4-year strategic plan for the development of the education sector

4-Year Strategic Plan for the Development

of the Education Sector: 2011-2015

4-Year Strategic Plan for the Development

of the Education Sector: 2011-2015

Professor Ruqayyatu Ahmed Rufa'i, OONHonourable Minister

FEDERAL MINISTRY OF EDUCATIONFEDERAL MINISTRY OF EDUCATION

© 2012

Federal Ministry of Education

Federal Secretariat Phase 3

Abuja, Nigeria

© 2012

Federal Ministry of Education

Federal Secretariat Phase 3

Abuja, Nigeria

4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r i

Table of Contents

List of Abbreviations ......................................................................................ii

Introduction ................................ ................................ ................................ . 1

Strengthening The Institutional Management Of Education ........................ 4

Access And Equity ................................ ................................ ...................... 21

Standards And Quality Assurance ................................ .............................. 35

Teacher Education Development ................................ ............................... 44

Technical And Vocational Education & Training ................................ ......... 54

Funding, Partnerships, And Resource Mobilization & Utilization ............... 60

4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r ii

LIST OF ABBREVIATIONS

ABU - Ahmadu Bello UniversityASUU - Academic Staff Union of UniversitiesATBU - Abubakar Tafawa Balewa UniversityBSE - Basic and Secondary EducationCBN - Central Bank of NigeriaCBOs - Community-Based Organisations COEs - Colleges of EducationCPN - Computer Professionals Registration Council of NigeriaCRF - Consolidated Revenue FundDFA - Department for Finance & AccountsDHRM - Director of Human Resource ManagementDTLC - Direct Teaching and Laboratory Cost GrantsDTSE - Department of Technology and Science EducationECCDE - Early Child Care Development EducationESSPIN - Education Sector Support Programme in NigeriaFCSC - Federal Civil Service CommissionFCT - Federal Capital TerritoryFEC - Federal Executive CouncilFME - Federal Ministry of EducationFSB - Federal Scholarships BoardFUCs - Federal Colleges of EducationG&C - Guidance and CounsellingICT - Information and Communication TechnologyFUC - Federal Unity CollegeHATS - Housing for All Teachers SchemeHND - Higher National DiplomaIDP - International Development PartnersIEI - Innovation Enterprise InstitutionsIGR - Internally-General RevenueITF - Industrial Training FundJCCE - Joint Consultative Council on EducationJICA - Japanese International Cooperation AgencyLGA - Local Government AreaLGEA - Local Government Education Authority

4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r iii

LRCN - Librarians Registration Council of NigeriaMCPD - Mandatory Continuing Professional DevelopmentMDGs - Millennium Development GoalsMIS - Management Information SystemMLA - Monitoring Learning AchievementMOU - Memorandum of UnderstandingNABTEB - National Business and Technical Examinations BoardNALV - Nigerian Arabic Language VillageNASS - National AssemblyNBS - National Bureau of StatisticsNBTE - National Board for Technical EducationNCCE - National Commission for Colleges of EducationNCE - National Council on Education/Nigeria Certificate of

EducationNCNE - National Commission for Nomadic EducationNDU - Nigeria Defence UniversityNEMIS - Nigerian Education Management Information SystemNERDC - Nigerian Educational Research and Development CouncilNERI - National Education and Research InfrastructureNFE - Non-Formal EducationNFLV - Nigerian French Language VillageNGO - Non-Governmental OrganizationNLN - National Library of NigeriaNMC - National Mathematical CentreNMEC- National Adult, Mass Literacy and Non-Formal Education

CommissionNOS - National Occupation StandardsNOUN - National Open University of NigerianNPC - National Planning CommissionNTI - National NUC - National Universities CommissionNUT - National Union of TeachersNVQF - National Vocational Qualifications FrameworkOAU - Obafemi Awolowo UniversityOBR - Optical Braille ReaderODL - Open and Distance LearningOPS - Organised Private SectorPFI - Private Finance Initiative

4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r iv

PPM&R - Policy Planning Management and ResearchPPP - Public Private PartnershipQA - Quality AssuranceSAME - State Agency for Mass Education SBMC - School-Based Management CommitteeSTEP-B - Science Technology Education Post-BasicSTUMEC - Students Tutoring Mentoring and Counselling ProgrammeSMoE - State Ministry of EducationSSE - Senior Secondary EducationTDNA - Teacher Development Needs AssessmentTETFUND - Tertiary Education Trust FundTNAE - Teacher Needs Assessment ExerciseTOR - Terms of ReferenceTRCN - Teachers Registration Council of NigeriaTSS - Teachers Salary StructureUBEC - Universal Basic Education CommissionUDU - Usman Danfodiyo UniversityUI - University of IbadanUNIPORT - University of Port-HarcourtUNN - University of Nigeria, NsukkaVEI - Vocational Enterprise Institution

4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 1

Education is critical for the long-term success of Nigeria. The country's ability to stay competitive in a knowledge-driven world is dependent on the development of the right skills at different levels of human endeavour. At the moment, the challenge of doing this is quite immense because Nigeria is decades behind in the provision of the ideal environment for the development of the required skills.The President of the Federal Republic of Nigeria, Dr Goodluck Ebele Jonathan, GCFR, recognizing the need to move our nation forward, has unveiled a holistic Transformation Agenda with priorities that include:

§ Education§ Energy§ Health and § Job Creation

Education is central to the actualization of the Transformation Agenda because of its responsible roles in developing individual skills to drive other sectors of the economy. With an estimated population of over 160 million, Nigeria has an asset that can move the nation forward. However, this large population is at the moment considered more of a liability or time bomb and can only be truly an asset if nurtured through quality education.

The 4-Year Strategic Plan for the Development of the Education Sector, 2011-2015 signifies the readiness of the Federal Ministry of Education, under the leadership of Professor Ruqayyatu Ahmed Rufa'i, OON to boldly tackle the challenges hampering the Nigerian Education System from playing its key national development role. It seeks not only to represent the Education Component of the Transformation Agenda, but also clearly articulate in the next four years, activities targeted towards addressing specific challenges. The Plan draws from the rich resource of available development-oriented documents that already exist in the sector. These include the Roadmap for the Nigerian Education Sector, the One Year Strategy for the Development of the Education Sector, May 2010-April 2011 and the Report of the Presidential Task Team on Education. In addition, view of individuals and groups within the Nigerian Education Sector are harnessed and embedded in the Plan. It is divided into six focal areas:

1. Strengthening the Institutional Management of Education2. Access and Equity 3. Standard and Quality Assurance4. Teacher Education and Development5. Technical and Vocational Education and Training6. Funding, Partnerships and Resource Mobilization

Access and Equity and Standard and Quality Assurance represent the areas of basic challenges in the Nigerian Education Sector. The other four focal areas need to be addressed in order to effectively provide solutions for these basic challenges.

The Plan, in line with the goals of the Transformation Agenda is setting the stage so that at the end of the Plan period, the Nigerian Education System is able to start to effectively support Nigeria's human

INTRODUCTION


capacity needs and meet developmental objectives. This would mean the availability of — Highly-skilled world-class manpower and— World class institutions in Nigeria with

Ø world class infrastructure;Ø world class learning resources; andØ world class teachers.

The Plan identifies the responsibilities of departments, units, parastatals of the Federal Ministry of Education, State governments and other relevant stakeholders towards meeting the set goals. In addition, timeline for completion of activities over the four years are provided.

The Plan also defines strategies and initiatives that will strengthen the role that the Federal Ministry of Education is expected to play in maintaining standards through the establishment of effective National Systems. The outlines of the such National Systems are six. These are:

1. Nigeria Education Management Information System (NEMIS)2.Teacher Development Needs Assessment system (TDNA)3.Monitoring Learning Achievement (MLA)4.Guidance and Counseling System (G & C)5.Quality Assurance (QA)6.School-Based Management Committees (SBMC)

It is indeed a plan that attempts to implement strategies that will make “education” to be more functional beyond “schooling” where emphasis is on certification. We recognize that Education is not synonymous with schooling. What really distinguishes education from schooling is its emphasis on development. The purpose of development of individuals is to enable them to contribute to the development of society. For this reason, the Plan lays emphasis on Technical and Vocational Education & Training as the “master key” to unlocking our future. Nigeria is uniquely positioned to be able to harness and distribute its resources for sustenance of its population and to those of others. This self-reliant disposition can be nurtured in the vast number of the unemployed youth through education and training. The curricula and syllabi ought to reflect this by providing the knowledge and skills that will position citizens to actively pursue careers such as mechanised agriculture, entrepreneurship, natural resource development and processing, export-based industry and outsourcing, all to be enabled on the platform of cutting edge technology.

In line with the President's Transformation Agenda this 4-Year Strategic Plan is going to pay significant attention to actual transformation of the schools and institutions for which the Federal Ministry of Education is responsible. We are selecting a minimum of eighteen (18) Unity Schools per year, three in each geo-political zone (a boy and a girl college and a science and technical college) for complete revamping and establishment to models worthy of emulation.

Under the FME/World Bank STEP-B Project we have selected nine (9) universities, one (1) polytechnic and two (2) specialised institutions as centres of excellence in different subject areas. They have each been granted between $4.0 million to $5.7 million. Under the same project, each Unity School received $250,000 for science and technology laboratories.


TETFund Special High Impact ProjectIn order to progressively upgrade facilities in our institutions of higher learning, the Federal Government assigned to TETFund the responsibility for progressive upgrading of programmes and improvement of teaching and leaning environment in select tertiary institutions across the six geopolitical zones with the aim of nurturing the emergence of centres of excellence.

Under Phase One in 2009, the sum of N3 billion each was allocated to six Universities (UI, UNN, ABU, Universities of Benin, Ilorin and Maiduguri). Three Polytechnics (Yaba, Kaduna and Akanu Ibiam) and three Colleges of Education (Kontagora, Gombe and Omoku) were the allocated N1 billion each.

The same amount was allocated under Phase Two in 2010 to six Universities (UNIJOS, BUK, ATBU, FUTO, OAU and UNIPORT), three Polytechnics (Lokoja, IMT Enugu and Mubi) and three Colleges of Education (Gumel, Afaha-Nsit and Adeyemi).

Under Phase Three in 2011, two Universities (UDU, Sokoto and NDU), two Polytechnics (Benue State Poly, Ugbokolo and Abia State Poly) and two Colleges of Education (Yobe State Poly Gasua and FCE Abeokuta) benefitted from the special funds.

In addition to all the above, N12.4 billion has been released to all Federal and State polytechnics for purchase laboratory equipment and facilities.

An institutional arrangement has been put in place to ensure successful implementation and enhancement of the activities identified in this Plan. Each of the focal area has a task team that works closely with implementing agencies, monitoring to ensure timely implementation of activities. The Task Teams are structured to report first to the Steering and Coordinating Committee that then reports to the Honourable Minister of Education. Stakeholders in the education sector are to be regularly briefed on the progress made and on any identified challenges encountered.


1.0 STRENGTHENING THE INSTITUTIONAL MANAGEMENT OF EDUCATION

1.1 National Policy on EducationAny meaningful review of the National Policy on Education (NPE) is necessitated by the need to address noticeable gaps in the content and provisions that emerged in the course of implementation

th thof the 4 edition (2004) and unpublished 5 edition (2008) of the NPE. There is also the need to maintain currency, relevance and to ensure that the policy document not only remains in tune with emerging trends in education, but also that it sets the framework for positioning Nigerian education to better serve the needs of the country.

The revision of the 5th (2008) edition of the National Policy on Education is informed by the need to reflect on Mr President's Transformation Agenda with Education as a key priority area. It is also necessary to effectively address the persistent gaps in education policy provisions and implementation in Nigeria. This is to avoid making policies related to emerging issues in an ad-hoc manner. There is the need to harmonize all these policies and incorporate them with the NPE.

The revision and updating of the NPE gives us the opportunity to revisit the Nigerian Philosophy of Education. There are three broad areas of great concern and attention: the needs of young people and adults, national socioeconomic needs and aspirations and the demands of curricula content.

In re-examining the philosophy, a number of clear issues that the NPE should address include that of:

a. Relevance: The foundations of our educational philosophy were established at the first national curriculum conference held over forty years ago. This document was drafted within the context of a young, fractured nation and reflected our desire for citizenship, reintegration and unity. Whilst the broad statements outlined in the report reflect noble goals, we must ask ourselves if the realities of those days are still relevant today. Has our value system changed? Are we different in our individual and societal aspirations? More importantly, can we, by adhering to the philosophy in its totality, achieve our desired future goals? Given that a philosophy of education is dynamic and inherently contestable, it is important to revisit the philosophy of education regularly, assessing the stated vision, goals and objectives of education to ensure continued relevance.

b. Philosophy Diffusion: A clear strategy is needed to translate the lofty aims of educational growth into policy imperatives and practice. A continuous internal and external monitoring is, however, needed to ensure that the nation remains on the track of the educational vision. For philosophy to effectively inform policy decisions, there must be greater specificity to aims and objectives, and a clear methodology for diffusing these to the level of curriculum design, education management and pedagogy. It is important to ensure that a) the philosophy is translated into policy and practice without losing its essence b) policy implementation can be evaluated using a sound theoretical and practical framework and c) the discourse on the relevance of the national curriculum is a continuous, deliberate and regular occurrence.


c. Foundational Education: Early childhood is the foundational phase of a child's moral, character and intellectual development. UNESCO states that the 'stimulation a child receives during this period determines to a large extent, the level of physical and cognitive development'. Although progress is being made in expanding pre-school access, less than 30% of children receive formal early childhood care and education and the vast majority that do, utilise private providers. This lack of attention to the early stages of a child development can be traced to the philosophy of education whereas a decision area, it was glaringly missing. The situation requires urgent review to erase the local and global evidence that may suggest a country devoid of a sound early childhood care and education policy and strategy.

d. Character Education: Over many years, the traditional Nigerian values of integrity, mutual respect, dignity of labour, hard work and professionalism have been eroded as citizens struggle to survive in a nation ridden by poverty and institutionalised corruption. Although at the first curriculum conference there were well-reasoned arguments for establishing character education as a priority of primary schooling, only vague allusions to individual and societal ethics were made in the final submission. This lack of entrenched values and character orientation within the curricula may be partly responsible for the current disregard to the afore-mentioned traditional values.

The revision and publication of the fifth (2008) edition of the National Policy on Education is overdue. This is one of the gaps we intend to fill in this 4-Year Strategic Plan.

1.2 Implementation the FME Communication Strategy Effective communication would help the Education Sector to thrive internally and externally. At the moment, the sector faces the challenge of inadequate communication between the FME, its parastatals and the stakeholders. The communication strategy of the FME seeks to enhance effective communication in the sector. Though a Committee had existed since 2009 to help in the implementation of the Strategy, it had not been able to provide a workplan towards getting this done. It is, therefore, necessary to take the issue of communication seriously through the implementation of the FME Communication Strategy.

1.3 Development of National SystemsA key function in FME's mandate is to define and maintain minimum standards across national levels. Instrumental to achieving this is the establishment of effective National Systems. There are six areas that will receive special attention in the 4-Year Strategic Plan in order to strengthen their impact on quality education delivery nationwide. These are:

i. Nigeria Education Management Information System (NEMIS)ii. Teacher Development Needs Assessment (TDNA) systemiii. Monitoring Learning Achievement (MLA)iv. Guidance and Counseling (G & C) System v. Quality Assurance (QA) Systemvi. School Based Management Committee (SBMC)

1.3.1 Implementation NEMIS Policy on Decentralization. In December 2007, the National Council on Education (NCE) approved the Nigeria Education Management Information System (NEMIS) policy. A guideline on its implementation was issued


thereafter. The policy which decentralized the NEMIS process is meant to enhance efficiency in the collection, management and dissemination of education information in Nigeria. It provides for the collection and processing of data that are very closely linked to the source.

The NEMIS Unit of the Federal Ministry of Education in line with the decentralization process, is responsible for co-coordinating and integrating the activities of state, local, government and their agencies in the area of education data gathering. However, FME NEMIS on its part is faced with challenges of efficiency and effectiveness. As a result of this, it is, therefore, unable to carry out its basic role. To rectify this, a 2-Year Plan has been developed towards enhancing the operations of NEMIS across the country. This 2 – Year Plan will be executed within the Plan period.

1.3.2 Conducting a Teacher Development Needs Assessment (TDNA)The Honourable Minister of Education has been in the forefront of advocating the need for promoting standards and quality assurance throughout the Education system. The urgent need for Teacher Performance Development which is key to the quality of teaching and learning is also her great concern. There is the need for Teacher performance development programmes at federal/national level that are more tailored to the weak skills and competencies of many of our teachers.

To do this, it is imperative that not only the qualifications but also the skills and competencies of the teachers are known. Evidence from Teacher Development Needs Assessments (TDNA) undertaken to determine the skills and competencies of primary teachers in a few States indicate a very low educational base of the teachers. This evidence leads to a shift in our thinking regarding the way teachers should be developed and supported to raise pupil achievement levels.

We may assume that this assessment is a fair representation of the situation of teachers across the country. To further verify this assumption, there is the need to undertake a Teacher Development Needs Assessment (TDNA) in two or three States per geo-political zone. A Ministerial Committee will be set up to organise, manage and supervise the conduct of the Assessment that could produce a professional development framework for teachers.

1.3.3 Strengthening Mechanism for Monitoring Learning AchievementWhile there is a common desire by FME about government agencies and IDPs in the education sector to evaluate the Learning Achievement of children in Nigeria's Basic and Secondary Education Levels, the methodology and approaches to be used across agencies are yet to be synchronized.

In the case of Federal agencies, there is an apparent overlap in the understanding, remit and the conduct of Monitoring of Learning Achievement in Basic and Secondary Education between the Policy, Planning, Management and Research Department of the FME and the Universal Basic Education Commission.

The situation is as follows:

· The Universal Basic Education Commission, in line with the functions of the UBE Act, 2004, believes that it its right and duty to conduct assessments of pupils' learning in Basic


Education as a means of monitoring the progressive implementation of UBE and its impact on pupils' achievement. In 2006, a type of Monitoring of Learning Achievement was carried out for Primary 6, JS1 and JS2 but its report was published until 2009. In June 2011, a “National Assessment of Learning Achievement in Basic Education” was carried out for Primaries 4, 5, 6 and JS1 pupils in English Language, Mathematicss and Life Skills, using objective and essay questions. It is expected that a report will not be ready before mid-2012

· The Department of Policy, Planning, Management and Research, in line with its remit within the Federal Ministry, believes it has the right/duty to conduct assessment of pupils' learning across primary and secondary education nationwide. Following years of planning, an exercise was to be conducted in August 2011 across schools in states. This was to be done during the school holidays for most pupils and teachers but had to be postponed to early September 2011. The exercise was to conduct tests for Primary 4 and 6 pupils in Mathematics, English Language and Lifeskills, using both objective and essay type of tests.The obvious lack of clarity, duplication and overlap among Federal agencies would have to be properly addressed and resolved once and for all at the Ministerial level. For example:

· UBEC may have to be given the remit to conduct Monitoring of Learning Achievement at Primary and Junior Secondary levels while the Ministry is given the remit for Senior Secondary.

· UBEC may be given the responsibility to conduct the Monitoring of Learning Achievement at Primary and Secondary level with the associated responsibility of costs, while drawing on the expertise available in the Ministry in their leadership team

There is the need to create a Ministerial Committee/Technical Working Group on MLA with specific ToRs and a timeframe to deliver an improved national MLA system which is best for the education sector and that is sustainable.

There are different schools of thought as to the methodology/approach to MLA to use. It is important that different views/schools of thought be harmonized by an independent minded Ministerial Committee/Technical working group on MLA for emergence of methodology/approach relevant to the Nigerian context. This we feel can produce practicable and sustainable solutions that can yield useful results and impact positively on the Nigerian education decision-making process

1.3.4 Development of Effective Guidance and Counselling System for Schools Nigerian public schools generally lack co-ordinated and effective system of guidance and Counselling of students. As a result of this, students pass through the system without the necessary guidance that might enhance their academic, personal and professional development. The result of this is the large number of school leavers going into higher education without the necessary preparation on how to approach future challenges.

It is, therefore, necessary that steps are taken to urgently integrate Guidance and Counselling Services into public education sector across levels. The Honourable Minister of Education, in recognition of this, has set up a committee to start the process of integrating Guidance and Counselling into all schools.


1.3.5 Strengthen Quality Assurance System for EducationIn recent years, there has been a considerable international interest in establishing ways of monitoring the quality of education in schools. Much of this has focused on the need to shift emphasis of school inspection away from physical enumeration of school facilities to assessment of teaching and learning processes. This process combines critical self-assessment with independent external assessment. Quality Assurance is generally more cooperative and less inquisitorial than traditional ways of inspecting schools. It is developed as a reaction to the failure of school inspection systems to assessment of what actually goes on in the classroom and its relation to student learning.

The main objective of school inspections are to: ensure that learning takes place in schools; ensure that the required standards are being maintained; make sure schools are accountable to their proprietors (in the case of public schools, the government) and their customers (parents and students); provide guidance on how schools can improve; and build up a picture of how well schools are performing for informed policy decisions. This list could be expanded. Judged against any of the objectives on the list, school inspection in Nigeria would be found wanting.

There is still general lack of clarity of purpose for undertaking school inspection in Nigeria. The considerable amount of work done by the Federal Ministry of Education and others to establish the principles on which quality assurance should operate has really not helped matters. The National Council on Education has established a policy on Quality Assurance (2009) and issued a handbook and QA instrument, which sets out what school inspections should entail and how they should be conducted.

Much attention has been paid to the institutional arrangements for Quality Assurance, partly because these have been so confused, with a large number of different bodies at Federal, State and Local Government whose remits include inspection or supervision of schools. The efforts of these various bodies have been uncoordinated resulting in some schools being over-inspected and others either under-inspected or completely ignored. Funding constraints have always limited the number of schools that could be visited, but poor management of the available funds has been a greater challenge. Results of school visits have been poorly recorded. There is no body of information that can be used to assess school performance as the basis for determining improvement.

The confusion over organisational roles and responsibilities is compounded by the federal structure of the country. The division of responsibilities between levels of government is not so clear cut. For basic education, the onus of responsibility mostly lie with the States and this raises questions of the appropriate role for federal institutions. When basic education schools are “owned” by states and local government, Federal institutions have struggled to find a role for themselves. Since 1985, the quality of standards in education has been the responsibility of the Federal Ministry of Education. This has been executed through the Federal Inspectorate Service (FIS). However, the UBE Act of 2004, charges UBEC with a quality assurance role.

The proposed legislation to set up a National Educational Quality Assurance Agency (NEAQA) might have clarified this contradiction but has raised another key issue of the division of responsibilities


between federal and state levels of government. The work done in preparation for the submission of the NEAQA legislation provides useful reference material for the Committee in this respect. Although the proposal to set up an independent QA body has now been shelved, the background documentation may still be useful.

To compound the uncertainty over institutional jurisdiction, there have been recurrent problems of low capacity, with inspectorate services traditionally regarded as a dumping ground for unwanted staff. Postings to the inspectorate are perceived as “punishment” or a 'waiting room' for retirees.

The proposed objectives of the Ministerial Committee include the need to:

· clarify the purpose of Quality Assurance and to establish a direction and methodology for a national approach to QA;

· propose a rationalisation of institutional roles and responsibilities for QA at the appropriate levels of government; and

· produce a clear step by step implementation plan for establishing a rational QA system for the education sector over the next four years.

1.3.5 Improving the Capacity of School-Based Management Committees In a bid to ensure the participation of local communities in the running of the affairs of schools, the FME/UBEC directed all State Universal Education Boards (SUBEB) to establish functional School Based Management Committees (SBMCs) in all public schools. Within the period under review, the stakeholders in education developed guidelines for maintaining uniformity in the structure and administration of the SBMCs. Thus, the National Council on Education (NCE) has approved that every primary and secondary School in Nigeria should have SBMCs. The existence of functional SBMCs in most schools has provided further impetus for enhancing transparency, accountability and best practices in the school administration at the grassroots level.

However, this initiative is devoid of any policy guideline. It is also not functional in about 60% of the Nigerian Public primary schools. The activities of most of the SBMCs need to be streamlined for proper coordination. From 2010, concerted effort has been made by UBEC in collaboration with ESSPIN, to make SBMCs more functional through special training and mentoring programmes involving the SBMC members, Civil Society Organisations and the relevant government agencies such as SUBEBs.


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E,

SUB

EB, I

DP

s

Co

nd

uct

C

apac

ity

Dev

elo

pm

ent

Pro

gram

mes

fo

r Fe

der

al, S

tate

and

Lo

cal E

MIS

O

ffic

ers

(FM

E-

NEM

IS,

SUB

EBs

, SM

oE,

LG

EAs)

Pro

fess

ion

al

cap

acit

y o

f

NEM

IS p

erso

nn

el

dev

elo

ped

at

all

leve

ls.

NEM

IS a

ctiv

itie

s

acro

ss N

iger

ia

pro

fess

ion

aliz

ed,

Effe

ctiv

e u

se o

f

stat

isti

cal t

oo

ls

in

exis

ten

ce.

FME/

PP

M &

R/N

EMIS

, UB

EC

SMo

E, S

UB

EB,

IDP

s

FME/

PP

M &

R

/NEM

IS,

SMo

E,

SUB

EB, I

DP

s

S/N

TUR

N A

RO

UN

D

STR

ATE

GY

AC

TIV

ITY

DEL

IVER

AB

LEIM

PLE

MEN

TI

NG

AG

ENC

Y

TIM

ELIN

E

QU

AR

TER

LY

SOU

RC

E O

F

FUN

DIN

G

· · ·

· · ·

·· · ·


Rev

iew

/ad

apt

exis

tin

g N

EMIS

SQ

L so

ftw

are

to

mee

t cu

rren

t an

d

futu

rere

qu

irem

ents

Exis

tin

g N

EMIS

soft

war

e

revi

ewed

.

