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UNIVERSAL BASIC EDUCATION COMMISSION

Department of Quality Assurance

7 Gwani Street, Wuse Zone 4, PMB 5086, Garki Abuja

e-mail: [email protected]; [email protected]

Website: www.ubeconline.com

REPORT ON

QUALITY ASSURANCE IN BASIC EDUCATION IN NIGERIA

VOL. V

March 2014

Education for All is the Responsibility of All

mailto:[email protected]

mailto:[email protected]

http://www.ubeconline.com/

ii

Abbreviations CPS Central Primary School

CPS: Community Primary School

DnA: Data not Available

ECD: Early Childhood Development

EFA: Education for All

ESSPIN: Education Support Service Programme in Nigeria

FIS: Federal Inspectorate Services

FTS: Federal Teachers’ Scheme

JAMB: Joint Admissions and Matriculation Board

JSS: Junior Secondary School

LGC Local Government Council

LGEA: Local Government Education Authority

MCQA: Ministerial Committee on Quality Assurance

NA: Not Applicable

NECO: National Examinations Council

NERDC: Nigerian Educational Research and Development Council

NIEPA: National Institute of Educational Planning and Administration

NTI: National Teachers’ Institute

PS: Primary Schools

PPS: Public Primary School

PTA: Parents-Teachers’ Association

SBMCs: School Based Management Committees

SEF Self-Evaluation Form

SMoE: State Ministry of Education

SSEB: State Secondary Education Board

SSS: Senior Secondary School

SUBEB: State Universal Basic Education Board

TRCN: Teachers’ Registration Council of Nigeria

UBEB Universal Basic Education Board

UBEC: Universal Basic Education Commission

UNICEF: United Nations Children’s Fund

UNCAP: Unified National Continuous Assessment Programme

UNESCO: United Nations Educational, Scientific and Cultural Organisation

WAEC: West African Examinations Council

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Table of Content

Abbreviations ........................................................................................................................ i

Table of Content ................................................................................................................. iii

List of Tables ........................................................................................................................ v

List of Appendices ............................................................................................................... vi

Preface ................................................................................................................................ vi

Executive Summary ...........................................................................................................viii

CHAPTER ONE

INTRODUCTION ............................................................................................................... 1

CHAPTER TWO

REPORT ON QUALITY ASSURANCE IN BASIC EDUCATION INSTITUTIONS IN NIGERIA

2.1 Abia SUBEB ............................................................................................................ 6

2.2 Adamawa SUBEB ................................................................................................. 12

2.3 Akwa Ibom SUBEB ............................................................................................... 18

2.4 Anambra SUBEB ................................................................................................... 23

2.5 Bauchi SUBEB ....................................................................................................... 29

2.6 Bayelsa SUBEB ..................................................................................................... 34

2.7. Benue SUBEB ....................................................................................................... 41

2.8. Borno SUBEB ........................................................................................................ 42

2.9 Cross River SUBEB ................................................................................................ 43

2.10 Delta SUBEB ......................................................................................................... 49

2.11 Ebonyi SUBEB ....................................................................................................... 55

2.12 Edo SUBEB ............................................................................................................ 61

2.13 Ekiti SUBEB ........................................................................................................... 67

2.14 Enugu SUBEB ........................................................................................................ 73

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2.15 Gombe SUBEB ...................................................................................................... 78

2.16 Imo SUBEB ........................................................................................................... 84

2.17 Jigawa SUBEB ....................................................................................................... 91

2.18 Kaduna SUBEB...................................................................................................... 97

2.19 Kano SUBEB........................................................................................................ 103

2.20 Katsina SUBEB .................................................................................................... 110

2.21 Kebbi SUBEB ....................................................................................................... 117

2.22 Kogi SUBEB ......................................................................................................... 122

2.23 Kwara SUBEB ...................................................................................................... 128

2.24 Lagos SUBEB ....................................................................................................... 135

2.25 Nasarawa SUBEB ................................................................................................ 141

2.26 Niger SUBEB ....................................................................................................... 147

2.27 Ogun SUBEB ....................................................................................................... 153

2.28 Ondo SUBEB ....................................................................................................... 159

2.29 Osun SUBEB ....................................................................................................... 165

2.30 Oyo SUBEB ......................................................................................................... 170

2.31 Plateau SUBEB ................................................................................................... 176

2.32 Rivers SUBEB ...................................................................................................... 183

2.33 Sokoto SUBEB .................................................................................................... 189

2.34 Taraba SUBEB..................................................................................................... 196

2.35 Yobe SUBEB ........................................................................................................ 202

2.36 Zamfara SUBEB .................................................................................................. 203

2.37 The FCT UBEB ..................................................................................................... 209

CHAPTER THREE

SUMMARY OF OBSERVATIONS, RECOMMENDATIONS, OVERALL EFFECTIVENESS AND

IMPLICATIONS FOR UBEC/AREAS OF INTERVENTION

v

List of Tables

Table 1: Breakdown of SUBEBs by sampled LGEAs and schools...................................... ix

Table 2: Breakdown of personnel by organization……………………………………………………………….. x

Table 1.1: Breakdown of SUBEBs by sampled LGEAs and schools ...................................22

Table 1.2: Breakdown of personnel by organization…………………………………………………………… 23

Table1.3: Percentages of SUBEBs/UBEB, LGEAs and schools visited……………………………………. 23

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List of Appendices

Appendix I: Percentage of LGEAs and Schools visited ................................................. 221

Appendix II: Basic Statistics – Enrolment of Learners/Staff Strength and Teacher/

Learners’ Ratio (ECD) ................................................................................................... 222

Appendix III: Basic Statistics – Enrolment of Learners/Staff Strength and Teacher/

Learners’ Ratio (PS) ...................................................................................................... 223

Appendix V: Basic Statistics - Enrolment of Learners/Staff Strength & Teacher/

Learners’ Ratio in sampled LGEA/ECD ......................................................................... 225

Appendix VI: Basic Statistics - Enrolment of Learners/Staff Strength & Teacher/

Learners’ Ratio in sampled LGEA/PS ............................................................................ 226

Appendix VII: Basic Statistics - Enrolment of Learners/Staff Strength & Teacher/

Learners’ Ratio in sampled LGEA/JSS ........................................................................... 227

Appendix IX: Basic Statistics – Enrolment of Learners/Staff Strength and Teacher/

Learners’ Ratio in sampled PS ...................................................................................... 229

Appendix X: Basic Statistics – Enrolment of Learners/Staff Strength and Teacher/

Learners’ Ratio in sampled JSS ..................................................................................... 230

Appendix XI: ECD Grading ........................................................................................... 231

Appendix XII: PS Grading .............................................................................................. 232

Appendix XIII: JSS Grading ............................................................................................ 233

APPENDIX XIV: PERSONNEL FOR MARCH, 2014 QUALITY ASSURANCE .......................... 234

APPENDIX XV: LIST OF SCHOOLS VISITED BY LGEAs .................................................... 242

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PREFACE There are activities that command more interest, devotion and enthusiasm than others in the education

system. So it seems to be with Quality Assurance. This is so because Quality Assurance is seen as an

integral process that produces transformations and improvement in a system. It is a planned and

systematic monitoring and evaluation of the various aspects of programmes, projects, services that

bring about acceptable standards that are maintained and enhanced through human and material

resources. In relation to education, it is all about the quality of work of a school and its impact on the

learner, from the input stage, through processes to the output stage.

Quality dimension has become imperative in the provision of basic education and has gained

prominence; hence, the need for regular conducts of quality assurance in the basic education

institutions. To this end, the Universal Basic Education Commission (UBEC) through the Department of

Quality Assurance conducted the fifth edition of Quality Assurance in Basic Education across the country

from 23rd February to 4th March, 2014. This quality assurance mechanism helps in improving access,

quality and ensuring equity in the provision of basic education. It also points out areas of strengths that

need sustenance and those that require improvement.

The reporting of the findings of this activity is strongly influenced by the purpose of QA: ensures that

schools know what to work with, achieve their goals and meet the set standards required to bring about

change (improvement) especially in the teaching-learning process. Therefore, the report focuses on the

7 aspects that school effectiveness measures. They are: achievement and standards; personal

development and well-being; quality of teaching and learning; quality of curriculum and other activities;

quality of care, guidance and support; leadership and management; and overall effectiveness of the

school.

The content of the report is organised into two distinct parts viz: preliminary and main. In the

preliminary part, the abbreviations of acronyms, preface, table of content, list of tables, list of figures,

list of appendices and the executive summary are presented. Part two (2) which is the main report

presents the quantitative and qualitative state by state report. Its four chapters described the 36 states

including FCT SUBEBs and went on to discuss what the various SUBEBs/UBEB do well, what they need to

do in order to perform more efficiently and effectively. The report ends with a presentation of major

observations made during the process. It is my belief that this report will be a valuable document to all

stakeholders in basic education, in particular, and those in education, in general.

On behalf of the Commission, I wish to appreciate the valuable contributions of the staff of the

Department of Quality Assurance: Dr C. C. Agomoh, Mal. Jibo Abdullahi, Dr T. T. Onosode, Ms Ada

Veronica Ogwuche, Mrs Esther Tella, Mr. Bartholomew Francis Saleh, Mrs. Arit Akpan, Mr. Julius

Adedoja, Mrs. Deborah Dajep, Najat Omolola Abdulhameed, Mrs. Tina Emuekpere and Mrs. M. E. Ette.

Dr Dikko Sulieman Executive Secretary Universal Basic Education Commission March, 2014

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EXECUTIVE SUMMARY

0.1 Preamble

Basic Education is the education offered to children ages 3 - 14 years. It comprises 3 years of early

childhood care education and the nine (9) years of formal schooling (Roadmap for the Nigerian

Education Sector, 2009). It is therefore, the foundation a child can have for him/her to use throughout

life. The UBE Programme, which is a reform programme aimed at providing greater access to, and

ensuring quality of basic education throughout Nigeria is coordinated by the three (3) tiers of

Government (Federal, State and Local Government). At the federal level, the main agency coordinating

the implementation of basic education is the Universal Basic Education Commission (UBEC) while the

State Universal Basic Education Boards (SUBEBs)/Local Government Education Authorities (LGEAs) are

the main agencies implementing the programme.

UBEC, as the body set up to coordinate the implementation of the UBE Programme, carries out quality

assurance in basic education schools at regular intervals, in concert with the SUBEBs, LGEAs and

headteachers/principals for the successful implementation of the programme.

A total of 75 quality assurance officers from UBEC executed the exercise in conjunction with 119 and

266 quality assurance officers from SUBEBs and LGEAs respectively in 33 states and the FCT between

23rd February – 4th March, 2014.

0.2 Objectives

The main objective of quality assurance is to monitor and evaluate the effectiveness and performance of

schools in accordance with set standards and global practices.

The specific objectives are to:

determine the extent to which quality teaching and learning take place in schools and centres;

create a valid and reliable data base that can support or inform policies and decisions aimed at

improving the overall effectiveness of schools and centres;

monitor the level of learning achievements as well as other educational performance indicators in

schools and centres;

maintain quality standards in basic education in Nigeria;

ascertain the extent to which the approved curriculum is operational in schools and centres and the

extent to which the stated objectives are being achieved;

provide regular and periodic report on the state of basic education in Nigeria;

advise on the provision of proper and adequate physical facilities in basic education institutions;

provide professional advice and support for teacher development in the areas of pedagogy,

classroom management/administration, teaching and learning outcomes.

0.3 Logistics/methodology

Quality assurance officers of UBEC and inspectors from the SUBEBs and the selected LGEAs conducted the exercise.

0.3.1 Population The target population comprised of all the 36 States and the FCT of Nigeria, LGEAs, ECD centres, public primary and JSS.

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Quality Assurance Officers from UBEC, SUBEBs and the sampled LGEAs were involved in the conduct of

the QA. While UBEC officers received briefing in Abuja, the officers from SUBEBs and the LGEAs were

briefed at their various offices. The activities commenced immediately thereafter.

While the schools evaluated themselves first and completed the School Self-evaluation Form (SEF), the

teams of External Evaluators validated the SEF against the key indicators during the External Evaluation

based on the 8 aspects that school effectiveness measures. They include:

achievement and standards;

learners’ personal development and well-being;

quality of teaching and learning;

quality of curriculum and other activities;

quality of care, guidance and support;

learning environment;

leadership and management; and

overall effectiveness of the school.

0.3.2 Sampling Procedure Judgmental sampling procedure was adopted in the selection of the specified LGEAs, ECD centres, public

Primary Schools and JSS. Three (3) LGEAs were selected in each of the 33 SUBEBs while 2 LGEAs were

selected in FCT UBEB, Abuja. Fifteen (15) primary schools and 3 JSS were selected in 12 SUBEBs while 10

primary schools and 2 JSS were selected in 22 SUBEBs/UBEB.

0.3.2.1 Samples

The quality assurance was conducted in a total of 34 SUBEBs/UBEB, 101 LGEAs, 214 ECDs, 366 public PS

and 75 JSS.

Table 1: Breakdown of SUBEBs, sampled LGEAs, ECDs, Primary and Junior SecondarySchools visited

No of

SUBEBs

visited

No of LGEAs

sampled

No of ECDs

sampled

No of PS

sampled

No of JSS

sampled

34 101 214 * 366 74

* Some PS do not have ECD centres.

0.3.3 Quality assurance instruments

The following quality assurance instruments were used in generating data during the exercise:

SMoE/SUBEB with focus on Ministry of Education and SUBEB.

LGEA with focus on LGEA.

External Evaluation Forms.

School Self-Evaluation form.

Support forms for Q.A. External Evaluation.

0.3.4 Personnel for the exercise

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The personnel that conducted the quality assurance comprised of quality assurance officers from UBEC

and Inspectors from the SUBEBs and LGEAs. Selection was based on the number of LGEAs sampled from

each state randomly. Table 2 contains the sampling method employed.

Table 2: Breakdown of personnel by organization

S/N No. of Teams Organization/ No. of officers

UBEC SUBEB LGEA TOTAL

1. 2 2 2 2 x 4 = 8 2 + 2 + 8 = 12

2. 3 3 3 2 x 6 = 12 3 + 3 + 12 = 18

0.4 Major findings

0.4.1 The SUBEBs

0.4.1.1 Description of the SUBEBs

The 34 SUBEBs/UBEB are functioning with relevant departments on ground. They have 678 LGEAs,

23,707 Early Childhood Development (ECD) centres, 51,854 public Primary Schools (PS) and 9,520 public

Junior Secondary Schools (JSS).

There are 2,348,913 (1,228,845 male – 52% and 1,120,068 female – 48%) pupils in the ECD centres;

44,683 (11,750 male – 26% and 32,933 female – 74%) teaching staff; 6,860 (3,030 male – 44% and 3,830

female – 56%) non-teaching staff (only Adamawa, Ekiti, , Kano, Katsina, Nasarawa, Ogun, Ondo, Plateau,

Rivers, Sokoto and FCT supplied data); 10,682 (4,147 male – 39% and 6,535 female – 61%) caregivers

(Cross River, Jigawa, Kaduna, Kano, Kebbi, Kogi, Kwara, Nasarawa, Niger, Ondo, Plateau, Sokoto and FCT

supplied data); 541 (235 male – 43% and 306 female – 57%) FTS participants and (Only Adamawa

supplied data); 579 (39 male – 7% 540 – 93%) PTA/community teachers. (Only Anambra, Ekiti and Kano

supplied data). The average teacher/pupil ratio is 1:51.

The PS have 22,086,359 (12,453,583 male – 56% and 9,614,776 female – 44%) pupils; 509,355 (265,318

male – 52% and 244,037 female – 48%) teaching staff; 79,213 (54,873 male – 69% and 24,340 female –

31%) non-teaching staff (Ebonyi, Gombe, Kebbi, Kogi and Ogun states did not supply data); 8,231 (4,318

male – 52% and 3,913 female – 48%) FTS participants (Adamawa, Anambra, Bauchi, Ebonyi, Edo, Imo,

Kebbi, Kogi, Kwara, and Ogun States did not supplied data) and 756 (150 male – 20% and 606 female –

80%) PTA/community teachers (only Anambra, Enugu States and FCT supplied data). The average

teacher/pupil ratio is 1:43.

The JSS have 5,102,108 (2,619,708 male – 51% and 2,482,400 female – 49%) students; 165,021 (81,583

male – 49% and 83,438 female – 51%) teaching staff; 24,260 (15,313 male – 63% and 8,947 female –

37%) non-teaching staff (Abia, Akwa Ibom, Bauchi, Cross River, Ebonyi, Enugu, Gombe, Jigawa, Kaduna,

Lagos, Ogun, Ondo Taraba, Zamfara States and FCT did not supply data); 647 (542 male – 84% and 105

female – 16%) vocational instructors (Only Adamawa, Nasarawa and Sokoto supplied data); 1,392 (861

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male – 62% and 531 female – 38%) FTS participants (only Abia, Bayelsa, Ekiti, Enugu, Gombe, Jigawa,

Kano, Nasarawa, Niger, Ondo, Plateau, Sokoto, Taraba, Zamfara States and FCT supplied data) and 2,524

(1,599 male – 63% and 925 female – 37%) PTA/community teachers (only Akwa Ibom, Anambra, Plateau

Sokoto States and FCT supplied data). The average teacher/student ratio is 1:30.

Twelve (12) SUBEBs namely Adamawa, Bauchi, Gombe, Jigawa, Lagos, Nasarawa, Ogun, Osun, Oyo and

Taraba reported having Almajiri/Qur’anic Schools, all the 34 SUBEBs/UBEB have a total of 205 Special

Education institutions out of which, 140 operate inclusive education. All the 34 States visited have

accessed N17,005,330,370.00 of the Special Education funds between 2008 and 2011; none of these

schools was however visited during this quality assurance of basic education institutions.

0.4.1.2 What the SUBEBs/UBEB do well

Regular payment of salaries and allowances.

Relevant textbooks in the core subjects are supplied to schools.

Modest utilization of accessed FGN/UBE intervention funds in some States.

Cordial relationship exists between SUBEBs, LGEAs and community schools.

Inauguration of SBMCs in most of the schools.

0.4.1.3 What the SUBEBs/UBEB should do to improve

Keeping relevant statutory and non-statutory records properly.

Ensuring the functionality of SBMCs in schools.

Regular disbursement of running cost to LGEAs and to schools through the LGEAs.

SUBEBs/UBEB should establish good working relationship with their State Ministries of

Education/Education Secretariat in the administration of basic education institutions in the

States/FCT, especially with regards to the JSS.

0.4.1.4 Key strengths in each aspect

Achievement and standards Learners across the country have access and equity in basic education. The learners make progress

in almost all the States as 90% of learners transited to JSS. Cases of drop-outs and repeaters were

low at all levels. Learners across the states also participate in local, state, national and international

(external) competitions such as sporting activities, spelling and quiz, etc, and won laurels. Relevant

textbooks were supplied in the core subjects to schools.

Leadership and management Cordial relationship among members of staff exists in most of the SUBEBs/UBEB. The Management

work hand in hand with other stakeholders to ensure effective teaching and learning in schools.

Overall effectiveness The overall effectiveness of the SUBEBs/UBEB is good.

15 of the 34 SUBEBs/UBEB (44%) are good.

19 of the 34 SUBEBs/UBEB (56%) are fair.

None of the 34 SUBEBs/UBEB (0%) is poor.

None of the 34 SUBEBs/UBEB (0%) is very poor.

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0.4.2 The 101 sampled LGEAs

0.4.2.1 Description of the LGEAs

The 101 LGEAs are functioning with the Education Secretaries on ground. They have 3,747 Early

Childhood Development (ECD) centres, 8,263 Public Primary Schools (PS) and 1,602 public Junior

Secondary Schools (JSS).

There are 399,310 (202,280 male – 51% and 197,030 female – 49%) pupils in the ECD centres; 7,406

(1,889 male - 26% and 5,517 female - 74%) teaching staff; 787 (396 male – 50.3% and 391 female –

49.7%) non-teaching staff; 810 (219 male - 27% and 591 female - 73%) care givers; 80 (23 male - 29%

and 57 female - 71%) FTS participants and 337 (126 male - 37% and 211 female - 63%) PTA/community

teachers. The teacher/ pupil ratio is 1:51.

The primary schools have 2,598,939 (1,415,776 male - 54% and 1,183,163 female - 46%) pupils; 76,760

(38,334 male –49.9% and 38,426 female –50.1%) teaching staff; 12,008 (7,293 male - 61% and 4,715

female - 39%) non-teaching staff; 1,112 (616 male - 55% and 496 female - 45%) FTS participants and

1,045 (650 male - 62% and 395 female - 38%) PTA/community teachers. The teacher/ pupils ratio is 1:33.

The JSS have 573,927 (316,663 male - 55% and 257,264 female - 45%) students; 27,413 (13,321 male –

48% and 14,182 female – 52%) teaching staff; 4,248 (2,557 male - 61% and 1,671 female - 39%) non -

teaching staff; 364 (195 male - 54% and 169 female - 46%) vocational instructors; 240 (115 male - 48%

and 125 female - 52%) FTS participants and 813 (535 male - 66% and 278 female - 34%) PTA/community

teachers. The teacher/ student ratio is 1:20.

0.4.2.2 What the LGEAs do well Most of the LGEAs carry out regular supervision of schools.

Salaries and allowances are paid as at when due in most of the LGEAs.

The LGEAs distribute relevant textbooks in the core subjects to schools.

Inaugurate functional SBMCs in most of the schools.

0.4.2.3 What the LGEAs should do to improve Keeping relevant statutory and non-statutory records.

Ensuring the functionality of SBMCs in schools.

Synergizing with relevant stakeholders for increased assistance to schools.

Ensure rehabilitation of dilapidated classrooms in some schools.

Encourage sporting activities/competitions among schools.

0.4.2.4 Key strengths in each aspect

Achievement and standards Learners across the LGEAs have access and equity in basic education. The learners make progress

in almost all the LGEAs as 90% of learners transited to JSS. Cases of dropouts and repeaters were

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low at all levels. Learners across the states also participate in local, state, national and international

competitions such as sporting activities, spelling quiz, etc., and won laurels for their respective

LGEAs and schools.

Leadership and management

Leadership and management of the LGEAs is good.

Overall effectiveness The overall effectiveness and efficiency of the 101 LGEAs are as follows:

None of the 101 LGEAs (0%) is outstanding.

36 of the 101 LGEAs (36%) are good.

59 of the 101 LGEAs (58%) are fair.

4 of the 101 LGEAs (4%) are poor.

2 of the 101 LGEAs (2%) are very poor.

0.4.3 The 214 sampled ECDs

0.4.3.1 Description of the ECDs

A total of 214 ECD centres operate within some of the 366 sampled PS. The ECD centres have 15,574

(8,074 male – 52% and 7,500 female – 48%) pupils on roll. There are 407 (62 male - 15% and 345 female

- 85%) teaching staff; 48 (16 male - 33% and 32 female – 67%) non-teaching staff; 44 (3 male - 7% and 41

female - 93%) caregivers; 3 (1 male – 33% and 2 female – 67%) FTS participants and 47 (7 male – 15%

and 40 female – 85%) PTA/community teachers. The average teacher/pupil ratio is 1:34.

0.4.3.2 What the ECDs do well Attendance to school by both pupils and teachers is good (78%).

Pupils attain expected standards as stipulated in the curriculum.

Majority of the pupils are neat, very respectful, well taken care of and they are well guided in the

classes.

Most of the teachers exhibit good knowledge of early childhood education.

0.4.3.3 What the ECDs should do to improve Ensure the appropriate placement of pupils in classes.

Employ multigrade teaching.

Adequate recreational facilities should be provided in all the centres.

Professional teachers should be employed and posted to all the centres.

Appropriate pupils’ furniture should be provided at the ECD centres to ensure child-friendly

environment.

0.4.3.4 Key strengths in each aspect Achievement and standards

None of the 214 ECDs (0%) is outstanding. 57 of the 214 ECDs (26%) are good. 111 of the 214 ECDs (52%) are fair. 45 of the 214 ECDs (21%) are poor. 1 of the 214 ECDs (1%) is very poor. Personal development and well-being

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None of the 214 ECDs (0%) is outstanding. 56 of the 214 ECDs (26%) are good. 105 of the 214 ECDs (49%) are fair. 52 of the 214 ECDs (24%) are poor. 1 of the 214 ECDs (1%) is very poor. Quality of teaching and learning

1 of the 214 ECDs (1%) is outstanding. 69 of the 214 ECDs (32%) are good. 105 of the 214 ECDs (49%) are fair. 39 of the 214 ECDs (18%) are poor. None of the 214 ECDs (0%) is very poor. Quality of curriculum and other activities

None of the 214 ECDs (0%) is outstanding. 57 of the 214 ECDs (27%) are good. 105 of the 214 ECDs (49%) are fair. 52 of the 214 ECDs (24%) are poor. None of the 214 ECDs (0%) is very poor. Quality of care, guidance and support

None of the 214 ECDs (0%) is outstanding. 52 of the 214 ECDs (24%) are good. 107 of the 214 ECDs (50%) are fair. 54 of the 214 ECDs (25%) are poor. 1 of the 214 ECDs (1%) is very poor. Learning environment None of the 214 ECDs (0%) is outstanding. 33 of the 214 ECDs (15%) are good. 113 of the 214 ECDs (53%) are fair. 66 of the 214 ECDs (31%) are poor. 2 of the 214 ECDs (1%) are very poor. Leadership and management

None of the 214 ECDs (0%) is outstanding. 80 of the 214 ECDs (37%) are good. 115 of the 214 ECDs (54%) are fair. 16 of the 214 ECDs (7%) are poor. 3 of the 214 ECDs (2%) are very poor. Overall effectiveness

None of the 214 ECDs (0%) is outstanding. 58 of the 214 ECDs (27%) are good. 109 of the 214 ECDs (51%) are fair. 46 of the 214 ECDs (21%) are poor. 1 of the 214 ECDs (1%) is very poor.

0.4.4 The 366 sampled primary schools

0.4.4.1 Description of the primary schools

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The 366 sampled primary schools are functioning as expected with headteachers performing their

administrative duties. They are all located in the rural areas. There are 101,625 (55,084 male - 54% and

46,541 female - 46%) pupils on roll. There are 3,538 (1,661 male - 47% and 1,877 female - 53%) teaching

staff; 581 (316 male - 54% and 265 female - 46%) non- teaching staff; 52 (27 male – 52% and 25 female –

48%) FTS participants and 84 (41 male - 49% and 43 male - 51%) PTA/community teachers. The average


0.4.4.2 What the primary schools do well

Pupils attain high standards in internal and external examinations in a wide range of

subjects as well as good performance in sports and other co-curricular activities.

Regular supervision of classes.

The schools’ Management operate all-inclusive policies as all stakeholders are carried

along in day-to-day running of the schools.

Effective management in most of the schools.

0.4.4.3 What the primary schools should do to improve Keeping relevant statutory and non-statutory records.

Mentoring and/or training of teachers who perform below average.

The 9-Year Basic Education Curriculum should be provided so as to enhance effective teaching and

learning.


None of the 366 PS (0%) is outstanding. 72 of the 366 PS (20%) are good. 170 of the 366 PS (46%) are fair. 112 of the 366 PS (31%) are poor. 12 of the 366 PS (3%) are very poor. Personal development and well-being

None of the 366 PS (0%) is outstanding.

76 of the 366 PS (21%) are good. 179 of the 366 PS (49%) are fair. 100 of the 366 PS (27%) are poor. 11 of the 366 PS (3%) are very poor. Quality of teaching and learning

None of the 366 PS (0%) is outstanding. 92 of the 366 PS (25%) are good.

161 of the 366 PS (44%) are fair. 105 of the 366 PS (29%) are poor. 8 of the 366 PS (2%) are very poor. Quality of curriculum and other activities None of the 366 PS (0%) is outstanding. 83 of the 366 PS (23%) are good. 175 of the 366 PS (48%) are fair. 99 of the 366 PS (27%) are poor. 9 of the 366 PS (2%) are very poor.

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Quality of care, guidance and support

1 of the 366 PS (1%) is outstanding. 56 of the 366 PS (15%) are good. 182 of the 366 PS (50%) are fair. 114 of the 366 PS (31%) are poor. 13 of the 366 PS (4%) are very poor. Learning environment

2 of the 366 PS (1%) are outstanding. 42 of the 366 PS (11%) are good.

186 of the 366 PS (51%) are fair. 127 of the 366 PS (35%) are poor. 9 of the 366 PS (2%) are very poor. Leadership and management

None of the 366 PS (0%) is outstanding.

111 of the 366 PS (30%) are good. 181 of the 366 PS (50%) are fair.

62 of the 366 PS (17%) are poor. 12 of the 366 PS (3%) are very poor. Overall effectiveness

1 of the 366 PS (0.2%) is outstanding.

76 of the 366 PS (21%) are good. 176 of the 366 PS (48%) are fair. 102 of the 366 PS (27.8%) are poor. 11 of the 366 PS (3%) are very poor.

0.4.5 The 74 sampled JSS

0.4.5.1 Description of the JSS

The 74 JSS are functioning as expected with the Principals performing their administrative duties. They

are all located in the rural areas. The JSS have 27,885 (15,432 male - 55% and 12,453 female - 45%)

students on roll. There are 1,049 (596 male - 57% and 453 female - 43%) teaching staff; 207 (120 male-

58% and 87 female - 42%) non-teaching staff; 32 (16 male - 50% and 16 female – 50%) vocational

instructors; 36 (15 male – 42% and 21 female – 58%) FTS participants, and 89 (55 male - 62% and 34

female - 38%) PTA/Community teachers. The average teacher/student ratio is 1:23.

0.4.5.2 What the JSS do well Learners exhibit satisfactory level of academic performance as evident in school records.

The JSS are generally clean, purposeful and conducive for learning.

The JSS make use of 9-Year Basic Education Curriculum.

Students measure up to expected standards as stipulated in the curriculum.

0.4.5.3 What the JSS should do to improve Keep relevant statutory and non-statutory records.

xvii

Provide adequate number of classrooms, textbooks, furniture, functional toilet facilities,

functional libraries, etc.

Ensure that SBMCs are functional.

Ensure that more qualified teachers are recruited on core subjects and deployed to schools where

their services are mostly needed.

Technical education should be strengthened in schools

Solicit for the building of libraries, stocked with assorted textbooks, fiction books, story books,

encyclopaedias and other facilities to support technical subjects that will contribute to the desired

standards.


2 of the 74 JSS (3%) are outstanding. 24 of the 74 JSS (32%) are good. 40 of the 74 JSS (54%) are fair. 8 of the 74 JSS (11%) are poor. Personal development and well-being

None of the 74 JSS (0%) is outstanding. 22 of the 74 JSS (30%) are good. 46 of the 74 JSS (62%) are fair. 6 of the 74 JSS (8%) are poor. None of the 74 JSS (0%) is very poor. Quality of teaching and learning

None of the 74 JSS (0%) is outstanding. 21 of the 74 JSS (28%) are good. 42 of the 74 JSS (57%) are fair. 11 of the 74 JSS (15%) are poor. None of the 74 JSS (0%) is very poor. Quality of curriculum and other activities

None of the 74 JSS (0%) is outstanding. 23 of the 74 JSS (31%) are good. 45 of the 74 JSS (61%) are fair. 6 of the 74 JSS (8%) are poor. None of the 74 JSS (0%) is very poor. Quality of care, guidance and support None of the 74 JSS (0%) is outstanding. 15 of the 74 JSS (20%) are good. 45 of the 74 JSS (61%) are fair. 14 of the 74 JSS (19%) are poor. None of the 74 JSS (0%) is very poor. Learning environment None of the 74 JSS (0%) is outstanding. 16 of the 74 JSS (22%) are good. 42 of the 74 JSS (56%) are fair. 16 of the 74 JSS (22%) are poor. None of the 74 JSS (0%) is very poor.


xviii

1 of the 74 JSS (2%) is outstanding. 27 of the 74 JSS (36%) are good. 35 of the 74 JSS (47%) are fair. 11 of the 74 JSS (15%) are poor. None of the 74 JSS (0%) is very poor. Overall effectiveness

1 of the 74 JSS (1%) is outstanding. 21 of the 74 JSS (28%) are good. 42 of the 74 JSS (57%) are fair. 10 of the 74 JSS (14%) are poor. None of the 74 JSS (0%) is very poor.

0.5 General observations Regular payment of salaries and allowances to teachers in the 33 States and FCT, Abuja.

Most of the SBMCs are sensitized and assumed responsibilities in their respective schools.

Most of the SUBEBs have established Department of Quality Assurance.

Shortage of teachers especially in the rural schools.

There are cases of retired teachers that are not replaced thereby leading to a shortfall of

teachers in some schools.

Inadequate number of monitoring vehicles in most of the SUBEBs.

Lack of potable water in most of the schools visited.

General absence of playground, clubs and societies in most of the schools visited.

Most of the schools do not have non-teaching staff especially security personnel.

Inadequate number of Guidance Counsellors in schools.

Inadequate furniture for both teachers and learners in most of the schools visited.

0.6 Recommendations Additional teachers should be employed and deployed to rural schools.

Adequate monitoring vehicles should be provided for regular monitoring of schools especially by the

SUBEBs.

SUBEBs should encourage the SBMCs by implementing some of their schools’ plans.

Regular supervision of schools should be carried out to ensure quality basic education delivery.

More Guidance Counsellors should be provided to schools.

SUBEBs should be encouraged to provide furniture for teachers and learners in schools where there

are shortages.

0.7 Conclusion

xix

The March 2014 quality assurance exercise was successfully conducted in 33 States and the FCT with the resultant discovery of areas of strengths and weaknesses in the implementation and utilization of the input, processes and output/outcomes. There is therefore, no doubt that quality learners (who are healthy, motivated and have access); quality teaching (pedagogies that reduce disparity and promote learning and child-centred learning and life skills); quality teachers (competent with motivation, promotion, relevant curriculum, etc); quality context (with relevant, adequate and appropriate curricula that bring about literacy, numeracy and essential knowledge and skills for life); quality learning environment (child-friendly schools, etc); and quality learning outcomes (the knowledge, skills and attitudes that can be used to assess them in the classroom and at national levels), would increase if the SUBEB and the LGEAs continue to carry out quality assurance more frequently in their schools. It is therefore hoped that accessed intervention funds would be utilized for the actual purpose, so as to bring about quality teaching and learning outcomes.

1

Chapter One

INTRODUCTION

1.0 Introduction

Basic Education is the education offered to children between ages 3- 14 years. It comprises 3 years

of early childhood care education and the nine (9) years of formal schooling (Roadmap for the

Nigerian Education Sector, 2009). It is therefore, the foundation a child can have for him/herself to

use throughout life. The UBE Programme, which is a reform programme aimed at providing greater

access to, and ensuring quality of basic education throughout Nigeria is coordinated by the three (3)

tiers of Government (federal, state and local government).At the federal level, the main agency

coordinating the implementation of basic education is the Universal Basic Education Commission

(UBEC) while the State Universal Basic Education Boards (SUBEBs)/Local Government Education

Authorities (LGEAs) are the main agencies implementing the programme.

UBEC, as the body set up to coordinate the implementation of the UBE Programme, carries out

quality assurance in basic schools at regular intervals, in concert with the SUBEBs, LGEAs and

headteachers/principals for the successful implementation of the programme.

What is quality assurance? It is a paradigm shift from mere school inspection, supervision,

monitoring or evaluation to a total quality assurance for school improvement. Simply put, it is about

finding out if a school is performing the best it can, within a given circumstance. It is all about the

quality of work of a school and its impact on the learner, from the input stage, through processes to

the output stage. That is, it ensures what to work with, achieves its goals and meets the set

standards required to bring about change (improvement) in teaching and learning. The process

involves collecting, analyzing and utilizing relevant educational information which aims at producing

quality, integrity, accountability, transparency and organizational improvement. It also provides

opportunities for an all-participatory commitment, e.g. Self-evaluation (assigning tasks for the active

participation of the headteachers/principals, teachers, learners, SBMCs and all other stakeholders)

and External Evaluation conducted by Quality Assurance Officers/Inspectors.It is one of the 4-point

agenda of the Road Map for the Nigerian Education Sector.

Quality Assurance allows the education system to attain even beyond the minimum standards in the

inputs, processes and outputs/outcomes that would lead to producing a Nigerian child that will be

useful to him/herself and the society. Each of these areas is inter-related in a chain and an

interlocking relay to complete the race towards bracing the tape for a qualitative basic education as

the final product. In relative sense, quality assurance mechanism is for measuring predetermined

national standards that are achieved optimally and meeting those standards consistently. Some of

the key elements in an effective and efficient school include Quality learners (healthy, motivated

and achieving learners); Quality teaching (Pedagogies that reduce disparity and promote child-

centred learning and life skills); Quality teachers (competent with motivation, promotion, relevant

curriculum, etc.); Quality context (with relevant, adequate and appropriate curricula that bring

about literacy, numeracy and essential knowledge and skills for life); Quality learning environment

(child-friendly schools, etc.); and Quality learning outcomes (the knowledge, skills and attitude that

can be imparted to them in the classroom).

2

1.1 Objectives

The main objective of quality assurance is to monitor and evaluate the effectiveness and

performance of schools in accordance with set standards and global practices.

The specific objectives are to:

determine the extent to which quality teaching and learning takes place in schools and

centres;

create a valid and reliable data base that can support or inform policies and decisions aimed at

improving the overall effectiveness of schools and centres;

monitor the level of learning achievement as well as other educational performance indicators

in schools and centres;

ascertain the extent to which the approved curriculum is operational in schools and centres

and the extent to which the stated objectives are being achieved;

provide regular and periodic report on the state of basic education in Nigeria;

advise on the provision of proper and adequate physical facilities in basic education

institutions;

provide professional advice and support for teacher development in the areas of pedagogy,

classroom management/administration, teaching and learning outcomes;

maintain quality standards in basic education in Nigeria.

1.2 Logistics/methodology

The quality assurance of public basic education institutions was conducted nationwide from 23rd February – 4th March, 2014 in 33 states and the FCT. The exercise could not take place in 3 states (Borno, Yobe and Benue) due to security challenges and teachers’ strike. Only rural schools in rural LGEAs were selected and visited. It covered 34 SUBEBs/UBEB, 101 LGEAs, 214 ECD centres (operating within some of the 366 selected PS), 366 PS and 74 JSS.

Key: States not visited Fig. 1: Map of Nigeria

1.2.1 Population

The target population comprised of the 36 States and the FCT, LGEAs, ECD centres, public Primary Schools and JSS. Quality Assurance Officers from UBEC, SUBEB and the sampled LGEAs were involved in the conduct of the QA. While UBEC officers received briefing in Abuja, the officers from SUBEB and the LGEAs were briefed at their various offices. Activities commenced immediately after the briefing at the various offices.

3

The schools evaluated themselves first and completed the School Self- evaluation Form (SEF), the

teams of External Evaluators validated the SEF against the key indicators during the External

Evaluation based on the 8 aspects that schools’ effectiveness are measured. These include:

achievement and standards;

personal development and well-being;

quality of teaching and learning;

quality of curriculum and other activities;

quality of care, guidance and support;

learning environment;

leadership and management; and

overall effectiveness of the school.

1.2.2 Sampling Procedure Judgmental sampling procedure was adopted in the selection of the specified LGEAs, ECD centres,

public Primary Schools and JSS. Three (3) LGEAs were selected in each of the 33 SUBEBs while 2

LGEAs were selected in FCT UBEB, Abuja. Fifteen (15) primary schools and 3 JSS were selected in 5

SUBEBs while 10 primary and 2 JSS were selected in 29 SUBEBs/UBEB. In addition, 9 primary schools

were visited in a SUBEB while 12 primary schools were as well visited in one of the SUBEBs. The

breakdown of analysis is shown in table 1.1 below.

The quality assurance was conducted in a total of 34 SUBEBs/UBEB, 101 LGEAs, 214 ECDs, 366 public

PS and 74 JSS.

Table 1.1: Breakdown of SUBEBs, sampled LGEAs, ECDs, Primary and Junior SecondarySchools

visited

Category No of

SUBEBs

visited

No of LGEAs

sampled

No of ECDs

sampled

No of PS

sampled

No of JSS

sampled

A 2 = 29 1 x 2 = 2 181 27 x 10 = 270 28 x 2 = 56

B 3 = 5 3 x 33 = 99 33 5 x 15 = 75 6 x 3 = 18

- - - 1 x9 = 9 -

- - - 1 x 12 = 12 -

Total 34 101 214 * 366 74

* Some PS do not have ECDs.

1.3 Quality assurance instruments

The following Quality assurance instruments were used in generating data during the exercise.

SMoE/SUBEB form with focus on Ministry of Education and SUBEB.

LGEA form with focus on LGEA.

External Evaluation Forms.

School Self-evaluation Forms.

Support forms for Q.A. External Evaluation.

4

1.4 Personnel for the exercise

The personnel that conducted the quality assurance exercise comprised of Quality Assurance

Officers of UBEC, and Inspectors/Supervisors from the SUBEBs and LGEAs (selected on the basis of

the number of LGEAs from each State).

A total of 91 quality assurance officers from UBEC executed the exercise in conjunction with 107 and

326 quality assurance officers from SUBEBs and LGEAs respectively in the 30 states and the FCT.

Table 1.2: Breakdown of personnel by organization

Category No of Teams Organization/ No of officers

UBEC SUBEB LGEA TOTAL

A 2 2 2 2 x 4 = 8 2 + 2 + 8 = 12

B 3 3 3 2 x 6 = 12 3 + 3 + 12 = 18

1.5 Major findings

The result of the quality assurance conducted in the country shows that 92% (34 out of the 37)

SUBEBs/UBEB; 13% (101 out of the 774) LGEAs; 1% (214out of the 24,762 operating within some of

the sampled public PS) ECDs; 0.67% (366 out of the total of 53,945) PS; and 0.7% (80 out of the

10,019) JSS were visited and from which data were collected. Table 1.3 below further illustrates this.

