quality of teaching and learning None of the 10 ECDs (0%) is outstanding. 1 of the 10 ECDs (10%) is good. 5 of the 10 ECDs (50%) are fair. 4 of the 10 ECDs (40%) are poor. None of the 10 ECDs (0%) is very poor. Quality of curriculum and other activities None of the 10 ECDs (0%) is outstanding. 4 of the 10 ECDs (40%) are good. 3 of the 10 ECDs (30%) are fair. 3 of the 10 ECDs (30%) are poor. None of the 10 ECDs (0%) is very poor. Quality of care, guidance and support None of the 10 ECDs (0%) is outstanding. 4 of the 10 ECDs (40%) are good. 4 of the 10 ECDs (40%) are fair. 1 of the 10 ECDs (10%) is poor. 1 of the 10 ECDs (10%) is very poor. Learning environment None of the 10 ECDs (0%) is outstanding. 4 of the 10 ECDs (40%) are good. 6 of the 10 ECDs (60%) are fair. None of the 10 ECDs (0%) are poor. None of the 10 ECDs (0%) is very poor Leadership and management None of the 10 ECDs (0%) is outstanding. 4 of the 10 ECDs (40%) are good. 6 of the 10 ECDs (60%) are fair. None of the 10 ECDs (0%) are poor. None of the 10 ECDs (0%) is very poor. Overall effectiveness None of the 10 ECDs (0%) is outstanding. 95

117 2 of the 10 ECDs (20%) are good. None of the 10 ECDs (0%) are fair. 8 of the 10 ECDs (80%) are poor. None of the 10 ECDs (0%) is very poor The 10 sampled primary schools Description of the primary schools The 10 sampled primary schools are functioning as expected with headteachers performing their duties. They are all located in the rural areas. The PS have 2,355 (1,227 male 52% and 1,128 female 48%) pupils; 86 (11 male 13% and 75 female 87%) teaching staff; 6 all male nonteaching staff; 4 (1 male 25% and 3 female 75%) FTS participants and no PTA/community teacher. The average teacher/pupil ratio is 1:26. What the primary schools do well Teachers posses the minimum qualifications. Learners show eagerness to learn. There is a good and cordial relationship with host communities. What the primary schools should do to improve They should endeavour to improve on their relationship with host communities. Erring teachers should be sanctioned. Management should strive to familiarize themselves with the LGEA and SUBEB staff. Proper and adequate use of teaching aids. Draw up of a school development plan. Key strengths in each aspect Achievement and standards None of the 10 PS (0%) is outstanding. 4 of the 10 PS (40%) are good. 6 of the 10 PS (60%) are fair. None of the 10 PS (0%) is poor. None of the 10 PS (0%) is very poor. Learners personal development, welfare and participation None of the 10 PS (0%) is outstanding. 6 of the 10 PS (60%) are good. 4 of the 10 PS (40%) are fair. None of the 10 PS (0%) is poor. None of the 10 PS (0%) is very poor. Quality of teaching and learning None of the 10 PS (0%) is outstanding. 96

118 4 of the 10 PS (40%) are good. 5 of the 10 PS (50%) are fair. 1 of the 10 PS (10%) is poor. None of the 10 PS (0%) is very poor. Quality of curriculum and other activities None of the 10 PS (0%) is outstanding. 3 of the 10 PS (30%) are good. 6 of the 10 PS (60%) are fair. 1 of the 10 PS (10%) is poor. None of the 10 PS (0%) is very poor. Quality of care, guidance and support None of the 10 PS (0%) is outstanding. 5 of the 10 PS (50%) are good. 5 of the 10 PS (50%) are fair. None of the 10 PS (0%) is poor. None of the 10 PS (0%) is very poor. Learning environment None of the 10 PS (0%) is outstanding. 4 of the 10 PS (40%) are good. 5 of the 10 PS (50%) are fair. 1 of the 10 PS (10%) is poor. None of the 10 PS (0%) is very poor Leadership and management None of the 10 PS (0%) is outstanding. 4 of the 10 PS (40%) are good. 5 of the 10 PS (50%) are fair. 1 of the 10 PS (10%) is poor. None of the 10 PS (0%) is very poor. Overall effectiveness None of the 10 PS (0%) is outstanding. 3 of the 10 PS (30%) are good. 6 of the 10 PS (60%) are fair. 1 of the 10 PS (10%) is poor. None of the 10 PS (0%) is very poor The 2 sampled JSS Description of the JSS 97

119 The 2 JSS are functioning as expected with the principals performing their duties. They are all located in the rural areas. The JSS have 555 (288 male 52% and 267 female 48%) students; 20 (1 male 5% and 19 female 95%) teaching staff; 5 all-male non-teaching staff; no vocational instructor, FTS participant and 3 all-male PTA/community teachers. The average teacher/student ratio is 1:24. What the JSS do well. Make use of the 9-Year Basic Education Curriculum. Have qualified man power. What the JSS should do to improve Provision of laboratories. Provision of adequate man power. Provision of libraries. Fencing of schools. Key strengths in each aspect Achievement and standards The 2 JSS (100%) are fair. Learners personal development, welfare and participation The 2 JSS (100%) are good. Quality of teaching and learning The 2 JSS (100%) are fair. Quality of curriculum and other activities 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is fair. Quality of care, guidance and support 1 of the 2 JSS (50%) is good 1 of the 2 JSS (50%) is fair. Learning environment 1 of the 2 JSS (50%) is fair. 1 of the 2 JSS (50%) is poor. Leadership and management 1 of the 2 JSS (50%) is fair. 1 of the 2 JSS (50%) Is poor. Overall effectiveness The 2 JSS (100%) are fair. 98

120 2.17 Jigawa SUBEB Description of the SUBEB Jigawa SUBEB is functioning with relevant departments on ground. It has 27 LGEAs, 442 ECDs, 1,918 Public PS and 354 JSS. There are 30,376 (16,222 male 53% and 14,154 female 47%) pupils in the ECD centres, There is no data on the ECD personnel. The PS have 520,268(297,849 male 57% and 222,419 female 43%) pupils; 13,276 (11,414 male 86% and 1,862 female 14%) Fig 18: Map of Jigawa State teaching staff; 1,730(1,658 male 96% and 72 female 4%) nonteaching staff; 400(363 male 91% and 37 female 9%) FTS participants and no PTA/community teacher. The average teacher/pupil ratio is 1:38. The JSS have 89,286(51,525 male 58% and 37,761 female 42%) students; 3,342(2,932 male 88% and 410 female 12%) teaching staff; 149(101 male 68% and 48 female 32%) non-teaching staff; no vocational instructor, FTS participant and PTA/community teacher. The average teacher/student ratio is 1:27. The SUBEB did not report on Almajiri/Qur anic schools, it reported that it has 4 Special Education Institutions, out of which none operate inclusive education. It last accessed N24,400,000 (twenty four million four hundred thousand) of the Special Education funds in None of these schools was however visited during this quality assurance of basic education institutions in Jigawa State. What the SUBEB does well Regular payment of salaries and allowances. Accessed intervention fund is utilized in the provision of classrooms and furniture for primary/js schools, ECD furniture and teachers tables/chairs. Sponsor teachers on training in an effort to meet deadlines for all teachers to acquire minimum teaching qualification in schools. Procured and distributed instructional materials to schools. What the SUBEB should do to improve Establishment of ECDs in all primary schools. Equitable distribution of teachers to schools. Provision of additional classrooms and other facilities to JSS to enable 100% transition of Primary six pupils into JS. Key strengths in each aspect Achievement and Standards Teacher/pupil ratio for primary and JSS is satisfactory. Inauguration of SBMCs in schools and extending it to the LGEAs. Frequent school supervision at SUBEB and LGEAs. 99

121 Curriculum and other activities The 9-Year Basic Education Curriculum is in use. Leadership and Management Leadership and management of SUBEB is satisfactory. There is a cordial working relationship between Management and other staff across the different departments and units in the Board. Prompt access and utilization of UBE Intervention Fund. Recruitment of qualified teachers for Primary and JS schools. Overall effectiveness The overall effectiveness of the SUBEB is satisfactory based on its effective management in the areas of infrastructural interventions, monitoring of schools and staff training The 2 sampled LGEAs Description of the LGEAs The 2 LGEAs are functioning with the Education Secretaries on ground. They have 50 ECDs, 139 public PS and 23 JSS. There are 4,389(2,585 male 59% and 1,804 female 41%) pupils in the ECD centres, there are 71 (58 male 82% and 13 female 18%) teaching staff; 3 all-male non-teaching staff; 5 all-female caregivers; No FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:58. The PS have 58,815 (41,452 male 70% and 17,363 female 30%) pupils; 1,100 (950 male 86% and 150 female 14%) teaching staff; 176 (172 male 98% and 4 female 2%) non-teaching staff; 7 (5 male 71% and 2 female 29%) FTS participants and no PTA/community teacher. The average teacher/pupil ratio is 1:53. The JSS have 8,534 (6,036 male 71% and 2,498 female 29%) students; 247 (228 male 92% and 19 female 8%) teaching staff; 14 (all male 100%) non-teaching staff; no vocational instructor and 13 all-male FTS participants; no PTA/community teacher. The average teacher/student ratio is 1:33. What the LGEAs do well Salaries and allowances are paid regularly. All schools in the 2 sampled LGEAs have established SBMCs. There are adequate numbers of Supervisors for effective inspection in all the LGEAs. An impressive number of pupils transit to JSS from the various primary schools across the LGEAs. The LGEAs duly distributed to schools relevant textbooks in the core subjects supplied by UBEC. What the LGEAs should do to improve The LGEAs should see to the provision of infrastructure especially in the Nomadic schools Provision of toilet facilities and renovation of existing ones Ensure establishment of ECD centers across all schools in the LGEAs. 100

122 Ensure the recruitment of more qualified teachers as well as posting them to the rural schools Encourage teachers to attain the minimum teaching qualification requirement (NCE) LGEAs should sensitize communities on the need to enroll their wards in school Ensure establishment of Quality Assurance Department in the LGEAs Key strengths in each aspect Achievement and standards Enrolment and retention as well as completion is good across all schools Most of the school records are available and well kept The learners make progress in the 2 LGEAs as reasonable number transited to JSS. Learners across the LGEAs have access and equity to basic education. Quality of curriculum and other activities The curriculum provided a broad aspect of education to meet the learner s needs. Leadership and management Regular supervision of schools and involvement of SBMC/PTA members shows LGEAs effective management of schools Overall effectiveness The LGEAs overall effectiveness is good as SBMC/PTA participated very well in the affairs of schools with the management for improved outcome The 2 sampled ECDs Description of the ECDs A total of 2 ECD centres operate within 2 of the 10 sampled PS.The 2 ECD centres have 90 (49 male 54% and 41 female 46%) pupils in the ECD centres, 2 male teaching staff; no non-teaching staff; caregiver; FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:45. What the ECDs do well Attendance by both teachers and pupils is encouraging (80%) Pupil s standards rhyme with the curriculum. What the ECDs should do to improve Ensure appropriate placement of pupils in ECD centres. Ensure the provision of teaching and learning materials in the ECD centres. Ensure the provision of ECD furniture in the centres. Employ care-givers in the ECD centres. Key strengths in each aspect Achievement and standards None of the 2 ECDs (0%) is outstanding. None of the 2 ECDs (0%) is good. 1 of the 2 ECDs (50%) is fair. None of the 2 ECDs (0%) is poor. 1 of the 2 ECDs (50%) is very poor. Learners Personal development, welfare and participation 101

123 None of the 2 ECDs (0%) is outstanding. None of the 2 ECDs (0%) is good. 1 of the 2 ECDs (50%) is fair. 1 of the 2 ECDs (50%) is poor. None of the 2 ECDs (0%) is very poor. Quality of teaching and learning None of the 2 ECDs (0%) is outstanding. None of the 2 ECDs (0%) is good. 1 of the 2 ECDs (50%) is fair. None of the 2 ECDs (0%) is poor. 1 of the 2 ECDs (50%) is very poor. Quality of curriculum and other activities None of the 2 ECDs (0%) is outstanding. None of the 2 ECDs (0%) is good. 1 of the 2 ECDs (50%) is fair. None of the 2 ECDs (0%) is poor. 1 of the 2 ECDs (50%) is very poor. Quality of care, guidance and support None of the 2 ECDs (0%) is outstanding. None of the 2 ECDs (0%) is good. 1 of the 2 ECDs (50%) is fair. 1 of the 2 ECDs (50%) is poor. None of the 2 ECDs (0%) is very poor. Learning environment The 2 ECDs (100%) are fair. Leadership and management None of the 2 ECDs (0%) is outstanding. None of the 2 ECDs (0%) is good. 1 of the 2 ECDs (50%) is fair. None of the 2 ECDs (0%) is poor. 1 of the 2 ECDs (50%) is very poor. Overall effectiveness The 2 ECDs (100%) are fair The 10 sampled primary schools Description of the primary schools The 10 sampled primary schools are functioning as expected with headteachers performing their duties. They are all located in the rural areas. The PS have 2,011 (1,206 male 60% and 805 female 40%) pupils; 49 (47 male 96% and 2 female 4%) teaching staff; 8 all-male non-teaching staff; no FTS participant and 4 male PTA/community teachers. The average teacher/pupil ratio is 1:

124 What the primary schools do well All the primary schools visited have the 9-Year Basic Education Curriculum. SBMCs are well established in the primary schools. There is impressive transition to JSS. Learners have adequate textbooks in the core-subjects. What the primary schools should do to improve Management should ensure drawing up of School Development Plan (SDP). Ensure more enrolment of learners especially girl child. Request for adequate number of teachers, classrooms, furniture, toilet facilities and library. Encourage the use of instructional materials/teaching aids which will motivate learners to have interest in school. Key strengths in each aspect Achievement and standards None of the 10 PS (0%) is outstanding. 1 of the 10 PS (10%) is good. 6 of the 10 PS (60%) are fair. 1 of the 10 PS (10%) is poor. 2 of the 10 PS (20%) are very poor. Learners personal development, welfare and participation None of the 10 PS (0%) is outstanding. None of the 10 PS (0%) is good. 8 of the 10 PS (80%) are fair. 2 of the 10 PS (20%) are poor. None of the 10 PS (0%) is very poor. Quality of teaching and learning None of the 10 PS (0%) is outstanding. 2 of the 10 PS (20%) are good. 7 of the 10 PS (70%) are fair. None of the 10 PS (0%) is poor. 1 of the 10 PS (10%) is very poor. Quality of curriculum and other activities None of the 10 PS (0%) is outstanding. 5 of the 10 PS (50%) are good. 3 of the 10 PS (30%) are fair. 1 of the 10 PS (10%) is poor. 1 of the 10 PS (10%) is very poor. Quality of care, guidance and support None of the 10 PS (0%) is outstanding. 103

125 2 of the 10 PS (20%) are good. 5 of the 10 PS (50%) are fair. 3 of the 10 PS (30%) are poor. None of the 10 PS (0%) is very poor. Learning environment None of the 10 PS (0%) is outstanding. 1 of the 10 PS (10%) is good. 6 of the 10 PS (60%) are fair. 3 of the 10 PS (30%) are poor. None of the 10 PS (0%) is very poor. Leadership and management None of the 10 PS (0%) is outstanding. 1 of the 10 PS (10%) is good. 8 of the 10 PS (80%) are fair. None of the 10 PS (0%) is poor. 1 of the 10 PS (10%) is very poor. Overall effectiveness None of the 10 PS (0%) is outstanding. 1 of the 10 PS (10%) is good. 8 of the 10 PS (80%) are fair. 1 of the 10 PS (10%) is poor. None of the 10 PS (0%) is very poor The 2 sampled JSS Description of the JSS The 2 JSS are functioning as expected with the principals performing their duties. They are all located in the rural areas. The JSS have 1,592 (1,029 male 65% and 563 female 35%) students; 30 (28 male 93% and 2 female 7%) teaching staff; 2 all-male non-teaching staff; no vocational instructor; FTS participant; and PTA/community teacher. The average teacher/ student ratio is 1:53. What the JSS do well.the JSS are generally clean and conducive for learning. The JSS make use of the 9-year Basic Education Curriculum. There are adequate textbooks in the core subjects. Science kits are available in the visited JSS. What the JSS should do to improve Ensure judicious use of the teaching and learning materials provided to the schools. Request for adequate teachers, classrooms and toilet facilities The school management should draw up School Development Plan (SDP). 104

126 Key strengths in each aspect Achievement and standards The 2 JSS (100%) are good. Learners personal development, welfare and participation The 2 JSS (100%) are fair. Quality of teaching and learning The 2 JSS (100%) are good. Quality of curriculum and other activities The 2 JSS (100%) are good. Quality of care, guidance and support 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is fair. Learning environment 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is fair. Leadership and management 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is fair. Overall effectiveness 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is fair. 105

127 2.18 Kaduna SUBEB Description of the SUBEB Kaduna SUBEB is functioning with relevant departments on ground. It has 23 LGEAs, 2,116 ECDs, 4,126 Public PS and 427 JSS. There are 203,697 (106,387 male - 52% and 97,310 female - 48%) pupils in the ECD centres, the staff strength is: 1,722 (200 male 12% and 1,522 female 88%) teaching staff; 236 all-female nonteaching staff; 1,391 (121 male - 9% and 1,270 female - 91%) caregivers; no FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:118. Fig 19: Map of Kaduna State The PS have 1,180,885 (637,844 male - 54 % and 543,041 female - 46%) pupils; 35,289 (18,164 male - 51% and 17,125 female - 49%) teaching staff; 1,649 (1,410 male - 86% and 239 female - 14%) nonteaching staff; 495 (237 male - 48% and 258 female - 52%) FTS participants; and no PTA/community teacher. The average teacher/pupil ratio is 1:33. The JSS have 113,566 (63,045 male - 56% and 50,521 female - 44%) students; 3,769 (2,127 male - 56% and 1,642 female - 44%) teaching staff; 1,527 (947 male - 62% and 580 female - 38%) nonteaching staff; and no vocational instructor, FTS participant and PTA/community teacher. The average teacher/student ratio is 1:30. Almajiri/Qur anic schools have 16,140 (12,917 male - 80% and 3,223 female - 20%) pupils; 535 (397 male - 74% and 138 female - 26%) teaching staff; and 16 (13 male - 81% and 3 female - 19%) nonteaching staff. The average teacher/pupil ratio is 1:30. Kaduna SUBEB reported that it has 4 Special Education Institutions, out of which 3 operate inclusive education. It last accessed N14,871, of the Special Education funds in None of these schools was however visited during this quality assurance of basic education institutions in Kaduna State. What the SUBEB does well Regular payment of salaries and allowances. Provision of instructional materials to schools. Adequate funding of Quality Assurance Department for maximum productivity. Appointment of headteachers in the State through committees at the LGEA levels to screen and recommend to SUBEB. Ensure even distribution of teachers to schools. Developed, produced and distributed copies of Benchmark on literacy and numeracy to all primary schools in the state Organization of educational seminars/workshops/summits with all the relevant stakeholders to find solutions to the problems of education in the State. Provision of science kits to some schools across the state to facilitate teaching and learning 106

128 What SUBEB should do to improve Keeping relevant statutory and non-statutory records. Establishment of ECDs in all the remaining PS. Ensure recruitment of qualified teachers in Basic Education Institutions. SUBEB should look into issues of inadequate furniture and instructional materials for both teachers and learners. Unqualified teachers should be encouraged to obtain the minimum teaching qualification (NCE). Ensuring regular accessing and utilization of FGN-UBE intervention fund. Conduct quality assurance in schools reqularly. Guideline on planning of school timetable should be made available in all schools Key strengths in each aspect Achievement and standards. Transition rate of 90% pupils from PS to JSS is good and encouraging. Establishment of Guidance Counseling services in most of the LGEAs/schools. Prompt payment of salaries and allowances. Pupils participate in quiz competition, athletics as wall as games and won trophies. Integration of Almajiri/Qur anic schools. Curriculum and other activities Provision of the new 9-Year Basic Education Curriculum for ECD centres and primary schools. Learners participate in sporting activities, quiz and debates. Leadership and management. Leadership and management of SUBEB is good. There is cordial relationship between the Executive Chairman, management and other staff across the different departments. Responsibilities are delegated. The SBMCs/PTAs are functional in most of the schools visited. Overall effectiveness The overall effectiveness of SUBEB is good. This is reflected in the regular training of teachers and full community participation in education delivery The 3 sampled LGEAs Description of the LGEAs The 3 LGEAs are functioning with the Education Secretaries on ground. They have 324 ECDs, 649 Public PS and 62 JSS. There are 21,897 (11,199 male 51% and 10,698 female 49%) pupils in the ECD centres, there are 323(58 male 18% and 265 female 82%) teaching staff; 14 all-female non-teaching staff; 97 (15male 15% and 82 female 85%) caregivers; no FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:

129 The PS have 185,206 (95,722 male 52% and 89,484 female 48%) pupils; 4,010 (1,998 male 49.8% and 2,012 female 50.2%) teaching staff; 771 (463 male 60% and 308 female 40%) nonteaching staff; 8 (2 male 25% and 6 female 75%) FTS participant and 25 (13 male 52% and 12 female 48%) PTA/community teachers. The average teacher/pupil ratio is 1:46. The JSS have 20,704 (11,158 male 54% and 9,546 female 46%) students; 591 (312 male 53% and 279 female 47%) teaching staff; 155 (116 male 75% and 39 female 25%) non-teaching staff; 50 (32 male 64% and 18 female 36%) PTA/community teachers; no vocational instructor; and FTS participant. The average teacher/student ratio is 1:32. What the LGEAs do well Most of the LGEAs carry out supervision of schools. Salaries and allowances are paid as at when due in all the LGEAs. The LGEAs have trained and improved the capacity of headteachers and teachers (on-the job training). Transition rate of learners from primary to JSS is encouraging. What the LGEAs should do to improve Keeping relevant statutory and non-statutory records. The LGEA should ensure that all schools in the LGEA have the 9-Year Basic Education curriculum and the ECD modules. The LGEA should liaise with the LGC to mobilize and sensitize communities to renovate dilapidated school structures and build additional classrooms especially in JSS Aboro, Sanga LGEA. The LGEA should liaise with the LGC/SUBEB to employ additional qualified teachers, absorb some of the volunteer teachers and send all un-qualified teachers for in-service training. Provide additional instructional materials, teaching aids and furniture. The LGEA should ensure regular and proper supervision in schools. To construct VIP toilets, libraries and relevant laboratories in some of the schools. The LGEAs need to have additional supervisors and other staff in the office Engage the services of Guidance Counselors in schools They should employ caregivers and non-teaching staff in schools. The need for the LGEAs to sensitize the schools and the communities to Develop School Development Plan (SDP). Key strengths in each aspect Achievement and standards Learners in the 3 LGEAs have equal access to basic education. Cases of dropout and repeaters are low at all levels. Learners across the LGEAs also participate in sports and quiz competition and won trophies at local and state levels. 108

130 Quality of curriculum and other activities A few of the schools in the LGEAs are using the new 9-Year Basic Education Curriculum. However, not all the ECDs in the 3 LGEAs have the ECD module. Leadership and management Leadership and management of the LGEAs is satisfactory as they carry out school supervision, but not regularly. Overall effectiveness The overall effectiveness and efficiency of the LGEAs is satisfactory. However, some schools still lack quality infrastructure (school building, toilet facilities, water supply, electricity, library, etc.) The 5 sampled ECDs Description of the ECDs A total of 5 ECD centres operate within 5 of the 15 sampled PS have, 299 (138 male 46% and 161 female 54%) pupils in the ECD centres, there are 8 (1 male 13% and 7 female 87%) teaching staff; 2 (1 male 50% and 1 female 50%) caregivers; no non-teaching staff; FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:37. What the ECDs do well Attendance to school by both pupils and teachers is quite impressive and outstanding (95%). Most of the teachers demonstrate good knowledge of early childhood education. What the ECDs should do to improve Provide and use ECD modules in all ECD centres in the LGEAs. Provide a child-friendly learning environment (pupils desk and play equipment). Employ additional teachers and caregivers Key strengths in each aspect Achievement and standards None of the 5 ECDs (0%) is outstanding. None of the 5 ECDs (0%) is good. 3 of the 5 ECDs (60%) are fair. 2 of the 5 ECDs (40%) are poor. None of the 5 ECDs (0%) is very poor. Learners Personal development, welfare and participation None of the 5 ECDs (0%) is outstanding. None of the 5 ECDs (0%) is good. 3 of the 5 ECDs (60%) are fair. 2 of the 5 ECDs (40%) are poor. None of the 5 ECDs (0%) is very poor. Quality of teaching and learning None of the 5 ECDs (0%) is outstanding. None of the 5 ECDs (0%) is good. 109

131 3 of the 5 ECDs (60%) are fair. 2 of the 5 ECDs (40%) are poor. None of the 5 ECDs (0%) is very poor. Quality of curriculum and other activities None of the 5 ECDs (0%) is outstanding. None of the 5 ECDs (0%) is good. 4 of the 5 ECDs (80%) are fair. 1 of the 5 ECDs (20%) is poor. None of the 5 ECDs (0%) is very poor. Quality of care, guidance and support None of the 5 ECDs (0%) is outstanding. 1 of the 5 ECDs (20%) is good. 1 of the 5 ECDs (20%) is fair. 3 of the 3 ECDs (60%) are poor. None of the 5 ECDs (0%) is very poor. Learning environment None of the 5 ECDs (0%) is outstanding. None of the 5 ECDs (0%) is good. 3 of the 5 ECDs (60%) are fair. 2 of the 5 ECDs (40%) are poor. None of the 5 ECDs (0%) is very poor. Leadership and management None of the 5 ECDs (0%) is outstanding. None of the 5 ECDs (0%) is good. 3 of the 5 ECDs (60%) are fair. 2 of the 5 ECDs (40%) are poor. None of the 5 ECDs (0%) is very poor. Overall effectiveness None of the 5 ECDs (0%) is outstanding. None of the 5 ECDs (0%) is good. 4 of the 5 ECDs (80%) are fair. 1 of the 5 ECDs (20%) is poor. None of the 5 ECDs (0%) is very poor The 15 sampled primary schools Description of the primary schools The 15 sampled primary schools are functioning as expected with headteachers performing their duties. They are all located in the rural areas. The PS have 2,385 (1,275 male 53 % and 1,110 female 47%) pupils; 94 (52 male 55% and 42 female 45%) teaching staff; 13 all-male non- 110