Exis

tin

g so

ftw

are

adap

ted

an

d u

nd

er

the

Tech

nic

al/

Co

pyr

igh

t co

ntr

ol

of

FME

NEM

IS.

Soft

war

e

avai

lab

le a

nd

ac

cess

ible

to

dat

a co

llect

ion

ag

enci

es o

ver

the

web

for

up

load

ing

of

dat

a

FME/

PP

M&

R,

NB

S,ID

Ps

Jun

e 2

01

1 –

May

20

12

FME,

PP

M&

R,

NEM

IS, N

BS,

ID

Ps.

1.4

Dev

elo

pin

g

NEM

IS

Infr

astr

uct

ure

at

Fed

eral

an

d S

tate

leve

ls

Liai

se w

ith

OP

S an

d ID

Ps

to

sup

po

rt t

he

dev

elo

pm

ent

of

EMIS

in

fras

tru

ctu

re a

t Fe

der

al,S

tate

and

lo

cal l

evel

s

NEM

IS

infr

astr

uct

ura

l

dev

elo

pmen

t

at

Stat

e

and

loca

l le

vels

th

rou

gh t

he

sup

po

rt o

f O

PS

and

IDP

s

FME

/PP

M&

R

(NG

Os/

PP

P)

,

SMo

E, S

UB

EB

20

12-

20

15

FM

E/

PP

M&

R,

OP

S, I

DP

s.

S/N

TUR

N A

RO

UN

D

STR

ATE

GY

AC

TIV

ITY

DEL

IVER

AB

LEIM

PLE

MEN

TI

NG

AG

ENC

Y

TIM

ELIN

E

QU

AR

TER

LY

SOU

RC

E O

F

FUN

DIN

G

· · · ·


· ·

· · ·

· · ·

· ·

1.5

Mak

ing

Sch

oo

l –

Bas

ed M

anag

emen

t

Co

mm

itte

es (

SBM

Cs)

fun

ctio

nal

.

Scal

ing

up-

of

Co

mm

un

ity

Invo

lvem

ent

in S

BM

Cs

in a

ll th

e St

ate.

Dev

elo

p W

ork

Pla

n o

n

fun

ctio

nal

SBM

Cs

and

com

mu

nit

y

invo

lvem

ent;

Dev

elo

p P

olic

y

guid

elin

es

for

SBM

C o

per

atio

n.

Dev

elo

p a

stru

ctu

red

mo

nit

ori

ng

mec

han

ism

fo

r

SBM

C a

ctiv

itie

s.

Co

-ord

inat

e th

e

op

erat

ion

s o

f

IDP

s o

n S

BM

Cs

nat

ion

wid

e;

Ad

apt

of

SBM

C

Polic

y gu

idel

ines

to s

uit

Sta

te

req

uir

emen

ts.

Wo

rk P

lan

Dev

elo

ped

Polic

y G

uid

elin

e

Dev

elo

ped

an

d

adap

ted

to

su

ite

Stat

e re

qu

irem

ents

Mec

han

ism

fo

r

co-o

rdin

atin

g an

d

mo

nit

ori

ng

SUB

MC

act

ivit

ies

dev

elo

ped

FME,

SM

oE,

UB

EC, S

UB

EB,

IDP

s

20

11-

20

15

FME/

IDP

s

S/N

TUR

N A

RO

UN

D

STR

ATE

GY

AC

TIV

ITY

DEL

IVER

AB

LEIM

PLE

MEN

TI

NG

AG

ENC

Y

TIM

ELIN

E

QU

AR

TER

LY

SOU

RC

E O

F

FUN

DIN

G


1.6

De

velo

pin

ge

ffe

ctiv

e

Gu

idan

ce a

nd

Co

un

selli

ng

Fram

ew

ork

fo

r

Edu

cati

on

Pri

ori

tisi

ng

the

FM

E

po

licy

on

gu

idan

ce a

nd

cou

nse

llin

g in

th

e

sch

oo

l sys

tem

.

Cre

atin

g an

d

imp

rovi

ng

awar

en

ess

on

gu

idan

ce a

nd

cou

nse

llin

g in

sch

oo

ls

Set

up

Min

iste

rial

Co

mm

itte

e t

o

de

velo

p

Fram

ew

ork

Co

nd

uct

advo

cacy

pro

gram

me

s/

cam

pai

gns

on

th

e

imp

ort

ance

of

guid

ance

an

d

cou

nse

llin

g.

Co

nd

uct

a s

taff

aud

it e

mp

has

isin

g

on

th

e c

apac

ity

and

ne

ed

s o

f

exis

tin

g st

aff.

Bu

ild jo

b

role

spe

cifi

cati

on

s

for

all g

uid

ance

cou

nse

llin

g

pe

rso

nn

el

Re

cru

it a

nd

/or

re-t

rain

sta

ff w

ith

par

ticu

lar

atte

nti

on

on

en

suri

ng

pe

rso

n

and

job

sp

eci

fic

recr

uit

me

nt.

D

ep

loy

G &

C

pe

rso

nn

el a

cro

ss

sch

oo

ls.

Gu

idan

ce &

Co

un

selli

ng

Fram

ew

ork

Re

vie

we

d/

De

velo

pe

d

Gu

idan

ce &

Co

un

selli

ng

Serv

ice

s

intr

od

uce

d in

Sch

oo

ls

Gu

idan

ce &

Co

un

selli

ng

Pe

rso

nn

el

Re

cru

ite

d a

nd

Trai

ne

d

FME

, UB

EC,

SUB

EB

20

11-

20

15

2%

CR

F

S/N

TU

RN

AR

OU

ND

STR

AT

EGY

AC

TIV

ITY

DE

LIV

ER

AB

LEIM

PLE

ME

NT

I

NG

AG

EN

CY

T

IME

LIN

E

QU

AR

TE

RLY

SO

UR

CE

OF

FUN

DIN

G

· ·

·· ·

· ·

·

· · ·


1.7

Re

vie

win

gD

ecr

ee

33

of

19

99

on

Exa

min

atio

n

Mal

pra

ctic

es

to e

nsu

re

app

licat

ion

of

san

ctio

ns

that

are

re

alis

tic.

1

.8E

nsu

rin

g C

amp

us

Safe

ty

Co

nd

uct

st

ake

ho

lde

rs’

wo

rksh

op

s to

id

en

tify

exi

stin

g

gap

s in

th

e

De

cre

e

Ha

rmo

niz

e a

ll

inp

uts

an

d

pro

du

ce a

Dra

ft

Re

vie

w A

ct o

n

exa

min

ati

on

m

alp

ract

ice

.

En

sure

re

gu

lar

an

d e

ffe

ctiv

e

mo

nit

ori

ng

of

pu

bli

c e

xam

ina

tio

ns

An

ti-c

ult

ism

Sen

siti

zati

on

cam

pai

gn.

Re

hab

ilita

tio

n

of

Cam

pu

s C

ult

me

mb

ers

wh

o

ren

ou

nce

the

ir

me

mb

ers

hip

.

Pro

vid

e

fun

ctio

nal

G

uid

ance

&

Co

un

selli

ng

serv

ice

s fr

om

B

asic

to

Te

rtia

ry

leve

ls o

f e

du

cati

on

Stre

ngt

he

n

secu

rity

sys

tem

in

inst

itu

tio

ns

at a

ll le

vels

A R

evi

ew

ed

Act

o

n E

xam

inat

ion

M

alp

ract

ice

re

ady

for

sub

mis

sio

n t

o

the

NA

SS.

E

x-c

ult

me

mb

ers

be

cam

e u

sefu

l

me

mb

ers

of

soci

ety

Secu

rity

sys

tem

incl

ud

ing

the

pro

visi

on

of

gate

d p

eri

me

ter

fen

ces

FME

/ Le

gal U

nit

/ E

xam

inat

ion

B

od

ies.

.

FME

, SM

oE

,

Pu

blic

an

d

Pri

vate

Edu

cati

on

al

Inst

itu

tio

ns

FME

1st

-4th

Qu

arte

r

20

12

1st

–

4

th

Q

uar

ter,

2

01

2 -

2

01

4

FME

Sta

tuto

ry

Ap

pro

pri

atio

n

FM

E S

tatu

tory

A

pp

rop

riat

ion

S/N

TU

RN

AR

OU

ND

STR

AT

EGY

A

CT

IVIT

YD

ELI

VE

RA

BLE

IMP

LEM

EN

TI

NG

AG

EN

CY

TIM

ELI

NE

QU

AR

TE

RLY

SOU

RC

E O

F

FUN

DIN

G

· · · · ·

· ·

· ·

1.9

Dev

elo

pin

g

Mo

nit

ori

ng

Lear

nin

g A

chie

vem

ent

(MLA

) m

ech

anis

m a

nd

Ass

ign

ing

of

ro

les

on

the

Co

nd

uct

of

MLA

.

Set

up

Min

iste

rial

Co

mm

itte

e to

dev

elo

p

fram

ewo

rk

Org

aniz

e

Sta

keh

old

ers’

Wo

rksh

op

to

pro

du

ce d

raft

rep

ort

.

MLA

Fra

mew

ork

dev

elo

ped

wit

h

role

s as

sign

ed.

FME,

UB

EC,

IDP

s

1st

-2

nd

Q

uar

ter,

20

12

FM

E A

pp

rop

riat

ion

an

d ID

Ps

Inte

rven

tio

n

Fun

ds

1.1

0R

evie

win

g

Cu

rren

t Pre

-

NC

E Po

licy

C

on

du

ct a

Rev

iew

Stak

eho

lder

s’

Wo

rksh

op

Imp

lem

enta

tio

n

of

NC

E m

eeti

ng

dec

isio

ns

mo

nit

ore

d

Co

mm

un

iqu

é

evo

lved

an

d

dis

sem

inat

ion

of

the

leve

l of

com

plia

nce

of

NC

E d

ecis

ion

s

pu

blis

hed

FME,

SM

oE,

SUB

EB,

3

rd

Qu

arte

r,

20

13

FM

E A

pp

rop

riat

ion

S/N

TUR

N A

RO

UN

D

STR

ATE

GY

A

CTI

VIT

YD

ELIV

ERA

BLE

IMP

LEM

ENTI

NG

AG

ENC

Y

TI

MEL

INE

QU

AR

TER

LY

SO

UR

CE

OF

FUN

DIN

G

· ·

· ·


1.1

1St

ren

gth

enin

gth

e

Nat

ion

al C

ou

nci

l on

Edu

cat

ion

(N

CE)

Pro

cess

fo

r Po

licy

Form

ula

tio

n

C

on

du

ct

Wo

rksh

op

fo

r

pro

visi

on

of

imp

rove

d m

emo

tem

pla

te a

nd

ten

ure

gu

idel

ines

Pre

-Vis

it

mee

tin

gs t

o h

ost

Stat

es f

or

adeq

uat

e

pre

par

atio

n

fo

r

NC

E.

P

re-C

on

fere

nce

Mee

tin

g

Po

st M

eeti

ng

acti

viti

es t

o

har

mo

niz

e th

e

Nin

e (9

)

Ref

eren

ce

Co

mm

itte

e

Mee

tin

gs R

epo

rts

C

on

du

ct

cap

acit

y b

uild

ing

wo

rksh

op

fo

r

JCC

E St

ate

des

k

off

icer

s fo

r

qu

alit

y m

emo

pre

sen

tati

on

Sta

nd

ard

Fo

rmat

s

for

mem

o w

riti

ng

and

pre

sen

tati

on

dev

elo

ped

.

Rep

ort

of

Ref

eren

ce M

eeti

ng

mem

o f

or

pre

sen

tati

on

at

Ple

nar

y h

arm

on

ized

Ten

ure

gu

idel

ines

dev

elo

ped

.

N

ewly

ap

po

inte

d

Ch

air

men

an

d

Secr

etar

ies

trai

ned

Te

mp

late

fo

rmat

for

mem

o w

riti

ng

and

pre

sen

tati

on

d

evel

op

ed

M

inu

tes

of

mee

tin

g an

d

Sum

mar

y o

f

Rec

om

men

dat

ion

s

dev

elo

ped

C

apac

ity

of

des

k

off

icer

s d

evel

op

ed

FME,

SM

oEs

,

SUB

EB

1st

Qu

arte

r 2

01

2FM

E A

nn

ual

Ap

pro

pri

atio

n

C

om

pile

JC

CE

sum

mar

y o

f re

com

men

dat

ion

s fr

om

19

92

S/N

TUR

N A

RO

UN

D

STR

ATE

GY

A

CTI

VIT

YD

ELIV

ERA

BLE

IMP

LEM

ENTI

NG

AG

ENC

Y

TI

MEL

INE

QU

AR

TER

LY

SOU

RC

E O

F

FUN

DIN

G

· ·

· · ·

·

· · · ·

· ·



1.1

2C

on

du

ctin

gan

Ear

ly

Gra

de

Rea

din

g A

sses

smen

t (E

GR

A)

and

Ear

ly M

ath

s A

sses

smen

t (E

GM

A)

Nat

ion

wid

e

Co

nd

uct

A

war

enes

s &

Se

nsi

tiza

tio

n

Wo

rksh

op

Ad

apta

tio

n o

f th

e in

stru

men

ts

Trai

nin

g o

f A

sses

sors

Pilo

t St

ud

y

Co

nd

uct

of

EGR

A

Dat

a A

nal

ysis

&

Rep

ort

wri

tin

g

Pu

blic

atio

n o

f re

sult

s o

f EG

RA

Dis

sem

inat

ion

of

fin

din

gs a

nd

re

com

men

dat

ion

s to

re

leva

nt

stak

eho

lder

s

FME,

UB

EC,

SUB

EB,

SMO

Es, N

CC

E,

NER

DC

, ID

Ps.

2

01

2-2

01

5FM

E A

pp

rop

riat

ion

,ID

Ps

inte

rven

tio

n

1.1

3A

ctio

n R

esea

rch

on

se

cto

ral i

ssu

es:

i)

Stu

den

ts’ p

oo

r p

erfo

rman

ce in

Inte

rnal

an

d E

xter

nal

Ex

amin

atio

ns

eg:

W

AEC

an

d N

ECO

;

ii)

Tren

d o

f in

crea

se in

th

e p

ho

bia

in s

om

e sc

ho

ols

su

bje

cts:

(a)

Mat

hs

(b)

Bio

logy

, an

d

(c)

Att

itu

din

al r

esp

on

se

of

Alm

ajir

is t

o

Edu

cati

on

.

Co

nd

uct

W

ork

sho

p t

o

iden

tify

ch

alle

nge

s C

om

mis

sio

n

rese

arch

on

P

oo

r p

erfo

rman

ce in

p

ub

lic

exam

inat

ion

s in

the

follo

win

g ar

eas:

-Ph

ob

ia f

or

Scie

nce

an

d

Tech

nic

al

sub

ject

s;

-Att

itu

din

al

resp

on

se t

o

Wes

tern

Ed

uca

tio

n b

y A

lmaj

iris

Res

earc

h R

epo

rt

Pro

du

ced

6

0% Im

pro

vem

ent

in t

he

stu

den

ts’

per

form

ance

by

20

15

.

St

ud

ents

’

ph

ob

ia

for

scie

nce

an

d

tech

nic

al s

ub

ject

s re

du

ced

Att

itu

din

al

resp

on

se o

f A

lmaj

iris

imp

rove

d

FME/

NER

DC

2

nd

an

d 3

rd

Q

uar

ters

, 20

15

FME

/BSE

, N

ERD

C,

ESSP

IN

S/N

TUR

N A

RO

UN

D

STR

ATE

GY

AC

TIV

ITY

DEL

IVER

AB

LEIM

PLE

MEN

TIN

G

AG

ENC

Y

TI

MEL

INE

QU

AR

TER

LY

SOU

RC

E O

F

FUN

DIN

G

· · · · · · · · ·

· · · ·


· · ·· ·

·

· ·

1.1

4A

men

d t

he

Un

iver

siti

es

(Mis

cella

neo

us

Pro

visi

on

s) A

ct

Sub

mit

am

end

ed

Bill

to

Nat

ion

al

Ass

emb

ly

Act

Am

end

ed;

Agr

eem

ent

bet

wee

n t

he

FG a

nd

va

rio

us

Un

iver

sity

U

nio

ns

actu

aliz

ed –

e. g

, ret

irem

ent

age

for

staf

f

FME/

Lega

l U

nit

/NU

C2

01

1 -

20

12

FME

Ap

pro

pri

atio

n

1.1

5R

estr

uct

uri

ng/

Ref

ocu

sin

g

FME

Dep

artm

ents

an

d

Para

stat

als

Pro

fess

ion

aliz

e m

anag

emen

t o

f FM

E d

epar

tmen

ts

Har

mo

niz

e fu

nct

ion

s o

f d

epar

tmen

ts, u

nit

s an

d p

aras

tata

ls

FME

dep

artm

ents

, u

nit

s an

d P

aras

tata

ls

har

mo

nize

d

acco

rdin

g to

fu

nct

ion

s;

FME

Pro

fes

sio

nal

D

epar

tmen

ts h

ead

ed

by

pro

fess

ion

als;

FME/

HO

S

1st

Q

uar

ter,

2

01

2

FME

Ap

pro

pri

atio

n

1.1

6C

apac

ity

Bu

ildin

g

to

Imp

rove

th

e Se

rvic

e D

eliv

ery

of

So

cial

M

ob

iliza

tio

n P

erso

nn

el

at S

UB

EB a

nd

LG

EA

Leve

ls

Co

nd

uct

ca

pac

ity

bu

ildin

g an

d t

rain

ing

wo

rksh

op

s

Cap

acit

y b

uild

ing

and

tra

inin

g w

ork

sho

ps

con

du

cted

fo

r SU

BEB

an

d L

GEA

p

erso

nn

el

UB

EC

SUB

EBs

LG

EAs

2

01

1-2

01

5

2%

CR

F

Sett

ing

up

tec

hn

ical

M

edia

Co

mm

itte

e to

d

evel

op

UB

E C

om

mu

nic

atio

n

Stra

tegy

Co

nd

uct

stak

eho

lder

s

wo

rksh

op

to

crit

iqu

e

com

mu

nic

atio

n

stra

tegy

UB

EC

Co

mm

un

icat

ion

St

rate

gy d

evel

op

ed

an

d

dis

sem

inat

ed

UB

EC

20

12

2%

CR

F

S/N

TUR

N A

RO

UN

D

STR

ATE

GY

AC

TIV

ITY

DEL

IVER

AB

LEIM

PLE

MEN

TIN

G

AG

ENC

Y

TIM

ELIN

E

QU

AR

TER

LY

SOU

RC

E O

F

FUN

DIN

G

1.1

7

1.1

8

Pre

par

ing

Sup

po

rt-A

-

Pu

blic

Sch

oo

l In

itia

tive

C

apac

ity

bu

ildin

g, s

emin

ars

and

wo

rksh

ops

for

Sup

po

rt-A

-

Pu

blic

Sch

oo

l

des

k o

ffic

ers

in

FME,

th

irty

-six

(36)

Stat

es a

nd

FCT.

R

e-la

un

ch a

nd

pre

par

e

Sup

po

rt-

A-P

ub

lic S

cho

ol

pro

gram

me

to t

he

Oil

and

Gas

sect

or.

R

egu

late

an

d

coo

rdin

ate

the

acti

viti

es o

f

Sup

po

rt -A

-Pu

blic

Sch

oo

l des

k

off

icer

s.

Cap

acit

y o

f SA

P

des

k of

fice

rs b

uilt

.

SA

PI r

e-la

un

ched

Pri

nti

ng

of

han

d

bill

s an

d o

ther

sen

siti

zati

on

mat

eria

ls.

FME,

SM

oEs

3rd

Qu

arte

r -

20

12

Bu

dge

tary

allo

cati

on

S/N

TUR

N A

RO

UN

D

STR

ATE

GY

AC

TIV

ITY

DEL

IVER

AB

LEIM

PLE

MEN

TIN

G

AG

ENC

Y

TIM

ELIN

E

QU

AR

TER

LY

SOU

RC

E O

F

FUN

DIN

G

R

e-L

aun

chin

g an

d

· · ·

· · ·



2.0 ACCESS AND EQUITY

2.1 IntroductionThe constant population increase in the Federal Republic of Nigeria, currently projected to be over 160 million, has serious consequences and challenges for the nation's educational sector. This affects access to education for all, especially for the young, the vulnerable and children with special needs.

In recognition of the importance of education as a veritable tool for national development, a fundamental right of all school-age children, avenue for acquisition of relevant skills and competences for the full development of their potentials, government policies have been directed towards adequate educational opportunities. This is reflected in the high level commitment and concern to the course of the Universal Basic Education, the Millennium Development Goals (MDGs) and Vision 20:2020, through the instrumentality of education. Unfortunately, these efforts and commitments have suffered setbacks and failed to yield the desired results. The prevailing socio-economic, cultural, political and institutional hurdles must have indeed hindered considerable access to education from the early childhood care to the tertiary level.

2.1 Basic Education In spite of the pronouncements by the Federal Government to incorporate Early Child Care Development Education (ECCDE) into primary school system, only 39% of primary schools have ECCDE section thereby excluding other Nigerian children the opportunity for a head start in life. Out of the expected enrolment figure of 22 million in ECCDE, only 2.02 million are currently enrolled, thus excluding 19.98 million from school. Coupled with this is the non-availability of copies of the approved (ECCDE) Curriculum and other documents already developed in collaboration with UNICEF. There is also lack of professionally-trained specialist ECCDE teachers, leaving the most important and critical period of development in the hands of uninformed and unqualified personnel.

The situation is not anything different at the basic education level where one out of three children of school age is out of school. It is estimated that there are about 10.1 million children are out of school at this level presently, with a high prevalence of excluded girls in the northern part of Nigeria and boys in the south-eastern part.

In order to address this anomaly, a national campaign on access to the girl-child education has been launched in the North-East and plans are on the way to do the same thing for the boy–child education in the South-East. The trickle-down effect of the gains for the launching at the national level to state and grass root levels is yet to take place.

There is also the perennial challenge of effective integration of the vulnerable, the poor and the totally excluded into the Nigerian education mainstream. The totally excluded groups such as the almajiri, children with special needs, the nomadic, the migrant fisher-folks and the adult illiterate population whose contributions to national socio-economic development remains untapped, are part of our great concern.


Presently, there is a lack of Sector Plans at the state education levels. This is occasioned by a weak policy-backing to the use of the Plans which constitutes a critical problem that tends to negatively impact on the continuity of projects and invariably on the end users.

Extant evidence suggests that the Organised Private Sector (OPS), Non-Government Organisations (NGOs), Civil Society (CO), Faith-Based Organisations (FBO), among others, are contributing their own input to access to education. In Lagos state, for example, private enrolment at the early childhood and basic education levels has soared to over 50% of total enrolment. The poor monitoring of private schools across the country poses the risk of abuse by profiteering private providers. It is, therefore, important to revisit the policy on private education provision and review the nature of state collaboration with these non-state providers to strengthen and streamline educational provision across the country

2.3 Tertiary Education The problem of access and equity also extends to the tertiary level. This is as a result of their extremely low carrying capacity due to inadequate infrastructural provisions. The student intake is limited to only about 10% of the prospective students who apply for admission. In addition the existing alternative routes to higher education, particularly vocational and technical education are not embraced because they are considered unpopular. The challenges and under-development experienced in the use of Open and Distance Learning (ODL) in Nigeria remain an issue that affects access to higher education by distance learning.

Lack of access to schools at all levels, therefore, remains a critical issue of concern that causes distortions and disparities in the nation. This challenge has to be surmounted to achieve success in actualizing the Transformation Agenda, Millennium Development Goals and Vision 20:2020.

Therefore, it is imperative that the following turn-around strategies, specific activities, achievable deliverables and time lines be implemented in order to give the future generations of Nigerian children the deserved access to quality education.


S/N

TUR

N A

RO

UN

D S

TRA

TEG

YA

CTI

VIT

YD

ELIV

ERA

BLE

IMP

LEM

ENTI

NG

AG

ENC

YTI

MEL

INE

(QU

AR

TER

LY)

SOU

RC

E(S)

OF

FUN

DIN

G

2.1

Lau

nch

ing

of

Nat

ion

al

Cam

pai

gn o

n A

cces

s to

Bo

ost

En

rolm

ent

Lau

nch

Nat

ion

al

Cam

pai

gn in

Sta

tes

and

Lo

cal

Go

vern

men

ts

Acc

ess

cam

pai

gn

lau

nch

ed a

cro

ss

stat

es

and

loca

l

gove

rnm

ents

En

rolm

ent

in

Bas

ic E

du

cati

on

enh

ance

d

FME,

Sta

tes,

Loca

l

Go

vern

men

ts

20

12

-20

15

FME,

Sta

tes,

Loca

l

Go

vern

men

ts

2.2

Stre

ngt

hen

ing

the

Inst

itu

tio

nal

izat

ion

of

ECC

DE

esp

ecia

lly in

P

rim

ary

Sch

oo

ls

·

Iden

tify

an

d

det

erm

ine

the

nu

mb

er o

f EC

CD

E Se

ctio

ns

in P

rim

ary

Sch

oo

ls in

th

e co

un

try.

·

Esta

blis

h m

ore

EC

CD

E C

entr

es in

P

rim

ary

Sch

oo

ls

·

Fun

ctio

nal

an

d

qu

alit

y EC

CD

E Se

ctio

ns

avai

lab

le in

all

Pri

mar

y Sc

ho

ols

FME,

UB

EC,

NER

DC

, SU

BEB

s,

LGEA

s.