Table1.3: Percentages of SUBEBs/UBEB, LGEAs and schools visited

The expected number of PS (366) and JSS (74) components scheduled for the quality assurance were

duly visited with a view to assuring quality; 57% (214) of the PS (366) have ECDs operating within

them.

Component Total

Number

Number

Visited

%

Visited

SUBEBs/UBEB 37 34 92

LGEAs 774 101 13

ECDs 24,762 214 1

PS 53,945 366 0.67

JSS 10,019 74 0.7

5

Sample 381

Population 53,945

Percentage of sampled PSSample

201

Population 24,712

Percentage of sampled ECDs

Sample 81

Population 10,019

Percentage of sampled JSS

Fig.2: Percentages of LGEAs and schools visited

Sample 214 Sample

366

Sample 74

92% SUBEB

LGEA 13%

ECD 1%

PS 1%

JSS 2%

Percentage of components visited

Population 100%

6

Fig 3 Map of Abia State

Chapter Two

REPORT ON QUALITY ASSURANCE IN BASIC EDUCATION INSTITUTIONS IN

NIGERIA

2.1 Abia SUBEB

Description of the SUBEB. Abia SUBEB is functioning with relevant departments on ground. It has

17 LGEAs, 861 ECDs, 861 public PS and 234 JSS.

There are 58,212 (28,591 male - 49% and 29,621 female - 51%) pupils in

the ECD centres; 1,778 all-female teaching staff; no non-teaching staff,

caregiver, FTS participant and PTA/community teacher. The average


The PS have 233,572 (116,919 male – 50.1% and 116,653 female - 49.9%) pupils; 8,029 (1,692 male -

21% and 6,337 Female - 79%) teaching staff; 3,199 (1,226 male – 38% and female 1,973 - 62%) non -

teaching staff; 304 (45 male – 15% and female 259 - 85%) FTS participants and no PTA/community

teacher. The average teacher/pupil ratio is 1:29

The JSS have 36,688 (17,558 male - 48% and19,130 female - 52%) students; 4,112 (1,264 male - 31%

and 2,848 female - 69%) teaching staff; no non–teaching staff and vocational instructor, 100 (20

male - 20% and 80 female - 80%) FTS participants and no PTA/community teacher. The average

teacher/student ratio is 1:9.

Almajiri/Qur’anicschool recorded 163 male learners, 8 all-male teaching staff and 1 female

PTA/Community teacher. The Board has four (4) Special Education institutions; out of which four (4)

operate inclusive Education. It last accessed N23,883,227.00 of the Special Education Funds in 2012.

None of these schools was however visited during this quality assurance of basic education

institutions in Abia State.

What SUBEB does well 100% of the primary schools in the state operated ECD centres.

98% of the teachers are qualified (NCE).

Well and neatly dressed teaching and non–teaching staff.

Distribution of textbooks in four core subjects and Library books in schools across the state.

Active SBMC in some schools

What SUBEB should do to improve The SUBEB should improve supervision of schools.

Mass employment and posting of teachers by SUBEB via LGEA to schools as well as caregivers.

Board to carry out advocacy to parents on sending their wards to schools daily irrespective of

market days or religious/church programmes.

Board to carry out advocacy to communities for more reliable and functional SBMCs.

7

SUBEB should access its 2011 – 2013 FGN-UBE Intervention Funds to be able to tackle the

rehabilitation of dilapidated structures and build additional classroom blocks across the state.

Bridging the gap between the SUBEB and the managers of JSS as the two do not share

information.

Disarticulation of JSS from SSS components.

Key strengths in each aspect Achievement and standards

There is 100% transition of pupils from primary 6 to JSS1 across the state.

98% of the teachers are qualified.

Neatness of learners, teachers and school environment.

Active SBMC in some schools.

Curriculum and other activities

The curriculum provision is in line with the9-Year Basic Education Curriculum for PSand JSS.

Learners participate in sporting activities, quiz and debates.

Learners are also involved in craft and cultural activities.


Leadership and management of schools are effective due to supervision and full community

participation in the school activities.

There is cordial relationship between the school management and the host communities.

Overall Effectiveness

The SUBEB overall effectiveness is good as host communities come to assist the schools

regularly.

2.1.1 The 3 Sampled LGEAs

Description of the 3 LGEAs The 3 LGEAs are functioning with the Education Secretaries on ground. They have 146 ECDs, 146

public PS and 17 JSS.

There are 7,081 (3,506 male - 49.5% and 3,575 female - 50.5%) pupils in the ECD centres, 243 (38

male - 16% and 205 female - 84%) teaching staff; 10 all-female non teaching staff; 20 all-female

caregivers; no FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:27.

The PS have 29,236 (14,333 male - 49% and 14,903 Female - 51%) pupils; 1,390 (113 male - 8% and

1,277 female - 92%) teaching staff; 418 (141 male - 34% and 277 female - 66%) non-teaching staff;

82(7 male - 9% and 75 female – 91%) FTS participants; no PTA/community teacher. The average


The JSS have 17,926 (7,378 male - 41% and 10,548 female - 59%) students; 404 (132 male - 33% and

272 female - 67%) teaching staff; 266 (119 male - 45% and 147 female - 55%) non-teaching staff, 30

(18 male - 60% and 12 female - 40%) vocational instructors; 53 (7 male - 13% and 46 female - 87%)

FTS participants and 30 (10 male - 33% and 20 female - 67%) PTA/community teachers. The average

of teacher/student ratio is 1:35.

What the LGEAs do well Establishment of the ECDs in all the primary schools.

8

Effective supervision of schools.

Training and improving the capacities of teachers.

Full participation of the host communities/SBMCs in provision of school facilities.

What the LGEAs should do to improve Keeping relevant statutory and non-statutory records.

Recruitment of qualified teachers.

Bridging the gap between the LGEAs and the managers of JSS as the two do not share

information.

The LGEAs should sensitize and mobilize the host communities for the functionality of SBMC.

Disarticulation of JSS from SSS components

Key strengths in each aspect Achievement and standards.

The performance of learners and students is outstanding as indicated in the transition rate of

98%.

Teachers’ lesson notes are well written and are up-to-date in all the schools visited.

The teaching staff in both PS and JSS is outstanding as 90% of the teachers in primary schools

and 100% in JSS have the minimum teaching qualification of (NCE).

Quality of curriculum and other activities

There is 9-Year Basic Education Curriculum in the state.

Teachers plan their lesson in line with the provision of the curriculum.

Leadership and management.

Leadership and management of the LGEAs are good.

Inauguration of SBMC in all the schools in the 3 LGEAs.

Effective school supervision by the 3 LGEAs.

There is cordial relationship between the management of the LGEAs and the authorities of the

schools.

Overall effectiveness.

The 3 LGEAs are good in terms of overall effectiveness. This is largely due to the assistance

being given by the host communities/SBMCs and some philanthropists, who from time to time

execute one project or the other in the schools.

2.1.2 The 10 Sampled ECDs

Description of the ECDs A total of 10 ECD centres operate within the 10 sampled PS. 522 (271 male - 52% and 251 female -

48%) pupils, 19 all-female teaching staff; no non-teaching staff, caregiver and FTS participant; 1

female PTA/community teacher. The average teacher/pupil ratio is 1:26.

What the ECDs do well Teachers and learners are well dressed.

Attendance to school by both teachers and learners is outstanding with over 95%.

Most of the teachers demonstrated good knowledge of early child education.

All the teachers are qualified (NCE)

SBMC is fully inaugurated in all the schools

9

What the ECDs should do to improve Provide and use ECD Models in all the ECD components in the LGEAs.

Provide a child-friendly learning environment for the components (learners’ desks and play

equipment).

Employ additional teachers and caregivers. Teachers to use teaching aids while teaching


2 of the 10 ECDs (20%) are good.

7 of the 10 ECDs (70%) are fair.

1 of the 10 ECDs (10%) is poor.

Learners’ personal development, welfare and participation



Quality of teaching and learning




The 10 ECDs (100%) are good.




2 of the 10 ECDs (20%) are poor.

Learning environment

1 of the 10 ECDs (10%) is good.






Overall effectiveness




Description of the primary school The 10 sampled primary schools are functioning as expected with headteachers performing their

duties. They are all located in the rural areas. The primary schools have 1,491 (765 male - 51% and

726 female - 49%) pupils; 78 (10 male - 13% and 68 female - 87%) teaching staff; 30 (12 male - 40%

and 18 female - 60%) non–teaching staff; no FTS participant and 1 male PTA/Community teacher.

The average teacher/pupil ratio is 1:19

What the primary schools do well The schools have textbooks in four core subjects.

10

Attendance to schools by both teachers and pupils is outstanding with over 90%.

Regular supervision of classes by the headteachers.

Teachers and learners are well dressed.

All the schools visited have sign post and are well illustrated.

Learners’ attain high standard in internal and external examinations in a wide range of subjects

as well as satisfactory performance in handicraft, debate, farming and other co-curricular

activities.

What the primary schools should do to improve Additional textbooks should be provided to schools.

Keeping relevant statutory and non statutory records.

Draw up School Development Plan (SDP) in which strength and weaknesses of the school are

clearly stated with plans to address the challenges.

Ensure that teachers attend regular workshops/seminars in order to improve on productivity.

Key strength in each aspect Achievement and standards

2 of the 10 PS (20%) are good.

7 of the 10 PS (70%) are fair.

1 of the 10 PS (10%) is poor.

Learners’ personnel development, welfare and participation







The 10 PS (100%) are good.




2 of the 10 PS (20%) are poor.


1 of the 10 PS (10%) is good.









11


Description of JSS The 2 JSS are functioning as expected with the principals performing their administrative duties.

One is located in a rural area while the other is located in a semi-urban. The JSS have 147 (81 male –

55% and 66 female – 45%) students; 13 (4 male – 31% and 9 female – 69%) teaching staff; no non–

teaching staff and vocational instructor; 2 all-male FTS participants and no PTA/community teacher.

Average teachers/pupils ratio is 1:10.

What the JSS do well Lesson plans and notes are well written for effective lesson delivery.

Learners are well behaved thereby making classroom control easy.


Attendance to school by both teachers and students is good.

Having and making effective use of the 9-Year Basic Education Curriculum.

What the JSS should do to improve Employ additional teachers in core subjects.

Provision of potable water/functional toilet facilities.

Renovate and construct additional classrooms

Draw up School Development Plan (SDP).

Disarticulation of JSS from SSS components


The 2 JSS (100%) are fair.

Personnel development and well being





The 2 JSS (100%) are good.


1 of the 2 JSS (50%) is fair.

1 of the 2 JSS (50%) is poor.




1 of the 2 JSS (50%) is good.




12

Fig 4 Map of Adamawa State

2.2 Adamawa SUBEB

Description of the SUBEB

Adamawa SUBEB is functioning with relevant departments on ground. It has

21 LGEAs, 452 ECDs, 1,879 public PS and 512 JSS.

There are 42,514 (20,996 male – 49% and 21,518 female – 51%) pupils in the

ECD centres; 2,562 (1,239 male – 48% and 1,323 female – 52%) teaching

staff; 35 (15 male - 43% and 20 female – 57%) non-teaching staff; no

caregiver; 541 (235 male - 43% and 306 female - 57%) FTS participants; and

no PTA/community teacher. The average teacher/pupil ratio is 1:14

The PS have 318,768 (291,500 male – 91% and 27,268 female – 9%) pupils; 17,141 (11,031 male –

64% and 6,110 female – 36%) teaching staff; 890 (614 male – 69% and 276 female – 31%) non-

teaching staff; no FTS participant and PTA/community teacher. The average teacher/pupil ratio is

1:19

The JSS have 158,692 (83,472 male – 53% and female 75,220 – 47%) students; 7,820 (5,213 male –


teaching staff; 435 (361 male – 83% and 74 female – 17%) vocational instructors, no FTS participant

and PTA/community teacher. The average teacher/student ratio is 1:19

There are 480 Almajiri learners, 60 teaching staff; and non-teaching staff is 1,211. There is no data

on how many male and female for non-teaching staff. The average teacher/pupils ratio is 1:8.

It is reported that it has one (1) Special Education institution which operates inclusive education. It

last accessed N26,950,000.00 (twenty six million nine hundred and fifty thousand naira only). The

school was not visited during this quality assurance of basic education institutions in Adamawa

State.

What the SUBEB does well Regular payment of staff salaries and allowances/leave grants.

They have good record keeping.

Inaugurated 2,323 SBMCs and extended to all LGEAs.

Accessed 2013 UBE intervention funds for children with special needs to the tune of

N26,950,000.00 only.

What the SUBEB should do to improve SUBEB should ensure that more ECD centres are established in all the remaining schools.

Ensure that additional classrooms are constructed and also carry out the renovation of

dilapidated buildings to ease the problems of classrooms, offices and staffrooms congestion in

some schools.

Ensure the functionality of SBMCs in all the schools.

Ensure provision of adequate furniture for schools to reduce cases of learners sitting on the

floor to receive lessons.

Employ additional qualified teachers and encourage the unqualified ones to undergo further

training.

13


Salaries and leave grants/allowances are paid regularly.

Procurement of monitoring vehicles to facilitate schools supervision. Inaugurates SBMCs and extended it to all the LGEAs in the state. Curriculum and other activities

Provision of the 9-Year Basic Education Curriculum to all schools which the teachers utilize.

The SUBEB procured and distributed pupils’ textbooks and Teachers’ Guides on the four core subjects.


The leadership and management of the SUBEB is good with elaborate delegation of authority.

There is cordial relationship between the management and other members of staff across the

different departments and units in the board.

The activities within the SUBEB are well coordinated.


The overall effectiveness of the SUBEB is good based on its effective management in the area of

infrastructure, supervision, payment of salaries and allowance, supply of games and sports

equipment.


Description of the LGEAs The 3 LGEAs (Ganye, Guyuk and Song) are functioning with the Education Secretaries on ground.

They have 46 ECD centres, 311 public primary schools and 76 JSS.

There are 13,044 (male 6,104 – 47% and female 6,940 – 53%) pupils in the ECD centres; 98 (25 male

– 26% and 73 female – 74%) teaching staff; 2 all-female non-teaching; 24 (4 male – 17% and 20

female – 83%) caregivers; no FTS participant and 9 all-female PTA/community teachers. The average

teacher/pupil ratio is 1:122

The PS have 82,301 (43,244 male – 53% and 39,057 female – 47%) pupils; 2,875 (1,985 male – 69%

and 890 female – 31%) teaching staff; 369 (272 male – 74% and 97 female – 26%) non-teaching staff;

36 (33 male – 92% and 3 female – 8%) FTS participants; and no PTA/community teacher. The

average teacher/pupil ratio is 1:28

The JSS have 13,210 (7,940 male – 60% and 5,270 female – 40%) students; 348 (214 male – 61% and

134 female –39%) teaching staff; no non-teaching staff; no vocational instructor; 6 (5 male – 83%

and 1 female –17%) FTS participants; and 83 (52 male – 63% and 31 female – 37%) PTA/Community

teachers. The average teacher/student ratio is 1:30

What the LGEAs do well Payment of staff salaries and allowances regularly.

Fair supervision of schools.

Fair leadership and management.

What the LGEAs should do to improve Ensure that records are properly kept and maintained.

Ensure the provision of good source of drinking water, toilets and health facilities.

Ensure that additional classrooms and furniture are provided.

14

Some schools that are neglected on top of the hills should be visited and given adequate

attention.


The LGEAs achieve fair standard as learners in some of the schools visited did not have access to

potable water in the schools environment. Toilet facilities were also not adequate and some

classrooms in some of the schools visited need renovation.


The quality of curriculum and other activities is fair as the 9-Year Basic Education Curriculum

have been distributed to schools; 75% of the schools have copies which the teachers use.

There are instructional materials though inadequate in some schools.


The leadership and management of the LGEAs is good. There is delegation of authority as the

management and staff have cordial relationship. School supervision is fair; SBMCs and PTAs are

fully functional in many schools in the LGEAs.


The overall effectiveness is fair. Most of the teachers in the schools visited possess the minimum

teaching qualification.

The LGEAs maintain periodic supervision of schools.

Record keeping is fair though; some records are not properly kept.

2.2.2The 2 sample ECD

Description of the ECD centres The 2 sampled ECDs are functioning as expected. They are all located in the rural areas. The ECDs

have 105 (45 male – 43% and 60 female – 57%) pupils; 2 (1 male – 50% and 1 female – 50%) teaching

staff; no non-teaching staff; no FTS participant and 1 male PTA/community teacher. The average


What the ECDs do well Teachers write their lesson notes/plans before teaching.

Teachers give adequate care to the learners.

What the ECDs should do to improve The schools should liaise with SUBEB and LGEAs to ensure: the provision of play equipment and toys;

the supply of instructional materials;

the provision of adequate ECD furniture to the centres;

the posting of adequate trained caregivers to centres;

the provision of health facilities and sports equipment; and

the provision of good source of water and adequate toilet facilities to the centres.


The 2 ECDs (100%) are fair Learners’ personal development, welfare and participation The 2 ECDs (100%) are fair

15

Quality of teaching and learning The 2 ECDs (100%) are fair Quality of curriculum and other activities The 2 ECDs (100%) are fair Quality of care, guidance and support The 2 ECDs (100%) are fair Learning environment The 2 ECDs (100%) are fair Leadership and management

The 2 ECDs (100%) are fair Overall effectiveness

The 2 ECDs (100%) are fair


Description of the primary schools The 15 sampled primary schools are functioning as expected with headteachers performing their

administrative duties. They are all located in the rural areas.

The PS have 4,597 (2,442 male – 53% and 2,155 female – 47%) pupils; 155 (117 male – 75% and 38

female – 25%) teaching staff; 6 all-male non-teaching staff; 1 male FTS participant; and 3 all-male

PTA/community teachers. The average teacher/pupil ratio is 1:29

What the primary schools do well Teachers write their lesson notes before teaching.

There is proper record keeping in the schools.

There is cordial relationship between the schools and the communities.

What the primary schools should do to improve The schools should liaise with SUBEB and LGEAs to ensure:

provision of adequate toilet facilities and a good source of drinking water;

the supply of instructional materials especially the new 9-Year Basic Education Curriculum;

the provision of adequate furniture for both learners and teachers;

that additional qualified teachers are posted to schools with shortage of teachers;

the provision of health facilities and sports equipment;

Enhance proper internal supervision.

Provision of adequate toilet facilities.


2 of the 15 PS (13%) are good

4 of the 15 PS (27%) are fair 9 of the 15 PS (60%) are poor. Learners’ personal development, welfare and participation 2 of the 15PS (13.3%) are good. 8 of the 15PS (53.3%) are fair. 5 of the 15 PS (33.3%) are poor. Quality of teaching and learning 2 of the 15 PS (13.3%) are good. 8 of the 15 PS (53.3%) are fair

16

5 of the 15 PS (33.3%) are poor. Quality of curriculum and other activities 8 of the 15 PS (53%) are fair. 6 of the 15 PS (40%) are poor. 1 of the 15 PS (7%) is very poor. Quality of care, guidance and support 7 of the 15 PS (47%) are fair. 8 of the 15 PS (53%) are poor. Learning environment 1 of the 15 PS (7%) is good. 11 of the 15 PS (73%) are fair. 3 of the 15 PS (20%) are poor. Leadership and management

6 of the 15 PS (40%) are good. 7 of the 15 PS (47%) are fair. 2 of the 15 PS (13%) are poor. Overall effectiveness


8 of the 15 PS (53%) are fair. 6 of the 15 PS (40%) are poor.


Description of the JSS

The 3 JSS are functioning as expected with the principals performing their administrative duties.

They are all located in the rural areas. The JSS have 847 (468 male – 55% and 379 female – 45%)

students; 46 (36 male – 78% and 10 female – 22%) teaching staff; 3 all-male non-teaching staff; no

vocational instructor; 1 male FTS participant; and no PTA/Community teacher. Average

teacher/student ratio is 1:18

What the JSS do well Teachers write their lesson notes regularly.

Establish cordial relationship with the communities thereby strengthening the activities of the

SBMCs and PTAs.

The principals are committed to their duties and supervise teachers regularly

What the JSS should do to improve The JSS should liaise with the LGEAs so that there will be synergy in their activities.

The principals should create a forum to mentor the newly employed teachers.

The principals should ensure proper delegation of duties among teachers.

The schools should ensure proper record keeping.


2 of the 3 JSS (67%) are good.

1 of the 3 JSS (33%) is fair. Learners’ personal development, welfare and participation 1 of the 3 JSS (33%) is good. 2 of the 3 JSS (67%) are poor.

17

Quality of teaching and learning The 3 JSS (100%) are fair. Quality of curriculum and other activities The 3 JSS (100%) are fair. Quality of care, guidance and support The 3 JSS (100%) are fair. Learning environment 1 of the 3 JSS (33%) is fair. 2 of the 3 JSS (67%) are poor. Leadership and management

2 of the 3 JSS (67%) are fair.

1 of the 3 JSS (33%) is poor. Overall effectiveness


18

Fig 5 Map of Akwa Ibom State

2.3 Akwa Ibom SUBEB

Description of the SUBEB Akwa Ibom SUBEB is functioning with relevant departments on ground. It

has 31 LGEAs, 1,156 ECDs, 1,156 public PS and 232 JSS.

There are 151,267 (72,457 male – 48% and 78,810 female – 52%) pupils in

the ECD centres; 2,046 (293 male – 14 % and 1,753 female – 86%)

teaching staff; no non-teaching staff, caregiver, FTS participant and

PTA/community teacher. The average teacher/pupil ratio is 1:74.


30% and 9,140 female – 70%) teaching staff; 2,531(1,691 male – 67% and 840 female – 33%) non-

teaching staff; 400 (132 male – 33% and 268 female – 67%) FTS participants; and no


The JSS have 155,996 (11,655 male – 7% and 144,341 female – 93%) students; 2,860 (900 male –

31% and 1,960 female – 69%) teaching staff; no non-teaching staff, vocational instructor; and FTS

participant; 150 (49 male – 33% and 101 female – 67%) PTA/community teachers. The average

teacher/student ratio is 1: 52.

The SUBEB did not report on Almajiri/Qur’anic schools, it however reported that it has 11 Special

Education institutions, which operate inclusive education. It last accessed N23,882,227.00 of the

Special Education funds in 2012. None of these schools was visited during this quality assurance of

basic education institutions in Akwa Ibom State.

What the SUBEB does well All primary schools have ECDs.

ECD teachers in the state have the minimum qualification of NCE.

SBMC inaugurated in all the schools.

What the SUBEB should do to improve Train quality assurance officers in SUBEB and LGEAs.

Train and retrain teachers in the state.

Procure vehicles for effective supervision.

Monitor schools regularly for efficiency and effectiveness.

Pay salaries and allowances regularly to motivate staff.

Improve on the provision of facilities infrastructure in schools.

Employ additional qualified teachers and caregivers to schools.

Employ adequate number of school supervisors.

Create quality assurance departments in all the LGEAs.


Learners’ achievement is good, as 96% of learners transited from primary to JSS in the last

session.

19

All the schools in the state have school farms.


The curriculum in use in the state is as recommended.

Virtually all the schools have good playground.


Leadership and management of the SUBEB is commendable.

There is cordial relationship among the staff.


The overall effectiveness of the SUBEB is good.


Description of the LGEAs The 3 LGEAs are functioning with Acting Education Secretaries. They have 147 ECDs, 147 public PS

and 39 JSS.

There are 20,390 (9,630 male – 47% and 10,760 female – 53%) pupils in the ECD centres; 269 (11

male – 4% and 258 female – 96%) teaching staff; no non-teaching staff; caregiver; 12 all-female FTS

participants; and no PTA/community teacher. The average teacher/pupil ratio is 1: 76.

The PS have 95,193 (45,548 male – 48% and 49,645 female – 52%) pupils; 1,454 (363 male – 25%

and 1,091 female – 75%) teaching staff; no non-teaching staff; 50 (11 male – 22% and 39 female –

78%) FTS participants; and no PTA/community teacher. The average teacher/pupil ratio is 1: 63.

The JSS have 21,743 (10,397 male – 48% and 11,346 female – 52%) students; 827 (347 male – 42%


no vocational instructor; 6 (5 male – 83%and 1 female – 17% FTS participants; and 5 (3 male - 60%

and 2 female - 40%) PTA/community teachers. The average teacher/student ratio is 1: 26.

What the LGEAs do well Regular supervision of schools.

Establish ECDs in all the primary schools.

Good leadership and management. Inauguration of functional SBMCs at the LGEA levels. What the LGEAs should do to improve Post caregivers to all the ECD centres.

Establish good working synergy with the Local Education Committee in the administration of

basic education institutions in the schools, especially the JSS.

Provision of toilets facilities in schools.

Provision of play materials and equipment for the ECD centres.

Sustain regular supervision of schools.


Impressive transition to JSS.

Good number of qualified teachers.

Prompt distribution of textbooks to learners.

Harmonious working relationship within the LGEAs.

20


The LGEAs are using the prescribed Curriculum but copies are not available in all the schools.


Leadership and management of the LGEAs is satisfactory.

There is cordial relationship between the LGEAs and the Basic Education stakeholders.


The overall effectiveness is fair.


Description of the ECDs A total of 10 ECDs operate within the 10 sampled PS. The 10 ECD centres have 1,217 (589 male –48%

and 628 female – 52%) pupils; 17 all-female teaching staff; no non-teaching staff, caregiver, FTS

participant and PTA/community teacher. The average teacher/pupil ratio is 1: 72.

What the ECDs do well The ECD centres are supported by the community.

The centres are managed by experienced personnel.

What the ECDs should do to improve Supply teaching aids and toys to the ECD centres.

Supply textbooks to ECD centres.

Employ additional personnel to serve in the centres.

The school management to make a case to LGEAs/SUBEB to supply suitable and adequate

furniture for the ECD centres.



3 of the 10 ECDs (30%) are fair



















21

1 of the 10 ECDs (10%) is fair.






administrative duties. They are all located in the rural areas. The PS have 4,825 (2,356 male – 49%

and 2,469 female – 51%) pupils; 113 (27 male – 24% and 86 female – 76%) teaching staff; no non-

teaching staff; 4 all-female FTS participants; and no PTA/community teacher. The average

teacher/pupil ratio is 1: 41.

What the primary schools do well Effective teaching and learning in schools.

Cordial relationship among staff and the host community.

Satisfactory leadership and management in all the schools visited.

Use of the 9-Years Basic Education Curriculum in all the schools.

Regular attendance to schools by the teachers/pupils.

What the primary schools should do to improve Draw up School Development Plan in the schools

Provision of toilet facilities and water.

Request for the employment of additional qualified teaching staff.



3 of the 10PS (30%) are fair
















2 of 10 PS (20%) are poor.

22



1 of the 10 PS (10%) is fair.





0.4.5.1 Description of the JSS


They are all located in the rural areas. Both JSS and SSS are being headed by one principal each. The

JSS have 1,645 (733 male – 45% and 912 female –55 %) students; 28 (14 male – 50% and 14 female –

50%) teaching staff; no non-teaching staff; vocational instructor; and 2 female FTS participants; and

no PTA/community teacher. The average teacher/student ratio is 1:55.

What the JSS do well Availability of ICT in schools

Availability of qualified teachers in the schools.

.Good leadership and management in the selected JSS.

Impressive support from the host community.

What the JSS should do to improve Liaise with the LGEA/SUBEB to:

employ additional qualified teachers;

provide laboratories (Home Economics and Basic Sciences);

Provide toilet facilities;



The 2 JSS (100%) are fair
















23

Fig 6 Map of Anambra State

2.4 Anambra SUBEB

Description of the SUBEB. Anambra SUBEB is functioning with relevant departments on

ground. It has 21 LGEAs, 982 ECDs, 1,044 public PS and 254 JSS in

AnambraState.

There are 189,650 (93,986 male –49.6% and 95,664 female –

50.4%) pupils in the ECD centres; 1,786 (58 male – 3% and 1,728

female – 97%) teaching staff; there are no non- teaching staff;

caregiver; and FTS participant; 385 (10 male – 3% and 375 female

– 97%) PTA/community teachers. The average teacher/pupil ratio

is 1:87.

The PS have 751,330 (371,955 male –49.5% and 379,375 female – 50.5%) pupils; 9,374 (577 male -

6% and 8,763 Female - 94%) teaching staff; 997 all-female non – teaching staff; no FTS participant;

338 (16 male - 5% and 322 female - 95%) PTA/community teachers. The average teacher/pupil ratio

is 1:77.

The JSS have 114,963 (57,987 male – 50.4% and 56,976 female –49.6%) students; 3,197 (579 male -

18% and 2,618 female - 82%) teaching staff; 67 (9 male - 13% and 58 female - 87%) non – teaching

staff; no vocational instructor; no FTS participant; and 131 (8 male - 6% and 123 female -94%)

PTA/community teachers. The average teacher/student ratio is 1:35.

The SUBEB did not report on Almajiri/Quaranic School, however, it reported that it has seven (7)

Special Education institutions, which operate inclusive Education. It last accessed N17,437,895.00 of

the Special Education Funds in 2010. None of these schools was visited during this quality assurance

of basic education institutions in Anambra State.

What SUBEB does well Regular payment of salaries and allowances.

Enough textbooks are distributed to the schools.

98% of the teachers are qualified (NCE).

Accessing UBE Intervention Funds up to 4th quarter in 2013.

Well and neatly dressed teaching and non – teaching staff.

All the schools have sign posts.

What SUBEB should do to improve The SUBEB needs to improve supervision of schools.

Mass employment and posting of teachers by SUBEB via LGEA to rural schools.

Empower Education Secretaries and headteachers to function very well.

Key strengths in each aspect Achievement and standard

There is 100% transition of learners from primary 6 to JSS1 across the state.

98% of the teachers are qualified.

Neatness of learners, teachers and school environment.

Construction and renovation of classrooms in schools.

Learning outcome of pupils is impressive<

24


The curriculum provision is in line with the 9-Year Basic Education Curriculum for Primaries and

JSS schools.

Learners participated in sporting activities, quiz and debates.

Learners are also involved in Craft and cultural activities.


Leadership and management of SUBEB is good.


The SUBEB overall effectiveness is good.

2.4.1 The 3 Sampled LGEAs



There are 12,845 (6,449 male – 50.2% and 6,396 female – 49.8%) pupils in the ECD centres; 180 (8

male - 4% and 172 female - 96%) teaching staff; no non-teaching staff; Caregiver; FTS participant; 77

all-female PTA/community teachers. The average teacher/pupil ratio is 1:50.

The PS have 36,756 (18,639 male -50.7% and 18,117 female – 49.3%) pupils; 797 (61 male -8% and

736 female -92%) teaching staff; 137 (100 male -73% and 37 female -27%) non-teaching staff; no FTS

participant and 56 (18 male - 32% and 38 female - 68%) PTA/community teachers. The average


The JSS have 9,200 (4,233 male -46% and 4967 female - 54%) students; 3,302 (559 male -17% and

2,743 female - 83%) teaching staff; 36 (12 male - 33% and 24 female - 67%) non-teaching staff; 69 (7

male - 10% and 62 female - 90%) vocational instructors; no FTS participant; 20 (8 male - 4% and 12

female - 96%) PTA/community teachers. The average teacher/student ratio is 1:3.

What the LGEAs do well Establishment of the ECDs in all their primary schools.

Effective supervision of schools.

Training and improving the capacities of teachers.

Full participation of the host communities in renovation of schools.

What the LGEAs should do to improve Keeping relevant statutory and non – statutory records.

Bridging the gap between the LGEAs and the managers of JSS as the two do not share

information.

The LGEAs should sensitize and mobilize the host communities for the functionality of SBMCs.

The LGEAs should liaise with LGC/SUBEB to employ additional qualified teachers especially in the

core subjects.


The performance of pupils and students is outstanding as indicated in the average transition rate

of 95%.

25

Teachers’ lesson notes are well written and up-to-date in all the schools visited.

The teaching staff in both primary schools and JSS is outstanding as 98% of the teachers in

primary schools and 100% in JSS have the minimum teaching qualification of (NCE).


There is 9-Year Basic Education Curriculum in the State and in use.

Teachers plan their lessons in line with the provision of the curriculum.

Learners participate in games and other sporting activities.


Leadership and management of the LGEAs are good.

Inauguration of SBMCs in all the schools in the 3 LGEAs.

Effective school supervision by the 3 LGEAs.

There is cordial relationship between the management of the LGEAs and the authorities of the

schools.


The 3 LGEAs are good in terms of overall effectiveness.

98% of the teachers have (NCE) and above qualification.

2.4.2 The 9 Sampled ECDs

Description of the ECDs A total of 9 ECD centres operate within 9 of the 10 sampled PS. The 9 ECD centres have 849(438

male - 52% and 411 female - 48%) pupils; 16 all-female teaching staff; 2 male non-teaching staff; 1

female caregiver; no FTS participant; and 15 all-female PTA/community teachers. The average


What the ECDs do well Teachers and learners are well dressed.

Attendance to school by both teachers/pupils is outstanding (90%).

Most of the teachers demonstrate good knowledge of early child education.

All the teachers are qualified (NCE).

Use of Nursery rhymes/plays facilities and toys to teach learners.

What the ECDs should do to improve Provide and use ECD Modules in all the ECDcentres in the LGEAs.

Provide a child-friendly learning environment for the centres (pupils’ desks and play equipment).

Employ additional qualifiedteachers and caregivers.

Provision of Mats and Mattresses.








26


1 of the 9 ECDs (11%) is outstanding.
























administrative duties. They are all located in the rural areas.

The primary schools have 1,950 (976 male – 50.1% and 974 female – 49.9%) pupils; 68 (6 male - 9%

and 62 female - 91%) teaching staff; 4 all-male non – teaching staff; no FTS participant; and 7 (1 male

– 13% and 6 female – 87%) PTA/Community teachers. The average teacher/pupils ratio is 1:26

What the primary schools do well The schools have textbooks in the four core subjects.

Attendance to school by both teachers and pupils is outstanding (90%).

Regular supervision of classes by the headteachers.

Most of the pupils are neat in all the schools visited.

Cordial relationship between the schools and host communities.

The environment of all the schools visited is neat and tidy.


All the schools visited have sign posts.

Active participation of the PTAs/SBMCs in all the schools visited.

What the primary schools should do to improve Employment of more qualified teachers.

Keeping relevant statutory and non-statutory records.

27

Draw up School Development Plan (SDP) in which strengths and weaknesses of the school are

being stated with plans to address the challenges.

Ensure that teachers attend regular workshops/seminars in order to improve their productivity.

Schools to liaise with LGEAs/SUBEB for the construction of additional classroom blocks.

Schools should make a case to LGEA/SUBEB for the provision of more teachers’/pupils’ furniture.

Key strength in each aspect Achievement and standards






























Description of JSS The 2 JSS are functioning as expected with the principals performing their administrative duties.

One is located in a rural area while the other is located in a semi-urban area.

The JSS have 510 (247 male – 48% and 263 female – 52%) students; 19(4 male – 21% and 15 female

– 79%) teaching staff; 4 (2 male – 50% and 2 female – 50%) non–teaching staff; no vocational

instructor; or FTS participant; and 2 all-female PTA/community teachers. Average teacher/pupil

ratio is 1:24.

28

What the JSS do well Lesson plans and notes are well written for effective lesson delivery.

Learners are well behaved thereby making classroom control easy.

Teachers and students are well dressed.

Attendance to school by both teachers and students is good.

The schools have the 9-Year Basic Education Curriculum and use them effectively.

What the JSS should do to improve Employ additional qualified teachers in the core subjects.

Provision of a good source of drinking water/functional toilet facilities.

Draw up School Development Plan (SDP) with inputs from the host communities and other

stakeholders.

Liaise with LGEA/SUBEB for the provision of adequate students’ furniture.

Request for the provision of adequate textbooks and instructional materials from

LGEA/SUBEB/other education stakeholders.

























29

Fig 7 Map of Bauchi State

2.5 Bauchi SUBEB

Description of the SUBEB Bauchi State is functioning with relevant departments that are

operational. It has 20 LGEAs, 746 ECDs, 2,450 Public PS and 530 JSS.

There are 106,820(57,166 male- 54% and female 49,654 -46%) pupils in

the ECD centres; 1,195 (596 male -49.9% and female 599 – 50.1%)

teaching staff; 62 (24 male - 39% and female 38 - 61%) non-teaching

staff; no caregiver, FTS participant and PTA/community teacher. The

average teacher/pupil ratio is 1:89.

The PS have 771,543 (431,772 male – 56% and 339,771 female – 44%) pupils; 16,980 (12,471 male–

73% and 4,509 female– 27%) teaching staff; 2,169 (1,742 male – 80% and 427 female – 20%) non-


1:45.

The JSS have 136,952 (84,962 male –62% and 51,990 female –38%) students; 4,981 (4,104 male –

82% and 877 female – 18%) teaching staff; no non–teaching staff, FTS participant and PTA/

community teacher. The average teacher/student ratio is 1:27.

The Almajiri/ Qur’anic schools have 53,367 (39,717 male – 74% and 13,650 female – 26%) pupils;

499 (497 male – 99% and 2 female – 1%) teaching staff; no non teaching staff, FTS participant and

PTA/community teacher. The average teacher/learner 1:107.

What the SUBEB does well Regular payment of salaries and allowances.

Establishment of Almajiri/Qur’anic schools.

Capacity building and training for teachers to improve their teaching skills.

What the SUBEB should do to improve Ensure proper supervision of schools.

Renovation of dilapidated classrooms.

Provision of adequate furniture, textbooks, instructional materials, 9-Year Basic Education

Curriculum in the rural areas.

Recruitment of additional qualified teachers for ECD, primary and JSS.

Establishment of ECD centres in primary schools where they don’t exist.


Inauguration of SBMCs in most of the schools

Learners’ performance is fair.


The state provided the 9-Year Basic Education Curriculum, but it is inadequate. Some schools

don’t even have it.


Leadership and management of the SUBEB is good. Because they have inaugurated SBMCs in all

the JSS and primary schools. There is a cordial relationship between SUBEB and LGEAs.

30


Overall effectiveness is fair but teachers are inadequate. Supervision and monitoring of schools

is not regular.


Description of the LGEAs The 3 LGEAs are functioning with the Education Secretaries on ground. They have 129 ECDs, 297


There are 6,521 (3,486 male – 53% and 3,035 female – 47%) pupils in the ECD centres; 92 (34 male –

37% and 58 female – 63%) teaching staff; 1 male non-teaching staff;89(1 male – 1% and 88 female –

99%) caregivers; no FTS participant; 35 (12 male – 34% and 23 female – 66%) PTA/community

teachers. The average teacher/pupil ratio is 1:.51


and 870 female–67%) teaching staff; 312 (267 male – 86% and 45 female – 14%) non-teaching staff;

no FTS participant and 117 (80 male – 68% and 37 female – 32%) PTA/community teachers. The



and 93 female – 15%) teaching staff; 36 (19 male – 53% and 17 female – 47% non-teaching staff; no

vocational instructor, FTS participant and65 (32 male – 49% and 33 female – 51%) PTA/community

teachers. The average teacher/student ratio is 1:26.

The Almajiri/Qur’anic schools have 19,529 (13,577 male – 70% and 5,952 female – 30%) pupils; 216

(189 male – 88% and 27 female – 12%) teaching staff; no non-teaching staff, FTS participant and 90

(85 male – 94% and 5 female – 6%) PTA/community teachers. The average teacher/pupil ratio

is1:64.

What the LGEAs do well Capacity building training for both JSS and primary teachers to improve their teaching skills.

Payment of salaries and allowances is regular.

What the LGEAs should do to improve Ensure recruitment of more qualified teachers to the JSS, primary and ECD centres.

Ensure provision of adequate classrooms, furniture, textbooks, instructional materials, and 9-

Years Basic Education Curriculum.

Ensure up-to-date keeping of statutory and non-statutoryrecords.

Ensure establishment of ECD centres in all the primary schools.

All teachers should be trained to improve their teaching skills.


All the JSS have good structures on ground


Curriculum is inadequate in all the schools visited.

31


There is fair supervision of schools by the LGEAs.


Overall effectiveness of the LGEAs is fair.


Description of the ECDs A total of5 ECDcentres operate within 5 of the 15 sampled PS. The 5 ECD centres have 250 (134 male

– 54% and 116 female – 46%) pupils; 5 (3 male – 60% and 2 female – 40%) teaching staff; no non-

teaching staff, caregiver, FTS participant and PTA/community teacher. The average teacher/pupil

ratio is 1:50.

What the ECDs do well Nil

What the ECDs should do to improve Liaise with LGEA/SUBEB to ensure recruitment of qualified teachers and trained caregivers.

Ensure provision of child – friendly learning environment for the centres (pupils’ desks, chairs

and play equipment).

Liaise with LGEA/SUBEB to ensure provision of modules in all ECD centres.

Ensure proper record keeping of all statutory records.


The 5 ECDs (100%) are poor.
















Description of the primary schools The 15 sampled primary schools are functioning as expected with head teachers performing their


and 1,175 female – 45%) pupils; 58 (45 male – 78% and 13 female – 22%) teaching staff; 4 male non-

32

teaching staff; no FTS participant and 4 (2 male – 50% and 2 female – 50%) PTA/community

teachers. The average teacher/pupil ratio is 1:42.

What the primary schools do well. Most of the schools are kept clean

SBMCs/PTAsare functioning in all the schools.

What the primary schools should do to improve Liaise with all education stakeholders to ensure provision of child-friendly environment

(classrooms, furniture, adequate textbooks, instructional materials, and 9-Years Basic Education

Curriculum).

Liaise with LGEA/SUBEB to ensure recruitment of qualified teachers to the primary schools.

Liaise with LGEA/SUBEB for perimeter fencing of all the primary schools.

Ensure proper record keeping of all statutory records.

Regular school self-evaluation.


5 of the 15 PS (33.3%) are fair.

8 of the 15 PS (53.3%) are poor.

2 of the 15 PS (13.3%) are very poor.




1 of the 15 PS (6.6%) is very poor.




1 of the 15 PS (7%) is very poor.