132 teaching staff; 2 (1 male 50% and 1 female 50%) FTS participants and 6 (5 male 83% and 1 female 17%) PTA/community teachers. The average teacher/pupil ratio is 1:23. What the primary schools do well Attendance to school by both pupils and teachers is high. The pupils attain high standards in internal and external examinations in a wide range of subjects as well as satisfactory performance in quiz, farming and other co-curricular activities. Regular supervision of classes. Management of schools operates all-inclusive schools as most of the stakeholders are carried along in day-to-day running of the schools. School engages learners in both academic and extra-curricular activities. What the primary schools should do to improve Ensure that pupils are engaged in the school and at home by giving them homework/ assignment Keeping relevant statutory and non-statutory records. Mentoring and/or training of teachers who perform below average. Draw up a school Development Plan (SDP) in which strength and weaknesses of the school would be stated with plans to address the challenges. Employ additional teachers and organize capacity building workshop for teachers. Supply of instructional materials and teaching aids The schools should endeavour to provide curriculum for a broad education that will meet pupils needs Key strengths in each aspect Achievement and standards None of the 15 PS (0%) is outstanding. 1 of the 15 PS (7%) is good. 9 of the 15 PS (58%) are fair. 5 of the 15 PS (35%) are poor. None of the 15 PS (0%) is very poor. Learners personal development, welfare and participation None of the 15 PS (0%) is outstanding. 1 of the 15 PS (7%) is good. 9 of the 15 PS (58%) are fair. 5 of the 15 PS (35%) are poor. None of the 15 PS (0%) is very poor. Quality of teaching and learning None of the 15 PS (0%) is outstanding. None of the 15 PS (0%) is good. 10 of the 15 PS (65%) are fair. 111

133 5 of the 15 PS (35%) are poor. None of the 15 PS (0%) is very poor. Quality of curriculum and other activities None of the 15 PS (0%) is outstanding. None of the 15 PS (0%) is good. 10 of the 15 PS (65%) are fair. 5 of the 15 PS (35%) are poor. None of the 15 PS (0%) is very poor. Quality of care, guidance and support None of the 15 PS (0%) is outstanding. 2 of the 15 PS (14%) are good. 4 of the 15. PS (28%) are fair. 9 of the 15 PS (58%) are poor. None of the 15 PS (0%) is very poor. Learning environment None of the 15 ECDs (0%) is outstanding. 2 of the 15 ECDs (14%) are good. 3 of the 15 ECDs (21%) are fair. 10 of the 15 ECDs (65%) are poor. None of the 15 ECDs (0%) is very poor Leadership and management None of the 15 PS (0%) is outstanding. 2 of the 15 PS (14%) are good. 6 of the 15 PS (42%) are fair. 7 of the 15 PS (44%) are poor. None of the 15 PS (0%) is very poor. Overall effectiveness None of the 15 PS (0%) is outstanding. 3 of the 15 PS (21%) are good. 8 of the 15 PS (51%) are fair. 4 of the 15 PS (28%) are poor. None of the 15 PS (0%) is very poor The 3 sampled JSS Description of the JSS The 3 JSS are functioning as expected with the principals performing their duties. They are all located in the rural areas. The JSS have 962 (506 male 53% and 456 female 47%) students; 36 (25 male 69% and 11 female 31%) teaching staff; 4 (3 male 75% and 1 female 25%) non-teaching staff; 3 all-male vocational instructor and no FTS participant; 12 (7 male 58% and 5 female 42%) PTA/community teachers. The average teacher/student ratio is 1:

134 What the JSS do well Learners are carried along and they participate actively in the teaching-learning process. Established cordial relationship with the host communities. Makes the school environment clean, tidy and learner-friendly. What the JSS should do to improve Renovate and reconstruct some of the badly dilapidated classroom structures. Provision of adequate furniture for teachers and students. Provision of potable drinking water. Label the classrooms for easy identification Provide adequate classrooms to reduce overcrowding. To develop a School Development Plan (SDP) with input from the community and all other stakeholders. Key strengths in each aspect Achievement and standards 2 of the 3 JSS (67%) are good. 1 of the 3 JSS (33%) is fair Learners personal development, welfare and participation 2 of the 3 JSS (67%) are good. 1 of the 3 JSS (33%) is fair Quality of teaching and learning 1 of the 3 JSS (33%) is good. 2 of the 3 JSS (67%) are fair. Quality of curriculum and other activities 2 of the 3 JSS (67%) are good. 1 of the 3 JSS (33%) is fair. Quality of care, guidance and support 1 of the 3 JSS (33%) is good. 2 of the 3 JSS (67%) are fair Learning environment 3 of the 3 JSS (100%) are fair. Leadership and management 2 of the 3 JSS (67%) are good 1 of the 3 JSS (33%) is fair. Overall effectiveness 2 of the 3 JSS (67%) are good 1 of the 3 JSS (33) is fair. 113

135 2.19 Kano SUBEB Description of the SUBEB Kano SUBEB is functioning with relevant departments on ground. It has 44 LGEAs, 2,283 ECDs, 5,897 Public PS and 850 JSS. There are 197,930 (105,377 male 53% and 92,553 female 47%) pupils in the ECD centres, there are 649 (328 male 51% and 321 female 49%) teaching staff; no non-teaching staff; caregiver; FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:305. Fig 20: Map of Kano State The PS have 2,134,788 (1,102,589 male 52% and 1,032,199 female 48%) pupils; 45,256 (36,246 male 80% and 9,010 female 20%) teaching staff; 14,706 (2,303 male 16% and 12,403 female 84%) non-teaching staff; 508 all-male FTS participants and no PTA/community teacher. The average teacher/pupil ratio is 1:47. The JSS have 264,143 (171,554 male 65% and 92,589 female 35%) students; 7,903 (6,294 male 80% and 1,609 female 20%) teaching staff; 485 (377 male 78% and 108 female 22%) nonteaching staff; 296 (286 male 97% and 10 female 3%) vocational instructors and no FTS participant; and PTA/community teacher. The average teacher/student ratio is 1:32. The SUBEB did not report on Almajiri/Qur anic schools, it reported that it has 27 Special Education Institutions, out of which, none operates inclusive education. It last accessed N24,430, of the Special Education funds in None of these schools was however visited during this quality assurance in basic education institutions in Kano State. What the SUBEB does well Prompt payment of salaries and allowances. Provision of more vehicles for school inspection. Commitment to the welfare of staff and teachers. Regular supervision of schools. Constructions, renovation and rehabilitation of classroom accommodation. Teachers undergo regular in-service training in the state. Staff and teachers notional promotion promptly done. Establishment of Quality Assurance Units in all the LGEAs. Regular procurement of textbooks and other instructional materials to schools. Establishment of Guidance and Counselling Units in all the LGEAs. Feeding of primary school pupils leading to increase in enrolment and attendance. Increase in girl child enrolment and attendance. Ensures the establishment and functionality of SBMCs in schools. What the SUBEB should do to improve Ensure prompt utilization of textbooks and the 9-Year Basic Education Curriculum in schools. 114

136 Establishment of more ECD centres in all schools. More classrooms should be renovated. Provision of more furniture in schools. Provision of adequate teachers and ECD equipment. More capacity building for teachers/school managers especially on the use of 9-Year Basic Education Curriculum Modules and School Development Plan. Records should be properly kept for easy retrieval. Key strengths in each aspect Achievement and Standards Training of Quality Assurance Officers. 100% transition rate to JSS1. Construction of more classrooms in schools. Feeding of primary school pupils leading to increase in enrolment and attendance. Curriculum and other activities The state makes use of the 9-Year Basic Education Curriculum. The curricula are broad as they meet the needs of learners. Leadership and Management Performance is monitored and improved through quality assurance delivery. Stakeholders, SBMCs, PTAs and other relevant committees are carried along in the day to day running activities. Cordial relationships exist between management and other staff across the different departments and units in the Board. Overall effectiveness The overall effectiveness of the State is good because quality is effective in many aspects but there is room for improvement. This has been testified to, by most of the LGEAs and schools visited The 3 sampled LGEAs Description of the LGEAs The 3 LGEAs are functioning with the Education Secretaries on ground. They have 141 ECDs, 320 Public PS and 27 JSS. There are 7,470 (3,884 male 52% and 3,586 female 48%) pupils in the ECD centres, there are 206 (182 male 88% and 24 female 12%) teaching staff; there are no non-teaching staff; caregiver and FTS participant and 6 (2 male 33% and 4 female 67%) PTA/community teachers. The average teacher/pupil ratio is 1:35. The PS have 124,242 (62,592 male 50% and 61,650 female 50%) pupils; 2,584 (2,414 male 93% and 170 female 7%) teaching staff; 438 all-male non-teaching staff; 19 all-male FTS participants and 10 all-male PTA/community teachers. The average teacher/pupil ratio is 1:

137 The JSS have 5,986 (3,975 male 66% and 2,011 female 34%) students; 201 (195 male 97% and 6 female 3%) teaching staff; 8 (7 male 88% and 1 female 12%) non-teaching staff; no vocational instructor and 11 all-male FTS participants; 5 all-male PTA/community teachers. The average teacher/student ratio is 1:28. What the LGEAs do well The distribution of text books received from SUBEB/UBEC. The payment of teachers salaries monthly. 924 teachers have attended the capacity building workshop by the SUBEB, ESSPIN and MDGs in the LGEAs. Effective distribution of furniture received from the SUBEB. What the LGEAs should do to improve Ensure constant and qualitative supervision of schools. Maintenance of the school infrastructure. Enrolment attendance and retention to be adhered to. Ensure the utilization of the 9-year Basic Education Curriculum in the school. Ensure more ECDs are established. Records should be properly kept for easy retrieval. Training the existing unqualified teachers and liaising with the SUBEB to employ more qualified teachers. Liaise with the SUBEB to provide adequate textbooks and instructional materials. Liaise with the SUBEB to provide adequate classrooms accommodation, renovation of the dilapidated ones. Ensure that guidance and counseling service are rendered in all the schools. Ensure and guide schools to have School Development Plan [SDP}. Employ caregivers for the ECD section. Ensure that all schools have guidance and counselling officer. Key strengths in each aspect Achievement and standards Establishment of SBMCs and PTAs in all schools in the LGEAs. Reqular payment of teachers salaries. 924 teachers have attended the capacity building workshop by the SUBEB, ESSPIN and MDGs in the LGEAs. Quality of curriculum and other activities The LGEAs distributed the 9-Year Basic Education Curriculum which is based on defined learning outcomes, non-discriminatory and learner-centred and invariably meet the needs of learners. Leadership and management The leadership and management of the LGEAs is fair. There is cordial relationship among staff of the LGEAs. There is delegation of power by the Education Secretary in Bagwai and Gaya. 116

138 Overall effectiveness The overall effectiveness and efficiency of the LGEA is fair as most of the schools still lack qualified teachers, adequate infrastructure, good furniture and instructional material. All the schools have no School Development Plan (SDP) The 11 sampled ECDs Description of the ECDs A total of 11 ECD centres operating within the 15 sampled PS. The 11 ECD centres have 1,166 (721 male 62% and 445 female 38%) pupils in the ECD centres, there are 19 (18 male 95% and 1 female 5%) teaching staff; no non-teaching staff; caregivers; FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:61. What the ECDs do well High enrolment of learners. Learners are being taught the Islamic knowledge and care. What the ECDs should do to improve Provision of toys and play equipment. More teachers should be deployed to the ECD centres. Caregivers should be employed at the ECD centres. Provision of curriculum for the ECD centres. Key strengths in each aspect Achievement and standards None of the 11 ECDs (0%) is outstanding. None of the 11 ECDs (0%) is good. 3 of the 11 ECDs (28%) are fair. 4 of the 11 ECDs (36%) are poor. 4 of the 11 ECDs (36%) are very poor. Learners Personal development, welfare and participation None of the 11 ECDs (0%) is outstanding. None of the 11 ECDs (0%) is good. 3 of the 11 ECDs (28%) are fair. 4 of the 11 ECDs (36%) are poor. 4 of the 11 ECDs (36%) are very poor. Quality of teaching and learning None of the 11 ECDs (0%) is outstanding. None of the 11 ECDs (0%) is good. 3 of the 11 ECDs (28%) are fair. 4 of the 11 ECDs (36%) are poor. 4 of the 11 ECDs (36%) are very poor. 117

139 Learning environment None of the 11 ECDs (0%) is outstanding. None of the 11 ECDs (0%) is good. 4 of the 11 ECDs (36%) are fair. 4 of the 11 ECDs (36%) are poor. 3 of the 11 ECDs (28%) are very poor. Quality of curriculum and other activities None of the 11 ECDs (0%) is outstanding. None of the 11 ECDs (0%) is good. 3 of the 11 ECDs (28%) are fair. 4 of the 11 ECDs (36%) are poor. 4 of the 11 ECDs (36%) are very poor. Quality of care, guidance and support None of the 11 ECDs (0%) is outstanding. None of the 11 ECDs (0%) is good. 3 of the 11 ECDs (28%) are fair. 4 of the 11 ECDs (36%) are poor. 4 of the 11 ECDs (36%) are very poor. Leadership and management None of the 11 ECDs (0%) is outstanding. None of the 11 ECDs (0%) is good. 4 of the 11 ECDs (36%) are fair. 3 of the 11 ECDs (28%) are poor. 4 of the 11 ECDs (36%) are very poor. Overall effectiveness None of the 11 ECDs (0%) is outstanding. None of the 11 ECDs (0%) is good. None of the 11 ECDs (0%) is fair. 11 of the 11 ECDs (100%) are poor. None of the 11 ECDs (0%) is very poor The 15 sampled primary schools Description of the primary schools The 15 sampled primary schools are functioning as expected with headteachers performing their duties. They are all located in the rural areas. The PS have 6,796 (4,064 male 60% and 2,732 female 40%) pupils; 107(98 male 92% and 9 female 8%) teaching staff; 19 all-male nonteaching staff; no FTS participant and 3 all-male PTA/community teachers. The average teacher/pupil ratio is 1:

140 What the primary schools do well The relationship between the school management and community is cordial. Maintain discipline and order. Provision of clean environment. Teachers are punctual. Establishment of PTA and SBMC. What the primary schools should do to improve Improve on writing lesson plan and lesson delivery. The 9-Year Basic Education Curriculum should be fully utilized. Ensure the establishment of ECDs in all schools. School records should be properly kept for easy reference. Appropriate teaching techniques and use of instructional materials should be adopted. Ensure staff commitment to duties and adequate attention to learners. Encourage learners to attain high standard in internal and external examination. Guidance and counselling service should be provided in the school. To draw up School Development Plan. Provision of first aid box. Key strengths in each aspect Achievement and standards None of the 15 PS (0%) is outstanding. 2 of the 15 PS (13%) are good. 6 of the 15 PS (40%) are fair. 5 of the 15 PS (34%) are poor. 2 of the 15 PS (13%) are very poor. Learners personal development, welfare and participation None of the 15 PS (0%) is outstanding. 4 of the 15 PS (27%) are good. 7 of the 15 PS (47%) are fair. 3 of the 15 PS (20%) are poor. 1 of the 15 PS (6%) is very poor. Quality of teaching and learning None of the 15 PS (0%) is outstanding. 3 of the 15 PS (20%) are good. 6 of the 15 PS (40%) are fair. 4 of the 15 PS (27%) are poor. 2 of the 15 PS (13%) are very poor. Quality of curriculum and other activities None of the 15 PS (0%) is outstanding. 2 of the 15 PS (13%) are good. 4 of the 15 PS (27%) are fair. 119

141 8 of the 15 PS (53%) are poor. 1 of the 15 PS (7%) is very poor. Quality of care, guidance and support None of the 15 PS (0%) is outstanding. 3 of the 15 PS (20%) are good. 8 of the 15 PS (53%) are fair. 3 of the 15 PS (20%) are poor. 1 of the 15 PS (7%) is very poor. Learning environment None of the 15 PS (0%) is outstanding. 3 of the 15 PS (20%) are good. 6 of the 15 PS (40%) are fair. 4 of the 15 PS (27%) are poor. 2 of the 15 PS (13%) are very poor. Leadership and management None of the 15 PS (0%) is outstanding. 3 of the 15 PS (20%) are good. 6 of the 15 PS (40%) are fair. 5 of the 15 PS (33%) are poor. 1 of the 15 PS (7%) is very poor. Overall effectiveness None of the 15 PS (0%) is outstanding. 2 of the 15 PS (13%) are good. 6 of the 15 PS (40%) are fair. 5 of the 15 PS (34%) are poor. 2 of the 15 PS (13%) are very poor The 3 sampled JSS Description of the JSS The 3 JSS are functioning as expected with the principals performing their duties. They are all located in the rural areas. The JSS have 1,524 (1,104 male 72% and 420 female 28%) students; 24 (23 male 96% and 1 female 4%) teaching staff; 4 all-male non-teaching staff; no vocational instructor and FTS participant; 4 all-male PTA/community teacher. The average teacher/student ratio is 1:54. What the JSS do well The environment is neat and tidy. The teachers write weekly lesson plans. Availability of well-equipped first aid boxes. The teachers and learners are punctual. 120

142 Guidance and counselling service in the school is effective. Maintaining cordial relationship with PTAs, SBMCs and the host communities. School records are well kept. Students participate in external competitions and performed well. Students are punctual to school and are willing to learn. There are adequate classrooms and furniture. What the JSS should do to improve The schools need to draw up School Development Plan (SDP). There is the need for provision of adequate textbooks on the core subjects. There is the need for fence to provide security for the school. Provision of adequate instructional materials and sports equipment. Teachers who performed below average should be mentored or trained. The issue of students low performance should be looked into. Key strengths in each aspect Achievement and standards 1 of the 3 JSS (33%) is good. 2 of the 3 JSS (67%) are fair. Learners personal development, welfare and participation The 3 JSS (100%) are good. Quality of teaching and learning 1 of the 3 JSS (33%) is good. 2 of the 3 JSS (67%) are fair. Quality of curriculum and other activities 2 of the 3 JSS (67%) are fair. 1 of the 3 JSS (33%) is very poor. Quality of care, guidance and support 2 of the 3 JSS (67%) are good. 1 of the 3 JSS (33%) is fair. Learning environment 2 of the 3 JSS (67%) are good. 1 of the 3 JSS (33%) is fair. Leadership and management 2 of the 3 JSS (67%) are good. 1 of the 3 JSS (33%) is fair. Overall effectiveness 2 of the 3 JSS (67%) are good. 1 of the 3 JSS (33%) is fair. 121

143 2.20 Katsina SUBEB Description of the SUBEB Katsina SUBEB is functioning with relevant departments on ground. It has 34 LGEAs, 414 ECDs, 2,207 public PS, 227 JSS and 5 Almajiri/Qur anic schools. There are 57,308 (31,013 male - 54% and 26,295 female - 46%) pupils in the ECD centres, the staff strength is: 819 (414 male - 51% and 405 female - 49%) teaching staff; 207 (90 male - 43% and 117 female - 57%) non-teaching staff; and no caregiver, FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:70 Fig 21: Map of Katsina State The PS have 1,529,383 (911,238 male - 60% and 618,145 female - 40%) pupils; 19,608 (14,954 male - 76% and 4,654 female - 24%) teaching staff; 2,046 (1,899 male - 93% and 147 female - 7%) nonteaching staff; 567 (466 male - 82% and 101 female - 18%) FTS participants; and no PTA/community teacher. The average teacher/pupil ratio is 1:76. The JSS have 192,516 (116,856 male - 61% and 75,660 female - 39%) students; 4,493 (3,391 male - 75% and 1,102 female - 25%) teaching staff; 454 (400 male - 88% and 54 female - 12%) non-teaching staff; and no vocational instructor, FTS participant and PTA/community teacher. The average teacher/student ratio is 1:43. The Almajiri/Qur anic schools have 400 (370 male - 93% and 30 female - 7%) learners; 29 (26 male - 90% and 3 female - 10%) teaching staff; 14 (10 male - 71% and 4 female - 29%) non-teaching staff; no vocational instructor and FTS participant; 14 (12 male - 86% and 2 female - 14%) PTA/community teachers. The average teacher/pupil ratio is 1:10. It has 2 Special Education Institutions that operate inclusive education. It last accessed N23,000,000 of the Special Education funds in None of these schools was however visited during this quality assurance of basic education institutions in Katsina State. What the SUBEB does well Prompt payment of salaries and allowances including overhead to LGEAs. Regular promotion of staff and teachers. Teachers undergo regular in-service training in the state. Establishment of Quality Assurance and Guidance Counselling Units in all the LGEAs. Regular Procurement of textbooks and other instructional materials to schools. Renovation and rehabilitation of classrooms. Ensures the establishment and functionality of SBMCs in schools. Disbursement of grants to 92 schools to support SBMC activities. Increase in girl-child enrolment and attendance. Conduct of survey on out-of-school children. 122

144 Promote the study of science among girls by establishing Girls Science Primary Schools in each of the 3 senatorial districts. Recruitment and deployment of teachers to schools. Introduction of Merit Award to the best teacher, best headteacher and best school in the State. Conduct of regular Quality Assurance in schools by Quality Assurance Department and Units in the LGEAs. Encourage the teaching of Special Education through the Supply of learning equipment for the blind learners. What the SUBEB should do to improve Ensure prompt utilization of textbooks and the 9-Year Basic Education Curriculum in schools. Provision of additional furniture, classrooms and adequate ECD equipment. Capacity building for Quality Assurance Officers at State and LGEA levels. Establishment of ECDs in all the 2,207 primary schools in the State. Establish additional Almajiri/Qur anic schools in the State. Key strengths in each aspect Achievement and standards Learners make progress in most schools as 99% of them transited to JSS. Increase in the enrolment and attendance of girls. Quality of curriculum and other activities The State makes use of the 9-Year Basic Education Curriculum. The curricula are broad as they meet the needs of learners. Additional supply of text books in non core subjects areas. Leadership and management Performance is monitored and has been improved upon through quality assurance delivery Cordial relationship exists between management and other staff across the different departments and units in the Board. Stakeholders, SBMCs, PTAs and other relevant committees are carried along in the day-to-day running of the schools. Effective collaboration between the Board and Department of Girl-Child Education. Overall effectiveness The overall effectiveness of the State is good because quality of schools is effective in many aspects (teaching, infrastructure, supply of teaching materials, training and development etc) but there is still room for improvement The 2 sampled LGEAs Description of the LGEAs The 2 LGEAs are functioning with the Education Secretaries on ground. They have 33 ECDs, 126 public PS and 16 JSS. 123

145 There are 3,326 (1,689 male - 51% and 1,627 female - 49%) pupils in the ECD centres, there are 59 (31 male 53% and 28 female 47%) teaching staff; 6 (2 male 33% and 4 female - 67%) nonteaching staff; no caregiver, FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:56 The PS have 84,754 (46,668 male 55% and 38,086 female 45%) pupils; 1,059 (809 male 76% and 250 female 24%) teaching staff; 257 (242 male 94% and 15 female 15%) non-teaching staff; 9 all-male FTS participants and 5 (4 male 80% and 1 female - 20%) PTA/community teachers. The average teacher/pupil ratio is 1:80 The JSS have 8,501 (5,252 male 62% and 3,249 female 38%) students; 259 (243 male 94% and 16 female 6%) teaching staff; there are no non-teaching staff, vocational instructor, FTS participant and PTA/community teacher. The average teacher/student ratio is 1:33 What the LGEAs do well Proper records keeping that are up-to-date. Regular payment of salaries and allowances. Effective and regular routine monitoring. Dynamic leadership style. What the LGEAs should do to improve Regular training of teachers Ensure effective enrolment drive Ensure regular teacher development Provision of adequate instructional materials (consumables) Key strengths in each aspect Achievements and standard The performance of the children/pupils is encouraging. The transition rate from pupils to JSS is high 92%. Class work and assignment are given and marked. There is general good performance of pupils in the sampled LGEAs. Quality of curriculum and other activities The teachers draw their scheme of work from the 9-Year Basic Education. The teachers have good mastering of their subjects. Relevant teaching methods and techniques are used by teachers. There is general good performance of pupils in the sample LGEAs. Leadership and management The leadership in the two LGEAs is dynamic. Responsibilities are shared among working staff. There is evidence of team work with commitment. Cordial relationship exists between the management and other staff. 124

146 Overall effectiveness The overall effectiveness of the two LGEAs is good. Responsibilities are delegated appropriately. Heads of units are dedicated to their duties. There is discipline generally The 1 sampled ECD Description of the ECD There is only 1 ECD centre operating within one of the 10 sampled PS. The ECD centre has 90 (60 male 67% and 30 female 33%) pupils; 2 all-female teaching staff; no non-teaching staff; 1 female caregiver; no FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:45 What the ECD does well Punctuality by teachers and pupils Most of the teachers have good knowledge of early childhood education Adequate furniture in ECD classes Availability of play materials The ECD visited makes use of ECD modules What the ECD should do to improve Construct more classrooms to avoid over crowding in the classes Employ more qualified teachers and caregivers Provide more furniture for pupils and teachers Provide additional play equipment. Key strengths in each aspect Achievement and standards The ECD is fair. Learners Personal development, welfare and participation The ECD is fair. Quality of teaching and learning The ECD is fair. Learning environment The ECD is fair. Quality of curriculum and other activities The ECD is fair. Quality of care, guidance and support The ECD is fair. Leadership and management The ECD is fair. Overall effectiveness The ECD is fair. 125

147 The 10 sampled primary schools Description of the primary schools The 10 sampled primary schools are functioning as expected with headteachers performing their duties. They are all located in the rural areas. The PS have 3,681 (1,975 male 54% and 1,706 female - 46%) pupils; 67 (44 male - 67% and 23 female - 33%) teaching staff; 16 (14 male - 88% and 2 female - 12%) non-teaching staff; no FTS participant and 2 all-female (100%) PTA/community teachers. The average teacher/pupil ratio is 1:53 What the primary schools do well Proper and up-to-date record keeping. Good attendance of both pupils and teachers. Clean school environment. Distribution/utilization of textbooks. Teachers prepare lesson notes reqularly. What the primary schools should do to improve Provision of first aid box. Provision of potable drinking water. Improvise teaching aids and methods where necessary. Ensure cordial relationship between teachers and the learners. Key strengths in each aspect Achievement and standards None of the 10 PS (0%) is outstanding. 2 of the 10 PS (20%) are good. 5 of the 10 PS (50%) are fair. 3 of the 10 PS (30%) are poor. None of the 10 PS (0%) is very poor. Learners personal development, welfare and participation None of the 10 PS (0%) is outstanding. 2 of the 10 PS (20%) are good. 5 of the 10 PS (50%) are fair. 3 of the 10 PS (30%) are poor. None of the 10 PS (0%) is very poor. Quality of teaching and learning None of the 10 PS (0%) is outstanding. 2 of the 10 PS (20%) are good. 5 of the 10 PS (50%) are fair. 3 of the 10 PS (30%) are poor. None of the 10 PS (0%) is very poor. 126

148 Quality of curriculum and other activities None of the 10 PS (0%) is outstanding. 2 of the 10 PS (20%) are good. 5 of the 10 PS (50%) are fair. 3 of the 10 PS (30%) are poor. None of the 10 PS (0%) is very poor. Quality of care, guidance and support None of the 10 PS (0%) is outstanding. 1 of the 10 PS (10%) is good. 6 of the 10 PS (70%) are fair. 2 of the 10 PS (10%) are poor. 1 of the 10 PS (10%) is very poor. Learning environment None of the 10 PS (0%) is outstanding. None of the 10 PS (0%) is good. 9 of the 10 PS (90%) are fair. 1 of the 10 PS (10%) is poor. None of the 10 PS (0%) is very poor Leadership and management None of the 10 PS (0%) is outstanding. 3 of the 10 PS (30%) are good. 6 of the 10 PS (60%) are fair. 1 of the 10 PS (10%) is poor. None of the 10 PS (0%) is very poor. Overall effectiveness None of the 10 PS (0%) is outstanding. 1 of the 10 PS (10%) is good. 4 of the 10 PS (40%) are fair. 5 of the 10 PS (50%) are poor. None of the 10 PS (0%) is very poor The 2 sampled JSS Description of the JSS The 2 JSS are functioning as expected with the principals performing their duties. They are all located in the rural areas. The JSS have 2,428 (1,783 male- 73% and 645 female- 27%) students; 22 (19 male- 64% and 3 female - 36%) teaching staff; 44 all-male non-teaching staff; no vocational instructors and 4 all- male FTS participants; 17 (15 male - 88% and 2 female- 12%) PTA/community teachers. The average teacher/student ratio is 1:58 127