1st

-4th

Qu

arte

r

20

12

-20

15

2%

CR

F an

d

Bu

dge

tary

A

lloca

tio

n

2.3

Pro

vid

ing

adeq

uat

e n

um

ber

of

app

rove

d

ECC

DE

Cu

rric

ula

and

oth

er

Lear

nin

g M

ater

ials

·

Ver

ify

the

typ

e an

d n

um

ber

ofc

urr

icu

laav

aila

ble

in

th

e EC

CD

ESe

ctio

ns.

·

Pro

cure

and

dis

trib

ute

app

rove

d

Ad

equ

ate

and

re

leva

nt

curr

icu

la

avai

lab

le in

all

ECC

DE

Sect

ion

s

pro

vid

ed.

FME,

UB

EC,

NER

DC

, SU

BEB

s,

LGEA

s.

1st

–

4th

Qu

arte

r

20

12

-20

12

2%

CR

F an

d

Bu

dge

tary

al

loca

tio

n

curr

icu

laan

d o

ther

lear

nin

g m

ater

ials

on

EC

CD

E in

sch

oo

ls

AC

CES

S A

ND

EQ

UIT

Y


2.4

·R

ecru

itin

g

Pro

fess

ion

al

EC

CD

E T

ea

ch

ers

. ·

Re

-tra

inin

g o

f

EC

CD

E

Te

ach

ers

·

Co

nd

uct

a s

urv

ey

to

asc

ert

ain

th

e

ad

eq

ua

cy

an

d

qu

ali

fica

tio

n o

f te

ach

ers

in

all

E

CC

DE

se

cti

on

s.

a

cro

ss t

he

co

un

try

·

Org

an

ize

tra

inin

g

sess

ion

s fo

r E

CC

DE

tea

ch

ers

.

Ad

eq

ua

te a

nd

q

ua

lifi

ed

te

ach

ers

o

f E

CC

DE

re

cru

ite

d

UB

EC

, N

ER

DC

, N

CC

E,

NT

I S

UB

EB

s,

LGE

As

20

11

-20

15

2%

CR

F a

nd

B

ud

ge

tary

a l

loca

tio

n

2.5

·R

ed

ucin

g t

he

nu

mb

er

of

Ou

t-o

f-S

ch

oo

l C

hil

dre

n

·M

ain

-str

ea

min

g t

he

Ou

t-o

f-S

ch

oo

l C

hil

dre

n i

nto

th

e

Fo

rma

l S

ch

oo

l S

yst

em

.

·

Asc

ert

ain

p

up

ils/

stu

de

nts

e

nro

lme

nt

fro

m

20

05

to

da

te.

·

De

term

ine

the

A

tte

nd

an

ce

/Re

ten

tio

n/C

om

ple

tio

n r

ate

s o

f p

up

ils/

stu

de

nts

in

B

asi

c E

du

cati

on

S

ch

oo

ls.

·

Mo

nit

or

the

in

terv

en

tio

n o

f th

e

Alm

aji

ri

Imp

lem

en

tati

on

C

om

mit

tee

·

Co

nd

uct

en

rolm

en

t d

rive

se

)Org

an

ize

en

lig

hte

nm

en

t ca

mp

aig

ns.

f)P

rod

uce

an

d a

ir

do

cu

me

nta

rie

s,

jin

gle

s a

nd

ho

ld

rou

nd

tab

le

dis

cu

ssio

ns

on

Ba

sic

Ed

uca

tio

·

Incre

ase

d

En

rolm

en

t/

Att

en

da

nce

/Re

te

nti

on

/Co

mp

let

ion

in

Ba

sic

Ed

uca

tio

n

Sch

oo

ls

inclu

din

g

Alm

aji

ri

sch

oo

ls;

Re

du

cti

on

of

ou

t-o

f-sc

ho

ol

ch

ild

ren

by

60

%

·

Pro

pe

rly

in

form

ed

UB

E

Sta

keh

old

ers

on

th

e k

ey

re

spo

nsi

bil

itie

s,

fea

ture

s,

ach

ieve

me

nts

a

nd

ch

all

en

ge

s o

f U

BE

FM

E,

UB

EC

, S

UB

EB

s,

LGE

As,

NM

EC

UB

EC

20

11

-20

15

2%

CR

F a

nd

B

ud

ge

tary

A

llo

cati

on

S/N

TU

RN

AR

OU

ND

ST

RA

TE

GY

AC

TIV

ITY

DE

LIV

ER

AB

LE

IMP

LE

ME

NT

ING

AG

EN

CY

TIM

ELIN

E

(QU

AR

TE

RLY

)

SO

UR

CE

(S)

OF

FU

ND

ING

Alm

ajir

i Ed

uca

tio

n in

N

iger

ia

2.6

·Mo

bili

zin

g an

d S

ensi

tizi

ng

A

ffec

ted

Co

mm

un

itie

s o

n

the

nee

d t

o E

mb

race

th

e A

lmaj

iri E

du

cati

on

.

·

Mai

n-s

trea

min

g

Alm

ajir

i p

up

ils in

to t

he

form

al

sch

oo

l sys

tem

.

Mo

nit

or

the

imp

lem

enta

tio

n o

f

Gu

idel

ines

on

A

lmaj

iri

Edu

cati

on

im

ple

men

ted

.

Alm

ajir

i pu

pils

m

ain

-str

eam

ed

in

to t

he

form

al

sch

oo

l sys

tem

FME/

UB

EC/

Stak

eho

lder

s

20

12

-20

13

.2

% C

RF

and

B

ud

geta

ry

allo

cati

on

2.7

Imp

lem

enti

ng

the

Alm

ajir

i Ed

uca

tio

n P

rogr

amm

e

Exec

ute

th

e w

ork

pla

n o

f th

e A

lmaj

iri

Imp

lem

enta

tio

n

Co

mm

itte

e

4

00

Day

an

d

bo

ard

ing

sch

oo

ls

con

stru

cted

fo

r A

lmaj

iris

acr

oss

N

iger

ia

A

lmaj

iri

Edu

cati

on

in

tegr

ated

into

B

asic

Ed

uca

tio

n

Pro

gram

mes

FME,

UB

EC,

TE

TFu

nd

,

N

MEC

, SA

ME,

N

CN

E, S

UB

EB,

LGEA

s,

IDP

s,

20

11

-20

15

2%

CR

F

Bu

dge

tary

al

loca

tio

n,

MD

G

Spec

ial

Inte

rven

tio

n

Fun

ds

2.8

Esta

blis

hin

g

add

itio

nal

Sc

ho

ols

fo

r ch

ildre

n w

ith

Sp

ecia

l Nee

ds

and

eq

uip

pin

g th

em

adeq

uat

ely

w

ith

trai

ned

per

son

nel

an

d

rele

van

t eq

uip

men

t.

·

Co

nd

uct

a n

atio

nal

su

rvey

on

spec

ial

nee

ds

edu

cati

on

·

Mo

nit

or

the

esta

blis

hm

ent

of

mo

re s

cho

ols

fo

r ch

ildre

n w

ith

sp

ecia

l nee

ds

in

Stat

es

·

Ad

dit

ion

al

Sch

oo

ls f

or

Ch

ildre

n w

ith

Sp

ecia

l Nee

ds

esta

blis

hed

.

·

Incr

ease

d

acce

ss t

o s

cho

ols

b

y ch

ildre

n w

ith

sp

ecia

l nee

ds

FME,

SM

oE,

U

BEC

, SU

BEB

s,

NG

Os,

CB

Os,

1st

–

4th

qu

arte

r 2

01

1-

20

15

2%

CR

F an

d

Bu

dge

tary

A

lloca

tio

n

S/N

TUR

N A

RO

UN

D S

TRA

TEG

YA

CTI

VIT

YD

ELIV

ERA

BLE

IMP

LEM

ENTI

NG

AG

ENC

Y

TIM

ELIN

E

(Q

UA

RTE

RLY

)

SOU

RC

E(S)

OF

FUN

DIN

G

· ·· ·

4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 1 4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 25


2.9

Dev

elo

pin

g

guid

elin

es o

n

edu

cati

on

po

licie

s fo

r th

e b

oys

an

d g

irls

ch

ild

edu

cati

on

as

wel

l as

se

con

d

chan

ce e

du

cati

on

·

Dev

elo

p d

raft

·

C

on

ven

e

·

P

rin

t an

d

guid

elin

es o

n

edu

cati

on

po

licie

s fo

r th

e b

oys

an

d

child

ed

uca

tio

n

stak

eho

lder

s m

eeti

ngs

dis

sem

inat

e gu

idel

ines

Gu

idel

ines

on

ed

uca

tio

n p

olic

ies

dev

elo

ped

and

d

isse

min

ated

FME,

UB

EC,

NM

EC, S

AM

E,

NC

NE,

SU

BEB

, LG

EAs,

IDP

s

2n

d -4

th

Qu

arte

ras,

20

12

2%

CR

F

Bu

dge

tary

A

lloca

tio

n,

MD

G

2.1

0

Car

ryin

g

ou

t m

ob

iliza

tio

n

and

sen

siti

zati

on

cam

pai

gns

on

Gir

l-,

Bo

y-C

hild

Ed

uca

tio

n

E

nsu

rin

g th

e p

rovi

sio

n o

f ed

uca

tio

n o

pp

ort

un

itie

s to

al

l ch

ildre

n o

f sc

ho

ol a

ge.

·

Esta

blis

h m

ore

-

ipro

gram

mes

fo

r th

e gi

rl-,

bo

ych

ild f

or

acce

ss a

nd

ret

enti

on

n

aff

ecte

d S

tate

san

d m

on

ito

r to

as

cert

ain

fu

ll im

ple

men

tati

on

·

Co

llate

an

d

anal

yse

stat

isti

cs o

n

enro

lmen

t, a

ttri

tio

n,

and

ret

enti

on

·

Incr

ease

d

nu

mb

er o

f gi

rl-

child

an

d b

oy-

child

co

mp

leti

ng

com

pu

lso

ry B

asic

ed

uca

tio

n in

af

fect

ed s

tate

s.

·

Do

cum

ente

d

rep

ort

s o

n t

he

stat

us

of

bo

y-ch

ild a

nd

gir

l-ch

ild e

du

cati

on

in

affe

cted

sta

tes

FME,

SM

oE,

SU

BEB

, LG

EA,

NG

Os,

CB

Os,

U

BEC

1st

–

4th

q

uar

ters

, 2

01

1-2

01

2

2%

CR

F,

A

nn

ual

bu

dge

t an

d

the

MD

G

S/N

TUR

N A

RO

UN

D S

TRA

TEG

YA

CTI

VIT

YD

ELIV

ERA

BLE

IMP

LEM

ENTI

NG

AG

ENC

Y

TIM

ELIN

E

(QU

AR

TER

LY)

SO

UR

CE(

S) O

F

FUN

DIN

G

· ·

lear

nin

g en

viro

nm

ent

p

rovi

ded

goo

d q

ual

ity

clas

sro

om

s an

d

inst

ruct

ion

al

mat

eria

ls

pro

vid

ed

2.1

1

Im

pro

vin

g A

du

lt a

nd

Yo

uth

Lit

erac

y En

rolm

ent

and

Ret

enti

on

by

50

% b

y 2

01

5.

M

akin

g TV

ET

Pro

gram

mes

mo

re

attr

acti

ve t

o A

du

lt a

nd

Yo

uth

·B

uild

ad

dit

ion

al

·

Mo

nit

or

the

Cen

tres

imp

lem

enta

tio

n o

f th

e ap

pro

ved

p

rogr

amm

es

·

Trai

n a

nd

re

-tra

in

teac

her

s fo

r A

du

lt

and

Vo

cati

on

al

Cen

tres

·

Sen

siti

ze t

he

pu

blic

o

n T

VET

pro

gram

mes

·

Dis

sem

inat

e

UN

ESC

O g

uid

elin

es

on

Ad

ult

an

d Y

ou

th

liter

acy

pro

gram

mes

·

Dev

elo

p T

VET

St

rate

gy &

Fr

amew

ork

fo

r N

FE

·Fu

nct

ion

al A

du

lt

Edu

cati

on

an

d

Vo

cati

on

al C

entr

es

wit

h in

crea

sed

en

rolm

ent o

f 50

%

· You

th a

nd

Ad

ult

Li

tera

cy

pro

gram

mes

im

ple

men

ted

in

line

wit

h U

NES

CO

’s

guid

elin

es.

UB

EC, N

MEC

, SU

BEB

, M

inis

try

of

Wo

men

A

ffai

rs, Y

ou

th

Dev

elo

pm

ent,

N

GO

s

20

11

-20

15

2%

CR

F an

d

Bu

dge

tary

al

loca

tio

n

2.1

2·

P

rovi

din

g

adeq

uat

e in

fras

tru

ctu

re

and

in

stru

ctio

nal

mat

eria

ls

in

B

asic

Ed

uca

tio

n S

cho

ols

to

en

han

ce a

cces

s to

qu

alit

y ed

uca

tio

n

·

Mo

nit

or

the

nu

mb

er

of

clas

sro

om

s in

th

e co

un

try,

asce

rtai

n

thei

r co

nd

itio

ns

and

p

roff

er a

pp

rop

riat

e so

luti

on

s. ·

Pro

vid

e

adeq

uat

e in

stru

ctio

nal

mat

eria

ls

· Ad

equ

ate

and

· C

hild

fri

end

ly

FME,

UB

EC,

SUB

EB,

LGEA

s,

OP

S

2n

d-

4

th

Q

uar

ters

, 2

01

1-2

01

4 2

% C

RF

S/N

TUR

N A

RO

UN

D S

TRA

TEG

YA

CTI

VIT

YD

ELIV

ERA

BLE

IMP

LEM

ENTI

NG

AG

ENC

Y

TI

MEL

INE

(Q

UA

RTE

RLY

)

SOU

RC

E(S)

OF

FUN

DIN

G

· ·



2.1

3D

evel

op

ing

Dig

ital

Bas

ic

Edu

cati

on

Sch

oo

l Map

s

·C

on

du

ct n

atio

nw

ide

sch

oo

l map

pin

g

-Dig

itiz

e sc

ho

ol

map

s

Dig

itiz

ed B

asic

Edu

cati

on

map

s

pro

du

ced

.

FM

E, U

BEC

and

SUB

EBs.

1st

-3rd

Qu

arte

rs,

20

12

2

% C

RF

2.1

4

Dev

elo

pin

g

Stat

e

Edu

cati

on

Sec

tor

Pla

ns

b

y

SUB

EBs

·

Car

ry o

ut

situ

atio

n

anal

ysis

by

Stat

es

·

Org

anis

e ca

pac

ity

bu

ildin

g w

ork

sho

ps

for

SMo

E, S

UB

EB,

and

LG

EA o

ffic

ials

·

Dev

elo

p S

ecto

r P

lan

by

Stat

es

·

Dev

elo

p

Op

erat

ion

al P

lan

5-Y

ear

SUB

EBs

Sect

or

Pla

ns

pro

du

ced

SUB

EBs,

SMo

E, U

BEC

,

IDP

s

1st

-4th

Qu

arte

rs,

20

12

2%

CR

F an

d

Bu

dge

tary

A

lloca

tio

n

2.1

5

D

evel

op

ing

Edu

cati

on

Po

licy

Gu

idel

ines

fo

r C

hild

ren

Orp

han

ed b

y H

IV/A

IDS

·

Co

nve

ne

Stak

eho

lder

s m

eeti

ng

on

de

velo

pm

ent

of

the

guid

elin

es

·

Pro

du

ce a

nd

d

isse

min

ate

the

guid

elin

es

Gu

idel

ines

P

rod

uce

d

FME,

UB

EC,

NM

EC, S

AM

E,

NC

NE,

SU

BEB

, LG

EAs,

IDP

s,

NA

CA

,SA

CA

,

LA

CA

1n

d

-4

th

2

01

2-

20

15

Qu

arte

rs

2%

CR

F

Bu

dge

tary

A

lloca

tio

n,

MD

G

S/N

TUR

N A

RO

UN

D S

TRA

TEG

YA

CTI

VIT

YD

ELIV

ERA

BLE

IMP

LEM

ENTI

NG

AG

ENC

Y

TIM

ELIN

E

(QU

AR

TER

LY)

SO

UR

CE(

S) O

F

FUN

DIN

G


2.1

6Es

tab

lish

ing

No

mad

ic

Edu

cati

on

Mo

del

Cen

tres

in

Gra

zin

g R

eser

ves

Co

nst

ruct

an

d e

qu

ip

No

mad

ic E

du

cati

on

M

od

el C

entr

es in

G

razi

ng

Res

erve

s

Twel

ve (

12

)N

om

adic

mo

del

ed

uca

tio

n c

entr

es

con

stru

cted

an

d

equ

ipp

ed in

G

razi

ng

Res

erve

s

NC

NE

4th

Qu

arte

r 2

01

1-2

nd

Q

uar

ter,

20

15

Cap

ital

an

d

MD

Gs

app

rop

riat

ion

2.1

7Es

tab

lish

ing

Fi

sher

folk

Ed

uca

tio

n M

od

el C

entr

es in

fi

shin

g p

ort

s

Co

nst

ruct

an

d e

qu

ip

Fish

erfo

lk Ed

uca

tio

n

Mo

del

Cen

tres

in

fish

ing

po

rts

Twel

ve (

12

) Fi

sher

folk

mo

del

ed

uca

tio

n c

entr

es

con

stru

cted

an

d

equ

ipp

ed in

Fi

shin

g Po

rts

N

CN

E

4th

Qu

arte

r 2

01

1-2

nd

Q

uar

ter,

20

15

Cap

ital

an

d

MD

Gs

app

rop

riat

ion

2.1

8Es

tab

lish

ing

N

om

adic

Ed

uca

tio

n M

od

el C

entr

es in

Fa

rm C

entr

es

(Set

telm

ents

)

Co

nst

ruct

an

d e

qu

ip

No

mad

ic E

du

cati

on

M

od

el C

entr

es in

Fa

rm C

entr

es (S

ette

lmen

ts)

6 N

o.s

of

No

mad

ic m

od

el

edu

cati

on

cen

tre

s

con

stru

cted

an

d

equ

ipp

ed in

Far

m

Cen

tres

N

CN

E

4th

Qu

arte

r 2

01

1-2

nd

Q

uar

ter,

20

15

Cap

ital

an

d

MD

Gs

app

rop

riat

ion

2

.19

Des

ign

ing,

dev

elo

pin

g

and

p

rovi

din

g

mo

bile

co

llap

sib

le

ten

ts

Pro

du

ce m

ob

ile

colla

psi

ble

ten

ts

20

0 N

o.s

of

Co

llap

sib

le s

cho

ol

stru

ctu

res

pro

cure

d

NC

NE

4th

Qu

arte

r 2

01

1-2

nd

Q

uar

ter,

20

15

Cap

ital

an

d

MD

Gs

app

rop

riat

ion

2

.20

Pro

vid

ing

sch

oo

ls b

oat

s

an

d d

ug

ou

t ca

no

es

Pro

du

ce b

oat

s an

d

du

g o

ut

can

oes

15

Sch

oo

l Bo

ats

an

d s

ix (

6)

du

g o

ut

can

oes

p

rovi

ded

N

CN

E

4th

Qu

arte

r 2

01

1-2

nd

Q

uar

ter,

20

15

Cap

ital

an

d

MD

Gs

app

rop

riat

ion

S/N

TUR

N A

RO

UN

D S

TRA

TEG

YA

CTI

VIT

YD

ELIV

ERA

BLE

IMP

LEM

ENTI

NG

AG

ENC

Y

TI

MEL

INE

(QU

AR

TER

LY)

SO

UR

CE(

S) O

F

FUN

DIN

G


2.2

1St

ren

gth

enin

g

Ad

voca

cy,

Mo

blis

atio

n a

nd

Se

nsi

tiza

tio

n

of

No

mad

ic

Co

mm

un

itie

s

thro

ugh

R

adio

pro

gram

mes

Car

ry o

ut

ad

voca

cy,

mo

blis

atio

n a

nd

se

nsi

tiza

tio

n

pro

gram

mes

in

no

mad

ic

com

mu

nit

ies

15

0 N

om

adic

C

om

mu

nit

ies

sen

siti

zed

NC

NE

4th

Qu

arte

r 2

01

1-4

th

Qu

arte

r,2

01

5

Cap

ital

an

d

MD

Gs

app

rop

riat

ion

2

.22

Dev

elo

pin

g

Inte

ract

ive

Rad

io In

stru

ctio

n

Pro

gram

mes

fro

m L

evel

s 1

-6

Dev

elo

p a

nd

im

ple

men

t

Inte

ract

ive

rad

io

Inst

ruct

ion

P

rogr

amm

es

fro

m

Leve

ls 1

-6

Inte

ract

ive

Rad

io

Inst

ruct

ion

(IR

I)

Pro

gram

mes

fr

om

leve

ls 1

-6

imp

lem

ente

d

NC

NE

4th

Qu

arte

r 2

01

1-2

nd

Q

uar

ter,

20

15

Cap

ital

an

d

MD

Gs

app

rop

riat

ion

2.2

3

Reh

abili

tin

g

Co

mm

un

ity-

Bas

ed N

om

adic

Sch

oo

ls

incl

ud

ing

Pro

vid

ing

of

Pota

ble

Wat

er

Reh

abili

tate

co

mm

un

ity-

bas

ed

no

mad

ic s

cho

ols

·

Thir

ty-f

ive

(35

)

co

mm

un

ity-

bas

ed

no

mad

ic s

cho

ols

re

hab

ilita

ted

·

Fort

y-fi

ve (

45

) n

o

han

d p

um

p

bo

reh

ole

s co

nst

ruct

edN

CN

E

4th

Qu

arte

r 2

01

1-2

nd

Q

uar

ter,

20

15

Cap

ital

an

d

MD

Gs

app

rop

riat

ion

S/N

TUR

N A

RO

UN

D S

TRA

TEG

YA

CTI

VIT

YD

ELIV

ERA

BLE

IMP

LEM

ENTI

NG

AG

ENC

Y

TIM

ELIN

E

(QU

AR

TER

LY)

SO

UR

CE(

S) O

F

FUN

DIN

G


S/N

TUR

N A

RO

UN

D S

TRA

TEG

YA

CTI

VIT

YD

ELIV

ERA

BLE

IMP

LEM

ENTI

NG

AG

ENC

Y

TIM

ELIN

E

(QU

AR

TER

LY)

SO

UR

CE(

S) O

F

FUN

DIN

G

2.2

4P

rovi

din

g A

deq

uat

eR

epro

du

ctiv

eH

ealt

h

Info

rmat

ion

, Ed

uca

tio

n a

nd

C

om

mu

nic

atio

n i

n

No

mad

ic C

om

mu

nit

ies

Pro

du

ce

rep

rod

uct

ive

hea

lth

m

ater

ials

on

m

ater

nal

hea

lth

an

d

child

care

fo

r n

om

adic

mo

ther

s

25

,00

0

Rep

rod

uct

ive

hea

lth

mat

eria

ls

pro

du

ced

an

d

5,0

00

no

mad

ic

mo

ther

s tr

ain

ed

on

mat

ern

al

hea

lth

and

ch

ildca

re

NC

NE

4th

Qu

arte

r 2

01

1-1

st

Qu

arte

r,2

01

4

Cap

ital

an

d

MD

Gs

app

rop

riat

ion

2.2

5C

arry

ing

ou

t A

dvo

cacy

on

En

rolm

ent,

Ret

enti

on

an

d

Co

mp

leti

on

of

No

mad

ic

Gir

l-C

hild

Co

nd

uct

ad

voca

cy

on

en

rolm

ent,

re

ten

tio

n a

nd

m

ob

iliza

tio

n o

f gi

rl-

child

No

mad

ic G

irl

Ch

ild E

du

cati

on

en

rolm

ent

incr

ease

d b

y 5

00

,00

0

NC

NE

4th

Qu

arte

r

20

11

-3rd

Q

uar

ter,

20

14

Cap

ital

an

d

MD

Gs

Ap

pro

pri

atio

n

2.2

6D

eev

elo

pin

g IC

T-B

ased

P

rogr

amm

es f

or

NFE

·

Dev

elo

p e

-lea

rnin

g s

Pack

age

for

NFE

P

rogr

amm

mes

·

D

isse

min

ate

pac

kage

s to

en

d

use

rs

N

FE e

-lea

rnin

g p

acka

ges

dev

elo

ped

an

d

dis

sem

inat

ed

NM

EC, 3

6

Stat

es S

AM

E

and

FC

T

Ab

uja

1st

-3

rd

Qu

arte

r,

20

15


S/N

TUR

N A

RO

UN

D S

TRA

TEG

YA

CTI

VIT

YD

ELIV

ERA

BLE

IMP

LEM

ENTI

NG

AG

ENC

Y

TIM

ELIN

E

(QU

AR

TER

LY)

SO

UR

CE(

S) O

F

FUN

DIN

G

2.2

7P

rod

uci

ng

inst

ruct

ion

al

mat

eria

ls f

or

No

n-F

orm

al

Edu

cati

on

Lea

rner

s at

all

Leve

ls in

sel

ecte

d N

iger

ian

la

ngu

ages

Pri

nt

50

0,0

00

co

pie

s o

f D

raw

ing

Bo

ok

Size

d 2

A, 2

B,

2D

exer

cise

bo

oks

, p

rim

ers

in m

ajo

r N

iger

ian

Lan

guag

es

Inst

ruct

ion

al

mat

eria

ls

avai

lab

le t

o a

ll le

arn

ers

on

NFE

p

rogr

amm

es

in

sele

cted

Nig

eria

n

lan

guag

es

NM

EC, 3

6

Stat

es,

SAM

E

and

FC

T

Ab

uja

1st

-3

rd

Qu

arte

r,

20

11

-20

15

2.2

8·

In

crea

sin

g En

rolm

ent

in

Pro

gram

mes

th

at h

ave

Co

nsi

sten

tly

Ea

rned

Fu

ll A

ccre

dit

atio

n S

tatu

s St

ren

gth

enin

g/ex

pan

din

g

Op

en a

nd

Dis

tan

ce L

earn

ing

(OD

L) S

yste

ms

in S

elec

ted

Po

lyte

chn

ic.