3 of the 15 PS (20%) are very poor.











33





The 3 JSS are functioning as expected with the principals performing their administrative duties. The

schoolsare all located in the rural areas. The JSS have 281 (189 male – 67% and 92 female – 33%)

students; 11 (9 male – 82% and 2 female – 18%) teaching staff; no non-teaching staff, vocational

instructor, FTS participant and PTA/community teacher. The average teacher/student ratio is 1:25.

What the JSS do well Attendance of both teachers and learners is encouraging.

Responsibilities are widely distributed among staff.

Attendance registers and time book checked and signed by the principals.

School compound kept clean, neat and tidy.

SBMCs/PTAs are functional in all the JSS.

What the JSS should do to improve Ensure recruitment of qualified teachers especially in Science, Mathematics and vocational

instructors.

Ensure provision of friendly environment (classrooms, adequate furniture, textbooks,

instructional materials, 9-Year Basic Education Curriculum).

Ensure fencing of all JSS to ward-off intruders.

Ensure proper record keeping of all statutory and non-statutory records.

Regular school self-evaluation.





















34

Fig 8: Map of Bayelsa State

2.6 Bayelsa SUBEB

Description of the SUBEB Bayelsa SUBEB is functioning with the relevant departments on

ground.The Board has an Executive Secretary without

Fulltime/Permanent members. It has 8 LGEAs, 100 ECDs

operating within same primary schools, 545 public primary

schools,182 JSS, 57 Migrant Fishermen schools and 1 Special

Education institutionwhichoperate inclusive education.

There are 5,496(2,685 male – 49% and 2,811 female – 51%)

pupils in the ECD centres; 148 (96 male – 65% and 52 female –

35%) teaching staff; no non-teaching staff, caregiver, FTS participant

and PTA/community teacher. The average teacher/pupil ratio is 1:37.

The public primary schools have 300,176(148,628 male – 49.5% and 151,548 female – 50.5%) pupils;

4,973 (2,758 male – 55% and 2,215 female – 45%) teaching staff; 4,378 (2,215 male – 50.6% and

2,163 female – 49.4%) non-teaching staff; 300 (155 male – 52% and 145 female – 48%) FTS

participants; no PTA/community teacher. The average teacher/pupil ratio is 1:57.

The JSS have 65,970(36,507 male – 55% and 29,463 female – 45%) students; 2,265 (1,172 male –

52% and 1,093 female – 48%) teaching staff; 697 (347 male – 49.8% and 350 female – 50.2%) non-

teaching staff; and 100 (60 male – 60% and 40 female – 40%)FTS participants; no vocational

instructor and PTA/community teacher. The average teacher/student ratio is 1:28.

The Migrant Fishermen schools have 11,540(6,529 male – 57% and 5,011 female – 43%) learners;

202 (141 male – 70% and 61 female – 30%) teaching staff; no non-teaching staff, caregiver, FTS

participant and PTA/community teacher. The average teacher/student ratio is 1:57.

The state has 1 Special Education institution comprising: primary which has 77 (45 male – 58% and

32 female – 42%) learners; 1 female caregiver; JSS – 19(15 male – 79% and 4 female – 21%) learners

and mentally retarded – 15(10 male – 67% and 5 female – 33%); 7 (6 male – 86% and 1 female –

14%) teaching staff; no non-teaching staff, vocational instructor, FTS participant and PTA/community

teacher. The average teacher/learner ratio is 1:16.It reported that it last accessed N23,882,227.00 of

the Special Education funds in 2012.The school was not visited during this quality assurance of basic

education institutions in Bayelsa State.

What the SUBEB does well Establishment of 57 Migrant Fishermen Children Schools. They are all functional with

teachers.

Inauguration of 672 in over 95 primary schools and JSS.

Regular and timely disbursement of Imprests to headteachers, principals and LGEAs.

Construction of 106 staff quarters in the model schools across the state.

The SUBEB has accessed the FGN/UBE intervention funds up-to-date. It utilized it for

construction of additional classrooms, rehabilitation of dilapidated school structures and

building infrastructural facilities across the state as well as provides additional potable water,

toilet facilities and furniture for both teachers and learners.

35

Training and improving the capacity of 2,640 headteachers/principals and teachers.

Procurement of 3 speed boats to facilitate movement of quality assurance officers during

school supervision.

Training of Quality Assurance Officers in quality assurance practice in Nigeria.

What the SUBEB should do to improve Provision of the prescribed ECD module to all ECD centres.

Construction of additional classrooms to accommodate the ECD component in all primary

schools.

Employment of additional teachers and caregivers for the ECDs. Alternatively, the excess non-

teaching staff could be redeployed as teachers and/or caregivers.

Embark on regular quality assurance of the basic schools. UBEC and SUBEB should carry out

advocacy visit on the Executive Governor so as to convince him of the need to give part, if not

all of the budgetary allocation for supervision to the quality assurance department.

Efforts should be intensified through sensitisation and school supervision in order to upturn the

low transition rate (34%).

Mobilisation of individuals/NGOs/CBOs and communities in the establishment of Special

Education institutions as well as participating actively in the running of the public basic

institutions.

Keeping records of learners’ performance such as dropouts, repeaters’ and retention rates

properly in order to ensure drastic reduction of these incidences.


Learners across the state have access and equity in basic education.

Prompt distribution of instructional materials to schools.

Procurement of 3 speed-boats to facilitate movement of quality assurance officers during school

supervision.

Training of Quality Assurance Officers in the state and at the LGA level in quality assurance

practice in Nigeria.


The state makes use of the 9-Year Basic Education Curriculum and other curricula approved by

the SUBEB. The curriculum is broad and balanced as they actually meet the needs of learners.


Leadership and management of the SUBEB is good.

The SUBEB drives improvement in; inputs, processes and outcomes through provision of

infrastructural facilities and training and improving the capacity of headteachers and teachers in

different capacity development trainings. This has resulted in increase in enrolment and

retention.


The average overall effectiveness of the SUBEB is good.

Construction of classrooms and staff quarters as well as adequate and effective provision of a

broad range of worthwhile curricular opportunities that care for the interest, aptitudes and

particular needs of learners that invariably measure up to expected standards as stipulated in

the curriculum.

36


Description of the LGEAs The 2 LGEAs are functioning with the Education Secretaries on ground. They have 17 ECDs, 104 PS,

out of which 7 are Migrant Fishermen Children/Nomadic Schools in Brass LGEA and 41 JSS.

There are 1,371 (682 male – 49.7% and 689 female – 50.3%) pupils in the ECD centres, 7 (4 male –

57% and 3 female –43%) teaching staff, no non-teaching staff, caregiver, FTS participant, and



and 577 female – 55%) teaching staff; 763 (364 male – 48% and 399 female – 52%) non-teaching

staff; 3 male PTA/community teachers. There is no FTS participant. The average teacher/pupil ratio is

1:33.


335 female – 62%) teaching staff; 179 (77 male – 43% and 102 female – 57%) non-teaching staff; 1

male FTS participant. There are no vocational instructor and PTA/community teacher. The average


What the LGEAs do well Regular payment of salaries.

Effective leadership and management of the two LGEAs by the Education Secretaries.

Payment of imprest to the headteachers and principals is regular

Training of Quality Assurance Officers in quality assurance practice in Nigeria.

What the LGEAs should do to improve The 2 sampled LGEAs should:

constitute and inaugurate SBMCs in the remaining 47 schools in the 2 LGEAs;

improve on the method of checkmating truancy and absenteeism of teachers;

decentralize all schools merged in one facility due to displacement from their respective

communities as a result of communal clashes;

Keep relevant statutory and non-statutory records;

ensure regular and thorough supervision of schools;

ensure all primary schools offer the Early Childhood Development (ECD) Education;

ensure the provision and monitor the use of the new 9-Year Basic Education Curriculum and the

ECD module that provide a broad range of disciplines and opportunities that meet the needs of

the learners and the society by all schools;

recruit vocational instructors for the JSS component;

employ and evenly deploy teachers and caregivers to the ECD, primary and JSS components or

redeploy the excess number of non-teaching staff to serve as teachers or caregivers;

establish guidance and counseling units in the LGEAs and in all its 145 schools;

procure and distribute teaching aids to all schools;

construct additional classroom blocks to decongest the overcrowded classrooms; and

organize competitions amongst schools.

37


89% of teachers in the primary schools across the 2 LGEAs have NCE as minimum qualification.

Constitution and inauguration of SBMCs in 98 schools across the 2 LGEAs.


Some of the schools in the 2 LGEAs make use of new 9-Year Basic Education Curriculum and

other curricular approved by SUBEB.


There is cordial relationship between the LGEAs and the school authorities.

The LGEAs have inaugurated SBMCs in 98 schools.

There is no full disarticulation of the JSS component from the SSS component.


The average overall effectiveness of the 2 LGEAs is fair.


2.6.2 The 1 sampled ECD

Description of the ECD The ECD centre operatesin 1 of the 10 sampled public PS. The ECD centre has 19 (10 male –53% and

9 female –47%) pupils; 1 female teaching staff; no non-teaching staff, caregiver, FTS participant and


What the ECD does well Learners are taught moral and social values.

What the ECD should do to improve The centre should adopt the use of the prescribed ECD module.

Provision of toys and play equipment to the centre.

Recruitment of additional teachers and caregivers/nurses.

Supply of learners’ furniture, mats and mattresses.

Sensitization of the communities with a view to upturn the low enrolment figure.

Construction of additional block of classrooms to accommodate learners.

Regular training of teachers on teaching methodology and lesson note preparation.


The ECD (100%) is fair.









38








Description of the primary schools The 10 sampled public primary schools are functioning with the headteachers performing their

administrative duties. They are all located in the rural areas. The PS have 1,509 (810 male – 54% and

699 female – 46%) pupils; 83 (49 male –59% and 34 female – 41%) teaching staff; 82 (42 male – 51%

and 40 female – 49%) non-teaching staff; 6 (4 male – 67% and 2 female – 33%) FTS participants.

There is no PTA/community teacher. The average teacher/pupil ratio is 1:17.

What the primary schools do well 90% of the learners in primary 6 transited into JSS 1 across the 10 sampled primary schools in

the previous session.

87% of the teachers across the 10 sampled primary schools have NCE as minimum qualification.

The leadership role exhibited by the headteachers across the 10 sampled primary schools is fair.

What the primary schools should do to improve Regular training of teachers on teaching methodology and lesson note preparation.

Draw-up their respective School Development Plan in which strengths and areas of

improvement will be highlighted and the plans on how to address the challenges will be stated.

The primary schools within Brass LGEA should adopt the use of the new 9-Year Basic Education

Curriculum and other curricular approved by SUBEB.

Sensitization of the communities with a view to increasing enrolment figure in the primary

schools.

Involvement of learners in inter-school competitions.

Schools merged in one facility due to displacement from their respective communities as a

result of communal clashes between Akassa and Egweama (2000) and Liama and Egweama

(2007) should be decentralized to other school facilities for better efficiency.

Establishment of guidance and counselling units in the 10 sampled primary schools.

Construction of new school buildings to decongest overcrowded classrooms and rehabilitation

of the old ones.

Provision of libraries, laboratories, bore-holes and toilet facilities.

Provision of adequate sporting facilities, instructional materials and teaching aids.

Erection of perimeter fence in the 10 sampled primary schools.

Provision of adequate learners’ and teachers’ furniture.

Constitution and inauguration of SBMCs in the school that has none and remobilizing members

where it exists but not functional.

39




















The 10 PS (100%) are fair.





Description of the JSS The 2 JSS are functioning with the principals performing their administrative duties. They are both

located in the rural areas. The JSS have 349 (188 male – 54% and 161 female – 46%) students; 16 (10

male – 63% and 6 female – 37%) teaching staff; 8 (4 male – 50% and 4 female –50%) non-teaching

staff. There are no vocational instructor, FTS participant and PTA/community teacher. The average


What the JSS do well Implementation of the 9-Year Basic Education Curriculum.

92% of the students in JS 1 transited into SS 1 across the 2 sampled JSS in previous session.

All the teachers in the 2 sampled JSS have NCE as minimum qualification.

What the JSS should do to improve Schools should apply for the deployment of teachers in the core subject areas.

The schools should improve on keeping accurate and relevant records.

There should be full disarticulation of the JSS component from the SSS component.

Employment of the services of vocational instructors.

Regular training of teachers on teaching methodology and lesson note preparation.

40

Sensitization of the communities with a view to increasing enrolment in the JSS component.

Draw-up their respective School Development Plan in which strengths and areas of

improvement will be highlighted and the plans on how to address the challenges will be stated.

Provision of learners’ and teachers’ furniture.

Supply of adequate sporting facilities, instructional materials and teaching aids.


Involvement of learners in inter-school competitions.

Remobilizing the members of the SBMCs in the 2 sampled JSS.






















41

Fig 9: Map of Benue State

2.7. Benue SUBEB

Quality Assurance Exercise could not be carried out due to teachers’

strike.

42

Fig 10: Map of Borno State

2.8. Borno SUBEB

Quality Assurance Exercise could not be carried out due to security

challenges.

43

Fig 11: Map of Cross River State

2.9 Cross River SUBEB


Cross River SUBEB is functioning with relevant departments on

ground. It has 18 LGEAs, 990 ECDs, 1,029 Primary Schools (PS) and 256

Junior Secondary Schools (JSS).

There are 56,095 (28,320 male – 51% and 27,775 female – 49%) pupils

in the ECD centre; 2,114 (486male – 23% and 1,628female – 77%) teaching staff; 463 all-female

caregivers; no non-teaching staff, FTS participant and



45% and 6,565 female –55%) teaching staff; 1,941 all-male non-teaching staff; 400 (180 male – 45%

and 220 female –55%) FTS participants; and no PTA/community teacher. The average teacher/pupil

ratio is 1:19.


53% and 2,271 female – 47%) teaching staff; no non-teaching staff, FTS participant and


The SUBEB did not report on Almajiri/Qur’anic schools but has 8 Special Education institutions, all

operate inclusive education. It last assessed N17,437,400.00 of the Special Education funds in 2010.

None of these schools was visited during this quality assurance of basic education in the state.


Establishment of ECD centres in all the primary schools in the State.

Relevant school records were provided to schools.

Provision of monitoring vehicles for all the LGEAs.

78% primary school pupils transited to JSS.

73% teachers have qualified certificates for teaching.

Availability of functional SBMCs in all the schools.

What the SUBEB should do to improve Frequent monitoring of schools should be intensified by the supervisors/inspectors and submit

reports to the Management

Adequate teachers’ and pupils’ furniture should be procured and distributed to schools.

Dilapidated classrooms in some schools should be rehabilitated to reduce classroom congestion.

Available ECD centres should be equipped with relevant furniture and recreational facilities.

Sporting/co-curricular activities should be improved in schools.

44


Learners’ achievement is fair, 78% of learners transited from primary to JSS in the last session.

Provision of monitoring vehicles for all LGEAs.

Most of the learners can read and write effectively in their various classes.


The curriculum in use in the state as recommended.

Most schools have playground and put into use.

The state developed School dairy to suit the socio-cultural background of all communities and

distributed to school for use.


Leadership and management of the SUBEB is good

LGEAs are carried along by regular communication with the SUBEB and they in turn pass on

information to schools through the head teachers.




Description of the LGEAs The 3 LGEAs are functioning with the Education Secretaries on ground. They have 225 ECDs,

225public PS and 50 JSS.

There are 10,810(5,280 male – 49% and 5,530 female – 51%) pupils in the ECD centres; 312 (65 male

– 21% and 247 female – 79%) teaching staff; 324(220 male – 68% and 104 female – 32%) non-

teaching staff; 228 (105 male – 46% and 123female – 54%) caregivers; 27 (15 male – 56% and 12

female – 44%) FTS participants; 25 (10 male – 40% and 15 female – 60%) PTA/community teachers.

The average teacher/pupil ratio is 1:30.

The PS have 52,492 (27,159male – 52% and 25,333 female – 48%) pupils; 2,351(1,140 male – 48%

and 1,211 female – 52%) teaching staff; 305(248 male – 81% and 57 female – 19%) non-teaching

staff; 36(25 male – 69% and 11 female – 31%) FTS participants; 227 (178 male – 78% and 49 female –

22%) PTA/community teachers. The average teacher/pupil ratio is 1:20.

The JSS have 14,643 (6,932 male – 47% and 7,702 female – 53%) students; 617(369 male – 60% and

248 female – 40%) teaching staff; 41(31 male – 76% and 10 female – 24%) non-teaching staff; 50 (35

male –70% and 15 female – 30%) Vocational instructors; 20 (10 male –50% and 10 female – 50%)

PTA/community teachers; and no FTS participant. The average teacher/student ratio is 1:21.

What the LGEAs do well Regular supervision of schools.

Establishment of ECDs in all the primary schools.

Regular payment of salaries. Trained teachers. Good leadership and management. What the LGEAs should do to improve Employ additional caregivers in the ECD sections.

45

Sustain regular supervision of schools.

Recreational facilities should be provided for the ECD centres.

Sporting activities should be improved in schools.


Impressive transition to JSS (87%).

Adequate number of qualified teachers.

Regular monitoring of schools.

Introduction of multi-grade teaching


The LGEAs are using the prescribed Diary of work prepared by the State.


Leadership and management of the LGEAs are satisfactory.

There is cordial relationship between the LGEAs and the Basic Education stakeholders.

Availability of functional SBMCs in all the schools.

Intensified effort to reduce out of school children through “Back to School” Programme.


The overall effectiveness is good.


Description of the ECDs A total of 10 ECDcentres operate within the 10 sampled PS. The 10 ECD centres have 648 (338 male

– 52% and 310 female – 48%) pupils; 22 (1 male – 5% and 21 female – 95%) teaching staff; 8 (4 male

– 50% and 4 female – 50%) non-teaching staff; 5 all-female caregivers; 3(1 male – 33% and 2 female

– 67%) FTS participants; and no PTA/community teacher. The average teacher/pupil ratio is 1:26.

What the ECDs do well Most of the ECD centres have adequate enrolment.

Availability of ECD curriculum in all the centres.

What the ECDs should do to improve Provision of teaching aids and toys to the ECD centres.

Qualified personnel should be employed to serve in the centres.

Adequate and relevant teachers’/pupils’ furniture should be provided at the ECD Centres



5 of the 10 ECDs (50%) are fair







46



















duties. They are all located in the rural areas. The PS have 2,387 (1,360 male – 57% and 1,027 female

– 43%) pupils; 129 (57 male – 44% and 72 female – 56%) teaching staff; 22 (17 male – 77% and 5

female – 23%) non-teaching staff; 6 (3 male – 50% and 3 female – 50%) FTS participants; 2 (1 male –

50% and 1 female – 50%) PTA/community teachers. The average teacher/pupil ratio is 1: 17.


Cordial relationship among staff and the host community.

Satisfactory leadership and management in all the schools visited.

Availability of relevant textbooks on core subjects.

Teachers prepare lesson notes regularly and sequentially.

What the primary schools should do to improve Draw up a School Development Plan in the schools.

Provision of toilets facilities and good source of water supply.

More qualified teachers should be deployed to rural schools.

Adequate teachers’/pupils’ furniture should be provided in schools.

More efforts should be intensified by the community members on the school development.

Dilapidated classrooms should be rehabilitated in most schools.

Adequate/relevant instructional materials should be supplied to schools.






47



6 of the 10PS (60%) are good.










1of the 10 PS 10%) is good.


1 of the 10 PS (10%) is very poor











students; 24 (17 male – 71% and 7 female – 29%) teaching staff; 10 (8 male – 80% and 2 female –

20%) non-teaching staff; 6 (5 male – 83% and 1 female – 17%) PTA/community teachers; no

vocational instructor and FTS participant. The average teacher/student ratio is 1: 18.

What the JSS do well .Effective teaching and learning.

Availability of qualified teachers in the schools.

.Good leadership and management in the selected JSS.

Impressive support from the host community.

Availability of relevant textbooks on the core subjects.

What the JSS should do to improve Employ additional qualified teachers.

Provide laboratories (Home Economics and Basic Sciences).

Construct principals’ offices, more classrooms, and furniture.

Provide toilet facilities and good source of water supply.


Establish Guidance and Counselling units with professional Counsellors/Para Counsellor.

48



1 of the 2 JSS (50%) is fair





















49

Fig 11: Map of Delta State

2.10 Delta SUBEB

Description of the SUBEB Delta SUBEB is functioning with relevant departments on

ground. It has 25 LGEAs, 470 ECDs, 1,182 public primary

schools, 466 JSS and 10 Special Education institutions.

There are 59,631(30,844 male – 52% and 28,787 female –

48%) pupils; 3,796 (1,071 male – 28% and 2,725 female – 72%)

teaching staff; no non-teaching staff, caregiver, FTS participant

and PTA/community teacher. The average teacher/pupil ratio is

1:16.

The public primary schools have 354,044(178,532 male – 50.4% and 175,512 female – 49.6%) pupils;

15,650 (4,616 male – 29% and 11,034 female – 71%) teaching staff; 5,800 (3,769 male – 65% and

2,031 female – 35%) non-teaching staff; 390 (170 male – 44% and 220 female – 54%) FTS

participants; and no PTA/community teacher. The average teacher/pupil ratio is 1:22.


28% and 2,899 female – 72%) teaching staff; no non-teaching staff, vocational instructor, FTS


There is no record for Nomadic/Migrant Fishermen schools.

The state has 10 Special Education institutions which operate inclusive education. It reported that it

last accessed N23,882,227.00 of the Special Education funds in 2012.The schools are however not

visited during this quality assurance of basic education institutions in Delta State.The SUBEB did not

report on Nomadic/Migrant Fishermen schools.

The special education institutions have 1,006(572male – 57% and 434 female – 43%) learners; 58 (15

male – 26% and 43 female – 74%) teaching staff; 4 (2 male – 50% and 2 female – 50%) non-teaching

staff; no non-teaching staff, FTS participant and PTA/community teacher. The average teacher/pupil

ratio is 1:17.

What the SUBEB does well The SUBEB regularly accesses and judiciously utilises accessed FGN/UBE intervention funds for

the improvement of infrastructural facilities in schools across the state.

Inauguration of SBMCs in primary schools in the 25 LGEAs.

About 40% of the Primary schools operating ECD centres.


Relevant textbooks in the core subjects are supplied to schools.

Training and improving the capacity of 2,500 headteachers and teachers in different

courses/programmes.

What the SUBEB should do to improve Employment of additional qualified teachers and caregivers for the ECDs.

50

Provision of budgetary allocation for regular quality assurance of the basic education

institutions.

Establish ECD centres in the remaining primary schools.

Effort should be intensified through sensitisation and school supervision in order to upturn the

low enrolment in some schools in the rural areas.

Mobilisation of individuals/NGOs/CBOs and communities in the establishment of Special

Education institutions as well as participating actively in the running of the public basic

institutions.

There should be synergy among the departments so that all records books could be adequately

and properly kept.



The learners make progress in almost all the schools as 79% of them transited to JSS.

Construction and renovation of classrooms in schools.




the SUBEB. The curricular are broad and balanced as they actually meet the needs of learners.



Ensures that learners are safe and secured in schools by fencing most schools and providing

security guards in schools.

Drives improvement in: inputs, processes and outcomes through training and improving the

capacity of headteachers and teachers in different capacity development trainings.

There are different committees in the schools, all aimed at making the school more effective.



Adequate and effective provision of a broad range of worthwhile curricular opportunities that

care for the interest, aptitudes and particular needs of learners that invariably measures up to

expected standards as stipulated in the curriculum.



public PS and 61 JS Schools.


male – 10% and 260 female – 90%) teaching staff; 2 all-female non-teaching staff; no caregiver, FTS

participant and PTA/community teacher. The average teacher/pupil ratio is 1:32.


and 1,912 female – 73%) teaching staff; 1,271 (614 male – 48% and 657 female – 52%) non-teaching

51

staff; 34 (11 male – 32% and 23 female – 68%) FTS participants; and no PTA/community teacher. The


The JS Schools in the three (3) sampled LGEAs have 15,373 (7,631male – 49.6% and 7,742 female –

50.4%) students; 922 (481 male - 52% and 441 female - 48%) teaching staff; 299 (187 male - 63% and

112 female - 37%) non-teaching staff; no vocational instructor, FTS participant and PTA/community

teacher. The average teacher/student ratio is 1:17.

What the LGEAs do well Salaries and allowances are paid as at when due in most of the LGEAs.

75% of the Primary Schools have ECD centres.

There is enough teaching and non-teaching staff.

There is effective supervision of schools by the 3 LGEAs

What the LGEAs should do to improve Keeping relevant statutory and non-statutory records.

More ECD centres should be established in schools that did not have.

The LGEAs should embark on sensitization campaign to boost enrolment.

Regular supervision of schools.


The teaching staff in both PS and JSS is outstanding as 98% of the teachers in PS and 100% in JSS

have the minimum teaching qualification (NCE).

The performance of pupils and students is outstanding as indicated in the average transition

rate of 94%.


The state makes use of the 9-Year Basic Education Curriculum. The curriculum is broad and

balanced as it actually meets the needs of the learners.


Leadership and management of the LGEAs isgood.

There is cordial relationship between the management of the LGEAs and authorities of the

schools as well as intensive school supervision by the 3 LGEAs.

Inauguration of SBMCs in all the schools in the 3 LGEAs.


The overall effectiveness and efficiency of the LGEAs is fair.


Description of the ECDs A total of 6 ECD centres operate within 6 of the 10 sampled PS. The 6 ECD centres have 500 (252

male – 50.4% and 248 female – 49.6%) pupils; 16 all-female teaching staff; no non-teaching staff,

caregiver, FTS participant, and PTA/community teacher. The average teacher/pupil ratio is 1:31.

What the ECDs do well Regular supervision of learners‘ work.

Relevant textbooks in the core subjects are utilised by the 6 schools.

52

What the ECDs should do to improve More of play/demonstration methods should be employed during teaching/learning process.

Learners should be encouraged to use writing materials.

Adopt the use of multi-grade teaching.






























865 female – 47%) pupils; 109 (33 male – 30% and 76 female – 70%) teaching staff; 25 (15male –

60% and 10 female – 40%) non-teaching staff; no FTS participant and PTA/community teacher. The


What the primary schools do well There is a good number of teaching and non-teaching staff.

Regular supervision of learners‘work.

Relevant textbooks in the core subjects are utilised by the 10 schools.

53

What the primary schools should do to improve More of play/demonstration methods should be employed during teaching/learning process.

Enrolment drive should be embarked upon.






























1 of the 10 PS (10%) is outstanding.






The 2 JSS are functioning as expected with the principals performing their duties. They are all located

in the rural areas. The JSS have 442 (71 male –16% and 371 female – 84%) students; 19 (10 male –

54

53% and 9 female – 47%) teaching staff; 7 all-male non-teaching staff, no vocational instructor, FTS

participant, and PTA/community teacher. The average teacher/student ratio is 1:23.

What the JSS do well The school environments are generally clean, purposeful and conducive for learning.

Management of the 2 JSS have good synergy with members of their host communities.

What the JSS should do to improve Keep relevant statutory and non-statutory records.

Regular supervision of teaching and non-teaching staff by the management of the school.

Sanctioning of staff whoare absent or play truancy.





















55

Fig 12: Map of Ebonyi State

2.11 Ebonyi SUBEB

Description of the SUBEB Ebonyi SUBEB is functioning with relevant departments on

ground. It has 13 LGEAs, 665 ECDs,1,060 public PS and 221

JSS.

There are 33,105 (20,757 male - 63% and 12,348 female -

37%) pupils in the ECD centres; 1,039 (212 male - 20% and

827 female - 80%) teaching staff; no non-teaching,

caregiver, FTS participant and PTA/Community teachers.

The average teacher/pupil ratio is 1:32

The PS have 370,310 (184,290 male - 49.7% and 186,020 female - 50.3%) pupils; 9,615 (4,281 male -

45% and 5,334 female - 55%) teaching staff; no non-teaching staff, FTS participant and

PTA/Community Teacher. The average teacher/pupil ratio is 1:39

The JSS have 69,250 (33,571 male – 48% and 35,679 female -52%) students; 2,826 (1,635 male - 58%

and 1,191 female - 42%) teaching staff; no non-teaching staff, FTS participant, vocational instructor

and PTA/Community teachers. The average teacher/student ratio is 1:25

There is no Almajiri/Qur’anic school in the State but has 3 Special Education institutions, of which

none operates inclusive education. It last accessed N23,882,227of the Special Education funds in

2012. None of these schools was visited during this quality assurance of basic education institutions

in Ebonyi State.

What the SUBEB does well Regular payment of salaries.

They trained teachers.

Establishment of SBMCs in over 90% of the schools in the State.

What the SUBEB should do to improve Build more classrooms and renovate the existing dilapidated ones.

Build libraries and equip them.

Establish Guidance Counseling units.

Employ more teachers in the schools.

Ensure the provision of the 9-Year Basic Education curriculum and ECD modules to all schools in

the state.

Access all outstanding UBE Intervention funds to improve on existing school infrastructures and

construct new buildings.

Monitor schools and LGEAs more often and as a matter of urgency.

Synergize its work with that of LGEAs for proper and accurate data collection and dissimilation of

facts.

Absorption of volunteer teachers in primary rural schools and employ additional qualified

teachers.

Employment of caregivers and non-teaching staff in all schools.

Provision of instructional materials, chalkboard, chalk, duster as well as teachers’ and learners’

furniture.

56

Post more qualified teachers to the rural areas.


Learners make progress in learning as shown from the transition rate.

Commitment of headteachers/principals in the running of their schools despite the challenges.



The State makes use of the 9-Year Basic Education Curriculum and it is found to be broad and all

encompassing, necessarily meeting the needs of the learners. However the curriculum modules

are not found in many of the rural schools


Leadership and management of the SUBEB is satisfactory. Authorities are delegated through the

Education Secretaries at the LGEAs.

Improving the capacity of headteachers and teachers in different capacity development

trainings.


The average overall effectiveness of Ebonyi SUBEB is satisfactory. The state makes use of the 9-

Year Basic Education Curriculum. The curriculumis broad and balanced as it actually meets the

needs of learners. However, the curriculum modules are not found in the rural schools. It should

be made available for all subjects in all schools.




There are 22,120 (10,526 male - 48% and 11,594 female - 52%) pupils in the ECD centres; 815 (238

male - 29% and 577 female - 71%) teaching staff. The average teacher/pupil ratio is 1:27.

There are 64,002 (27,660 male - 43% and 36,342 female - 57%) pupils; 2,099 (465 male - 22% and

1634 female - 78%) teaching staff; no non-teaching staff, FTS participantand PTA/community

teacher. The average teacher/pupil ratio is 1:30.

The JSS have 14,258 (6,049 male - 42% and 8,209 female - 58%) students; 1,027 (398 male - 39% and

629 female - 61%) teaching staff; no non-teaching staff, FTS participant and PTA/community teacher.

The average teacher/student ratio is 1:14.

What the LGEAs do well Salaries and allowances are paid regularly

Regular monitoring of terminal examinations.

Have the direct phone numbers of the entire head teachers of

the schools in the LGEAs.

What the LGEAs should do to improve Inaugurate SBMCs in the schools where they do not exist yet.

Help the schools draw up SDP.

57

Renovate the class room blocks and provide more infrastructures.

Provide equipment and facilities for games.

Post more qualified teaching staff to the rural areas.

Make available, the 9-Year Basic Education Curriculum for use in the schools for easy reference.


All the LGEAs have high transition rate.


Some of the schools in the LGEAs use the 9-Years Basic Education Curriculum.


The LGEAs give free hand to the head teachers to run the affairs of the schools.


The overall effectiveness of the sampled LGEAs is satisfactory.


Description of the ECDs

A total of 7 ECD centres operate within 7 of the 10 sampled PS. The 7 ECD centres have 578 (299

male - 52% and 279 female - 48%) pupils; 10 all-female teaching staff; no non-teaching staff,

caregiver, FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:58

What the ECDs do well The centres operate ECD classes separate from the primary section.

Most of the centres operate with the approved module.

What the ECDs should do to improve Play equipment should be provided

More charts and mats should be provided for the ECD centres.

Module suitable for such learners should be used in all the schools

Engagement of trained ECD teachers and caregivers.

Other teaching aids and instructional materials should be delivered to the centres.




Learners’ Personal development, welfare and participation






3 of the 7 ECDs (43 %) are poor.




58



2 of the 7 ECDs (29%) are poor



1 of the7 ECDs (14%) is poor.










duties. They are all located in the rural areas. The PS have 4,029 (2,107 male - 52% and 1,922 female

- 48 %) pupils; 82 (38 male - 46% and 44 female - 54%) teaching staff; no non-teaching staff; 1 female

PTA/community teacher andno FTS participant. The average teacher/pupil ratio is 1:49.

What the primary schools do well The transition rate is high.

Teachers and pupils are regular to schools.

Some of the schools have potable water.

What the primary schools should do to improve The schools should be provided with perimeter fencing.

Potable water should be provided for the schools that do not have it.

SBMCs should be inaugurated in the schools where they do not exist.

The schools should draw up SDP in their schools.

More infrastructural facilities should be provided.

The teachers should improve on the preparation of lesson notes.

Teaching aids/instructional materials should be made available to the schools for effective

teaching and learning.

Parents should encourage their children to be more punctual to schools.

The 9-Year Basic Education curriculum should be put to use in the schools.

Key strengths in each aspect

Achievement and standards







59




4 of the 10 PS (40 %) are poor.






3 of the 10 PS (30%) are poor



2 of the10 PS (20%) are poor.









Description of the JSS The 2 JSS are functioning as expected with the principals performing their duties. They are all located

in the rural areas. The JSS have 399 (197 male - 49% and 202 female - 51%) students; 14 (10 male -

71% and 4 female - 29%) teaching staff; 1 male non-teaching staff; 7 (5 male - 71% and 2 female –

29%) PTA/Community teachers; no vocational Instructor; 2 (1 male - 50% and 1 female - 50%) FTS

Participant. The average teacher/student ratio is 1:17.

What the JSS do well They have adequate and qualified staff.

The schools enjoy full cooperation of their host communities.

Most of the teachers have well prepared lesson notes.

What the JSS should do to improve Ensure the provision ofnecessary infrastructures in schools.

Game facilities and equipment should be provided

The schools lack water for use in everything, particularly, JSS Onuenyim – Ebonyi LGEA

The schools should be provided with perimeter fencing.

The schools should use the 9-YaerBasic Education Curriculum module.

The schools should use instructional materials for effective teaching and learning.




60









The 2 JSS (100%) are good






61

Fig 13: Map of Edo State

2.12 Edo SUBEB

Description of the SUBEB Edo SUBEB is functioning with relevant departments on

ground. It has 18 LGEAs, 798 ECDs, 1,065 public primary

schools, 349 JSS, 59 Nomadic/fishermen schools and 7

Special Education institutions which operate inclusive

education. It reported that it last accessed N24,420,764.00

of the Special Education funds in 2011.The school was not

visited during this quality assurance of basic education institutions in Edo State.

There are 81,970(41,741 male – 51% and 40,229 female – 49%)

pupils in the ECD centres; 1,801 (130 male – 7% and 1,671

female – 93%) teaching staff; no non-teaching staff, caregiver, FTS participant and PTA/community


The public primary schools have 317,484(161,707 male – 51% and 155,777 female – 49%) pupils;

11,601 (3,092 male – 27% and 8,509 female – 73%) teaching staff; 971 (620 male – 64% and 351

female – 56%) non-teaching staff; no FTS participant and PTA/community teacher. The average


The JSS have 120,127(60,240 male – 50.1% and 59,887 female – 49.9%) students; 2,394 (820 male –

34% and 1,574 female – 66%) teaching staff; 41 (9 male – 22% and 32 female – 78%) non-teaching

staff; novocational instructor, FTS participantand PTA/community teacher. The average


The Nomadic schools have 9,600(4,915male – 51% and 4,685 female – 49%) pupils; 218 (118 male –

54% and 100 female – 46%) teaching staff; nonon-teaching staff, FTS participant and


The Special Education institutions have 560(305 male – 54% and 255 female – 46%) pupils; 62 (21

male – 34% and 41 female – 66%) teaching staff; nonon-teaching staff, FTS participant and


What the SUBEB does well Regularly accesses and judiciously utilises accessed FGN/UBE intervention funds for the

improvement of infrastructural facilities in schools across the state. However, the projects listed

for the last (2012) accessed has not been executed.

The successful conduct of the training workshop would have far reaching effects on the

efficiency of the schools as the trained QA Evaluators have acquired the necessary knowledge

and skills to carry out QA practice.

Training and improving the capacity of 2,500 headteachers/principals and teachers in

different Capacity Development areas.

What the SUBEB should do to improve The SUBEB should commence execution of the accessed FGN/UBE intervention funds for 2012.

This is to enable it construct additional classrooms and rehabilitate dilapidated schools;

62

infrastructural facilities across the state as well as provide additional instructional materials,

potable water, toilet facilities and furniture for both teachers and learners.

Concerted efforts should be made to ensure that the appropriate teaching methods are utilized

in delivering different lessons.

All the departments should cooperate and work together to form a formidable team so that all

records books could be adequately and properly kept.

Regular disbursement of running cost to the LGEAs and schools through the LGEAs.

Provision of budgetary allocation for regular quality assurance of the basic schools.

UBEC and SUBEB should carry out advocacy visit on the Executive Governor so as to convince

him of the need to access the FGN/UBEC counterpart fund.

Efforts should be intensified through sensitisation and school supervision in order to upturn the

very low enrolment in some schools in the rural areas.

Edo SUBEB should design a School Evaluation Schedule that will be used throughout the state.

Conduct QA across all schools regularly in order to sustain the gains of the training.

SUBEB should evolve strategy to reduce the high drop-out and repeating rates in the schools.

SUBEB should provide toilets, water supply, library and electricity in the schools.






the SUBEB. The curriculum is broad and balanced as they actually meet the needs of learners.



The SUBEB makes provision of infrastructural facilities, improving the capacity of headteachers

and teachers in different workshop and trainings. This has resulted in increase in enrolment and

retention.



Construction ofclassrooms, staff quarters as well as adequate and effective provision of a broad

range of worthwhile curricular opportunities that care for the interest, aptitudes and particular

needs of learners. This invariably measure up to expected standards as stipulated in the

curriculum.


Description of the LGEAs The 3 LGEAs are functioning with the Education Secretaries on ground. They have 174 ECDs,

174public PS and 44 JSS.

There are 10,713 (5,594 male – 52% and 5,119 female – 48%) pupils in the ECD centres; 237 (29 male

– 12% and 208 female – 88%) teaching staff; no non-teaching, caregiver, FTS participant and


63

The PS have 42,732 (21,978male – 51% and 20,754 female – 49%) pupils; 1,381 (353 male – 26% and

1,028 female – 74%) teaching staff; 176(131 male – 74% and 45 female – 26%) non-teaching staff; no

FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:31

The JSS have 12,726 (6,641 male – 52% and 6,085 female –48%) students; 155 (89 male – 57% and

66 female – 43%) teaching staff; 5 (4 male – 80% and 1 female – 20%) non-teaching staff; no

vocational instructor, FTS participant; and PTA/community teacher. The average teacher/student

ratio is 1:.82

What the LGEAs do well

Keeping their environment clean.

Supervision of schools in the area.

Having a good office.

What the LGEAs should do to improve


Provision of instructional materials.

Inauguration of SBMCs in the schools.

Deployment of teachers to schools where their services are needed most.

Provision of security.

Check truancy and ensure offenders are disciplined.


Satisfactory.

Keeping office environments clean.

Departments and units functioning well.

Supervision of schools carried out though not regularly.


The quality of curriculum and other activities is good.

The 9-Year Basic Education Curriculum is available in all the schools.

Diaries are made available to teachers.


Fair.

The Education Secretaries assign roles and responsibilities to their subordinates and they work

harmoniously.

All the departments are functioning well.


The overall effectiveness of the LGEAs is good.

Supervisors are encouraged to do their work.

Schools are being supported to perform their roles.

64


Description of the ECDs A total of10 ECDcentres operate within the 10 sampled PS. The10 ECD centres have 778 (male 407 –

52% and 371 female – 48%) pupils; 31 (6 male - 19% and 25 female – 81%) teaching staff; 5 all-

female non-teaching staff; no caregiver, FTS participant and 3all-female PTA/community teachers.


What the ECDs do well Keeping school environment clean.

High attendance of learners.

Encouraging development of learners.

Good moral conduct of learners.

What the ECDs should do to improve Employment of qualified teachers.

Employment of trained care-givers.

Provision of toys and play equipment.

Provision of adequate and appropriate seats.

Use of appropriate learning materials to teach.






3 of the10 ECDs (30%) are fair.


5 of the10 ECDs (50%) are good.

















65

2.12.3 The 10 sampled Primary Schools



and 1,507 female – 48%) pupils;89(42 male – 47% and 47 female – 53%) teaching staff; 5 all-male

non-teaching staff; 1 female FTS participant; no PTA/ community teacher. Average teacher/pupil

ratio is 1:35

What the primary schools do well Keeping school environment clean.

High attendance of learners.

Encouraging development of learners.

Good moral conduct of learners.

What the primary schools should do to improve Adequate supervision of teachers.

Use of instructional materials.

Writing and checking of lesson notes.

Giving adequate assignment to learners.

Marking and correcting learners work.






3 of the10 PS (30%) are fair.



















66



The JSS are functioning as expected with the principals performing their administrative duties. They

are all located in the rural areas. The JSS have 279(149 male – 53% and 130 female – 47%) students;

6 all-male teaching staff;no non-teaching staff, vocational instructor; 1 female FTS participant; 3 (1

male - 33% and 2 female - 67%) PTA/community teachers. The average teacher/student ratio is 1:28.

What the JSS do well Keeping the school environment clean.

.high attendance of teachers and learners.

Delegating roles and responsibilities to teachers accordingly.

Fencing of school compound.

Employment of security guards.

What the JSS should do to improve Employment of teachers in the four core subjects.

Internal supervision of teaching learning.