149 What the JSS do well Conducive learning environment..well behaved and disciplined students. Teachers mastered their subjects and deliver lessons effectively. What the JSS should do to improve Provide potable drinking water. Utilization of core subject textbooks. Improvised teaching aids where necessary. Key strengths in each aspect Achievement and standards The 2 JSS are good Learners personal development, welfare and participation 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is fair. Quality of teaching and learning 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is fair. Quality of curriculum and other activities The 2 JSS are fair. Quality of care, guidance and support 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is fair. Learning environment The 2 JSS are good. Leadership and management The 2 JSS are fair. Overall effectiveness The 2 JSS are good. 128

150 2.21 Kebbi SUBEB Description of the SUBEB Kebbi SUBEB is functioning with Board and the relevant departments on ground. The State has 21 LGEAs, 286 ECDs, 1,674 Primary schools and 225 JSS. The ECD centres have 31,624 (18,664 male - 59% and 12,960 female - 41%) pupils; 1,389 (1,113 male - 80% and 276 female - 20%) teaching staff; no non-teaching staff, caregiver, FTS participant and PTA/Community teacher. The teacher/pupil ratio is 1:23 Fig 22: Map of Kebbi State PS have 465,049 (296,193 male - 64% and 168,856 female - 36%) pupils; 16,387 (12,762 male - 78% and 3,625 female - 22%) teaching staff; 3,050 (2,630 male - 86% and 420 female - 14%) non-teaching staff; 362 (277 male - 77% and 85 female - 23%) FTS participants; and no PTA/community teacher. The teacher/pupil ratio is 1:28 JSS have 136,190 (90,168 male- 66% and 46,022 female - 34%) students; 1,252 (914 male - 73% and 338 female - 27%) teaching staff; and no non-teaching staff, FTS participant and PTA/Community teacher. The teacher/ student ratio is 1:109. What the SUBEB does well Buses provided to each of the 21 LGEAs in the state to facilitate schools supervision. Strong Enrolment drive/campaign throughout the State. Department of Inspectorate Services changed to Quality Assurance department. Quality Assurance Officers trained. Conducting regular schools inspection with all the management staff. What the SUBEB should do to improve Vigorous sensitization campaign on Enrolment and attendance in the rural areas. Encourage LGEAs to establish ECDs in all PS. Provision or purchase of vehicles for the SUBEB Quality Assurance Department for better performance. Encourage unqualified teachers to go for in-service training to obtain minimum teaching qualification (NCE). Key strengths in each aspect Achievement and standards Quality provision in terms of infrastructure and instructional materials. Enhanced transition rate (84% from PS to JSS). Establishment of Guidance Counseling units in all the LGEAs and Schools. 129

151 Leadership and management The leadership and management of Kebbi SUBEB is good in terms of provision of good learning environment in schools. The SBMCs/PTAs are functional in most of the schools visited. Overall effectiveness The overall effectiveness of Kebbi SUBEB is good. The learners welfare and well-being is properly taken care of and LGEAs are supported with monthly running costs The 3 sampled LGEAs Description of the LGEAs The 3 LGEAs are functioning with the Education Secretaries on ground. They have 54 ECDs, 295 public PS, 12 JSS and 2 Almajiri/Qur anic schools. There are 5,619 (3,323 male 59% and 2,296 female 41%) pupils in the ECD centres; 110 (36 male 32% and 74 female 68%) teaching staff; 17 (8 male 47% and 9 female 53%) non-teaching staff; 46 (12 male 26% and 34 female 74%) caregivers; there is no FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:36. The PS have 87,397 (53,548 male 61% and 33,849 female 39%) pupils; 3,032 (2,083 male 69% and 949 female 31%) teaching staff; 479 (378 male 79% and 101 female 21%) non-teaching staff; 56 (38 male 68% and 18 female 32%) FTS participants; and no PTA/community teacher. The average teacher/pupil ratio is 1:28. The JSS have 19,869 (12,198 male 61% and 7,671 female 39%) students; 632 (327 male 52% and 305 female 48%) teaching staff; 99 (61 male 62% and 38 female 38%) non-teaching staff; no vocational instructor, FTS participant and PTA/community teacher. The average teacher/student ratio is 1:27. The Almajiri/Qur anic schools have 8,756 (4,425 male 51% and 4,331 female 49%); 200 (180 male 90% and 20 female 10%) teaching staff; 10 all-male non-teaching staff; no FTS participant and PTA/Community teacher. The average teacher/pupil ratio is 1:43. What the LGEAs do well There is regular payment of salaries and allowances. Procurement of textbooks and other school records to all schools. Having Para-counselors in all schools. Regular termly supervisions of all schools. What the LGEAs should do to improve Embark on sensitization and enlightenment of communities for the need to send their children to school to boost Enrolment Provision of instructional materials, toilet facilities and potable water supply to all schools Constructions of additional block of classrooms and renovation of dilapidated buildings 130

152 Employment and deployment of qualified teachers to rural schools and re-training of unqualified teachers. The need for first-aid box and relevant medications Key strengths in each aspect Achievement and standards The progress that learners make in the schools visited is satisfactory, a good number of learners responded and contributed well in classes. The standard required by learners in the sample schools is fair. Some of the school records indicate fair standard has been achieved and maintained Quality of curriculum and other activities All schools visited and those not visited from physical verification as well as observations from records at the LGEAs have adequate copies of the 9-Year Basic Education Curriculum, that provide a broad range of disciplines and opportunities that will meet the need of the learners and the society Leadership and management There is regular supervision of school to enhance effectiveness in performance of schools and general school management and leadership. Overall effectiveness The extent of effectiveness and efficiency of provisions in schools as ensured by the LGEAs is satisfactory. There is a satisfactory rate of improvement in the last 2 years in these LGEAs The 2 sampled ECDs Description of the ECDs While there are 221 (115 male 52 % and 106 female 48%) pupils in the ECD centres, there are 4 all-female teaching staff; no non-teaching staff, caregiver, FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:55. What the ECDs do well The school environment is clean, neat and tidy. Teachers prepare lesson plan which is drawn from the scheme of work as contained in the 9- Year Basic Education Curriculum. Scheme of work and records of summary of work done are duly completed. What the ECDs should do to improve Sensitize the community on the school Enrolment and attendance. Provision of additional classroom teachers. School should be fenced to avoid encroachment by farmers. Steps should be taken to tackle the termites destruction. 131

153 Key strengths in each aspect Achievement and standards none of the 2 ECDs (0%) is outstanding. 1 of the 2 ECDs (50%) is good. 1 of the 2 ECDs (50%) is fair. Learners Personal development, welfare and participation The 2 ECDs (100%) are fair. Quality of teaching and learning None of the 2 ECDs (0%) is outstanding. 1 of the 2 ECDs (50%) is good. 1 of the 2 ECDs (50%) is fair. Quality of curriculum and other activities The 2 ECDs (100%) are good. Quality of care, guidance and support The 2 ECDs (100%) are fair. Learning environment none of the 2 ECDs (0%) is outstanding. 1 of the 2 ECDs (50%) is good. 1 of the 2 ECDs (50%) is fair. Leadership and management The 2 ECDs (100%) are good. Overall effectiveness none of the 2 ECDs (0%) is outstanding. 1 of the 2 ECDs (50%) is good. 1 of the 2 ECDs (50%) is fair The 15 sampled primary schools Description of the primary schools The PS have 2,902 (1,851 male 64% and 1,051 female 36%) pupils; 74 (50 male 68% and 24 female 32%) teaching staff; 11 all-male non-teaching staff; no FTS participant; and 2 all-male PTA/community teachers. The average teacher/pupil ratio is 1:38. What the primary schools do well Schemes of work and school records are duly completed. The environment is clean and conducive for effective learning. Lesson plan is effectively prepared. National Curriculum is used to draw scheme of work and lesson plans. Adequate instructional materials. Adequate sporting activities. The environment is clean and tidy. 132

154 What the primary schools should do to improve The head teacher should liaise with the LGEA to deploy more teachers to the school. The head teacher should mobilize the community to form PTA/SBMCs to partake in the improvement of learners achievements and welfare. Teachers to use instructional materials for effective teaching and learning. Sensitize the community on the school Enrolment and attendance. Provision of additional teachers. School should be fenced to avoid encroachment. Steps should be taken to tackle the termites destruction. Key strengths in each aspect Achievement and standards None of the 15 PS (0%) is outstanding. 2 of the 15 PS (13%) are good. 6 of the 15 PS (40%) are fair. 2 of the 15 PS (13%) are poor. 5 of the 15 PS (34%) are very poor. Learners personal development, welfare and participation None of the 15 PS (0%) is outstanding. 1 of the 15 PS (7%) is good. 6 of the 15 PS (40%) are fair. 2 of the 15 PS (13%) are poor. 6 of the 15 PS (40%) are very poor. Quality of teaching and learning None of the 15 PS (0%) is outstanding. 1 of the 15 PS (7%) is good. 7 of the 15 PS (47%) are fair. 2 of the 15 PS (13%) are poor. 5 of the 15 PS (33%) are very poor. Quality of curriculum and other activities None of the 15 PS (0%) is outstanding. 2 of the 15 PS (13%) are good. 7 of the 15 PS (47%) are fair. 5 of the 15 PS (33%) are poor. 1 of the 15 PS (7%) is very poor. Quality of care, guidance and support None of the 15 PS (0%) is outstanding. 1 of the 15 PS (7%) is good. 6 of the 15 PS (40%) are fair. 2 of the 15 PS (13%) are poor. 133

155 6 of the 15 PS (40%) are very poor. Learning environment None of the 15 PS (0%) is outstanding. 1 of the 15 PS (7%) is good. 8 of the 15 PS (53%) are fair. 1 of the 15 PS (7%) is poor. 5 of the 15 PS (33%) are very poor. Leadership and management None of the 15 PS (0%) is outstanding. 1 of the 15 PS (7%) is good. 4 of the 15 PS (26%) are fair. 7 of the 15 PS (47%) are poor. 3 of the 15 PS (20%) are very poor. Overall effectiveness None of the 15 PS (0%) is outstanding. 2 of the 15 PS (13%) are good. 6 of the 15 PS (40%) are fair. 2 of the 15 PS (13%) are poor. 5 of the 15 PS (34%) are very poor The 3 sampled JSS Description of the JSS The JSS have 904 (387 male 43% and 517 female 57%) students; 23 (18 male 78% and 5 female 22%) teaching staff; 16 (14 male 87% and 2 female 13%) non-teaching staff; 3 all-male vocational instructor and 6 (3 male 50% and 3 female 50%) NYSC members; 9 (8 male 89% and 1 female 11%) PTA/community teachers. The average teacher/student ratio is 1:22. What the JSS do well Breakfast is provided to all the students. The school environment is clean. School structures are well maintained. There is a good source of drinking water (Borehole) There are adequate and relevant copies of the 9-Year Basic Education Curriculum. What the JSS should do to improve There is the need to ensure the proper use of the 9-Year Basic Education Curriculum. There is the need for the school to apply for the deployment of teachers in the 5 core subjects. (There are no teachers in English, Mathematics, and Basic Science for the entire school). Teachers should write lesson plans as well as lesson notes to ensure effective teaching and learning. The school should improve on keeping accurate and relevant records.. 134

156 Key strengths in each aspect Achievement and standards 2 of the 3 JSS (67%) are good. 1 of the 3 JSS (33%) is fair. Learners personal development, welfare and participation 2 of the 3 JSS (67%) are good. 1 of the 3 JSS (33%) is fair Quality of teaching and learning None of the 3 JSS is outstanding 1 of the 3 JSS (34%) is good. 1 of the 3 JSS (33%) is good 1 of the 3 JSS (33%) is good. None of the 3 (0%) is very poor Quality of curriculum and other activities None of the 3 JSS is outstanding 1 of the 3 JSS (34%) is good. 1 of the 3 JSS (33%) is good 1 of the 3 JSS (33%) is good. None of the 3 (0%) is very poor Quality of care, guidance and support 2 of the 3 JSS (67%) are good. 1 of the 3 JSS (33%) is fair Learning environment 1 of the 3 JSS (33%) is good. 2 of the 3 JSS (67%) are fair. Leadership and management The 3 JSS (100%) are good. Overall effectiveness 2 of the 3 JSS (67%) are good. 1 of the 3 JSS (33%) is fair. 135

157 2.22 Kogi SUBEB The State was not visited due to teachers strike. Fig 23: Map of Kogi State 136

158 2.23 Kwara SUBEB Description of the SUBEB Kwara SUBEB is functioning with relevant departments on ground. It has 16 LGEAs, 906 ECDs, 1466 public PS and 375 JSS. There are 40,380 (20,297 male % and 20,083 female %) pupils in the ECD centres, there are 1,319 (224 male - 17% and 1,095 female - 83%) teaching staff; no nonteaching staff; 377 (25 male - 7% and 352 female - 93%) caregiver; no FTS participant and no PTA/community teacher. The average teacher/pupil ratio is 1:31. Fig 24: Map of Kwara State The PS have 205,028 (107,673 male - 53% and 97,355 female - 47%) pupils; 13,778 (5,799 male - 42% and 7,979 female - 58%) teaching staff; 805 (625 male - 78% and 180 female - 22%) nonteaching staff; 447 (174 male - 39% and 273 female - 61%) FTS participants and no PTA/community teacher. The average teacher/pupil ratio is 1:15. The JSS have 91,306 (47,970 male - 53% and 43,336 female - 47%) students; 7,057 (2,793 male - 40% and 4,264 female - 60%) teaching staff; 417 (208 male % and 209 female %) non-teaching staff; no vocational instructor and no FTS participant; 95 (56 male 59% and 39 female 41%) PTA/community teacher. The average teacher/student ratio is 1:13. While the SUBEB did not report on Almajiri/Qur anic schools, it reported that it has 1 Special Education institution which did not operate inclusive education. It last accessed N23,882, of the Special Education funds in The school was however not visited during this quality assurance of basic education institutions in Kwara State. What the SUBEB does well Regular payment of salaries and allowances Textbooks in the core subjects have been supplied and distributed to virtually all the schools visited. Procured additional National Curriculum Modules and distributed same to all LGEAs. Established Quality Assurance Department and deployed staff to it. Provided vehicles (Hilux) and motorcycles to all the LGEAs for school supervision. Conduct third level training on SBMC at school level. School supervision has been intensified by SUBEB and LGEAs, about 1,069 primary and JSS were visited. What the SUBEB should do to improve The State should ensure that ECD centers are established in all the primary schools 137

159 The State should liaise with the Local Government Councils to mobilize communities towards the renovation of dilapidated school structures and build additional classrooms especially for the ECD centre. The State should liaise with the Local Government Councils to employ additional qualified teachers. Provide additional instructional materials and furniture. Train Quality Assurance staff. Intensify capacity building for teachers in the core subjects. There is need to intensify quality assurance monitoring in schools at all levels. There should be a follow-up monitoring to checkmate lapses for improvement on school effectiveness. To establish guidance and counseling services in all the schools in the State. Fund to be provided for regular school supervision and Quality Assurance monitoring. Key strengths in each aspect Achievement and Standards There is 98% transition of learners from primary 6 to JS 1 across the State. The average teacher/learner ratio is appropriate only for the ECDE. There is adequate number of qualified teachers in most of the schools visited (most teachers have NCE and above). Curriculum and other activities The 9-Year Basic Education Curriculum modules are available in schools and are in use. Learners literacy, numeracy and life skills are adequately catered for. Textbooks and instructional materials are available. Most of the schools have first aid boxes, toilet facilities and food vendors. Leadership and Management The regular supervision of schools shows the effective management of schools in the State. Overall effectiveness The overall effectiveness of the State is satisfactory. Most of the schools in the State have functional SBMCs and some of the schools enjoy the support of ESSPIN. Most of the schools visited have effective leadership. Instructional deliveries are mostly learner-centred. The compounds are clean and tidy The 2 sampled LGEAs Description of the LGEAs The 2 LGEAs are functioning with the Education Secretaries on ground. They have 26 ECDs, 115 public PS and 26 JSS. 138

160 There are 5,560 (4,210 male - 76% and 1,350 female - 24%) pupils in the ECD centres, there are 19 (1 male - 5% and 18 female - 95%) teaching staff; no non-teaching staff; 14 (1 male - 7% and 13 female - 93%) caregivers; no FTS participant and 18 all-female PTA/community teachers. The average teacher/pupil ratio is 1:150. The PS have 26,801 (14,949 male - 56% and 11,852 female - 44%) pupils; 835 (281 male - 34% and 554 female - 66%) teaching staff; 58 (43 male - 74% and 15 female - 26%) non-teaching staff; 4 (2 male - 50% and 2 all-female - 50 %) FTS participants; and no PTA/community teacher. The average teacher/pupil ratio is 1:32. The JSS have 6,948(3,866 male - 56% and 3,082 female - 44%) students; 315(169 male - 54% and 146 female - 46%) teaching staff; 13 (9 male - 69% and 4 female - 31%) non-teaching staff; no vocational instructor; no FTS participant; 9 (6 male - 66% and 3 female - 33%) PTA/community teachers. The average teacher/student ratio is 1:21. What the LGEAs do well The School Supervising Officers (SSOs) are provided motorcycles to visit and work in schools daily. Each LGEA has a Hilux for school supervision. Current year Action Plan is available. LGEA holds regular meetings with headteachers who in turn brief their teachers. Embark on enrolment drive through the social mobilization unit and SBMC to improve enrolment. What the LGEAs should do to improve The SSOs should conduct quality assurance in schools on a regular basis. Request for employment and posting of teachers in Basic Science, English and Mathematics to schools. Key strengths in each aspect Achievement and standards Improvement in enrolment especially girl child in Kaiama LGEA. Effective storage and retrieval of records. Encouraged the schools to engage in extracurricular activities. Quality of curriculum and other activities Distributes curriculum modules and other instructional materials to school promptly. Ensures utilization of these items. Leadership and management The leadership of the schools encourages and sensitizes the communities for improvement in their participation and partnership in running the schools. Ensures that the programme on action plans are effectively executed There is cordial relationship between the teachers, SBMC and the communities. Overall effectiveness The overall effectiveness of LGEAs is good. 139

161 The staff come to work regularly and are punctual Maintain good relationship with all stakeholders Organize capacity building for teachers in the core subjects The 8 sampled ECDs Description of the ECDs A total of 8 ECD centres are operating within 8 of the 10 sampled PS. The 8 ECD centres have 342 (165 male - 48% and 177 female - 52%) pupils in the ECD centres, there are 8 (1 male - 16% and 7 female - 84%) teaching staff; 1 male non-teaching staff; 3 all-female caregivers; no FTS participant and 5 all-female PTA/community teachers. The average teacher/pupil ratio is 1:21. What the ECDs do well The ECDs have adequate instructional/teaching aids and play equipment. The ECD teachers take good care of the learners. 70% of the ECD learners can count numbers, read the alphabets and identify objects correctly. The environments of the schools are neat and conducive for teaching and learning What the ECDs should do to improve Some of the teachers need to improve on their educational qualifications. There is need for nurses/caregivers in the ECD centres. ECD classes should not be merged with Primary one class so as to achieve quality impact. Need for sensitization/awareness to improve enrolment. Key strengths in each aspect Achievement and standards None of the 8 ECDs (0%) is outstanding. 5 of the 8 ECDs (62%) are good. 2 of the 8 ECDs (25%) are fair. 1 of the 8 ECDs (13%) is poor. None of the 8 ECDs (0%) is very poor. Learners Personal development, welfare and participation None of the 8 ECDs (0%) is outstanding. 6 of the 8 ECDs (75%) are good. 2 of the 8 ECDs (25%) are fair. None of the 8 ECDs (0%) is poor. None of the 8 ECDs (0%) is very poor. Quality of teaching and learning None of the 8 ECDs (0%) is outstanding. 4 of the 8 ECDs (50%) are good. 4 of the 8 ECDs (50%) are fair. None of the 8 ECDs (0%) is poor. None of the 8 ECDs (0%) is very poor. 140

162 Quality of curriculum and other activities None of the 8 ECDs (0%) is outstanding. 5 of the 8 ECDs (63%) are good. 3 of the 8 ECDs (37%) are fair. None of the 8 ECDs (0%) is poor. None of the 8 ECDs (0%) is very poor. Quality of care, guidance and support None of the 8 ECDs (0%) is outstanding. 3 of the 8 ECDs (37%) are good. 5 of the 8 ECDs (63%) are fair. None of the 8 ECDs (0%) is poor. None of the 8 ECDs (0%) is very poor. Learning environment None of the 8 ECDs (0%) is outstanding. 6 of the 8 ECDs (75%) are good. 1 of the 8 ECDs (12.5%) is fair. 1 of the 8 ECDs (12.5%) is poor. None of the 8 ECDs (0%) is very poor Leadership and management None of the 8 ECDs (0%) is outstanding. 7 of the 8 ECDs (88%) are good. 1 of the 8 ECDs (12%) is fair. None of the 8 ECDs (0%) is poor. None of the 8 ECDs (0%) is very poor. Overall effectiveness None of the 8 ECDs (0%) is outstanding. 7 of the 8 ECDs (88%) are good. None of the 8 ECDs (0%) is fair. 1 of the 8 ECDs (12%) is poor. None of the 8 ECDs (0%) is very poor The 10 sampled primary schools Description of the primary schools The 10 sampled primary schools are functioning as expected with headteachers performing their duties. They are all located in the rural areas. The PS have 2,022 (1,064 male - 53% and 958 female - 47%) pupils; 179 (42 male - 23% and 137 female - 77%) teaching staff; 9 (7 male - 78% and 2 female - 22%) non-teaching staff; no FTS participant and 17 (7 male - 46% and 10 female - 59%) PTA/community teachers. The average teacher/pupil ratio is 1:

163 What the primary schools do well The schools have well kept and conducive environment that enhance quality teaching and learning. Teachers lesson plans are well-written and marked by the headteachers regularly The leadership of the schools carry all stakeholders along. Statutory records are well kept in the schools There are adequate curriculum modules which the teachers use. What the primary schools should do to improve The schools should be fence to-ward-off encroachment. Conduct enlightenment compaigns to boost enrolment in the schools. Dilapidated classrooms should be renovated and adequate furniture provided for the learners Learners should be given take home assignments and should be marked always. Key strengths in each aspect Achievement and standards None of the 10 PS (0%) is outstanding. 5 of the 10 PS (50%) are good. 3 of the 10 PS (30%) are fair. 1 of the 10 PS (10%) is poor. 1 of the 10 PS (10%) is very poor. Learners personal development, welfare and participation None of the 10 PS (0%) is outstanding. 6 of 10 PS (60%) are good. 4 of the 10 PS (40%) are fair. None of the 10 PS (0%) is poor. None of the 10 PS (0%) is very poor. Quality of teaching and learning None of the 10 PS (0%) is outstanding. 4 of the 10 PS (40%) are good. 5 of the 10 PS (50%) are fair. 1 of the 10 PS (10%) is poor. None of the 10 PS (0%) is very poor. Quality of curriculum and other activities None of the 10 PS (0%) is outstanding. 5 of the 10 PS (50%) are good. 3 of the 10 PS (30%) are fair. 1 of the 10 PS (10%) is poor. 1 of the 10 PS (10%) is very poor. Quality of care, guidance and support None of the 10 PS (0%) is outstanding. 3 of the 10 PS (30%) are good. 142

164 7 of the 10 PS (70%) are fair. None of the 10 PS (0%) is poor. None of the 10 PS (0%) is very poor. Learning environment None of the 10 PS (0%) is outstanding. 7 of the 10 PS (70%) are good. 2 of the 10 PS (20%) are fair. 1 of the 10 PS (10%) is poor. None of the 10 PS (0%) is very poor Leadership and management None of the 10 PS (0%) is outstanding. 9 of the 10 PS (90%) are good. 1 of the 10 PS (10%) is fair. None of the 10 PS (0%) is poor. None of the 10 PS (0%) is very poor. Overall effectiveness None of the 10 PS (0%) is outstanding. 9 of the 10 PS (90%) are good. None of the 10 PS (0%) is fair. 1 of the 10 PS (10%) is poor. None of the 10 PS (0%) is very poor The 2 sampled JSS Description of the JSS The 2 JSS are functioning as expected with the principals performing their duties. They are all located in the rural areas. The JSS have 307 (196 male - 64 % and 111 female - 36 %) students; 25 (16 male - 64% and 9 female - 36%) teaching staff; 1 male non-teaching staff; no vocational instructor; no FTS participant; and 18 (11 male - 61% and 7 female - 39%) PTA/community teachers. The average teacher/student ratio is 1:7. What the JSS do well There is proper record keeping by the schools. The compounds of the schools are tidy and well kept Their continuous assessment and examination results show that about 65% pass in core subjects The schools participated and excel in extra-curricular activities like sports, quiz, debates and reading competitions. What the JSS should do to improve The schools should solicit the support of SUBEB and the communities for the repairs of the blown-off and leaking roofs. Construction of VIP toilets in the schools. 143

165 Additional qualified teachers should be employed and posted to the schools in the core subjects. Key strengths in each aspect Achievement and standards The 2 JSS (100%) are good Learners personal development, welfare and participation The 2 JSS (100%) are good Quality of teaching and learning 1of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is fair. Quality of curriculum and other activities 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is good. Quality of care, guidance and support The 2 JSS (100%) are good. Learning environment The 2 JSS (100%) are good Leadership and management The 2 JSS (100%) are good. Overall effectiveness The 2 JSS (100%) are good. 144

166 2.24 Lagos SUBEB Description of the SUBEB Lagos SUBEB is functioning with relevant departments on ground. It has 20 LGEAs, 1,003 ECDs, 1,003 public PS and 328 JSS. There are 77,712 (39,328 male - 51% and 38,384 female - 49%) pupils in the ECD centres, there are 2,042 (136 male - 7% and 1,906 female - 93%) teaching staff; no non-teaching staff; and no caregiver; no FTS participant and no PTA/community teacher. The average teacher/pupil ratio is 1:38. Fig 25: Map of Lagos State The PS have 434,855 (211,515 male - 49% and 223,340 female - 51%) pupils; 11,750 (2,054 male - 17% and 9,696 female - 83%) teaching staff; 10,400 (4,715 male - 44% and 5,685 female - 56%) nonteaching staff; no FTS participant and no PTA/community teacher. The average teacher/pupil ratio is 1:37. The JSS have 329,395 (159,822 male - 49% and 169,573 female - 51%) students; 8,820 (2,536 male - 29% and 6,284 female - 71%) teaching staff; 1,438 (595 male - 41% and 843 female - 59%) nonteaching staff; no vocational instructor and no FTS participant; no PTA/community teacher. The average teacher/student ratio is 1:37. The SUBEB reported one Almajiri/Qur anic school, and five (5) Special Education institutions, out of which all operate inclusive education. It last accessed N14,871, of the Special Education funds in 2009 None of these schools was however visited during this quality assurance of basic education institutions in Lagos State. What the SUBEB does well Use of cluster teaching model in Professional Teacher Development (PTD). Regular disbursement of imprests to LGEAs and schools in Lagos State. Teaching and learning is learner-centred. Regular payment of salaries and allowances. What the SUBEB should do to improve Lagos SUBEB should employ additional supervisors. Train teachers on Continuous Assessment in their subject areas. Construct and renovate additional classrooms. Key strengths in each aspect Achievement and standards Lagos State pupils are making progress in academics. Only 14% difference between pupils who completed primary school and those who could not transit to JSS. 145