·

In

crea

sin

g A

war

enes

s an

d S

up

po

rt f

or

Alt

ern

ativ

e R

ou

te t

o H

igh

er T

ech

nic

al

Edu

cati

on

th

rou

gh IE

Is

·

Enco

ura

gin

g th

e

ado

pti

on

an

d

entr

ench

men

t o

f e

-lea

rnin

g

·

Ensu

rin

g O

DL

inst

itu

tio

ns

com

ply

wit

h

NU

C a

pp

rop

riat

e st

and

ard

·

Pro

vid

e ad

dit

ion

al

faci

litie

s an

d s

taff

·

Enco

ura

ge p

riva

te

sect

or

par

tici

pat

ion

in p

rovi

sio

n o

f fa

cilit

ies

·

Imp

lem

ent

po

licy

on

aw

ard

of

Deg

ree

s b

y C

olle

ges

of

Edu

cati

on

an

d

Poly

tech

nic

s th

at

mee

t

the

m

inim

um

re

qu

irem

ents

·

Ensu

re t

hat

O

DL

pro

vid

ers

com

ply

wit

h N

UC

st

and

ard

· C

arry

ing

cap

acit

y in

crea

sed

by

25

%

in s

elec

ted

co

urs

es

· In

crea

sed

OP

S p

arti

cip

atio

n in

ed

uca

tio

n

thro

ugh

PP

P o

r d

irec

t fu

nd

ing

·

Polic

y o

n

awar

d o

f D

egre

es

by

Poly

tech

nic

s an

d C

OEs

im

ple

men

ted

·

Stan

dar

ds

for

OD

L co

mp

lied

w

ith

FME,

NB

TE,

NU

C, N

OU

N,

NM

C

1-4

th

qu

arte

rs

20

12

-20

15

FME,

NB

TE,

NU

C, N

OU

N,

NM

C


2.3

0In

tegr

atin

g A

lbin

ism

Ed

uca

tio

n in

to t

he

sch

oo

l sy

stem

·O

rgan

ise

St

akeh

old

ers

Foru

m

on

Alb

inis

m

·D

evel

op

B

luep

rin

t fo

r A

lbin

ism

Ed

uca

tio

n

·D

evel

op

ad

voca

cy

mat

eria

ls f

or

alb

inis

m e

du

cati

on

·O

rgan

ise

advo

cacy

an

d

sen

siti

zati

on

w

ork

sho

ps

on

A

lbin

ism

·B

luep

rin

t o

n

Alb

inis

m

edu

cati

on

d

evel

op

ed

·St

akeh

old

ers

’ fo

rum

on

A

lbin

ism

o

rgan

ized

·A

dvo

cacy

m

ater

ials

fo

r A

lbin

ism

e

du

cati

on

d

evel

op

ed

FME/

BSE

, N

ERD

C1

st-4

th

qu

arte

r 2

01

2-

20

14

Bu

dge

tary

al

loca

tio

ns

for

20

11

·A

dvo

cacy

an

d

Sen

siti

zati

on

W

ork

sho

ps

on

A

lbin

ism

o

rgan

ized

in 6

ge

o-p

olit

ical

zo

nes

2.3

1

Esta

blis

hin

go

f N

atio

nal

D

iagn

ost

ic a

nd

Ass

essm

ent

Cen

tres

fo

r Sp

ecia

l Nee

ds

Ch

ildre

n

Set

up

ad

iagn

ost

ic

cen

tre

for

pro

per

d

iagn

osi

s o

f Sp

ecia

l ch

ildre

n’s

ed

uca

tion

al

ne

ed

s

Cen

tres

fo

r sc

reen

ing,

as

sess

men

t an

d

pla

cem

ent

of

child

ren

wit

h

spec

ial n

eed

s es

tab

lish

ed

FME/

BSE

1st

qu

arte

r -4

th

Qu

arte

r 2

01

2 –

20

14

An

nu

al b

ud

get

pro

visi

on

S/N

TUR

N A

RO

UN

D S

TRA

TEG

YA

CTI

VIT

YD

ELIV

ERA

BLE

IMP

LEM

ENTI

NG

AG

ENC

Y

TIM

ELIN

E

(QU

AR

TER

LY)

SOU

RC

E(S)

OF

FUN

DIN

G

Co

nd

uct

cap

acit

y b

uild

ing

wo

rksh

op

s fo

r fa

cilit

ato

rs t

o a

chie

ve

qu

alit

y in

mas

s lit

erac

y

Co

nd

uct

Zo

nal

an

d

Stat

e w

ork

sho

ps

to

bu

ild c

apac

ity

of

stak

eho

lder

s, o

n

STU

MEC

pri

nci

ple

s

Dev

elo

p S

ensi

tiza

tio

n

and

mo

bili

zati

on

of

Polic

yfo

r

Mak

ers/

Emir

s/C

hie

fs/

Rel

igio

us/

Trad

itio

nal

Le

ader

s

Edit

an

d p

rin

t

stan

dar

diz

ed

inst

rum

ent

to

det

erm

ine

adu

lt

lite

racy

lea

rne

rs’

cert

ific

ate

equ

ival

ent

Co

nd

uct

nee

ds

asse

ssm

ent

of

two

h

un

dre

d a

nd

fif

ty-

seve

n (

25

7)

liter

acy

cen

tres

acr

oss

th

e co

un

try.

2.3

2H

igh

Lev

el A

dvo

cacy

Vis

its

to

Stat

es w

ith

Hig

h G

end

er

Dis

par

ity

En

rolm

ent,

re

ten

tio

n a

nd

co

mp

leti

on

in

sch

oo

ls e

nh

ance

d

FME,

UN

ICEF

, N

GO

s an

d

Stat

es

Ma

rch

, 2

01

2

–

Au

g.

20

15

An

nu

al b

ud

get

pro

visi

on

2.3

3R

olli

ng

ou

t o

f St

ud

ents

’ Tu

tori

ng,

Men

tori

ng

and

C

ou

nse

ling

(STU

MEC

) in

all

the

Stat

es a

nd

Mo

nit

ori

ng

to

ensu

re S

ust

ain

abili

ty

Pro

visi

on

of

fun

ctio

nal

an

d

qu

alit

y ed

uca

tio

n

for

all c

hild

ren

enh

ance

d

FM

E, U

NIC

EF,

NG

Os

and

St

ates

Mar

ch, 2

01

2 –

Au

g. 2

01

5

An

nu

al b

ud

get

pro

visi

on

2.3

4D

evel

op

ing

the ca

pac

ity

of

Ad

ult

an

d N

on

-Fo

rmal

Ed

uca

tio

n Faci

litat

ors

A

du

lt e

du

cati

on

trai

ner

s’ c

apac

ity

bu

ilt

FME/

NM

EC,

NG

Os

20

12

-20

15

An

nu

al

bu

dge

tin

g p

rovi

sio

n

2.3

5D

evel

op

ing st

and

ard

ized

an

d

qu

alit

y as

sura

nce

inst

rum

ent

for

NFE

Stan

dar

diz

ed

inst

rum

ent

pro

vid

ed a

nd

pu

blis

hed

FM

E, N

GO

an

d

NM

EC

May

20

12

An

nu

al

bu

dge

tin

g p

rovi

sio

n

2.3

6R

esu

scit

atin

g lit

erac

y ce

ntr

es

acro

ss N

iger

ia

Two

hu

nd

red

an

d

fift

y-se

ven

(2

75

)

liter

acy

cen

tres

resu

scit

ated

FM

E/N

MEC

20

12

-20

15

An

nu

al b

ud

get

pro

visi

on

S/N

TUR

N A

RO

UN

D S

TRA

TEG

YA

CTI

VIT

YD

ELIV

ERA

BLE

IMP

LEM

ENTI

NG

AG

ENC

Y

TIM

ELIN

E

(QU

AR

TER

LY)

SOU

RC

E(S)

OF

FUN

DIN

G



3.0 STANDARD AND QUALITY ASSURANCEQuality Assurance is a major challenge of Nigeria's education system. A critical look at the educational institutions reveals low standard and quality of schools and their products. Infrastructural decay, obsolete facilities, poor teacher quality, mass failure in public examinations, cultism, examination malpractice and maladministration, are indicators of the poor state of education in Nigeria. Most primary and secondary schools lack the essential infrastructure to enable them function. They lack adequate support services that enhance teaching and learning. For meaningful national development, academic excellence should be complemented with sound character, emotional stability, good health and respect for fellow citizens.

The situation in our schools is further compounded by weak and inadequate quality assurance mechanisms. The result is ineffective school supervision and inspection by the Federal, the State and Local government operatives. For example, at the Federal level, only 4.9% of primary and 4.7% of Secondary Schools were inspected by the Federal Inspectorate Service in 2004 and 2005. The Federal Ministry of Education (FME) has produced and distributed Quality Assurance (QA) Handbooks and Instruments to all States, the Federal Capital Territory inclusive and trained teachers in the use of such materials. A lot still need to be done to improve the capacity of school inspectors and supervisors. The Inspectorate Services (at the three tiers of government) also need to deliver better school supervision and monitoring results for remarkable educational growth.

At the tertiary level, the concern is related to instability of the academic calendar, infrastructural decay and obsolescence of equipment among others. All these culminate in the lowering of the quality of graduates from tertiary institutions. In addition, existing tertiary education curricula are out-dated and, therefore, largely irrelevant to our national needs and global competitive demands.

Other challenges to education quality include:

· non professionalization of Education Quality Assurance practice;

· absence of a comprehensive Standard and Quality Assurance Standards Policy document;

· lack of synergy among relevant stakeholders in Quality Assurance, resulting in institutional constraints and role conflict ;

· weak support structure for Students Industrial Work Experience Scheme (SIWES);

· low learning outcomes in literacy, numeracy and life skills;

· inadequate deployment of ICT for teaching and learning purposes;

· inadequate capacity of educational institutions to undertake internal/comparative quality assessment; and

· Inadequate mechanisms for identifying learners with special needs and the gifted children.

Educational projects and programmes in the next four years, will have to address these key challenges in order to improve education quality and bring about the desired transformation of


Nigeria. The Turn Around Strategies proposed for the Focal Area of Standard and Quality Assurance are clustered around five critical education issues, namely:

i policy coordination;ii educational input (infrastructure, instructional materials, ICT, etc.);iii process issues arising from implementation of educational programmes and services;iv benchmarking and setting of educational standards; and v assessment, monitoring, and evaluation issues.

Specific actions to perform in order to address these challenges include:· reviewing and strengthening legal framework for educational institutions and regulatory

agencies· undertaking capacity building of school inspectors and supervisors;· professionalization of education standard and quality assurance practice; · strengthening partnerships/collaboration among relevant stakeholders;· establish a Quality Assurance Management Information System that links with NEMIS;· reviewing and enriching the existing school curricular;· development of instructional materials (such as textbooks, syllabi, etc);· establishment of a standardized assessment system for monitoring and reporting learning

achievement;· provision and monitoring of Direct Teaching and Laboratory Cost Grant (DTLC);· provision and monitoring of Teaching and Research Equipment Grant;· establishing and equipping of Guidance and Counseling Units in all schools;· provision of ICT infrastructure and equipment in all schools;· introduction of e-learning to expand access to quality education;· implementation of the provisions of the National Information Technology Education

Framework; and· rehabilitation and development of infrastructural facilities across sectors of education.

Ass

ura

nce

do

cum

ent

STA

ND

AR

D A

ND

QU

ALI

TY A

SSU

RA

NC

E

S/N

TUR

N A

RO

UN

D

STR

ATE

GY

AC

TIV

ITIE

SD

ELIV

ERA

BLE

SIM

PLE

MEN

TIN

G

AG

ENC

Y

TIM

E-LI

NE

QU

AR

TER

LYSO

UR

CE(

S) O

F FU

ND

ING

3.1

Dev

elo

pin

g

Nat

ion

al

Polic

y

and

Str

ateg

y

on

Edu

cati

on

Qu

alit

y

Ass

ura

nce

fo

r

Stre

ngt

hen

ing

Rel

atio

nsh

ip

bet

wee

n F

eder

al a

nd

Stat

e In

spec

tors

an

d

Loca

l Go

vern

men

t

Edu

cati

on

Su

per

viso

rs

·

Inau

gura

te M

inis

teri

al

Co

mm

itte

e o

n Q

ual

ity

Ass

ura

nce

·

Org

anis

e st

akeh

old

ers

’

wo

rksh

op

to

rev

iew

th

e

Nat

ion

al

Polic

y o

n

·

Edu

cati

on

Qu

alit

y A

ssu

ran

ce

an

d S

trat

egy

·

Org

aniz

e w

ork

sho

p t

o c

riti

qu

e

th

e d

ocu

men

ts o

n N

atio

nal

Polic

y o

n E

du

cati

on

Qu

alit

y A

ssu

ran

ce a

nd

Str

ateg

y

·

Pro

du

ce

and

dis

sem

inat

e

·

of

the

fin

al p

olic

y an

d s

trat

egy

do

cum

ent

·

A R

evis

ed N

atio

nal

Po

licy/

·

Stra

tegy

on

Ed

uca

tio

n Q

ual

ity

·

pro

du

ced

an

d im

ple

men

ted

·

Res

po

nsi

bili

ties

fo

r

·

Co

llab

ora

tive

insp

ecto

rate

· se

rvic

es a

t fe

der

al/s

tate

/lo

cal

· le

vels

ass

ign

ed

· B

ette

r re

lati

on

ship

an

d

sy

ner

gy

· am

on

g Fe

der

al, S

tate

an

d

LGA

s

· Q

ual

ity

Ass

ura

nce

Age

nts

·

esta

blis

hed

FME/

FIS

FME/

FIS,

SMo

Es

and

LG

As

1

st a

nd

2n

d

Qu

arte

r o

f 2

01

2

FME

bu

dge

t

3.2

Bu

ildin

g C

apac

ity

of

Fe

der

al, S

tate

an

d

LGEA

Su

per

viso

rs a

nd

Sc

ho

ol M

ange

rs

o

n

Q

ual

ity

Ass

ura

nce

·

Org

aniz

e

six

(6)

Zo

nal

Tra

inin

g

W

ork

sho

ps

·

O

rgan

ize

sho

rt t

rain

ing

in

re

leva

nt

in

stit

uti

on

s ac

ross

the

cou

ntr

y

Fed

eral

, St

ate

, LGEA

su

per

viso

rs a

nd

sch

oo

l

man

ager

s tr

ain

ed o

n

Qu

alit

y A

ssu

ran

ce

FME/

FIS,

SM

oEs

, FC

T an

d

LGEA

s

2n

d t

o

4

th

Q

uar

ter

20

12

-20

14

FME

bu

dge

tary

al

loca

tio

n a

nd

aid

fro

m

dev

elo

pm

ent

par

tner

s an

dM

DG

off

ice

3.3

Pro

du

cin

g

Nat

ion

al

Ass

essm

ent

Kit

s fo

r

Ea

rly

Child

hood

Car

e fo

r D

evel

op

men

t Ed

ucat

ion

(EC

CD

E) in

Nig

eria

·

Iden

tify

ap

pro

pri

ate

ECC

DE

asse

ssm

ent

kits

·

Pro

du

ce E

CC

DE

asse

ssm

ent

kits

Nat

ion

al A

sses

smen

t ki

t fo

r

EC

CD

E

pro

du

ced

FME/

FIS,

SM

OEs

,

U

NIC

EF

2n

d t

o 4

th

Q

uar

ter

20

12

FME

Bu

dge

tary

A

lloca

tio

n



3.4

Dev

elo

pin

g

Ach

ieve

men

t in

dic

ato

rs f

or

Tech

nic

al a

nd

Vo

cati

on

al C

entr

es

·

Org

anis

e te

chn

ical

an

d c

riti

qu

e w

ork

sho

ps

·P

rod

uce

and

dis

sem

inat

e

ach

ieve

men

t in

dic

ato

rs

A

chie

vem

ent

ind

icat

ors

fo

rte

chn

ical

an

d v

oca

tio

nal

ce

ntr

es p

rod

uce

d a

nd

d

isse

min

ated

.

FM

E/FI

S3

rd t

o 4

th

qu

arte

r 2

01

2

FME

Bu

dge

t ap

pro

pri

atio

n

3.5

Rev

iew

ing

Gu

idan

ce

and

Co

un

selli

ng

Fram

ewo

rk in

Sch

oo

lsN

atio

nw

ide.

·

Set

up

Min

iste

rial

Co

mm

itte

e to

·

revi

ew

Gu

idan

ce a

nd

Co

un

selli

ng

Fram

ewo

rk

·

Org

aniz

e W

ork

sho

ps

to r

evie

w

the

Fram

ewo

rk

·

Pro

du

ce t

he

revi

ewed

Fra

mew

ork

Gu

idan

ce a

nd

Co

un

selli

ng

Fram

ewo

rk R

evie

wed

an

d

Pro

du

ced

FM

E, U

BEC

,

Stat

es

2n

d

Qu

arte

r,

20

12

FM

E, U

BEC

Fu

nd

ing

3.6

Cre

atin

g D

irec

t D

ata

C

aptu

re P

ort

al f

or

sc

ho

ols

and

usi

ng

Bio

met

ric

dat

a to

C

aptu

re/V

alid

ate

Can

did

ates

’

Reg

istr

atio

n

·

Des

ign

an

d d

evel

op

on

-lin

e

re

gist

rati

on

po

rtal

fo

r sc

ho

ols

.

·

Org

anis

e se

nsi

tisa

tio

n

w

ork

sho

ps

fo

r p

rin

cip

als

and

exam

inat

ion

off

icer

s.

·

Sen

siti

ze s

take

ho

lder

s th

rou

gh

wo

rksh

op

s an

d s

emin

ars

·

Dir

ect

dat

a ca

ptu

re w

ebsi

te

des

ign

ed, d

evel

op

ed a

nd

acti

vate

d.

·

Sen

siti

sati

on

wo

rksh

op

s

org

anis

ed.

WA

EC,

NEC

O

1st

, 2nan

d

3rd

Qu

arte

rs

20

12

FME

Bu

dge

tap

pro

pri

atio

n

3.7

Usi

ng

Op

tica

l Bra

ille

R

ead

er (

OB

R)

fo

r So

urc

ing

Vis

ual

ly

Chal

len

ged

C

and

idat

es’

Scri

pts

Inst

all O

BR

equ

ipm

ent

and

so

ftw

are

Two

Pai

rs O

BR

mac

hin

es

acq

uir

ed a

nd

inst

alle

d b

y ex

amin

atio

n b

od

ies

NEC

O, W

AEC

,

JAM

B a

nd

NA

BTE

B

1st

, 2n

d, 3

rd

an

d 4

th

q

uar

ters

2

01

2-2

01

4

Ap

pro

pri

atio

n

S/N

TUR

N A

RO

UN

D

STR

ATE

GY

AC

TIV

ITIE

SD

ELIV

ERA

BLE

SIM

PLE

MEN

TIN

G

AG

ENC

YTI

ME-

LIN

E Q

UA

RTE

RLY

SOU

RC

E(S)

OF

FUN

DIN

G


3.8

Rev

iew

ing

and

En

rich

ing

Cu

rric

ulu

m

at B

asic

an

d P

ost

-

B

asic

Ed

uca

tio

n

Le

vels

·O

rgan

ize

crit

iqu

e w

ork

sho

ps

·R

evie

w U

BE

curr

icu

lum

in

acco

rdan

ce w

ith

nat

ion

al n

eed

s

·

Pro

du

ce

and

dis

sem

inat

e

re

view

ed

curr

icu

lum

fo

r B

asic

an

d

Po

st-B

asic

Edu

cati

on

Bas

ic a

nd

Po

st-B

asic

Edu

cati

on

curr

icu

lum

pro

du

ced

an

d

dis

sem

inat

ed

FME/

NER

DC

/U

BEC

1

st-2

nd

Qu

arte

rs

20

12

MD

G a

nd

ETF

CR

F

3.9

Enri

chin

g N

iger

ian

Edu

cati

on

by

Dev

elo

pin

g

Ort

ho

grap

hie

s fo

r

Twen

ty (

20

)

Ad

dit

ion

al

Nig

eria

n

Lan

guag

es

·

Dev

elo

p o

rth

ogr

aph

ies

for

twen

ty

·

(20

)

Nig

eria

n L

angu

ages

·

Dev

elo

p B

asic

Ed

uca

tio

n

Cu

rric

ulu

m f

or

3 N

iger

ian

Lan

guag

es

(Kan

uri

, Tiv

an

d F

ulf

uld

e)

·

Dev

elo

p S

SE C

urr

icu

lum

fo

r

Five

(5

)

Nig

eria

n L

angu

ages

(K

anu

ri,

Tiv

and

Fu

lfu

lde)

·

Dev

elo

p B

ilin

gual

Dic

tio

nar

ies

in

Six

·

(6)

net

wo

rk N

iger

ian

Lan

guag

es

·

Ort

ho

grap

hie

s fo

r Tw

enty

(20

)

Nig

eria

n L

angu

ages

dev

elo

ped

·

Bas

ic E

du

cati

on

Cu

rric

ulu

m

for

Five

(5)

Nig

eria

n L

angu

ages

(Kan

uri

, Tiv

an

d F

ulf

uld

e)

dev

elo

ped

·

SSE

Cu

rric

ulu

m f

or

Thre

e (3

)

Nig

eria

n L

angu

ages

(K

anu

ri,

Tiv

and

Fu

lfu

lde)

dev

elo

ped

·

Bili

ngu

al D

icti

on

arie

s in

Six

(6

)

net

wo

rk N

iger

ian

Lan

guag

es

dev

elo

ped

FME/

NER

DC

FME/

NER

DC

20

12

-20

13

MD

G a

nd

B

ud

geta

ry

Allo

cati

on

3.1

0D

evel

op

ing

Ben

chm

arks

fo

r

Min

imu

m A

cad

emic

St

and

ard

s in

Ter

tiar

y In

stit

uti

on

s

·

Dev

elo

p b

ench

mar

ks f

or

min

imu

m

Aca

dem

ic S

tan

dar

ds

for

Pro

gram

mes

wit

ho

ut

Ben

chm

arks

an

d M

inim

um

Aca

dem

ic S

tan

dar

ds

in N

iger

ian

Un

iver

siti

es

Dev

elo

p b

ench

mar

ks a

nd

m

inim

um

aca

dem

ic s

tan

dar

ds

for

pro

gram

mes

wit

ho

ut

Ben

chm

arks

an

d M

inim

um

Aca

dem

ic S

tan

dar

ds

in

Nig

eria

n P

oly

tech

nic

s a

nd

C

olle

ges

of

Edu

cati

on

Ben

chm

arks

an

d M

inim

um

Stan

dar

ds

dev

elo

ped

fo

r

tert

iary

inst

itu

tio

ns

–

Un

iver

siti

es, P

oly

tech

nic

s an

d

Co

llege

s o

f Ed

uca

tio

n

NU

C,N

BTE

,

NC

CE

20

12

-20

14

Ap

pro

pri

atio

n

·

S/N

TUR

N A

RO

UN

D

STR

ATE

GY

AC

TIV

ITIE

SD

ELIV

ERA

BLE

SIM

PLE

MEN

TIN

G

AG

ENC

YTI

ME-

LIN

E Q

UA

RTE

RLY

SOU

RC

E(S)

OF

FUN

DIN

G


3.1

1B

uild

cap

acit

y o

f U

niv

ersi

ty,

Poly

tech

nic

an

d

Co

llege

of

Edu

cati

on

Li

bra

rian

s.

Org

aniz

e w

ork

sho

ps

on

op

en

acce

ss t

o li

bra

ry a

nd

info

rmat

ion

re

sou

rces

an

d s

ervi

ces

Un

iver

siti

es, P

oly

tech

nic

san

d

Co

llege

of

Edu

cati

on

Lib

rari

ans

trai

ned

.