Learners should be given assignments.

Learners’ work should be checked, marked and corrected effectively.

Adequate Laboratory equipment should be provided.

Career guidance and counselling activities should be provided to learners.



















67

Fig 14: Map of Ekiti State

2.13 Ekiti SUBEB

Description of the SUBEB Ekiti SUBEB is functioning with relevant departments on

ground. It has 16 LGEAs, 519 ECDs, 1,859 public PS, 177 JSS

operate within the Senior Secondary Schools, 1

Almajiri/Qur’anic school and 3 Special Education Schools.

There are 30,824 (15,257 male – 49% and 15,567 female –

51%) pupils in the ECD centres; 1,208 (402 male – 33% and 806

– 67% female) teaching staff; 16 all-male non-teaching staff; 3

all-female PTA/community teachers; no caregiver and FTS

participant.The average teacher/pupil ratio is 1:25.

The PS have 170,768 (84,835 male – 49.7% and 85,933 female – 50.3%) pupils; 5,333 (1,900 male –

36% and 3,433 female – 64%) teaching staff; 1,815 (615 male – 34% and 1,200 female – 66%) non-

teaching staff; 300 (70 male – 23% and 230 female – 77%) FTS participants; no PTA/community

teacher.The average teacher/pupil ratio is 1:30.

The JSS have 52,145 (26,487 male – 51% and 25,658 female – 49%) students; 3,976 (1,530 male –

38.5% and 2,446 female – 61.5%) teaching staff; 354 all-male non-teaching staff; 100 (30 male – 30%

and 70 female – 70%) FTS participants; no vocational instructor and PTA/community teacher.The

average teacher/student ratio is 1:13.

Almajiri/Qur’anic have 125 (78 male – 62% and 47 female – 38%) students; 10 (5 male – 50% and 5

female – 50%) teaching staff; 6 (2 male – 33% and 4 female – 67%) non teaching staff; no FTS

participant andPTA/community teacher.The average teacher/students ratio is 1:13

The Special Educationhave 454 (198 male – 44% and 256 female – 56%) physically challenged, 167

(80 male – 48% and 87 female – 52%) mentally retarded; 182 (80 male – 44% and 102 female – 56%)

visually impaired; 105 (41 male – 39% and 64 female – 61%) hearing impaired and 39 (19 male – 49%

and 20 female – 51%) teaching staff; 22 all-female non-teaching; no FTS

participantandPTA/Community teacher.The average teacher/learner ratio is 1:23.

The Ekiti SUBEB last accessed N23,882,227:00K of the Special Education funds in 2012. None of

Almajiri/Qur’anic and Special Education schools was visited during March, 2014 quality assurance in

basic education institutions in Ekiti State.

What the SUBEB does well Establishment of ECD centres in most of the primary schools in the state.

Ensuring quality education in public primary schools in the state.

Regular payment of teachers’ salaries and allowances.

Establishment and inauguration of SBMCs in all the public schools.

Provision of textbooks to the learners in allpublic primary schools.

Organizedschool trade fair where learners from schools in all LGEAs displayed craft and arts

works.

68

What the SUBEB should do to improve Deployment of teachers to ECD centres.

Provision of mattresses and play equipment to ECD centres.

Facilitate smooth transition of pupils from primary 6 to JSS.

Fencing of the schools to prevent intruders and encroachment of land.

Provision of toilets and potable water to the schools.

Purchase of 9-Year Basic Education Curriculum and supply to schools.

Provision of adequate furniture for the teachers.

Ensuring utilization of instructional materials during teaching/learning by the teachers.

Officers in the school services department should be trained on quality assurance in basic

education institutions.


Low learners’ transition from primary six the previous session to JS this session (2013/14) due

to 230 cut-off mark approved by SMoE for transition to JSS.

Improvement in academic performance of the learners.


Provision of the state scheme of work that are drawn from the 9-Year Basic Education

Curriculum.

Low participation in games and sporting activities among learners in schools.


Leadership and management is fair in some aspects as directors and HODs are involved in

meetings and formulation of policy.

Other stakeholders, public and SBMC are fully involved in management of public schools.


Overall effective of Ekiti SUBEB is fair as various departments are carrying out their activities

without hindrance.





– 9% and 215 female – 91%) teaching staff; 16 (11 male – 69% and 5 female – 31%) non-teaching

staff; no PTA/community teachers, caregiverand FTS participant. The average teacher/pupil ratio is

1:22.

The PS have 28,694 (14,470 male – 50.4% and 14,224 female – 49.6%) pupils; 2,020 (376 male – 19%

and 1,644 female – 81%) teaching staff; 215 (184 male – 86% and 31 female – 14%) non-teaching

staff; no PTA/community teacher and FTS participant.The average teacher/pupil ratio is 1:14.

69

The JSS have 11,189 (5,606 male – 51% and 5,583 female – 49%) students; 1,006 (340 male – 34%


staff; no vocational instructor, FTS participantandPTA/community teacher.The average


What the LGEAs do well Establishment of ECD centres in primary schools.

Ensuring improvement on quality of teaching and learning in public primary schools.

Establishment of SBMC in public primary schools.

What the LGEAs should do to improve Provision of materials for ECD centres.

Provision of toys and mattresses for ECD centres.

Keeping proper records of school statistics at ECDs, primary and Junior Secondary Schools.

Provision of functioning vehicles for effective monitoring of the schools.

School services officers should be trained on quality assurance in basic education.

Supply of 9-Year Basic Education Curriculum to schools and ensuring its utilization.


Learners’ achievement is fair as the cut-off mark for transition to JSS is high.

Learners make progress in schools


The provision of curriculum is fair as other aspects of curriculum activities are neglected in

schools.

State module of scheme of work drawn from the 9-Year Basic Education Curriculum is available

in all subjects for various classes.


The leadership and management is fair as they are trying to ensure activities in the schools go

on smoothly.


The general overall effectiveness is fair but there is need to improve on the area of

infrastructure.

The overall effectiveness and efficiency of the 3 LGEAs are as follows:

None of the 3 LGEAs (0%) is outstanding.

1 of the 3 LGEAs (33%) is good.



Description of the ECDs A total of8 ECDcentres operate within 8 of the 10 sampled PS. The8 ECD centres have 604 (300 male

– 49.7% and 304 female – 50.3%) pupils; 23 all-female teaching staff; 4 all-female caregivers/nurses;

no non-teaching staff, PTA/community teacher and FTS participant. The average teacher/pupils ratio

is 1:26.

What the ECDs do well

70

Ensuring learners in the centres are taken care of by deploying teachers to these centres.

Quality of teaching and learning in the schools is improving.

The learners behaved well in the schools.

What the ECDs should do to improve Provision of materials such as mattresses to the centres.

Deployment of teachers to the centres.

Provision of games and play equipment.




3 of the 8 ECDs (37%) are poor


























Description of the 10 primary schools The 10 sampled primary schools are functioning as expected with headteachers performing their


892 female – 49%) pupils; 129 (19 male – 15% and 110 female – 85%) teaching staff; 16 (14 male –

71

87.5% and 2 female – 12.5%) non-teaching staff; 5 (3 male – 60% and 2 female – 40%) FTS

participants; 4 all-femalePTA/community teachers. The average teacher/pupils ratio is 1:13.

What the primary schools do well The school activities are on-going as expected at the time of visit.

Highly organised and well cultured learners.

Teachers and learners are punctual and regular to school.

Teaching and learning is fairly good in the schools.

What the primary schools should do to improve The headteachers need to improve on supervision of teaching and learning activities.

The headteachers to ensure utilisation of instructional materials and improvising of teaching

aids in schools.

Resuscitate co-curricular activities in the schools.

Regular monitoring of teaching and learning in the schools.

Provision of good drinkable water and toilet facilities.




























72









They are located in the rural and urban areas. The JSS have 142 (77 male – 54% and 65 female –

46%) students; 36 (14 male – 39% and 22 female – 61%) teaching staff;15 (7 male – 47% and 8

female – 53%) non-teaching staff; 3 (2 male – 67% and 1 female – 33%) vocational instructors; 2 (1

male – 50% and 1 female – 50%)FTS participants; no PTA/community teacher. The average

teacher/students ratio is 1:3.

What the JSS do well Teaching and learning is good.

Learners conduct themselves very well as observed during break period.

Access to computer and ICT by the learners.

Good learning environment.

What the JSS should do to improve Disarticulation of JSS from SSS under different headship.

Deployment of additional qualified teachers to the schools.




















73

Fig 15: Map of Enugu State



2.14 Enugu SUBEB

Description of the SUBEB Enugu SUBEB is functioning with relevant departments on

ground. It has 17 LGEAs, 1,156 ECDs,1,218 public PS and 305

JSS.


48%) pupils in the ECD centres; 708 (67 male - 9% and 641

female - 91%) teaching staff; no non-teaching staff, caregiver,

FTS participant and PTA/Community teacher. The average


The PS have 194,836 (99,046 male - 51% and 95,790 female - 49%) pupils; 12,016 (3,094 male - 26%

and 8,922 female - 74%) teaching staff; 948 (146 male - 15% and 802 female - 85%) non-teaching

staff; 366 (93 male - 25% and 273 female - 75%) FTS participants; and 140 (32 male - 23% and 108

female - 77%) PTA/community teachers. The average teacher/pupil ratio is 1:16

The JSS have 98,061 (44,508 male - 45% and 53,553 female - 55%) students;6,170 (2,082 male - 34%

and 4,088 female - 66%) teaching staff; no non-teaching staff; 61 (20 male 33% and 41 female 67%)

FTS participants; no vocational instructor and PTA/community teacher. The average teacher/student

ratio is 1:16

The SUBEB did not report on Almajiri/Qur’anic schools, it reported that it has 4Special Education

institutions, which all operate inclusive education. It last accessed N32,298,810.00of the Special

Education funds in 2010. None of these schools was visited during this quality assurance of basic

education institutions in Enugu State.

What the SUBEB does well Regular payment of salaries.

Training of teachers.

They have qualified manpower (teachers).

What the SUBEB should do to improve Build more classrooms and renovate the dilapidated ones.

Build libraries and equip them.

Establish Guidance counseling units.

Employ additional qualified teachers in schools.


Learners make progress in learning as seen from the transition rate.


They make use of the 9-Year Basic Education Curriculum.

74

The curriculum is broad and all-encompassing.


Roles and responsibilities are delegated through the Education Secretaries at the LGEAs.


The overall effectiveness of Enugu SUBEB State is satisfactory.



public PS and 45JSS.

There are 16,866 (8,200 male - 49% and 8,666 female - 51%) pupils in the ECD centres; 789 (347

male - 44% and 442 female - 56%) teaching staff; 90 (50 male -56% and 40 female-44%) non-

teaching staff; 27 (10 male-37% and 17 female-63%) PTA/Community teachers. The average


The PS have 42,906 (22,210 male - 52% and 20,696 female - 48%) pupils; 1,121 (496 male - 44% and

625 female - 56%) teaching staff; 94 (59 male - 63% and 35 female - 37%) non-teaching staff; no FTS



The JSS have 14,187(6,727 male - 47% and 7,460 female - 53%) students; 729 (401 male - 55% and

328 female - 45%) teaching staff; 166 (96 male - 58% and 70 female - 42%) non-teaching staff; 90 (70

male-78% and 20 female-22%) vocational Instructors; no FTS participant and PTA/community

teacher. The average teacher/student ratio is 1:14.

What the LGEAs do well They have qualified teaching staff.

The schools use the 9-Year Basic Education Curriculum.

What the LGEAs should do to improve Inaugurate SBMCs in the schools.

Draw up SDP for the schools.

Renovate and provide more infrastructural facilities.

Provide games equipment and facilities.


The LGEAs have high transition rate.


The schools in the LGEAs use the 9-Year Basic Education Curriculum.


The LGEAs give free hand to the head teachers to run the affairs of the schools as provided by

law


The overall effectiveness of the sampled LGEAs is satisfactory


75

Description of the ECDs A total of9 ECDs centres operate within 9 of the 10 sampled PS. The9 ECD centreshave 405(219 male

- 54% and 186 female - 46%) pupils; 17 (4 male - 24% and 13 female - 76%) teaching staff; no non-

teaching staff, caregiver,FTS participant and 6(1 male 17% and 5 female 83%) PTA/community

teachers. The average teacher/pupil ratio is 1:18

What the ECDs do well They have qualified and hardworking teachers.

What the ECDs should do to improve Play equipment should be provided.

Charts, mats, seats should be provided for ECD.

Module suitable for such learners should be used.

Caregivers should be employed.


6 of the ECDs (67%) are fair.












The 9 ECDs (100%) are fair.









administrative duties. They are all located in the rural areas. The PS have 1,882 (975 male - 52% and

907 female - 48%) pupils; 69 (24 male - 35% and 45 female - 65%) teaching staff; 3 all-male non-

teaching staff; 8 (4 male - 50% and 4 female - 50%) PTA/community teachers;no FTS participant. The


What the primary schools do well

76

They have qualified and hardworking teachers.

They use the 9-Year Basic Education Curriculum.

The transition rate is high.

Teachers and pupils are regular and punctual to schools.

What the primary schools should do to improve Fence should be built in the schools.

Potable water should be provided.

SBMC should be inaugurated.

SDP should be drawn in schools.

More infrastructural facilities should be provided.






























They are all located in the rural areas. The JSS have 603 (341 male - 57% and 262 female - 43%)

77

students; 16 (7 male - 44% and 9 female - 56%) teaching staff; 5 all-male non-teaching staff; 3 all-

male PTA/Community teachers; no non-teaching staff, vocational instructor and FTS participant. The


What the JSS do well They have adequate qualified and hardworking manpower.

They make use of the 9-Year Basic Education Curriculum.

What the JSS should do to improve Build more infrastructural facilities.

Games facilities and equipment should be provided.











The2 JSS (100%) are good.













78

Fig 16: Map of Gombe State

2.15 Gombe SUBEB

Description of the SUBEB Gombe SUBEB is functioning with relevant departments on

ground. It has 11 LGEAs, 143 ECDs, 1,236 public PS and 262

JSS.


45%) pupils in the ECD centres; 742 (323 male – 44% and 419

female – 56%) teaching staff; no non-teaching staff,

caregiver, FTS participant and PTA/community teacher. The


The PS have 454,692 (259,207 male – 57% and 195,485 female –43%) pupils; 14,245 (9,440 male –

66% and 4,805 female – 34%) teaching staff; no non-teaching staff; 300 (203 male-68% and 97

female-32%) FTS participants and no PTA/community teacher. The average teacher/pupil ratio is

1:31.


67% and 573 female – 33%) teaching staff; no non-teaching staff,vocational instructor; 100 (87 male

– 85% and 13 female – 15%) FTS participants and no PTA/community teacher. The average


The SUBEB did not report on Almajiri/Qur’anic schools, it reported that it has 2 Special Education

institutions; of which 1 operates inclusive education. It has last accessed N8,000.000.00 of the


basic education institutions in Gombe State.

What the SUBEB does well Accessed 2011 Special Education funds.

Accessed UBE Intervention funds for 2011/ 2012, to the tune of N1,672,605,243.86.

Constructed 159 classrooms.

Renovated about 470 classrooms across the state.

Provided 536 benches, 9,049 seats and 60 VIP toilets.

Trained 2,000 teachers.

What the SUBEB should do to improve SUBEB should build more additional classrooms to schools in the rural areas.

Ensure the recruitment of more qualified teachers to schools especially in the rural areas.

Ensure the improvement in the welfare of the teachers.


The overall effectiveness of the SUBEB is good. Because the management have done well in the

following: infrastructure in the urban areas, regular payment of teachers’ salaries and

supervision of schools.


79

SUBEB provided a curriculum in all the subjects especially the 4 core subjects and the provision is

in line with the 9-Year Basic Education Curriculum for Primary Schools and JSS.

The curriculumis broad, relevant and meets the needs of the learners. Learners are also participating in sports and some extra-curricular activities like clubs and

societies. Leadership and management

The SUBEB leadership and management is good.


The overall effectiveness of the SUBEB is good based on its management effectiveness in the

areas of infrastructural interventions, monitoring of schools and payment of salaries and

allowances.




There are 5,574 (2,938 male –53% and 2,636 female –47%) pupils in the ECD centres; 266(63 male –

24% and 203 female – 76%) teaching staff; 33 (21 male – 64% and 12 female – 36%) non-teaching

staff; 24 all-femalecaregivers; no FTS participant and PTA/community teacher. The average



and 1,536 female – 33%) teaching staff; 242(189 male –78% and 53 female – 22%) non-teaching

staff; 94 (55 male – 59% and 39 female – 41%) FTS participants and 35 (26 male –74% and 9 female –


The JSS have 16,840 (11,096 male –66% and 5,744 female – 34%) students; 825 (686 male – 83% and

139 female –17%) teaching staff; 8 all-male non-teaching staff; no vocational instructor; 27 (15 male

– 56% and 12 female – 44%) FTS participants; 45 (44 male – 98% and 1 female –2%) PTA/community


What the LGEAs do well Provision of the 9-Year Basic Education Curriculum in all subjects.

Distribution of textbooks in the 4 core subjects.

Enrolment campaign visits to the villages.

Establishment of SBMCs in most of the primary schools.

What the LGEAs should do to improve Ensure the building of additional classrooms to schools in the rural areas.

Ensure the renovation of dilapidated schools in the rural areas.

Provision of teachers’/pupils’ furniture.

Draw up School Development Plan in all schools.

Encourage teachers to go for further training/studies.

Ensure the recruitment of more qualified teachers.


80


The LGEAs distributed textbooks in the 4 core subjects.

There is about 80% transition from Primary 6 to JSS across the LGEAs.

There is progress in the performance of the pupils.


The 9-Year Basic Education Curriculum is provided to the schools in all the subjects.

The curriculum is broad, relevant and meets the needs of the learners.

Most of the schools have playgrounds.


The LGEAs establish a good working relationship with the headteachers, teachers , SBMCs and

PTA members which helps in improving the standards of some schools.


The overall effectiveness of the 3 LGEAs is poor because most of the schools in the rural areas

are neglected in every aspect: For example, schools like Boltongoyel and GarinWaziri primary

schools in Akko Local Government have nothing to show as schools, no teacher, no scheme of

work and there is poor enrolment.


Description of the ECD Centres A total of 3 ECD centres operatewithin3 of the 10 sampled Primary Schools. The ECD centres have

235 (111 male – 47% and 124 female – 53%) pupils; 4 all-female teaching staff; no non-teaching

staff, caregiver and FTS participant; 3 all-male PTA/community teachers. The average teacher/pupil

ratio is 1: 34.

What the ECDs do well Learners are seen making progress in learning.

Teachers in the ECD have good knowledge of teaching.

Good enrolment into the ECD centres.

What the ECDs should do to improve Provision of furniture for ECD centres.

Provision of teaching aids.

Recruitment of caregivers/teachers.

Keep proper records for the ECD centres



1 of the 3 ECD (33%) is poor.







81















and 1,010 female – 45%) pupils; 70(43 male –61% and 27 female – 39%) teaching staff; no FTS

participant; 2 all-male PTA/community teachers; 4 all-male non-teaching staff; The average


What the primary schools do well Proper records keeping.

Clean environment.

Enrolments drive campaigns.

What the primary schools should do to improve Ensure the renovation of dilapidated schools in the rural areas.

Ensure the building of additional classrooms

Provision of adequate teachers’/pupils’ furniture

Keeping statutory and non-statutory records.













82

















1 of the 10PS (10%) is very poor.


Description of the JSS The 2 JSS are functioning as expected with the principals and Vice Principals performing their

administrative and academic duties. They are all located in the rural areas. The JSS have 351 (239

male – 68% and 112 female – 32%) students; 11 (10 male – 91% and 1 female – 9%) teaching staff;

no vocational Instructor; 1 maleFTS participant; no non-teaching staffand PTA/community teacher.

The average teacher/student ratio is 1:29.

What the JSS do well Keeping statutory and non statutory records.

Existence of cordial working relationship.

Establishment of functional SBMCs.

Cleanliness of their schools.

What the JSS should do to improve The management should draw a School Development Plan (SDP).

Ensure teachers follow the guidelines of teaching e.g. (writing lesson plan/notes regularly).

Provision of teaching aids (improvised).

Ensure the employment of additional qualified teachers.








83












84

Fig 17: Map of Imo State

2.16 Imo SUBEB

Description of the SUBEB Imo SUBEB is functioning with relevant departments on

ground. It has 27 LGEAs, 1,260 ECDs, 1,274 public PS and 274

JSS.

There are 182,967 (92,550 male –51% and 90,417 female –

49%) pupils in the ECD centres; 2,034 (32 male –2% and 2,002

female – 98%) teaching staff; no non-teaching staff, caregiver,

FTS participantand PTA/community teacher. The average


The PS have 904,275 (458,520 male –51% and 445,755 female –49%) pupils; 8,715 (1,027 male –12%

and 7,688 female – 88%) teaching staff; 2,194 (947 male –43% and 1,247 female –57%) non-teaching

staff; no FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:104.

The JSS have 960,404 (432,181 male –45% and 528,223 female – 55%) students; 6,216 (1,325 male –

21% and 4,891 female –79%) teaching staff; 1,707 (900 male –53% and 807 female –47%) non-

teaching staff; no vocational instructor, FTS participantand PTA/community teacher. The average



institutions, of which 2 operate inclusive education. It last accessed N24,419,000.00 of the Special


education institutions in Imo State.

What the SUBEB does well SUBEB employs the service of only qualified teachers.

Salaries and allowances of teachers are regular.

SUBEB organizes training and re-training programme for teachers and caregivers.

Provision of learners’ and teachers’ furniture.

SUBEB has constituted and inaugurated SBMCs in all the schools across the state.

Supply of instructional materials and teaching aids.

SUBEB has embarked on the construction of massive classroom blocks in 305 primary schools

across the state.

Plans to recruit 7,000 qualified teachers in the state have been concluded and about to be

implemented.

What the SUBEB should do to improve To address the high average teacher/pupil ratio, SUBEB should employ and ensure even

distribution of teachers especially in core subject areas, vocational instructors and caregivers

across schools in the 27 LGEAs of the state.

Provide vehicles that would facilitate movement for effective school supervision at the SUBEB

and LGEAs.

85

SUBEB should ensure continuous regular and thorough supervision of schools.

The new 9-Year Basic Education Curriculum and the ECD module that provide a broad range of

disciplines and opportunities that will meet the needs of the learners and the society should be

provided for all schools.

Additional instructional materials and teaching aids should be provided for all schools.

The state should construct more classroom blocks and rehabilitate the old ones.

SUBEB should enforce compliance on the full disarticulation of the JSS component from the SSS

component.

SUBEB should develop and maintain proper records of all schools across the 27 LGEAs of the

state.

Statutory school records like admission register and assessment records should be procured

and distributed to schools.

Play equipment for all school levels should all be provided and focus should be diverted to

provision of toilets and water facilities for the state schools.



SUBEB trained 2,360 teachers in the previous session.

Constitution and inauguration of SBMCs in all schools across the state.

Satisfactory learning outcomes even in some rural schools.

Supervision is carried out more frequently.

Employment of teaching staff.


SUBEB has not provided copies of the new 9-Year Basic Education Curriculum and the ECD

modules to all schools in the state.

The board encourages extra-curricular activities like sports, clubs and societies in the state

schools.


The Executive Chairman of SUBEBhas just been appointed. She is still familiarizing herself with the working of the board.

Commitment of headteachers/principals in the running of their schools despite the challenges is impressive.


The overall effectiveness of the SUBEB is good. Quality is adequate but they have not always been effective.





– 1% and 328 female – 99%) teaching staff; no non-teaching staff, caregiver, FTS participant and


86

The PS have 34,996 (18,193 male –52% and 16,803 female –48%) pupils; 1,461 (143 male – 10% and

1,318 female –90%) teaching staff; 90 (30 male –33% and 60 female – 67%) non-teaching staff; no

FTS participant andPTA/community teacher. The average teacher/pupil ratio is 1:24.

The JSS have 13,764 (6,419 male –46% and 7,345 female –54 %) students; 682 (173 male –25% and

509 female –75%) teaching staff; 82 (57 male –70% and 25 female –30%) non-teaching staff; no

vocational instructor, FTS participantand PTA/community teacher. The average teacher/student

ratio is 1:20.

What the LGEAs do well The payment of workers’ salaries and allowances is regular.

The LGEAs recorded 96% transition rate into JSS 1 in the last session.

Establishment of SBMCs in all the schools across the LGEAs.

What the LGEAs should do to improve Deployment of additional qualified teachers to address the problems associated with high

average teacher/pupil ratioacross the LGEAs.

Ensure even distribution of teachers to schools.

Employ the services of caregivers and Guidance Counsellors in schools.

Provision of the new 9-Year Basic Education Curriculum and ECD modules to all schools.

Ensure thorough supervision of schools.

Embark on sensitization and enlightenment of communities to address the issue of learners’

lateness to school.

Work with the SUBEB to ensure full disarticulation of JSS from SSS.

Provide toys/play equipment for the ECD centres.

Engage teachers in more regular trainings, workshops and seminars.

The LGEAs should develop and maintain proper records.

Construction of school building and renovation of the old ones.

Provision of libraries, laboratories, toilets and sporting facilities to schools.



100% of teachers in JSS have minimum qualification of NCE.

The LGEAs recorded 94% transition rate into JSS 1 in the last session.

School enrolment, attendance and retention is impressive.


The LGEAs organize inter-school competitions.

The LGEAs are yet to fully adopt the use of the new 9-Year Basic Education Curriculum and the

ECD module.


There is cordial relationship between the LGEAs and the school authorities.

The LGEAs have inaugurated SBMCs in all the schools.

There is no full disarticulation of the JSS components from the SSS components for effective

school management.


The effectiveness of the schools provisions across the LGEAs is fair.

87

85% of teachers in the primary schools have NCE as minimum qualification.

Workers’ salaries and allowances are paid regularly.

All the schools across the 3 LGEAs have functional SBMCs.


Description of the ECDs A total of 10 ECDcentres operate within the 10 sampled PS. The 10 ECD centres have 893(475 male -

53% and 418 female –47%) pupils; 18 all-female teaching staff; no non-teaching staff,caregiver,FTS

participant and 9 all-female PTA/community teachers. The average teacher/pupil ratio is 1:33

What the ECDs do well Learners are taught moral and social values.

The enrolment and attendance across the ECDs is impressive.

What the ECDs should do to improve Recruitment of additional teachers and caregivers.

Adopt fully, the use of the ECD module.

Provision of toys and play equipment to the centres.

Supply of pupils’ furniture and mats.

Schools should adopt exclusively, the play method of teaching.

Regular training of teachers on teaching methodology for this school level.
























88













and 1,448 female – 48%) pupils; 89 (13 male – 15% and 76 female – 85%) teaching staff; 2 (1 male –

50% and 1 female – 50%) non-teaching staff; no FTS participant and 11 (2 male - 18% and 9 female -


What the primary schools do well The transition rate from primary 6 to JS 1 is impressive.

Schools operate with qualified teachers.

Involvement in inter-school competitions.

Constitution of SBMC in all the sampled schools.

100% of the sampled schools offer the Early Childhood Development (ECD) Education.

Teachers’ and pupils’ attendance to school is very impressive.

Many lessons observed were learner-centered and teachers appear fairly committed to their

job.

What the primary schools should do to improve Request for even distribution of teachers from the LGEAs.

Ensure proper record keeping.

Draw up a School Development Plan in which strengths and areas of improvement will be

highlighted and the plans on how to address the challenges will be stated.

Adopt fully, the use of the new 9-Year Basic Education Curriculum.

Construction of new school buildings and rehabilitation of the old ones.

Provision of adequate sporting facilities, instructional materials and teaching aids.

Erection of perimeter fence in schools.

Establishment of Guidance and Counselling units in the schools.


Regular training of teachers.






89






























Description of the JSS The 2 JSS are functioning as expected with the principals performing their administrative duties.

They are all located in the rural areas. The JSS have 1,637 (867 male – 53% and 770 female – 47%)

students; 41 (21 male – 51% and 20 female – 49%) teaching staff; 4 (3 male - 75% and 1 female –

25%) non-teaching staff; no vocational instructor,FTS participant; and 8(2 male – 25% and 6 female –

75%) PTA/community teachers. The average teacher/student ratio is 1:33.

What the JSS do well Schools operate with qualified teachers.

Learners are involved in inter-school competitions.

Teachers’ lesson delivery methods observed are good.

100% transition of learners from JS 3 to SS1.

What the JSS should do to improve Schools should request for the deployment of qualified teachers in the core subject areas.

90

The schools should improve on keeping accurate and relevant records.

There should be full disarticulation of the JSS component from the SSS component.

Employment of the services of vocational instructors.

School should adopt fully, the use of the new 9-Year Basic Education Curriculum.

Draw up a School Development Plan in which strengths and areas of improvement will be

highlighted and the plans on how to address the challenges will be stated.

Regular training and re-training of teachers.

Supply of adequate sporting facilities, instructional materials and teaching aids.







The 2 JSS (100%) are poor.







1 of the 2 JSS (50%) is poor






91

Fig 18: Map of Jigawa State

2.17 Jigawa SUBEB

Description of the SUBEB Jigawa SUBEB is functioning with the relevant departments on

ground. The State has 27 LGEAs, 425 ECDs, 1,918 Primary

schools, 421 JSS, 4 Special Education schools and 43

Almajiri/Qur’anic schools.

The ECDs have 56,689 (35,838 male - 63% and 20,851 female -

37%) pupils; 1,200 (800 male - 67% and 400 female - 33%)

caregivers; no teaching staff, non-teaching staff,

PTA/community teacher and FTS participant.

The PS have 640,197 (309,323 male - 48% and 330,874 female -

52%) pupils; 13,249 (11,289 male - 85% and 1,960 female -15 %) teaching staff; 1,986 (1,924 male -

97% and 62 female -3%) non-teaching staff; 300 (271 male - 90% and 29 female - 10%) FTS

participants and no PTA/Community teacher. The average teacher/pupil ratio is 1:47.

The JSS have 105,001 (63,467 male - 60% and 41,534 female - 40%) students; 3,786 (3,297 male -

87% and 489 female -13%) teaching staff; 4,000 (3,600 male - 90% and 400 female - 10%) non-

teaching staff; 100 (96 male - 96% and 4 female - 4%) FTS participants; no vocational instructor and

PTA/community teacher. The average teacher/student ratio is 1:27.

The Almajiri/Qur’anic schools have 5,707 (4,953 male - 87% and 754 female - 13%) learners; 244 all-

male teaching staff; 36 all-male non-teaching staff; no PTA/community teacher and FTS participant.

The average teacher/learner ratio is 1:23.

The Special Education schools have 628 (523 male - 83% and 105 female - 17%) learners; 59 (53 male

- 90% and 6 female - 10%) teaching staff; 73 (51 male - 70% and 22 female - 30%) non-teaching staff;

5 (3 male - 60% and 2 female - 40%) PTA/Community teachers; no FTS participant. The average

teacher/learner ratio is 1:10.

What the SUBEB does well The SUBEB conducts quality assurance in basic education institutions on a regular basis.

Provides enabling environment that facilitates enrolment.

The SUBEB has accessed the FGN/UBE intervention funds up-to-date. The fund were

utilized for construction of additional classrooms, rehabilitation of dilapidated school structures

and other infrastructural facilities across the state as well as provision of additional potable

water, toilet facilities and furniture for both teachers and learners.

Regular and timely disbursement of Imprest to headteachers, principals and LGEAs as

well as payment of salaries and allowances as at when due.

Follow – up inspection to quality assurance.

Up to 90% of the teachers were given soft loans (revolving) to ease transportation to schools.

Department of School Services changed to Quality Assurance Department.

92

What the SUBEB should do to improve Employment of additional teachers and caregivers for the ECDs. Alternatively, the unqualified

teaching staff could be trained or redeployed as caregivers.

Provide monitoring vehicles to LGEAs to ease supervision.

SUBEB should direct Education Secretaries to embark on school inspection.

Direct LGEA inspectors to write monthly report on their visits to schools.

Train and re-train quality assurance officers at the LGEA level.




Procurement of 3 speed-boats to facilitate movement of quality assurance officers during school

supervision in the reverine areas of the state.

Training of quality assurance officers in the state and at the LGEA level in Quality Assurance.


The state makes use of the 9-Year Basic Education Curriculum and other curricular approved by

the SUBEB. The curricular are broad and balanced as they actually meet the needs of learners.


Leadership and management of the SUBEB are good.

Provision of additional infrastructural facilities.

Training of headteachers and teachers.

Increased in enrolment and retention.



Construction and renovation of classrooms.

Capacity building of headteachers and teachers.



public PS, 49 JSS and 43 Almajiri/Qur’anic schools.

The ECD centres have 4,944(2,865 male – 58% and 2,079 female – 42%) pupils; 90 (55 male – 61%

and 35 female – 39%); teaching staff; 37(19 male-51% and 18 female-49%) caregivers; no non-

teaching staff, FTS participant andPTA/community teacher. The average teacher/pupil ratio is 1:55.

The PS have 64,328 (36,846 male – 57% and 27,482 female –43 %) pupils; 2,244 (2,055 male – 92%


33 all–male FTS participants; no PTA/community teacher. The average teacher/pupil ratio is 1:28.


20 female – 4%) teaching staff; 35 (30 male – 86% and 5 female – 14%) non-teaching staff; 5 all-

maleFTS participants; vocational instructorand PTA/community teacher. The average


93

The Almajiri/Qur’anic schools have 4,782(4,732 male-99% and 50 female- 1%) learners; 142 all-male

teaching; 23 all-male PTA/Community teacher; no non-teaching staff andFTS participant. The


What the LGEAs do well Regular payment of salaries and allowances.

Construction of additional classrooms and renovation of dilapidated ones.

Availability of 9-Year Basic Education Curriculum and other relevant textbooks.

Conducive learning environment.

Fair attendance and enrolment of learners.

What the LGEAs should do to improve Sensitize communities for improved enrolment and attendance.

Provide instructional materials, toilets facilities and good source of drinking water to schools.

Appoint qualified and experienced school headteachers.

Employ qualified teachers to fill existing vacancies in schools.

Furnish offices and provide toilet facilities to staff at the LGEA level.

Provide furniture for schools that need them.

Establish ECD centres in schools where they are not available.


Progress in terms of learners’ attendance and attitude to school is satisfactory. There is

improved attendance and learners participate actively in extra-curricular activities.

Standard required in school is fair. School records show fair standards has been achieved and

maintained.


All schools visited and records at the LGEA level indicate fair availability and provision of the 9-

Year Basic Education Curriculum to schools that provide a broad range of needs to learners and

the society.


There is regular supervision of school for effective performance in schools.


The overall effectiveness of the LGEAs is fair.

One of the 3 LGEAs is good the other 2 are fair.


Description of the ECDs The ECDs have 425 (192 male –45% and 233 female – 55%) pupils; 7 (3 male –43% and 4 female –

57%) teaching staff; no caregiver, FTS participant, PTA/community teacherand non-teaching staff.


What the ECDs do well Good enrolment and attendance of pupils.

What the ECDs should do to improve Provide enough seats to learners.

94

Provide appropriate curriculum and other relevant textbooks.

Provide play equipment to learners.

Make provision for toilets and water sources.

Provide school uniform to learners.

Employ trained teachers to handle learners at the ECD level.













1 of the5 ECDs (20%) is fair.











Description of the primary schools The PS have 2,673 (1,430 male – 53% and 1,243 female – 47%) pupils; 90 (77 male – 86% and 13

female – 14%) teaching staff; 18-all male non-teaching staff; 3-all male PTA/community teachers and

1 male FTS participant. The average teacher/pupil ratio is 1:28.

What the primary schools do well Most schemes of work and records are duly completed and maintained.

Clean environment that is conducive for learning.

Availability of 9-Year Basic Education Curriculum and other textbooks in most subjects.

Availability of classroom structures.

Renovation and construction of additional classrooms in schools.

What the primary schools should do to improve The school heads should liaise with the LGEAs to post more teachers to schools.

95

Headteachers should ensure that they regularly embark on school self-evaluation so as to keep

teachers on their toes.

Teachersshould be punctual to school with adequate preparation to teach.

Teachers should adopt the use of learner-centred teaching approach.

Improve learners’ healthy habits and personal hygiene.















1 of the9 PS (11%) is good.













2.17.4 The 3 sampled JSS Description of the JSS The JSS have 654 (454 male – 69% and 200 female – 31%) students; 31(30 male-97% and 1 female -3%) teaching staff; 2 all-male non-teaching staff; no vocational instructor, FTS Participant and PTA/community teacher. The average teacher/student ratio is 1:21.

What the JSS do well Impressive attendance and punctuality.

Mastery of the subject content and use of suitable methods of teaching.

Utilization of the curriculum, textbooks and other instructional materials.

Impressive learners’ performance across the classes.

96

Good record keeping.

Preparation of lesson plan and other instructional activities (total commitment to work).

Participation in quiz and games competitions.

Delegation of duties.

Students appear neat and tidy.

Possession of qualified teachers.

Supervision of learners while at work.

100% Completion rate.

What the JSS should do to improve Ensure effective use of instructional materials.

Discuss on timely basis with teachers on issues concerning them and the school in general.

Improve on school-based supervision.

Shun the use of vernacular duringlessons.

Draw up School Development Plan where the weaknesses, strengths and the way forward of the

school can be idenified.

Provide the schools with libraries, computers and science laboratories.







1 of the 3 JSS (33%)is good.






The 3 JSS(100%) are fair.









97

Fig 19: Map of Kaduna State

2.18 Kaduna SUBEB

Description of the SUBEB Kaduna SUBEB is functioning with relevant departments. It has

23 LGEAs, 2,316 ECDs, 4,126 public PS and 238 JSS.

The ECD centres have 288,106 (161,251 male - 56% and 126,855

female - 44%) pupils; no teaching staff; non-teaching staff; 3,865

(754 male - 20% and 3,111 female - 80%) caregivers; no FTS

participant and PTA/Community teacher.

The PS have 1,067,275 (579,513 male - 54% and 487,762 female

- 46%) pupils; 36,216 (17,100 male - 47% and 19,116 female -

53%) teaching staff; 3,782 (2,597 male - 69% and 1,185 female - 31%)

non-teaching staff; 323 (118 male - 37% and 205 female - 63%) FTS

participants; and no PTA/community teacher. The average


The JSS have 159,169 (85,875 male – 54% and 73,294 female - 46%) students; 3,769 (2,127 male –

56% and 1,642 female - 44%) teaching staff; 1,824 (1,004 male – 55% and 820 female – 45%) non –

teaching staff; no vocational teacher, FTS participant and PTA/community teacher. The teacher/pupil

ratio is 1:42.

Almajiri/Qur’anic schools have 16,580 (13,357 male - 81% and 3,223 female - 19%) learners; 464

(326 male - 70% and 138 female - 30%) teaching staff; 60(55 male - 92% and 5 female -8%) non-

teaching staff, 8 all-male FTS participants. The average teacher/learner ratio is 1:35.

What the SUBEB does well: Regular payment of salaries and allowances.

Provision of instructional materials to schools.

Adequate funding of Quality Assurance Department for maximum productivity.

Appointment of headteachers in the state through committees at the LGEA levels to screen and

recommend to SUBEB.

Deployment of teachers from over staff schools to where they are needed

Developed, produced and distributedof copies ‘Benchmark on literacy and numeracy’ to all

primary schools in the state

Organization of educational seminars/workshops/summits with all the relevant stakeholders to

find solutions to the problems of education in the state.

Provision of science kits to some schools across the state to facilitate teaching and learning

What SUBEB should do to improve Keeping relevant statutory and non-statutory records.

Establishment of ECDs in all the remaining primary schools.

Disengagement of WASC holders as teachers in the Basic Education Institutions.

Encouraging unqualified teachers to improve on their current level of education.

Ensuring regular assessment and prompt utilization of FGN-UBE intervention funds.

98

Conducting regular quality assurance in schools.

Producing guidelines on planning of school timetable for all schools.

Provide furniture and instructional materials for teachers and learners in schools.


Transition rate of 90% from PS to JSS is good and encouraging.

Establishment of Guidance Counselling services in most of the LGEAs/Schools.

Prompt payment of salaries and allowances.

Pupils are participating in quiz competition, athletics and games and hence won trophies.

Integration of Almajiri/Qur’anic schools.


Provision of the new 9-Year Basic Education Curriculum for ECD centres and primary schools.



Leadership and management of SUBEB is good.

There is cordial relationship between the ExecutiveChairman, his management and other staff

across the different departments and responsibilities are delegated.

The SBMCs/PTAs are functional in most of the schools visited, but should do more.


The overall effectiveness of the SUBEB is good. This is reflected in the regular training of

teachers and full community participation in education delivery



public PS, and 40 JSS.

There are 11,944 (5,725 male –48% and 6,219 female –52%) pupils in the ECD centres; 123(18 male -

15% and 105 female – 85%) teaching staff; no non-teaching staff; 42 (22 male - 52%and 20 female -

48%) caregivers; no PTA/community teacher. The average teacher/pupil ratio is 1:97.

The PS have 139,765 (71,882 male –51% and 67,883 female - 49%) pupils; 1,118 (878 male - 79% and

240 female - 21%) teaching staff; 205 all-male non-teaching staff; 16 (13 male - 81% and 3 female -

19%) FTS participants; 35 (29 male - 83% and 6 female - 17%) PTA/community teachers. The average


The JSS have 12,475 (7,625 male - 61% and 4,850 female - 39%) students; 1,372 (861 male - 63% and

511 female - 37%) teaching staff; 394 (315 male - 80% and 79 female - 20%) non-teaching staff; 15 (5

male - 33% and 10 female - 67%) vocational instructors; no FTS participant;and 14 (11 male - 79%

and 3 female - 21%) PTA/Community teachers. The average teacher ratio is 1:9.

What the LGEAs do well Most of the LGEAs carry out regular supervision of schools.

Salaries and allowances are paid regularly.

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The LGEA have trained and improved the capacity of headteachers and teachers (on-the job

training.)