167 The teaching staff are constantly trained to make teaching more practical and participatory. Curriculum and other activities Proper implementation of the 9-Year Universal Basic Education Curriculum. Pupils and students engage in extra-curricular activities such as spelling Bee, Debate, Quiz and Sports. The cluster teaching model is being cascaded to all the 1001 primary schools in Lagos State through the headteachers. Leadership and management Lagos SUBEB has effective management team that goes out to monitor school works on weekly basis. There are capable and good headteachers and Principals in Lagos schools. Overall effectiveness Teaching and learning is effective. The SUBEB also monitor the LGEAs and schools. The overall effectiveness in Lagos SUBEB, LGEAs and schools is good The 2 sampled LGEAs Agege and Somolu Joint statistics Description of the LGEAs The 2 LGEAs are functioning with the Education Secretaries on ground. They have 98 ECDs, 98 public PS and 17 JSS. There are 6,170 (3,208 male 52% and 2,962 female - 48%) pupils in the ECD centres, there are 146 (7 male - 5% and 139 female - 95%) teaching staff; 152 (40 male - 26% and 112 female - 74%) nonteaching staff; 14 (4 male - 29% and 10 female - 71%) caregivers; no FTS participant and no PTA/community teacher. The average teacher/pupil ratio is 1:39. The PS have 33,176 (16,193 male - 49% and 16,983 female - 51%) pupils; 1,516 (239 male - 16% and 1,277 female - 84%) teaching staff; 1,239 (518 male - 42% and 721 female - 58%) non-teaching staff; no FTS participant and no PTA/community teacher. The average teacher/pupil ratio is 1:22. The JSS have 27,471(12,240 male - 45% and 15,231 female - 55%) students; 752 (211 male - 28% and 541 female - 72%) teaching staff; 84 (20 male - 24% and 64 female - 76%) non-teaching staff; 65 (23 male - 35% and 42 female - 65%) vocational instructors; no FTS participant and no PTA/community teachers. The average teacher/student ratio is 1:34. What the LGEAs do well Effective supervision of schools. Dedication on the part of staff. Prompt distribution of essential materials to schools. What the LGEAs should do to improve Ensure provision of VIP toilets in all schools. Ensure that teachers are evenly distributed to schools. 146

168 Ensure employment and training of caregivers for the ECD centres. Ensure provision of more classrooms as well as teachers and learners furniture. Key strengths in each aspect Achievement and standards High rate of transition from primary 6 to JSS. Learners won several awards for good performance. Training and Retraining of teaching staff. Quality of curriculum and other activities Prompt distribution of the new Primary School Education Curriculum to school. Encourage and coordinate extra curricular activities as well as quiz and debates. Co-ordination of vocational centres in schools. Leadership and management The leadership carries all teachers along in major decision making. The leadership ensures prompt release of imprest for Headteachers to run their schools. Effective management of schools. Overall effectiveness The LGEAs carry out regular monitoring of teaching and learning in the schools. LGEAs coordinate other activities in schools. There is constant cordial relationship between the LGEA, schools as well as Parents forum and SBMC The 10 sampled ECDs Description of the ECDs A total of 10 ECD centres operate within the 10 sampled PS. The 10 ECD centres have 610 (317 male - 52% and 293 female - 48%) pupils in the ECD centres, there are 16 all-female teaching staff; 15 (6 male - 40% and 9 female - 60%) non-teaching staff; no caregiver; no FTS participant and no PTA/community teacher. The average teacher/pupil ratio is 1:38. What the ECDs do well Learners are engaged during lessons deliveries. Learners are well guided and controlled for security. Teachers improvise teaching aids to boost achievement. What the ECDs should do to improve Ensure redeployment of teaching staff to centres. Ensure provision of educational toys and play equipment such as merry-go-round. Ensure employment and training of care givers. Key strengths in each aspect Achievement and standards None of the 10 ECDs (%) is outstanding. 147

169 4 of the 10 ECDs (40%) are good. 6 of the 10 CDs (60%) are fair. None of the 10 ECDs (0%) is poor. None of the 10 ECDs (0%) is very poor. Learners Personal development, welfare and participation None of the 10 ECDs (0%) is outstanding. 5 of the 10 ECDs (50%) are good. 5 of the 10 ECDs (50%) are fair. None of the 10 ECDs (0%) is poor. None of the 10 ECDs (0%) is very poor. Quality of teaching and learning None of the 10 ECDs (0%) is outstanding. 6 of the 10 ECDs (60%) are good. 4 of the 10 ECDs (40%) are fair. None of the 10 ECDs (10%) is poor. None of the 10 ECDs (0%) is very poor. Quality of curriculum and other activities None of the 10 ECDs (0%) is outstanding. 5 of the 10 ECDs (50%) are good. 5 of the 10 ECDs (50%) are fair. None of the 10 ECDs (0%) is poor. None of the 10 ECDs (0%) is very poor. Quality of care, guidance and support None of the 10 ECDs (0%) is outstanding. 3 of the 10 ECDs (30%) are good. 7 of the 10 ECDs (70%) are fair. None of the 10 ECDs (0%) is poor. None of the 10 ECDs (0%) is very poor. Learning environment None of the 10 ECDs (0%) is outstanding. 2 of the 10 ECDs (20%) are good. 8 of the 10 ECDs (80%) are fair. None of the 10 ECDs (0%) is poor. none of the 10 ECDs (0%) is very poor Leadership and management None of the 10 ECDs (0%) is outstanding. 5 of the 10 ECDs (50%) are good. 5 of the 10 ECDs (50%) are fair. None of the 10 ECDs (0%) is poor. None of the 10 ECDs (0%) is very poor. 148

170 Overall effectiveness None of the 10 ECDs (0%) is outstanding. 5 of the 10 ECDs (50%) are good. 5 of the 10 ECDs (50%) are fair. None of the 10 ECDs (0%) is poor. None of the 10 ECDs (0%) is very poor The 10 sampled primary schools Description of the primary schools The 10 sampled primary schools are functioning as expected with headteachers performing their duties. They are all located in the rural areas. The PS have 3,610 (1,650 male - 46 % and 1,960 female - 54%) pupils; 154 (29 male - 19% and 125 female - 81%) teaching staff; 103 (39 male - 38% and 64 female - 62%) non-teaching staff; no FTS participant and no PTA/community teacher. The average teacher/pupil ratio is 1:23. What the primary schools do well Teachers are punctual. Teachers write lesson notes on regular basis. Existence of cordial relationship between all subjects. What the primary schools should do to improve There is need to ensure the use of the new Nine Year Basic Education Curriculum for universality. Teachers should make use of teaching aids in all lessons. Teachers should endeavour to check and mark learners work in all subjects apart from Mathematics and English. Key strengths in each aspect Achievement and standards None of the 10 PS (0%) is outstanding. 4 of the 10 PS (40%) are good. 6 of the 10 PS (60%) are fair. None of the 10 PS (0%) is poor. None of the 10 PS (0%) is very poor. Learners personal development, welfare and participation None of the 10 PS (0%) is outstanding. 5 of the 10 PS (50%) are good. 5 of the 10 PS (50%) are fair. None of the 10 PS (0%) is poor. None of the 10 PS (0%) is very poor. Quality of teaching and learning None of the 10 PS (0%) is outstanding. 149

171 6 of the 10 PS (60%) are good. 4 of the 10 PS (40%) are fair. None of the 10 PS (0%) is poor. None of the 10 PS (0%) is very poor. Quality of curriculum and other activities None of the 10 PS (0%) is outstanding. 5 of the 10 PS (50%) are good. 5 of the 10 PS (50%) are fair. None of the 10 PS (0%) is poor. None of the 10 PS (0%) is very poor. Quality of care, guidance and support None of the 10 PS (0%) is outstanding. 3 of the 10 PS (30%) are good. 7 of the 10 PS (70%) are fair. None of the 10 PS (0%) is poor. None of the 10 PS (0%) is very poor. Learning environment None of the 10 ECDs (0%) is outstanding. 2 of the 10 ECDs (20%) are good. 8 of the 10 ECDs (80%) are fair. None of the 10ECDs (0%) is poor. None of the 10 ECDs (0%) is very poor Leadership and management None of the 10 PS (0%) is outstanding. 5 of the 10 PS (50%) are good. 5 of the 10 PS (50%) are fair. None of the 10 PS (0%) is poor. None of the 10 PS (0%) is very poor. Overall effectiveness None of the 10 PS (%) is outstanding. 5 of the 10 PS (50%) are good. 5 of the 10 PS (50%) are fair. None of the 10 PS (0%) is poor. None of the 10 PS (0%) is very poor The 2 sampled JSS Description of the JSS The 2 JSS are functioning as expected with the principals performing their duties. They are all located in the rural areas. The JSS have 3,370 (1,197 male - 36% and 2,173 female - 64%) students; 95 (30 male - 32% and 65 female - 68%) teaching staff; 5 all-female non-teaching staff; no vocational 150

172 instructor and no FTS participant; no PTA/community teacher. The average teacher/student ratio is 1:35. What the JSS do well There is a safe and secure environment for both learners and teachers. Punctuality on the part of the teachers and learners. Cordial relationship exists among the management, teachers as well as the learners. What the JSS should do to improve Teachers should endeavour to check and mark learners work regularly. Ensure provision of sporting equipment for learners to demonstrate their psychomotor skills. Key strengths in each aspect Achievement and standards The 2 JSS (100%) are fair Learners personal development, welfare and participation The 2 JSS (100%) are fair. Quality of teaching and learning The 2 JSS (100%) are fair. Quality of curriculum and other activities The 2 JSS (0%) are fair. Quality of care, guidance and support 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is fair. Learning environment 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is poor. Leadership and management 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is fair. Overall effectiveness The 2 JSS (100%) are good. 151

173 2.25 Nasarawa SUBEB Description of the SUBEB Nasarawa SUBEB is functioning with relevant departments on ground. It has 13 LGEAs, 165 ECDs, 1,295 public PS and 138 JSS. While there are 20,210 (10,437 male - 52% and 9,773 female - 48%) pupils in the ECD centres, the teaching staff is not separated from PS section; no non-teaching staff; 139 (100%) female caregivers. There is no FTS participant and no PTA/community teacher. The average teacher/pupil ratio is not applicable as the number of teachers for ECD was not declared. Fig 26: Map of Nasarawa State The PS have 320,755 (174,785 male 54% and 145,970 female 46%) pupils; 15,368 (9,382 male 61% and 5,986 female 39%) teaching staff; 1,294 (821 male - 62% and 473 female - 38%) non-teaching staff; 538 (356 male - 66% and 182 female - 34%) FTS participants and no PTA/community teacher. The average teacher/pupil ratio is 1:20. The JSS have 23,839 (13,226 male - 55 % and 10,613 female - 45%) students; 7,721 (5,648 male - 73% and 2,073 female - 27%) teaching staff; 550 (276 male 50.2% and 274 female 49.8%) nonteaching staff; 139 (118 male - 85% and 21 female - 15%) vocational instructors and no FTS participant; no PTA/community teacher. The average teacher/student ratio is 1:3 (note that rotational teaching is being practised). Almajiri/Qur anic schools have not officially taken off in Nasarawa State. However, SUBEB reported that it has 3 Special Education institutions, out of which 1 operates inclusive education. It last accessed N17,390, of the Special Education funds in None of these schools was however visited during this quality assurance of basic education institutions in Nasarawa State. What the SUBEB does well Regular payment of salaries. Establishing and maintaining cordial relationship with all stakeholders. Conducting Quality Assurance visits to schools. Provision of instructional materials to schools. Utilization of Intervention Fund on infrastructure, furniture and boreholes. What the SUBEB should do to improve Accessing up-to-date UBE Intervention Fund. Recruitment of competent FTS participants on completion of service period. Provision of qualified teachers to schools. Provision of means of transportation to Quality Assurance personnel at the LGEA level. 152

174 Key strengths in each aspect Achievement and Standards Transition of learners from primary to JSS is 100% Guidance counseling units are established at the LGEAs. Curriculum and other activities Teachers make use of the available 9-Year Basic Education Curriculum that caters for all-round development. Leadership and Management Leadership and management of SUBEB is fair. There is cordial relationship that exists between the management and other stakeholders. Overall effectiveness The overall effectiveness of the SUBEB is fair based on its management of resources and provision of necessary requirements for learning like infrastructure, furniture, curriculum and training of teachers. However, up-to-date accessing of UBE Intervention Fund would make more positive impact on basic education in the state The 3 sampled LGEAs Description of the LGEAs The 3 LGEAs are functioning with the Education Secretaries on ground. They have 51 ECDs, 431 public PS and 116 JSS. While there are 6,401(3,443 male 54% and 2958 female 46%) pupils in the ECD centres, there are 259 (59 male 23% and 200 female 77%) teaching staff; 38 (9 male 24% and 29 female 76 %) non-teaching staff; 66 (9 male 14% and 57 female 86%) caregivers; there is no FTS participant and no PTA/community teacher. The average teacher/pupil ratio is 1:25. The PS have 124,791 (62,192 male 49.8% and 62,599 female 50.2%) pupils; 4,430 (2,422 male 55% and 2008 female 45%) teaching staff; 397 (278 male 70% and 119 female 30%) nonteaching staff; 221 (138 male 62% and 83 female 38%) FTS participants and 58 (38 male 66% and 20 female 34%) PTA/Community teachers. The average teacher/pupil ratio is 1:27. The JSS have 19,365(11,347 male 59% and 8,018 female 41%) students; 747 (451 male 60% and 296 female 40%) teaching staff; 79 (62 male 78% and 17 female 22%) non-teaching staff; no vocational instructor and no FTS participant and 214 (136 male 64% and 78 female 36%) PTA/Community teachers. The average teacher/student ratio is 1:20. What the LGEAs do well Recruitment of qualified teachers. Regular payment of salaries. Regular retraining of teachers. Cordial relationship with the communities. Basic Education textbooks and instructional materials received were distributed accordingly in schools in the LGEAs although they were inadequate. 153

175 What the LGEAs should do to improve Construct and rehabilitate classrooms. Provide adequate pupils /students furniture. Provision of adequate learning materials. Provision of instructional materials/teaching aids and play equipment particularly for the ECD centres. Employment of Quality Assurance officers and regular supervision of schools. Quality Assurance officers in the LGEAs should be supported with vehicles and funds to carry out supervision of schools. Key strengths in each aspect Achievement and standards 50% of the teachers write lesson plans and it is evident that they are checked regularly 85% of the teachers at the various school levels are qualified. Enrolment is high in most schools visited in the LGEAs. There is a high transition rate from the primary to JSS. Quality of curriculum and other activities Most of the schools visited in the 3 LGEAs had copies of the 9 Year Basic Education Curriculum which is effectively used by some of the teachers though they are not adequate. Out of all the schools visited, only 1 school has a library and is only temporary. Leadership and management Leadership and management of the 3 LGEAs is satisfactory. They carry all members of staff along and there is evidence of division of labour. There is a good effort made to visit schools. However, the LGEAs need more vehicles and funds for regular and effective supervision of schools. Overall effectiveness The overall effectiveness of the 3 LGEAs is fair as they employ qualified teachers and regularly pay salaries. However, there is need to retrain and mentor teachers regularly and also provide teaching equipment and materials The 7 sampled ECDs Description of the ECDs A total of 7 ECDs centres are operating within the 15 sampled PS. The 7 ECD centres have 475 (225 male 47% and 250 female 53%) pupils in the ECD centres, there are 22 (2 male 9% and 20 female 91%) teaching staff; 3 (100%) all female non-teaching staff; 2 (100%) all female caregivers; there is no FTS participant and PTA/Community teacher. The average teacher/pupil ratio is 1:22. What the ECDs do well Teachers in the ECD centres are qualified and exhibit knowledge of ECD education. There is low drop-out rate of pupils in the ECD. Cordial relationship between the school and the communities. 154

176 What the ECDs should do to improve Construction of more classrooms. Provision of adequate furniture for learners. Provide ECD curriculum in the ECD centres. Provision of instructional materials, teaching aids and play equipment. Key strengths in each aspect Achievement and standards None of the 7 ECDs (0%) is outstanding. 2 of the 7 ECDs (21%) are good. 5 of the 7 ECDs (71%) are fair. None of the7 ECDs (0%) is poor. None of the 7 ECDs (0%) is very poor. Learners Personal development, welfare and participation None of the 7 ECDs (0%) is outstanding. 2 of the 7 ECDs (29%) are good. 3 of the7 ECDs (42%) are fair. 2 of the 7 ECDs (29%) are poor. None of the 7 ECDs (0%) is very poor. Quality of teaching and learning None of the 7 ECDs (0%) is outstanding. 4 of the 7 ECDs (57%) are good. 2of the 7 ECDs (29%) are fair. 1 of the 7 ECDs (14%) is poor. None of the 7 ECDs (0%) is very poor. Quality of curriculum and other activities None of the 7 ECDs (0%) is outstanding. 1 of the 7 ECDs (14%) is good. 4 of the 7 ECDs (57%) are fair. 2 of the 7 ECDs (29%) are poor. None of the 7 ECDs (0%) is very poor. Quality of care, guidance and support None of the 7 ECDs (0%) is outstanding. 1 of the 7 ECDs (14%) is good. 2 of the 7 ECDs (29%) are fair. 4 of the 7 ECDs (57%) are poor. None of the 7 ECDs (0%) is very poor. Learning environment None of the 7 ECDs (0%) is outstanding. None of the 7 ECDs (0%) is good. 155

177 4 of the 7 ECDs (57%) are fair. 3 of the 7 ECDs (43%) are poor. None of the 7 ECDs (0%) is very poor. Leadership and management None of the 7 ECDs (0%) is outstanding. 4 of the 7 ECDs (57%) are good. 3 of the 7 ECDs (43%) are fair. None of the 7 ECDs (0%) is poor. None of the 7 ECDs (0%) is very poor. Overall effectiveness None of the 7 ECDs (0%) is outstanding. None of the 7 ECDs (0%) is good. 5 of the 7 ECDs (71%) are fair. 2 of the 7 ECDs (29%) are poor. None of the 7 ECDs (0%) is very poor The 15 sampled primary schools Description of the primary schools The 15 sampled primary schools are functioning as expected with headteachers performing their duties. They are all located in the rural areas. The PS have 4,921 (2,585 male 53% and 2,336 female 47%) pupils; 204 (85 male 42% and 119 female 58%) teaching staff; 10 (9 male 90% and 1 female 10%) non-teaching staff; 8 (4 male 50% and 4 female 50%) FTS participants and no PTA/community teacher. The average teacher/pupil ratio is 1:23 What the primary schools do well High transition rate to JSS. There is about 80% punctuality and school attendance by the teachers and pupils. There is a cordial relationship between the schools and the community. Most teachers have good knowledge of their subject areas. What the primary schools should do to improve Construction of adequate classrooms/facilities to enhance effective teaching and learning. Provision/improvisation of instructional materials and teaching aids. More teachers should be employed and posted to schools. Ensure that all teachers prepare lesson notes and make effective use of the 9 Year Basic Education Curriculum. Pupils should be properly guided and taught how to read, write and speak English in school. Ensure the use of teaching aids while teaching. 156

178 Key strengths in each aspect Achievement and standards None of the 15 PS (0%) is outstanding. 2 of the 15 PS (14%) are good. 8 of the 15 PS (53%) are fair. 5 of the 15 PS (33%) are poor. None of the 15 PS (0%) is very poor. Learners personal development, welfare and participation None of the 15 PS (0%) is outstanding. 2 of the 15 PS (13%) are good. 7 of the 15 PS (47%) are fair. 2 of the 15 PS (13%) are poor. 4 of the 15 PS (27%) are very poor. Quality of teaching and learning None of the 15 PS (0%) is outstanding. 4 of the 15 PS (27%) are good. 6 of the 15 PS (40%) are fair. 5 of the 15 PS (33%) are poor. None of the 15 PS (0%) is very poor. Quality of curriculum and other activities None of the 15 PS (0%) is outstanding. 1 of the 15 PS (7%) is good. 6 of the 15 PS (40%) are fair. 8 of the 15 PS (53%) are poor. None of the 15 PS (0%) is very poor. Quality of care, guidance and support None of the 15 PS (0%) is outstanding. 2 of the 15 PS (13%) are good. 4 of the 15 PS (27%) are fair. 7 of the 15 PS (47%) are poor. 2 of the 15 PS (13%) are very poor. Learning environment None of the 15 PS (0%) is outstanding. None of the 15 PS (0%) is good. 8 of the 15 PS (53%) are fair. 4 of the 15 PS (27%) are poor. 3 of the 15 PS (20%) are very poor. Leadership and management None of the 15 PS (0%) is outstanding. 2 of the 15 PS (13%) are good. 157

179 9 of the 15 PS (60%) are fair. 3 of the 15 PS (20%) are poor. 1 of the 15 PS (7%) is very poor. Overall effectiveness None of the 15 PS (0%) is outstanding. 1 of the 7 PS (7%) is good. 8 of the 15 PS (53%) are fair. 4 of the 15 PS (27%) are poor. 2 of the 15 PS (13%) are very poor The 3 sampled JSS Description of the JSS The 3 JSS are functioning as expected with the principals performing their duties. They are all located in the rural areas. The JSS have 692 (416 male 60% and 276 female 40%) students; 23 (18 male 78% and 5 female 22%) teaching staff; 1 (100%) male non-teaching staff; there is no vocational instructor; no FTS participant and 5 (3 male 60% and 2 female 40%) PTA/community teachers. The average teacher/student ratio is 1:25 What the JSS do well The JSS have qualified and dedicated teachers. There is cordial relationship between the schools and the community. Most of the schools environment is conducive for teaching and learning. What the JSS should do to improve Provision of more classrooms and maintenance of existing ones. Collaborate with relevant stakeholders to provide more furniture for teachers and learners. Provision of library, textbooks. Key strengths in each aspect Achievement and standards 1 of the 3 JSS (33%) is good. 2 of the 3 JSS (67%) are fair. Learners personal development, welfare and participation 1 of the 3 JSS (33%) is good. 2 of the 3 JSS (67%) are fair. Quality of teaching and learning The 3 JSS (100%) are fair. Quality of curriculum and other activities 1 of the 3 JSS (33%) is good. 2 of the 3 JSS (67%) are fair. Quality of care, guidance and support 1 of the 3 JSS (33%) is good. 2 of the 3 JSS (67%) are fair. 158

180 Learning environment 1 of the 3 JSS (33%) is good. 2 of the 3 JSS (67%) are fair. Leadership and management 1 of the 3 JSS (33%) is good. 2 of the 3 JSS (67%) are fair. Overall effectiveness 2 of the 3 JSS (67%) are good. 1 of the 3 JSS (33%) is fair. 159

181 2.26 Niger SUBEB Description of the SUBEB Niger SUBEB is functioning with relevant departments on ground. It has 25 LGEAs; 848 ECDs; 3,043 public PS and 456 JSS. There are 70,052 (36,027 male 51% and 34,025 female 49%) pupils in the ECD centres; there are 2,005 (879 male 44% and 1,126 female 56%) teaching staff; no non-teaching staff; 1,163 (846 male 72% and 317 female 28%) caregivers; no FTS participants and no PTA/Community teachers. The average teacher/pupil ratio is 1:35 Fig 27: Map of Niger State The PS have 749,798 (429,592 male 57% and 320,206 female 43%) pupils; 27,327 (19,362 male 71% and 7,965 female 29 %) teaching staff; 4,049 (3,303 male 82% and 746 female 18%) nonteaching staff; 510 (220 male 43% and 290 female 57%) FTS participants; and no PTA/Community teachers. The average teacher/pupil ratio is 1:27 The JSS have 173,418 (112,960 male 65% and 60,458 female 35 %) students; 4,774 (3,405 male 71% and 1,369 female 29%) teaching staff; no non-teaching staff; no vocational instructors; no FTS participants; and no PTA/Community teachers. The average teacher/student ratio is 1:36 The SUBEB reported that it has 250 Almajiri/Qur anic schools, with 57,261 (29,133 male-51% and 28,128-49%) students; 1,535 (1,091 male-71% and 444 female - 29%) teaching staff; the average teacher/ students ratio is 1:37. It also reported that it has 2 Special Education Institutions, out of which none operates inclusive education. It last accessed N23,882, of the Special Education funds in 2012 None of these schools was however visited during this quality assurance of basic education institutions in Niger State. What the SUBEB does well Regular payment of salaries and allowances. Textbooks in the core subjects have been supplied and distributed to virtually all the schools visited. Some instructional materials were procured and distributed to schools such as: Attendance Registers, Weekly Diaries, Chalk etc. Establishment of the Quality Assurance Department and deploy staff to it. School supervision has been intensified by SUBEB and LGEAs, about 659 both Primary and JSS were visited. What the SUBEB should do to improve The State should ensure that ECD centres are established in all the primary schools. Unqualified teachers need to be trained to obtain NCE certificate as a minimum qualification. 160

182 The State should liaise with the Local Government Councils to employ additional qualified teachers Provide additional instructional materials and furniture. Train Quality Assurance staff. Need to build the capacity building of teachers in the core subjects. There is need to intensify quality assurance monitoring in schools at all levels. There should be a follow-up on the lapses for improvement on school effectiveness. To establish guidance and counseling services in all the schools in the State. Fund and vehicles to be provided for regular school supervision and Quality Assurance Monitoring. Key strengths in each aspect Achievement and Standards The SBMC/PTAs are functional in most of the schools visited The average teacher/learner ratio is very impressive for primary and JSS- 1:29 and 1:36 respectively. There is a cordial working relationship between the management and other staff across the different departments and units in the Board. Curriculum and other activities The 9-Year Basic Education Curriculum modules are available in schools and are in use. Learners literacy, numeracy and life skills are adequately catered for, using textbooks and available instructional materials Most of the schools have first aid boxes, toilet facilities and food vendors. Leadership and Management The regular supervision of schools shows the effective management of schools in the State. However, more needs to be done in the area of school supervision. In addition, the school heads need to monitor the activities of the schools and pupils regularly for effective teaching and learning. Overall effectiveness The overall effectiveness of the State is fair. Most of the schools in the State have functional SBMCs and some of the schools enjoy the support of UNICEF. Most of the schools visited have effective leadership who monitor teaching and learning as well as distributes available textbooks, instructional materials to their learners. Most of the teachers do well in lesson delivery The 3 sampled LGEAs Description of the LGEAs The 3 LGEAs are functioning with the Education Secretaries on ground. They have 92 ECDs, 417 public Primary School, 65 JSS and 18 Almajiri/Qur anic schools. While there are 5,257 (2,787 male - 161