LRC

N1

st-4

thQ

uar

ter

20

12

-20

14

Bu

dge

tary

A

lloca

tio

n

3.1

2D

evel

op

ing

Stan

dar

ds

for

Lib

rari

es in

Nig

eria

-Org

aniz

e W

ork

sho

p t

o d

evel

op

stan

dar

d g

uid

elin

es f

or

qu

alit

y as

sura

nce

fo

r

libra

ries

in

Nig

eria

Lib

rary

sta

nd

ard

s an

d q

ual

ity

assu

ran

ce g

uid

elin

es p

rod

uce

d,

and

dis

trib

ute

d

LRC

N,N

LA

1st

–

4th

Qu

arte

r 2

01

2

Bu

dge

tary

A

lloca

tio

n

3.1

3

Stre

ngt

hen

ing

and

Exp

and

ing

e-le

arn

ing

in t

he

Edu

cati

on

Sect

or

thro

ugh

th

e Im

ple

men

tati

on

of

the

e-l

earn

ing

Fram

ewo

rk

·

Co

nd

uct

bas

elin

e su

rvey

·

Car

ry o

ut

com

mu

nic

atio

n &

advo

cacy

cam

pai

gn

·

Co

mm

ence

Co

nn

ecti

vity

Net

wo

rk

·

Co

-ord

inat

e IC

T in

terv

enti

on

in E

du

cati

on

·

Bas

elin

e st

ud

y co

nd

uct

ed

·

Dat

abas

e o

f ex

isti

ng

inte

rven

tio

ns

crea

ted

·

Inte

rven

tio

ns

har

mo

niz

ed b

y

MD

As

·

Aw

aren

ess

crea

ted

·

Inst

itu

tio

ns

uti

lize

e-l

earn

ing

infr

astr

uct

ure

FME/

ICeL

/IC

T2

01

2-1

5

Bu

dge

tary

A

lloca

tio

n

3.1

4

Reh

abili

tati

ng

Twen

ty

(26

)Fe

der

al U

nit

y

Co

llege

sp

er y

ear

·

Co

nd

uct

bas

elin

e su

rvey

to

det

erm

ine

area

s o

f n

eed

·

Iden

tify

ch

alle

nge

s in

eac

h F

UC

·C

om

men

ce R

ehab

ilita

tio

n

of

FUC

On

e h

un

dre

d a

nd

fo

ur

(10

4)

Fed

eral

Un

ity

Co

llege

s fu

lly

reh

abili

tate

d t

o s

tan

dar

d

FME/

BSE

/

UB

EC

20

12

-20

15

Bu

dge

tary

Allo

cati

on

S/N

TUR

N A

RO

UN

D

STR

ATE

GY

AC

TIV

ITIE

SD

ELIV

ERA

BLE

SIM

PLEM

ENTI

NG

AGEN

CYTI

ME-

LIN

E Q

UA

RTE

RLY

SOU

RC

E(S)

OF

FUN

DIN

G


3.1

5

Reh

abili

tati

ng

infr

astr

uct

ure

acr

oss

Tert

iary

Inst

itu

tio

ns

·

Inau

gura

te M

inis

teri

al C

om

mit

tee

on

Nee

ds

Ass

essm

ent

·

Pro

du

ce p

lan

fo

r re

hab

ilita

tio

n o

f

infr

astr

uct

ura

l fac

iliti

es

in t

erti

ary

inst

itu

tio

ns

·

Co

mm

ence

reh

abili

tati

on

of

infr

astr

uct

ura

l fac

iliti

es in

tert

iary

inst

itu

tio

ns

Reh

abili

tati

on

of

infr

astr

uct

ure

(b

uild

ings

, cla

ssro

om

s, w

ater

, el

ectr

ical

, lab

ora

tori

es, e

tc)

com

men

ced

FME/

NU

C/

NB

TE/N

CC

E/

TETF

un

d/S

tate

go

vern

men

ts

2

01

1-2

01

5B

ud

geta

ry

Allo

cati

on

3.1

6

Reh

abili

tati

ng

/

Dev

elo

pin

g Te

ach

ing

-Lea

rnin

g

Su

pp

ort

Res

ou

rces

ac

ross

ter

tiar

y

in

stit

uti

on

s

·

Dev

elo

p

pla

n f

or

reh

abili

tati

on

/

dev

elo

pm

ent

of

Teac

hin

g-L

earn

ing

su

pp

ort

res

ou

rces

acr

oss

ter

tiar

y in

stit

uti

on

s

·

Co

mm

ence

pro

visi

on

of

teac

hin

g- le

arn

ing

sup

po

rt r

eso

urc

es a

cro

ss

tert

iary

inst

itu

tio

ns

Reh

abili

tati

on

/dev

elo

pm

ent

of

Te

ach

ing

-Lea

rnin

g

sup

po

rt

re

sou

rces

co

mm

ence

d

FME/

NU

C/

N

BTE

/NC

CE/

TETF

un

d/

Stat

e

gove

rnm

ents

20

11

-20

15

B

ud

geta

ry

Allo

cati

on

3.1

7Tr

ain

ing

fou

r h

un

dre

d a

nd

six

teen

(4

16

) Sc

ien

ce

Teac

her

s in

th

e Fe

der

al U

nit

y C

olle

ges

to Q

ual

ify

as IC

T Te

ach

ers

·

Ad

op

tth

ecu

rric

ulu

m f

or

con

vers

ion

in li

aiso

n w

ith

CP

N.

·N

atio

nal

lau

nch

of

trai

nin

g

pro

gram

mes

.

·Tr

ain

fou

r h

un

dre

d a

nd

six

teen

(41

6)

scie

nce

tea

cher

s at

id

enti

fied

tra

inin

g ce

ntr

es

nat

ion

wid

e

4 IC

T te

ach

ers

per

Fed

eral

U

nit

y C

olle

ge t

rain

ed IC

T D

epar

tmen

t,

FME,

CP

N,N

UC

, N

BTE

, NC

CE,

N

TI, F

CSC

Mar

ch 2

01

2

to

20

15

A

nn

ual

B

ud

geta

ry

pro

visi

on

TUR

N A

RO

UN

D

STR

ATE

GY

AC

TIV

ITIE

SD

ELIV

ERA

BLE

SIM

PLE

MEN

TIN

G

AG

ENC

IES

TIM

ELIN

E (Q

UA

RTE

RLY

)

SO

UR

CES

(S)

OF

FUN

DIN

G

3.1

8·

Dev

elo

pin

gSt

and

ard

s an

d

Gu

idel

ines

fo

r C

on

ten

t an

d

Inst

ruct

ion

al

Mat

eria

lsin

A

pp

rop

riat

e M

edia

·En

cou

rag

ing

the

Dev

elo

pm

ent

of

e-

Co

nte

nt

in

Ap

pro

pri

ate

Med

ia

·

Dev

elo

p s

tan

dar

ds

and

gu

idel

ines

fo

r co

nte

nt

and

in

stru

ctio

nal

mat

eria

ls in

ap

pro

pri

ate

med

ia u

sin

g a

mu

lti-

sect

ora

l ap

pro

ach

.

·

Leve

rage

on

div

erse

med

ia f

or

the

life

cycl

e o

f co

nte

nt

and

in

stru

ctio

nal

mat

eria

ls.

·

Dig

itiz

e

of

con

ten

t fo

r o

ne

hu

nd

red

an

d f

ou

r (1

04

)FU

Cs

·D

eplo

ymen

t o

f e

-lea

rnin

g fa

cilit

ies

to F

UC

s

·

Stan

dar

ds

and

guid

elin

es

dev

elo

ped

·

E-co

nte

nt

in a

pp

rop

riat

e m

edia

pro

du

ced

and

in u

se

FME/

ICT/

ICeL

Mar

ch 2

01

2-

A

pri

l 20

15

An

nu

al

Bu

dge

tary

p

rovi

sio

n

3.1

9·E

stab

lish

ing

and

Su

stai

nin

ga

com

mo

n

ICT

Infr

astr

uct

ure

p

latf

orm

fo

r Ed

uca

tio

n

·Dev

elo

pin

g th

eN

atio

nal

Ed

uca

tio

n

and

Res

earc

h

Infr

astr

uct

ure

(N

ERI)

·In

terc

on

nec

t al

l o

ne

and

ho

ur

(10

4)

FUC

s, f

ort

y-th

ree

(43

)

FIS

and

six

(6

)

FS

B o

ffic

es w

ith

eac

h

oth

er a

nd

wit

h F

ME

HQ

·

Cre

ate

a

com

mo

n p

latf

orm

fo

r sh

arin

g re

sou

rces

, sec

uri

ty o

f ad

min

istr

atio

n a

nd

acc

ess

to t

he

Inte

rnet

·

Dev

elo

p f

un

ctio

nal

cam

pu

s

Net

wo

rk

·N

atio

nal

Ed

uca

tio

n a

nd

R

esea

rch

Infr

astr

uct

ure

in

pla

ce

FM

E/IC

TA

pri

l 20

12

-Ju

ne

20

15

A

nn

ual

b

ud

geta

ry

pro

visi

on

3.2

0En

cou

ragi

ng

Pri

vate

se

cto

r Pa

rtic

ipat

ion

in

Ed

uca

tio

n a

nd

Tr

ain

ing

on

ICT

Esta

blis

h a

fo

rum

fo

r co

ord

inat

ion

an

d s

yner

gy o

f co

rpo

rate

so

cial

re

spo

nsi

bili

ty in

itia

tive

s

·

Pu

blic

Pri

vate

Par

tner

ship

in

ICT

ed

uca

tio

n a

nd

tr

ain

ing

esta

blis

hed

FME/

ICT/

NG

O

& P

PP

May

20

12

an

d M

arch

2

01

5

An

nu

al

Bu

dge

tary

p

rovi

sio

n


S/N

TUR

N A

RO

UN

D

STR

ATE

GY

AC

TIV

ITIE

SD

ELIV

ERA

BLE

SIM

PLE

MEN

TIN

G

AG

ENC

YTI

ME

-LIN

E Q

UA

RTE

RLY

SOU

RC

E(S)

OF

FUN

DIN

G

3.2

1C

on

stru

ctin

g th

e H

ead

qu

arte

rs a

nd

B

ran

ches

of

the

Nat

ion

al L

ibra

ry

·

Co

nst

ruct

hea

dq

uar

ters

b

uild

ing

·

Co

nst

ruct

pro

toty

pe

bu

ildin

gs

at B

auch

i, Y

ola

, Kat

sin

a, G

om

be,

C

alab

ar,

Osh

ogb

o a

nd

Yo

la

·

Co

nst

ruct

fou

r (4

)

new

b

ran

ches

in B

orn

o, J

igaw

a,

Bay

elsa

an

d E

bo

nyi

·H

ead

qu

arte

rs b

uild

ing

com

ple

ted

.

·

Fou

r (4

) p

roto

typ

e b

uild

ings

co

mp

lete

d a

t K

atsi

na,

Go

mb

e, C

alab

ar a

nd

O

sogb

o.

·

Two

(2

)

pro

toty

pe

com

mis

sio

ned

in

B

auch

i &

Yola

an

d f

ou

r (4

)

new

Sta

te

Bra

nch

es a

t B

orn

o, J

igaw

a,

Bay

elsa

an

d E

bo

nyi

co

mm

issi

on

ed

FME/

NLN

2011

2015

NLN

B

ud

get

3.2

2Tr

ain

ing

of

Pro

fess

ion

al

Lib

rari

ans

in N

ew

Tren

ds

on

In

form

atio

n a

nd

C

om

mu

nic

atio

n

Tech

no

logi

es (

ICT)

Org

aniz

e

wo

rksh

op

s an

d

sem

inar

s o

n c

urr

ent

tren

ds

in

libra

rian

ship

.

Li

bra

ry s

ervi

ce d

eliv

ery

in

the

use

of

ICT

imp

rove

d

FME/

NLN

20

11

–

20

15

An

nu

al

Bu

dge

t



4.0 TEACHER EDUCATION AND DEVELOPMENT

4.1 Introduction

The quality of any educational system is determined by the quality of the teaching-learning process. Teachers interpret and communicate the curriculum to learners. They ensure the efficient and effective use the country's investment in education, act as role models to the learners and transmit societal values from generation to generation. Thus, the education and development of the teacher is paramount to the country. The educational system is only as good as the quality of its teachers.

The poor quality of educational outcomes recorded in recent years is attributable to the poor quality of teachers, among others. The challenges of poor teacher quality become more pronounced in the following of teacher education development areas:

i. pre-Service teacher education;ii. orientation and induction of new teachers;iii. continuing professional development for teachers;iv. school leadership recruitment, appointment and training;v. framework for teaching standards; andvi. incentives to attract and retain quality teachers.

4.2 Initial Teacher Education The initial teacher education component is characterised by poor training at various educational levels. Teachers mostly teach using obsolete theory-based curriculum and limited range of instructional methods and materials. Integration of Information and Communications Technology (ICT), understanding of how the brain works and engaging diverse learners in different classroom situations are rarely taught. Where this takes place, it is in a very rudimentary fashion. The result is that of limited repertoire of skills, worsened by the low quality of the curriculum. Another situation that exacerbated all the issues raised above is the poor quality of student intake most of whom take to teacher education as a last resort and will readily abandon it as soon as better opportunities are available.

The quality of the lecturers is, to a large extent poor. Most of them lack adequate research-based qualifications. They are also faced with the problem of inadequate teaching resources, access to modern library and information resources and exposure to other educational systems. The result of all these, is that most teachers' skills are too basic and limited to be able to communicate the curriculum effectively.

The society is therefore faced with large number of teachers unable to manage the classroom of the st21 century. This state of affairs is not only antithetical to growth and development; it is also

counterproductive.


4.3 Orientation and Induction of New TeachersFormal orientation of new teachers is virtually non-existent in the country. New graduates are employed and deployed to classrooms without adequate preparation and induction. For new teachers to be effective, they must undergo proper orientation, induction, mentoring, and support programmes in the classroom.

4.4 Continuing Professional Development for TeachersWhere continuing professional development exists, it is often of very poor. In addition to poor quality, there are also not enough channels for effective teacher professional development. Low level ICT integration makes on-line training almost impossible. There are also no exchange programmes for sharing best practices. Many teachers have been teaching for years without opportunities to improve their competences through continuous professional development. One of the major issues affecting teacher professional development is the mismatch between teaching qualifications and teacher skills and competences. Post initial training professional development should primarily update knowledge and skills and not focused entirely on acquisition of certificates. However, in many instances teachers have had to go back to the formal tertiary institutions for higher qualification programmes from the same institutions that did not prepare them adequately well during the initial teacher training programme.

4.5 School Leadership Recruitment, Appointment and TrainingSchool leadership appointment is often subjective and not dependent on clear cut performance indices. The ability of school administrators to function effectively is also reduced due to inadequate funding, faulty teacher recruitment and indiscipline. Furthermore, the framework for head teacher expectations is not implemented by authorities.

4.6 Recruitment and Retention of Good TeachersLow public esteem and remuneration have adversely affected the recruitment and retention of quality teachers. As a result, availability of quality teachers in Nigeria is extremely low especially in subjects such as Mathematics, the Sciences and Languages

Assessment for career advancement of teachers is unsatisfactory mainly because promotions are based on years of service rather than quality of output. This brings about laziness, lack of creativity and commitment and general inefficiency in the system. The impact of the low remuneration and delayed salary payment, include high attrition rate, low morale and motivation to teach, endless struggle to make ends meet; sometimes toiling as 'okada' riders. Such teachers can neither inspire confidence nor command respect of those they teach. Consequently, teachers are no longer regarded as role models. The cumulative effects of poor teaching-learning conditions and teaching incentives are low performance and poor teacher retention rate. Teachers work in very poor physical environments with limited professional support and tools. They also contend with overcrowded classrooms of an average teacher:student ratio as high as 1:75 compared to the UNESCO recommended 1:35. To address the challenge of education in Nigeria, professional development and incentives for teachers is the most important action that must be taken to ensure instructional quality. This is expected to translate to higher student achievement and overall educational growth.


S/N

TUR

N

AR

OU

ND

ST

RA

TEG

Y

A

CTI

VIT

Y

DEL

IVER

AB

LE

IM

PLE

MEN

TIN

G

AG

ENC

Y

TI

MEL

INE

(Qu

arte

rly)

SOU

RC

E(S)

OF

FUN

DIN

G

4.1

Exp

and

ing

and

Im

pro

vin

g IC

T,

Faci

litie

s In

stru

ctio

nal

Fa

cilit

ies

in

Teac

her

Ed

uca

tio

n

Inst

itu

tio

ns

to

Mak

e th

em

Glo

bal

ly

Co

mp

etit

ive

·

Imp

lem

ent

Go

vern

men

t d

irec

tive

on

IC

T in

itia

tive

s fo

r Te

rtia

ry

Inst

itu

tio

ns

·

Imp

lem

ent

the

Fed

eral

G

ove

rnm

ent

e-

lear

nin

g fr

amew

ork

·

ICT

infr

astr

uct

ure

p

rovi

ded

acr

oss

in

stit

uti

on

s

·

ICT

inte

grat

ed in

to

the

del

iver

y o

f te

ach

er

edu

cati

on

cu

rric

ulu

m

NTI

, NC

CE,

TR

CN

, N

MC

, NU

C

1st

Q

uar

ter

20

12

-

4th

Qu

arte

r

20

13

Bu

dge

tary

p

rovi

sio

ns.

4.2

Enh

anci

ng

and

Fa

st-T

rack

ing

Exam

inat

ion

an

d r

esu

lt

pro

cess

ing

in

Teac

her

ed

uca

tio

n O

DL

inst

itu

tio

n.

Imp

rove

th

e q

ual

ity

of

exam

inat

ion

s an

d r

esu

lts

by

intr

od

uci

ng

e-

pro

cess

ing

of

exam

inat

ion

re

sult

s.

NTI

exa

min

ati

on

res

ult

s p

roce

ssin

g en

han

ced

p

NTI

Bu

dge

tary

ro

visi

on

s

TEA

CH

ER E

DU

CA

TIO

N A

ND

DEV

ELO

PM

ENT


4.3

Stre

ngt

hen

ing

of

Ph

ysic

al

Faci

litie

s in

Te

ach

er

Edu

cati

on

OD

L in

stit

uti

on

.

·P

rod

uce

wo

rk

pla

n o

n t

he

bu

ildin

g o

f M

od

el

Stu

dy

Cen

tres

·B

uild

Mo

del

St

ud

y C

entr

es i

n

each

Sta

te a

nd

th

e FC

T fo

r N

TI

Mo

del

Stu

dy

Cen

tres

bu

ilt N

TI

20

12

-20

15

Bu

dge

tary

p

rovi

sio

ns

4.4

Rev

iew

ing

and

U

p-d

atin

g N

CE

Cu

rric

ulu

m in

Te

ach

er

Edu

cati

on

In

stit

uti

on

s in

clu

din

g O

DL

in li

ne

wit

h

spec

ialis

t te

ach

er

edu

cati

on

cu

rric

ulu

m

des

ign

ed b

y N

CC

E

Rev

iew

NC

E (D

LS)

pro

gram

me

in

lin

e w

ith

th

e Sp

ecia

list

Teac

her

s P

rogr

amm

e d

esig

ned

by

NC

CE.

NC

E (D

LS)

pro

gram

me

re

view

ed in

lin

e w

ith

th

e 5

th

edit

ion

of

th

e N

CC

E M

inim

um

Sta

nd

ard

s

FME,

NTI

, N

CC

E,

TRC

N, N

UC

Bu

dge

tary

P

rovi

sio

ns

S/N

TUR

N

AR

OU

ND

ST

RA

TEG

Y

A

CTI

VIT

Y

DEL

IVER

AB

LE

IM

PLE

MEN

TIN

G

AG

ENC

Y

TI

MEL

INE

(Qu

arte

rly)

SO

UR

CE(

S) O

F FU

ND

ING


4.5

·R

eto

olin

g o

f R

eg

ula

r C

lass

roo

m

Tea

ch

ers

to

a

chie

ve

Imp

lem

en

tati

on

of

Incl

usi

ve

Ed

uca

tio

n f

or

the

Sp

eci

al

Ne

ed

s C

hild

ren

.

·

De

velo

pin

g

the

Ca

pa

city

of

Gif

ted

an

d

Tale

nte

d

Tea

che

rs o

n

Skill

s

an

d

Me

tho

ds

of

Ha

nd

ling

G

ifte

d

Ch

ildre

n.

Tra

in I

n-s

erv

ice

te

ach

ers

to

a

chie

ve in

clu

sive

e

du

cati

on

T

he

ca

pa

city

of

reg

ula

r cl

ass

roo

m t

ea

che

rs b

uilt

fo

r in

clu

sive

ed

uca

tio

n

FME

2012 –

2015

An

nu

al

bu

dge

tp

rovi

sio

n

4.6

Inst

itu

tio

na

lizi

ng

Ma

nd

ato

ry

Co

nti

nu

ing

P

rofe

ssio

na

l D

eve

lop

me

nt

of

Tea

che

rs

(MC

PD

) in

lin

e

wit

h

Nat

ion

al

Fra

me

wo

rk f

or

Co

nti

nu

ing

P

rofe

ssio

na

l D

eve

lop

me

nt

the

·

Co

nd

uct

p

rofi

cie

ncy

te

st

to d

ete

rmin

e

skill

ga

p

·

Tra

inin

g a

nd

re

tra

inin

g o

f te

ach

ers

20

00

te

ach

ers

tra

ine

d a

nd

re

tra

ine

d in

lin

e w

ith

th

e

Nat

ion

al F

ram

ew

ork

fo

r C

on

tin

uin

g P

rofe

ssio

na

l D

eve

lop

me

nt

FME

, N

TI,

NU

C,

NC

CE

, T

RC

N

2

01

1-2

01

5

Bu

dge

tary

p

rovi

sio

n

S/N

TUR

N

AR

OU

ND

ST

RA

TEG

Y

A

CTI

VIT

Y

DEL

IVER

AB

LE

IMP

LEM

ENTI

NG

AG

ENC

Y

TI

MEL

INE

(Qu

arte

rly)

SO

UR

CE(

S) O

F FU

ND

ING


4.7

Co

nd

uct

ing

a N

atio

nal

Te

ach

er

Dev

elo

pm

ent

N

eed

s A

sses

smen

t Ex

erci

se

(TD

NA

)

·

Set

up

M

inis

teri

al

Co

mm

itte

e o

n

TDN

A

·

Dev

elo

p T

DN

A

Inst

rum

ent

and

N

atio

nal

as

sess

men

t o

f te

ach

ers

to

cap

ture

q

ual

ific

atio

ns,

co

mp

eten

cies

an

d s

kills

gap

·

TDN

A In

stru

men

t d

evel

op

ed

·

TDN

A c

on

du

cted

·

Skill

s an

d g

aps

of

teac

her

s d

eter

min

ed

FME,

UB

EC, N

TI,

NC

CE,

TRC

N, N

UC

2n

d

Qu

arte

r,

20

12

FME

Bu

dge

t

S/N

TUR

N

AR

OU

ND

ST

RA

TEG

Y

A

CTI

VIT

Y

DEL

IVER

AB

LE

IM

PLE

MEN

TIN

G

AG

ENC

Y

TI

MEL

INE

(Qu

arte

rly)

SOU

RC

E(S)

OF

FUN

DIN

G


7D

evel

op

ing

Car

eer

Stru

ctu

re a

nd

·

Inst

itu

tio

nal

ize

care

er

dev

elo

pm

ent

for

teac

her

s b

y in

tro

du

cin

g a

new

car

eer

Stru

ctu

re t

hat

ad

dre

sses

an

d

mee

ts c

urr

ent

req

uir

emen

ts

Rev

iew

an

d

evel

op

p

rogr

am

mes

th

at r

eco

gniz

e an

d r

ewar

d

each

ers

thro

ugh

in

cen

tive

s su

ch

as H

ou

sin

g fo

r A

ll Te

ach

ers

Sch

eme

(HAT

S),

TSS

Teac

her

s M

erit

Aw

ard

, an

d P

rom

oti

on

s es

pec

ially

fo

r te

ach

ers

in r

ura

l ar

eas.

New

ince

nti

ve b

ased

ca

reer

str

uct

ure

in

tro

du

ced

.

FME,

TR

CN

, NC

CE,

SM

OEs

, NU

C,

SUB

EBs,

NU

T,

CO

AES

U, A

SUU

, N

CN

E, N

MEC

, ES

SPIN

.

20

11

-20

15

Bu

dge

tary

p

rovi

sio

ns

Mo

tiva

tin

g Te

ach

ers

Inst

itu

tio

nal

ize

Car

eer

Teac

her

s b

y in

tro

du

cin

ga

new

Car

eer

Stru

ctu

re

that

ad

dre

sses

Cu

rren

t

thro

ugh

ince

nti

ves

such

Teac

her

s Sc

hem

e (H

ATS)

rom

oti

on

s

· d t

dev

elo

pm

ent

for

issu

es a

nd

mee

ts

curr

ent

req

uir

emen

t

(b)

Rev

iew

ed a

nd

D

evel

op

pro

gram

mes

th

at r

eco

gniz

ed a

nd

re

war

d T

each

ers

as H

ou

sin

g fo

r A

ll

TSS

Teac

her

s M

erit

A

war

d, a

nd

Pet

c sp

ecia

lly f

or

teac

her

s in

th

e ru

ral

area

s.

S/N

TUR

N

AR

OU

ND

ST

RA

TEG

Y

D

ELIV

ERA

BLE

IM

PLE

MEN

TIN

G

AG

ENC

YTI

MEL

INE

(Qu

arte

rly)

SO

UR

CE(

S) O

F FU

ND

ING


S/N

TUR

N

AR

OU

ND

ST

RA

TEG

Y

D

ELIV

ERA

BLE

IM

PLE

MEN

TIN

G

AG

ENC

YTI

MEL

INE

(Qu

arte

rly)

SO

UR

CE(

S) O

F FU

ND

ING

8En

han

cin

g th

e te

ach

ing

and

Lea

rnin

g o

f M

ath

emat

ics,

En

glis

h,

Fren

ch ,

Ara

bic

, an

d

Nig

eria

n L

angu

ages

.

·In

tro

du

ce

cap

acit

y b

uild

ing

pro

gram

me

s

for

teac

her

s o

f M

ath

emat

ics,

En

glis

h, F

ren

ch,

Ara

bic

, an

d

Nig

eria

n

Lan

guag

es a

t al

l le

vels

of

edu

cati

on

.

·

Intr

od

uce

an

an

nu

al

com

pet

itio

n f

or

seco

nd

ary

sch

oo

ls t

o

iden

tify

gif

ted

an

d h

igh

p

erfo

rmin

g st

ud

ents

in

Mat

hem

atic

s N

atio

nw

ide

and

gr

oo

m t

hem

fo

r In

tern

atio

nal

O

lym

pia

d

com

pet

itio

n

·En

han

ced

tea

chin

g an

d le

arn

ing

of

Mat

hem

atic

s, E

ngl

ish

, Fr

ench

an

d A

rab

ic

Lan

guag

es a

t al

l lev

els

of

edu

cati

on

.