Transition rate of learners from primary to JSS is encouraging

What the LGEAs should do to improve The LGEAs should ensure that all schools in the LGEAs have the 9-Year Basic Education

curriculum and the ECD modules.

The LGEA should liaise with the LGC to mobilize and sensitize communities to renovate

dilapidated school structures and build additional classrooms.

The LGEA should employ additional qualified teachers.

Provide additional instructional materials, teaching aids and furniture.

Provide toilet facilities, libraries and relevant laboratories in some of the schools.

The LGEA should endeavour to collect relevant and adequate data for primary and JSS.

Engage the services of Guidance Counsellors in schools.

They should employ caregivers and non-teaching staff in schools.

The need for the LGEA to sensitize the schools and the communities to develop School

Development Plan (SDP).


Learners in the 3 LGEAs have equal access to basic education.

Cases of dropouts and repeaters are low at all levels.

Learners across the LGEAs also participate in local and state competitions such as debate,

sports, quiz, etc, and won trophy.


Some of the schools in the LGEAs are using the new 9-Year Basic Education Curriculum.

However, not all the ECDs in the 3 LGEAs have the ECD module, furniture and play equipments.


Leadership and management of the LGEAs is satisfactory, they assure quality but not always

effective. They carry out school supervision, but not regularly.


The overall effectiveness and efficiency of the LGEAs is satisfactory. Some schools still lack

quality infrastructure (school building, toilet facilities, basic teaching materials, water supply,

electricity, library, etc.).


Description of the ECDs A total of 4 ECDs centres operate within 4 of the 10 sampled PS. The 4 ECD centres have 395 (211

male - 53% and 184 female - 47%) pupils; 40 (2 male –5% and 38 female – 95%) teaching staff 1

female non-teaching staff; 4 (1 male - 25% and 3 female - 75%) caregivers, no FTS participant and

PTA/community teachers. The average teacher/pupil ratio is 1:10

What the ECDs do well Teachers and pupils are punctual at school.

Pupils in ECD centres are well taken care of by their teachers.

There is availability of toys and other equipment in the ECD centres.

100

What the ECDs should do to improve Provide and use ECD modules in all ECD centres in the LGEAs.

Request the LGEA/SUBEB to employ qualified teachers and caregivers

ECDs to liaise with LGEA/SUBEB toprovide furniture, mattresses and play equipment.






















The 4 ECDs are fair.





Description of the primary schools

The 10 sampled primary schools are functioning as expected with headteachers performing their


and 2,937 female - 48%) pupils; 265(89 male - 34% and 176 female - 66%) teaching staff; 9 all-male

non-teaching staff; 2(1 male - 50% and 1 female - 50%) FTS participants; 1 male PTA/community


What the primary schools do well Attendance of pupils and teachers is impressive

Pupil performance in internal and external examinations in a wide range of subjects is good.

Regular supervision of classes by education managers.

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There is cordial relationship between the schools and the host communities.

What the primary schools should do to improve Ensure that pupils are engaged in the school and at home by giving them homework and

assignments.

Monitoring and training of teachers on quality assurance practice.

Draw up School Development Plan (SDP) in which strength and weaknesses of schoolsare

stated with plans to address the challenges.

Schools to request the LGEA/SUBEB to supply instructional materials and teaching aids.


1 of the 10 PS 10% is good.

6 of the 10 PS 60% are fair.

2 of the 10 PS 20% are poor.

1 of the 10 PS 10% is very poor.















4 of the 15 PS (40) are fair.

4 of the 15 PS (40) are poor.



5 of the 15 PS (50%)arepoor.









Description of the 2 JSS

102


They are all located in urban and rural areas. The JSS have 1,362(139 male- 10% and 1,223 female -

90%) students; 51(25 male - 49% and 26 female - 51%) teaching staff; 3(1 male - 33% and 2 female -

67%) non-teaching staff; 2 all-male vocational instructors; no FTS participant and PTA/Community

teacher. The average teacher ratio is 1:26.

What the JSS do well Learners are carried along and participate actively in the teaching-learning process.

Established cordial relationship with the host communities.

Making the school environment clean, tidy and learner-friendly.

What the JSS should do to improve JSS to liaise with LGEA/SUBEB to:

provide additional classrooms;

provideadequate furniture for teachers and students;

provide potable water;

provide toilet facilities; and

To draw up a School Development Plan (SDP) with the input from the community.





















103

Fig 20: Map of Kano State

2.19 Kano SUBEB

Description of SUBEB Kano SUBEB is functioning with relevant departments on


JSS.


44%) pupils in the ECD centres; 3,019 (1,639 male – 54% and

1,380 female – 46%) teaching staff; 25(20 male – 80% and 5

female – 20%) non-teaching staff; 149(11 male –7% and 138

female – 93%) caregivers; no FTS participant and 191(29 male

- 15% and 162 female - 85%) PTA/community teachers. The


The PS have 2,242,056(1,141,637 male – 51% and 1,100,419 female – 49%) pupils; 47,068(36,880

male – 78% and 10,188 female – 22%) teaching staff; 14,279 all-male non-teaching staff; 300(200

male – 67% and 100 female – 33%) FTS participants; and no PTA/community teacher. The average


The JSS have 93,967(44,701 male – 48% and 49,266 female – 52%) students; 2,825(2,334 male – 83%

and 491 female – 17%) teaching staff; 449 all-male non-teaching staff; no vocational instructor;

100(70 male – 70% and 30 female – 30%) FTS participants; and no PTA/community teacher. The


There are 12 Almajiri/Qur’anic schools, SUBEB alsoreported that it has 34 Special Education

institutions, out of which none operates inclusive education. Itlast accessed N26,950,791.00 of the


basic education institutions in Kano State.

What SUBEB does well Accessed all UBE Intervention funds for 2013 to the tune of N1,030,794,595.76.

Constructed 20 duplex blocks of 4 class rooms across the state.

Procured 90 units of pupils’/teachers’ furniture.

Dug 3 boreholes and constructed 90 blocks of 2 compartments dry VIP toilets.


Procured 123 computer sets and distributed to schools across the state.

Constructed perimeter fence in 4 schools.

Took delivery of assorted textbooks from UBEC and distributed same to all the LGEAs in the

state.

Trained and improved the capacity of 4,446 headteachers and teachers in different

courses/programmes.

What SUBEB should do to improve

104

SUBEB should ensure that ECD centres are established in all primary schools in the state.

SUBEB should construct additional blocks of classrooms (especially ECD classes) and carry out

rehabilitation of all dilapidated school structures across the state.

SUBEB should employ and deploy additional qualified teachers in the 4 core subjects, provide

additional instructional materials and furniture to schools.

SUBEB should liaise with the State Ministry of Education to ensure the full implementation of

the 9-Year Basic Education Curriculum in all Junior Secondary school across the state.

SUBEB should endeavour to keep proper and accurate data on all aspects of Basic Education in

the state.

SUBEB should improve on the quality of food provided to the learners.

Key strengths in each aspect Achievement and standard

100% access of FGN/UBE Intervention Funds for 2013

There is high learners enrolment across the state

On-going construction of duplex block of 4 classrooms in all the 44 LGEAs with 4 additional being

constructed within the period under review.


The SUBEB’s regular supervision of schools shows its effective management of schools.

Furthermore, its ability to draw down all its FGN/UBE Matching Grant is worthy of emulation.

There is a cordial working relationship between management and other staff across the different

departments and unit in the Board


The state’s overall effectiveness is good based on its management effectiveness in the areas of

infrastructural interventions, feeding programme, regular payment of salaries and monitoring of

schools (the State being an ESSPIN State).




There are 9,199(5,593 male – 61% and 3,606 female – 39%) pupils in the ECD centres; 171 (135 male

– 79% and 36 female – 21%) teaching staff; no non-teaching staff; 4 all-female caregivers; no FTS


The PS have 107,747(56,268 male – 52% and 51,479 female – 48%) pupils; 2,566(2,355 male – 92%

and 211 female – 8%) teaching staff; 637(634 male – 99.5% and 3 female – 0.5%) non-teaching staff;

21(20 male – 95% and 1 female – 5%) FTS participants and 5(4 male – 80% and 1 female – 20%)

PTA/community teachers. The average teacher/pupil ratio is 1:42.

The JSS have 7,794 (5,736 male – 74% and 2,058 female – 26%) students; 211(207 male – 98% and 4

female – 2%) teaching staff; 37 all-male non-teaching staff; no vocational instructor; no FTS


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What the LGEAs do well Learners’ enrolment has increased in all schools across the LGEAs.

The staff strength in school is satisfactory in all the LGEAs.

Schools have been renovated by the LGEA Community Reorientation Council (CRC).

All schools in the LGEAs have functional SBMCs.

There are renovations on-going in some of the LGEAs.

The school feeding system encourages learner’s enrolment and retention in schools across the

LGEAs.

Copies of the 9-Year Basic Education Curriculum have been distributed to all schools in the

LGEAs.

Some teachers have been trained so as to develop capacities for effective teaching in schools.

72% of learners transition from primary 6 to JSS.

What the LGEAs should do to improve More than 60% of primary school teachers in the LGEAs are not qualified.

The LGEAs should liaise with communities and schools to construct and provide toilet

facilities and potable water for over 70% of schools without these essential facilities.

The LGEAs should encourage majority of its teachers to teach upper classes in English; as all

subjects in all classes are taught in Hausa language.

The LGEAs should employ more teachers in the 4 core subjects and deploy them to schools;

as 75% of schools in the LGEAs lack teachers in these subject areas.

The LGEAs should liaise with SUBEB to acquire furniture for teachers and learners; as over

80% of schools in the LGEAs are without furniture.

The LGEAs should ensure that all schools in the LGEA have the 9-Year Basic Education Curriculum

and the ECD modules.

The LGEAs should request SUBEB to employ and deploy caregivers and non-teaching staff to

schools.

The LGEAs should sensitize the headteachers to draw up School Development Plan (SDP) for

their schools.


High enrolment and attendance of learners in schools across the LGEAs.

Satisfactory running of the school feeding programme across the LGEAs.


There are available copies of the 9-Year Basic Education Curriculum in schools across the LGEAs.

Some school participate in quiz and debate competition in some of the LGEAs.


The Education Secretaries in the LGEAs are functioning effectively with their capacities in

ensuring that teaching and learning takes place.


The management of the LGEAs ensure that effective teaching and learning as well as the

development of the totality of learners is carried out with the available resources at their

disposal.

106



male – 59% and 372 female – 41%) pupils; 14 all-male teaching staff; 4 all-male non-teaching staff;

no caregiver; FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:65.

What the ECDs do well High learners’ enrolment.

Satisfactory teaching and learning.

High enthusiasm of learners as they participate actively.

Deployment of qualified teachers to handle ECD centres.

What the ECDs should do to improve Improve the neatness of the learners.

Teachers should improvise simple flashcards teaching materials for effective teaching and

learning.

Provide mats for learners to sit on as more than 98% of ECD learners in all the schools visited sit

on bare floor or ground for those learning under trees.

























107

1 of the 10 ECDs (10%) is very poor.












and 1,865 female – 35%) pupils; 116 all-male teaching staff; 20 all-male non-teaching staff; 1

maleFTS participant and no PTA/community teacher. The average teacher/pupil ratio is 1:45.

What the primary schools do well There is 65% transition from primary 6 to JSS.

Some teachers have minimum qualification of NCE.

Teachers’ level of competence is fair.

Attendance of teachers and learners to school is commendable.

Some teachers have adopted the ESSPIN literacy and numeracy lesson plan format in writing

lesson notes.

What the primary schools should do to improve Improvise instructional materials and put them to effective use.

Procure the 9-Year Basic Education Curriculum for primaries 4-6.

Use of the 9-Year Basic Education Curriculum to draw up lesson plan and write lesson notes.

Lesson delivery should be learners’ centred.













108




















5 of the 15 PS (33.3%) are good.












They are all located in the rural areas. The JSS have 545 all-male students; 27 (24 male – 89% and 3

female – 11%) teaching staff; 2 all-male non-teaching staff; 2 all-male vocational instructors; no FTS



What the JSS do well Teachers are dedicated to their duties

There are some available textbooks and library resource materials in all the schools

visitedthough inadequate.

There are available 9-Year Basic Education Curriculumin schools.

There are good enrolment figures of learners.

What the JSS should do to improve Inconsistent and poor lesson plan/note writing by some teachers.

109

Encourage teachers to improvise instructional material and use them effectively.

Internal supervision by Principal should be intensified.

There should be a cordial working relationship between the schools and SUBEB/LGEAs.
























110

Fig 21: Map of Katsina State

2.20 Katsina SUBEB

Description of the SUBEB Katsina SUBEB is functioning with relevant departments on


and 5 Almajiri/Qur’anic schools.


46%) pupils in the ECD centres; 819 (414 male - 51% and

405 female - 49%) teaching staff; 207 (90 male - 43% and

117 female - 57%) non-teaching staff; and no caregiver, FTS

participant and PTA/community teacher. The average


The PS have 1,529,383 (911,238 male - 60% and 618,145 female - 40%) pupils; 19,608 (14,954 male -

76% and 4,654 female - 24%) teaching staff; 2,046 (1,899 male - 93% and 147 female - 7%) non-

teaching staff; 567 (466 male - 82% and 101 female - 18%) FTS participants; and no PTA/community


The JSS have 192,516 (116,856 male - 61% and 75,660 female - 39%) students; 4,493 (3,391 male -

75% and 1,102 female - 25%) teaching staff; 454 (400 male - 88% and 54 female - 12%) non-teaching

staff; and no vocational instructor, FTS participant and PTA/community teacher. The average


The Almajiri/Qur’anic schools have 400 (370 male - 93% and 30 female - 7%) learners; 29(26 male -

90% and 3 female - 10%) teaching staff; 14 (10 male - 71% and 4 female - 29%) non-teaching staff;

no vocational instructor, FTS participant; and 14 (12 male - 86% and 2 female - 14%) PTA/community


The SUBEB has 2 Special Education institutions that operate inclusive education. It last accessed

N23,000,000 of the Special Education funds in 2012. None of these schools was visited during this

quality assurance of basic education institutions in Katsina State.

What the SUBEB does well Prompt payment of salaries and allowances including overhead to LGEAs.

Training of all Education Secretary and Unit heads on Quality Assurance.

Regular promotion of staff and teachers.

Teachers undergo regular in-service training in the state.

Establishment of Quality Assurance and Guidance Counselling Units in all the LGEAs.

Regular procurement and distribution of textbooks with other instructional materials to schools.

Renovation and rehabilitation of classrooms.

Ensures the establishment and functionality of SBMCs in schools.

Disbursement of grants to 92 schools to support SBMC activities.

Increase in girl-child enrolment and attendance.

Conduct of survey on out-of-school children.

111

Promote the study of science among girls by establishing Girls Science Primary Schools in each of

the 3 senatorial zones.

Recruitment and deployment of teachers to schools.

Conduct of regular Quality Assurance in schools by Quality Assurance Department and Units in

the LGEAs.

Encourage the teaching of Special Education through the supply of learning equipment for the

blind learners.

What the SUBEB should do to improve Ensure effective utilization of textbooks and the 9-Year Basic Education Curriculum in schools.

Provision of additional furniture, classrooms and adequate ECD equipment.

Capacity building for Quality Assurance Officers at the state and LGEA levels.

Establishment of ECDs in all primary schools in the state.

Introduce additional Almajiri/Qur’anic schools in the state.


Learners make progress in most schools as 99% of them transited to JSS.

Increase in the enrolment and attendance of girls.


The state makes use of the 9-Year Basic Education Curriculum. The curriculumis broad as they

meet the needs of learners.

Additional supply of text books in non-core subjects.


Performance is monitored and has been improved upon through quality assurance delivery

Cordial relationship exists between management and other staff across the different

departments and units in the Board.

Stakeholders, SBMCs, PTAs and other relevant committees are carried along in the day-to-day

running of the schools.

Effective collaboration between the Board and Department of Girl-Child Education.


The overall effectiveness of the state is good because quality of school is effective in many

aspects (teaching, infrastructure, supply of teaching materials, training and development of

teachers etc) but there is still room for improvement so as to achieve quality and efficiency in




public PS, 51 JSS and 773 Almajiri/Qur’anic schools.


– 41% and 82 female – 59%) teaching staff; no non-teaching staff; 35 (8 male – 23% and 27 female –

77%) caregivers; no PTA/community teacher and FTS participant. The average teacher/pupil ratio is

1:67.

112



23 all-male FTS participants and 45 (28 male – 62% and 17 female – 38%) PTA/community teachers.



and 44 female – 12%) teaching staff; 60 (55 male – 92% and 5 female – 8%) non-teaching staff; 14

all-male PTA/community teachers; 10 all-male FTS participants; and no vocational instructor. The



Salaries and allowances are paid as at when due in all the LGEAs.

The LGEAs have trained and improved the capacity of headteachers and teachers (on-the job

training.

Transition rate of learners from primary to JSS is encouraging.

What the LGEAs should do to improve Creation, keeping, and management of relevant school records.

The LGEAs should ensure that all schools in the LGEAs have adequate copies of 9-Year Basic

Education curriculum including the ECD modules.

The LGEAs should liaise with the LGC to mobilize and sensitize communities on the importance

of SBMC in schools

The LGEAs should liaise with the LGC/SUBEB to employ additional qualified teachers, pay and

absorb some of the volunteer teachers.


The LGEAs should ensure regular and proper supervision in schools.

To construct adequate classrooms, VIP toilets, libraries and relevant laboratories in some of the

schools.

The LGEAs do not have accurate and sufficient data and information about schools within its

administrative coverage especially Junior Secondary Schools. Therefore it should endeavor to

collect relevant and adequate data from schools.

To engage the services of Guidance Counsellors in schools.

They should employ caregivers for ECD and non-teaching staff in schools.

The LGEAs should sensitize the schools on the need to draw up School Development Plan (SDP).



Cases of dropouts and repeaters are low at all levels.

Learners across the LGEAs also participate in local and state competition, such as sporting, quiz,

etc, and won trophies.


Majority of the sampled schools in the LGEAs are using the new 9-Year Basic Education

Curriculum. However, not all the ECDs in the 3 LGEAs have the ECD modules.


113

Leadership and management of the LGEAs is fair, they assure quality but not always effective.

The school supervision is not regular.


The overall effectiveness and efficiency of the LGEAs is fair. Some schools still lack quality

infrastructure (classrooms, toilet facilities, teachers and learners’ furniture, chalk, water supply,


The quality of outcome in some schools visited is not encouraging; pupils from the upper

classes could read and write their names correctly. Some teachers are neither utilizing available

textbooks, nor using teaching aids during lesson delivery.


Description of the ECDs A total of 3 ECD centres operate within 3 of the 10 sampled PS. They are all located in the rural

areas. The ECDs have 381 (207 male – 54% and 174 female – 46%) pupils; 4 all-female teaching staff;

no caregiver, non-teaching staff, FTS participant and 1 male PTA/community teacher. The average


What the ECDs do well Enrolment and attendance to school by ECD learners is good.

Most of the teachers demonstrate good knowledge of early childhood Development.

What the ECDs should do to improve Provide and use ECD curriculum modules in all ECD centres in the LGEAs.

Provide a child-friendly learning environment for the component (ECD furniture), internal and

external play equipment, and ECD textbooks.

Provide adequate teachers and caregivers as the current number is groosly inadequate.





1 of the 3 ECDs (33.3%) is good.

1 of the 3 ECDs (33.3%) is fair.

1 of the 3 ECDs (33.3%) is poor.




1 of the 3 ECDs (33.3%) is poor








114











administrative duties. They are all located in the rural areas exceptTunau in Malumfashi LGEA which

is urban. The PS have 4,477 (2,474 male – 55% and 2,003 female – 45%) pupils; 80 (58 male –73%

and 22 female – 27%) teaching staff; 6 all-male non-teaching staff; 1 male FTS participant and 2 all-

male PTA/community teachers. The average teacher/pupil ratio is 1:54.

What the primary schools do well Attendance to school by both pupils and teachers is good.

Pupil attainment of high standards in internal and external examinations in a wide range of

subjects as well as satisfactory performance in quiz, farming and other co-curricular activities.

Regular supervision of classes by headteacher and supervisors.

Management of schools operates all-inclusive schools as most of the stakeholders are carried


School engages learners in both internal and external academic and extra-curricular activities

competitions.

What the primary schools should do to improve Ensure that pupils are appropriately engaged in the school and at home through considerable

assignments.

Creation of more records and management.

Training of teachers who perform below average.

All schools should draw up School Development Plan (SDP) in which strengths and weaknesses

of the school are stated with plans to address the challenges.

Employ additional teachers and organize capacity building workshop for teachers especially on

9-Year Basic Education Curriculum.


The schools should fully implement the use of curriculum for a broad education that will meet

pupils’ needs.





115








































They are all located in the rural areas. The JSS have 740 (517 male – 70% and 223 female –3 0%)

students; 9 (8male – 89% and 1 female – 11%) teaching staff; 3 all-male non-teaching staff; no

116

vocational instructor; FTS participant; and 3 all-male PTA/community teachers. The average





What the JSS should do to improve Renovate some of the dilapidated classroom structures.

Provision of adequate furniture for teachers and students.

Provision of potable water as well as electricity supply.

Draw up School Development Plan (SDP) with inputs from the community and all other

stakeholders.

Appoint Guidance and Counselling officer in each school.




















117

Fig 22: Map of Kebbi State

2.21 Kebbi SUBEB

Description of the SUBEB Kebbi SUBEB is functioning with relevant departments on


JSS.


42%) pupils in the ECD centres, no teaching staff and non-

teaching staff; 829(473 male – 57% and 356 female – 43%)

caregivers; no FTS participant and PTA/community teacher.

The PS have 1,455,301(1,287,428 male – 88% and 167,873

female – 12%) pupils; 12,923(9,862 male – 76% and 3,061 female – 24%) teaching staff; no non-

teaching staff, FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:113.

The JSS have 144,365(96,321 male – 67% and 48,044 female – 33%) students; 1,863(1,344 male –

72% and 519 female – 28%) teaching staff; no non-teaching staff, vocational instructor, FTS


The SUBEB did not report on Almajiri/Qur’anic schools, itreported that it has 1Special Education

institution, which operates inclusive education. Itlast accessed N23,882,227of the Special Education

funds in 2012. The school was however, not visited during this quality assurance of basic education

institutions in Kebbi State.

What the SUBEB does well Regular payment of staff salaries.

95% transition from primary to JSS.

Quality Assurance Department is fully in place and functioning well.

School records like admission and attendance registers, weekly diary of work/scheme of work

and Continuous Assessment record books were procured and distributed to schools.

What the SUBEB should do to improve Employment of more qualified teachers.

Ensure prompt utilization of textbooks and the 9-Year Basic Education Curriculum in schools.

Establishment of ECD centres in all schools.

More classrooms should be constructed.

Provision of more furniture in schools.

Provision of adequate ECD equipment and teachers.

More capacity building for teachers/school managers especially on the use of 9-Year Basic

Education Curriculum modules and School Development Plan.

Records should be properly kept for easy retrieval.


Functional Quality Assurance Department.

The average teacher/pupil/student ratio is very impressive.

118

There is cordial working relationship between the management and other staff across the

different departments and units in the Board.

PTAs and SBMCs are available though not functional in most of the schools.


The state makes use of the 9-Year Basic Education Curriculum and the state scheme of work. The

curriculumis broad as they meet the needs of learners.


Performance is monitored and improved through quality assurance delivery.

Stakeholders, SBMC, PTA and other relevant committees are carried along in the day to day

activities of the school.

Cordial relationships exist between management and other staff across the different



The overall effectiveness of the state is good because quality is effective in many aspects but

there is room for improvement. This has been testified to by most of the LGEAs and schools

visited.




There are 3,330(2,056 male – 62% and 1,274 female – 38%) pupils in the ECD centres, 81(46 male –

57% and 35 female – 43%) teaching staff; 27 all-female non-teaching staff; 13 all-female caregivers;

no FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:41.

The PS have 84,722(52,369 male – 62% and 32,353 female – 38%) pupils; 2,920(2,118 male – 73%

and 802 female – 27%) teaching staff; 155(120 male – 77% and 35 female – 23%) non-teaching staff;

31all-male FTS participants and no PTA/community teacher. The average teacher/pupil ratio is 1:29.

The JSS have 6,230(4,820 male –77% and 1,410 female – 23%) students; 35 all-male teaching staff;

no non-teaching staff, vocational instructor, FTS participant and PTA/community teacher. The


What the LGEAs do well 100% transition of primary school pupils to JS1.

Salaries and allowances are regularly paid.

Distribution of textbooks to schools.

938 teachers have attended the capacity building workshop by the SUBEB, ESSPIN and MDGs.

What the LGEAs should do to improve Employ more qualified teachers.

Employ caregivers for the ECD centres.

Ensure proper record keeping.

Ensure all schools draw upSchool Development Plan.

Ensure the schools have Guidance Counsellor.

Organise more training workshops for teachers.

119

Improve on supervision of schools.

Provide adequate instructional materials to schools.

Ensure all schools have ECD centres.


Establishment of SBMCs in all schools in the LGEAs.

2,281 teachers have attended the capacity building workshop by the SUBEB, ESSPIN and MDGs.



The state makes use of the 9-Year Basic Education Curriculum and the state scheme of work.

These curricula are broad as they meet the needs of learners.


The leadership of the LGEAs is good.

There is cordial relationship among staff of the LGEAs.


The overall effectiveness and efficiency of the LGEA is fair as most of the school still lack

qualified teachers, adequate infrastructure, good furniture, and instructional material.

2.21.2 No sampled ECDs

The sampled schools have no Early Childhood Development (ECD).



administrative duties. They are all located in the rural areas. The PS have 1,253(862 male – 69% and

391 female – 31%) pupils; 56(49 male – 87% and 7 female – 13%) teaching staff; 6 all-male non-


1:22.

What the primary schools do well The relationship between the school management and community is cordial.

Maintain discipline and orders.

Provision of clean environment.

Establishment of PTA and SBMC though not functional.

Religious and moral instructions are taught in the school which is helping in spiritual and moral

behaviour of learners.

What the primary schools should do to improve Management should drawup School Development Plan (SDP).

Teachers should preparelesson plan.

Provision of more classrooms and toilets.

Provision of furniture for teachers and learners.

Ensure posting of teachers of subjects that are lacking in the school.

Provide adequate instructional materials and sporting equipment.

120

The schools need Guidance Counsellors.

SBMC/PTA to meet from time to time, they should be functional.

The 9-Year Basic Education Curriculum should be fully utilized.

Ensure the establishment of ECD in all the schools.

School records should be properly kept for easy reference.

Appropriate teaching techniques and use of instructional materials should be adopted.

Ensure staff commitment to duties and adequate attention to learners.

Encourage learners to attain high standard in internal and external examinations.

Provision of wellequipped first aid box.








2 of the 10PS (20%) are fair.

















6 of the 10PS (60%) are poor.











121




They are all located in the rural areas. The JSS have 1,116(992 male – 89% and 124 female – 11%)

students; 18all-male teaching staff; 8(4 male – 50% and 4 female – 50%) non-teaching staff; no

vocational instructor and FTS participant; 3all-male PTA/community teachers. The average


What the JSS do well The school is neat and tidy.

The curriculum provides a broad aspect of education to meet learner’s needs.

There is functional SBMC and PTA.

Religious and moral instructions are taught in the school.

There are Guidance and Counselling services in the schools.

The schools have potable drinking water.

They have good libraries.

What the JSS should do to improve Ensure posting of teachers in the core subjects to the school.

Ensure teachers write lesson notes.

Provision of furniture for both teachers and students.

Provide adequate instructional and sporting equipment.

Management should draw up a School Development Plan (SDP).

Provision of more toilets for both the teachers and students.

Create and maintain school records properly.

Engage students on various extra-curricular activities.

The schools need toconstruct fence for security purpose.











1 the 2 JSS (50%) is fair.







122

Fig 23: Map of Kogi State

2.22 Kogi SUBEB

Description of the SUBEB Kogi SUBEB is functioning with relevant departments on

ground. It has 21 LGEAs, 604 ECDs, 2,009 public PS and

530 JSS.


51%) pupils in the ECD centres; 995(267 male– 27% and

728 female – 73%) teaching staff; no non-teaching staff;

515 (167 male – 32% and 348 female – 68%) caregivers;

no FTS participant and PTA/community teacher. The

average teacher/pupil ratio is 1:36

The PS have 1,277,155(866,260 male – 68% and 410,895 female – 32%) pupils; 18,311 (8,684 male –

47% and 9,627 female – 53%) teaching staff. There are no non-teaching staff, FTS participant or

PTA/community teacher. The average teacher/pupil ratio is 1:70


54% and 1,777 female – 46%) teaching staff. There are no non-teaching staff, vocational instructor,

FTS participant and PTA/community teacher. The average teacher/student ratio is 1:26


institution yet to admit students. It last accessed N24,000,000of the Special Education funds in 2011.

Theschool was not visited during this quality assurance of basic education institutions in Kogi State.

What the SUBEB does well In-house training of Quality Assurance Officers of the Department.

Two-day Orientation seminar for Local Government Education Secretaries.

Monitoring of school resumption in sampled LGEAs/schools in the state.

Majority of the teachers are qualified.

Construction of new classrooms, toilets, boreholes, furniture and renovation of some

classrooms for effective teaching and learning.

The State recorded 90% transition from primary 6 to JSS.

What the SUBEB should do to improve Teachers’ salaries and allowances to be paid regularly to avoid strike in the state.

Provision of adequate furniture in schools.

SUBEB should ensure that ECD centres are established in all primary schools and adequately

furnished.

Textbooks at the SUBEB premises should be distributed immediately to schools.

Establish Guidance and Counseling services in all the schools in the state.

Embark on construction/renovations of classrooms and toilets in schools.

There is a need to intensify Quality Assurance monitoring in schools at all levels.

Staff claims and allowances to be paid regularly to encourage them to put in their best in the

conduct of Quality Assurance.

Provide instructional materials and teaching aids to all schools.

There should be a follow-up on the lapses for improvement on school effectiveness.

123

Provide vehicles, motor cycles and fund for regular Quality Assurance Exercise.

Ensure the provision of consumables in schools


Establishment of Guidance and Counsellingservicesin some LGEAs/Schools.

Drop-out rate in the State is generally low. About 1% is for primary while the JSS is about 5%.

The average teacher/learner ratio of 1:35, 1:70 and 1:26 for ECD, Primary and JSS respectively is

impressive.

The repeaters rate in the State is also low with 1% for primary and 0.9% the JSS.

Regular payment of staff salary.

Majority of the teachers are qualified


Availability and distribution of the 9-Year Basic Education Curriculum.

Relevant textbooks are available in schools.


Leadership and management of the SUBEB is fair.

Harmonious working relationship between the Executive Chairman, Permanent Board members,

Directors and other Staff.

Staff allowances should be paid as at when due. Overall effectiveness

Overall effectiveness of SUBEB is fair.

Infrastructural facilities are inadequate in schools

Most schools are not fenced.

Nearly all the teachers are qualified.

Salaries are paid regularly.

Instructional materials such as chalk, class registers, maps etc should be procured and

distributed to LGEAs down to schools for effective teaching and learning.

222.1 The 3 sampled LGEAs



There are 4,477 (2,233 male – 49.9% and 2,244 female – 50.1%) pupils in the ECD centres, 85 (27

male – 32% and 58 female – 68%) teaching staff; 51 (21 male – 41% and 30 female – 59%) non-

teaching staff; 54 (19 male – 35% and 35 female – 65%) caregivers; no FTS participant and 10 (4 male

– 40% and 6 female – 60%) PTA/community teachers. The average teacher/pupil ratio is 1:47.



staff; 30 (11 male – 37% and 19 female – 63%) FTS participants and 65 (35 male – 54% and 30 female

– 46%) PTA/community teachers. The average teacher/pupil ratio is 1:22.


320 female – 49%) teaching staff; 28 (12 male – 43% and 16 female – 57%) non-teaching staff; 25 (5

male – 25% and 20 female – 75%) vocational instructors and 16 (5 male – 31% and 11 female – 69%)

124

FTS participants; 25 (15 male – 60% and 10 female – 40%) PTA/community teachers. The average


What the LGEAs do well Over 90% of teachers are qualified.

83% of learners transited from primary school to JSS.

10 supervisory visits have been paid to schools second term, 2014.

Prompt distribution of textbooks and 9-Year Basic Education Curriculum modules to schools.

Cordial relationship among the learners, teachers and the school management.

What the LGEAs should do to improve Sensitization and enrolment drive to communities for improved enrolment.

Employment and posting of more caregivers to the ECD centres for good welfare.

Employment and posting of more qualified teachers to augment the number already existing.

Record keeping management system should be improved upon.

Prompt distribution of textbooks on the 4 core subjects to schools.


Over 90% of the teachers are qualified.

Transition rate of learners from primary to JSS 1 is over 80%.

Adequate textbooks for pupils.


9-Year Basic Education Curriculum is available in the schools.

Adequate textbooks for pupils to use.

No sporting and game activities are carried out.

Facilities for sports and games are not available.


Cordial relationship between and among the staff, teachers and the headteacher.

Proper delegation of duties and division of labour.


The LGEAs’ performance is satisfactory because the quality of teaching and learning is adequate

but there is room for improvement.


Description of the ECDs A total of 5 ECD centres operate within 5 of the 10 sampled PS. The 5 ECDs have 87 (44 male – 50.6%

and 43 female – 49.5%) pupils; 5 all-female teaching staff; no non-teaching staff; 1 female caregiver;


What the ECDs do well Proper record keeping.

Create friendly environment for the pupils with decorations.

High attendance of pupils in schools.

What the ECDs should do to improve

125

Provision of suitable and adequate furniture for the centres.

Provision of more qualified and specialized teachers for the centres.

Provision of sufficient toys and play equipment.

More caregivers for the centres.



























administrative duties. They are all located in the rural areas. The PS have 591 (314 male – 58% and

277 female – 42%) pupils; 61 (26 male – 43% and 35 female – 57%) teaching staff; 9 (7 male – 78%

and 2 female – 22%) non-teaching staff; 4 (1 male – 25% and 3 female – 75%) FTS participants and 1

female PTA/community teacher. The average teacher/pupil ratio is 1:9.

What the primary schools do well 9-Year Basic Education Curriculum is available and effectively used.

Qualified, hardworking and dedicated teachers.

Functional and active PTA/SBMCs.

Happy and willing pupils.

What the primary schools should do to improve

126

Provision of more competent and adequate teaching staff.

Effective utilization of lesson notes and textbooks.

Provision of adequate furniture for both pupils and teachers.

Lessons should be delivered using learner-centred method of teaching.






































127


The 2 JSS are functioning as expected with the principals performing their duties. They are all located

in the rural areas. The JSS have 61 (37 male – 61% and 24 female – 39%) students; 8 (7 male – 88%

and 1 female – 12%) teaching staff; no non-teaching staff and vocational instructor; 5 (2 male – 40%

and 3 female – 50%) FTS participant and no PTA/community teacher. The average teacher/student

ratio is 1:5.

What the JSS do well Learners’ work are being checked carefully.

Hard working teachers and willing students.

What the JSS should do to improve Provision of more qualified teachers.

Repair of bad and broken tables and chairs.

More corrections of homework and class work should be done.

Renovation of dilapidated classrooms.
















1 of the2 JSS (50%) is fair.

1 of the2 JSS (50%) is poor.







128

Fig 24: Map of Kwara State

2.23 Kwara SUBEB

Description of the SUBEB Kwara SUBEB is functioning with relevant departments on


JSS.

There are 41,017 (20,712 male – 50.4% and 20,305 female

– 49.6%) pupils in the ECD centres; 1,229 (224 male – 18%

and 1,005 female – 82%) teaching staff; no non-teaching

staff; 352 all female caregivers; no FTS participant and

PTA/community teacher. The average teacher/pupil ratio is

1:33.



teaching staff; no FTS participant or PTA/community teacher. The average teacher/pupil ratio is

1:14.


39% and 4,264 female – 61%) teaching staff; 417 (208 male – 49.8% and 209 female – 50.2%) non-

teaching staff; no vocational instructor, FTS participantand PTA /community teacher. The average


Almajiri/Qur’anic schools have 1,046 all-male learners; 38 all-male teaching staff; no non-teaching

staff, vocational instructor, FTS participant and PTA/community teacher. The average

teacher/learner ratio is 1:28.

The SUBEB reported that it has 1 Special Education institution with 465 (264 male – 57% and 201

female – 43%) learners; 87 (40 male – 46% and 47 female – 54%) teaching staff; no vocational

instructor, FTS participant and PTA/community teacher. The teacher/learner ratio is 1:5. The special

school operates all-inclusive education. It last accessed N 26,950,000.00 of the Special Education

funds in 2013. The school was not visited during this quality assurance of basic education institutions

in Kwara State.

What the SUBEB does well


Construction of 36 block of classrooms, 33 VIP toilets and renovation of 62 blocks of 2

classrooms each to improve teaching and learning.

Distribution of textbooks supplied by UBEC to virtually all the schools visited.

Introduced Executive Monitoring of schools through committees with members drawn across

the departments and units in SUBEB.

Immediate actions are taken on any problem arising from the reports of previous monitoring.

Regular conduct of school monitoring across the 3 senatorial districts.

Provision for National Curriculum modules in schools.

What the SUBEB should do to improve

129

SUBEB should ensure that ECD centers are established in all primary schools.

Regular follow-up should be made on all aspects of training especially that of ESSPIN.

There should be synergy between the Quality Assurance Bureau established in the State and

Quality Assurance Department in SUBEB for better working relationship and result-oriented

performance of learners in the State.




There is 80% transition of learners from primary 6 to JSS 1 across the state.

The average teacher/learner ratio is very impressive for ECD, primary and JSS: 1:31, 1:14 and

1:14 respectively.

There is adequate number of qualified teachers in most of the schools visited (teachers have

NCE and above).


Availability of 9-year Basic Education Curriculum in schools and in use.

Learners’ literacy, numeracy and life skills are adequately catered for, using textbooks and

available instructional materials.

Most of the schools have first-aid boxes, toilet facilities and food vendors.


The management is effective as a result of executive and regular monitoring of schools.

School heads need to monitor the activities of the schools and pupils regularly for effective



The overall effectiveness of the state is satisfactory.

All schools in the state have functional SBMCs and some of the schools enjoy the support of

ESSPIN.

Textbooks and instructional materials are available in schools.

Most of the schools visited have effective leadership.




There are 7,611 (3,848 male - 51% and 3,763 female - 49%) pupils in the ECD centres, 149 (68 male -

46% and 81 female - 54%) teaching staff; no non-teaching staff; 39 all-female caregivers; no FTS



The PS have 52,921 (28,233 male -53% and 24,688 female – 47%) pupils; 2,415 (763 male – 32% and

1,652 female – 68%) teaching staff; 73 (35 male – 48% and 38 female – 52%) non-teaching staff; 49

(19 male – 39% and 30 female – 61%) FTS participants and 26 (14 male – 54% and 12 female – 46%)


130



no vocational instructor; 45 (19 male – 42% and 26 female – 58%) FTS participants; and 10 (7 male –

70% and 3 female – 30%) PTA/community teacher. The average teacher/student ratio is 1:14

What the LGEAs do well Regular payment of salary and allowances of teachers.

Qualified Quality Assurance Officers at the LGEAs.

Transition of learners from primary to JSS is impressive.

Massive distribution of instructional materials to schools.

Conduct trainings for teachers to enhance their professional competence.

What the LGEAs should do to improve Ensure that Quality Assurance officers are trained on principles of Quality Assurance to assure

quality in schools.

Ensure that ECD centres are established in all the primary schools.

Ensure the functionality of SBMCs.

Need to intensify Quality Assurance in schools.

Follow up on the lapses and challenges observed during Quality Assurance exercises in schools.

Fund to be provided to Quality Assurance unit to enhance regular school supervision.

They should employ caregivers and nurses as well as procure play equipment for ECD centres.

Employ additional teachers and post them to the schools visited.

Ensure that teachers use teaching aids.


Cases of drop out and repeaters are low at all levels.

90% of learners transited from primary to JSS.


The 9-Year Basic Education Curriculum modules are available in schools.

The schools engage learners in some co-curricular activities.

Teachers write their lesson notes regularly.


Leadership and management of the schools are cordial.

Leadership and management of the schools are participatory as all stakeholders are carried

along in the day-to-day running of the schools.


They have qualified teachers in the schools.

There are functional PTAs/SBMCs in the schools visited.

Most of the teachers write their lesson notes.

Effort was made to provide conducive learning environment.

Teachers perform satisfactorily in the delivery of their subjects/lessons.

131


Description of the ECDs A total of8 ECD centres operate within 8 of the 12 sampled PS. The8 ECD centres have 233(109 male

– 47% and 124 female – 53%) pupils; 8 (2male – 25% and 6 female – 75%) teaching staff; no non-

teaching staff, caregiver,FTS participant and 1 female PTA/community teacher. The average


What the ECDs do well The attendance of learners is impressive.

Most of the ECDs visited have playgrounds.

The learners are neat.

What the ECDs should do to improve

Need to provide conducive learning environment (play equipment, mattresses and mats).

Need to employ qualified teachers at this level.

Need to make use of varieties of teaching aids (chats, flash cards).

Provision of furniture.

Need to employ caregivers.

























132


2 of the 8 ECDs (25%) are very poor.




3 of the 8 ECDs (37.5%) are poor.




528 female – 45%) pupils; 58 (40 male – 69% and 18 female – 31%) teaching staff 2 (1 male – 50%

and 1 female – 50%) non-teaching staff; 2 all-male FTS participants and 5 (3 male - 60% and 2 female

- 40%) PTA/community teachers. The average teacher/pupil ratio is 1:18

What the primary schools do well There are qualified teachers.


The schools are neat and tidy.

The 9-Year Basic Education curriculum is effectively utilized.

SBMC and SDP in the schools visited are functional.