183 53% and 2,470 female - 47%) pupils in the ECD centres; there are 298 (174 male - 58% and 124 female - 42%) teaching staff; 10 (male) non-teaching staff; 38 (6 male - 16% and 32 female - 84%) care givers; 3 (2 male - 67% and 1 female - 33%) FTS participants and 18 (14 male - 78% and 4 female - 22%) PTA/community teachers. The average teacher/pupil ratio is 1:16. The Primary Schools have 87,614 (54,607 male - 62% and 33,007 female - 38%) pupils; 2,606 (1,833 male - 70% and 773 female - 30%) teaching staff; 103 (84 male - 82% and 19 female - 18%) non - teaching staff; 17 (14 male - 82% and 3 female - 18%) FTS participant and 43 (35 male - 81% and 8 female - 19%) PTA/ community teachers. The average teacher/pupil ratio is 1:33. The JSS have 21,341 (15,049 male - 71% and 6,292 female - 29%) students; 262 (217 male - 83% and 46 female - 17%) teaching staff; 26 (23 male - 88% and 3 female - 12%) non-teaching staff; no vocational instructor; 23 (17 male- 74% and 6 female- 26%) FTS participant and 13 (5 male - 38% and 8 female - 62%) PTA/ Community teachers. The average teacher/student ratio is 1:72 What the LGEAs do well Instructional materials are supplied to schools. Textbooks on core subjects are available in the sampled schools visited. Regular payment of staff salary. What the LGEAs should do to improve Solicit for the posting of quality teachers to all the schools in need. Attention needs to be focused on gender disparities in the State. This is to remove the impression of children that teaching is meant for one gender only. The LGEA should intensify their efforts at monitoring and supervision of schools on regular basis. There should be more sensitization and awareness on the role and importance of education for parents, PTA and SBMC members. Key strength in each aspect. Achievement and standards Improved access and equity in the provision of Basic Education to all learners. All the 3 LGEAs visited have cordial relationships with their staff. Curriculum and other activities. Learners are not exposed to extra-curricular activities most especially quiz and debate. The new 9 Year Basic Education Curriculum is available and in use in about 80-85% of the schools visited. Learning environment Learning environment of schools are not conducive for learning. However, the compound is kept neat and clean. Leadership and management Schools are being supervised by the supervisors in all the LGEAs between 3 to 5 times each term. Although the LGEAs lack mobility. They also collaborate with parents, SBMCs, teachers, students and pupils in the daily activities of the schools. 162

184 Overall effectiveness The overall effectiveness of the LGEAs is satisfactory. However, they still need to do more in the aspect of posting of personnel to schools that have shortage of teaching staff, ensure provision of learners'/teachers furniture, establishment and provision of necessary play materials to ECD centres and sensitization of the community and SBMC on their participation to the development of the schools Sampled ECDs Description of the ECDs Only 5 primary schools out of the 15 sampled and visited ones, have ECD centres. This is not good for the basic education programme. The 5 ECD centres have 261 (118 male - 45% and 143 female - 55%) pupils; 2 (1 male - 50% and 1 female - 50%) teaching staff; no non-teaching staff; 1 female - caregiver; no FTS participant and no PTA/community teacher. The average teacher/pupils ratio is 1:131. What the ECDs do well Learners come to school on daily basis which shows their interest in schooling. Learners enjoy their play in schools. What the ECDs should do to improve Ensure the provision of classrooms accommodation. Necessary play equipment like toys, pictures, chart, curriculum, workbook and other materials should be supplied to all the ECD centres. Trained and adequate personnel should be posted to manage these centres. Standard furniture to be provided. Key strengths in each aspect Achievement and standards The 5 ECDs (100%) are very poor. Personal development and well-being The 5 ECDs (100%) are fair. Quality of teaching and learning The 5 ECDs (100%) are very poor. Quality of curriculum and other activities The 5 ECDs (100%) are very poor. Quality of care, guidance and support The 5 ECDs (100%) are very poor. Learning environment The 5 ECDs (100%) are very poor. Leadership and management The 5 ECDs (100 %) are very poor. 163

185 Overall effectiveness All the 5 ECDs (100%) are very poor The 15 sampled Primary Schools. Description of the Primary Schools. The 15 sampled primary schools are functioning as expected with headteachers performing their duties. They are all located in the rural areas. The PS have 3,531 (2,345male - 66% and 1,186 female - 34%) pupils; 108 (60 male - 56% and 48 female - 44%) teaching staff; 6 (all-male 100% 0%) nonteaching staff; 1 female FTS participant and 3 male PTA/community teacher. The average teacher/pupil ratio is 1:32. What the primary schools do well 50% of the schools partner with their communities in carrying out minor repairs of infrastructural facilities. 80% of the schools are clean and tidy. 90% of the schools have qualified teachers with minimum teaching qualification (NCE). Textbooks are available in the core subjects in almost all the schools visited. What the primary schools should do to improve Effective keeping of school records. Establishment of ECD centres in all the Primary Schools with adequate classrooms, toys, furniture and play materials/equipment. Posting of adequate teachers to all the schools visited. Ensure the provision of sign post and national flag. There should be first aid box and food vendors in the schools to retain the pupils in the schools during break. Maximum utilization of the available instructional materials like textbooks, charts and map and improvisation of some by the head teachers and teachers. Key strengths in each aspect Achievement and standards None of the 15 PS (0%) is outstanding. None of the 15 PS (0%) is good. 9 of the 10 PS (60%) are fair. 6 of the 15 PS (40%) are poor. None of the 15 PS (0%) is very poor. Learners Personal development and well-being None of the 15 PS (0%) is outstanding. 3 of the 15 PS (20 %) are good. 10 of the 15 PS (67%) are fair. 2 of the 15 PS (13%) are poor. None of the 15 PS (0%) is very poor. 164

186 Quality of teaching and learning None of the 15 PS (0%) is outstanding. 2 of the 15 PS (13%) are good. 4 of the 15 PS (27%) are fair. 8 of the 15 PS (53%) are poor. 1 of the 15 PS (7%) is very poor. Quality of curriculum and other activities None of the 15 PS (0 %) is outstanding. None of the 15 PS (0 %) is good. 12 of the 15 PS (80%) are fair. 3 of the 15 PS (20%) are poor. None of the 15 PS (0%) is very poor. Quality of care, guidance and support None of the 15 PS (0%) is outstanding. 1 of the 15 PS (7%) is good. 5 of the 15 PS (33%) are fair. 8 of the 15 PS (53 %) are poor. 1 of the 15 PS (7%) is very poor. Leadership and management None of the 15 PS (0%) is outstanding. 3 of the 15 PS (20%) are good. 11 of the 15 PS (73%) are fair. 1 of the 15 PS (7%) is poor. None of the 15 PS (0%) is very poor. Learning environment None of the 15 PS (0%) is outstanding. None of the 15 PS (0%) is good. 5 of the 15 PS (33%) are fair. 9 of the 15 PS (60%) are poor. 1 of the 15 PS (7%) is very poor. Overall effectiveness None of the 15 PS (0%) is outstanding. None of the 15 PS (0%) is good. 10 of the 15 PS (67%) are fair. 5 of the 15 PS (33%) are poor. None of the 15 PS (0%) is very poor. 165

187 The 3 sampled JSS. Description of the JSS. The 3 JSS are functioning as expected with the principals performing their duties. They are all located in the rural areas. The JSS have 2,000 (1,178 male - 59% and 822 female - 41 %) students; 26 (21 male - 81% and 5 female - 19%) teaching staff; no non-teaching staff; 1 male- vocational instructor and no FTS participant; 1 male PTA/Community teacher. The average teacher/student ratio is 1:74. What the JSS do well Leadership and teachers are committed and hard working. PTA/SBMC employed teachers to address the shortage. All the teachers have minimum qualification of NCE. There is cordial relationship between the principals, teachers, students, parents and communities. What the JSS should do to improve Notes of lesson and other school records should be up-to-date. Ensure provision of classrooms furniture, toilet, water and instructional materials. Learners should be exposed to co-curriculum activities like quiz and debate Key strengths in each aspect Achievement and standards 1 of the 3 JSS (33%) is good. 2 of the 3 JSS (77%) are fair Learners Personal development and well-being 1 of the 3 JSS (33%) is good. 2 of the 3 JSS (77%) are fair. Quality of teaching and learning 1 of the 3 JSS (33%) is good. 1 of the 3 JSS (33%) is fair. 1 of the 3 JSS (33%) is poor. Quality of curriculum and other activities 2 of the 3 JSS (77%) are fair. 1 of the 3 JSS (33%) is poor. Quality of care, guidance and support 1 of the 3 JSS (33%) is good. 1 of the 3 JSS (33%) is fair. 1 of the 3 JSS (33%) is poor. Learning environment 1 of the 3 JSS (33%) is good. 2 of the 3 JSS (77%) are poor 166

188 Leadership and management 1 of the 3 JSS (33%) is good. 2 of the 3 JSS (77%) are poor Overall effectiveness 2 of the 3 JSS (77%) are fair. 1 of the3 JSS (33%) is poor. 167

189 2.27 Ogun SUBEB Description of the SUBEB Ogun SUBEB is functioning with relevant departments on ground. It has 20 LGEAs,1,286 ECDs, 1,492 public PS and 276 JSS. There are 105,811(54,548 male 52% and 51,263 female 48%) pupils in the ECD centres, there are 3,114 (390 male 13% and 2,724 female 87%) teaching staff; no non-teaching staff; no caregiver; no FTS participant and no PTA/community teacher. The average teacher/pupil ratio is 1:34. The PS have 357,699(180,927 male 51% and 176,772female Fig 28: Map of Ogun State 49%) pupils; 14,950(4,439 male 30% and 10,511 female 70%) teaching staff; no non-teaching staff; 540 (210 male- 39% and 330 female- 61%) FTS participants and no PTA/community teachers. The average teacher/pupil ratio is 1:23. The JSS have 222,126(112,169 male 50.5% and 109,957 female 49.5%) students; 7,059(2,589 male 37% and 4,470 female 63%) teaching staff; 1,380(871 male 63% and 509 female 37%) non-teaching staff; no vocational instructors and 167(71 male 43% and 96 female 57%) FTS participants; 452(221male 49% and231 female 51%) PTA/community teachers. The average teacher/student ratio is 1:29. The SUBEB reported to have 5 Almajiri/Qur anic schools, they have 316(148 male - 43% and 168 female - 57%) learners; 14(9 male - 64% and 5 female - 36%) teaching staff; no non-teaching staff; no FTS participant; and no PTA/community teacher. The average teacher/pupil ratio is 1:26. It reported that it has 5 Special Education institutions, out of which none operates inclusive education. It last accessed N30,005, of the Special Education funds in 2010 None of these schools was however visited during this quality assurance of basic education institutions in Ogun State. What the SUBEB does well 80% of the primary schools operate ECDs within the schools. Salaries and allowances are paid as at when due. Majority of the teachers are qualified. Conduct of Unified National Continuous Assessment at the State level. Distribution of textbooks to schools. 79% of the self help projects for last year has been completed. What the SUBEB should do to improve Schools should be child-friendly to reduce high rate of drop-outs and repeaters in primary and Junior secondary schools. There is need to constitute and inaugurate SBMCs in all the schools and ensure functionality of the few that are already inaugurated. SUBEB should purchase more vehicles for supervision especially in the rural areas. SUBEB should endeavour to access the UBE intervention fund from

190 There is need for supply of diaries to primary schools and procurement of toys and play equipment for the ECD centres. Key strengths in each aspect Achievement and Standards Learners across the State have access and equity to basic education. 86% of the primary schools operate ECDs. Availability of 5 Almajiri/Qur anic schools in the State. Training at State level on Unified National Continuous Assessment Program (UNCAP). Curriculum and other activities Relevant textbooks are available in the schools. The 9-Year Basic Education Curriculum and Ogun State Unified Scheme are available in all subjects in all the schools. Leadership and Management Leadership and management of SUBEB is fair. The leadership was able to create harmonious relationship between the Executive chairman, Permanent Board Members and Directors. Overall effectiveness Overall effectiveness of SUBEB is good. Most learners have access to basic education. 96% of the teachers are qualified. Infrastructural facilities are inadequate in schools. Most schools are not fenced The 3 sampled LGEAs Description of the LGEAs The 3 LGEAs are functioning with the Education Secretaries on ground. They have 183 ECDs, 281 public PS and 45 JSS. There are 13,816 (7,019 male 51% and 6,797 female 49%) pupils in the ECD centres, there are 415 (59 male 14% and 356 female 86%) teaching staff; no non-teaching staff; no caregiver; 12 (3 male 25% and 9 female 75%) FTS participants and 6 (2 male 33% and 4 female 67%) PTA/community teacher. The average teacher/pupil ratio is 1:32. The PS have 55,092 (27,992 male 50.8% and 27,100 female 49.2%) pupils; 2106 (818 male 39% and 1288 female 61%) teaching staff; 21(9 male 43% and 12 female 57%) non-teaching staff; 75(19 male 25% and 56 female 75%) FTS participants and there are 2 all-female PTA/community teachers. The average teacher/pupil ratio is 1:40. The JSS have 19,139 (10,063 male 53% and 9,076 female 47%) students; 685(300 male 44% and 385 female 56%) teaching staff; 91 (49 male 54% and 42 female 46%) non-teaching staff; 169

191 no vocational instructor; no FTS participant; and no PTA/community teacher. The average teacher/student ratio is 1:28. What the LGEAs do well Most of the LGEAs perform regular supervision of schools. The LGEAs duly distribute to schools relevant textbooks in the core subjects, Civic Education, Computer Studies and Yoruba. Most of the teachers are qualified. Harmonious working relationship with the Zonal Education Officers of the Ministry What the LGEAs should do to improve Ensure functionality of SBMCs in the schools. Updating relevant statutory and non-statutory records Key strengths in each aspect Achievement and standards Learners in the LGEAs have access to basic education. One of the LGEAs (Odogbolu) operates Special Education that is inclusive. The learners are making progress as there are no cases of drop-outs and repeaters in the ECDs and few cases of drop-outs and repeaters in the primary schools as well as in the JSS. Learners across the LGEAs participate in local and State competitions Quality of curriculum and other activities The quality of curriculum and other activities is fair. The 9-Year Basic Education Curriculum and Ogun State Unified Scheme that meet the needs of learners are available in all the LGEAs. Textbooks in the core-subjects and few other subjects are adequately available. Leadership and management Leadership and management of the LGEAs is good. The Education Secretaries have good working relationship with their staff, headteachers and Zonal Education Officers. Overall effectiveness The overall effectiveness of the LGEAs is good. Textbooks are distributed to learners in the core-subjects and there is harmonious working relationship within the LGEAs The 8 sampled ECDs Description of the ECDs A total of 8 ECD centres operating within the 15 sampled PS. The 8 ECD centres have 620 (316 male 51% and 304 female 49%) pupils in the ECD centres, there are 18(2 male 11% and 16 female 89%) teaching staff; 1 male non-teaching staff; no caregiver; no FTS participant and 1 female PTA/community teacher. The average teacher/pupil ratio is 1:33. What the ECDs do well Learners are well attended to. Availability of Early Childhood curriculum that meets learners needs. 170

192 What the ECDs should do to improve The ECDs should be demerged from the Primary classes. Learners should be taught separately from learners in the primary level. ECD use appropriate teaching aids and improvise where necessary. Provision of appropriate furniture for the ECD centres. Key strengths in each aspect Achievement and standards None of the 8 ECDs (0%) is outstanding. 5 of the 8 ECDs (63%) are good. 1 of the 8 ECDs (12%) is fair. 2 of the 8ECDs (25%) are poor. None of the 8 ECDs (0%) is very poor. Learners Personal development, welfare and participation None of the 8 ECDs (0%) is outstanding. 2 of the 8 ECDs (25%) are good. 4 of the 8 ECDs (50%) are fair. 2 of the 8 ECDs (25%) are poor. None of the 8 ECDs (0%) is very poor. Quality of teaching and learning None of the 8 ECDs (0%) is outstanding. 4 of the 8 ECDs (50%) are good. 2 of the 8 ECDs (25%) are fair. 2 of the 8 ECDs (25%) are poor. None of the 8 ECDs (0%) is very poor. Quality of curriculum and other activities None of the 8 ECDs (0%) is outstanding. None of the 8 ECDs (0%) is good. 6 of the 8 ECDs (75%) are fair. 2 of the 8 ECDs (25%) are poor. None of the 8 ECDs (0%) is very poor Quality of care, guidance and support None of the 8 ECDs (0%) is outstanding. 4 of the 8 ECDs (50%) are good. 3 of the 8 ECDs (38%) are fair. None of the 8 ECDs (0%) is poor. 1 of the 8 ECDs (12%) is very poor. Learning environment None of the 8 ECDs (0%) is outstanding. None of the 8 ECDs (0%) is good. 7 of the 8 ECDs (88%) are fair. 171

193 None of the 8 ECDs (0%) is poor. 1 of the 8 ECDs (12%) is very poor. Leadership and management None of the 8 ECDs (0%) is outstanding. 4 of the 8 ECDs (50%) are good. 3 of the 8 ECDs (38%) are fair. 1 of the 8 ECDs (12%) is poor. None of the 8 ECDs (0%) is very poor. Overall effectiveness None of the 8 ECDs (0%) is outstanding. 3 of the 8 ECDs (38%) are good. 4 of the 8 ECDs (50%) are fair. 1 of the 8 ECDs (12%) is poor. None of the 8 ECDs (0%) is very poor The 15 sampled primary schools Description of the primary schools The 15 sampled primary schools are functioning as expected with headteachers performing their duties. They are all located in the rural areas. The PS have 2,144 (1,123 male 52% and 1,021 female 48%) pupils; 97(42 male 43% and 55 female 57%) teaching staff; 1 female non-teaching staff; 2 all-female FTS participants and no PTA/community teacher. The average teacher/pupil ratio is 1:22. What the primary schools do well Commitment of the staff to work. Learners are well cared for. Use of appropriate curriculum and adequate textbooks. What the primary schools should do to improve Ensure the use of appropriate teaching aids during lesson delivery. Ensure active participation in extra curricular activities. Ensure maintenance of clean environment most especially the school field. Key strengths in each aspect Achievement and standards None of the 15 PS (0%) is outstanding. 5 of the 15 PS (33%) are good. 7 of the 15 PS (47%) are fair. 3 of the 15 PS (20%) are poor. None of the 15 PS (0%) is very poor. Learners personal development, welfare and participation None of the 15PS (0%) is outstanding. 2 of the 15 PS (13%) are good. 172

194 7 of the 15 PS (47%) are fair. 6 of the 15 PS (40%) are poor. None of the 15 PS (0%) is very poor. Quality of teaching and learning None of the 15 PS (0%) is outstanding. 4 of the 15 PS (27%) are good. 8 of the 15 PS (53%) are fair. 3 of the 15 PS (20%) are poor. None of the 15 PS (0%) is very poor. Quality of curriculum and other activities None of the15 PS (0%) is outstanding. 1 of the 15 PS (6%) is good. 10 of the 15 PS (67%) are fair. 4 of the 15 PS (27%) are poor. None of the 15 PS (0%) is very poor. Quality of care, guidance and support None of the 15 PS (0%) is outstanding. 3 of the 15 PS (20%) are good. 7 of the 15 PS (47%) are fair. 4 of the 15 PS (27%) are poor. 1 of the 15 PS (6%) is very poor. Learning environment None of the 15 ECDs (0%) is outstanding. None of the 15 ECDs (0%) are good. 10 of the 15 ECDs (67%) are fair. 2 of the 15 ECDs (13%) are poor. 3 of the 15 ECDs (20%) are very poor Leadership and management None of the 15 PS (0%) is outstanding. 6 of the 15 PS (40%) are good. 7 of the 15 PS (47%) are fair. 2 of the 15 PS (13%) are poor. None of the 15 PS (0%) is very poor. Overall effectiveness None of the 15 PS (0%) is outstanding. 4 of the 15 PS (27%) are good. 8 of the 15 PS (53%) are fair. 3 of the 15 PS (20%) are poor. None of the 15 PS (0%) is very poor. 173

195 The 3 sampled JSS Description of the JSS The 3 JSS are functioning as expected with the principals performing their duties. They are all located in the rural areas. The JSS have 685 (366 male 53% and 319 female 47%) students; 40 (18 male 45% and 22 female 55%) teaching staff; 10 (7 male 70% and 3 female 30%) non-teaching staff; 1 female vocational instructor no FTS participant; 2 all-female PTA/community teachers. The average teacher/student ratio is 1:16. What the JSS do well Teachers write their lesson notes with clearly stated objectives; diaries and records of work are well kept. Teachers and learners are very punctual and regular at school. The 9-Year Basic Education Curriculum is in use and the curriculum is broad and balanced. Students have sufficient textbooks. One of the schools has good working relationship with Old Students Association. What the JSS should do to improve Provision of additional number of teachers, classrooms and furniture for students and teachers. Construction of toilets, libraries and sinking of boreholes. Ensure functionality of PTA and SBMC. Key strengths in each aspect Achievement and standards The 3 JSS (100%) are fair. Learners personal development, welfare and participation 2 of the 3 JSS (67%) are fair. 1 of the 3 JSS (33%) is poor. Quality of teaching and learning 1 of the 3 JSS (33%) is good. 2 of the 3 JSS (67%) are fair. Quality of curriculum and other activities 1 of the 3 JSS (33%) is good. 2 of the 3 JSS (67%) are fair. Quality of care, guidance and support 1 of the 3 JSS (33.3%) is good. 1 of the 3 JSS (33.3%) is fair. 1 of the 3 JSS (33.3%) is poor. Learning environment 1 of the 3 JSS (33.3%) is good. 1 of the 3 JSS (33.3%) is fair. 1 of the 3 JSS (33.3%) is poor. 174

196 Leadership and management 2 of the 3 JSS (67%) are good. 1 of the 3 JSS (33%) is fair. Overall effectiveness 1 of the 3 JSS (33%) is good. 2 of the 3 JSS (67%) are fair 175

197 2.28 Ondo SUBEB Description of the SUBEB Ondo SUBEB is functioning under the headship of Permanent Secretary with relevant departments on ground, the State is yet to appoint chairman and members for the board. It has 18 LGEAs, 1,340 ECDs, 1,489 public PS and 305 JSS. There are 173,960 (83,682 male 48% and 90,278 female 52%) pupils in the ECD centres, 1,029 (4 male 0.4% and 1,025 female 99.6%) teaching staff; 1,114 all-male non-teaching staff; 953 all-female caregivers; no FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:169. Fig 29: Map of Ondo State The PS have 1,232,109 (611,738 male 49% and 620,371 female 51%) pupils; 12,232 (4,231 male 35% and 8,001 female 65%) teaching staff; 1,169 all-male non-teaching staff; 569 (420 male 74% and 149 female 26%) FTS participants; and no PTA/community teacher. The average teacher/pupil ratio is 1:96. The JSS have 130,406 (66,119 male 51% and 64,287 female 49%) students; 5,188 (2,138 male 41% and 3,050 female 59%) teaching staff; 3,192 (1,520 male 48% and 1,672 female 52%) nonteaching staff; no vocational instructor; 83 (31 male 37% and 52 female - 63%) FTS participants; and no PTA/community teacher. The average teacher/student ratio is 1:25. The SUBEB did not have Almajiri/Qur anic schools, it reported that it has 4 Special Education institutions, and all operate inclusive education. There is no data available on when last the State accessed the Special Education funds, however, none of these schools was visited during this quality assurance of basic education institutions in the State. What the SUBEB does well 100% pupils transition from primary six to Junior secondary schools this school session (2012/13) Construction of 5 mega schools and renovation of 2 schools. Distribution and adequate utilization of textbooks in the schools. Teaching/learning activities in the schools is satisfactory. What the SUBEB should do to improve Regular payment of salary and allowances to teachers. Adequate budget and release of fund to schools Monitoring and Evaluation Unit of SUBEB. Regular supervision and monitoring of schools in rural areas. Recruitment of more teachers and re-distribution of the available teachers. Should keep good data and records of SUBEB activities. Provision of adequate facilities and play/games equipment for the ECD centres. 176

198 Posting of teachers to ECD centres. Make effort to access 2011, 2012 and 2013 Intervention Funds. Provision of potable water and toilets facilities in schools where they are not available, Constructions of additional classrooms to reduce overcrowded in classrooms. Should try to fence schools premises. Key strengths in each aspect Achievement and Standards Learners achievement is generally good as 100% transited to JSS. The level of learners standard is satisfactory compare with the previous year. The learners with special needs and disabilities make progress. Curriculum and other activities The SUBEB provide Early Childhood Curriculum for ECD centres. The new 9-Year Basic Education Curriculum are provided to primaries 1 3. The curriculum are appropriate in meeting the needs of the learners. Leadership and Management Leadership and management is fairly good in some aspects. Leadership is making all effort to ensure resources are deployed to achieve quality in schools. The management uses performance data to improve the schools. Overall effectiveness Most of the teachers are qualified and they receive training from time to time. The SUBEB is making effort to improve on quality in schools. There are ECD centres in most of the schools. Overall effectiveness is satisfactory, however, there is need to improve on some area of infrastructure The 2 sampled LGEAs Description of the 2 LGEAs The 2 LGEAs are functioning with the Acting Education Secretaries on ground. They have 123 ECDs, 130 public PS and 30 JSS. There are 5,587 (2,845 male 51% and 2,742 female 49%) pupils in the ECD centres; 87 (65 male 75% and 22 female 25%) non-teaching staff; there are no teaching staff, caregiver, FTS participant and PTA/community teacher. The PS have 42,950 (20,993 male 49% and 21,957 female 51%) pupils; 1,820 (771 male 42% and 1,049 female 58%) teaching staff; 211 (82 male 39% and 129 female 61 %) non-teaching staff; 63 (46 male 73% and 17 female 27%) FTS participants and 18 (7 male 39% and 11 female 61%) PTA/community teachers. The average teacher/pupil ratio is 1:23. The JSS have 9,896 (5,015 male 51% and 4,881 female 49%) students; 1,727 (724 male 42% and 993 female 58%) teaching staff; 935 (465 male 49.7% and 470 female 50.3%) non-teaching 177