· B

ette

r st

ud

ents

’

per

form

ance

in

Nat

ion

al E

xam

inat

ion

s (W

AEC

, NEC

O,N

AB

TEB

et

c)

· M

ore

qu

alit

y en

tran

ts

to t

erti

ary

inst

itu

tio

ns

and

glo

bal

qu

alit

ativ

e

and

co

mp

etit

ive

grad

uat

es.

· H

igh

er p

erfo

rman

ce

of

Nig

eria

in

Inte

rnat

ion

al

Mat

hem

atic

s O

lym

pia

d

com

pet

itio

n

FME,

NU

C, N

CC

E,

NM

C, N

TI, N

ALV

an

d N

FLV.

2

01

1-2

01

5B

ud

geta

ry

allo

cati

on

s a

nd

d

on

or

con

trib

uti

on

s


S/N

TUR

N

AR

OU

ND

ST

RA

TEG

Y

D

ELIV

ERA

BLE

IM

PLE

MEN

TIN

G

AG

ENC

YTI

MEL

INE

(Qu

arte

rly)

SO

UR

CE(

S) O

F FU

ND

ING

4.7

Rev

iew

ing

the

Stru

ctu

re

of

Teac

her

Ed

uca

tio

n

Pro

gram

me

s

in t

he

Un

iver

siti

es a

nd

CO

Es

Rev

iew

,

pro

du

ce a

nd

d

isse

min

ate

curr

icu

la

pro

gram

me

wit

h S

SS

Cu

rric

ulu

m.

Cu

rric

ulu

m r

evie

wed

an

d

N

CC

E, N

UC

,TR

CN

1ST

and

2n

d

Qu

arte

rs

20

12

B

ud

geta

ry p

rovi

sio

nd

isse

min

ated

4.8

Dev

elo

pin

g Fr

amew

ork

fo

r M

on

ito

rin

g o

f

Imp

lem

enta

tio

n o

f Te

ach

er S

tan

dar

ds.

Dev

elo

p

fram

ewo

rk f

or

the

mo

nit

ori

ng

and

Im

ple

men

tati

on

o

f te

ach

er

stan

dar

ds.

Fram

ewo

rk f

or

mo

nit

ori

ng

of

Im

ple

men

tati

on

of

teac

her

sta

nd

ard

s d

evel

op

ed.

NC

CE,

NU

C, T

RC

N,

NER

DC

, NTI

, NB

TE

1ST

and

2n

d

Qu

arte

r

20

12

Bu

dge

tary

pro

visi

on

4.9

Dev

elo

pin

g st

and

ard

s o

f as

sess

men

t o

f te

ach

er

per

form

ance

.

Dev

elo

p

stan

dar

ds

of

asse

ssm

ent

of

teac

her

Pe

rfo

rman

ce

Man

ual

.

Stan

dar

ds

of

asse

ssm

ent

of

teac

her

p

erfo

rman

ce

dev

elo

ped

NC

CE,

NU

C, T

RC

N,

NER

DC

, NTI

, NB

TE

1ST

and

2n

d

Q

uar

ter

2

01

2

Bu

dge

tary

pro

visi

on

4.1

0

Dev

elo

pin

g M

ech

anis

m

for

Men

tori

ng

in

Nig

eria

n S

cho

ols

·Dev

elo

p

mec

han

ism

fo

r m

ento

rin

g.

·

Pro

du

ce

man

ual

s

for

teac

her

m

ento

rin

g

Men

tori

ng

mec

han

ism

d

eve

lop

ed a

nd

in

stit

uti

on

aliz

ed

NC

CE,

NU

C, T

RC

N,

NER

DC

, NTI

, NB

TE

1ST

and

2n

d

Qu

arte

rs

20

12

Bu

dge

tary

pro

visi

on


4.1

1D

evel

op

ing

INSE

T Po

licy

and

its

Imp

lem

enta

tio

n

Fram

ewo

rk

Dev

elo

p IN

SET

Polic

y an

d

imp

lem

enta

tio

n

fram

ewo

rk.

INSE

T p

olic

y an

d

imp

lem

enta

tio

n

fram

ewo

rk d

evel

op

ed

FME/

PP

MR

, NC

CE,

JI

CA

, TR

CN

,NTI

, N

MC

20

12

B

ud

geta

ry p

rovi

sio

n

4.1

2In

tro

du

cin

g a

5ye

ar

NC

E/B

.Ed

str

aigh

t st

ream

pro

gram

me

Co

llege

s o

f Ed

uca

tio

n

Res

tru

ctu

re

NC

E cu

rric

ulu

m

to e

nco

mp

ass

a 5

yea

r N

CE/

B.E

d

stra

igh

t st

ream

p

rogr

amm

es

in

C

olle

ges

of

Edu

cati

on

.

Incr

ease

d entr

ance

to

te

ach

ers’

edu

cati

on

p

rogr

amm

es to

en

han

ce q

ual

ity

trai

nin

g o

f te

ach

ers

of

the

CO

Es

NU

C, N

CC

E,C

OES

2

01

1-2

01

5

B

ud

geta

ry

Ap

pro

pri

atio

n

S/N

TUR

N

AR

OU

ND

ST

RA

TEG

Y

D

ELIV

ERA

BLE

IM

PLE

MEN

TIN

G

AG

ENC

YTI

MEL

INE

(Qu

arte

rly)

SO

UR

CE(

S) O

F FU

ND

ING


5.0 TECHNICAL AND VOCATIONAL EDUCATION & TRAINING (TVET)

5.1 Introduction

The ability of Nigeria to realize the vision of becoming one of the twenty largest economies in the world by the year 2020 is largely dependent on the capacity to transform its youth into highly skilled and competent citizens capable of competing globally. A major part of the responsibility for preparing such a workforce rests on the nation's education sector. It is for this reason that commitment to TVET must be strengthened. To be competitive in the current global economy, Nigeria needs to develop the appropriate knowledge and skill sets.

Technical and Vocational Education and Training (TVET) is currently not given the attention it deserves in Nigeria. If well developed, TVET could be an avenue for addressing a number of social and economic problems facing the country. For example, the large number of out of school children, unemployed youths and adults with limited or no skills is an indicator of underdeveloped TVET.

Globally, it is estimated that about eighty per cent (80%) of the jobs undertaken by people require technical and vocational skills. Labour supply in Nigeria is characterized by an abundance of unemployed and under employed workers, mostly in the agriculture and informal sectors. Low productivity serious shortage of skilled workers and technicians are rampant in the industrial and service sectors. Over sixty per cent (60%) of the labour force is classified as unskilled and untrained.

5.2 Challenges Faced by the Technical, Vocational Education and Training The shortage of appropriately skilled labour across many industries is a big challenge to Nigeria's economic growth and future development. Government policy in the past had not accorded TVET its rightful place within the education sub-sector of the country. This can be seen in the placement of ceiling on career progression of polytechnic staff and graduates. The relative low level funding of the programmes, despite the expensive nature of TVET, and poor conditions of service for staff among others are strong barriers to the growth of the sector.

TVET in Nigeria is facing many challenges some of which are low enrolment, infrastructural decay, inadequate equipment and training materials. Other challenges are:

i. lack of standardisation and development of non-formal technical and vocational education and training;

ii. dearth of qualified and competent teachers; iii. low remuneration for skilled vocational workers; iv. low societal estimation of technical and vocational education and training; v. poor private sector participation in the implementation of TVET programmes;vi. low level of entrepreneurship and ICT literacy and utilization;vii. poor learning outcomes due to poor learning environment;viii. use of outdated curriculum, which results in a mismatch between what is taught and the

needs of the labour market; andix. poor management of funds

As a result, there is overwhelming preference for general secondary education. For example, in 2009, of the 1.5 million candidates that applied for admission into higher institutions in Nigeria, only 300,000 chose polytechnics and colleges of education as first choice.


S/N

TUR

NA

RO

UN

D

STR

ATE

GY

(PO

LIC

Y O

BJE

CTI

VES

)

A

CTI

VIT

YD

ELIV

ERA

BLE

IMP

LEM

ENTI

NG

A

GEN

CY

TI

MEL

INE

BU

DG

ET

5.1

Esta

blis

hin

g t

he

Nat

ion

al V

oca

tio

nal

Q

ual

ific

atio

n

Fram

ewo

rk (

NV

QF)

·

Fin

aliz

e th

e N

VQ

F fo

r FE

C a

pp

rova

l

·

Dev

elo

p t

he

Nat

ion

al

Occ

up

atio

nal

Sta

nd

ard

s (N

OS)

in s

ix (

6)

p

rio

rity

ar

eas

·

Sign

Mo

U w

ith

re

leva

nt

ind

ust

ries

an

d

org

aniz

atio

ns

·

A

dd

NO

S in

ei

ght

(8)

n

ew a

reas

·

Es

tab

lish

a f

ull

Dep

artm

ent

for

NV

QF

and

rel

ated

q

ual

ific

atio

ns

at

the

N

BTE

·

C

om

men

ce f

ull

imp

lem

enta

tio

n o

f N

VQ

s in

NV

QF

by

app

rovi

ng

accr

edit

ors

, tr

ain

ing

pro

vid

ers/

cen

tres

, etc

.

·

NV

QF

fin

alize

d

and

ap

pro

ved

·

NO

S in

6 a

reas

d

evel

op

ed

·

Mo

U s

ign

ed

·

Ad

dit

ion

al N

OS

esta

blis

hed

·

NV

QF

Dep

artm

ent

esta

blis

hed

·

Im

ple

men

tati

on

co

mm

en

ced

NB

TE

and

Par

tner

s

20

12

-2

01

3

NB

TE

bu

dge

t an

d

gran

ts

TEC

HN

ICA

L A

ND

VO

CA

TIO

NA

L ED

UC

ATI

ON

& T

RA

ININ

G


5.2

Incr

eas

ing

Aw

are

ne

ss

for

VE

Is/I

EIs

·Org

anis

e w

ork

sho

p t

o

de

velo

p t

en

(1

0)

VE

Is/I

EIs

Cu

rric

ula

an

d

dis

sem

inat

e t

he

m

·Co

mm

en

ce a

war

en

ess

ca

mp

aign

·Pro

vid

e c

ou

nte

rpar

t gr

ant

to a

pp

rove

d

VE

Is/I

EIs

·Te

n (

10

)ad

dit

ion

al

curr

icu

la d

eve

lop

ed

A

war

en

ess

cam

pai

gn

com

me

nce

d

· C

ou

nte

rpar

t gr

ant

pro

vid

ed

FME

, NB

TE

, N

AB

TE

B

&

Pro

pri

eto

rs o

f V

EIs

& IE

Is,

20

12

FME

/NB

TE

B

ud

get,

O

PS

5.3

Est

ablis

hin

g T

VE

T

Co

nso

lidat

ion

Fu

nd

·

De

velo

p p

rop

osa

l fo

r

Fun

d ·

So

urc

e a

nd

est

ablis

h

the

fu

nd

s

and

de

term

ine

its

mo

du

s o

pe

ran

di

·

Incr

eas

e b

ud

geta

ry

allo

cati

on

to

TV

ET

in

stit

uti

on

s

· P

rop

osa

l pre

sen

ted

to

FEC

· T

VE

T C

on

solid

atio

n

Fun

d e

stab

lish

ed

FME

/NB

TE

& T

VE

T

inst

itu

tio

ns

20

12

-2

01

3

FME

/NB

TE

5.4

Up

gra

din

g P

hys

ical

In

fras

tru

ctu

re in

TV

ET

In

stit

uti

on

s

C

on

du

ct C

on

dit

ion

Su

rve

y o

f p

hys

ical

fa

cilit

ies

in T

VE

T

Inst

itu

tio

ns

·

De

velo

p p

lan

fo

r u

pgr

adin

g p

hys

ical

in

fras

tru

ctu

re in

TV

ET

in

stit

uti

on

s (P

oly

tech

nic

s, IE

Is, V

EIs

)

·

Incr

eas

e b

ud

geta

ry

allo

cati

on

to

T

VE

T

·

Sou

rce

fo

r fu

nd

s fr

om

go

vern

me

nts

, IG

R,

do

no

r ag

en

cie

s,

etc

·V

isit

s u

nd

ert

ake

n

and

Re

po

rt s

ub

mit

ted

fo

r im

ple

me

nta

tio

n

·

Th

e P

lan

de

velo

pe

d

Ph

ysic

al f

acili

tie

s an

d

infr

astr

uct

ure

u

pgr

ade

d

·

Fun

ds

so

urc

ed

·

Up

grad

ing

com

me

nce

d

FME

/NB

TE

/T

ET

Fun

d

de

velo

pm

en

t p

artn

ers

&

stat

es

2n

d

Qu

arte

r 2

01

2

S/N

TU

RN

A

RO

UN

D

STR

AT

EGY

D

ELI

VE

RA

BLE

IM

PLE

ME

NT

ING

AG

EN

CY

TIM

ELI

NE

(Qu

art

erl

y)

SO

UR

CE

(S)

OF

FUN

DIN

G


5.5

Poly

tech

nic

s A

war

din

g B

.Tec

h D

egre

es b

y Po

lyte

chn

ics

·C

om

men

ces

imp

lem

enta

tio

n o

f P

resi

den

tial

dir

ecti

ves

·

on

aw

ard

of

B.T

ech

d

egre

es ·

R

evie

w P

oly

tech

nic

s A

ct t

o a

war

d B

.Tec

h

·

Co

mm

ence

p

roce

du

res

for

the

take

-off

of

B. T

ech

in

po

lyte

chn

ics

·

d

)Est

ablis

h B

. Tec

h. i

n

six

(6)

sele

cted

p

oly

tech

nic

s(o

ne

in

each

geo

po

litic

al z

on

es)

·A

ctio

n o

n t

he

imp

lem

enta

tio

n o

f P

resi

den

tial

dir

ecti

ves

com

men

ced

·

Poly

tech

nic

Act

re

view

ed ·

P

roce

du

res

com

men

ced

·

B

. Tec

h r

un

in s

ix (

6)

sele

cted

po

lyte

chn

ics

FME,

NB

TE &

NA

SS

2n

d

Qu

arte

r

20

12

-2

01

3

FME/

NB

TE

Bu

dge

tary

p

rovi

sio

n

5.6

Pro

mo

tin

gp

arit

y b

etw

een

Deg

ree

and

H

ND

Ho

lder

s

·I

mp

lem

ent

pre

sid

enti

al d

irec

tive

s o

n p

arit

y b

y re

view

ing

sch

emes

of

serv

ice

to

refl

ect

rem

ova

l of

bar

rier

s

·

Fin

alis

e th

e p

rop

osa

l an

d s

end

it t

o N

atio

nal

C

ou

nci

l on

Es

tab

lish

men

t

for

app

rova

l.

·

Imp

lem

ent

par

ity

in

all F

G m

inis

trie

s an

d

esta

blis

hm

ent

so a

s to

no

tify

Sta

tes

for

com

plia

nce

Act

ion

on

th

e im

ple

men

tati

on

of

pre

sid

enti

al d

irec

tive

s in

itia

ted

, Sch

eme

of

Serv

ice

Rev

iew

ed

Pro

po

sal s

ent

to N

at.

Co

un

cil o

n

Esta

blis

hm

ent

for

app

rova

l.

Pari

ty im

ple

men

ted

&

Stat

es n

oti

fied

a) F

ME,

HO

San

d

NB

TE a

nd

Sta

tes

20

12

-2

01

3FM

E b

ud

geta

ry

allo

cati

on

S/N

TU

RN

A

RO

UN

D

STR

AT

EGY

D

ELI

VE

RA

BLE

IM

PLE

ME

NT

ING

AG

EN

CY

TIM

ELI

NE

(Qu

art

erl

y)

SO

URC

E(S)

OF

FUN

DIN

G


5.7

2

Imp

lem

enti

ng

the

Nat

ion

al P

olic

y o

n

Tech

nic

al a

nd

V

oca

tio

nal

Ed

uca

tio

n

and

Tra

inin

g (T

VET

)

·C

arry

ou

t co

nti

nu

ou

s aw

aren

ess

and

se

nsi

tiza

tio

n

pro

gram

mes

·

A S C

1In

crea

sin

g w

aren

ess

and

en

siti

zati

on

am

pai

gns

for

TVET

.

D

evel

op

evi

den

ce-

b

ased

Nat

ion

al P

olic

y o

n T

ech

nic

al a

nd

V

oca

tio

nal

Ed

uca

tio

n

and

Tra

inin

g (T

VET

)

·

Aw

aren

ess

and

se

nsi

tiza

tio

n

cam

pai

gns

carr

ied

ou

t

·

Nat

ion

al

Po

licy

on

TV

ET D

evel

op

ed

NB

TE,

FME,

D

evel

op

men

t Pa

rtn

ers,

NER

DC

, N

UC

, NC

CE.

etc

1st

qu

arte

r 2

01

2

Bu

dge

tary

al

loca

tio

n

5

.8Es

tab

lish

ing

Trac

er

Stu

dy

of

TVET

G

rad

uat

es

·

Esta

blis

h t

race

r st

ud

y ce

ntr

e in

NB

TE, I

TF a

nd

o

ther

TV

ET In

stit

uti

on

s

·

Co

nd

uct

Tra

cer

Stu

dy

for

feed

bac

k p

urp

ose

s

·C

entr

e es

tab

lish

ed

·

Feed

bac

k o

n t

he

rele

van

ce o

f th

e cu

rric

ulu

m t

o n

eed

s o

f th

e in

du

stry

an

d

the

soci

ety

ob

tain

ed

NB

TE, I

TF, T

VET

In

stit

uti

on

s &

In

du

stri

es

2

01

2N

BTE

5.9

·

Emp

ow

erin

g a

nd

Tr

ain

ing

of

Ou

t o

f Sc

ho

ol Y

ou

ths

th

rou

gh T

VET

·

Es

tab

lish

ing

mo

re

fun

ctio

nal

Vo

cati

on

al

Trai

nin

g In

stit

uti

on

s

·

Trai

n O

ut-

of-

Sch

oo

l Yo

uth

s fr

om

all

the

six

(6)

ge

o-p

olit

ical

zo

nes

·

Esta

blis

h m

ore

fu

nct

ion

al v

oca

tio

nal

tr

ain

ing

inst

itu

tio

ns

· O

ut

of

Sch

oo

l Yo

uth

s

trai

ned

in s

kills

an

d

entr

epre

neu

rsh

ip

trad

es.

· V

oca

tio

nal

tra

inin

g in

stit

uti

on

s es

tab

lish

ed

FME/

NER

DC

/FM

E/

NC

NE/

NM

EC/

SSTE

BS&

OP

S

20

11

-2

01

5 N

ERD

C

5.1

0R

evie

win

g th

e 2

00

1

Blu

epri

nt

on

TV

ET

·

Set

up

Min

iste

rial

C

om

mit

tee

to

revi

ew/r

evis

e th

e B

luep

rin

t ta

kin

g in

to

acco

un

t cu

rren

t ch

alle

nge

s

·

Pro

du

ce u

pd

ated

B

luep

rin

t o

n T

VE

Up

dat

ed B

luep

rin

t p

rod

uce

d

FME/

NB

TE

20

12

FME


.11

Bu

ildin

g th

e ca

pac

ity

of

Pri

son

ers’

Tra

iner

s

B

uild

th

e ca

pac

ity

of

pri

son

ers’

tra

iner

s in

fi

ve (

5)

geo

–

po

litic

al

zon

es o

f N

iger

ia

Pri

son

ers’

tra

iner

s ca

pac

ity

bu

ilt FM

E, N

MEC

, N

GO

s R

eso

urc

e Pe

rso

ns

Feb

–A

pri

l 2

01

2

An

nu

al

bu

dge

tin

g p

rovi

sio

n

5.1

2P

rod

uci

ng

Scie

nce

Eq

uip

men

t fo

r La

bo

rato

ry T

ech

nic

ian

s (a

s p

art

of

Inst

rum

enta

tio

n a

nd

Fa

bri

cati

on

Pro

cess

).

Org

anis

e se

min

ars

on

th

e th

eory

of

fab

rica

tio

n a

nd

in

stru

men

tati

on

Pro

vid

e p

ract

ical

ex

po

sure

to

det

erm

ine

the

des

ired

co

mp

eten

cy.

Mea

sure

an

d e

valu

ate

the

acq

uir

ed s

kills

.

Pro

vid

e fe

edb

ack

mec

han

ism

s

10

00

tec

hn

icia

ns

trai

ned

.

(2)T

ech

nic

ian

s co

mp

eten

cy in

fa

bri

cati

on

an

d

inst

rum

enta

tio

n

ensu

red

Scie

nce

Eq

uip

men

t an

d In

stru

men

ts

fab

rica

ted

an

d

dis

trib

ute

d t

o o

ne

hu

nd

red

an

d f

ou

r (1

04

) U

nit

y Sc

ho

ols

FME/

DTS

E, FS

EMC

2

01

2-2

01

5

FME

Bu

dge

t

5.1

3Fa

bri

cati

ng

Scie

nce

an

d T

ech

nic

al

inst

ruct

ion

al M

ater

ials

fo

r Sc

ien

ce a

nd

Te

chn

ical

Co

llege

s

Fab

rica

te s

cien

ce a

nd

te

chn

ical

inst

ruct

ion

al

mat

eria

ls.

10

0,0

00

sci

ence

an

d

tech

nic

al in

stru

ctio

nal

m

ater

ials

fab

rica

ted

an

d d

istr

ibu

ted

to

o

ne

hu

nd

red

an

d f

ou

r (1

04

) FU

Cs.

FME/

DTS

E,

FSEM

C

1st

-4th

Q

uar

ters

(2

01

2-

20

15

)

FME

Bu

dge

t

5.1

4En

han

cin

g ca

pac

ity

bu

ildin

g o

n t

he

pro

du

ctio

n, r

epai

rs

and

mai

nte

nan

ce o

f Sc

ien

ce a

nd

Tec

hn

ical

eq

uip

men

t in

10

4

FUC

s

·

No

min

ate

par

tici

pan

ts b

y sc

ho

ol

hea

ds

·

Trai

n, r

etra

in, T

oo

l an

d r

eto

ol p

arti

cip

ants

5,0

00

Sci

ence

, Te

chn

ical

an

d

Mat

hem

atic

s te

ach

ers

trai

ned

, ret

rain

ed,

too

led

an

d r

eto

ole

d.

FME/

DTS

E, FS

EMC

1st

-4th

Qu

arte

r,

20

12

-20

15

FME

Bu

dge

t


6.0 FUNDING, PARTNERSHIPS, RESOURCE MOBILIZATION AND UTILIZATION

6.1 IntroductionCapital is the life blood of every enterprise and the Nigerian educational system is not an exception. The sources of funding education in Nigeria broadly include government, private sector, non-government organisations, International Development Partners and faith-based organisations. All tiers of government in Nigeria are involved in the funding of education. Constitutionally, local government authorities are responsible for funding primary education, while the states fund secondary education with, the exception of the Federal Unity Colleges, which are owned by the Federal Government. Tertiary institutions are funded by their proprietors including the federal, state and private owners

For the past years, the education budget, as a proportion of total Federal spending, is approximately less than 10%. Even when state and local governments' spending is included (an estimated 12% of total government expenditure), government spending across all tiers fall, lies far below the UNESCO guideline of 26%.

6.2 Resource Mobilization and UtilizationEven at an estimated 12% of government expenditure, there is a perceived gap between the 'apparent budget' and 'real budget'. The apparent budget is that which is published and publicised, while the real budget is effectively cash-backed. and released for projects/programme implementation.

There has been a progressive lowering of the real budget in relation to the apparent budget. What is timely released is such a mismatch with what is budgeted and required. Implementation is compromised as a result of this mismatch.

There is an on-going challenge as regards some states accessing the UBEC Intervention Fund. All these are impediments towards Nigeria's ability to achieve the Education For All (EFA) in 2015. Recurrent expenditure approximated to be 70% is the main consumer of education budgets at the Federal level. This leaves barely 30% for capital investment projects such as classrooms, laboratories, sporting facilities, ICT facilities, well-equipped technical and vocational centres principal staff accommodation.

6.3 Project Monitoring and Impact Assessment

Even where funds are released for capital and non-capital projects, supervision and quality assurance procedures are usually weak. Expected periodic project reviews and financial monitoring are rarely undertaken. If done at all, they are hurriedly executed.

6.4 PartnershipsThe resources required to transform Nigeria's education sector cannot be provided by government alone. Public Private Partnerships (PPP) and well-coordinated activities of the International


Development Partners (IDPs) are critical to strategic investment in education. However, poor planning, management and the necessary enabling environment for private sector participation are generally lacking. There is the need for the FME to partner and collaborate with the National Planning Commission (NPC) in the coordination of the interventions programmes of IDPs as far as the education sector is concerned.

Potential private sector partners who would like to enter into Private Finance Initiative (PFI) activities with the education sector require concrete assurances on the part of government. Greater private sector participation in the education sector would be further encouraged through streamlining the bureaucratic process.

The present Strategic Plan is interested in exploring new ways of expanding education revenue base, creating conducive environment for greater private sector participation in education funding, accessing intervention funds, and partnering with international donors for greater educational funding opportunities.

4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 62FU

ND

ING

, PA

RTN

ERSH

IPS

RES

OU

RC

E M

OB

ILIZ

ATI

ON

AN

D U

TILI

ZATI

ON

S/N

TUR

NA

RO

UN

D

STR

ATE

GY

AC

TIV

ITIE

SD

ELIV

ERA

BLE

SFU

ND

ING

SO

UR

CE

6.1

Sett

ing

up

of

Min

iste

rial

C

om

mit

tee

on

Ex

plo

rin

g n

ew

and

exp

and

ing

exis

tin

g o

pp

ort

un

itie

s to

incr

ease

ed

uca

tio

n

fun

din

g

Co

mm

issi

on

in

dep

end

ent

rese

arch

on

th

e va

lue

of

edu

cati

on

in

ach

ievi

ng

Vis

ion

2

0:2

02

0.