There is existence of food vendors in most of the schools visited.

What the primary schools should do to improve Establishment of Guidance and Counselling units in the schools visited.

Ensure that lesson notes are properly checked with necessary corrections effected.

Ensure construction of additional structures such as classrooms, toilets and staff room.

Renovation of dilapidated buildings.


Ensure the use of teaching aids.

Teachers should ensure that learners’ books are regularly checked and marked.

Ensure School Development Plan is prepared.











2 of the 12 PS (16.5%) are good.

133








1 of the 12 PS (8.3%) is good.



1 of the 12 PS (8.3%) is very poor.


















students; 63 (25 male – 40% and 38 female – 60%) teaching staff; no non-teaching staff, vocational

instructor, FTS participant and PTA/community teacher. The average teacher/student ratio is 1:24

What the JSS do well There are qualified teachers in all the visited JSS.

They have conducive learning environment.

Effective classroom control and management.

Learners are well behaved and polite in the schools visited.

Impressive attendance of learners in the school visited.

Impressive attendance of teachers in the school visited.

Teachers write their lesson plan in the sample schools.

Functional first aid box in the schools visited.

The schools visited are neat and tidy.

There is existence of SBMC and SDP in the schools visited.

What the JSS should do to improve Ensure the use of teaching aids in lesson delivery.

Ensure teachers mark learners’ workbook regularly.

134

Ensure that schools are fenced.

Ensure the establishment of Guidance and Counselling units in the school.

Need to ensure that teachers mark and endorse their signatures on students classwork and

assignments.

Provision for libraries and laboratories in schools.

Provision of furniture for students and teachers.

Provision for potable water.


Achievement and standards 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is fair.

Learners’ personal development, welfare and participation 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is fair.

Quality of teaching and learning 1 of the 2 JSS (50%) is good. 1 of the 2 JSS (50%) is fair.






1 of the 2 JSS (50%) is fair. Learning environment The 2 JSS (100%) are fair.







135

Fig 25: Map of Lagos State

2.24 Lagos SUBEB

Description of the SUBEB Lagos SUBEB is functioning with relevant departments on


JSS.

There are 67,829 (male 34,418– 51% and female 33,411 –

49%) pupils in the ECD centres; 1,651 (643 male – 39% and

1,008 female – 61%) teaching staff; no non-teaching staff, caregiver, FTS participant and

PTA/community teacher. The average teacher/pupil ratio is 1:

41


17% and 11,025 female – 83%) teaching staff; 10,400 (4,715 male – 45% and 5,685 female – 55%)

non-teaching staff; no FTS participant and PTA/community teacher. The average teacher/pupil ratio

is 1:34

The JSS have 347,529 (170,398 male – 49% and 177,131 female – 51%) students; 11,008 (3,246 male

– 29% and 7,762 female – 71%) teaching staff; 1,481 (664 male – 45% and 817 female – 55%) non-

teaching staff; no vocational instructor, FTS participant and PTA/community teacher. The average


There is 1 Almajiri/Qur’anic school, with 3 non-teaching staff but did not give data on enrolment and

other staff.It was reported that it has 5 Special Education institutions, of which none operates

inclusive education.Itlast accessed N 24,430,764 of the Special Education funds in 2011. None of

these schools was visited during this quality assurance of basic education institutions in Lagos State.

What the SUBEB does well Constant and continuous monitoring of schools.

Annual award of a car to the best teacher, to encourage hard work among teachers.

Inter-schools competitions in academics, social and sporting activities.

Provision of the state and the new 9-Year Basic Education Curriculum to schools.

Employment of security guards in all the schools.

What the SUBEB should do to improve Recruitment of more qualified teachers for the primary and ECD centres.

Rehabilitation and renovation of schools with dilapidated buildings.

Provision of play toys and equipment for the ECD centres.

Provision of potable water.

Construction of perimeter fencing to enhance security in schools.


Learners across the state have access to quality basic education.

The learners make progress in all the schools as 99% of them transited to JSS.

Provision of adequate textbooks and instructional materials in all the core subjects.

136


Provision of state curriculum alongside the 9-Year Basic Education Curriculum.

Organisation of inter-schools sports, debates and Home Economics competitions to promote

extra-curricular activities among learners.

Organisation and establishment of clubs and societies (Boys Scout, Girls Guide, Red Cross, etc) in

all the schools.



The SUBEB drives improvement in; inputs, processes and outcomes through training and

improving the capacity of Quality Assurance Officers at the SUBEB and LGEAs level,

headteachers and teachers in different schools.



Adequate and effective provision of a broad range of worthwhile curricular opportunities that

care for the interest, aptitudes and particular needs of learners that invariably measure up to

expected standards as stipulated in the curriculum.






teaching staff; no caregiver, FTS participant, and PTA/community teacher. The average teacher/pupil

ratio is 1:38.

The PS have 56,915 (27,523 male – 48% and 29,392 female – 52%) pupils; 1,879 (857male – 46% and

1,022 female – 54%) teaching staff; 1,816 (937 male – 52% and 879 female – 48%) non-teaching

staff, FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:30.

The JSS have 34,242 (16,920 male – 49% and 17,322 female – 51%) students; 1,271 (631 male –

49.6% and 640 female – 50.4%) teaching staff; 221 (male 105 – 48% and 116 female – 52%) non-

teaching staff; 5 (2 male – 40% and 3 female – 60%) vocational instructors; no FTS participant, and


What the LGEAs do well Regular and constant supervision of the schools.

SBMCs inaugurated in the LGEAs.

There is 100% transition from PS to JSS 1.

Provision of equipped first aid box to schools.

What the LGEAs should do to improve Establishment of ECD centres in the remaining 9 schools.

Provision of wash-hand basins to enhance sanitation and hygiene.

Provision of play equipment for the ECD centres.


137


Regular monitoring and supervision of schools.

The completion and transition rate is high in schools.

The school management assists in making the schools’ environment learner-friendly.

Textbooks are distributed in the core subjects to learners promptly and there is harmonious

working relationship within the LGEAs.


The LGEAs distribute to schools the new 9-Year Basic Education

Organization of extra-curricular activities and inter-schools debate within the schools in the

LGEAs


Leadership and management of the LGEA is good, there is cordial working relationship between

management and members of the host communities.

The Education Secretaries have good working relationship with their staff. They network with

the NUT, SBMC/PF and AOPSHON.


The overall effectiveness and efficiency of the 3 LGEAs is fair. The LGEAs create access and

opportunities to basic education for pupils though some of the schools still lack quality

infrastructure (conducive classrooms, toilets, water supply, electricity, library, etc.).


Description of the ECDs A total of 10 ECD centres operate within the 10 sampled PS. The 10 ECD centres have 472 (226 male

– 48% and 246 female – 52%) pupils; 9 (2 male –22% and 7 female – 78%) teaching staff; 8 (1 male –

13% and 7 female – 87%) non-teaching staff; no caregiver, FTS participant and PTA/community


What the ECDs do well Some of the ECD centres have play equipment

Clean and neat environment in ECD centres.

Improvisation of teaching aids by the teachers.

The provision of furniture according to the age of the learners by the LGEAs/SUBEB.

What the ECDs should do to improve The schools should liaise with LGEAs for the provision of play materials (toys) and mattresses.

Ensure the use of ECD curriculum module.






5 of the 10ECDs (50%) are good.

4 of the10ECDs (40%) are fair.


138



























and 1,154 female – 53%) pupils; 85 (21 male –25% and 64 female – 75%) teaching staff; 57 (32 male

– 56% and 25 female – 44%) non-teaching staff; no FTS participantand PTA/community teacher. The



Learners are punctual to school, neatly dressed and retention is high.

Teachers are punctual and neatly dressed as well.

Teachers’ lesson notes are checked, corrected, and marked regularly.

Learners’ notes are checked, corrected, and marked regularly.

What the primary schools should do to improve Provision of adequate pupils’ and teachers’ furniture.

Deployment of additional qualified teachers to school.

More of play/demonstration methods should be employed during teaching/learning process.


139


6 of the10PS (60%) are good.


1 of the 10PS (10%) is poor.



4 of the10PS (40%) are fair.







3 of the10 PS (30%) are good.




5 of the10PS (50%) are good.















Description of the 2 JSS




57%) non-teaching staff; 5 (2 male – 40% and 3 female – 60%) vocational instructors; no FTS

participants and PTA/community teacher. The average teacher/student ratio is 1:35.

What the JSS do well There are good structures and facilities in the schools.

Provision of well-equipped library by LGEA/SUBEB.

Availability of textbooks in the core subjects.

Qualified teachers in all subjects.

140

Availability of well-equipped first aid box.

What the JSS should do to improve Provision of students’ furniture by LGEAs/SUBEB.

Provision of computers and qualified computer teachers by LGEAs/SUBEB.

Provision of playground by education stakeholders.



1 of the2JSS (50%) is good.























141

Fig 26: Map of Nasarawa State

2.25 Nasarawa SUBEB

Description of the SUBEB Nasarawa SUBEB is functioning with relevant departments

on ground. It has 13 LGEAs; 171 ECDs; 1,309 public PS and

241 JSS.


47%) pupils in the ECD centres; 600 (176 male – 29% and

424 female – 71%) teaching staff; 1,258 (821 male – 65%

and 437 female – 35%) non-teaching staff; 139 all-female

caregivers; no FTS participant and PTA/community


The PS have 311,421 (170,130 male – 55% and 141,291

female – 45%) pupils; 13,763 (8,347 male – 61% and 5,416 female – 39 %) teaching staff; 1,258 (821

male – 65% and 437 female – 35%) non-teaching staff; 276 (167 male – 61% and 109 female – 39%)

FTS participants; and no PTA/community teacher. The average teacher/pupil ratio is 1:22



teaching staff; 139(118 male –85% and 21 female – 15%) vocational instructors and 90 (69 male –

77% and 27 female – 23%) FTS participants; no PTA/community teacher. The average


The SUBEB reported that it has 5 Almajiri/Qur’anic schools, with 8,785 (5,422 male-62% and 3,363-

38%) students; 500 (300 male – 60% and 200 female – 40%) teaching staff; the average teacher/

students ratio is 1:18.Italso reported that it has 3 Special Education institutions, of which none

operates inclusive education. It last accessed N26,950,000 of the Special Education funds in 2013.

None of these schools was visited during this quality assurance of basic education institutions in

Nasarawa State.

What the SUBEB does well Regular payment of salaries and allowances. Some instructional materials were procured and distributed to schools such as Attendance

Registers, Weekly Diaries, Chalk, dusters, Black Board, Rulers, and exercise books. Constructed additional classrooms, renovation of some dilapidated classrooms, perimeter

fence, and landscaping of some schools. Replicating of community entry on SBMC in all the remaining schools that were not attended to

during the UBEC exercise. Some schools were monitored using Quality Assurance practice (this term both primary and JSS)

in the State. Monitoring of Second Term school resumption by SUBEB

What the SUBEB should do to improve SUBEB should ensure that ECD centersare established in all the primary schools. The State should liaise with the Local Government Councils to employ additional qualified

teachers Provide additional instructional materials and furniture.

142

Train Quality Assurance staff regularly. There is need to intensify quality assurance monitoring in schools at all levels. There should be a follow-up on the lapses for improvement on school effectiveness. To establish guidance and counseling services in all the schools in the State. Funds and vehicles to be provided for regular school supervision and Quality Assurance

Monitoring.


The SBMCs/PTAs are functional in most of the schools visited The average teacher/learner ratio is very impressive for ECD, primary and JSS (1:35, 1:22, 1:18)

respectively. There is a cordial working relationship between the management and other staff across the

different departments and units in the Board. Curriculum and other activities The 9-Year Basic Education Curriculum modules are available in schools and are in use. Learners’ literacy, numeracy and life skills are adequately catered for, using textbooks and

available instructional materials Provision of sports and extra-curricular activities are not encouraging because necessary

facilities are lacking Most of the schools have first aid boxes, toilet facilities and food vendors. Leadership and management The regular school base supervision shows the effective management of schools in the State.

However, more needs to be done in the area of school supervision. In addition, the school heads need to monitor the activities of the schools and pupils regularly for effective teaching and learning.

Overall effectiveness The overall effectiveness of the State is satisfactory. Most of the schools in the State have functional SBMCs, Most of the schools visited have effective leadership. In terms of teaching and learning, most of the teachers did well in instructional delivery. Textbooks and some instructional materials were available in the schools.


Description of the LGEAs The 3 LGEAs are functioning with the Education Secretaries on ground. There are 45 ECDs and 301

primary schools. None of the LGEAs provided information on JSS and Almajiri/Qur’anic schools.


– 22% and 199 female–78%) teaching staff and 67 (12 male – 18% and 55 female – 82%) non-

teaching staff. The average teacher/pupil ratio is 1:23

The primary schools have 63,861 (40,036 male – 63% and 23,825 female – 37%) pupil; 3,367 (1,569

male – 47% and 1,798 female – 53%) teaching staff; 416 (317 male – 76% and 99 female – 24%) non

– teaching; 23 (8 male 35% and 15 female – 65%) FTS participants and 4 (1 male – 25% and 3 female

– 75%) PTA teachers. The average teacher/pupil ratio is 1:19

143


239 female – 32%) teaching staff; no non-teaching staff, vocational instructor, FTS participant and

PTA/community teacher. The average teacher/student ratio is 1: 10.

What the LGEAs do well Regular payment of staff salaries

Construction of additional classrooms, Computer room, Library and Laboratory as well as

administrative offices at the 2 JSS permanent sites.

Availability of 9-Year Basic Education Curriculum.

Adequate copies of text books especially on core subjects.

Availability of school records and instructional materials.

100% transition from primary to secondary.

Establishment of SBMCsand PTAs in all the schools visited across the 3 LGEAs.

Availability of first aid boxes in all the schools visited.

What the LGEAs should do to improve Liaise with/ request the Board to complete the new construction early.

Professional teachers to be adequately posted to schools to enhance better performance.

Establishment of ECDs in all the primary schools.

PTAs and SBMCs to be more committed and effective.

Ensure regular and effective supervision by the supervisors.

Provision of additional furniture.

Renovate dilapidated structures.

Provide potable water.


Transition rate from primary to JSS across the 3 LGEAs is 100%

There is cordial relationship between schools and communities.


Availability of 9-year Basic Education Curriculum is noticed in all the schools visited.

90% of the learners in the schools visited are not exposed to physical activities due to lack of

good pitches and sport equipment.


The 3 sampled LGEAs are working in collaboration with their staff, PTAs, SBMCs and other

communities so as to provide a robust and all-round education to their learners.

75% of the teachers exhibit high sense of responsibilities through punctuality and regular

attendance to their lessons.


The 3 sampled LGEAs are satisfactory.

Provision of additional qualified teachers and adequate learners’ furniture will enhance

performance.

144

2.25.2 The 1 sampled ECD

Description of the ECD There is only one ECD centre operating in 1 of the 10 sampled primary schools. The ECD centre has

90 (45 male – 50% and 45 female – 50%) learners; 2 (male 1 –50% and female 1 – 50%) teaching

staff; 2 female caregivers, no FTS participantand PTA/community teacher. The average teacher pupil

ratio is 1:45

What the ECD does well Regular attendance to school by the learners.

Newly constructed block of 2 classrooms.

Learners appear healthy and neat in their clean uniforms.

Learners participate actively in class and other extra-curricular activities

Availability of teaching aids and play equipment.

What the ECD should do to improve Provide qualified teaching staff.

Provision of relevant curriculum, text books and instructional materials.

Provide adequate furniture for the learners.



The ECD (100%) is good


The ECD (100%) is good.






The ECD (100%) is poor.








Description of the primary schools The 10 sampled primary schools are functioning with their head teachers performing their

administrative duties. However 75% – 80% of them are not functioning as expected. The 10 PS are

located in the rural areas with difficult terrain. The primary schools have a total enrolment of 1,949

(1,092 male – 56% and 857 female – 44%) pupils; 108 (76 male- 70% and 32 female – 30%) teaching

145

staff; 8 (6 male – 75% and 2 female – 25%) non-teaching staff; 2 (1 male – 50% and 1 female – 50%)

PTA/community teachers and. There is no FTS participant. The average teacher/pupils ratio is 1: 18

What the primary schools do well They have adequate text books and instructional materials.

All the schools visited have SBMCs and PTAs in place.

They have adequate copies of the 9-Year Basic Education Curriculum.

The schools have cordial relationships with the communities.


What the primary schools should do to improve ECD centres should be established in all the primary schools of the LGEAs.

Posting of adequate qualified teachers.

School supervisors to ensure that textbooks supplied to schools and distributed to learners.

Lesson plans should be regularly written by the teachers, checked and corrected by the head

teachers.

LGEAs to ensure that all schools have School Developmental Plans (SDP) which highlights their

strengths and weaknesses.

Both SBMCs and PTAs should be more active and efficient.

Records should be properly kept.

There should be regular and effective school based supervision.

There is the need to ensure that both the PTA and SBMC function effectively.

Rehabilitation of dilapidated structures.






















146






The 2 JSS are functioning as expected with the principals performing their administrative duties. One

of the JSS is located in the urban area while the other one is in the rural area. The 2 JSS have 1,190

(635 male – 53% and 555 female – 47%) students; 34 (17 male– 50% and 17 female – 50%) teaching

staff; 1 FTS participant; 5 (4 male – 80% and 1 female – 20%) PTA/community teachers; and 1 female

non-teaching staff. None of the 2 JSS has vocational instructor. The average teacher/student ratio is

1: 30.

What the JSS do well Construction of additional classrooms, library, Computer room, toilets and offices at their

respective permanent sites.

Have qualified teachers that have minimum teaching qualification of (NCE). Availability of 9- Year Basic Education Curriculum.

Availability of adequate textbooks and instructional materials. Have functional PTAs and SBMCs

What the JSS should do to improve Complete disarticulation of the JSS from the Senior Secondary Schools.

NSUBEB to ensure early completion of the 2 permanent sites.

Provision of adequate qualified teachers.

Provision of adequate furniture.


















147

Fig 27: Map of Niger State

2.26 Niger SUBEB

Description of the SUBEB Niger SUBEB is functioning with the relevant departments

on ground. It has 25 LGEAs, 848 ECDs, 3,061 public PS and

456 JSS.

There are 70,537 (37,835 male – 54% and 32,702 female

– 46%) pupils in the ECD centres; 2,005 (879 male – 44%

and 1,126 female – 56%) teaching staff; no non-teaching

staff; 1,162 (846 male – 73% and 316 female – 27%)

caregivers; no FTS participant and PTA/community



61% and 10,077 female – 39%) teaching staff; 4,049 (3,303 male – 82% and 746 female – 18%) non-

teaching staff; 300 (230 male – 77% and 70 female – 23%) FTS participants and no PTA/community



71% and 1,419 female – 29%) teaching staff; no non-teaching staff; or vocational instructor; 100 (65

male – 65% and 35 female – 35%) FTS participant; and no PTA /community teacher. The average


Almajiri/Qur’anic schools have 57,261 (29,133 male – 51% and 28,128 female – 49%) pupils; 1,535

(1,091 male – 71% and 444 female – 29%) teaching staff; no non-teaching staff, vocational

instructor, FTS participant and PTA/community teacher. The average teacher/learner ratio is 1:37.

The SUBEB reported that it has 2 Special Education institutions which operate inclusive education. It

last accessed N23,882,227 of the Special Education funds in 2012. None of these schools was visited

during this quality assurance of basic education institutions in Niger State.


Construction of 36 block of classrooms, 33 VIP toilets and renovation of 62 blocks of 2

classrooms each to improve teaching and learning.

Distribution of textbooks supplied by UBEC to virtually all the schools visited.

Regular conduct of school monitoring across the 3 senatorial districts.

Provision of 9-Year Basic Education Curriculum in schools.

What the SUBEB should do to improve SUBEB should ensure that ECD centres are established in all primary schools.

The state should liaise with the Local Government Councils to mobilize communities towards

renovation of dilapidated school structures and build additional classrooms especially for the

ECD centres.

Organize training for Quality Assurance Officersat the SUBEB and LGEAs.

Need to intensify quality assurance monitoring at all levels.


148


There is 80% transition of learners from primary 6 to JSS 1 across the state.

The average teacher/learner ratio is very impressive for ECD, primary and JSS. (1:31, 1:14 and

1:15) respectively.

There is adequate number of qualified teachers in most of the schools visited (teachers have

NCE and above).


Availability of 9-Year Basic Education Curriculum in schools and in use.



Most of the schools have first-aid boxes, toilet facilities and food vendors.


The management is effective as a result of regular supervision of schools.

School heads need to monitor the activities of the schools and pupils regularly for effective



The overall effectiveness of the state is satisfactory.

All schools in the state have functional SBMCs and some of the schools enjoy the support of

ESSPIN, UNICEF and Ward Development projects.

Textbooks and instructional materials are available in schools.



0.4.2.1 Description of the LGEAs The 3 LGEAs are functioning with the Education Secretaries on ground. They have 103 ECDs, 499


There are 8,793 (4,871 male – 55% and 3,922 female – 45%) pupils in the ECD centres, 157 (79 male

– 50.3% and 78 female – 49.7 %) teaching staff; 19 (4 male – 21% and 15 female – 79%) non-teaching

staff; 18 (2 male – 11% and 16 female – 89%) caregivers; no FTS participant and 11 (7 male – 64%

and 4 female – 36%) PTA/community teachers. The average teacher/pupil ratio is 1:52.



staff; 68 (36 male – 53% and 32 female – 47%) FTS participant and 67 (48 male – 72% and 19 female


The JSS have 28,251 (17,276 male – 61% and 10,975 female –39%) students; 491 (384 male – 78%

and 107 female –22%) teaching staff; 79 (52 male – 66% and 27 female – 34%) non-teaching staff; 30

(20male – 67% and 10 female – 33%) vocational instructors; and 5 (1 male – 20% and 4 female –

80%) FTS participants; 41 (33 male – 80% and 8 female – 20%) PTA/community teachers. The


What the LGEAs do well Proper Monitoring and supervision of schools.

Distribution and utilization of instructional materials in schools.

149

What the LGEAs should do to improve Liaise with the communities on renovation of dilapidated classrooms.

Training of School Support Officers (SSO) on quality assurance.

Employ more qualified teachers especially on core subjects and post them to schools where

their services are needed.

Carry out regular school monitoring.


85% transition of learners from primary 6 to JSS 1.

All the teachers in the LGEAs are qualified.

The teacher/pupil ratio in the LGEAs are satisfactory i.e. 1:15, 1:25 and 1: 10 for ECD, Primary

and JSS respectively.


The 9-Year Basic Education Curriculum is available and effectively used in the schools.

Facilities for sports and games are not available.


Cordial relationship between the staff, the community members and the head of schools.

Proper delegation of authority and division of labour.

Proper monitoring and supervision of subordinates and schools.


Overall effectiveness of the 3 LGEAs is good as they provide enabling environment for effective

teaching and learning in the schools which enhances learners’ achievement.



male – 44% and 195 female – 56%) pupils; 4 (2 male – 50% and 2 female – 50%) teaching staff; 1

male non-teaching staff; no caregiver, FTS participant and 1 female PTA/community teacher. The


What the ECDs do well Proper record keeping.

The school environment is child-friendly and well decorated.

High pupils’ attendance in schools.

What the ECDs should do to improve Ensure that suitable and adequate furniture is provided at the centres.

Provision of more qualified and specialized teachers for the centres.

Provision of sufficient toys and recreation materials at the ECD centres.

Adequate number of caregivers should be provided.



150



















and 1,199 female – 47%) pupils; 89 (57 male – 64% and 32 female – 36%) teaching staff; 1 male non-

teaching staff; 3 male FTS participants and 1 male PTA/community teacher. The average


What the primary schools do well Up-to-date record keeping.

Hard working and dedicated teachers.

Functional and active PTA/SBMCs.

What the primary schools should do to improve Provision of competent and adequate teaching staff.

Ensure effective utilization of lesson notes and textbooks.

Provision of adequate furniture for both pupils and teachers.

Lessons should be delivered using pupils’ centred method of teaching.











151
























students; 23 (20 male – 87% and 3 female – 13%) teaching staff; 2 male non-teaching staff; 3 all-

male vocational instructors; no FTS participant and 1 male PTA/community teacher. The average


What the JSS do well Learners’ works are checked regularly.

Hard working teachers and willing students.

What the JSS should do to improve More qualified teachers should be employed.

Repair of bad and broken tables as well as chairs.

Corrections of homework and class work should be done daily by teachers.







152











153

Fig 28: Map of Ogun State

2.27 Ogun SUBEB

Description of the SUBEB Ogun SUBEB is functioning with relevant departments on

ground; it has 20 LGEAs, 1,286 ECD centres; 1,492 public

primary schools; 276 Junior Secondary Schools and 5

Almajiri/Qur’anic Schools.

The ECD centres have 105,811 (54,548 male – 52% and 51,263

female – 48%)pupils; 3,114 (390 male – 13% and 2,724 female

– 87%)teaching staff; no non-teaching staff, FTS participant

and PTA/community teacher. The average teacher/pupil ratio

is 1:40.


30% and 10,511 female – 70%) teaching staff; no non-teaching staff, FTS participant and


The JSS have 222,126 (112,169 male – 50% and 109,957 female – 50%) students; 14,950 (4,439 male

– 30% and 10,511 female – 70%) teaching staff; no non-teaching staff, vocational instructor, FTS


SUBEB has accessed 2010 Special Education Fund to the tune of N17,430,895.00.The last FGN/UBE

Intervention Fund accessed by Ogun SUBEB was 2011 first-Quarter to the tune of

N2,990,618,544.68.

What the SUBEB does well Teachers’ promotion in the state is regular.


SUBEB conducts unified termly and end of session exams for all public primary schools in the

state.

Availability of classroom observation instrument (TVI) to monitor how often lessons are taught.

What the SUBEB should do to improve

Endeavour to make sufficient fund available for monitoring and supervision of schools. Making effective use of EMIS especially for keeping and retrieving records.


Wonderful performance of Ogun State students in quiz and debate competitions. 100% transition from primary to JSS during the last academic session. 1,286 out of 1,492 primary schools operate the ECD thus laying a solid foundation for children’s

education. Curriculum and other activities

The 9-Year Basic Education Curriculum is available in all the schools and being utilized by

teachers.

154

Extra-curricular activities are also encouraged.


Leadership and management at the SUBEB level is very satisfactory . Overall effectiveness

Overall effectiveness is quite satisfactory. The PTAs and SMBCs are working together for the benefit of schools and learners. There is a remarkable discipline in day to day running of SUBEB.




There are 18,475 (9,480 male – 51% and 8,995 female – 49%) pupils in the ECD centres, 540 (105

male – 19% and 435 female – 81%) teaching staff; no non-teaching staff; 8 (2 male – 25% and 6

female – 75%) caregivers; no FTS participant and 13 (12 male – 92% and 1 female – 8%)



and 1,426 female – 71%) teaching staff; no non-teaching staff; 21 (6 male – 29% and 15 female –

71%) FTS participants and no PTA/community teacher. The average teacher/pupil ratio is 1:27.



no vocational instructor, no FTS participant; or PTA/community teacher. The average


What the LGEAs do well Regular payment of salaries and allowance

The new 9 - Year Basic Education Curriculum in use in some of the schools visited

Regular supervision of schools

Supply of textbooks from SUBEB/UBEC

What the LGEAs should do to improve Liaise with SUBEB for provision of duty vehicle to enable them conduct constant supervision to

schools.

Inadequacy teaching staff and caregivers at the ECD visited .

Ensure that all relevant statutory and non – statutory records are kept.

Increase the supervision of rural schools.

Improvement in the appointment of head teachers and posting of teachers.



Achievement at the office level is poor because offices in the LGEAs lack vital facilities to

function well.

There is no single monitoring vehicle in all the three LGEAs.


155

Learners are not adequately engaged in sports and other extra- curriculum activities.

There is 9-Year Basic Education Curriculum.


There is good working relationship between the Education Secretaries and the headteachers

Regular meetings between the headteachers and Education Secretaries.


The overall effectiveness of the LGEAs is good.

Most of the primary schools have the ECDs centres.

Most of the primary schools and JSS have PTA and SBMC but some are not effective.



male – 51% and 264 female – 49%) pupils; 26 (9 male – 35% and 17 female – 65%) teaching staff; 2

female non-teaching staff; 1 female caregiver; no FTS participant and PTA/community teacher. The


What the ECDs do well Some of the centres are well equipped.

There is high enrolment.

What the ECDs should do to improve Employ additional teachers and caregivers.

Provision of more play equipment.

Provision of ECD seats, desk and mattresses.


2 of the 9 ECDs (22.2%) are good.

3 of the 9 ECDs (33.3%) are fair.

4 of the 9 ECDs (44.4) are poor.










3of the 9 ECDs (30%) are good.

4of the 9 ECDs (40%) are fair.





156









1 of the 9 ECDs (11.1%) is very poor.








940 female – 49%) pupils; 73 (23 male – 32% and 50 female – 68%) teaching staff; 2 all-female non-


1:26.

What the primary schools do well Attendance and enrolment to school by both teachers and pupils is high

The primary schools make use of the State’s modified 9 – Year Basic Education Curriculum.

Existence of functional PTA and SBMC

What the primary schools should do to improve Schools should be fenced.


Establishment of Guidance and Counselling unit.

Mentoring and retraining of teachers.

Keeping relevant statutory and non – statutory records.

School Development Plan (SDP) should be drawn.








3 of the 10 PS 30(%) are poor.




157

























They are all located in the rural areas. The JSS have 301(188 male – 62% and 113 female – 38%)


40%) non-teaching staff; no vocational instructor and 2 (1 male – 50% and 1 female – 50%) FTS

participants; 2 (1 male – 50% and 1 female – 50%) PTA/community teachers. The average


What the JSS do well The JSS make use of the state’s modified 9 – Year Basic Education Curriculum module.

Existence of functional PTA and SBMC in collaboration with the school.

Most of the JSS students in the schools visited are neat, the environment is generally clean,

purposeful and conducive for learning.

Transition rate is high.

What the JSS should do to improve School Development Plan (SDP) should be drawn.

Provision of sports equipment.

Provision of laboratories, libraries and more classrooms.

The schools should be fenced.

Keep relevant statutory and non – statutory records.

Request for adequate number of qualified subject teachers, sufficient textbooks, furniture and

modern toilets.

158


Achievement and standards..

The 2 JSS (100%) arepoor.


















159

Fig 29: Map of Ondo State

2.28 Ondo SUBEB

Description of the SUBEB Ondo SUBEB is functioning with relevant departments on

ground. It has 18 LGEAs, 134 ECDs, 1,341 public PS and 305 JSS.

There are 173,960 (83,682 male - 48% and 90,278 female –

52%) pupils in the ECD centres, 1,029 (4 male - 0.4% and 1,025

female - 99.6%) teaching staff; 1,124 all-male non-teaching

staff; 953 all male caregivers; no FTS Participant and

PTA/Community teacher. The average teacher/pupil ratio is

1:17.

The PS have 1,232,109 (611,738 male - 49.6% and 620,371 female - 50.4%) pupils; 12,232

(4,231male - 35% and 8,001 female - 65%) teaching staff; 1,169 all male non-teaching staff; 569

(420male - 74 % and 149 female - 26%) FTS participants and PTA/Community teacher. The average


The JSS have 130,406 (66,119 male - 51% and 64,287 female - 49 %) students; 5,188 (2,138 male -

41% and 3,050 female - 59%) teaching staff; 3,192 (1,520 male - 48% and 1,672 female - 52%) non-

teaching staff; no vocational instructor; 83 (22 male - 27% and 61 female – 73%) FTS participants; no


Almajiri/Qur’anic schools, have 100 (80 male - 80% and 20 female – 20%) learners; 4 (3 male – 75%

and 1 female – 25%) teaching staff; 1 male non-teaching staff. The average teacher/pupil ratio is

1:25.

SUBEB reported that it has 4 Special Education institutions offering inclusive education. It accessed

in 2010 the sum of N17,437,895.00 of the Special Education Fund. None of these schools was

however, visited during this quality assurance of basic education institutions in Ondo State.

What the SUBEB does well Ondo SUBEB is well constituted with an Executive Chairman and other Board members.

Each of the LGEAs has a monitoring Hilux Jeep.

Teachers were trained using the cluster method.

There is regular supervision of schools to ensure quality of teaching and learning in schools.

What the SUBEB should do to improve Construction of more classrooms.

Provision of more appropriate seats for the ECD.

Provision of more furniture for teachers/pupils.

Recruit more teachers and education officers.

Ensure the trainingof Quality Assurance Officers.

Empower the LGEAs to make them more functional in supervision of schools.


Teaching and learning are on-going in all the schools visited.

Training of teachers is taken seriously by SUBEB.

160

Prescribed textbooks and curriculum are equally available in most of the schools visited.

There are qualified teachers in all the schools visited.


Use of the 9-Year Basic Education Curriculum.

UBEC textbooks are available and in use.

Schools are encouraged to engage in sporting,club and societies.


There is a chairman and Board members piloting the affairs of the SUBEB.

Relevant and functional departments are present at the SUBEB.


Overall effectiveness is satisfactory.

All the departments work collectively to make basic education succeed in the state.

All the LGEAs are provided with monitoring vehicles.





– 18% and 157 female – 82%) teaching staff; no non-teaching staff; 15 all-female caregivers; no FTS

participant and 19 (6 male – 32% and 13 female – 68%) PTA/community teachers. The average

teacher/pupil ratio is 1: 51.

The PS have 41,120 (19,064 male – 46% and 22,056 female – 54 %) pupils; 1,542 (501 male – 32%


staff; 46 (17 male – 37% and 29 female – 63%) FTS participants and 93 (22 male – 24% and 71 female


The JSS have 16,039 (8,939 male – 56% and 7,100 female – 44 %) students; 2,489 (950 male – 38%


staff; 24 (16 male – 67% and 8 female – 33%) vocational instructors; 15 (7male – 47% and 8 female –

53%) FTS participants; and 9 (8 male – 89% and 1 female – 11%) PTA/community teachers. The


What the LGEAs do well The 3 LGEAs have Education Secretaries in charge.

The 3 LGEAs have monitoring vehicle.

Frequent monitoring of schools to ensure effective teaching and learning.

Distribution of UBEC textbooks.

What the LGEAs should do to improve Recruit more education officers for quality assurance.

Proper record keeping should be encouraged.

Ensure total distribution of UBE Books (Odigbo LGEA in Particular).

Provide through SUBEB more furniture in schools.

Recruit more qualified teachers.

161


Teaching and learning activities are on-going in all the schools.

Most of the departments at the LGEAs are fairly functional.

Relevant textbooks and curriculum were distributed to schools.


The 9-Year Basic Education Curriculum is available in all schools except one school.

Sporting activities are performed in most of the schools in the LGEAs.


Cordial relationship within the LGEAs.

Cordial relationship between the LGEAs and schools.


The overall effectiveness is fair.



male – 49% and 169 female - 51%) pupils; 11 all-female teaching staff; 4 all-female non-teaching

staff; 1 female caregiver; no FTS participant and PTA/community teacher. The average teacher/pupil

ratio is 1:30.

What the ECDs do well Teaching and learning is on-going in all the centres.

Appropriate seats are available in most of the centres.

Friendly interaction between the teachers and the pupils.

What the ECDs should do to improve More appropriate furniture should be provided.

Play materials such as toys and its likes should equally be provided.

The classroom environment should be made friendlier in some of the centres.
















162


















duties.The PS have 1,827 (951 male – 52% and 876 female – 48%) pupils; 73 (31 male – 42% and 42

female – 58%) teaching staff; 15 (5 male – 33% and 10 female – 67%) non-teaching staff; 2 all-female

FTS participants and 4 (1 male – 25% and 3 female – 75%) PTA/community teachers. The average


What the primary schools do well All the primary schools operate normal school system

Teaching and learning is on-going in all the schools

Sporting activities is given attention in most of the schools visited

Some of the schools organise extra lessons for the pupils

What the primary schools should do to improve Provision of additionalclassrooms and furniture in those schools that have inadequate facilities.

Additional qualified teachers should be recruited and posted to some of the rural schools

Provision of more instructional materials through improvisation

Schools should use the 9-Year Basic Education Curriculum religiouslyas expected/stipulated.











163












1 of the 10PS (10%) is good.












The 2 JSS are functioning as expected with the principals performing their duties. One of them is

located in the rural area while the other one is in the urban area. The JSS have 1,861 (915 male –

49% and 946 female – 51%) students; 40 (12 male – 30% and 28 female – 70%) teaching staff; 8 (4

male – 50% and 4 female – 50%) non-teaching staff; 2 male vocational instructors and 2 female FTS

participants; 2 (1 male – 50% and 1 female – 50%) PTA/community teachers. The average


What the JSS do well There is discipline among students.

Enrolment is high.

Teachers are punctual to school.

There is cordial relationship between the school and communities.

Teaching and learning is on-going in both schools

What the JSS should do to improve The JSS should liaise with LGEA/SUBEB for the provision of modern classrooms and renovation

of the existing ones

Schools should make a case to LGEA/SUBEB for the provision of furniture for both teachers and

students.

Sporting activities should be given priority.

Provision of instructional materials such as textbooks/teaching aids by LGEA/SUBEB.

164

















165

Fig 30: Map of Osun State

2.29 Osun SUBEB

Description of the SUBEB Osun SUBEB is functioning with relevant departments on ground.

It has 31 LGEAs, no ECD, 1,391 public PS and 443 JSS.

The PS have 360,653 (175,223 male - 49% and 185,430 female -

51%) pupils; 11,677 (3,703 male - 32% and 7,974 female – 68%)

teaching staff; no non-teaching staff; 559 (185 male - 33% and 374

female – 67%) FTS participants and no PTA/community teacher.


The JSS have 128,410 (64,517 male 50.2% and 63,893 female - 49.8%) students; 3,689 (1,961 male -

53% and 1,728 female - 47%) teaching staff; no non-teaching staff, vocational instructor, FTS

participant; and PTA/community teacher. The average teacher/student ratio is 1:35.

TheAlmajiri/Qur’anic schools have 27,850 (21,900 male - 79% and 5,950 female - 21%) Learners; 928

(817 male – 88% and 111 female – 12%) teaching staff; no non-teaching staff, FTS participant and


Osun SUBEB reported that it has 10 Special Education Institutions which operates inclusive

education. It last accessed N23,882,287.00 of the Special Education funds in 2012. None of these

schools was however visited during this quality assurance of basic education institutions in Osun

State.

What the SUBEB does well Accessing and utilizing UBE Intervention Fund.

The SUBEB has adequate and qualified teachers.

Provision of all inclusive education (Almajiri and Special Education).


Distribution of “skill G” instructional materials to schools.

Distribution of textbooks to primary school pupils.

What the SUBEB should do to improve Re-distribution of qualified teachers to schools in rural areas.

Provision of adequate instructional materials.

Establishment of quality assurance department and training of officers.


Nearly all the teachers in the state are qualified to teach.

100% transition from primary to JSS which indicate progress.

Learners across the state have access and equity to basic education.

Training and developing the capacity of headteachers and teachers in different programmes.


The state makes use of the 9-Year Basic Education Curriculum.

166

Relevant textbooks in the core subjects are supplied to schools even though they are not

adequate.


Leadership and Management of SUBEB is satisfactory as staff are involved in the affairs of the

Board.

Provision of free uniforms and afternoon meal.


The overall effectiveness of SUBEB is satisfactory. However, there is need for establishment of

ECD centres in all the primary schools.


Description of the LGEAs The 3 LGEAs are functioning with the Education Secretaries on ground. They have No ECD, 98 public

PS and 32 JSS. Osun State does not operate ECD centre.


and 967 female – 77 %) teaching staff; 371 all-female non-teaching staff; 26 (8 male – 31% and 18

female – 69%) FTS participants and 4 (1 male – 25% and 3 female – 75%) PTA/community teachers.


The JSS have 14,326 (7,333 male – 51% and 6,993 female 49%) students; 451 (138 male - 31% and

313 female - 69%) teaching staff; 93 (35 male - 38% and 58 female - 62%) non-teaching staff; no

vocational instructor and8 (3 male - 38% and 5 female - 62%) FTS participants; 15 (7 male – 47% and

8 female – 53%) PTA/community teachers. The average teacher/student ratio is 1:30.

What the LGEAs do well Quality Assurance officers supervise schools regularly.


LGEA ensure inauguration of SBMC in all schools.

What the LGEAs should do to improve LGEAs should ensure proper handover of schools by outgoing headteachers.

Ensure regular attendance of workshops by teachers.

Ensure provision of textbooks in schools.

Ensure provision of vehicles for monitoring.


Learners have access to quality basic education.

There are qualified teachers in the schools.

100% transition rate from Primary six to JSS was recorded in many schools.


Many schools make use of the 9-Year Basic Education Curriculum.

LGEAs encourage schools to engage learners in co-curriculum activities.


Leadership at the LGEA is effective.

LGEAs carry all headteachers along in major decision making.

Prompt dissemination of information to schools.

167


Quality Assurance officers monitor schools regularly.

No teacher is below the qualification of NCE in all schools.

Teachers attend workshops/seminars though not regular.

2.29.2 Description of the ECDs There are no ECDs in the state.




and 2,602 female – 50%) pupils; 211 (30 male – 14% and 181 female – 88%) teaching staff; 63 all-

female non-teaching staff; 3 (1 male - 33% and 2 female - 67%) FTS participants and 4 (2 male - 50%

and 2 female - 50%) PTA/community teachers. The average teacher/pupil ratio is 1:24.

What the primary schools do well Leadership of the schools are effective.

Teaching and learning is participatory.

Teachers prepare lesson notes on regular basis, checked and marked by the head teachers.

Teachers are dedicated to work.

What the primary schools should do to improve There is need for all the primary schools visited to ensure conducive teaching and learning

environment.

There is need for all schools to strictly adhere to the use of the 9-Year Basic Education

Curriculum.

The school management should ensure strict adherence to the school time table.















168



1 of the 10 PS (10%) is outstanding.


