199 staff; 156 (80 male 51% and 76 female 49%) vocational instructors; 35 (15 male 43% and 20 female 57%) FTS participants and 90 (72 male 80% and 18 female 20%) PTA/community teachers. The average teacher/student ratio is 1:5. What the LGEAs do well Students attendance and punctuality in schools is impressive. 100% transition rate from primary to JSS. Trained 589 teachers in different capacity building workshops. 94% of the schools in the LGEA have ECD centres. The average teacher/learner ratio is very satisfactory for primary and JSS -1:22 and 1:15 respectively. What the LGEAs should do to improve Construction of more classrooms to reduce overcrowded classes. Provisions of potable water to schools. Posting of teachers in core subjects to schools. Supervision of school activities especially in rural areas. Rehabilitation of classrooms and toilets. Posting of teachers to teach in ECD centres. Key strengths in each aspect Achievement and standards The average teacher/learners ratio is satisfactory for primary and JSS; however, the case is not the same for ECD centers where there are no teachers specifically trained for the centres, the centres make use of the regular teachers in the primary schools. The LGEAs supervision of schools is grossly inadequate. This is due to lack of supervisors as well as functional and adequate vehicles. While JSS teachers in the LGEAs have the minimum teaching qualification of NCE, only 79% of the teachers in the primary schools have teaching qualifications. Quality of curriculum and other activities Schools in the LGEAs make use of the 9-Year Basic Education Curriculum. The curriculum is broad and actually meets the needs of learners. Clear set objectives are followed and learners are exposed to extra-curricular activities such as sports for all-round development. Leadership and management Supervision is not regular and teachers salaries and allowances are not paid as at when due. PTAs/SBMCs committee members in the LGEAs are not really active. Overall effectiveness The LGEAs overall effectiveness is fair. There is 100% transition from primary to JSS. 90% of the primary schools in the LGEAs operate ECD centres and academic performance in the LGEAs is encouraging. However, payment of teachers salaries is not regular as at the time of visit. 178

200 The 9 sampled ECDs Description of the 9 ECDs A total of 9 ECDs centres operate within the 10 sampled PS. The 9 ECD centres have 590 (304 male 52% and 286 female 48%) pupils; there are 11 (1 male 9% and 10 female 91%) teaching staff; and 3 (1 male 33% and 2 female 67%) PTA/community teachers; there are no non-teaching staff, caregiver and FTS participant. The average teacher/pupil ratio is 1:42. What the ECDs do well Availability of Early Childhood Curriculum in the centres visited. Learners are making progress academically in most of the schools visited. Deployment of some teachers from primary to teach learners in the ECD centres. What the ECDs should do to improve Deployment of permanent teachers to the ECD centres. Provision of play and games equipment at the centres. Provision of mattresses for the leaners. Provision of adequate learning materials. Provision of adequate furniture for the learners. Key strengths in each aspect Achievement and standards 4 of the 9 ECDs (44%) are good. 3 of the 9 ECDs (33%) are fair. 2 of the 9 ECDs (23%) are poor. Learners personal development, welfare and participation 3 of the 9 ECDs (33%) are fair. 6 of the 10 ECDs (67%) are poor. Quality of teaching and learning 3 of the 9 ECDs (33%) are good. 5 of the 9 ECDs (56%) are fair. 1 of the 9 ECDs (11%) is poor. Quality of curriculum and other activities 5 of the 9 ECDs (56%) are good. 4 of the 9 ECDs (44%) are fair. Quality of care, guidance and support 4 of the 9 ECDs (44%) are good. 4 of the 9 ECDs (44%) are fair. 1 of the 9 ECDs (12%) is poor. Learning environment 2 of the 9 ECDs (22%) are good. 6 of the 9 ECDs (67%) are fair. 179

201 1 of the 9 ECDs (11%) is poor Leadership and management 3 of the 9 ECDs (33%) are good. 6 of the 9 ECDs (67%) are fair. Overall effectiveness 4 of the 9 ECDs (44%) are good. 3 of the 9 ECDs (33%) are fair. 2 of the 9 ECDs (23%) are poor The 10 sampled primary schools Description of the 10 primary schools The 10 sampled primary schools are functioning as expected with headteachers performing their duties. They are all located in the rural and urban areas. The PS have 2,587 (1,273 male 49% and 1,314 female 51%) pupils; 88 (27 male 31% and 61 female 69%) teaching staff; 7 (6 male 86% and 1 female 14%) non-teaching staff; 1 female FTS participant and 2 (1 male 50% and 1 female 50%) PTA/community teachers. The average teacher/pupil ratio is 1:28. What the primary schools do well Quality of teaching and learning is satisfactory. Teachers attendance and punctuality is very good. The headteachers are effective in supervision of the schools activities. Pupils attendance at the schools assembly is satisfactory. What the primary schools should do to improve Provision of potable water and rehabilitation of toilets. Provision of adequate instructional materials. Fencing of the school premises. Provision of adequate furniture for pupils. Improve on supervision on teaching and learning activities. Report erring teachers to LGEAs and SUBEB for discipline. Key strengths in each aspect Achievement and standards 4 of the 10 PS (40%) are good. 3 of the 10 PS (30%) are fair. 3 of the 10 PS (30%) are poor. Learners personal development, welfare and participation 4 of the 10 PS (40%) are good. 4 of the 10 PS (40%) are fair. 2 of the 10 PS (20%) are poor. Quality of teaching and learning 3 of the 10 PS (30%) are good. 180

202 5 of the 10 PS (50%) are fair. 2 of the 10 PS (20%) are poor. Quality of curriculum and other activities 5 of the 10 PS (50%) are good. 4 of the 10 PS (40%) are fair. 1 of the 10 PS (10%) is poor. Quality of care, guidance and support 4 of the 10 PS (40%) are good. 4 of the 10 PS (40%) are fair. 2 of the 10 PS (20%) are poor. Learning environment 2 of the 10 PS (20%) are good. 6 of the 10 PS (60%) are fair. 2 of the 10 PS (20%) are poor. Leadership and management 3 of the 10 PS (30%) are good. 6 of the 10 PS (60%) are fair. 1 of the 10 PS (10%) is poor. Overall effectiveness 4 of the 10 PS (40%) are good. 3 of the 10 PS (30%) are fair. 3 of the 10 PS (30%) are poor The 2 sampled JSS Description of the 2 JSS The 2 JSS are functioning as expected with the principals performing their duties. They are all located in the rural areas. The JSS have 532 (280 male 53% and 252 female 47%) students; 20 (9 male 45% and 11 female 55%) teaching staff; 13 (7 male 54% and 6 female 46%) nonteaching staff; 2 (1 male 50% and 1 female 50%) vocational instructors; no FTS participant; and 1 female PTA/community teacher. The average teacher/student ratio is 1:23. What the 2 JSS do well Teaching and learning is effective. Learner s acquisition of good moral standard and social values. Learner s attained high standard in both internal and external examinations. School management is good, and staff are carried along in decision making. Students attendance and punctuality in schools is good. What the 2 JSS should do to improve Adequate supervision of teaching and learning activities. Provision of potable water to the schools. 181

203 Regular and adequate supervision of classes. Key strengths in each aspect Achievement and standards The 2 JSS (100%) are good. Learners personal development, welfare and participation 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is fair. Quality of teaching and learning The 2 JSS (100%) are fair. Quality of curriculum and other activities The 2 JSS (100%) are fair. Quality of care, guidance and support The 2 JSS (100%) are fair Learning environment The 2 JSS (100%) are good Leadership and management The 2 JSS (100%) are fair. Overall effectiveness 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is fair. 182

204 2.29 Osun SUBEB Description of the SUBEB Osun SUBEB is functioning with relevant departments on ground. It has 30 LGEAs, 1,391 public primary schools, 443 JSS and 495 Nomadic schools. The 1,391 primary schools have 360,653 (175,223 male 48.6% and 185,430 female 51.4%) pupils; 11,677 (3,703 male 31.7% and 7,974 female 68.3%) teaching staff; no non-teaching staff; 553 (179 male 32.4% and 374 female 67.6%) FTS participants and no PTA/community teacher. The average teacher/pupil ratio is 1:29. Fig 30: Map of Osun State The 443 JSS have 116,316 (58,658 male 50.4% and 57,658 female 49.6%) students; 4,925 (2,810 male 57% and 2,115 female 43%) teaching staff; 447 (155 male 35% and 292 female 65%) non-teaching staff; no vocational instructor; no FTS participant; and no PTA/community teacher. The average teacher/student ratio is 1:24. The 495 Nomadic schools have 27,850 (21,900 male 79% and 5,950 female 21%) pupils; 928 (817 male 88% and 111 female 12%) teaching staff; no non-teaching staff; no FTS participant and no PTA/community teacher. The average teacher/pupil ratio is 1:30. The SUBEB reported that it has 10 Special Education institutions, all of which operate inclusive education. It last accessed N23,882, of the Special Education funds in None of these schools was however visited during this quality assurance of basic education institutions in Osun State. What the SUBEB does well Provision of free uniforms and meal (rice, melon soup, egg and oranges) to all learners. Relevant textbooks in the core subjects (that SUBEB received from UBEC) are supplied to schools. Training and improving the capacity of 4,433 headteachers and teachers. What the SUBEB should do to improve The SUBEB should access the FGN/UBE intervention funds for 2011 and 2012 to enable it tackle the rehabilitation of dilapidated school structures and build additional classrooms across the state as well as provide additional instructional materials, portable water, toilet facilities and furniture for both teachers and learners. Keeping relevant statutory and non-statutory records properly. The SUBEB should carry out mass employment and posting of qualified teachers by the SUBEB via LGEA to schools especially JSS. Training and improving the capacity of headteachers and teachers in different capacity development trainings. Regular disbursement of running cost to the LGEAs and schools. 183

205 Ensuring the functionality of SBMCs in schools. Key strengths in each aspect Achievement and Standards Learners across the State have access and equity in basic education. The learners make progress in all the schools as 100% of them transited to JSS. Increase in enrolment and high retention rate as a result of the free uniform and feeding. Prompt distribution of instructional materials. Personal development and well-being Learners (primaries 1 to 4) are provided free uniforms and meal. These initiatives have boosted enrolment and retention. Almost all basic education schools have play fields which are well kept. Curriculum and other activities The State makes use of the 9-Year Basic Education Curriculum and other curricula approved by the SUBEB. The curricula are broad and balanced as they actually meet the needs of learners. Leadership and Management Leadership and management of the SUBEB is good. The SUBEB drives improvement in; inputs, processes and outcomes through training and capacity building for headteachers and teachers in different contents; and provision of free uniforms and meal on a daily basis. This has resulted in increase in enrolment and retention. Overall effectiveness The average overall effectiveness of the SUBEB is good. Adequate and effective provision of a broad range of worthwhile curricula opportunities that care for the interest, aptitudes and particular needs of learners that invariably measures up to expected standards as stipulated in the curriculum The 3 sampled LGEAs Description of the LGEAs The 3 LGEAs are functioning without Education Secretaries on ground. The Heads of Section (HOS) are acting as the Education Secretaries. They have 94 public primary schools, 24 JSS and 9 Nomadic schools. The primary schools have 24,874 (11,145 male 49% and 13,729 female 51%) pupils; 880 (321 male 36.5% and 559 female 63.5%) teaching staff; 9 (5 male 56% and 4 female 44%) nonteaching staff; 53 (14 male 26% and 39 female 74%) FTS participants and 120 (80 male 67% and 40 female 33%) PTA/community teachers. The average teacher/pupil ratio is 1:24. The JSS have 6,924 (3,535 male 51% and 3,389 female 49%) students; 205 (97 male 47.3% and 108 female 53%) teaching staff; no non-teaching staff; no vocational instructor; no FTS participant; and no PTA/community teacher. The average teacher/student ratio is 1:

206 The Nomadic schools have 1,053 (662 male 63% and 391 female 37%) learners; 37 (20 male 54% and 17 female 46%) teaching staff; no non-teaching staff; no FTS participant; and no PTA/community teacher. The average teacher/learners ratio is 1:31. What the LGEAs do well Conduct supervision of schools on regular basis and this helps learners attend school regularly. The LGEAs assist in making the environment of the schools learner-friendly. Relevant textbooks in the core subjects supplied by UBEC are duly distributed to schools. Trained and improved the capacity of headteachers and teachers in different capacity development trainings. Effective human resource management. What the LGEAs should do to improve The LGEAs should: liaise with SUBEB to renovate dilapidated classrooms and construct additional structures; ensure provision of adequate instructional materials, furniture and teaching aids in the schools; ensure the functionality of SBMCs in schools; establish good working relationship with the schools in the administration of basic education institutions, especially with regard to the JSS; intensify efforts on enrolment drive and retention of learners in schools; and ensure proper school records management. Key strengths in each aspect Achievement and standards Regular monitoring and supervision of schools. The learners are making progress as there are no cases of drop out and repeaters in the primary schools and the JSS. The completion and transition rate is high. Assist in making the environment of the schools learner-friendly. Textbooks are distributed in the core subjects to learners promptly and there is harmonious working relationship within the LGEAs. Quality of curriculum and other activities The LGEAs provide the New 9-Year Basic Education Curriculum that are based on defined learning outcomes, non-discriminatory and learner-centred and invariably meet the needs of learners. Leadership and management Leadership and management of the LGEAs is good because of the cordial working relationship between Management and members of the host communities. The Acting Education Secretaries have good working relationship with their staff. They work with the NUT, PTA and COPSHON. 185

207 Overall effectiveness The overall effectiveness and efficiency of the 3 LGEAs is good. They create access and opportunities in basic education for pupils, though some of the schools still lack quality infrastructure (school building, water supply, electricity, library, etc.) The ECDs Description of the ECDs ECD is not being operated in Osun State The 15 sampled primary schools Description of the primary schools The 15 sampled primary schools are functioning as expected with headteachers performing their duties. They are all located in the rural areas. The primary schools have 2,454 (1,204 male 49% and 1,250 female 51%) pupils; 89 (55 male 61.8% and 34 female 38.2%) teaching staff; 2 all-female non-teaching staff; 2 all-male FTS participants and 5 (4 male 80% and 1 female 20%) PTA/community teachers. The average teacher/pupil ratio is 1:26. What the primary schools do well The school mobilizes the host communities to assist in the provision of additional teachers and cleaning of the environment. The schools are clean as well as tidy classrooms and environment. Teachers and learners in these schools are regular and punctual. There is learners acquisition of high moral and social values and good interpersonal relationship as well as learners good behaviour and impressive attitude towards learning as an indication of effective teaching and management. What the primary schools should do to improve The schools should draw-up a School Development Plan (SDP). The schools should liaise with the LGEAs and the SUBEB for additional qualified teachers. The schools should carry out regular classroom observations and ensure that teachers endeavour to teach lessons in both English Language and Yoruba for clarity. The schools should be keeping relevant statutory and non-statutory records. Key strengths in each aspect Achievement and standards None of the 15 PS (0%) is outstanding. 5 of the 15 PS (33%) are good. 9 of the 15 PS (60%) are fair. None of the 15 PS (0%) is poor. 1 of the 15 PS (7%) is very poor. 186

208 Personal development and well-being None of the 15 PS (0%) is outstanding. 8 of the 15 PS (53%) are good. 6 of the 15 PS (40%) are fair. None of the 15 PS (0%) is poor. 1 of the 15 PS (7%) is very poor. Quality of teaching and learning None of the 15 PS (0%) is outstanding. 3 of the 15 PS (20%) are good. 12 of the 15 PS (80%) are fair. None of the 15 PS (0%) is poor. None of the 15 PS (0%) is very poor. Quality of curriculum and other activities None of the 15 PS (0%) is outstanding. 6 of the 15 PS (40 %) are good. 9 of the 15 PS (60%) are fair. None of the 15 PS (0%) is poor. None of the 15 PS (0%) is very poor. Quality of care, guidance and support None of the 15 PS (0%) is outstanding. 9 of the 15 PS (60%) are good. 6 of the 15 PS (40%) are fair. None of the 15 PS (0%) is poor. None of the 15 PS (0%) is very poor. Leadership and management None of the 15 PS (0%) is outstanding. 13 of the 15 PS (67%) are good. 2 of the 15 PS (13%) are fair. None of the 15 PS (0%) is poor. None of the 15 PS (0%) is very poor. Overall effectiveness None of the 15 PS (0%) is outstanding. 10 of the 15 PS (67%) are good. 4 of the 15 PS (26%) are fair. 1 of the 15 PS (7%) is poor. None of the 15 PS (0%) is very poor. 187

209 The 3 sampled JSS Description of the JSS The 3 JSS are functioning and operating in the same compound with the SSS with 3 principals performing their duties (i.e. 1 principal per school). They are all located in the rural areas. The JSS have 402 (229 male 57% and 173 female 43%) students; 13 (8 male 62% and 5 female 38%) teaching staff; 1 male non-teaching staff; no vocational instructor and 2 all-male FTS participants; 2 all-male PTA/community teachers. The average teacher/student ratio is 1:24. What the JSS do well The 3 JSS are generally clean, purposeful and conducive for learning. Management of the 3 JSS have good synergy with members of their host communities. The curriculum utilise by the 3 JSS provide a broad education that met learners needs and supported a very good range of resources and facilities. Teachers as well as learners are punctual to school. What the JSS should do to improve Management of the 3 JSS should draw up a School Development Plan (SDP). The schools should liaise with the LGEAs and the SUBEB to employ and post additional teachers to the schools. Keep relevant statutory and non-statutory records. Absenteeism: students should be checked on to reduce their lateness to schools. The schools should organize academic and sporting competitions on a regular basis. Key strengths in each aspect Achievement and standards None of the 3 JSS (0%) is Outstanding. 1 of the 3 JSS (34%) is good. 1 of the 3 JSS (33%) is good. 1 of the 3 JSS (33%) is poor. None of the 3 JSS (0%) is very poor. Personal development and well-being None of the 3 JSS (0%) is Outstanding. 1 of the 3 JSS (34%) is good. 1 of the 3 JSS (33%) is good. 1 of the 3 JSS (33%) is poor. None of the 3 JSS (0%) is very poor. Quality of teaching and learning None of the 3 JSS (0%) is Outstanding. 1 of the 3 JSS (34%) is good. 1 of the 3 JSS (33%) is good. 188

210 1 of the 3 JSS (33%) is poor. None of the 3 JSS (0%) is very poor. Quality of curriculum and other activities None of the 3 JSS (0%) is Outstanding. 1 of the 3 JSS (34%) is good. 1 of the 3 JSS (33%) is good. 1 of the 3 JSS (33%) is poor. None of the 3 JSS (0%) is very poor. Quality of care, guidance and support None of the 3 JSS (0%) is Outstanding. 1 of the 3 JSS (34%) is good. 1 of the 3 JSS (33%) is good. 1 of the 3 JSS (33%) is poor. None of the 3 JSS (0%) is very poor. Leadership and management None of the 3 JSS (0%) is Outstanding. 1 of the 3 JSS (34%) is good. 1 of the 3 JSS (33%) is good. 1 of the 3 JSS (33%) is poor. None of the 3 JSS (0%) is very poor. Overall effectiveness None of the 3 JSS (0%) is Outstanding. 1 of the 3 JSS (34%) is good. 1 of the 3 JSS (33%) is good. 1 of the 3 JSS (33%) is poor. None of the 3 JSS (0%) is very poor. 189

211 2.30 Oyo SUBEB Description of the SUBEB Oyo SUBEB is functioning with relevant departments on ground. It has 33 LGEAs, 2,160 ECDs, 2,260 public PS and 655 JSS. There are 145, 014 (male 68,907 48% and female 76,107 52%) pupils in the ECD centres, there are 3,142 teaching staff (452 male 13% and 2,690 female 87%). No available statistics in respect of non-teaching staff, caregiver, FTS participant and PTA/Community teacher. The average teacher/pupil ratio is 1:46. The PS have 916,046 (440,472 male 48% and 475,574 female Fig 31: Map of Oyo State 52%) pupils; 23,627 (6,888 male 29% and 16,739 female 71%) teaching staff; no statistics available as regards non-teaching staff; 595 (220 male 37% and 375 female 63%) FTS participants; and no Community/PTA teacher. The average teacher/pupil ratio is 1:38. The JSS have 236,029 (118,288 male 50.1% and 117,741 female 49.9%) students; 10,028 (5,246 male 52% and 4,782 female 48%) teaching staff; 100 (71 male 71% and 29 female 29 %) nonteaching staff; no vocational instructor; FTS participant and PTA/Community teacher. The average teacher/student ratio is 1:24. What the SUBEB does well 96% of the teachers in the state are qualified. 96% of the Primary Schools operate ECD centres. 99% of transition rate from Primary to JSS during the previous session. Regular payment of salaries and allowances. Procurement and distribution of instructional materials to schools. What the SUBEB should do to improve SUBEB should endeavour to establish a good working relationship with State Ministry of Education for smooth administration of Basic Education in the state especially at JSS level. Disbursement of imprest should be more regular to the LGEAs. SBMCs should be made functional in schools with more sensitization of the members. Endeavour to keep relevant and statutory records, this could be made possible to ensure that the EMIS is functioning as it should be Key strengths in each aspect [[ Achievement and Standards Achievement and standard is satisfactory. The environment enables learning process to be effective giving room for learners progress. 96% of the primary Schools have ECD centres 190

212 Majority of the teachers (95%) are qualified and their salaries/allowances are being paid regularly. Establishment of Guidance Counselling services should be given attention at both LGEAs and school levels. Relevant textbooks are supplied to schools. More instructional materials are needed in schools. Capacity building for teaching staff is given attention but effort should be intensified. Curriculum and other activities 9 Year basic education curriculum are available in all schools in the LGEAs and are being utilized by teachers. Sporting and club activities are prominent especially at JSS level. Leadership and Management Leadership and management of Oyo SUBEB is satisfactory. There is cordial and harmonious working relationship between the Chief Executive that is the Board chairman, the Permanent Secretary and members of management as well as Director and the entire staff. The Board conducts Quality Assurance visit to LGEAs and school on constant basis Overall effectiveness The overall effectiveness of SUBEB is satisfactory. Most of the learners have access to Basic Education. Relevant textbooks are supplied to schools with some instructional materials though instructional materials are still inadequate in schools visited. There are inadequacies in schools infrastructural facilities; however salaries and allowances of both teaching and non-teaching staff are regularly paid The 4 sampled LGEAs Description of the LGEAs The 4 LGEAs are functioning well with substantive Education Secretaries. The LGEAs have ECDs, Public Primary Schools and Junior Secondary Schools even though the Junior Secondary Schools are no longer managed by the LGEAs. The 4 LGEAs have a total of 12,49 (6,261 male % and 6,238 female 49.1%) pupils at the ECD centres; 313 (63 male 20% and 250 female 80%) teaching staff; no non-teaching staff at the centres; there are 4 (2 male - 50% and 2 female - 50%) FTS participants; and no PTA/community teacher. The teacher/pupil ratio is 1:39. The primary school have 104,116 (52,080 male 50.1% and 52,036 female 49.9%) pupils; 2,242 (665 male 30% and 1,577 female 70%) teaching staff; 56 (31 male 55% and 25 female 45%) non-teaching staff; 33 (17 male 52% and 16 female 48%) FTS participants; no PTA/community teacher. The average teachers/pupil ratio is 1:46. The JSS have a total of 25,931 (12,955 male 49.9% and 12,976 female 50.1%) students; 2,138 (1,046 male 49% and 1,092 female 51%) teaching staff; 705 (331 male 47% and 374 female - 53%) non-teaching staff; no vocational instructor, PTA /community teacher and FTS Participant. The teacher/student ratio is 1:

213 What the LGEAs do well They all have their Education Secretaries in place. Ensure teaching and learning in schools. Maintain discipline in schools. Tried to have good rapport with Ministry since the Junior Secondary Schools are being managed by Ministry. Prompt payment of salaries/allowances. What the LGEAs should do to improve Monitoring vehicles should be provided. Regular Monitoring of schools in rural and farm settlements. Even distribution of teachers to schools. Liaise with the SUBEB to fence most of the schools in their areas to control encroachment. Key strengths in each aspect Achievement and standard Generally, teaching and learning is going on in all the schools visited. The pupils are averagely doing well. The 9 Year Basic Education Curriculum is available in all the schools visited. One of the schools has a standard computer laboratory. UBEC textbooks were equally available for use by the teachers and pupils. Quality of curriculum and other activities The teachers in the schools maintained that the 9 year basic education curriculum meets the aspiration of the pupils. There are no sporting facilities in virtually all the schools. Physical education is neglected in most of the schools. Leadership and management The 4 LGEAs have Education Secretaries managing the affairs of the LGEAs and the schools under their jurisdiction. From what we observed as a team there is synergy between the LGEAs and SUBEB in one hand and between the schools on the other. The 4 LGEAs are generally peaceful and both teaching and non-teaching staff were seen discharging their duties. Overall effectiveness Overall effectiveness of the LGEAs is fair. The LGEAs need monitoring vehicles to allow for regular quality assurance monitoring particularly at the rural/farm settlement The 20 sampled ECDs Description of the ECDs There are a total of 20 ECDs centres operating in the sampled primary schools. The ECD centres have a population of 1,516 (773 male 51% and 743 female 49%) pupils; 35 (6 male 17% and

214 female 83%) teaching staff; no FTS participant, PTA/community teacher and non-teaching staff. The average teacher/pupil ratio is 1:43. What the ECDs do well There are ECD centres in all the schools visited. Teachers were seen discharging their duties by managing the children properly. The teachers at the centres prepare their lesson notes regularly. What the ECDs should do to improve Appropriate furniture (plastic) should be provided to the centres. Play materials such as toys, building blocks etc should be provided at the centres. Qualified teachers with relevant training should be employed to manage these centres. Key strengths in each aspect Achievement and standards None of the 20 ECDs (0%) is outstanding. 3 of the 20 ECDs (15%) are good. 12 of the 20 ECDs (60%) are fair. 5 of the 20 ECDs (25%) are poor. None of the 20 ECDs (0%) is very poor. Learners personal development, welfare and participation None out of the 20 ECDs (0%) is outstanding. None out of the 20 ECDs (0%) are good. 16 out of the 20 ECDs (80%) are fair. 4 out of the 20 ECDs (20%) are poor. None out of the 20 ECDs (0%) is very poor. Quality of teaching and learning None out of the 20 ECDs (0%) is outstanding. 2 of the 20 ECDs (10%) are good. 13 of the 20 ECDs (65%) are fair. 5 of the 20 ECDs (25%) are poor. None of the 20 ECDs (0%) is very poor. Quality of curriculum and other activities None of the 20 ECDs (0%) is outstanding. 1 of the 20 ECDs (5%) is good. 16 of the 20 ECDs (80%) are fair. 3 of the 20 ECDs (15%) are poor. None of the 20 ECDs (0%) is very poor Quality of care, guidance and support None of the 20 ECDs (0%) is outstanding. 1 of the 20 ECDs (5%) is good. 16 of the 20 ECDs (80%) are fair. 193

215 3 of the 20 ECDs (15%) are poor. None of the 20 ECDs (0%) is very poor. Learning environment None of the 20 ECDs (0%) is outstanding 1 of the 20 ECDs (5%) is good 8 of the 20 ECDs (40%) are fair 9 of the 20 ECDs (45%) are poor 2 of the 20 ECDs (10%) are very poor Quality of curriculum and other activities None of the 20 ECDs (0%) is outstanding 1 of the 20 ECDs (5%) is good 16 of the 20 ECDs (80%) are fair 3 of the 20 ECDs (15%) are poor None of the 20 ECDs (0%) is very poor Leadership and Management 3 of the 20 ECDs (15%) are outstanding 15 of the 20 ECDs (75%) are good 2 of the 20 ECDs (10%) are fair None of the 20 ECDs (0%) is poor None of the 20 ECDs (0%) is very poor Overall effectiveness None of the 20 ECDs (0%) is outstanding 3 of the 20 ECDs (15%) are good 11 of the 20 ECDs (55%) are fair 6 of the 20 ECDs (30%) are poor None of the 20 ECDs (0%) is very poor The 20 sampled primary schools Description of the primary schools The 20 sampled primary schools in the 4 LGEAs are functioning well with teaching and learning activities going on. Majority of the schools are located in the rural areas/farm settlements. The primary schools have a total of 7,128 (3,484 male 49% and 3,644 female 51%) pupils; 237 (63 male 27% and 174 female 73%) teaching staff; 2 male non-teaching staff; 1 female FTS participants; there are also 4 female o yes participants, a scheme introduced by the state government to empower the youth and PTA/community teacher. The average teacher/pupil ratio is 1:29. What the primary schools do well All the primary schools are on ground while teaching and learning is on-going in the schools. All schools have headteachers managing the affairs of the schools. Teachers were seen carrying out their duties, neatly and friendly. 194