Ind

epen

den

t re

po

rt o

n t

he

valu

e o

f

edu

cati

on

in a

chie

vin

g V

isio

n

20

:20

20

pro

du

ced

20

12

-20

15

FME/

PP

M&

R/

TETF

un

d/

U

BEC

, NC

CE,

NB

TE

FME,

N

UC

, N

BTE

, N

CC

E,

TETF

Co

mm

issi

on

in

dep

end

ent

revi

ew o

f al

tern

ativ

e fu

nd

ing

mo

del

s.

Ind

epen

den

t re

po

rt o

n a

lter

nat

ive

fun

din

g m

od

els

wit

h k

ey

imp

lem

enta

ble

rec

om

men

dat

ion

s

FMEP

PM

&R

D

evel

op

a b

usi

nes

s ca

se

for

inve

stin

g in

Nig

eria

's

edu

cati

on

sec

tor.

20

20

Tra

nsf

orm

atio

n A

gen

da:

Ed

uca

tio

n B

usi

nes

s C

ase

FME/

PP

M&

R, D

FA

W

ork

wit

h t

he

Fed

eral

In

lan

d R

even

ue

Serv

ice

to c

on

stan

tly

revi

ew a

nd

ex

plo

re h

ow

to

gro

w t

he

edu

cati

on

tax

bas

e.

Polic

y p

aper

on

str

ateg

ies

to g

row

th

e ed

uca

tio

n t

ax b

ase

FME/

DFA

/TET

Fun

d

Ex

plo

re a

nd

pilo

t th

e d

evel

op

men

t o

f a

Dia

spo

ra F

un

d f

or

Edu

cati

on

.

Feas

ibili

ty S

tud

y &

R

eco

mm

end

atio

ns

FME/

PP

M&

R

Lau

nch

Pilo

t p

rogr

amm

e

FME/

PP

M&

R

Rel

aun

ch a

nd

re

hab

ilita

te t

he

Sup

po

rt-

A-P

ub

lic S

cho

ol I

nit

iati

ve

List

of

sch

oo

ls t

o b

e su

pp

ort

ed

FME/

PP

M&

R

Co

sted

Pro

ject

Pla

n

FME/

PP

M&

R

Co

nd

uct

reg

ula

r im

pac

t as

sess

men

ts a

nd

sh

ow

case

go

od

new

s st

ori

es in

th

e p

ress

, o

nlin

e an

d v

ia

stak

eho

lder

eve

nts

.

Edu

cati

on

Bu

sin

ess

case

FME,

UB

EC, T

ETF

Stak

eho

lder

eve

nts

FME,

UB

EC, T

ETF

TIM

ELIN

E

(Qu

arte

rly)

IMP

LEM

ENTI

NG

AG

ENC

Y


Esta

blis

h o

utr

each

ad

voca

cy c

amp

aign

in

pri

nt,

on

line,

an

d

stak

eho

lder

eve

nts

to

d

rum

up

pu

blic

su

pp

ort

fo

r ad

dit

ion

al

inve

stm

ent

in e

du

cati

on

.

Imp

rove

d p

ub

lic p

erce

pti

on

of

the

valu

e o

f ed

uca

tio

nFM

E, U

BEC

, TET

F, N

UC

, N

BTE

, NC

CE

P

ub

lish

ed d

ocu

men

t o

n in

cen

tive

s fo

r o

rgan

ised

pri

vate

sec

tor

par

tici

pat

ion

in e

du

cati

on

Stak

eho

lder

eve

nts

Dev

elo

pm

ent

of

po

licy

fram

ewo

rk f

or

the

imp

rove

men

t o

f In

tern

ally

Gen

erat

ed

Rev

enu

e

Wo

rksh

op

on

th

e d

evel

op

men

t o

f Po

licy

Co

llege

s o

f Ed

uca

tio

n

con

du

cted

.

FM

E

TETF

UN

D

Inte

rven

tio

n,

FME

6.2

Cre

atin

g a

Co

nd

uci

ve

Envi

ron

men

t fo

r G

reat

er

Pri

vate

Sec

tor

Par

tici

pat

ion

a. R

evie

w a

nd

imp

rov

e ke

y p

roce

sses

an

d

pro

ced

ure

s (u

sin

g IC

T w

her

e p

oss

ible

) to

re

du

ce t

he

bu

reau

crat

ic

bu

rden

, im

pro

ve f

rau

d

det

ecti

on

, an

d e

nga

ge

wit

h k

ey s

take

ho

lder

s

New

TET

FUN

D f

inan

cial

ac

cou

nti

ng

/ER

P s

yste

m 2

01

2-2

01

3

TETF

UN

D

FME,

TE

TFU

ND

, U

BEC

Dir

ect

dis

bu

rsem

ent

to

ben

efic

iari

es

thro

ugh

e-p

aym

ent.

TE

TFU

ND

FM

E,

TETF

UN

D,

UB

EC

Mo

nit

ori

ng

and

eva

luat

ion

of

dis

bu

rsem

ent

to b

enef

icia

ries

co

nd

uct

ed a

nd

mai

nst

ream

ed.

TETF

UN

D

FME,

TE

TFU

ND

, U

BEC

Pro

mp

t re

nd

itio

n o

f fi

nan

cial

ret

urn

an

d p

rovi

sio

n o

f ti

mel

y in

form

atio

n

for

ma

nag

emen

t an

d b

oar

d

mai

nst

ream

ed

TETF

UN

D

FME,

TE

TFU

ND

, U

BEC

S/N

TUR

NA

RO

UN

D

STR

ATE

GY

AC

TIV

ITIE

SD

ELIV

ERA

BLE

SFU

ND

ING

SO

UR

CE

IMP

LEM

ENTI

NG

AG

ENC

Y

TIM

ELIN

E

(Qu

arte

rly)


Rev

iew

str

ateg

ic

org

anis

atio

nal

co

mp

eten

cies

, est

ablis

h

the

staf

f tr

ain

ing

nee

ds,

an

d e

stab

lish

a H

R

Dev

elo

pm

ent

Pro

gram

me

Ap

pro

ved

sta

ff t

rain

ing

pro

gram

me

DH

RM

FME

Rev

iew

, p

ub

lish

an

d

imp

lem

ent

NC

E Po

licy

on

P

artn

ersh

ips

in

Edu

cati

on

Pu

blis

hed

Po

licy

P

PM

&R

FM

E

Up

grad

e th

e FM

E W

ebsi

te a

s p

art

of

a re

view

of

inte

rnal

an

d

exte

rnal

co

mm

un

icat

ion

s.

Up

grad

ed w

ebsi

te

FM

E

FM

E

6.3

Sup

po

rtin

g St

ate

Go

vern

men

ts

and

Rel

evan

t In

stit

uti

on

s in

Fa

st T

rack

ing

the

Pro

cess

of

Acc

essi

ng

UB

EC a

nd

TE

TFU

ND

Esta

blis

h r

egu

lar

bri

efin

g sl

ots

wit

h G

ove

rno

rs v

ia

the

Go

vern

ors

Fo

rum

UB

EC a

nd

TET

FUN

D b

rief

ing

slo

ts o

n

NG

F an

nu

al p

rogr

amm

e

20

12

- 20

15

UB

EC, T

ETF

FME,

UB

EC,

TETF

Esta

blis

h r

egu

lar

bri

efin

g sl

ots

wit

h

Co

mm

issi

on

ers

of

Edu

cati

on

via

th

e C

om

mis

sio

ner

s Fo

rum

UB

EC a

nd

TET

FUN

D b

rief

ing

slo

ts o

n

NG

F an

nu

al p

rogr

amm

e

20

12

- 20

15

UB

EC, T

ETFU

ND

FME,

UB

EC,

TETF

Stre

ngt

hen

th

e ca

pac

ity

of

stat

e in

stit

uti

on

s to

p

lan

an

d e

xecu

te

pro

ject

s

Co

mp

lete

d s

kills

nee

ds

anal

ysis

.2

01

2 -

20

15

FME,

UB

EC, T

ETF,

D

HR

MFM

E, U

BEC

, TE

TF

S/N

TUR

NA

RO

UN

D

STR

ATE

GY

AC

TIV

ITIE

SD

ELIV

ERA

BLE

SFU

ND

ING

SO

UR

CE

TIM

ELIN

E

(Qu

arte

rly)

IMP

LEM

ENTI

NG

AG

ENC

Y


Co

nd

uct

rel

evan

t tr

ain

ing

in p

roje

ct

man

agem

ent,

fin

anci

al m

on

ito

ry a

nd

re

view

. 2

01

2 -

20

15

FME,

UB

EC, T

ETF,

D

HR

MFM

E, U

BEC

, TE

TF

Issu

e P

rop

osa

l dev

elo

pm

ent,

Pro

ject

M

anag

emen

t an

d D

eliv

ery

guid

elin

es.

Dec

-

20

12

FME,

UB

EC, T

ETF

FME,

UB

EC,

TETF

Rev

iew

UB

EC a

nd

TE

TFU

ND

gu

idel

ines

to

im

pro

ve a

cces

s to

fu

nd

s.

Stre

ngt

hen

an

d c

om

ple

te

con

sult

atio

n p

roce

ss.

Au

g-2

01

2

FME,

UB

EC, T

ETF

UB

EC, T

ETF

"Acc

essi

ng

UB

EC F

un

ds"

- u

pd

ated

G

uid

elin

es D

ec-2

01

2

FME,

UB

EC

UB

EC

"Acc

essi

ng

TETF

un

ds"

- u

pd

ated

gu

idel

ines

Dec

-20

12

FM

E, T

ETF

TE

TF

Pro

vid

e in

cen

tive

s to

p

erfo

rmin

g b

enef

icia

ries

Is

sue

Bes

t P

ract

ice

Aw

ard

s

20

12

-2

01

5

UB

EC

UB

EC

Co

nd

uct

nam

e an

d n

ame

exer

cise

2

01

2 -

2

01

5

TETF

TE

TF

6.4

Dev

elo

pin

g a

Stra

tegi

c En

gage

men

t Fr

amew

ork

fo

r In

tern

atio

nal

D

evel

op

men

t Pa

rtn

ers

(ID

P)

Cre

ate

a cl

earl

y d

efin

ed

pro

cess

/pro

ced

ure

fo

r en

gage

men

t

Co

mp

lete

d ID

P E

nga

gem

ent

Fram

ewo

rk

Dec

-20

12

P

PM

&R

FM

E

Pu

blic

ly c

om

mu

nic

ate

the

def

ine

d

pro

cess

es/p

roce

du

res

for

enga

gem

ent

to a

ll re

leva

nt

stak

eho

lder

s

Pu

blic

ly c

om

mu

nic

ated

IDP

En

gage

men

t Fr

amew

ork

in p

rin

t,

on

line,

an

d v

ia s

take

ho

lder

eve

nts

.

20

12

-

20

15

P

PM

&R

FM

E

Cre

ate

an o

utr

each

p

rogr

amm

e to

en

gage

ID

Ps

and

OP

S,

enco

ura

gin

g th

em t

o

par

tici

pat

e in

ed

uca

tio

n

del

iver

y.

Pro

gram

me

of

Stak

eho

lder

s

even

ts

dev

elo

ped

an

d e

xecu

ted

to

en

gage

ID

Ps

and

OP

S.

20

12

-

20

15

PP

M&

R

FME

S/N

TUR

NA

RO

UN

D

STR

ATE

GY

AC

TIV

ITIE

SD

ELIV

ERA

BLE

SFU

ND

ING

SO

UR

CE

TIM

ELIN

E

(Qu

arte

rly)

IMP

LEM

ENTI

NG

AG

ENC

Y


6.6

Inte

nsi

fyin

g an

d

Sust

ain

ing

Edu

cati

on

Tax

Co

llect

ion

Co

llect

ion

of

Edu

cati

on

Tax

Fun

d in

ten

sifi

ed

TETF

UN

D/F

IRS

20

11

-20

15

TETF

UN

D

6.5

Esta

blis

hin

g a

Pro

ject

M

ana

gem

ent

Cen

tre

of

Exce

llen

ce t

o

Imp

rove

P

rogr

amm

e

Go

vern

ance

, an

d

Stre

ngt

hen

P

roje

ct

Del

iver

y an

d

Ben

efit

s R

ealis

atio

n

Esta

blis

h a

Pro

ject

M

anag

emen

t O

ffic

e (P

MO

) re

spo

nsi

ble

fo

r p

roje

ct o

vers

igh

t

Pro

ject

Man

agem

ent

Off

ice

esta

blis

hed

wit

h t

he

man

dat

e to

p

rovi

de

ove

rsig

ht,

str

engt

hen

ing

pro

ject

go

vern

ance

, an

d p

rovi

din

g tr

ain

ing

and

su

pp

ort

.

20

12

-2

01

5U

BEC

, TET

F, F

ME

FME,

UB

EC,

TETF

Imp

lem

ent

a P

roje

ct

Man

agem

ent

IT s

yste

m

to e

nab

le s

eam

less

o

per

atio

ns.

Bes

t p

ract

ice

pro

ject

man

agem

ent

too

ls, t

emp

late

s an

d p

roce

du

res

dep

loye

d f

or

use

acr

oss

th

e m

inis

try

and

Sta

te In

stit

uti

on

s

20

12

-

20

15

U

BEC

, TET

F, F

ME

FM

E, U

BEC

, TE

TF

Car

ry o

ut

rob

ust

Pro

ject

M

anag

emen

t Tr

ain

ing

for

all r

elev

ant

per

son

nel

at

bo

th t

he

Fed

eral

an

d

Stat

e G

ove

rnm

ent

leve

ls.

Pro

gram

me

of

pro

ject

man

agem

ent

trai

nin

g av

aila

ble

fo

r re

leva

nt

per

son

nel

at

all l

evel

s

20

12

-

20

15

U

BEC

, TET

F, D

HR

M,

FME

FM

E, U

BEC

, TE

TF

Enh

ance

an

d m

and

ate

the

imp

lem

enta

tio

n o

f p

erio

dic

fin

anci

al

mo

nit

ori

ng

exer

cise

.

UB

EC q

uar

terl

y fi

nan

cial

mo

nit

ori

ng

exer

cise

inst

itu

ted

. Fi

nan

cial

mo

nit

ori

ng

of

edu

cati

on

fi

nan

cin

g in

all

sch

oo

ls, H

CEs

and

FC

Es

20

12

-

20

15

FM

E, U

BEC

, NC

CE,

N

UC

, TET

F

FME,

UB

EC,

TETF

Car

ry o

ut

asse

ssm

en

ts o

f

com

pan

ies

by

TETF

un

d in

liais

on

wit

h F

IRS

issu

e o

ut

· asse

ssm

en

t n

oti

ces

to t

ax p

aye

rs

· con

firm

accu

rate

rem

itta

nce

of

ed

uca

tio

n t

ax c

olle

ctio

ns

b

y

de

sign

ate

d b

anks

to

FIR

S

· tran

sfe

r o

f e

du

cati

on

tax

to t

he

TETF

un

d C

BN

Acc

ou

nts

S/N

TUR

NA

RO

UN

D

STR

ATE

GY

AC

TIV

ITIE

SD

ELIV

ERA

BLE

SFU

ND

ING

SO

UR

CE

TIM

ELIN

E

(Qu

arte

rly)

IMP

LEM

ENTI

NG

AG

ENC

Y


S/N

TUR

NA

RO

UN

D

STR

ATE

GY

AC

TIV

ITIE

SD

ELIV

ERA

BLE

SFU

ND

ING

SO

UR

CE

6.7

Inve

stin

g Fu

nd

s to

Enh

ance

th

e In

tern

al

Re

ven

ue

Ge

ne

rati

ng

Cap

abili

ty o

f th

e

Fun

d

Pla

ce f

un

ds

and

de

po

sits

in

the

ban

ks b

y e

nsu

rin

g th

e

follo

win

g:·i

ncr

eas

ed

mar

gin

on

fu

nd

s p

lace

me

nt

·min

imiz

ing

inci

de

nce

s o

f d

efau

lt w

hic

h u

sual

ly a

ffe

ct

ear

nin

gs if

fu

nd

s p

lace

d

rem

ain

un

colle

cte

d·r

evie

win

g o

f p

lace

me

nts

lim

it s

et f

or

fin

anci

al

inst

itu

tio

ns,

(h

alf

or

year

ly)

so a

s to

det

ect

ear

ly

det

eri

ora

tio

n in

fin

anci

al

inst

itu

tio

ns

that

th

e

TETF

un

d is

de

alin

g w

ith

.·i

ntr

od

uct

ion

of

a sy

ste

m

that

will

min

imiz

e a

pp

are

nt

loss

es

app

licab

le t

o w

he

n

pla

cin

g n

ew f

un

ds

vid

e

ado

pti

on

of

exis

tin

g cl

ear

ing

ho

use

ru

le·e

nh

anci

ng

the

yie

ld t

hro

ugh

d

ive

rsif

icat

ion

of

inve

stm

en

t p

ort

folio

wh

ile

pla

cin

g e

mp

has

is o

n t

he

se

curi

ty o

f th

e f

un

ds

i.e.

bal

anci

ng

the

ris

k b

etw

ee

n

pro

fita

bili

ty a

nd

saf

ety

·pru

de

nt

inve

stm

en

t in

st

ock

s

Fun

ds

re-i

nve

ste

dIn

com

e e

arn

ed

on

inve

ste

d

fun

ds

TETF

UN

D2

01

1-2

01

5TE

TFU

ND

TIM

ELIN

E

(Qu

arte

rly)

IMP

LEM

ENTI

NG

AG

ENC

Y


··· · · · ·

S/N

TUR

NA

RO

UN

D

STR

ATE

GY

AC

TIV

ITIE

SD

ELIV

ERA

BLE

SFU

ND

ING

SO

UR

CE

6.8

M

anag

ing

Ava

ilab

le F

un

ds

Effe

ctiv

ely

O

per

ate

of

a fu

lly

com

pu

teri

zed

info

rmat

ion

sys

tem

s

for

all a

cco

un

tin

g

tran

sact

ion

s

Dir

ect

dis

bu

rsem

ent

to b

enef

icia

ries

thro

ugh

e-p

aym

ent

Mo

nit

or

and

eva

luat

e

of

dis

bu

rsem

ent

to

ben

efic

iari

es

Ensu

re p

rom

pt

ren

dit

ion

of

fin

anci

al

retu

rns

and

pro

visi

on

of

tim

ely

info

rmat

ion

for

man

agem

ent

and

bo

ard

Ap

pro

pri

ate

and

eff

ecti

ve

use

of

the

pro

po

sed

dis

bu

rsem

ent

met

ho

d

Org

aniz

atio

n o

f aw

aren

ess

and

en

ligh

ten

men

t fo

rum

for

all a

cco

un

tin

g o

ffic

ers

of

the

ben

efic

iary

inst

itu

tio

ns

to e

nlig

hte

n t

hem

on

th

e

nee

d im

ple

men

t TE

TFu

nd

fin

anci

al r

equ

irem

ents

jud

icio

usl

y

Join

t q

uar

terl

y fi

nan

cial

mo

nit

ori

ng

exer

cise

of

all

ben

efic

iari

es t

o e

nsu

re

effe

ctiv

e u

tiliz

atio

n o

f fu

nd

s

and

val

ue

for

mo

ney

All

op

erat

ion

s, e

ven

ts a

nd

acti

viti

es s

ho

uld

aim

ed a

t

min

imiz

atio

n o

f er

rors

in

tran

sact

ion

pro

cess

ing.

Stri

ct a

dh

eren

ce t

o

dea

dlin

e fo

r su

bm

issi

on

of

stat

uto

ry r

etu

rns

and

info

rmat

ion

to

man

agem

ent

and

bo

ard

TETF

un

d2

01

1-2

01

5

TETF

UN

D

TIM

ELIN

E

(Qu

arte

rly)

IMP

LEM

ENTI

NG

AG

ENC

Y


6.1

0

Dis

bu

rsin

g an

d

Trac

kin

g o

f Fu

nd

s in

St

ages

to

En

sure

Ef

fici

ent

and

Ju

dic

iou

s U

tiliz

atio

n.

·R

eco

nci

lead

mis

sib

le

pro

ject

s w

ith

the

ben

efic

iari

es

·

Dis

bu

rse

fun

ds

·

Trac

k b

enef

icia

ry

pro

ject

s im

ple

men

tati

on

sta

tus

regu

larl

y

Effi

cien

t an

d ju

dic

iou

s u

tiliz

atio

n o

f fu

nd

str

acke

dTE

TFu

nd

20

12

20

11

-20

13

TETF

UN

D

Co

mp

ute

rizi

ng

Acc

ou

nti

ng

Info

rmat

ion

Syst

em

C

om

pu

teri

zeo

f th

e

enti

re f

inan

cial

tran

sact

ion

s

Ad

op

t o

f cu

rren

t

acco

un

tin

g so

ftw

are

pac

kage

Org

aniz

e m

anp

ow

er

trai

nin

g an

d r

etra

inin

g

for

al

l th

e st

aff

in t

he

Fin

ance

Dep

artm

ent

on

th

e u

sage

of

the

acco

un

tin

g p

acka

ges

En

sure

eff

icie

nt

and

effe

ctiv

e u

sage

of

elec

tro

nic

pay

men

t

po

licy

for

exec

uti

ng

all

acco

un

tin

g an

d

fin

anci

al t

ran

sact

ion

s

Acc

ou

nti

ng

syst

em e

nh

ance

d

acro

ss t

he

org

aniz

atio

n a

nd

ben

efic

iary

inst

itu

tio

ns

TETF

un

d

20

12

M

arch

20

11

–

Jun

e 2

01

3

TETF

UN

D

6.9

S/N

TUR

NA

RO

UN

D

STR

ATE

GY

AC

TIV

ITIE

SD

ELIV

ERA

BLE

SFU

ND

ING

SO

UR

CE

TIM

ELIN

E

(Qu

arte

rly)

IMP

LEM

ENTI

NG

AG

ENC

Y


2

01

1-2

01

5Fu

nd

s P

rovi

ded

for

Spec

ial

Edu

cati

on

Pro

ject

s

6.1

2

Org

aniz

ing

Cap

acit

y B

uild

ing

Pro

gram

mes

fo

r TE

TFu

nd

an

d B

enef

icia

ry

Inst

itu

tio

ns

·Li

aise

wit

h r

egu

lato

ry

bo

die

s an

d in

stit

uti

on

s to

id

enti

fy a

reas

of

trai

nin

g n

eed

s

·

Dra

w u

p a

pro

po

sal o

n

cap

acit

y b

uild

ing

pro

gram

me

·

Pro

du

ctio

n o

f w

ork

pla

n

·

Exec

ute

o

f ac

tual

w

ork

sho

p ·

W

rite

a r

epo

rt o

f th

e

wo

rksh

op

an

d p

rese

nt

th

e

rep

ort

to

man

agem

ent

·

O

rgan

ize

cap

acit

y b

uild

ing

for

Des

k O

ffic

ers

han

dlin

g TE

TFu

nd

Pro

ject

s

·

Enh

ance

the

·

op

po

rtu

nit

ies

for

TETF

un

d s

taff

d

evel

op

men

t an

d t

rain

ing

thro

ugh

exc

han

ge

inte

rnsh

ip p

rogr

amm

e in

si

mila

r Fu

nd

ing

/Tru

st F

un

d

Age

nci

es/O

rgan

izat

ion

s O

vers

eas

Cap

acit

y o

f st

aff

dev

elo

ped

ac

ross

TET

Fun

d a

nd

b

enef

icia

ry in

stit

uti

on

sC

apac

ity

of

TETF

un

d D

esk

Off

icer

s en

han

ced

acr

oss

in

stit

uti

on

s

TETF

un

d2

01

1-2

01

5TE

TFU

ND

S/N

TUR

NA

RO

UN

D

STR

ATE

GY

AC

TIV

ITIE

SD

ELIV

ERA

BLE

SFU

ND

ING

SO

UR

CE

6.1

1Fu

nd

ing

Spec

ial

Edu

cati

on

Pro

ject

s

·

Org

an

ize

Nat

ion

wid

e Sp

ecia

l Ed

uca

tio

n S

urv

ey

for

the

han

dic

app

ed

·

Iden

tify

spec

ial n

eed

s o

f th

e h

and

icap

ped

.

·

Sele

ct in

stit

uti

on

s to

be

fun

ded

·

Mee

t w

ith

re

pre

sen

tati

ves

of

the

inst

itu

tio

ns

sele

cted

.

·U

nd

erta

ke t

he

actu

al

imp

lem

enta

tio

n o

f p

roje

cts

TETF

un

d

TETF

UN

D

TIM

ELIN

E

(Qu

arte

rly)

IM

PLE

MEN

TIN

G

AG

ENC

Y

6.1

3

Dev

elo

pin

g Po

licy

Fram

ewo

rk f

or

the

Imp

rove

men

t o

f In

tern

ally

G

ener

ated

Rev

enu

e B

ase

of

CO

Es

Org

aniz

e w

ork

sho

ps

on

th

e d

evel

op

men

t o

f Po

licy

Fram

ewo

rk f

or

the

imp

lem

enta

tio

n o

f IG

R in

o

ne

hu

nd

red

an

d t

wel

ve

(11

2)

Co

llege

s o

f Ed

uca

tio

n

nat

ion

wid

e

Wo

rksh

op

so

n t

he

dev

elo

pm

ent

of

Polic

y Fr

amew

ork

on

IGR

in t

he

on

e h

un

dre

d a

nd

tw

elve

(1

12)

CO

Es c

on

du

cted

N

CC

E2

01

2=2

01

5N

CC

E

6.1

4Tr

acki

ng

the

Imp

lem

enta

tio

n o

f Fi

scal

A

lloca

tio

ns

in t

he

FCE

U

nd

erta

ke f

inan

cial

m

on

ito

rin

g o

f

ed

uca

tio

n f

inan

ces

of

all F

CE

s.