They are all located in the rural areas. The JSS have 868 (465 male - 54% and 403 female - 46%)

students; 18 (6 male - 33% and 12 female - 67%) teaching staff; 5 (1 male - 20% and 4 female - 80%)

non-teaching staff; no vocational instructor and FTS participant; 12 (3 male – 25% and 9 female –

75%) PTA/community teachers. The average teacher/student ratio is 1:29.

What the JSS do well Principals of schools carry all along in decision making.

The school management should monitors teaching and learning process.

Teachers are dedicated to duty.

What the JSS should do to improve Instil discipline among students in upper classes.

Ensure provision of adequate furniture.

Ensure provision of more classrooms as classes are overcrowded.

Ensure even distribution of teachers in schools.








169












170

Fig 31: Map of Oyo State

2.30 Oyo SUBEB

Description of the SUBEB Oyo SUBEB is functioning with relevant departments on

ground.It has 33 LGEAs, 1,350 ECDs, 2,339 public PS and 558

JSS, 1,808 Almajiri/Qur’anic Schools and 5 Special Education

Institutions.


52%) pupils in the ECD centres; 3,142 (452 male – 14% and

2,690 female – 86%) teaching staff; no non-teaching staff,

caregiver, FTS Participant and PTA/Community teacher. The



29% and 15,970 female – 71%) teaching staff; no non-teaching staff, no FTS Participant and

PTA/Community teacher. The average teacher/pupil ratio is 1:42.

The JSS have 427,352 (213,227 male – 49.9% and 214,125 female – 50%) students; 14,176 (8,172

male – 58% and 6004 female – 42%) teaching staff; no non-teaching staff, vocational Instructor, FTS

Participant and PTA/Community teacher. The average teacher/student ratio is 1:30.

The Almajiri/Qur’anic Schools have 12,107 (9,081 male – 75% and 3,026 female – 25%) learners; 186

(140 male – 75% and 46 female – 25%) teaching staff; 11 (4 male – 36% and 7 female – 64%) non-

teaching staff; no FTS participant and 12 (10 male – 83 and 2 female – 17%) PTA/community

teachers. The average teacher/learner ratio is 1:61.

The Special Education Schools have 2,665 (1,406 male – 53% and 1,259 female – 47%) learners 292

(86 male – 29% and 206 female – 71%) teaching staff; no non-teaching staff, FTS participant and

PTA/Community teacher. The average teacher/learner ratio is 1:9.

The SUBEB did not report on Almajiri/Qur’anic schools, it reported that it has 5Special Education

institutions, which all operate inclusive education. It last accessed N17,437,895.00 of the Special


education institutions in Oyo State.


Adequate number of school supervisors (600).


Learners across the state have access to basic education.

Nearly all the teachers in the State are qualified to teach at basic education level.

SUBEB should endeavour to access the FGN/UBE Intervention Fund from 2012.

What the SUBEB should do to improve SUBEB should ensure that relevant statutory and non-statutory records are kept and updated.

There is need for SUBEB to employ non-teaching staff into its basic education Institutions.

171

Disbursement of running cost to LGEAs and schools on a regular basis.

Provision of additional Infrastructural facilities in schools.

Ensuring functionality of the SBMCs in schools.


Learners across the state have access to basic education.

Training and Improving the capacity of 3,375 head teachers and teachers for effective teaching

and learning.


The state makes use of the 9-Year Basic Education Curriculum. The curricular are broad and

meet the needs of learners.

Relevant textbooks are available for learners in the primary school especially in the core

subjects.


Leadership and Management of the SUBEB is good.

There is harmonious working relationship between the management of SUBEB and other staff.

Training and improving the capacity of some head teachers and teachers.


The overall effectiveness of the SUBEB is fair.

Learners across the State have access to basic education.

Infrastructural facilities are inadequate in schools.



public PS, 60 JSS and 3 Special Education Institutions.


– 31% and 207 female – 69%) teaching staff; 32 male (100%) non-teaching staff; no Caregiver, FTS

Participant and PTA/community teacher. The average teacher/pupil ratio is 1:45.

The PS have 197,212 (97,515 male – 49% and 99, 697 female – 51%) pupils; 2,285 (483 male – 21%



The JSS have 23,326 (11,667 male – 50% and 11,659 female – 49.9%) students; 885 (480 male – 54%


no vocational instructor, FTS participant and PTA/community teacher. The average teacher/student

ratio is 1:25.

The 3 Special Education institutions have 852 (427 male – 52% and 398 female – 48%) learners; 43 (7

male – 16% and 36 female – 84%) teaching staff; 5 (3 male – 60% and 2 female – 40%) non-teaching

staff; no FTS participant and 59 (27 male - 46% and 32 female – 54%) PTA/community teacher. The

average teacher/learner ratio is 1:19.

172


Relevant textbooks in the core subjects supplied by SUBEB are duly distributed.

Salaries and allowances are paid as at when due.

Effective human resource management.

What the LGEAs should do to improve Liaise with SUBEB for the employment of additional qualified teachers in the ECD and Primary

Schools.

Ensure functionality of SBMCs.

Liaise with SUBEB for the renovation of dilapidated school structures and construction of new

ones.

Ensure provision of adequate instructional materials and teaching aids and proper updating of

such.

Establish good working synergy with LIE for better administration of Basic education.



There are no repeaters in the primary schools and JSS.

Learners across the LGEAs have access to Basic Education.


The LGEAs provide the 9 year Basic Education Curriculum which is balanced and meets the needs

of the learners.

Textbooks in the core subjects are available to learners in schools.


Good working relationship among the Education secretaries and their staff.

PTA is very effective across the LGEAs.


The overall effectiveness of the 3 LGEAs is good.

There is access and opportunities to basic education though most schools lack quality

infrastructure.



male – 55% and 222 female – 45%) pupils; 17 all-female teaching staff; no non-teaching staff,

caregiver and FTS participant; 2 (1 male – 50% and 1 female – 50%) PTA/community teachers. The


What the ECDs do well Teachers discharge their duties and learners are properly managed.

Most teachers at the centres prepare their lesson notes.

What the ECDs should do to improve Ensure workbooks are regularly checked and marked.

173

Ensure play materials such as toys, counters etc are provided at the Centres.

Ensure provision of appropriate furniture.

Provision of mats/mattresses for learners at the centres.


1 of the12 ECDs (8%) is good.






3 of the12 ECDs (25%) are poor.

























and 1,589 female – 49%) pupils; 128 (44 male – 34% and 84 female – 66%) teaching staff; no non-

teaching staff, FTS participant and PTA/community teacher. The average teacher/pupil ratio is 1:25.

What the primary schools do well Commitment of staff to work.

Use of appropriate curriculum and relevant textbooks.

174

Schools are kept clean, neat and tidy.

Most of the lessons observed are child-centred.

What the primary schools should do to improve Ensuring the improvisation and use of teaching aids during teaching and learning.

Keeping and updating of relevant statutory and non-statutory records.

Schools should endeavour to provide a broad curriculum that will meet pupils’ needs in terms

of extra-curricular activities.

































students; 31 (20 male – 65% and 11 female – 35%) teaching staff; 5 (4male –80% and 1 female –

175

20%) non-teaching staff; no vocational instructor and FTS participant; 13 (7 male – 54% and 6 female

– 46%) PTA/community teachers. The average teacher/student ratio is 1:23.

What the JSS do well Teachers are dutiful, Lesson notes, diaries and other teaching records are well kept.

The 9-Year Basic Education Curriculum is in use and very broad.

Good working relationship with PTA.

What the JSS should do to improve Ensure employment of additional qualified teachers.

Ensure renovation of dilapidated school buildings and provision of necessary facilities that

could aid effective teaching and learning.

Ensure functionality of SBMCs.





















2 of the 3 JSS (67%) are fair

176

Fig 32: Map of Plateau State

2.31 Plateau SUBEB

Description of the SUBEB Plateau SUBEB is functioning with relevant departments on

ground. It has 17 LGEAs, 856 ECDs, 2379 public PS and 284 JSS.

There are 34,201 (17,418 male – 50.9% and 16,783 female –

49.1%) pupils in the ECD centres, 1,153 (329 male - 29% and

824 female - 71%) teaching staff; 690 (435 male - 63% and 255

female - 37%) non-teaching staff; 207 (8 male - 4% and 199

female - 96%) caregivers; no FTS participant and PTA/

community teacher. The average teacher/pupil ratio is 1:30

The PS have 1,037,722 (536,031 male - 52% and 501,691 female - 48%) pupils; 19,159 (11,497 male -

60% and 7662 female - 40%) teaching staff; 5,120 (3,778 male - 74% and 1,342 female - 26%) non-

teaching staff; 300 (137 male - 46 % and 163 female -54%) FTS participants no PTA/community


The JSS have 59,561 (32,058 male - 54% and 27,503 female - 46 %) students; 2,709 (1,975 male -

73% and 734 female - 27%) teaching staff; 858 (712 male - 83% and 146 female - 17%) non-teaching

staff; no vocational instructor and 100 (59 male - 59% and 41 female - 41%) FTS participants; 2,086

(1,450 - 70% and 636 female - 30%) PTA/community teachers. The average teacher/student ratio is

1:12.

The SUBEB did not report on Almajiri/ Qur’anic Schools, it reported that it has 1 Special Education

institutions, which does not operate inclusive education. It last accessed N23,882,227.00 of the

Special Education funds in 2012 while none of the school was however visited during this quality

assurance of basic education institutions in Plateau State.


Provision and distribution of 90,246 set of furniture to primary and Junior Secondary Schools in

the state.

Provision and distribution of instructional materials to ECDs and primary schools.

Resumption of schools monitoring in the senatorial districts of the state.

Distribution of round and square tables with four chairs each for ECD centres.

Enlightenment campaign on cluster training of teachers for all the stakeholders.

Established Quality Assurance Department and deployed staff to it.

Distribution of ECD materials e.g. swings, mats, mattresses etc.

Distribution of science materials and equipment to primary and JSS.

Procurement and distributions of school chalk, registers, record of work, dairies and other

relevant school materials.

What the SUBEB should do to improve The SUBEB should ensure that ECD Centers are established in all the primary schools.

177

The SUBEB should liaise with the Local Government Councils to mobilize communities

towards the renovation of dilapidated school structures and build additional classrooms

especially for the ECD Centers.

Provide additional instructional materials and furniture.

More training of Quality Assurance staff.

There is need to intensify quality assurance in schools at all levels.


To establish Guidance and Counseling services in all the schools in the State.

Funds to be provided for regular school supervision and Quality Assurance.


There is 100% transition of learners from Primary 6 to JS 1 across the State.

The average teacher/learner ratio is very impressive for ECD, Primary and JSS (1:30 1:54 1:22)

respectively.

There is adequate number of qualified teachers in most of the schools visited (most teachers

have NCE and above).


The 9-Year Basic Education Curriculum modules are available in schools and are in use.



Provision of sports and extra-curricular activities are not encouraging because necessary

facilities are lacking.

Most of the schools have first aid boxes, toilet facilities and food vendors.


The regular supervision of schools shows the effective management of schools in the State.

However, more needs to be done in the area of Quality Assurance.The school heads need to

monitor the activities of the schools and pupils regularly for effective teaching and learning.


The overall effectiveness of the State is satisfactory.

Most of the schools in the State have functional SBMCs.


In terms of teaching and learning, most of the teachers do well in instructional delivery.

Textbooks and instructional materials are available in the schools.

The school compounds are clean and tidy.





male – 15% and 222 female – 85%) teaching staff; 7 all- female non-teaching staff; 26 (9 male – 35%

and 17 female - 65%) caregivers; no FTS participant and no PTA/community teacher. The average


178

The PS have 173,894 (87,214 male – 50.2% and 86,680 female – 49.8%) pupils; 4,194 (2,119 male –


teaching staff; 69 (53 male – 77% and 16 female – 23%) FTS participants and 16 (8 male – 50% and 8

female – 50%) PTA/community teachers. The average teacher/pupil ratio is 1:41.

The JSS have 15,163 (7,912 male – 52% and 7,251 female – 48%) students ; 570 (371 male – 65%

and 199 female – 35%) teaching staff; 34 ( 25 male – 74% and 9 female – 26%) non-teaching staff;

10 (7 male - 70% and 3 female – 30%) vocational instructors; no FTS participant; 240 (188 male –

78% and 52 female – 22%) PTA/community teachers. The average teacher/student ratio is 1:18.

What the LGEAs do well Regular payment of salary and allowances of teachers.

Qualified Quality Assurance Officers at the LGEAs.

Transition of learners from primary to JSS is impressive.

Massive distribution of instructional materials to schools.

Termination of appointments of unqualified teachers.

None of the teachers have below NCE teaching qualification.

What the LGEAs should do to improve Ensure that Quality Assurance Officers are trained on principles of Quality Assurance to assure

quality in schools.

Compile the list of schools without Government support in terms of buildings and forward to

SUBEB for possible consideration.

Ensure that ECD centres are established in all the primary schools.

Ensure the functionality of SBMCs.

Need to intensify Quality Assurance in schools.

Follow-up on the lapses and challenges observed during quality assurance exercises in schools.

Fund to be provided to Quality Assurance unit to enhance regular school supervision.

They should employ care givers, nurses and procure play equipment for ECD centres.

Ensure the process of securing Certificate of occupancy and fencing of schools to avoid

encroachment of schools.



Cases of drop-outs and repeaters are low at all levels.

90% of learners transited from primary to JSS.


The 9-Year Basic Education Curriculum is available in schools.

The schools engage the learners in some co-curricular activities.


Leadership and management of the schools is good.

Leadership and management of the schools are participatory as all stakeholders are carried

along in the day-to-day running of the schools.


They have qualified teachers in the schools.

The overall effectiveness of the LGEAs is satisfactory because they provide a conducive and

enabling teaching and learning environment.

179

There are functional PTAs in the schools.

Effort was made to ensure day to day running of the schools despite the enormous challenges.

Teachers have knowledge of their subject matter although quality of deliveries varies from

school to school.

The teacher/pupil ratio is not satisfactory at the ECD with 1:133, PS 1:42, and JSS 1:16

respectively.



male – 51% and 243 female – 49%) pupils; 4 all-female teaching staff; 2 all-female non-teaching

staff; 2 all-female caregivers; no FTS participant and 2 all-female PTA/community teachers. The


What the ECDs do well The enrolment and attendance of learners is impressive in some schools

What the ECDs should do to improve Need to provide a conducive learning environment (play equipment, mattresses and mats).

Need to put experienced teachers at this level.

Need to make use of varieties of teaching aids (chats, flash cards).

Provision of furniture.

Need to employ care givers.

Need to make use of their curriculum.











4 of the 9 ECDs (44) are poor.










180













and 1,062 female – 49%) pupils; 78(36 male – 46% and 42 female – 54%) teaching staff 12(11 male –

92% and 1 female – 8%) non-teaching staff; no FTS participant and PTA/community teacher. The


What the primary schools do well There are qualified teachers.


The schools are neat and tidy.

The 9-Year Basic Education Curriculum is effectively utilized.

Textbooks are available in the core subjects.

What the primary schools should do to improve Ensure that the SBMCs are made functional.

Ensure that lesson notes are written regularly and properly checked with necessary corrections

effected.

Ensure construction of additional structures such as classrooms, toilets and, staff room

Renovation of dilapidated buildings.


Ensure the usage of instructional materials.

Teachers should ensure that learners’ books are regularly checked and marked.

Ensure School Development Plan is prepared.









7 ofthe 10 PS (70%) are fair.

181

























students; 17 (13 male – 76% and 4 female – 24%) teaching staff; 3 male non-teaching staff; no

vocational instructor and no FTS participant; 6 all-male PTA/community teachers. The average


What the JSS do well There are qualified teachers in all the visited JSS.

They have textbooks in core subjects.

Effective classroom control and management.

Learners are well behaved.

The school environment is neat and tidy.

What the JSS should do to improve Need to ensure the functionality of the SBMCs and draw up School Development Plan.

Need to ensure that teachers mark and endorse their signatures on students’ classwork and

assignments.

Provision of libraries and laboratories.

Provision of staffroom and furniture.


Provision of Guidance counsellors.


182







The2 JSS (100%) are poor.
















183

Fig 33: Map of Rivers State

2.32 Rivers SUBEB

Description of the SUBEB Rivers SUBEB is functioning with directors of the various

departments working cordially with the Executive Chairman

and the Board members. The SUBEBhas 23 LGEAs, 577 ECD

centres, 933 public primary schools, 266 JSS and 1 Special

Education School.

There are 44,023(22,046 male – 50.1% and 21,977 female –

49.9%) pupils in the ECD centres, 362(62 male – 17% and 300

female – 83%) teaching staff; 241(82 male - 34% and 159

female – 66%) non-teaching staff; no caregiver, FTS

participant and PTA/community teacher. The average


The PS have 397,298(197,437male – 49.7% and 199,861 female – 50.3%) pupils; 6,947 (2,519 male –

36% and 4,428 female – 64%) teaching staff; 2,551 (1,648 male – 65% and 903 female – 35%) non-

teaching staff; 427 (219 male – 51% and 208 female – 49%) FTS participants; no PTA/community



48% and 2,984 female – 52%) teaching staff; 2,814 (1,519 male – 54% and 1,295 female – 46%) non-

teaching staff; no vocational instructor, FTS participant and PTA/community teacher. The average


The Special Education school has 164 (104 male – 63% and 60 female – 37%) learners; 14 (7 male –

50% and 7 female – 50%) teaching staff; 8 (3 male – 38% and 5 female – 62%) non-teaching staff; 25

(10 male – 40% and 15 female – 60%) PTA/Community teachers and no FTS participant.

Teacher/pupil ratio is 1:12.

Types of Challenges of pupils include; 17 (9 male – 53% and 8 female – 47%) pupils with mental

retardation; 147 (95 male – 65% and 52 female – 35%) pupils with hearing impairment; 1 male who

is physically challenged and no visually impaired pupil in the school.

What the SUBEB does well Adequate number of personnel.


What the SUBEB should do to improve Keepand update records.

Regular supervision of schools to ensure effective teaching and learning.

Train and retrain quality assurance officers.

Procure vehicles/flying boats for supervision of schools.

Ensure adequate office accommodation is provided.

184


Learners’ make progress in almost all the schools as a large number transited to JSS in the last

session.


The curricular are broad and balanced as they meet the needs of the learners.


Leadership and management of the SUBEB is fair.


The overall effectiveness of the SUBEB is fair.


Description of the LGEAs The 3 LGEAs are functioning with the Education Secretaries and heads of Department performing

their duties as stipulated. However, not all the Heads of Department are effective as expected; they

have 86 ECD centres, 109 primary schools and 31 JSS.

The ECDs have 6,503 (3,117 male – 48% and 3,386 female – 52%) pupils; 40 (3 male – 8% and 37

female – 92%) teaching staff; 10 all-female non-teaching staff, 112 (27 male – 24% and 85 female –

76%) caregivers, 11 (8 male – 73% and 3 female – 27%) FTS participants; and no PTA/Community

teacher. The teacher/pupil ratio is 1:163.

The primary schools have 31,050 (15,291 male – 49% and 15,759 female – 51%) pupils; 932 (550


teaching staff; 12 (9 male -75% and 3 female - 25%) FTS participants; and no PTA/community



246 female – 35%) teaching staff; 415 (229 male – 55% and 186 female – 45%) non-teaching staff; no

vocational instructor; PTA/community teacher and FTS participant. The average teacher/student

ratio is 1:19.

What the LGEAs do well There is a cordial relationship between the Education Secretaries and the staff.

Effective leadership and management.

Carry out regular supervision of schools.

Regular payment of imprest.

Prompt distribution of books to schools.

What the LGEAs should do to improve Inaugurate SBMCs in all schools.

Improve on school supervision.

Checkmate absenteeism of teachers.

Organise sporting, quiz/debate competition among schools.

185


The three LGEAs have ECD centres in 80% of the schools.

There are adequate teachers in the three LGEAs.

Quality of teaching is good and CA records are up-to-date.

Enrolment is high in the 3 LGEAs.


All the three LGEAs make use of the 9-Year Basic Education Curriculum.

Teachers effectively utilize the curriculum for writing of lesson notes.

The headteachers check lesson notes and mark regularly.

The Education Secretaries effectively distribute materials to the schools.


The Education Secretaries liaise well with the SUBEB.

Teachers’ posting is transparently handled.

Staff of the 3 LGEAs are hardworking and punctual.


The three LGEAs carry out their administrative duties as expected.

There are adequate teachers in the 3 LGEAs.

The Education Secretaries closely monitor the headteachers and disseminate information

promptly.


Description of the ECDs A total of 9 ECD centres operate within 9 of the 10 sampled primary schools. The 9 ECD centres have

540 (295 male – 55% and 245 female – 45%) pupils; 13 all-female teaching staff; 14 all-female non-

teaching staff; 14 (2 male – 14% and 12 female - 86%) caregivers; 1 female PTA/community teacher

and no FTS participant. The average teacher/pupil ratio is 1:42.

What the ECDs do well Provision of conducive environment that cater for learners’ needs.

Teachers are punctual to school.

Teachers monitor pupils’activities in school.

What the ECDs should do to improve Establish more ECD centres.

Instructional materials/teaching aids should be used in lesson delivery.

Employ more teachers for the ECDs.

Ensure provision of water and toilet facilities in the centres to improve the sanitary condition of

the ECDs.

Additional classrooms should be constructed.




186









The 9 ECDs (100%) are good.










Description of the primary schools The 10 sampled primary schools arefunctioning with their headteachers performing their duties as

stipulated, however, not all the schools measured up to the expected standard in terms of structure,

facilities, effectiveness and efficiency. All the schools are located in the rural areas. The 10 primary

schools have 2,599 (1,313 male – 51% and 1,286 female – 49%) pupils; 108 (38 male – 35% and 70

female – 65%) teaching staff; 86 (27 male – 31% and 59 female – 69%) non-teaching staff; 1 female

FTS participant; and no PTA/community teacher. The average teacher/pupil ratio is 1:24.

What the primary schools do well Proper record keeping in schools.

Effective leadership by the headteachers as they are able to coordinate teachers and learners.

Clean and tidy environment.

Effective teaching and learning, learners actively participate in class activities.

High transition rate.

Teachers write their lesson notes regularly.

What the primary schools should do to improve Inaugurate functional SBMCs in all schools.

Sensitize community members to increase enrolment.

Use the 9-Year Basic Education Curriculum.

Engage learners in extra-curricular activities through the establishment of clubs and debate

societies in the schools.

Use instructional materials and ensure that teachers employ appropriate teaching methods

during lesson delivery.

Work more closely with the PTA.

187




















2 of the 10 PS (20%) are outstanding.













A total of 2 JSSwere sampled and are functioning with the principals performing their duties as

stipulated.Theyare all located in the rural areas. The 2 JSS have 473 (237 male – 50.1% and 236

female – 49.9%) students; 68 (47 male – 69% and 21 female – 31%) teaching staff; 40 (25 male – 63%

and 15 female – 37%) non-teaching staff; no vocational instructor, FTS participant and


What the JSS do well Effective Leadership.

Qualified teachers are available in the schools.

The environments of the schools areClean and tidy.

188

Teachers and students are punctual.

Teachers write lesson notes appropriately with clear objectives.

School records are up-to-date.

What the JSS should do to improve Review as well as check teachers’ lesson notes and pupils’ note books from time to time.

Engage in extra-curricular activities.

Ensure that the available textbooks are utilized.

Ensure that appropriate teaching aids are used and variety of teaching methods are employed

during lesson delivery.























189

Fig 34: Map of Sokoto State

2.33 Sokoto SUBEB


Sokoto SUBEB is functioning with relevant departments on


and 7 Almajiri/Qur’anic schools.


41%) pupils in the ECD centres, 1,597 (1,010 male - 63% and

587female - 37%) teaching staff; 35 (27 male - 77% and 8

female - 23%) non-teaching staff; 254 (100 male - 39% and

154 female - 61%) caregivers, no FTS participant and

PTA/community teacher. The average teacher/pupil ratio is

1:22.

The PS have 633,660 (409,384 male - 65% and 224,276 female - 35%) pupils; 14,603 (12,319 male -

84% and 2,284 female - 16%) teaching staff; 389 (270 male - 69% and 119 female - 31%) non-

teaching staff; 300 (180 male - 60% and 120 female - 40%) FTS participants; and no PTA/community


The JSS have 78,974 (52,498 male - 66% and 26,476 female - 34%) students; 3,515 (2,210 male - 63%

and 1,305 female - 37%) teaching staff; 2,522 (1,622 male - 64% and 900 female - 36%) non-teaching

staff; 73(63 male - 86% and 10 female - 14%) vocational instructors, 100 (75 male - 75% and 25

female - 25%) FTS participant; 18 (12 male - 67% and 6 female - 33%) PTA/community teacher. The


The Almajiri/Qur’anic schools have 48,909 (26,814 male - 55% and 22,095 female - 45%) learners;

471 (440 male - 93% and 31 female - 7%) teaching staff; 26 (21 male - 81% and 5 female - 19%) non-

teaching staff; no vocational instructor and 8 (6male - 75% and 2 female - 25%) FTS participants; and

380 (360 male - 95% and 20 female - 5%) PTA/community teachers. The average teacher/pupil ratio

is 1:57.

The SUBEB has 1 Special Education institution that operates inclusive education. It last accessed

N17,640,764.00 of the Special Education funds in 2011. The school was not visited during this quality

assurance of basic education institutions in Sokoto State.

What the SUBEB does well Prompt payment of salaries and allowances including overhead to LGEAs.

Screening and training of all unit heads on Quality Assurance in collaboration with USAID.

Teachers undergo regular in-service training in the state to improve their productivity.

Establishment of Quality Assurance and Guidance Counselling Units in all the LGEAs.

Regular Procurement of textbooks and other instructional materials for schools.

Provision of motorcycles to 23 Quality Assurance Officers across the LGEAs and N5,000.00 fuel

allowance for effective monitoring of school.

Conduct of regular quality assurance in schools by Quality Assurance Department and Units in

the LGEAs.

190

Encourage the teaching of Special Education through the Supply of learning equipment for the

blind learners.

Accessed and utilised 1st to 4th Quarter UBE intervention fund for year 2013.

Develop and produced Quality Assurance document on Roles and Responsibilities of Quality

AssuranceOfficers.

What the SUBEB should do to improve Ensure prompt utilization of textbooks and the 9-Year Basic Education Curriculum in schools.

Provision of additional furniture, classrooms and adequate ECD equipment.

Capacity building for Quality Assurance Officers at state and LGEA levels.

Establishment of ECDs in the 1,557 primary schools in the state that do not have.

Introduce additional Almajiri/Qur’anic schools in the state.

Perimeter fencing or use of beacons to demarcate school area in order to avoid encroachment

and trespass.

Sensitise the communities on the need for parents to send their wards to school.

ECD centers should be constructed and equipped in the remaining schools.


Learners make progress in most schools as 99% of them transited to JSS.

Increase in the enrolment and attendance of girls.


The state makes use of the 9-Year Basic Education Curriculum. The curriculumis broad as it meet

the needs of learners.

Additional supply of text books in the non-core subject areas.


Performance is monitored and has been improved upon through quality assurance delivery.

Cordial relationship exists between management and other staff across the different


Stakeholders, SBMCs, PTAs and other relevant committees are carried along in the day-to-day

running of the schools.


The overall effectiveness of the state is good because quality of schools is effective in many

aspects (teaching, infrastructure, supply of teaching materials, training and development etc)

but there is still room for improvement.




There are 5,552 (3,379 male – 61% and 2,173 female – 39%) pupils in the ECD centres, 48 (37 male –

77% and 11 female – 23%) teaching staff; no non-teaching staff; 15 (10 male – 67% and 5 female –

33%) caregivers; no PTA/community teacher and FTS participant. The average teacher/pupil ratio is

1:115.

191


92% and 106 female – 8%) teaching staff; 130 (125 male – 96% and 5 female – 4%) non-teaching

staff; 25 (19 male - 76% and 6 female - 24%) FTS participants and 11 all-male PTA/community



16 female – 20%) teaching staff; 12 all–male non-teaching staff; no PTA/community teacher; 3 all-

female vocational instructors; and 16 (13 male - 81% and 3 female - 19%) FTS participants. The


What the LGEAs do well Most of the LGEAs perform regular supervision of schools.

Salaries and allowances are paid as atwhen due in all the LGEAs.

The LGEAs have trained and improved the capacity of headteachers and teachers (on-the job

training.


What the LGEAs should do to improve The LGEAs should ensure that all schools in the LGEAs have the 9-Year Basic Education

curriculum and the ECD modules.

The LGEAs should liaise with the LGC to mobilize and sensitize communities on the importance

of SBMCs in schools

The LGEAs should liaise with the LGC/SUBEB to employ additional qualified teachers.


The LGEAs should ensure regular and proper supervision in schools.

To construct VIP toilets, libraries and relevant laboratories in some of the schools.

The LGEAs need to have additional supervisors and other staff.

The LGEAs should ensure adequate data on schools are made available in the offices for

effective planning and administration.


They should employ caregivers and non-teaching staff in schools.

The need for the LGEAs to sensitize the schools and the communities to draw up School




Cases of drop-outs and repeaters are low at all levels.

Learners across the LGEAs also participate in local and state competition, such as sports, quiz,

etc, and won trophy.


A few of the sampled schools in the LGEAs are using the new 9-Year Basic Education Curriculum.

In the same vein, not all the ECDs in the 3 LGEAs have the ECD modules.



effective. They carry out school supervision, but not regularly.

192



quality infrastructure (school buildings, toilet facilities, chalk, water supply, electricity, library,

etc.).

The quality of outcome in some schools visited is not encouraging, pupils from the upper

classes could not write their names correctly.


Description of the ECDs A total of 4 ECD centres operate within 4 of the 10 sampled PS, the 4 ECDs have 328 (201 male –

61% and 127 female – 39%) pupils; 6 (5 male - 83% and 1 female – 17%) teaching staff; no caregiver,

non-teaching staff, FTS participant and PTA/community teacher. The average teacher/pupil ratio is

1:55.

What the ECDs do well Attendance to school by both pupils and teachers is impressive (95%).

Most of the teachers demonstrate good knowledge of early childhood education.

What the ECDs should do to improve Provide and use ECD modules in all ECD centres in the LGEAs.

Provide a child-friendly learning environment for the centres (appropriate and adequate pupils’

desks and play equipment).

Ensure requirement of additional teachers and caregivers.


















1 of the 4ECDs (25%) is fair.


193










and 1,056 female – 29%) pupils; 86 (72 male – 84% and 14 female – 16%) teaching staff; 7 all-male

non-teaching staff; 2 all-male vocational instructors; 1 male FTS participant; 1 male caregiver and 1

male PTA/community teacher. The average teacher/pupil ratio is 1:40.

What the primary schools do well Attendance to school by both pupils and teachers is good.

Pupils’ attainment of high standards in internal and external examinations in a wide range of

subjects as well as satisfactory performance in quiz, farming and other co-curricular activities.

Regular supervision of classes.

Management of schools operate all-inclusive schools as most of the stakeholders are carried


Schools engage learners in both internal and external academic and extra-curricular activities

competitions.

What the primary schools should do to improve Ensurethat pupils are engaged in the school and at home by giving them

homework/assignments.

Keeping relevant statutory and non-statutory records.

Mentoring and/or re- training of teachers who perform below average.

Draw up a School Development Plan (SDP) in which strength and weaknesses of the school

would be stated with plans to address the challenges.

Employ additional teachers and organize capacity building workshop for teachers.


Schools should endeavour to provide curriculum for a broad education that will meet pupils’

needs.








194


























students; 64 (47 male – 73% and 17 female – 27%) teaching staff; 4 all male non-teaching staff; no

vocational instructors; 9 (5 male – 6% and 4 female – 44%)FTS participants; and no PTA/community


What the JSS do well Learners are carried along and participate actively in the teaching and learning process.



What the JSS should do to improve Renovate and reconstruct some of the dilapidated classroom structures.

Provision of adequate furniture for teachers and students.


Label the classrooms for easy identification.

Draw-up School Development Plan (SDP) with the inputs from the community and all other

stakeholders.

Appoint Guidance and Counselling Officers



195




















196

Fig 35: Map of Taraba State

2.34 Taraba SUBEB

Description of the SUBEB Taraba SUBEB is functioning with the relevant

departments on ground. It has 16 LGEAs, 84 ECDs,

1,994 public PS and 236 JSS.


48%) pupils in the ECD centres, 262 (100 male – 38%

and 162 female – 62%) teaching staff; no non-teaching

staff, caregiver, FTS participant and PTA/community




teaching staff; 299 (183 male – 61% and 116 female – 39%) FTS participants; and no PTA/community



and 371 female –30%) teaching staff; 663 (331 male – 49.9% and 332 female –50.1%) non-teaching

staff; no vocational instructor and 100 (75 male – 75% and 25 female – 25%) FTS participants; no


The SUBEB has 100 all-male Almajiri/Qur’anic learners; 6 all-male teaching staff; 6 all-male non

teaching staff and 2 all-malePTA/community teachers. The average teacher/learners ratio is 1:12.

The SUBEB has 2 Special Education institutions which operate inclusive education. There are 538

(354 male - 66% and 184 female - 34%) learners; 24 (19 male – 79% and 5 female – 21%) teaching

staff; 2 all-male PTA/community teachers; 92 (68 male - 74% and 24 female - 26%) visually impaired;

and 446 (286 male – 64% and 160 female – 36%) hearing impaired. It last accessed N26,950,000.00

of the Special Education funds in 2013. None of these schools was however visited during this quality

assurance of basic education institutions in Taraba State.

What the SUBEB does well Transition from primary to JSS is 100% which is very good.

Regular payment of staff salaries and allowances.

Inaugurates 1,776 SBMCs and extended to all the LGEAs.

Accessed and properly utilises UBEC intervention funds in the tune of N26,950,000,00 expecially

for children with special needs.

Operates inclusive education in the two special institutions of the state.

What the SUBEB should do to improve Ensure that more ECD centres are established in all the remaining schools.

Ensure that additional classrooms are constructed and renovate the dilapidated buildings to

ease the problems of crowded classes and offices.

Ensure proper keeping of statutory and non-statutory records.

197

Provide additional furniture, source of potable water, instructional materials, libraries, and

health facilities.

Employ additional qualified teachers and train the existing unqualified ones.




Operates inclusive education in all the special schools.

Inaugurates SBMCs and extended to LGEAs with desk officers attached.


Provision of the 9-Year Basic Education Curriculum to all the schools which the teachers depend

on.

Distribute textbooks on core subjects.


The leadership of the SUBEB is good in terms of delegation of authority.

There is cordial relationship between the management and other members of staff across the

different departments and units in the board.

SBMCs and PTAs are functioning well in most of the schools.


The overall effectiveness of the SUBEB is good based on effective management in the area of

infrastructure, fair supervision, regular payment of salaries and allowances and utilisation of

intervention funds. However, supply of data and records keeping need improvement.





male – 19% and 119 female – 81%) teaching staff; 17 all-female non-teaching staff; 7 all-female

caregivers; no FTS participant; 75 (30 male – 40% and 45 female – 60%) PTA/community teachers.




staff; 140 (66 male – 47% and 74 female – 53%) FTS participants and 160 (114 male – 71% and 46

female – 29%) PTA/community teachers. The average teacher/pupil ratio is 1:21.

The JSS have 7,918 (5,731 male – 72% and 2,187 female – 28%) students; 107 (68 male – 64% and 39

female – 36%) teaching staff; 9 (4 male – 44% and 5 female – 56%) non-teaching staff; no vocational

instructor and 12 (11 male – 92% and 1 female – 8%) FTS participants; 97 (40 male – 41% and 57

female – 59%) PTA/community teachers. The average teacher/student ratio is 1:37.

What the LGEAs do well The LGEAs’ supervision of schools is fair as the inspectors visited schools 3 times last term. Regular payment of salaries and allowances.

198

What the LGEAs should do to improve There should be proper keeping of statutory and non-statutory records.

The LGEAs should ensure that ECD centres are given adequate attention.

There is need to employ adequate and qualified vocational teachers in the JSS section.

The LGEAs should liaise with the LGC/SUBEB to employ only qualified teachers and retrain the

unqualified ones already in the sysytem.

Provide additional instructional materials and furniture.


There is 85% transition of learners from Primary 6 to JS 1 across the LGEAs. The average teacher/learners ratio is fair for ECDs, PS and JSS (1:22, 1:22, and 1:39) respectively. Quality of curriculum and other activities

The curriculum provision is in line with the 9-Year Basic Education Curriculum for primary schools.

Learners also participate in extra-curricular activities. Leadership and management

The supervision of schools indicates the LGEA’s effective management and control of schools. Overall effectiveness

The LGEAs’ overall effectiveness is fair as some SBMCs have been inaugurated in some schools with adequate relevant Desk Officers in the LGEAs.



male – 49% and 273 female – 51%) pupils, 12 (3 male – 25% and 9 female – 75%) teaching staff; no

non-teaching staff, caregiver, and FTS participant; 1 female PTA/community teacher. The average

teacher/pupils ratio is 1:41.

What the ECDs do well The enrolment is fair in most schools.

What the ECDs should do to improve Increase the number of qualified teachers.

Provide play equipment.

Provide furniture.

Provide teaching aids.








199

















and 2,293 female – 57%) pupils; 178 (88 male – 49% and 90 female – 51%) teaching staff; 5 (4 male –

80% and 1 female – 20%) non-teaching staff; 5 (2 male – 40% and 3 female – 60%) FTS participants

and 11(7 male – 64% and 4 female – 36%) PTA/community teachers. The average teacher/pupil ratio

is 1:27.

What the primary schools do well headteachers check, mark and correct teachers lesson notes;

teachers plan their lessons and teach effectively;

the authorities purchase chalk and repair broken desks and benches at all times;

the school also assist learners with drugs whenever they are sick; and

the headteachers involved the SBMCs and PTAs to draw upSchool Development Plan.

What the primary schools should do to improve the head teachers should treat all the teachers well and assist the untrained in lesson plan;

the head teacher should assign roles to each and every teacher in their respective schools;

teachers should improvise teaching aids where necessary; and

reward teachers and learners for outstanding performances in school programes and activities.









200



































90%) non-teaching staff; 1 male vocational instructor; and 6 (3 male – 50% and 3 female – 50%) FTS

participants; 4 all-male PTA/community teachers. The average teacher/student ratio is 1:13.

What the JSS do well Good working relationship between the school and the PTA/community

The schools have functional PTAs/SBMCs.

What the JSS should do to improve Provision and good use of teaching aids.

Provision of ICT facilities.

201

Establishment of clubs and societies.

Ensure provision of functional libraries with adequate and relevant text books.



















1 of the 3 JSS (33.3%) is good.

1 of the 3 JSS (33.3%) is fair.

1 of the 3 JSS (33.3%) is poor.




202

Fig 36: Map of Yobe State

2.35 Yobe SUBEB

Quality Assurance exercise could not be carried out due to security challenges.

203

Fig 37: Map of Zamfara State

2.36 Zamfara SUBEB

Description of the SUBEB Zamfara SUBEB is functioning with relevant departments. It

has 14 LGEAs, 370 ECDs, 1,568 public PS and 183 JSS.

The ECD centres have 9,187 (5,510male – 60% and 3,677

female – 40%) pupils; 182 (127 male – 70% and 55 female –

30%) teaching staff; no non-teaching staff, caregiver, FTS

participant and PTA/Community teacher. The average




teaching staff; 435 (310 male – 71% and 125 female – 29%) FTS participants; and no


The JSS have 93,163 (65,852 male – 71% and 27,311 female – 29%) students; 4,296 (2,999 male -

70% and 1,297 female – 30%) teaching staff; 1,309 (720 male – 55% and 589 female – 45%) non-

teaching staff, no vocational instructor; 151 (108 male – 71% and 43 female – 19%) FTS participant;

and no PTA/community teacher. The average teacher/student ratio is 1:21.

Almajiri/Qur’anic schools have 3,431 all-male pupils; 105 all-male teaching staff; and 12 all-male

non-teaching staff. The average teacher/pupil ratio is 1:33.

Zamfara SUBEB reported that it has 1Special Education institution which operates inclusive

education. It last accessed N17,000,000.00 of the Special Education funds in 2010. None of these

schools was visited during this quality assurance of basic education institutions in Zamfara State.

What the SUBEB does well Regular payment of salaries and allowances. Provision of 14 new vehicles to all the LGEAs. Regular supervision of schools. Establishment of Guidance and Counselling Units in all the LGEAs. Ensures the establishment and functionality of SBMCs in schools.

What SUBEB should do to improve Keeping relevant statutory and non-statutory records.

Establishment of ECDs in all the remaining primary schools.

Stop recruitment of SSCE graduates as teachers in Basic Education Institutions.

Unqualified teachers should be encouraged to obtain the minimum teaching qualification (NCE).

Ensuring regular accessing and utilization of FGN-UBE intervention funds.

Conduct quality assurance in schools.

Guideline on planning of school timetable should be made available in all schools

Provide furniture and instructional materials for teachers and learners

204


Transition rate from PS to JSS is good and encouraging (90%).

Establishment of Guidance Counselling services in most of the LGEAs/Schools.

Prompt payment of salaries and allowances.

Pupils are participating in quiz competition, athletics, games and won trophies.


Provision of the new 9-Year Basic Education Curriculum for ECD centres and primary schools.



Leadership and management of SUBEB is good. There is cordial relationship between the

Executive Chairman, his management and other staff, across the different departments and

responsibilities are delegated.

The SBMCs/PTAs are functional in most of the schools visited, but there is room for

improvement.


The overall effectiveness of SUBEB is good. This is reflected in the regular training of teachers

and full community participation in education delivery



public PS, 45 JSS and 27 Almajiri/Qur’anic Schools.

There are 2,301 (1,510male – 66% and 791 female – 34%) pupils in the ECD centres; 104 (39 male –

37% and 65 female – 63%) teaching staff; no non-teaching staff; 30 all-male FTS participants; no

caregiver and 2 all-male PTA/community teacher. The average teacher/pupil ratio is 1:22.