216 What the primary schools should do to improve Virtually all the primary schools need fencing. Provision of adequate furniture for the pupils and teachers. Internal supervision should be encouraged in these rural schools. More attention should be given by SUBEB/LGEAs to schools at the rural areas and farm settlement. The use of teaching aids by some of the teachers should be encouraged. Key strengths in each aspect Achievement and standards None of the 20 PS (0%) is outstanding. 7 of the 20 PS (35%) are good. 9 of the 20 PS (45%) are fair. 4 of the 20 PS (20%) are poor. None of the 20 PS (0%) is very poor. Learners personal development, welfare and participation None of the 20 PS (0%) is outstanding. 6 of the 20 PS (30%) are good. 10 of the 20 PS (50%) are fair. 4 of the 20 PS (20%) are poor. None of the 20 PS (0%) is very poor. Quality of teaching and learning None of the 20 PS (0%) is outstanding. 6 of the 20 PS (30%) are good. 9 of the 20 PS (45%) are fair. 5 of the 20 PS (25%) are poor. None of the 20 PS (0%) is very poor. Quality of curriculum and other activities None of the 20 PS (0%) is outstanding. 4 of the 20 PS (20%) are good. 12 of the 20 PS (60%) are fair. 4 of the 20 PS (20%) are poor. None of the 20 PS (0%) is very poor. Quality of care, guidance and support None of the 20 PS (0%) is outstanding. 3 of the 20 PS (15%) are good. 13 of the 20 PS (65%) are fair. 4 of the 20 PS (20%) are poor. None of the 20 PS (0%) is very poor. Learning environment 195

217 None of the 20 PS (0%) is outstanding. 4 of the 20 PS (20%) are good. 6 of the 20 PS (30%) are fair. 8 of the 20 PS (40%) are poor. 2 of the 20 PS (10%) are very poor. Leadership and management None of the 20 PS (0%) is outstanding. 4 of the 20 PS (20%) are good. 13 of the 20 PS (65%) are fair. 3 of the 20 PS (15%) are poor. None of the 20 PS (0%) is very poor. Overall effectiveness None of the 20 PS (0%) is outstanding. 5 of the 20 PS (25%) are good. 8 of the 20 PS (40%) are fair. 7 of the 20 PS (35%) are poor. None of the 20 PS (0%) is very poor The 4 sampled JSS Description of the JSS The 4 Junior Secondary Schools visited were all functioning as normal schools. All the schools have substantive principals. The JSS have 1,544 (810 male 52% and 734 female 48%) students; 34 (18 male 53% and 16 female - 47%) teaching staff; 6 (5 male 83% and 1 female 17%) non- teaching staff; no PTA/community teacher and vocational instructor. The teacher/pupil ratio is 1:40. What the JSS do well All the JSS are functioning well. The teachers are generally neat. Lesson notes are regularly prepared and checked. What the primary schools should do to improve More furniture should be provided for the schools. Employment of more qualified teachers in the core subject areas. Fencing of some of the schools. Use of teaching aids should be encouraged. Extra-mural classes should be encouraged. Key strengths in each aspect Achievement and standards None of the 4 JSS (0%) is outstanding. 1 of the 4 JSS (25%) is good. 2 of the 4 JSS (50%) are fair. 196

218 1 of the 4 JSS (25%) is poor. None of the 4 JSS (0%) is very poor Learners personal development, welfare and participation None of the 4 JSS (0%) is outstanding. 1 of the 4 JSS (25%) is good. 3 of the 4 JSS (75%) are fair. None of the 4 JSS (0%) is poor. None of the 4 JSS (0%) is very poor. Quality of teaching and learning None of the 4 JSS (0%) is outstanding. 1 of the 4 JSS (25%) is good. 3 of the 4 JSS (75%) are fair. None of the 4 JSS (0%) is poor. None of the 4 JSS (0%) is very poor. Quality of curriculum and other activities None of the 4 JSS (0%) is outstanding. 2 of the 4 JSS (25%) are good. 2 of the 4 JSS (50%) are fair. None of the 4 JSS (0%) is poor. None of the 4 JSS (0%) is very poor. Quality of care, guidance and support The 4 JSS (100%) are fair. Learning environment None of the 4 JSS (0%) is outstanding. 1 of the 4 JSS (25%) is good. 3 of the 4 JSS (75%) are fair. None of the 4 JSS (0%) is poor. None of the 4 JSS (0%) is very poor. Leadership and management None of the 4 JSS (0%) is outstanding. 1 of the 4 JSS (25%) is good. 3 of the 4 JSS (75%) are fair. None of the 4 JSS (0%) is poor. None of the 4 JSS (0%) is very poor. Overall effectiveness None of the 4 JSS (0%) is outstanding. 2 of the 4 JSS (50%) are good. 2 of the 4 JSS (50%) are fair. None of the 4 JSS (0%) is poor. None of the 4 JSS (0%) is very poor. 197

219 2.31 Plateau SUBEB Description of the SUBEB Plateau SUBEB is functioning with relevant departments on ground. It has 17 LGEAs, 242 ECDs, 2,379 public PS and 284 JSS. There are 35,569 (17,194 male 48% and 18,375 female 52%) pupils in the ECD centres; 915 (297male 32% and 618 female 68%) teaching staff; 690 (435 male 63% and 255 female 37%) non-teaching staff; 207 (8 male 4% and 199 female 96%) caregivers; no FTS participant and no PTA/community teacher. The average teacher/pupil ratio is 1:39. Fig 32: Map of Plateau State The PS have 1,252,832 (656,809 male 52% and 596,023 female 48%) pupils; 18,983 (11,464 male 60% and 7,519 female 40%) teaching staff; 5,120 (3,778 male 74% and 1,342 female 26%) non-teaching staff; 539 (362 male 67% and 177 female 33%) FTS participant; and no PTA/community teacher. The average teacher/pupil ratio is 1:64. The JSS have 60,589 (33,607 male 55% and 26,982 female 45%) students; 1,534 (1,180 male 76% and 354 female 24%) teaching staff; 858 (712 male 83% and 146 female 17%) nonteaching staff; no vocational instructor; and no FTS participant. There are 2,086 (1,450 male 70% and 636 female 30%) PTA/community teachers. The average teacher/student ratio is 1:17 The SUBEB did not report on Almajiri/Qur anic schools but reported that it has 1 Special Education Institution, which operate inclusive education. It last accessed N24,430,760. of the Special Education funds in None of these schools was however visited during this quality assurance of basic education institutions in Plateau State. What the SUBEB does well All teachers have prerequisite qualification in the state. 94% of the pupils that finished Primary schools transited to JSS. Successful distribution of all instructional materials to schools. What the SUBEB should do to improve Training and retraining of teachers. Increase in supervision visits to schools. Employment and deployment of qualified teaching staff. State should access their intervention fund up-to-date. Key strengths in each aspect Achievement and Standards 94% of pupils transited to JSS from primary. Successful distribution of instructional materials to schools. All teachers are qualified. 198

220 Curriculum and other activities The SUBEB distributed the 9-Year Basic Education Curriculum to LGEAs. 9-Year Basic Education Curriculum is broad, balanced and varied, and meets the needs of the learners. Leadership and Management There is cordial relationship between the management and staff of SUBEB. Division of labour is highly observed among the management staff. Soliciting attention of the state government on payment of salaries and allowances of teachers. Overall effectiveness Overall Effectiveness is good because SUBEB has distributed all the instructional materials and has qualified teaching staff on the field that are making other necessary efforts to ensure that the welfare of the teachers is well taken care of for effective basic education delivery in the state The 2 sampled LGEAs Description of the LGEAs The 2 LGEAs are functioning with the Education Secretaries on ground. They have 30 ECDs, 417 public PS and 43 JSS. There are 2,728 (1,350 male 49% and 1,378 female 51%) pupils in the ECD centres; 111 (19 male 17% and 92 female 83%) teaching staff; 7 (2 male 29% and 5 female 71%) non-teaching staff; 42 (9 male 79% and 33 female 21%) caregivers; no FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:25. The PS have 78,069 (40,006 male 51% and 38,063 female 49%) pupils; 3,079 (1,641 male 53% and 1,438 female 47%) teaching staff; 585 (411 male 70% and 174 female 30%) non-teaching staff; 121 (75 male 62% and 46 female 38%) FTS participants and 308 (119 male 39% and 189 female 61%) PTA/community teachers. The average teacher/pupil ratio is 1:24. The JSS have 5,734 (3,703 male 65% and 2,031 female 35%) students; 431 (365 male 85% and 66 female 15%) teaching staff; 160 (104 male 65% and 56 female 35%) non-teaching staff; no vocational instructor, FTS participant and PTA/community teacher. The average teacher/student ratio is 1:13. What the LGEAs do well Distribution of all instructional materials to schools. Most teachers have attended Strenthening Mathematics and Science Education (SMASE) training. 83% of teaching staff are qualified. Inclusive education is practiced. Para-counsellors are present in most schools. What the LGEAs should do to improve 199

221 Establishment of more ECD centres in the LGEAs. Intensify effort in supervision of rural schools. Enlightenment campaign on enrolment drive. Inauguration of SBMCs in all schools in the LGEAs. Construction of new classrooms and renovation of existing classrooms. Key strengths in each aspect Achievement and standards 87% of learners transited to JSS from primary schools. All textbooks were successfully distributed to schools. Quality of curriculum and other activities 9-Year Basic Education Curriculum were available but not sufficient in Mangu LGEA. Leadership and management Proper delegation of duties. Cordial relationship between the management staff and other staff. Overall effectiveness The overall effectiveness of the 2 LGEAs is satisfactory because there is proper delegation of authority. Most teachers undergo SMASE trainings. 9-Year Basic Education Curriculum is available in schools in Mangu but not in Qua an Pan LGEA. Irregular school supervision especially in the rural areas The 5 sampled ECDs Description of the ECDs A total of 5 ECD centres operate within the 10 sampled PS. The 5 ECD centres have 470 (235 male 50% and 235 female 50%) pupils; there are 25 (8 male 32% and 17 female 68%) teaching staff; 3 (2 male 67% and 1 female 33%) non-teaching staff; 11 all-female caregivers; 2 all-male FTS participants and 3 PTA/community teachers. The average teacher/pupil ratio is 1:17 What the ECDs do well Well ventilated classrooms. Attendance is high in the centres. There are clean classrooms. Friendly relationship between the teachers and the pupils exists. What the ECDs should do to improve Provision of colourful teaching aids to the centres. Provision of adequate instructional materials. Provision of adequate furniture for both teachers and pupils. Key strengths in each aspect Achievement and standards None of the 5 ECDs (0%) is outstanding. 200

222 2 of the 5 ECDs (40%) are good. 1 of the 5 ECDs (20%) is fair. 2 of the 5 ECDs (40%) are poor. None of the 5 ECDs (0%) is very poor. Learners Personal development, welfare and participation None of the ECDs (0%) is outstanding. 2 of the 5 ECDs (40%) are good. 1 of the 5 ECDs (20%) is fair. 1 of the 5 ECDs (20%) is poor. 1 of the 5 ECDs (20%) is very poor. Quality of teaching and learning 1 of the 5 ECDs (20%) is outstanding. 1 of the 5 ECDs (20%) is good. 1 of the 5 ECDs (20%) is fair. None of the 5 ECDs (0%) is poor. 2 of the 5 ECDs (40%) are very poor. Quality of curriculum and other activities None of the 5 ECDs (0%) is outstanding. None of the 5 ECDs (0%) is good. 2 of the 5 ECDs (40%) are fair. 2 of the 5 ECDs (40%) are poor. 1 of the 5 ECDs (20%) is very poor. Quality of care, guidance and support None of the 5 ECDs (%) is outstanding. 2 of the 5 ECDs (40%) are good. 1 of the 5 ECDs (20%) is fair. None of the 5 ECDs (0%) is poor. 2 of the 5 ECDs (40%) are very poor. Learning environment None of the 5 ECDs (0%) is outstanding. 2 of the 5 ECDs (40%) are good. 1 of the 5 ECDs (20%) is fair. 2 of the 5 ECDs (40%) are poor. None of the 5 ECDs (0%) are very poor Leadership and management None of the 5 ECDs (0%) is outstanding. None of the 5 ECDs (0%) are good. 3 of the 5 ECDs (60%) are fair. 1 of the 5 ECDs (20%) is poor. 1 of the 5 ECDs (20%) is very poor. 201

223 Overall effectiveness None of the 5 ECDs (0%) is outstanding. 1 of the 5 ECDs (20%) is good. 2 of the 5 ECDs (40%) are fair. 1 of the 5 ECDs (20%) is poor. 1 of the 5 ECDs (20%) is very poor The 10 sampled primary schools Description of the primary schools The 10 sampled primary schools are functioning as expected with headteachers performing their duties. They are all located in the rural areas. The PS have 3,387 (1,813 male 53% and 1,574 female 47%) pupils; 139 (59 male 42% and 80 female 58%) teaching staff; 18 (12 male 67% and 6 female 33%) non-teaching staff; 10 (6 male 60% and 4 female 40%) FTS participants and 1 male PTA/community teacher. The average teacher/pupil ratio is 1:23. What the primary schools do well All the teachers are qualified. There is cordial relationship between the teachers and the pupils. Pupils attendance is high. There is standard and functional school farm present in most schools visited. Good record keeping. What the primary schools should do to improve Lesson notes should be properly planned and well written. Classwork and home work should be given and marked especially on the 4 core subjects. Provision of adequate furniture for both teachers and pupils. Effective use of instructional materials. Frequent and close monitoring of teaching and learning process in schools. Use of pupil centred methods of teaching in the delivery of lessons. Key strengths in each aspect Achievement and standards None of the 10 PS (0%) is outstanding. 2 of the 10 PS (20%) are good. 2 of the 10 PS (20%) are fair. 6 of the 10 PS (60%) are poor. None of the 10 PS (0%) is very poor. Learners personal development, welfare and participation None of the 10 PS (0%) is outstanding. 3 of the 10 PS (30%) are good. 3 of the 10 PS (30%) are fair. 3 of the 10 PS (30%) are poor. 202

224 1 of the 10 PS (10%) is very poor. Quality of teaching and learning None of the 10 PS (0%) is outstanding. 2 of the 10 PS (20%) are good. 2 of the 10 PS (20%) are fair. 3 of the 10 PS (30%) are poor. 3 of the 10 PS (30%) are very poor. Quality of curriculum and other activities None of the 10 PS (0%) is outstanding. None of the 10 PS (0%) is good. 2 of the 10 PS (20%) are fair. 4 of the 10 PS (40%) are poor. 4 of the 10 PS (40%) are very poor. Quality of care, guidance and support None of the 10 PS (0%) is outstanding. 2 of the 10 PS (20%) are good. 2 of the 10 PS (20%) are fair. 3 of the 10 PS (30%) are poor. 3 of the 10 PS (30%) are very poor. Learning environment None of the 10 PS (0%) is outstanding. 3 of the 10 PS (30%) are good. 3 of the 10 PS (30%) are fair. 3 of the 10 PS (30%) are poor. 1 of the 10 PS (10%) is very poor Leadership and management None of the 10 PS (0%) is outstanding. 3 of the 10 PS (30%) are good. 2 of the 10 PS (20%) are fair. 2 of the 10 PS (20%) are poor. 3 of the 10 PS (30%) are very poor. Overall effectiveness None of the 10 PS (0%) is outstanding. 1 of the 10 PS (10%) is good. 4 of the 10 PS (40%) are fair. 3 of the 10 PS (30%) are poor. 2 of the 10 PS (20%) are very poor. 203

225 The 2 sampled JSS Description of the JSS The 2 JSS are functioning as expected with the principals performing their duties. They are all located in the rural areas. The JSS have 569 (345 male 61% and 224 female 39%) students; 23 (17 male 74% and 6 female 26%) teaching staff; 2 male non-teaching staff; no vocational instructor and FTS participant; 13 (9 male 69% and 4 female 31%) PTA/community teachers. The average teacher/student ratio is 1:16. What the JSS do well There is adequate furniture for both Students and teachers..availability of functional toilet facilities for use. There are adequate classroom accommodation. What the JSS should do to improve Renovation of existing dilapidated classrooms. The school should ensure that the classrooms and its environments are clean. Provision of ICT facilities in schools. Key strengths in each aspect Achievement and standards The 2 JSS (100%) are good. Learners personal development, welfare and participation The 2 JSS (100%) are good. Quality of teaching and learning The 2 JSS (100%) are good. Quality of curriculum and other activities The 2 JSS (100%) are good. Quality of care, guidance and support The 2 JSS (100%) are fair. Learning environment The 2 JSS (100%) are fair Leadership and management The 2 JSS (100%) are good. Overall effectiveness The 2 JSS (100%) are good. 204

226 2.32 Rivers SUBEB Description of the SUBEB Rivers SUBEB is functioning with relevant departments on ground. It has 23 LGEAs, 580 ECDs, 931 public primary schools and 267 JSS. There are 70,101 (30,481 male 43% and 39,620 female 57%) pupils in the ECD centres, the staff strength is: 2,000 (250 male 13% and 1,750 female 87%) teaching staff; 894 (92 male 10% and 802 female 90%) non-teaching staff; 2,894 (799 male 27% and 2,095 female 73%) caregivers. There is no data on FTS participant and no PTA/community teacher. The average teacher/pupil ratio is 1:35. Fig 33: Map of Rivers State The primary schools have 399,672 (199,836 male 50% and 199,836 female 50%) pupils; 7,195 (2,589 male 36% and 4,606 female 64%) teaching staff; 3,228 (1,925 male 60% and 1,303 female 40%) non-teaching staff; 430 (211 male 49% and 219 female 51%) FTS participants; and no PTA/community teacher. The average teacher/pupil ratio is 1:52. The JSS have 227,173 (109,389 male 48% and 117,784 female 52%) students; 5,079 (2,321 male 32% and 2,758 female 68%) teaching staff; 2,846 (1,514 male % and 1,332 female 47%) nonteaching staff; no vocational instructor, FTS participant; and PTA/community teacher. The average teacher/student ratio is 1:45. The SUBEB did not report on Almajiri/Qur anic schools but reported that it has 1 Special Education institution, which operates inclusive education. It last accessed N16,648, of the Special Education funds in This school was however not visited during this quality assurance of basic education institutions in Rivers State. What the SUBEB does well Improving the quality of the environment of the schools with the massive construction and renovation of infrastructure thereby attracting high enrolment at all levels. Regular payment of salaries and allowances. Regular disbursement of imprests to LGEAs and schools. What the SUBEB should do to improve Additional qualified teachers should be employed to cater for the high increase in enrolment as reflected in the average teacher/learner ratios of 1:35; 1:51 and 1:56 for the ECD, PS and JSS respectively. Improvement in the keeping of relevant statutory and non-statutory records. Ensuring the functionality and active participation of SBMCs in the running of the schools. Provide mobility and empower quality assurance officers in the board and the LGEAs to visit schools regularly to monitor standard/effectiveness of schools. 205

227 Stop/minimize truancy/absenteeism in schools (e.g. in JSS) and sanction erring staff/teachers and learners adequately. Redeploy/post additional qualified teachers to rural schools. Key strengths in each aspect Achievement and Standards Learners in Rivers State have access, equity, equality and free Basic education in the State. There is increase in pupils enrolment in some ECD centres as they are making significant progress in identifying alphabets and numbers. Pupils in the primary school are able to exhibit good moral and health habits, interpret figures, read and comprehend some English and Civic lessons. Students in the Junior Secondary School (JSS) show some satisfactory academic progress by their level of understanding of lessons taught, asking/answering questions and solving some mathematical problems. Salaries and allowances of teaching and non-teaching staff are regularly paid. Curriculum and other activities Schools make use of the 9-Year Basic Education (BE) Curriculum and other relevant books in the four core subjects for both primary schools and JSS. The curricula are broad and balanced as they actually meet the needs of learners. Leadership and Management Leadership and management of the SUBEB is good. Exhibition of effective and vibrant leadership and efficient management. Basic Education books from FGN/UBE and Rivers State Government are promptly distributed to LGEAs/Schools. SUBEB Management in collaboration with the State Ministry of Education (SMOE) conduct induction training for all Model Primary School teachers in the State. Overall effectiveness The overall effectiveness of the SUBEB is fair. The board and other stakeholders in the state are making serious efforts to reduce the acute shortage of qualified teachers in the schools, inculcate the spirit of team work in the people and assure quality in Basic Education institutions in the State. Basic education in the state is of very high standard, especially in the model primary schools The 2 sampled LGEAs Description of the LGEAs The 2 LGEAs are functioning with the Education Secretaries on ground. They have 75 ECDs, 77 public PS and 29 JSS. There are 3,901 (male 1,954-51% and female 1,947-49%) pupils in the ECD centres; 83 (5 male - 6% and 78 female - 94%) teaching staff; 16 (3 male - 19 % and 13 female - 81%) non-teaching staff; 206

228 40 all-female caregivers, no FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:48. The PS have 21,286 (10,635 male 49.9% and 10,651 female 50.1%) pupils; 808 (256 male 32% and 552 female 68%) teaching staff; 213 (159 male 75% and 54 female 25%) non-teaching staff; 43 (male 21 (49% and 22 51%) FTS participants and no PTA/community teacher. The average teacher/pupil ratio is 1:28. The JSS have 12,187 (6,649 male - 56% and 4,538 female - 44%) students; 531 (238 male - 45% and 293 female - 55%) teaching staff; 234 (132 male - 56% and 102 female - 44%) non-teaching staff; 57 (28 male - 49% and 29 female - 51%) vocational instructors and 1 male FTS participant; no PTA/community teacher. The average teacher/student ratio is 1:24. What the LGEAs do well Keeping their environment clean. Supervision of schools. Timely distribution of textbooks and other materials. Good office accommodation. What the LGEAs should do to improve Regular supervision of schools. Provision of instructional materials to schools. Inauguration of SBMCs. Checking truancy and ensuring that offenders are disciplined. Key strengths in each aspect Achievement and standards Regular supervision of schools. Provision of good office accommodation. Quality of curriculum and other activities Distributed curriculum and instructional materials to schools. Leadership and management Attendance of both teachers and pupils is properly monitored in the LGEAs. Overall effectiveness The overall effectiveness of the LGEAs is good as all schools are regularly supervised The 8 sampled ECDs Description of the ECDs A total of 8 ECD centres operate within the 10 sampled PS. The 8 ECD centres have 573 (280 male - 49% and 293 female - 51%) pupils; 2 all-female teaching staff; 5 (4 male - 80% and 1 female - 20%) non-teaching staff; 3 all-female caregivers; 7 (2 male - 29% and 5 female - 71%) FTS participants and no PTA / Community teacher. The average teacher/pupil ratio is 1:

229 What the ECDs do well Clean learning environment. Regular and high attendance to schools. Good health habits demonstrated. Good and cordial relationships. What the ECDs should do to improve Ensure the provision of toys and play equipment. Ensure use of appropriate furniture. Ensure that teachers are assigned to ECD centres. Ensure the provision of appropriate curriculum. Key strengths in each aspect Achievement and standards None of the 8 ECDs (0%) is outstanding. 2 of the 8 ECDs (25%) are good. 5 of the 8 ECDs (62%) are fair. 1 of the 8 ECDs (13%) is poor. None of the 8 ECDs (0%) is very poor. Learners Personal development, welfare and participation None of the8 ECDs (0%) is outstanding. 4 of the 8 ECDs (50%) are good. 4 of the 8 ECDs (50%) are fair. None of the 8 ECDs (0%) is poor. None of the 8 ECDs (0%) is very poor. Quality of teaching and learning None of the 8 ECDs (0%) is outstanding. 3 of the 8 ECDs (38%) are good. 3 of the 8 ECDs (38%) are fair. 2 of the 8 ECDs (24%) are poor. None of the 8 ECDs (0%) is very poor. Quality of curriculum and other activities None of the 8 ECDs (0%) is outstanding. 1 of the 8 ECDs (13%) is good. 5 of the 8 ECDs (62%) are fair. 2 of the 8 ECDs (25%) are poor. None of the 8 ECDs (0%) is very poor. Quality of care, guidance and support None of the 8 ECDs (0%) is outstanding. 3 of the 8 ECDs (38%) are good. 5 of the 8 ECDs (62%) are fair. None of the 8 ECDs (0%) is poor. 208

230 None of the 8 ECDs (0%) is very poor. Learning environment 1 of the 8 ECDs (12%) is outstanding. 5 of the 8 ECDs (62%) are good. 1 of the 8 ECDs (13%) is fair. 1 of the 8 ECDs (13%) is poor. None of the 8 ECDs (0%) is very poor Leadership and management None of the 8 ECDs (0%) is outstanding. 5 of the 8 ECDs (62%) are good. 3 of the 8 ECDs (38%) are fair. None of the 8 ECDs (0%) is poor. None of the 8 ECDs (0%) is very poor. Overall effectiveness None of the 8 ECDs (0%) is outstanding. 4 of the 8 ECDs (50%) are good. 3 of the 8 ECDs (38%) are fair. 1 of the 8 ECDs (12%) is poor. None of the 8 ECDs (0%) is very poor The 10 sampled primary schools Description of the primary schools The 10 sampled primary schools are functioning as expected with headteachers performing their duties. They are all located in the rural areas. The PS have 2,860 (1,439 male % and 1,421 female %) pupils; 75 (15 male - 20% and 60 female - 80%) teaching staff; 31 (23 male - 74% and 8 female - 26%) non-teaching staff; 3 (1 male - 33% and 2 female - 67%) FTS participants, and no PTA/community teacher. The average teacher/pupil ratio is 1:37. What the primary schools do well The schools environments are clean and tidy. Schools management share responsibilities. Schools use the 9- Year Basic Education curriculum. Religious and moral lessons are taught. Teachers prepare lesson notes and use them in teaching. Attendance of teachers and learners are high. What the primary schools should do to improve Ensure that the schools have School Development Plans (SDP) Ensure the recruitment of more teachers Provide toys and play equipment for the ECD centres. Ensure that teachers use teaching aids during lesson delivery. Inaugurate functional SBMCs. 209