Effi

cien

t in

tern

al c

on

tro

l in

p

lace

N

CC

E

20

12

-2

10

15

N

CC

E

6.1

5

Stre

ngt

hen

ing

the

Fin

anci

al P

olic

ies

and

In

tern

al F

on

tro

l of

NC

CE

and

FC

Es

·

Co

nd

uct

wo

rksh

op

s

on

im

pro

vin

g

effi

cien

cy in

th

e u

se o

f fi

scal

allo

cati

on

s

·

Pro

du

ce p

rogr

ess

rep

ort

s o

n t

he

imp

lem

enta

tio

n o

f fi

scal

al

loca

tio

n.

Effi

cien

t in

tern

al c

on

tro

l an

d

tran

spar

ency

in f

isca

l m

anag

emen

t u

red

NC

CE

2

01

2-2

01

5N

CC

E

6.1

6

Enh

anci

ng

Dat

a C

olle

ctio

n a

nd

P

rese

nta

tio

n A

bili

ties

o

f FC

E m

anag

emen

tin

all

FCE

.

Org

aniz

e fo

llow

-up

ac

tivi

ties

an

d p

rovi

de

te

chn

ical

ass

ista

nce

to

all

FCE

on

fin

anci

al r

epo

rtin

g.

Har

mo

niz

atio

n/

stan

dar

diz

atio

n o

f fi

nan

cial

d

ocu

men

tati

on

ach

ieve

d.

NC

CE

20

12

-20

15

NC

CE



20

12

-20

15

20

12

-20

15

20

12

-20

15

·Qu

arte

rly

com

plia

nce/

eval

uati

on r

epor

tsac

hie

ved

·An

nu

al f

inan

cial

eff

icie

ncy

an

d e

ffec

tive

nes

s re

po

rts

imp

rove

d

Co

nd

uct

mee

tin

gs,

wo

rksh

op

s an

d

enlig

hte

nm

ent

cam

pai

gns

that

fo

ster

self

-rel

ian

ce in

fu

nd

ing

of

tert

iary

in

stit

uti

on

s

Org

aniz

e m

and

ato

ryq

uar

terl

y fi

nan

cial

m

on

ito

rin

g ex

erci

se o

f p

roce

du

res

invo

lved

inth

e re

ceip

t an

d d

isb

urs

emen

t o

f p

ub

lic f

un

ds.

6.1

9D

iver

sify

ing

and

Im

pro

vin

g o

ther

so

ur

of

Fun

din

g th

rou

gh

Co

st-S

har

ing,

Pri

vate

Se

cto

r In

volv

emen

t,

Alu

mn

i, En

do

wm

ents

, ID

Ps,

Co

nsu

ltan

cy

Serv

ices

, etc

ces

.

·C

on

du

ct e

nlig

hte

nm

ent

wo

rksh

op

so

n c

ost

-sh

arin

g m

od

alit

ies

in h

igh

er

edu

cati

on

in h

igh

er

edu

cati

on

·

Sup

po

rt f

or

the

init

iati

ve

on

su

stai

nab

le f

inan

cin

g o

f

hig

her

ed

uca

tio

n in

Nig

eria

·

Des

ign

cap

acit

y b

uild

ing

pro

gram

mes

fo

r p

rin

cip

al

off

icer

s in

fu

nd

s m

ob

iliza

tio

n, a

lloca

tio

n a

nd

m

anag

emen

t

·

Org

aniz

e ca

pac

ity

bu

ildin

g p

rogr

amm

es f

or

un

iver

siti

es o

n w

riti

ng

gran

t-w

inn

ing

pro

po

sals

to

d

on

or

agen

cies

.

·

Org

aniz

e

an

nu

al

fo

rum

fo

r in

tera

ctio

n

bet

wee

n f

un

din

g ag

enci

es,

d

on

or

par

tner

s an

d

N

iger

ian

un

iver

siti

es

·

Un

der

take

an

nu

al r

evie

w

and

mo

nit

ori

ng

of

the

stat

e o

f

fun

din

g, p

artn

ersh

ip a

nd

·re

sou

rce

uti

lizat

ion

fo

r so

un

d c

orp

ora

te

gove

rnan

ce.

·Gre

ater

pri

vate

sec

tor

invo

lvem

ent

in f

un

din

g o

f ed

uca

tio

nac

hie

ved

·

Inte

rnal

ly g

ener

ated

rev

enu

e th

rou

gh c

on

sult

ancy

an

d

com

mu

nit

y se

rvic

es a

nd

in

du

stri

al

linka

ges im

pro

ved

·

IGR

co

mp

on

ent

of

Un

iver

sity

b

ud

get

imp

rove

d

·

Dat

abas

e o

f al

l par

tner

ship

s in

th

e u

niv

ersi

ties

esta

blis

hed

·

IT b

ased

syst

em t

o c

aptu

re

·

reso

urc

e fl

ow

an

d

·

uti

lizat

ion

dev

elo

ped

FME/

NG

O &

P

PP/

NU

C/N

BTE

/NC

CE

FME/

NU

C/

NB

TE/N

CC

E

6.1

7 S

tren

gth

enin

g R

egu

lato

ry

Co

mp

lian

ce in

NC

CE

and

FC

E.

NC

CE

NC

CE

6.1

8 E

nsu

rin

g Te

rtia

ry

Inst

itu

tio

nsD

evel

op

Sel

f-R

elia

nce

th

rou

gh In

tern

al

Sou

rcin

g o

f Fu

nd

s

Ap

pre

ciab

le in

crea

se in

IGR

ach

ieve

d

FME/

NU

C/

NB

TE/N

CC

E

FME/

NU

C/

NB

TE/N

CC

E

S/N

TUR

NA

RO

UN

D

STR

ATE

GY

AC

TIV

ITIE

SD

ELIV

ERA

BLE

SFU

ND

ING

SO

UR

CE

IMP

LEM

ENTI

NG

AG

ENC

Y

TIM

ELIN

E

(Qu

arte

rly)


6.2

0 R

estr

uct

uri

ng

and

St

ren

gth

enin

g th

e Ex

isti

ng

Sch

ola

rsh

ip a

nd

Stu

den

t Lo

an B

oar

ds

to T

arge

t TV

ET t

ud

ents

Pro

vid

e 2

5%

of

fun

ds

for

spec

ific

sch

ola

rsh

ip f

or

TVET

stu

den

ts.

Sc

ho

lars

hip

bo

ard

re

stru

ctu

red

TO P

RO

VID

E FU

ND

S

FM

E, N

BTE

an

d

Poly

tech

nic

s

2

01

2-2

01

5FM

E/N

BTE

bu

dge

t

6.2

1 U

pgr

adin

g Fa

cilit

ies

in

Sele

cted

Po

lyte

chn

ics

to

mak

e th

em C

entr

es o

f Ex

celle

nce

Pro

visi

on

of

off

ice

Equ

ipm

ent

(co

mp

ute

rs,

soft

war

e, f

urn

itu

re, e

tc)

and

tra

inin

g m

ater

ials

fo

r p

oly

tech

nic

s.

Up

grad

ing

of

faci

litie

s51

Po

lyte

chn

ics

and

M

on

ote

chn

ics

co

mp

lete

d .

FME,

NB

TE a

nd

TET

F

20

12

-20

15

FME/

NB

TE/

TETF

UN

D

bu

dge

t

6.2

2 U

pgr

adin

g o

f Fa

cilit

ies

in

Sele

cted

Tec

hn

ical

C

olle

ges

to m

ake

them

C

entr

e o

f Ex

celle

nce

Sou

rce

fun

ds

fro

m t

he

Wo

rld

Ban

k/

STEP

-B,

AD

B

and

oth

er f

un

din

g ag

enci

es

P

rocu

re a

nd

eq

uip

twel

ve

(1

2)

tech

nic

al c

olle

ges

in

the

six

(6)

geo

-po

litic

al

zon

es.

Fun

din

g so

urc

ed/c

om

mit

men

t fo

r fu

nd

ing

ob

tain

ed.

Eq

uip

men

t p

rocu

red

fo

r tw

elve

(1

2)

tech

nic

al c

olle

ges

in t

he

six

(6)

geo

-po

litic

al

zon

es

FME/

NB

TE/A

DB

2

01

2-2

01

5

FM

E, W

orl

d

Ban

k/ST

EP-B

,A

DB

S/N

TUR

NA

RO

UN

D

STR

ATE

GY

AC

TIV

ITIE

SD

ELIV

ERA

BLE

SFU

ND

ING

SO

UR

CE

TIM

ELIN

E

(Qu

arte

rly)

IMP

LEM

ENTI

NG

AG

ENC

Y


atte

nd

ance

of

sho

rt-t

erm

co

urs

es/

wo

rksh

op

an

d t

rain

ing

in

rese

arch

an

d o

the

r

rele

van

t te

chn

ical

fie

lds

·P

rod

uce

po

licy

guid

elin

es

for

TETF

un

d m

on

ito

rin

gan

d e

valu

atio

n o

f re

sear

ch

fun

d

6.2

3

Re

susc

itat

ing

and

In

ten

sify

ing

Re

sear

ch

Act

ivit

ies

wit

hin

th

e F

un

d

·Es

tab

lish

an

d c

reat

e g

ran

t fo

r TE

TFu

nd

org

aniz

atio

nal

ac

tio

n r

ese

arch

·In

ten

sify

info

rmat

ion

so

urc

ing

·C

on

du

ct r

egu

lar

dat

a co

llect

ion

exe

rcis

es

and

vi

sita

tio

ns

·C

arry

ing

ou

t re

leva

nt

acti

on

re

sear

che

s in

ne

ed

y ar

eas

.

·C

oo

rdin

ate

qu

arte

rly

coo

rdin

atio

n o

f

·ac

tio

n r

ese

arch

in v

ario

us

·d

ep

artm

en

ts h

ou

sin

g th

e

fun

ds

·Fa

cilit

ate

re

gula

r

Re

sear

ch a

ctiv

itie

s in

te

rtia

ry

inst

itu

tio

ns

resu

scit

ate

d a

nd

in

ten

sifi

ed

th

rou

gh in

cre

ase

d

rese

arch

fu

nd

ing

TE

TFu

nd

20

12

-20

15

TETF

UN

D

6.2

4 A

uto

mat

ion

of

TETF

un

d

Lib

rary

·C

on

du

ct f

eas

ibili

ty

stu

die

s

·

Un

de

rtak

e s

yste

m

anal

ysis

·

Pro

cure

an

d d

ep

loy

soft

war

e

and

eq

uip

me

nt

Lib

rary

Au

tom

ate

dTE

TFu

nd

20

12

TETF

UN

D

6.2

5 T

ETFu

nd

Ele

ctro

nic

s D

ocu

me

nt

Syst

em

De

plo

y e

lect

ron

ic

do

cum

en

t

man

age

me

nt

syst

em

·Ele

ctro

nic

s d

ocu

me

nt

syst

em

d

ep

loye

d

·Do

cum

en

ts b

ette

r o

rgan

ize

d TE

TFu

nd

2

01

2

TETF

UN

D

6.2

6 T

ETFu

nd

Man

age

me

nt

Info

rmat

ion

Sys

tem

(M

IS)

Pro

cure

an

d d

ep

loy

MIS

M

IS d

ep

loye

d TE

TFu

nd

Ju

ne

20

11

- J

un

e 2

01

3 TE

TFU

ND

6.2

7 T

rain

ing

and

Cap

acit

y D

eve

lop

me

nt

on

ICT

in

Tert

iary

Inst

itu

tio

ns

·Id

en

tify

tra

inin

g n

ee

ds

·Id

en

tify

tra

inin

g fi

rm

·D

eve

lop

wo

rk p

lan

·Ex

ecu

teo

f tr

ain

ing

of

the

re

leva

nt

pe

rso

nn

el

Trai

nin

g co

nd

uct

ed

TETF

un

d

Mar

.20

11

- A

ug.

20

13

TETF

UN

D

S/N

TUR

NA

RO

UN

D

STR

ATE

GY

AC

TIV

ITIE

SD

ELIV

ERA

BLE

SFU

ND

ING

SO

UR

CE

TIM

ELIN

E

(Qu

arte

rly)

IMP

LEM

ENTI

NG

AG

ENC

Y


S/N

TUR

NA

RO

UN

D

STR

ATE

GY

AC

TIV

ITIE

SD

ELIV

ERA

BLE

SFU

ND

ING

SO

UR

CE

6.2

8 E

ffec

tive

Mo

nit

ori

ng

of

Imp

lem

enta

tio

n o

f th

e H

igh

Imp

act

Pro

ject

s

the

·C

hec

k p

re-q

ual

ific

atio

n

·p

roce

ss

·C

hec

k M

inu

tes

of

Ten

der

s B

oar

d a

nd

P

rocu

rem

ent

·

Pla

nn

ing

Co

mm

itte

e

·

Scru

tin

ize

Ap

pro

val/

·

Au

tho

riza

tio

n (

Mgt

. B

oar

d, M

inis

ter

and

FEC

)

·

Ch

eck

Cer

tifi

cate

of

no

·

ob

ject

ion

fro

m B

PP

fo

r

pro

ject

ed f

un

d u

p t

o

·

N1

00

m/N

25

0m

an

d

abo

ve

·

Au

dit

Ver

ific

atio

n o

f th

e

·

HIS

Ps

in e

ach

of

the

six(

6)

geo

po

litic

al

·

Pre

sen

t p

erio

dic

rep

ort

s to

th

e re

leva

nt

man

agem

ent/

BO

Ts

All

Hig

h Im

pac

t P

roje

cts

adeq

uat

ely

mo

nit

ore

dTE

TFu

nd

20

12

-20

15

TETF

UN

D

6.2

9 E

ffec

tive

Mo

nit

ori

ng

of

TETF

un

d N

orm

al

Inte

rven

tio

n

·

Un

der

take

qu

arte

rly

aud

it v

erif

icat

ion

wit

h u

se

of

fin

anci

al c

on

sult

ants

O

rgan

ize

follo

w u

p v

isit

s u

sin

g

the

aud

it s

taff

in

inst

itu

tio

ns

and

get

th

em

to r

epo

rt a

no

mal

ies

No

rmal

inte

rven

tio

ns

mo

nit

ore

d

and

rep

ort

s

gen

erat

ed

TETF

un

d

20

11

-20

13

TETF

UN

D

6.3

0 P

hys

ical

Ver

ific

atio

n o

f TE

TFu

nd

Sp

ecia

l Pro

ject

s·

Au

dit

insp

ecti

on

at

the

va

rio

us

inst

itu

tio

ns

·R

epo

rt t

o a

no

mal

ies

to

the

Man

agem

ent/

Bo

ard

·P

hys

ical

ver

ific

atio

n o

f TE

TFu

nd

sp

ecia

l pro

ject

s co

nd

uct

ed

TETF

un

d2

01

1-

20

13

TETU

ND

Rep

ort

gen

erat

ed·

TIM

ELIN

E

(Qu

arte

rly)

IMP

LEM

ENTI

NG

AG

ENC

Y


6.3

3En

sure

SU

BEB

s ca

pac

ity

to

acce

ss g

ran

ts.

·Pla

nn

ers

trai

ned

in

wo

rk-p

lan

pre

par

atio

n

·Mee

tin

gs w

ith

po

litic

al

lead

ers

·33

.89

bill

ion

nai

ra 5

0%

o

f 2

% C

RF

mat

chin

g gr

ant

d

isb

urs

ed

UB

EC

20

12

-20

13

2%

CR

F

6.3

1

Ob

tain

ing

Cu

sto

mer

Fe

edb

ack

on

Ser

vice

s P

rovi

ded

an

d

Ide

ntif

yin

g C

ust

om

ers

’ E

Ne

ed

s a

nd

exp

ect

atio

ns

Cu

sto

mer

s’fe

edb

ack

ob

tain

edN

eed

s an

d e

xpec

tati

on

s id

enti

fied

TE

TFu

nd

2n

d-3

rd

Qu

arte

r 2

01

2

TETF

UN

D

6.3

2

Rev

iew

ing

TETF

un

d

Serv

ice

Ch

arte

r in

ac

cord

ance

wit

h t

he

new

Man

dat

e

TETF

un

d C

har

ter

revi

ewed

and

pro

du

ced

.

TE

TFu

nd

20

12

TETF

UN

D

S/N

TUR

NA

RO

UN

D

STR

ATE

GY

·Tra

in S

UB

EBs

on

ho

w t

o

pre

par

e w

ork

-pla

ns

·Car

ryo

ut

po

litic

al

enga

gem

ent

wit

h s

tate

s to

en

sure

·Dis

bu

rse

mat

chin

g gr

ant

to S

UB

EBs

·D

esig

n t

he

inst

rum

ent

for

d

ata

colle

ctio

n

·C

arry

ou

t th

e su

rvey

·C

olle

ct a

nd

an

alys

e th

e d

ata

·P

ub

lish

th

e fi

nd

ings

of

the

surv

ey

·O

bta

in in

pu

ts f

rom

th

e

vari

ou

s d

epts

/un

its

on

th

eir

loca

l ch

arte

r

·C

olle

ct in

form

atio

n o

n

lo

cal c

har

ter

·C

on

sid

eran

d c

om

pile

d

ata

fro

m

the

dep

ts/u

nit

s to ·

dev

elo

p t

he

TETF

un

d

·

Ch

arte

r

·Su

bm

itth

ed

raft

ch

arte

r to

th

e Se

rvic

om

Off

ice

via

·th

e FM

E

AC

TIV

ITIE

SD

ELIV

ERA

BLE

SFU

ND

ING

SO

UR

CE

TIM

ELIN

E

(Qu

arte

rly)

IMP

LEM

ENTI

NG

AG

ENC

Y


6.3

4·E

nsu

re S

UB

EBs

hav

e th

e ca

pac

ity

for

bu

dge

t im

ple

men

tati

on

·

Faci

litat

e A

ud

it o

f in

terv

enti

on

fu

nd

acc

ou

nts

in a

ll SU

BEB

s

·Tra

in S

UB

EBs

in b

ud

get

pre

par

atio

n

·

Trai

n S

UB

EBs

on

th

e p

rep

arat

ion

of

Dep

artm

enta

l Wo

rk P

lan

s

(DW

P)

bas

ed o

n b

ud

get

allo

cati

on

·

Trai

n S

UB

EBs

to s

up

po

rt

the

LGEA

s in

bu

dge

t p

rop

osa

l dev

elo

pm

ent

·

Trai

n S

UB

EBs

to c

on

du

ct

inte

rnal

mo

nit

ori

ng

of

bu

dge

t im

ple

men

tati

on

C

arry

ou

t 1

st-4

th q

trs,

20

12

fi

nan

cial

mo

nit

ori

ng.

·

Bu

ild c

apac

ity

of

SUB

EBs

for

inte

rnal

Au

dit

of

inte

rven

tio

n f

un

d

acco

un

ts ·

C

arry

-ou

t au

dit

for

20

10

an

d 2

01

1 b

y ex

tern

al

aud

ito

rs.

·Bu

dge

t o

ffic

ers

trai

ned

· Cap

acit

y to

pre

par

e D

WP

s

· Cap

acit

y o

f SU

BEB

s to

su

pp

ort

LG

EAs

imp

rove

d

20

12

fin

anci

al m

on

ito

rin

g re

po

rts

pro

du

ced

an

d

forw

ard

ed t

o a

ll re

leva

nt

stak

eho

lder

s.

· Incr

ease

d c

apac

ity

for

SUB

EBs

to c

on

du

ct in

tern

al a

ud

it

· 20

10

an

d 2

01

1 a

ud

ited

fi

nan

cial

sta

tem

ents

fo

r U

BEC

an

d S

UB

EBS

acco

un

ts p

rod

uce

d

and

fo

rwar

ded

to

rel

evan

t st

akeh

old

ers.

UB

ECU

BEC

/ext

ern

al

aud

ito

rs

2

01

2-2

01

32

% C

RF

6.3

5Im

pro

ve t

he

cap

acit

y o

f SU

BEB

s to

do

cum

ent

and

p

rod

uce

rep

ort

s

·

Bu

ild c

apac

ity

for

dat

a co

llect

ion

an

d a

nal

ysis

·

Bu

ild c

apac

ity

for

rep

ort

w

riti

ng

·

Follo

w-u

p v

isit

to

SU

BEB

w

ith

maj

or

ob

serv

atio

ns

· Imp

rove

d c

apac

ity

for

dat

a co

llect

ion

an

d a

nal

ysis

· In

crea

sed

cap

acit

y fo

r re

po

rt

wri

tin

g

· R

atif

icat

ion

of

ano

mal

ies/

lap

ses

ob

serv

ed in

p

revi

ou

s f

inan

cial

mo

nit

ori

ng

rep

ort

s.

UB

EC

20

12

-20

13

2%

CR

F

S/N

TUR

NA

RO

UN

D

STR

ATE

GY

AC

TIV

ITIE

SD

ELIV

ERA

BLE

SFU

ND

ING

SO

UR

CE

TIM

ELIN

E

(Qu

arte

rly)

IMP

LEM

ENTI

NG

AG

ENC

Y


6.3

6En

han

ce t

he

cap

acit

y o

f SU

BEB

s an

d L

GEA

s to

ap

ply

fo

r th

e

14

%

edu

cati

on

al im

bal

ance

fu

nd

s fo

r 2

01

1

·Tra

in S

UB

EBs

to s

up

po

rt

LGEA

s to

wo

rk w

ith

SB

MC

to

iden

tify

loca

l nee

ds

·

Trai

n S

UB

EBs

to p

rep

are

pro

po

sals

·

Dis

bu

rse

20

11

ed

uca

tio

nal

imb

alan

ce

fun

ds

·In

crea

sed

cap

acit

y fo

r LG

EAs

and

SB

MC

s to

iden

tify

loca

l n

eed

s

· Imp

rove

d c

apac

ity

for

pro

po

sal d

evel

op

men

t

· 9 b

illio

n n

aira

14

% o

f 2

% C

RF

ed

uca

tio

n im

bal

ance

dis

bu

rsed

UB

EC2

01

22

% C

RF

6.3

7En

han

ce t

he

cap

acit

y b

uild

ing

for

fin

ance

sta

ff

Inte

ract

ive

sess

ion

s/gr

ou

p b

uild

ing

tech

niq

ues

an

d

wo

rksh

op

s

Equ

ipp

ed p

erso

nn

el (

fin

ance

) fo

r b

asic

ed

uca

tio

n d

eliv

ery.

U

BEC

2

01

2

2%

CR

F

6.3

8En

han

ce t

he

cap

acit

y o

f SU

BEB

s to

acc

ess

U

BE

Co

mm

un

ity

Init

iate

d S

elf

Hel

p P

roje

cts

Mo

nit

ori

ng

of

Pro

ject

Im

ple

men

tati

on

at

Stat

e,

LGEA

an

d S

cho

ol l

evel

·

Trai

n S

UB

EBs

to b

uild

th

e ca

pac

ity

of

LGEA

s to

w

ork

wit

h S

BM

C t

o

iden

tify

·

Dev

elo

p s

yste

ms

for

UB

E C

om

mu

nit

y In

itia

ted

Se

lf H

elp

Pro

ject

Im

ple

men

tati

on

·

Bu

ild c

apac

ity

of

loca

l ar

tisa

ns

· Imp

rove

d c

apac

ity

for

pro

ject

id

enti

fica

tio

n

· Imp

rove

d s

yste

ms

for

trac

kin

g P

roje

ct e

xecu

tio

n (

Co

nst

ruct

ion

o

f cl

assr

oo

ms,

Ren

ova

tio

ns,

B

ore

ho

les

etc

· I

mp

rove

d c

apac

ity

for

pro

ject

d

eliv

ery

and

mo

nit

ori

ng

UB

EC

SUB

EBs

LGEA

s

Sch

oo

ls &

Co

mm

un

ity

Mem

ber

s

20

11

-20

15

2%

CR

F

6.3

9D

evel

op

ing

Cap

acit

y fo

r fu

nct

ion

al S

BM

Cs

Tr

ain

ing

of

Trai

ner

s

-Tra

inin

g o

f m

aste

r Tr

ain

ers

-S

BM

C T

rain

ing

·

Trai

nin

g o

f Tr

ain

ers

on

SB

MC

s

· Cap

acit

y o

f Tr

ain

ers

on

SB

MC

s d

evel

op

ed

· Co

mm

un

ity

par

tici

pat

ion

in

bas

ic e

du

cati

on

enh

ance

d

FME

U

BEC

ES

SPIN

ST

Ts

SU

BEB

s

LG

EAs

SB

MC

m

emb

ers

2

01

1-2

01

5 2%

CR

F

6.4

0C

apac

ity

bu

ildin

g w

ork

sho

p f

or

Mo

bili

zati

on

p

erso

nn

el a

t SU

BEB

an

d

LGEA

leve

ls

Bu

ild C

apac

ity

of

SUB

EB

and

LG

EA S

taff

fo

r im

pro

ved

ser

vice

d

eliv

ery

of

Soci

al

Mo

bili

zati

on

Effe

ctiv

e se

rvic

e d

eliv

ery

for

Soci

al M

ob

iliza

tio

n a

ctiv

itie

s

UB

EC

SU

BEB

s

LG

EAs

2

01

1-2

01

5

2%

CR

F

FUN

DIN

G

S/N

TUR

NA

RO

UN

D

STR

ATE

GY

AC

TIV

ITIE

SD

ELIV

ERA

BLE

SSO

UR

CE

TIM

ELIN

E

(Qu

arte

rly)

IMP

LEM

ENTI

NG

AG

ENC

Y

4-year strategic plan for the development of the education sector

Documents