231 Key strengths in each aspect Achievement and standards None of the 10 PS (0%) is outstanding. 3 of the 10 PS (30%) are good. 6 of the 10 PS (60%) are fair. 1 of the 10 PS (10%) is poor. None of the 10 PS (0%) is very poor. Learners personal development, welfare and participation None of the 10 PS (0%) is outstanding. 5 of the 10 PS (50%) are good. 5 of the 10 PS (50%) are fair. None of the 10 PS (0%) is poor. None of the 10 PS (0%) is very poor. Quality of teaching and learning None of the 10 PS (0%) is outstanding. 5 of the 10PS (50%) are good. 4 of the 10 PS (40%) are fair. 1 of the 10 PS (10%) is poor. None of the 10 PS (0%) is very poor. Quality of curriculum and other activities None of the 10 PS (0%) is outstanding. 4 of the 10 PS (40%) are good. 5 of the 10 PS (50%) are fair. 1 of the 10 PS (10%) is poor. None of the 10 PS (0%) is very poor. Quality of care, guidance and support None of the 10 PS (0%) is outstanding. 5 of the 10 PS (50%) are good. 4 of the 10 PS (40%) are fair. 1 of the 10 PS (10%) is poor. None of the 10 PS (%) is very poor. Learning environment None of the 10 ECDs (0%) is outstanding. 4 of the 10 ECDs (40%) are good. 3 of the 10 ECDs (30%) are fair. 3 of the 10 ECDs (30%) are poor. None of the 10 ECDs (0%) is very poor Leadership and management None of the 10 PS (0%) is outstanding. 4 of the 10 PS (40%) are good. 210

232 3 of the 10 PS (30%) are fair. 3 of the 10 PS (30%) are poor. None of the 10 PS (0%) is very poor. Overall effectiveness None of the 10 PS (0%) is outstanding. 5 of the 10 PS (50%) are good. 5 of the 10 PS (50%) are fair. None of the 10 PS (0%) is poor. None of the 10 PS (0%) is very poor The 2 sampled JSS Description of the JSS The 2 JSS are functioning as expected with the principals performing their duties. They are all located in the rural areas. The JSS have 452 (208 male - 46% and 244 female - 54%) students; 22 (13 male - 59% and 9 female - 41%) teaching staff; 13 (7 male - 54% and 6 female - 46%) non-teaching staff; no vocational instructor, FTS participant, and PTA/community teacher. The average teacher/student ratio is 1:21. What the JSS do well The schools compound are clean. Teachers prepare lesson notes and other school records regularly. The curriculum is broad and meets learners need. Availaibility of functional school libraries. School management was all-inclusive as all stakeholders were carried along in day-to-day running of the schools. What the JSS should do to improve Completion of the classroom constructions. Employ teachers in the core subjects. Ensure that teachers use teaching aids in lesson delivery. Provision of adequate toilet facilities. Define roles and responsibilities of management staff and ensure compliance. Have functional SBMCs. Provision of students and teachers furniture. Provision of instructional materials. Key strengths in each aspect Achievement and standards 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is poor Learners personal development, welfare and participation None of the 2 JSS (0%) is good. 2 of the 2 JSS (100%) are fair. 211

233 Quality of teaching and learning 2 of the 2 JSS (100%) are good. Quality of curriculum and other activities 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is fair Quality of care, guidance and support 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is poor. Learning environment 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is fair Leadership and management 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is fair Overall effectiveness 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is poor 212

234 2.33 Sokoto SUBEB Description of the SUBEB Sokoto SUBEB is functioning with the board and the relevant departments on ground. The State has 23 LGEAs, 374 ECDs, 1,967 primary schools and 145 JSS. The ECDs have 40,888 (26,317 male - 64% and 14,571 female - 36%) pupils; 78 (63 male - 81% and 15 female - 19%) teaching staff; 12 (10 male - 83% and 2 female - 17%) nonteaching staff; 286 (198 male - 69% and 88 female - 31%) care givers; 15 (12 male - 80% and 3 female - 20%) PTA/community teachers; and no data on FTS participant. The average teacher/pupil ratio is 1:440. Fig 34: Map of Sokoto State The PS have 679,109 (509,296 male - 75% and 169,813 female - 25%) pupils; 31,135 (25,316 male - 81% and 5,819 female - 19%) teaching staff; 3,454 (3,265 male - 94% and 189 female - 6%) nonteaching staff; 670 (435 male - 65% and 235 female - 35%) FTS participants; and 1,014 (965 male - 95% and 49 female - 5%) PTA/community teachers. The average teacher/pupil ratio is 1:21. The JSS have 72,444 (41,541 male - 57% and 30,903 female - 43%) students; 331 (235 male - 71% and 96 Female - 29%) teaching staff; 45 (35 male - 78% and 10 female - 22%) non-teaching staff; 55 (35 male - 64% and 20 female - 36%) FTS participants; no vocational instructor; and 27 (20 male 74% and 7 female - 36%) PTA/community teachers. The average teacher/student is 1:175. The Almajiri/Qur anic schools have 230 all-male pupils; 20 all-male teaching staff; 16 all-male nonteaching staff; and no FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:12. The SUBEB reported that it has 1 Special Education Institution which operates inclusive education. It last accessed 24,430,746 of the Special Education Funds in 2011.The school was however not visited during this quality assurance of basic education institutions in Sokoto State. What the SUBEB does well Frequent supervision of schools by His Excellency the Executive Governor, Honourable Commissioner of Education, Chairman SUBEB, Board Members, SUBEB Directors and All Senior Staff of the Board. Provide Feeding and other facilities for the Boarding Almajiri Model School in Sokoto and plans are under way to provide mid-day meal at Day Almajiri School in Tambuwal. SUBEB support in the payment of allowances for teachers in the Girl-Child Education Programme in the State. The teachers are mainly female posted to rural areas to serve as role models aimed at increasing girl-child enrolment in schools. Regular payment of running cost to LGEAs. 213

235 Trained and improved the capacity of 5,136 headteachers and teachers in different capacity development trainings. Provision of 23 Hilux vehicles to LGEAs for regular schools supervision. Quick response policy on observations raised by school supervisors have made schools without furniture to be supplied with teachers and pupils furniture. What the SUBEB should do to improve SUBEB should: Ensure that ECD centres are established in all primary schools in the State with specific play equipment and instructional materials for the ages of the children. Train and recruit teachers with knowledge and skills in Early Childhood Education. Introduce vocational and skills acquisition in Primary and JS schools to attract access and equity. Carry out rehabilitation of all dilapidated schools structures across the State. Conduct training on quality assurance for staff in Quality Assurance and School Services Departments. Key strengths in each aspect Achievement and Standards General supervision of schools by Executive Governor and all stakeholders in Education. Maintenance of the Almajiri schools in the State. Curriculum and other activities Provision of special play equipment at the ECD centres Leadership and Management Regular supervision of schools shows its effective management of schools. Furthermore its ability to draw down all its FGN/UBE Matching grant is worthy of emulation. There is a cordial working relationship between management and other staff across the different departments and units in the Board. Overall effectiveness The overall effectiveness of the SUBEB is good. The Board relates with all stakeholders in all matters of basic education in the State The 2 sampled LGEAs Description of the LGEAs The 2 LGEAs (Gudu and Shagari) are functioning with the Education Secretaries on ground. They have 16 ECDs, 154 public PS and 6 JSS. There are 4,046 (1,988 male 49% and 2,058 female 51%) pupils in the ECD centres, there are 77 (68 male 86% and 9 female 14%) teaching staff; 6 all-male non-teaching staff; no caregiver, FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1: 53. The PS have 39,631 (27,098 male 68% and 12,533 female 32%) pupils; 1,025 (910 male 89% and 115 female 11%) teaching staff; 400 all-male non-teaching staff; 55 (47 male 85% and 8 214

236 female 15%) FTS participants and 5 (4 male 80% and 1 female 20%) PTA/community teachers. The average teacher/pupil ratio is 1: 37. The JSS have 1,893 (1,110 male 59% and 783 female 41%) students; 36 (34 male 94% and 2 female 6%) teaching staff; 3 all-male non-teaching staff; 1 male FTS participant; no vocational instructor and PTA/community teacher. The average teacher/student ratio is 1:51. What the LGEAs do well The 2 LGEAs perform regular supervision of schools. Salaries and allowances are paid as at when due. The LGEAs distributed to schools relevant textbooks in the core subjects supplied to them. What the LGEAs should do to improve Keep relevant statutory and non-statutory records. Ensure the functionality of SBMCs in schools and ensure preparation of School Development Plan (SDP). Synergizing with relevant stakeholders for increased assistance to schools and on enrolment drive. Ensure that Quality Assurance/Monitoring Officers visit school with monitoring instruments and write reports for submission to SUBEB Management. Key strengths in each aspect Achievement and standards Learners across the LGEAs have access and equity in basic education. The learners make progress in almost all the LGEAs as 90% of learners transited to JSS. Cases of dropout and repeaters are low at all levels. Quality of curriculum and other activities Most of the schools have the 9-Year Basic Education Curriculum. Sport activities like football match competition are organized among the schools. Leadership and management Leadership and management of the LGEAs is good. Cordial relationship between the management and SBMCs/PTA. Overall effectiveness The leadership of the LGEAs is good. Most of the schools visited have good classrooms. Pupils transition to JSS is encouraging. Most of the school environments are clean and child-friendly. 215

237 The 4 sampled ECDs Description of the ECDs A total of 4 ECD centres operate within the 4 sampled PS. The 4 ECD centres have 381 (237 male 62% and 144 female 38%) pupils; there are 7 (5 male 71% and 2 female 29%) teaching staff; no non-teaching staff, caregiver, FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:54. What the ECDs do well Pupils attain expected standards as stipulated in the curriculum. Majority of the pupils are neat, very respectful, well taken care of and they are well guided in the classes. Most of the teachers exhibit good knowledge of Early Childhood Education. What the ECDs should do to improve More teachers should be posted to the ECD centres for effective teaching. Members of the communities should be sensitized on enrolment drive. Relevant recreational facilities should be provided at each centre. Provision of relevant pupils furniture. Key strengths in each aspect Achievement and standards The 4 ECDs (100%) are fair. Learners personal development, welfare and participation The 4 ECDs (100%) are fair Quality of teaching and learning 3 of the 4 ECDs (75%) are fair. 1 of the 4 ECDs (25%) is poor. Quality of curriculum and other activities 3 of the 4 ECDs (75%) are fair. 1 of the 4 ECDs (25%) is poor. Quality of care, guidance and support The 4 ECDs (100%) are fair. Learning environment 3 of the 4 ECDs (75%) are good. 1 of the 4 ECDs (25%) is fair. Leadership and management 3 of the 4 ECDs (75%) are good. 1 of the 4 ECDs (25%) is fair. Overall effectiveness The 4 ECDs (100%) are fair. 216

238 The 10 sampled primary schools Description of the primary schools The 10 sampled primary schools are functioning as expected with headteachers performing their administrative duties. They are all located in the rural areas. The PS have 3,262 (2,094 male 64% and 1,168 female 36%) pupils; 112 (99 male 88% and 13 female 12%) teaching staff; 1 male non-teaching staff; no FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:29. What the primary schools do well Clean and tidy environment. Teachers attend school regularly. Cordial relationship with the community members and relevant stakeholders. What the primary schools should do to improve Keeping relevant statutory and non-statutory records. Mentoring and/or training of teachers who perform below average. The schools should endeavour to provide curriculum modules. Lesson plans must be regularly prepared by all the teachers and marked by headteachers before teaching. Key strengths in each aspect Achievement and standards None of the 10 PS (0%) is outstanding. None of the 10 PS (0%) is good. 7 of the 10 PS (70%) are fair. 3 of the 10 PS (30%) are poor. None of the 10 PS (0%) is very poor. Learners personal development, welfare and participation None of the 10 PS (0%) is outstanding. None of the 10 PS (0%) is good. 7 of the 10 PS (70%) are fair. 3 of the 10 PS (30%) are poor. None of the 10 PS (0%) is very poor. Quality of teaching and learning None of the 10 PS (0%) is outstanding. 1 of the 10 PS (10%) is good. 4 of the 10 PS (40%) are fair. 5 of the 10 PS (50%) are poor. None of the 10 PS (0%) is very poor. Quality of curriculum and other activities None of the 10 PS (0%) is outstanding. 217

239 1 of the 10 PS (10%) is good. 6 of the 10 PS (60%) are fair. 3 of the 10 PS (30%) are poor. None of the 10 PS (0%) is very poor. Quality of care, guidance and support None of the 10 PS (0%) is outstanding. 6 of the 10 PS (60%) are good. 4 of the 10 PS (40%) are fair. None of the 10 PS (0%) is poor. None of the 10 PS (0%) is very poor. Learning environment None of the 10 PS (0%) is outstanding. 5 of the 10 PS (50%) are good. 2 of the 10 PS (20%) are fair. 3 of the 10 PS (30%) are poor. None of the 10 PS (0%) is very poor Leadership and management None of the 10 PS (0%) is outstanding. 6 of the 10 PS (60%) are good. 3 of the 10 PS (30%) are fair. 1 of the 10 PS (10%) is poor. None of the 10 PS (0%) is very poor. Overall effectiveness None of the 10 PS (0%) is outstanding. 1 of the 10 PS (10%) is good. 6 of the 10 PS (60%) are fair. 3 of the 10 PS (30%) are poor. None of the 10 PS (0%) is very poor The 2 sampled JSS Description of the JSS The 2 JSS are functioning as expected with the principals performing their duties. They are all located in the rural areas. The JSS have 542 (419 male 77% and 123 female 23%) students; 28 allmale teaching staff; 3 all-male non-teaching staff; 1 male FTS participant; no vocational instructor and PTA/community teacher. The average teacher/student ratio is 1:19. What the JSS do well Learners exhibit fair level of academic performance as evident in schools records. The JSS are generally clean, purposeful and conducive for learning. The schools make use of the 9-Year Basic Education Curriculum. Students measure up to expected standards as stipulated in the curriculum. 218

240 What the JSS should do to improve Keep relevant statutory and non-statutory records. Request for adequate number of teachers, classrooms, sufficient textbooks, furniture, functional toilet facilities, functional libraries, etc. Collaborate with the SBMCs to ensure their functionality. Solicit for the building of libraries, stocked with assorted textbooks, story books, encyclopedias and other facilities to support technical subjects that will contribute to the desired high standards for learners. Ensure teachers prepare their daily lesson plans regularly and marked by the Head of Departments. Key strengths in each aspect Achievement and standards The 2 JSS (100%) are good. Learners personal development, welfare and participation 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is fair. Quality of teaching and learning 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is fair. Quality of curriculum and other activities 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is fair. Quality of care, guidance and support The 2 JSS (100%) are good. Learning environment The 2 JSS (100%) are good. Leadership and management The 2 JSS (100%) are good. Overall effectiveness The 2 JSS (100%) are good. 219

241 2.34 Taraba SUBEB Description of the SUBEB Taraba SUBEB is functioning with relevant departments on ground. It has 16 LGEAs, 170 ECDs, 1,967 PS and 236 JSS. The ECDs have 29,505 (14,951 male - 51% and 14,554 female - 49%) pupils, 297 (94 male - 32% and 203 female - 68%) teaching staff, no record on non teaching staff; no care giver, no FTS participant and no PTA/Community teacher. The average teacher/pupil ratio is 1:99 The PS have 574,037 (318,137 male - 55% and 255,900 Fig 35: Map of Taraba State female - 45%) pupils; 16,993 (12,326 male - 73% and 4,667 female - 27%) teaching staff; 724 (559 male - 77% and 165 female - 23%) non -teaching staff; 541 (411 male - 76% and 130 female - 24%) FTS participant; and no PTA/community teacher. The average teacher/pupil ratio is 1:33 The JSS have 67, 820 (40,995 male - 60% and 26,825 female - 40%) students; 1,256 (885 male - 70% and 371 female - 30%) teaching staff; 663 (331 male % and 332 female %) non-teaching staff; no vocational instructor; and 151 (101 male - 67% and 50 female - 33%) FTS participants. The average teacher/pupil ratio is 1:48 The SUBEB did not report on Almajiri/Qur anic schools but reported that it has 2 special Education institutions which operate inclusive education. It last accessed N23,882,227 of the Special Education Funds in None of these schools was however visited during this quality assurance in basic education institutions in Taraba State. What the SUBEB do well Regular payment of salaries and allowances. Accessed all UBE intervention fund for 2011 to the tune of N 1,745,054, Procured 10,488 teachers/pupils furniture. Constructed additional 379 classrooms and renovated 433 additional classrooms as well as construction of 79 boreholes. Trained and improved the capacity of 809 teachers. What the SUBEB should do to improve SUBEB should ensure that ECD centres are established in all PS. SUBEB should employ more qualified teachers. SUBEB should construct additional blocks of classrooms especially for ECDs and carry out rehabilitation of all dilapidated structures in all the schools. Keep proper and accurate data on all aspect of Basic Education in the State. The SUBEB should improve school supervision. Establish Almajiri/Quranic schools. 220

242 Key strengths in each aspect Achievement and Standards 100% access of UBE intervention funds for Payment of salaries and allowances regularly. Curriculum and other activities The SUBEB provided for 9-Year Basic Education Curriculum in the 4 core subjects. Distribution and utilization of textbooks on the 4 core subjects. Leadership and Management There is a cordial working relationship between management and other staff across the different departments and units in the Board. SUBEB regular supervision of schools shows its effective management of schools. Overall effectiveness The overall effectiveness of the SUBEB is good The 4 sampled LGEAs Description of the LGEAs The 4 LGEAs are functioning with the Education Secretaries on ground. They have 32 ECDs, 808 Public PS and 57 JSS. There are 4,956 (3,136 male-63% and 1,820 female - 37%) pupils; the staff strength is 87 (67 male - 77% and 20 female - 23%) teaching staff; 23 (13 male - 57% and 10 female - 43%) non teaching staff; 43 (30 male - 70% and 14 female - 30%) caregivers; 3 (1 male 67% and 2 female 33%) FTS participants; and 45 (31 male - 69% and 18 Female - 31%) PTA/community teachers. The average teacher/pupil ratio is 1:37 The PS have 250,950 (170,886 male - 68% and 80,064 female - 32%) pupils; 4,278 (2,821 male - 66% and 1,457 female - 34%) teaching staff; 331 (240 male - 73% and 91 female - 27%) non-teaching staff; 10 (6 male - 60% and 4 female - 40%) FTS participants and 166 (125 male - 75% and 41 female - 25%) PTA/community teachers. The average teacher/pupil ratio is 1:56 The JSS have 31,489 (20,059 male-64% and 11,430 female - 36%) students; 170 (133 male - 78% and 37 female - 22%) teaching staff; 115 (77 male - 67% and 38 female - 33%) non-teaching staff; no vocational instructor; no FTS participant; and 57 (41 male - 73% and 16 female - 29%) PTA/community teachers. The average teacher/student ratio is 1:139 What the LGEAs do well Salaries and allowances are paid as at when due in all the LGEAs. What the LGEAs should do to improve Keep relevant statutory and non-statutory records. 221

243 Carry out constant supervision of schools. Provision of adequate teachers /pupils furniture. Key strengths in each aspect The 1 Sampled ECD Description of the ECD Only one ECD centre operates within the 20 primary schools visited. The 1 ECD centre has 163 (88 male - 54% and 75 female - 46%) pupils; 3 all-male (100%) teaching staff; no caregiver, FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:54. What the ECD does well The ECD centre has qualified and committed teachers. Learners are seen making progress in learning. What the ECD should do to improve Provision of quality education for the learners. Provision of pupils furniture. Improve on the working condition of teachers/learners. Over 70% of the pupils sit on the floor. Key strengths in each aspect Achievement and standards The only ECD (100%) is fair. Learners Personal development, welfare and participation The only ECD (100%) is fair. Quality of teaching and learning The only ECD (100%) is fair. Quality of curriculum and other activities The only ECD (100%) is poor. Quality of care, guidance and support The only ECD (100%) is good. Learning environment The only ECD (100%) is fair. Leadership and management The only ECD (100%) is fair. Overall effectiveness The ECD (100%) is fair. 222

244 The 20 Sampled Primary Schools Description of the primary schools The 20 sampled primary schools are functioning as expected with headteachers performing their administrative duties. They are all located in the rural areas. The PS have 6,927 (3,909 male 57% and 3,018 female 43%) pupils; 174 (123 male 71% and 51 female 29%) teaching staff; 6 male non-teaching staff; 1 male FTS participant and 6 all-male (100%) PTA/community teachers. The average teacher/pupil ratio is 1:38 What the primary schools do well The management of the primary schools have cordial working relationship with the staff and learners. Learners are seen making progress in learning. Regular supervision of classes. Keeping academic records up-to-date. What the primary schools should do to improve Keep relevant statutory and non-statutory record. Draw-up a School Development Plan (SDP) Established ECD centres in all the schools. Solicit assistance in the area of furniture; over (90%) of the learners sit on bare floor. Key strengths in each aspect Achievement and standards None of the 20 PS (0%) is outstanding. 5 of the 20 PS (50%) are good. 10 of the 20 PS (30%) are fair 5 of the 20 PS (20%) are poor. None of the 20 PS (0%) is very poor. Learners personal development, welfare and participation None of the 20 PS (0%) is outstanding. 4 of the 20 PS (30%) are good. 6 of the 20 PS (40%) are fair 5 of the 20 PS (20%) are poor. 5 of the 20 PS (10%) are very poor. Quality of Teaching and Learning None of the 20 PS (0%) is outstanding. 6 of the 20 PS (30%) are good. 8 of the 20 PS (30%) are fair 6 of the 20 PS (40%) are poor. None of the 20 PS (0%) is very poor. 223

245 Quality of curriculum and other activities None of the 20 PS (0%) is outstanding. 10 of the 20 PS (50%) are good. 6 of the 20 PS (30%) are fair. 4 of the 20 PS (20%) are poor. Quality of care, guidance and support 7 of the 20 PS (35%) are good. 8 of the 20 PS (40%) are fair. 5 of the 20 PS (25%) are poor. Learning Environment None of the 20 PS (0%) is outstanding. 11 of the 20 PS (55%) are good. 3 of the 20 PS (15%) are fair. 6 of the 20 PS (30%) are poor. Leadership and management None of the 20 PS (0%) is outstanding. 8 of the 20 PS (40%) are good. 5 of the 20 PS (25%) are fair. 7 of the 20 PS (35%) are poor. Overall effectiveness None of the 20 PS (0%) is outstanding. 8 out of the 20 PS (40%) are good. 7 out of the 20 PS (35%) are Poor. 5 out of the 20 PS (25%) are fair. None of the 20 PS (0%) is very poor The 4 Sampled JSS Description of the JSS The 4 JSS are functioning as expected with the principals performing their duties. They are all located in the rural areas. The JSS have 982 (601 male 61% and 381 female 39%) students; 20 (17 male 85% and 3 female 15%) teaching staff; 15 (9 male 60% and 7 female 40%) non-teaching staff; 3 all-male vocational instructors, no FTS participant; and 14 (12 male - 86% and 2 female - 14%) PTA/community teachers. The average teacher/student ratio is 1:27. What the JSS do well. The teaching and learning process is student centred. The JSS have high enrolment. Most of the schools compound are clean What the JSS should do to improve Keeping relevant and statutory and non-statutory record 224

246 Full implementation and use of 9-Year Basic Education Curriculum in all the JSS. Draw-up a School Development Plan (SDP). Key strengths in each aspect Achievement and standards None of the 4 JSS (0%) is outstanding. 1 of the 4 JSS (25%) is good. 2 of the 4 JSS (50%) are fair. 1 of the 4 JSS (25%) is poor. Learners personal development, welfare and participation None of the 4 JSS (0%) is outstanding. 2 of the 4 JSS (18%) are good. 1 of the 4 JSS (52%) is fair. 1 of the 4 JSS (30%) is poor. Quality of teaching and learning None of the 4 JSS (0%) isooutstanding. 1 of the 4 JSS (25%) is good. 1 of the 4 JSS (25%) is fair. 2 of the 4 JSS (50%) are poor. None of the 4 JSS (0%) is very poor. Quality of curriculum and other activities None of the 4 JSS (0%) is outstanding. 2 of the 4 JSS (50%) are good. 1 of the 4 JSS (25%) is good. 1 of the 4 JSS (25%) is poor. None of the 4 JSS (0%) is very poor. Quality of care, guidance and support None of the 4 JSS (0%) is outstanding. 1 of the 4 JSS (25%) is good. 2 of the 4 JSS (50%) are fair. 1 of the 4 JSS (25%) is poor. None of the 4 JSS (0%) is very poor. Learning environment None of the 4 JSS (0%) is outstanding. 2 of the 4 JSS (50%) are good. 1 of the 4 JSS (25%) is fair. 1 of the 4 JSS (25%) is poor. None of the 4 JSS (0%) is very poor. Leadership and management None of the 4 JSS (0%) is outstanding. 2 of the 4 JSS (50%) are good. 225

247 1 of the 4 JSS (25%) is fair 1 of the JSS (25%) is very poor Overall effectiveness None of the 4 JSS (0%) is outstanding. 1 of the 4 JSS (25%) is good. 2 of the 4 JSS (50%) are fair. 1 of the 4 JSS (25%) is poor. None of the 4 JSS (0%) is very poor. 226

248 2.35 Yobe SUBEB Yobe State was not visited because of the security challenges. Fig 36: Map of Yobe State 227

249 2.36 Zamfara SUBEB The State was not visited due to teachers strike. Fig 37: Map of Zamfara State 228

250 2.37 FCT UBEB Description of the FCT UBEB Federal Capital Territory Universal Basic Education Board is functioning with relevant departments on ground. It has 6 Area Councils with 172 ECDs, 525 public PS and 136 JSS. There are 15,503 (7,972 male 51% and 7,531 female 49%) pupils in the ECD centres; 399 (37 male 9% and female %) teaching staff; 98 (8 male 8% and 90 female - 92%) nonteaching staff; no caregiver, FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:39 Fig 38: Map of FCT-Abuja The PS have 191,498 (96,132 male 50.2% and 95,366 female 49.8%) pupils; 7,175 (3,414 male 48% and 3,761 female 52 %) teaching staff; 1,395 (760 male 54% and 635 female 46%) non-teaching staff; 533 (244 male 46% and 289 female 54 %) FTS participants and 205 (57 male 28% and 148 female 72 %) PTA/community teachers. The average teacher/pupil ratio is 1:24 The JSS have 90,293 (45,350 male 50.2% and 44,943 female 49.8%) students; 5,017 (2,139 male 43% and 2,878 female 57%) teaching staff; 337 (180 male 53% and 157 female 47%) nonteaching staff; no vocational instructor; 116 (53 male 46% and 63 female 54%) FTS participants; 103 (60 male 58% and 43 female 42%) PTA/community teachers. The average teacher/student ratio is 1:17 FCT UBEB did not report on Almajiri/Qur anic schools but reported it has 3 Special Education institutions, out of which some operate inclusive education. It last accessed N24,430, of the Special Education funds in However, none of these schools were visited during this quality assurance of basic education institutions in Federal Capital Territory. What the UBEB does well Regular payment of salaries and allowances. Training and improving the capacity of headteachers and teachers in different capacity development trainings. Provision of adequate number of relevant teaching aids, curriculum and instructional materials. Established the Advancement of Global Entrepreneurship. UBEB recorded 96% transition of learners from primary to JSS this academic session. Over 90% of the teaching staff at primary and JSS level have the minimum teaching qualification (NCE). Established Guidance Counseling offices in the UBEB and in each of the Area Councils. Regular supervision of schools by the UBEB. Operate inclusive education in all schools in the FCT, from ECD to JSS. All the schools have functional PTAs/ SBMCs. 229