84 (55 male - 65% and 29 female -35%) FTS participants, 10 all-male PTA/community teachers. The




14 (11 male – 79% and 3 female – 21%) FTS participants, 7 (6 male – 86% and 1 female – 14%)

PTA/community teachers; and 1 male vocational instructor. The average teacher/student ratio is

1:62.

What the LGEAs do well Most of the LGEAs carryout regular supervision of schools.

Salaries and allowances are paid regularly.


205

What the LGEAs should do to improve The LGEAs should ensure that all schools have the 9-Year Basic Education Curriculum and the

ECD modules.

The LGEAs should liaise with the LGC to mobilize and sensitize communities to renovate

dilapidated school structures and build additional classrooms.

The LGEAs should employ more qualified teachers.


Provide toilet facilities, libraries and relevant laboratories in some of the schools.

The LGEAs should endeavour to collect relevant and adequate data from all primary schools

and JSS.


Employment of caregivers and non-teaching staff in schools.

The need for the LGEAs to sensitize the schools and the communities to draw upSchool





Cases of dropout and repeaters are low at all levels.

Learners across the LGEAs also participate in local and state competitions such as debate,

sports, quiz, etc, and won trophy.


Some of the schools in the LGEAs are using the new 9-Year Basic Education Curriculum.

However, not all the ECDs in the 3 LGEAs have the ECD module, furniture and play equipment.



effective.

They carry out school supervision, but not regularly.



quality infrastructure (school building, toilet facilities, basic teaching materials, water supply,



Description of the ECDs A total of 3 ECD centres operate within 3 of the 10 sampled PS. The ECD centres have 90 (48 male –

53% and 42 female – 47%) pupils, 3 all-male teaching staff; no caregiver, non-teaching staff, FTS


What the ECDs do well The teachers manage the ECD centres well.

Good health care and counselling for pupils in the schools.

What the ECDs should do to improve Provide and use ECD modules in all ECD components in the LGEAs.

Employ more teachers and caregivers

206

Provide ECD furniture and play equipment.

Key strengths in each aspect Achievement and standards. .


2 of the 3ECDs (67%) arepoor.

























and 374 female – 22%) pupils; 44 all-male teaching staff; 1 male non-teaching staff; no FTS


What the primary schools do well Attendance of pupils and teachers is impressive in some of the schools.

Maintenance of discipline and order.

Management and leadership of the schools cooperate with host community.

What the primary schools should do to improve Ensure that pupils are engaged in the school and at home by giving them homework and

assignments.

Monitoring and training of teachers on quality assurance.

207

Draw up a School Development Plan (SDP) in which strengths and weaknesses of the schools

would be stated with plans to address the challenges.




























The 2 JSS are functioning as expected with the principals performing their administrative duties. The

JSS have 807 (794 male – 98% and 13 female – 2%) students; 51 (19 male – 37% and 32 female –

63%) teaching staff; 18 (13 male – 72% and 5 female – 28%) non-teaching staff, no vocational

instructor, FTS participant; and 1 male PTA/community teacher. The average teacher/student ratio is

1:16.


Established cordial relationship with the communities around the schools.


What the JSS should do to improve. Provision of adequate furniture for teachers and students.


Provision of toilet facilities, libraries, science laboratories etc.

208

To draw up School Development Plan (SDP) with input from the communities.

















209

Fig 38: Map of FCT-Abuja

2.37 The FCT UBEB

Description of the UBEB FCT UBEB is functioning with relevant departments on

ground. It has 6 Area Councils, 195 ECDs, 537 public PS

and 136 JSS.

There are 21,877 (11,179 male – 51% and 10,698 female

– 49%) pupils in the ECD centers, 567 (29 male – 5% and

538 female – 95%) teaching staff; 115 (10 male – 9% and

105 female – 91%) non-teaching staff; 594 (35 male – 6%

and 559 female – 94%) caregivers; no FTS participant and

PTA/community teacher. The average teacher/pupil ratio

is 1:38.

The PS have 205,758 (102,988 male – 50.1% and 102,770 female – 49.9%) pupils; 8,065 (3,816 male

– 47% and 4,249 female – 53%) teaching staff; 1,843 (924 male – 50.1% and 919 female – 49.9%)

non-teaching staff; 519 (187 male – 36% and 332 female – 64%) FTS participants; and 278 (102 male

– 37% and 176 female – 63%) PTA/community teachers. The average teacher/pupil ratio is 1:23.



teaching staff; no vocational instructor; and 7 (5 male – 57% and 2 female – 43%) FTS participants;

139 (80 male – 58% and 59 female – 42%) PTA/community teachers. The average teacher/student

ratio is 1:20.


institutions, of which some operate inclusive education. It last accessed N23,882,227.02 of the


basic education institutions in FCT.

What the UBEB does well Regular payment of salaries and allowances.

Constructed 82 classrooms in some Basic Education Schools, five motorized boreholes,

perimeter fence of some schools, 2 blocks of Science and Introductory Technology laboratories

and one block of library and renovated 131 classrooms and provision of ECD recreational

facilities.

Provision of drainage and landscaping of some schools.

Furnishing and equipping of science/ Introductory Technology Laboratory.

Provision of adequate number of relevant teaching aids, curriculum and instructional materials.

Regular supervision and Quality Assurance of schools by the UBEB shows its effective

management of schools.

Supplied 160 set of furniture to ECD centers.

Established Quality Assurance Department and deployed staff to it.

Availability of Guidance and Counselling Services in schools.

Established school Library in some schools and monitor its usage.

210

Conducted monitoring of schools resumption.

Fully participated in “kids Athletics competition” a UNICEF Project in the six area councils.

What the UBEB should do to improve Keeping relevant statutory and non-statutory records at school.

Campaign and sensitization for increased enrolment in rural areas.

Establishment of ECDs in all primary schools.

Ensuring the functionality of SBMCs in all schools.

Employ additional qualified teachers for the rural schools.

There is need to intensify Quality Assurance in schools at all levels.


Fund and vehicles should be provided for regular school supervision and Quality Assurance.


Transition rate of PS to JSS is about 99%.

Establishment of Guidance Counselling services in all the LGEAs/schools.

The average teacher/learner ratio is very impressive for ECD, Primary and JSS at (1:37, 1:26,

1:21) respectively.

There are qualified teachers in most of the schools visited (most teachers have NCE and above).


The 9-Year Basic Education Curriculum modules are available in schools and are in use.

Learners’ literacy, numeracy and life skills are adequately catered for, use of textbooks and


Sports and extra-curricular activities are not encouraging because facilities are lacking.

Most of the schools have first aid boxes, toilet facilities and food vendors.

Teachers at both primary and JSS levels have been trained in the use of the new curriculum for

effective teaching and learning.

Most schools have playgrounds, clubs and societies.


The good leadership and management exhibited by the Executive Chairman, Board Members

and staff of the Board attracted external intervention in the provision of basic needs for some

schools.

The SBMCs/PTAs are functional in most of the schools visited.

The regular supervision of schools shows the effective management of schools in the state.

However, more needs to be done in the area of school supervision. In addition, the school heads

need to monitor the activities of the schools and pupils regularly for effective teaching and

learning outcomes.


The overall effectiveness of FCT UBEB is satisfactory because it provides a conducive and

enabling teaching and learning environment which engenders high learners’ achievement.

All the schools visited have effective leadership.

Teachers did very well in instructional delivery.

Text books and instructional materials are available in the schools.

211

2.37.1 The 3 sampled LEAs

Description of the LEAs The 3 LEAs are functioning with the Education Secretaries on ground. They have 62 ECDs, 257 public

PS and 56 JSS.


– 9% and 187 female – 91%) teaching staff; 42 (3 male – 7% and 39 female – 93%) non-teaching

staff; no caregiver, FTS participant and PTA/community teacher. The average teacher/pupil ratio is

1:42.


and 1,462 female – 41%) teaching staff; 790 (345 male – 44% and 445 female – 56 %) non-teaching

staff; 63 (47 male – 75% and 16 female – 25 %) FTS participants and 1 male PTA/community teacher.




12 (9 male – 75% and 3 female – 25%) vocational instructors and 1 male FTS participant; 14 (10 male

– 71% and 4 female – 29%) PTA/community teachers. The average teacher/student ratio is 1:22

What the LEAs do well Teachers’ salaries and allowances are regularly paid.

All teaching staff at the primary and JSS of the LEAs are qualified.

Very few drop out and repeaters are recorded.

The LEAs do constant teachers’ development training.

What the LEAs should do to improve Ensure re-training of teachers for effective lesson delivery.

Ensure perimeter fencing and provision of security guards in all especially schools very close to

highways.

Ensure training on effective use and improvisation of teaching aids.

Establishment of ECDs in all the PS school.

Provision of additional qualified teachers.


90% transition of learners from primary to JSS this session.


Provision of textbooks especially on core subjects.


Schools make use of the new 9- year basic education curriculum and the scheme of work.

Maximum use of instructional materials.

Learners are regularly engaged in extra-curricular activities.


Constant training, workshops and seminars for teachers.

There is a very good rapport between the LEAs and the host communities of most schools.

212

Teachers have been trained on the Unified National Continuous Assessment Programme

(UNCAP) organized by UBEC.

The LEAs have designed a continuous assessment instrument for effective evaluation of learners’

work.


Overall effectiveness is satisfactory. There is provision of conducive teaching and learning

environment.

The LEAs have constituted SBMCs in all the PS and JSS.

Effective collaboration with stakeholders and the communities.

The LEAs conduct quality assurance regularly.


Description of the ECDs A total of 5 ECD centres operate within 5 of the 10 sampled PS. The 5 ECD centres have 1,270 (684

male – 54% and 586 female – 46%) pupils in the ECD centres, 21 (1 male – 5% and 20 female – 95%)

teaching staff; no non-teaching staff; 4 all-female caregivers; no FTS participant and PTA/community

teacher. The average teacher/pupil ratio is 1:60

What the ECDs do well All the ECDs visited make use of the ECD modules.

The centres have qualified teachers.

What the ECDs should do to improve Provision of nature’s corner to enhance teaching and learning.

Establishment of ECD centres in all the primary schools.

Ensure that more qualified teachers are posted to the ECD centres.

Provide adequate and relevant materials as well as play materials to the schools.

Construct additional classrooms to decongest the classes.

Provision of adequate classrooms/furniture for all the ECD centres.

Provision of caregivers/nurses at the ECDs centres.














213



2 of the 5 ECDs (40 %) are fair.











2.37.3 The10 sampled primary schools



and 4,230 female – 49%) pupils; 230 (123 male – 54% and 107 female – 46%) teaching staff; 51 (28

male – 55% and 23 female – 45%) non-teaching staff; 2 (1 male – 50% and 1 female – 50%) FTS

participants and 6 (3 male – 50% and 3 female – 50%) PTA/community teachers. The average


What the primary schools do well Regular attendance to school by both pupils and teachers.

Good performance in internal and external examinations.

Participation in inter-schools debate, sports and other co-curricular activities.


Leadership and management of schools is good as all stakeholders are carried along in the day-

to-day running of the schools.

All statutory records are properly kept and well updated.

Regular training, seminars and workshops for teachers.

What the primary schools should do to improve Teachers should teach with well prepared lesson plans.

Employ more qualified teachers to cater for the dearth of teachers.

Supply of adequate instructional materials and teaching aids.

Provision of more classrooms/furniture and rehabilitation of dilapidated structures.

Provision should be made for potable water.

Provide toilet facilities in all schools.

Perimeter fencing for all schools.




214





1 of the10 PS (10%) is poor.

























They are all located in the rural areas. The JSS have 2,463 (1,300 male – 53% and 1,163 female –

47%) students; 92 (43 male – 47% and 49 female – 53%) teaching staff; 6 (3 male – 50% and 3 female

– 50%) non-teaching staff; 19 (4 male – 21% and 15 female – 79%) vocational instructors and no FTS



What the JSS do well Classroom control/management is effective.

Effective time management.

Learners are well behaved/cultured.

Good mastery of subject matter.

Full implementation of the 9-Year Basic Education Curriculum.

Average performance in the BECE.

215

Good and active participation in extra-curricular activities such as Inter-schools debates, quiz

competitions, sports.

Have functional SBMCs and Parents Forum.

What the JSS should do to improve Teachers to teach with well written and structured lesson plans/notes.

Learners’ class work/activities should be properly checked to enhance effective performance.

Construct and equip the libraries/laboratories.

Construction of more classrooms so as to decongest overcrowded classrooms. Also, classrooms

to be well arranged, and kept clean.

Employ more qualified teachers especially for the core subjects.

Provision of adequate furniture for the students/staff.


Provision of toilet facilities for both learners and teachers.


1 of the2 JSS (50%) is good.








The 2 JSS (100%)are good.

Quality of care, guidance and support.

The 2 JSS(100%) are fair.


The 2 JSS(100%) are fair


1of the 2 JSS (50%) is good.





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CHAPTER THREE

SUMMARY OF OBSERVATIONS, RECOMMENDATIONS, OVERALL

EFFECTIVENESS AND IMPLICATIONS FOR UBEC/AREAS OF INTERVENTION

3.1 Introduction This chapter provides major observations, recommendations and overall effectiveness of the three

levels discussed in the report as well as implications for the Commission.

The conduct of March 2014 Quality Assurance has revealed how the three levels (SUBEBs, LGEAs and

Schools) performed in ensuring quality in basic education delivery. The table below summarizes the

major observations, recommendations and overall effectiveness of performance in each of the three

levels. In addition, the implications of these observations for the Commission are included. This will

assist the policy makers and stakeholders in taking necessary decisions that will enhance effective

basic education delivery in Nigeria.

3.2 State Universal Basic Education Boards (SUBEBs)

3.2.1 Major Observations

Regular payment of salaries and allowances to teachers in the 33 States and FCT, Abuja.

Most of the SBMCs are sensitized and assumed responsibilities in their respective schools.

Most of the SUBEBs have established Department of Quality Assurance.

General absence of playground, clubs and societies in most of the schools visited.

Most of the schools do not have non-teaching staff especially security personnel.

Shortage of teachers especially in the rural schools.

There are cases of retired teachers that are not replaced thereby leading to a shortfall of

teachers in some schools.

Quality Assurance Officers in SUBEBs rarely go out for routine quality assurance due to the

non-release of funds to facilitate such movements.

Most SUBEBs did not carry out effective Quality Assurance because they were not yet

trained.

Inadequate number of monitoring vehicles in most of the SUBEBs.

Lack of potable water in most of the schools visited.

Inadequate number of Guidance Counsellors in schools.

Inadequate furniture for both teachers and learners in most of the schools visited.

The SUBEBs did not have adequate data regarding JSS. This made it difficult for Quality

Assurance Officers from UBEC to access records easily.

3.2.2 Recommendations Additional teachers should be employed and deployed to rural schools.

Adequate monitoring vehicles should be provided for regular monitoring of schools.

SUBEBs should encourage the SBMCs by implementing some of their schools’ plans.

Regular supervision of schools should be carried out to ensure quality basic education

delivery.

217

More Guidance Counsellors should be posted to schools.

SUBEBs should provide furniture for teachers and learners in schools where there are

shortages.

3.2.3 Implications for UBEC/Areas of Intervention Ensure that SUBEBs intervene in the posting of teachers to rural schools.

Training should be organized for the Quality Assurance Officers in the States.

Ensure SUBEBs acess their intervention fund on time

3.2.4 Overall effectiveness 15 of the 34 SUBEBs/UBEB (44%) are good.

19 of the 34 SUBEBs/UBEB (56%) are fair.

3.3 Local Government Education Authority (LGEAs)

3.3.1 Major Observations Distribution of textbooks in the core subjects.

Lack of libraries, laboratories, games facilities and equipment in many schools.

Inequitable distribution of teachers.

Inadequate furniture and instructional materials.

Inadequate supervision of schools by the SUBEBs and LGEAs and non-availability of

monitoring instruments for school supervision.

Poor record keeping in some of the LGEAs.

Communication gap between the headteachers/principals and LGEA Secretaries in some

states.

Quality Assurance Officers in the LGEAs rarely went out for routine quality assurance due to

the non-release of funds to facilitate such movements.

Most LGEAs did not carry out effective Quality Assurance because they were not yet trained

Lack of caregivers, nurses and Guidance Counsellors in the ECD centres in most schools.

Most of the school structures in the rural areas are old, dilapidated and inadequate.

3.3.2 Recommendations Transportation should be provided for school supervisors.

LGEAs should ensure that all schools draw-up School Development Plan (SDP) at the beginning of the session and make use of them.

Adequate teachers’ chairs/tables and learners’ benches/desk should be provided.

Libraries, laboratories, games facilities should be provided in schools.

Equitable distribution of teachers to schools especially in the rural areas.

Keep accurate and up-to-date records.

Increase supervision of schools and produce monitoring instruments.

Create awareness through sensitization for increased enrolment, attendance and retention

especially in the rural areas.

Engage the services of Guidance Counsellors in schools and employ caregivers/nurses in the

ECDs.

The LGEAs should liaise with the Local Government Councils to sensitize and mobilize

communities to renovate dilapidated school structures and build additional classrooms.

218

3.3.3 Implications for UBEC/Areas of Intervention Training of Quality Assurance Officers at the LGEA level for thorough and efficient

supervision.

Increase the number of FTS participants posted to rural schools.

Extension of Continuous Quality Assurance to rural schools.

3.3.4 Overall effectiveness None of the 101 LGEAs (0%) is outstanding.

36 of the 101 LGEAs (36%) are good.


4 of the 101 LGEAs (4%) are poor.

2 of the 101 LGEAs (2%) are very poor.

3.4 Early Childhood Development (ECD) Centres

3.4.1 Major Observations The ECDs have no Modules.

No textbooks supplied by SUBEB for ECD classes.

The ECDs have no play equipment.

Lack of furniture for the ECD classes.

The ECD centres, especially in the rural areas, were grossly understaffed.

Lack of caregivers and nurses in the ECD centres.

There are no bed, mat/mattresses, sick bay, toys, swings and others.

Lack of pictures and other teaching aids for ECD centres.

Some schools do not offer the Early Childhood Development (ECD) Education.

Poor enrolment in many ECDs.

3.4.2 Recommendations Adequate teaching /learning materials should be provided by SUBEB.

Schools should be given Curriculum and scheme of work meant for ECD classes.

The SUBEB should supply textbooks for ECD classes.

SUBEB should supply appropriate furniture for ECD classes.

SUBEB and LGEAs should employ additional teachers.

Engage the services of caregivers/nurses in the ECDs.

More ECD centres should be established in the primary schools where they do not exist.

There is need to procure basic play equipment, toys, mats and matrasses in the ECD centres.

More classrooms should be constructed for the ECD centres.

Trained teachers should be deployed to the ECD centres.

3.4.3 Implications for UBEC/Areas of Intervention There is the need for UBEC to help in the provision of potable water, toilets and classrooms.

Ensure that ECD curriculum is provided in the centres

More teachers and Caregivers should be employed in the centres.

3.4.4 Overall effectiveness None of the 214 ECDs (0%) is outstanding.





219

3.5 Primary School

3.5.1 Major Observations Most schools visited do not have toilet facilities, potable water, libraries, perimeter fencing,

among others.

Inadequate qualified and efficient teaching staff.

Learners in most of the rural areas hardly go to school on market days.

Inadequate classrooms.

Lack of playground for sporting activities.

Inadequate furniture for teachers and learners

Lack of security personnel.

Most headteachers did not supervise their teachers effectively.

Games facilities and equipment are lacking in most of the schools

Teachers do not teach with teaching aids.

Most of the primary schools, especially in the rural areas, did not have ECD centers.

Lack of extra curricula activities in most schools in rural areas.

Most schools recorded low enrolment, attendance and retention.

3.5.2 Recommendations Employ/deploy more qualified teachers to the rural schools.

School based supervision should be thoroughly carried out.

Provision of basic facilities such as classrooms, toilets,libraries, perimeter wall fencing, and

potable water to make the school environment child-friendly and conducive.

Sensitization of community members for increase enrolment, attendance and retention

especially in the rural areas.

The LGEAs should sensitize schools to draw-up their respective School Development Plans

(SDP) in which strengths and areas of improvement will be highlighted and the plans on how

to address the challenges clearly stated.

Recruit additional qualified teachers and ensure even distribution to schools especially rural

areas.

Enforce proper record keeping in schools through the LGEAs;

Supply and enforce the use of the new 9-Year Basic Education Curriculum in all primary

schools;

Ensure renovation of dilapidated blocks and construct new classrooms and toilets;

Ensure adequate provision of learners’ and teachers’ furniture, instructional materials,

teaching aids and sports’ facilities.

3.5.3 Implications for UBEC/Areas of Intervention Organize a follow-up exercise through the Department of Quality Assurance.

Ensure additional re-training programme for teachers.

Provision of basic infrastructural facilities to schools through Self-Help Projects.

3.5.4 Overall effectiveness None of the 366 PS (0%) is outstanding.





220

3.6 Junior Secondary

3.6.1 Major Observations Inadequate number of qualified teaching staff in the core subjects such as English Language,

Mathematics, Basic Science, Introductory Technology and Social Studies.

Non-inclusion of co-curricular activities in most schools.

No vocational instructors.

Learners in most of the rural areas hardly go to school on market days.

Irregular training for teachers.

Improper record keeping.

Some schools have not adopted the use of the new 9-Year Basic Education Curriculum.

Many JSS have not drawn up their School Development Plans (SDP).

Lack of potable water, libraries, laboratories, toilets and sports facilities.

Inadequate instructional materials/teaching aids.

Inadequate learners’ and teachers’ furniture.

3.6.2 Recommendations The supervision of the JSS should be transferred to the SUBEB for better management.

More FTS participants should be posted to the JSS to reduce the inadequacy of teachers in

the JSS.

The JSS should be adequately provided with instructional/teaching and learning materials.

The LGEAs should sensitize schools to draw-up their respective School Development Plans

(SDP) stating areas of strengths, highlighting areas of improvement and the plans on how to

address the challenges.

The Federal, State and Local Governments should organize more regular training and re-

training workshops for teachers.

Recruit additional qualified teachers and ensure even distribution to schools.

Employ vocational instructors.

Provide basic infrastructural facilities (i.e School buildings, bore-holes, toilets, libraries and

laboratory) to schools.

Enforce proper record keeping in schools through the LGEAs;

Supply and enforce the use of the new 9-Year Basic Education Curriculum in all the Junior

Secondary Schools; and

Ensure adequate provision of learners’ and teachers’ furniture, instructional materials,

teaching aids and sports facilities.

3.6.3 Implications for UBEC/Areas of Intervention Ensure additional training programme for teachers.

Provide more instructional materials to Junior Secondary Schools.

Enforce compliance on the disarticulation of the JSS component from the SSS component.

Provide basic infrastructural facilities to schools through Self-Help Projects.

3.6.4 Overall effectiveness 1 of the 74 JSS (1%) is outstanding.



10 of the 74 JSS (14%) are poor.

None of the 74 JSS (0%) is very poor.

221

Appendix I: Percentage of LGEAs and Schools visited S/N STATE LGEA ECD SECTION PRIMARY SCHOOL (PS) JSS

TOTAL NO OF LGEAS

NO OF LGEAS

VISITED

% LGEAS VISITED

TOTAL NO OF ECDS

NO OF ECDS

VISITED

% ECDS VISITED

TOTAL NO OF PS

NO OF PS VISITED

% PS VISITED

TOTAL NO OF JSS

NO OF JSS VISITED

% JSS VISITED

1. Abia 17 3 18 861 10 1 861 10 1 234 2 0.85 2. Adamawa 21 3 14 46 2 4 311 15 5 76 3 4 3. Akwa-Ibom 31 3 10 1,156 10 1 1,156 10 1 232 2 1 4. Anambra 21 3 18 982 9 0.9 1044 10 1 254 2 0.78 5. Bauchi 20 3 15 129 5 4 206 15 7 75 3 4 6. Bayelsa 8 2 25 100 1 1 545 10 2 182 2 1 7. Benue 8. Borno 9. Cross River 18 3 17 990 10 1 1029 10 1 256 2 1

10. Delta 25 3 12 470 6 1 1,182 10 1 466 2 0.4 11. Ebonyi 13 3 23 665 7 1.0 1060 10 0.9 221 2 0.9 12. Edo 18 3 17 798 10 1 1,065 10 1 349 2 1 13. Ekiti 16 3 19 519 8 1.5 1,859 10 1.1 177 2 1.1 14. Enugu 17 3 17 1156 9 0.9 1218 10 0.8 305 2 0.7 15. Gombe 11 3 27 143 3 2 1236 10 0.8 262 2 0.7 16. Imo 27 3 11 1,260 10 0.71 1,274 10 0.78 274 2 0.73 17. Jigawa 27 3 11.1 425 5 1.2 1918 9 0.5 421 3 0.7 18. Kaduna 23 3 9 2,316 4 0.1 4,126 10 0.3 238 2 0.3 19. Kano 44 3 7 2,336 10 0.4 5,354 15 0.3 863 3 0.3 20. Katsina 34 3 9 414 3 0.72 2,209 10 0.45 227 2 0.88 21. Kebbi 21 3 14 285 0 0 1,717 10 0.6 252 2 0.8 22. Kogi 21 3 14 604 5 0.8 2,009 10 0.49 530 2 0.37 23. Kwara 16 3 19 908 8 1.3 1486 12 0.8 398 2 0.5 24. Lagos 20 3 15 1004 10 1 1004 10 1 327 2 0.6 25. Nasarawa 13 3 23 171 1 0.6 1309 10 0.8 241 2 0.8 26. Niger 25 3 12 848 5 0.6 3,061 10 0.3 456 2 0.4 27. Ogun 20 3 15 1,286 9 1 1492 10 1 276 2 1 28. Ondo 18 3 17 1339 8 0.6 1341 10 0.7 305 2 0.7 29. Osun 31 3 10 N/A N/A N/A 1391 10 0.72 443 2 0.45

30. Oyo 33 3 9 1350 12 0.9 2339 15 0.6 558 3 0.5 31. Plateau 17 3 18 856 9 1.0 2379 10 0.4 284 2 0.7 32. Rivers 23 3 13 577 9 1.6 933 10 1.1 266 2 0.8 33. Sokoto 23 3 13 408 4 0.9 1,965 10 0.5 15 2 14 34. Taraba 16 3 19 84 4 5 1994 15 1 236 3 1 35. Yobe 36. Zamfara 14 3 21 370 3 0.8 1,568 10 0.6 183 2 1 37. FCT 6 3 50 195 5 3 537 10 2 136 2 2

Total 678 284 564.1 23707 214 307.03 51854 366 40.94 9520 74 50.46

222

Appendix II: Basic Statistics – Enrolment of Learners/Staff Strength and Teacher/Learners’ Ratio (ECD) S/N STATE ENROLMENT TEACHING STAFF NON-TEACHING STAFF CAREGIVERS FTS PARTICIPANTS PTA/COMM TEACHERS TEACHER/

LEARNERS’ RATIO

M F T M F T M F T M F T M F T M F T 1. Abia 28,591 29,621 58,212 Nil 1,778 1778 Nil Nil Nil Nil Nil Nil Nil Nil 1:33

2. Adamawa 20,996 21518 42,514 1239 1323 2562 15 20 35 nil Nil 235 306 541 nil nil 1:14

3. Akwa-Ibom 72,457 78,810 151,267 293 1,753 2,046 Nil Nil Nil Nil Nil Nil Nil Nil 1:74

4. Anambra 93, 986 95, 664 58 1728 1786 Nil Nil Nil Nil Nil Nil 10 375 385 1:87 5. Bauchi 57166 49654 106820 596 599 1195 nil nil nil nil nil nil nil nil 1:89

6. Bayelsa 2,685 2,811 5,496 96 52 148 Nil Nil Nil Nil Nil Nil Nil Nil 1:37

7. Benue 8. Borno

9. Cross River 28,320 27,775 56,095 486 1,628 2,114 - - - 463 463 - - - - 1:27

10. Delta 30,844 28,787 59,631 1,071 2,725 3,796 Nil Nil Nil Nil Nil Nil Nil Nil 1:16

11. Ebonyi 20757 12348 33105 212 827 1039 Nil Nil Nil Nil Nil Nil Nil Nil 1:32

12. Edo 41,741 40,229 81,970 130 1,671 1,801 DNA DNA DNA DNA DNA DNA DNA DNA 1:46 13. Ekiti 15,257 15,567 30,824 402 806 1,208 16 Nil 16 DNA DNA Nil Nil Nil 3 3 1:26

14. Enugu 36555 33439 69994 67 641 708 - - - - - - - - 1:99

15. Gombe 17,132 13,885 31,017 323 419 742 - - - - - - - - 1:42

16. Imo 92,550 90,417 182,967 32 2,002 2,034 Nil Nil Nil Nil Nil Nil Nil Nil 1:90

17. Jigawa 35,838 20,851 56,689 - - - - 800 400 1200 - - - - NA

18. Kaduna 161,251 126,855 288,106 - - - - 754 3111 3865 - - - - -

19. Kano 110,328 86,454 196,782 1,639 1,380 3,019 20 5 25 11 138 149 NIL NIL 29 162 191 1:61

20. Katsina 31,013 26,295 57,308 414 405 819 90 117 207 NIL NIL NIL NIL NIL NIL 1:69 21. Kebbi 15,163 11,165 26,328 nil nil nil nil 473 356 829 nil nil Nil nil NA

22. Kogi 17,371 17,958 35,329 267 728 995 NIL NIL 167 348 515 NIL NIL NIL NIL 1:36 23. Kwara 20,712 20,305 41,017 224 1,005 1,229 NIL NIL NIL 352 352 NIL NIL NIL NIL 1:33

24. Lagos 34,418 33,411 67,829 643 1008 1651 1:41 25. Nasarawa 11,161 9,845 21,006 176 424 600 821 437 1258 NIL 139 139 NIL NIL NIL NIL 1:49 26. Niger 37,835 32,702 70,537 879 1,126 2,005 NIL NIL 846 316 1,162 NIL NIL NIL NIL 1:35

27. Ogun 54548 51263 105811 390 2724 3114 390 2724 3114 - - - - - -

28. Ondo 83682 90278 173960 4 1025 1029 1124 - 1124 953 - 953 - - - - 1:169

29. Osun

30. Oyo 68,907 76,107 145,014 452 2690 3142 Nil Nil Nil Nil Nil Nil Nil Nil 1.46 31. Plateau 17418 16,783 34,201 329 824 1153 435 255 690 8 199 207 NIL NIL NIL NIL 1:30

32. Rivers 22,046 21,977 44,023 62 300 362 82 159 241 NIL NIL NIL NIL NIL NIL 1:122 33. Sokoto 20,629 14,201 34,830 1,010 587 1,597 27 8 35 100 154 254 NIL NIL NIL NIL 1:22

34. Taraba 4785 4382 9167 100 162 262 nil nil nil nil nil nil nil nil 1:35

35. Yobe

36. Zamfara 5,510 3,677 9,187 127 55 182 - - - - - - - - 1:50

37. FCT 11179 10698 21877 29 538 567 10 105 115 35 559 594 NIL NIL NIL NIL 1:37 TOTAL 1,228,845 1,120,068 2,348,913 11,750 32,933 44,683 3,030 3,830 6,860 4,147 6,535 10,682 235 306 541 39 540 579 1:51

Note: The teaching staff for the ECDs was lumped with that of the primary schools.

223

Appendix III: Basic Statistics – Enrolment of Learners/Staff Strength and Teacher/Learners’ Ratio (PS) S/N STATE ENROLMENT TEACHING STAFF NON-TEACHING STAFF FTS PARTICIPANTS PTA/COMM TEACHERS TEACHER/

LEARNERS’ RATIO

M F T M F T M F T M F T M F T

1. Abia 116,919 116,653 233,572 1,692 6,337 8,029 1,226 1,973 3,199 42 259 304 Nil Nil Nil 1:.29

2. Adamawa 291500 27,268 564,184 11031 6110 17141 614 276 890 nil nil nil nil nil nil 1:33

3. Akwa-Ibom 445,827 476,289 922,116 3,896 9,140 13,036 1,691 840 2,531 132 268 400 Nil Nil Nil 1:71

4. Anambra 371955 379375 751330 577 8763 9347 Nil 997 997 Nil Nil Nil 16 322 338 1:77

5. Bauchi 431772 339771 771543 12471 4509 16980 1742 427 2169 nil nil nil nil nil nil 1:45

6. Bayelsa 148,628 151,548 300,176 2,758 2,215 4,973 2,215 2,163 4,378 155 145 300 Nil Nil Nil 1:57

7. Benue

8. Borno

9. Cross River 117,152 111,628 228,780 5,383 6,565 11,948 1,941 - 1,941 180 220 400 - - - 1:19

10. Delta 178,532 175,512 354,044 4,616 11,034 15,650 3,769 2,031 5,800 170 220 390 Nil Nil Nil 1:22

11. Ebonyi 184290 186020 370310 4281 5334 9615 - - - - - - - - - 1:39

12. Edo 161,707 155,777 317,484 3,092 8,509 11,601 620 351 971 DNA DNA DNA DNA DNA DNA 1:27

13. Ekiti 84,835 85,933 170,768 1,900 3,433 5,333 615 1200 1,815 70 230 300 Nil Nil Nil 1:31

14. Enugu 99046 95790 194836 3094 8922 12016 146 802 948 93 273 366 32 108 140 1:16

15. Gombe 259,207 195,485 454,692 9,440 4,805 14,245 - - - 203 97 300 - - - 1:32

16. Imo 458,520 445,755 904,275 1,027 7,688 8,715 947 1,247 2,191 Nil Nil Nil Nil Nil Nil 1:104

17. Jigawa 309,323 330,874 640,197 11,289 1960 13249 1924 62 1986 271 29 300 - - - 1:49

18. Kaduna 579,513 487,762 1,067,275 17,100 19,116 36,216 2,597 1,185 3,782 118 205 323 - - - 1:29

19. Kano 1,141,637 1,100,419 2,242,056 36,880 10,188 47,068 14,279 NIL 14,279 200 100 300 NIL NIL NIL 1:47

20. Katsina 911,238 618,145 1,529,383 14,954 4,654 19,608 1,899 147 2,046 466 101 567 NIL NIL NIL 1:76

21. Kebbi 1,287,428 167,873 1,455,301 9,862 3,061 12,923 nil nil nil nil nil nil nil nil nil 1:113

22. Kogi 866,260 410,895 1,277,155 8,684 9,627 18,311 NIL NIL NIL NIL NIL NIL NIL NIL NIL 1:70

23. Kwara 98,229 90,110 188,339 5,799 7,979 13,778 650 180 830 NIL NIL NIL NIL NIL NIL 1:14

24. Lagos 227,124 229,407 456,531 2,213 11,025 13,238 4,715 5,685 10,400 1:34

25. Nasarawa 170,130 141,291 311,421 8,347 5,416 13763 821 437 1258 167 109 276 NIL NIL NIL 1:22

26. Niger 398,262 293,129 691,391 15,788 10,077 25,865 3,303 746 4,049 230 70 300 NIL NIL NIL 1:26

27. Ogun 180927 176722 357699 4439 10511 14950 - - - - - - - - - 1:23

28. Ondo 611738 620371 1232109 4231 8001 12232 1169 - 1169 420 149 569 - - - 1:92

29. Osun 175,223 185,430 360,653 3703 7974 11,677 Nil Nil Nil 185 374 559 Nil Nil Nil 1:29

30. Oyo 440,354 495,474 935,828 6,448 15,970 22,418 Nil Nil Nil Nil Nil Nil Nil Nil Nil 1:42

31. Plateau 536,031 501,691 1,037722 11497 7662 19,159 3778 1342 5120 137 163 300 NIL NIL NIL 1:54

32. Rivers 197,437 199,861 397,298 2,519 4,428 6,947 1,648 903 2,551 219 208 427 NIL NIL NIL 1:57

33. Sokoto 409,384 224,276 633,660 12,319 2,284 14,603 270 119 389 180 120 300 NIL NIL NIL 1:43

34. Taraba 268,016 204,284 472,300 12,326 4,667 16,993 559 165 724 183 116 299 NIl nil nil 1:28

35. Yobe

36. Zamfara 192,451 91,188 283,639 7,846 1,824 9,670 811 143 954 310 125 435 - - - 1:28

37. FCT 102988 102770 205758 3816 4249 8065 924 919 1843 187 332 519 102 176 278 1:26

TOTAL 12,453,583 9,614,776 22,068,359 265,318 244,037 509,355 54,873 24,340 79,213 4,318 3,913 8,231 150 606 756 1:43

224

Appendix IV: Basic Statistics – Enrolment of Learners/Staff Strength and Teacher/Learners’ Ratio (JSS)

S/N STATE ENROLMENT TEACHING STAFF NON-TEACHING STAFF VOCATIONAL INSTRUCTORS

FTS PARTICIPANTS PTA/COMM TEACHERS TEACHER/ LEARNERS’

RATIO M F T M F T M F T M F T M F T M F T 1. Abia 17,558 19,130 36,688 1,264 2,848 4,112 Nil Nil Nil Nil Nil Nil 20 80 100 Nil Nil Nil 1:9

2. Adamawa 83,472 75,220 158,692 5,213 2,607 7820 297 148 445 361 74 435 DNA DNA DNA DNA DNA DNA 1:20

3. Akwa-Ibom 11,655 144,341 155,996 900 1,960 2,860 Nil Nil Nil Nil Nil Nil Nil Nil Nil 49 101 150 1:55

4. Anambra 57987 56976 114963 579 2618 3197 9 58 67 Nil Nil Nil Nil Nil Nil 8 123 131 1:35

5. Bauchi 84962 51990 136952 4104 877 4981 nil nil nil nil nil nil nil nil nil nil nil nil 1:27

6. Bayelsa 36,507 29,463 65,970 1,172 1,093 2,265 347 350 697 Nil Nil Nil 60 40 100 Nil Nil Nil 1:28

7. Benue

8. Borno

9. Cross River 35,485 34,492 69,977 2,548 2,271 4,819 - - - - - - - - - - - - 1:15

10. Delta 66,282 64,880 131,162 1,139 2,899 4,038 DNA DNA DNA DNA DNA DNA DNA DNA DNA DNA DNA DNA 1:32

11. Ebonyi 33571 35679 69250 1635 1191 2826 - - - - - - - - - - - - 1:25

12. Edo 60,240 59,887 120,127 820 1,574 2,394 9 32 41 DNA DNA DNA DNA DNA DNA DNA DNA DNA 1:50

13. Ekiti 26,487 25,658 52,145 1,530 2,446 3,976 354 Nil 354 Nil Nil Nil 30 70 100 Nil Nil Nil 1:13

14. Enugu 44508 53553 98061 2082 4088 6170 - - - - - - 20 41 61 - - - 1:16

15. Gombe 51,372 40,412 91,784 1161 573 1734 - - - - - - 87 13 100 - - - 1:53

16. Imo 432,181 528,223 960,404 1,325 4,891 6,216 900 807 1,707 Nil Nil Nil Nil Nil Nil Nil Nil Nil 1:155

17. Jigawa 63,467 41,534 105,001 3031 655 3686 3600 400 4000 - - - 96 4 100 - - - 1:28

18. Kaduna 85875 73294 159,169 2127 1642 3769 1004 820 1824 - - - - - - - - - 1:42

19. Kano 44,701 49,266 93,967 2,334 491 2,825 449 NIL 449 NIL NIL NIL 70 30 100 NIL NIL NIL 1:32

20. Katsina 116,856 75,660 192,516 3,391 1,102 4,493 400 54 454 NIL NIL NIL NIL NIL NIL NIL NIL NIL 1:43

21. Kebbi 96,321 48,044 144,365 1,344 519 1,863 nil nil nil nil nil nil nil nil nil nil nil nil 1:77

22. Kogi 53,761 45,394 99,155 2,061 1,777 3,838 NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL 1:26

23. Kwara 51,601 46,351 97,952 2,703 4,264 6,967 208 209 417 NIL NIL NIL NIL NIL NIL NIL NIL NIL 1:14

24. Lagos 170,398 117,131 347,529 3,246 7,762 11,008 664 817 1,481 - - - - - - - - - 1:32

25. Nasarawa 13,370 10,672 24,042 2,824 1,037 3,861 460 166 626 118 21 139 69 21 90 NIL NIL NIL 1:6

26. Niger 117,033 69,482 186,515 3,455 1,419 4,874 NIL NIL NIL NIL NIL NIL 65 35 100 NIL NIL NIL 1:37

27. Ogun 112169 109957 222126 4439 10511 14950 - - - - - - - - - - - - 1:14

28. Ondo 66119 64287 130406 2138 3050 5188 1520 1672 3192 - - - 22 61 83 - - - 1:25

29. Osun 64,517 63,893 128,410 1961 1728 3689 Nil Nil Nil Nil Nil Nil Nil Nil Nil Nil Nil Nil 1:35

30. Oyo 213,227 214,125 427,352 8172 6004 14176 Nil Nil Nil Nil Nil Nil Nil Nil Nil Nil Nil Nil 1:30

31. Plateau 32,058 27,503 59,561 1975 734 2709 712 146 858 NIL NIL NIL 59 41 100 1450 636 2086 1:22

32. Rivers 66,222 74,424 140,646 2,719 2,984 5,703 1,519 1,295 2,814 NIL NIL NIL NIL NIL NIL NIL NIL NIL 1:25

33. Sokoto 52,498 26,476 78,974 2,210 1,305 3515 1622 900 2,522 63 10 73 75 25 100 12 6 18 1:22

34. Taraba 40,995 26,825 62,820 885 371 1,256 331 332 663 nil nil nil 75 25 100 nil nil nil 1:50

35. Yobe

36. Zamfara 65,852 27,311 93,163 2,999 1,297 4,296 720 589 1,309 - - - 108 43 151 - - - 1:21

37. FCT 50401 50867 101268 2097 2850 4947 188 152 340 NIL NIL NIL 5 2 7 80 59 139 1:21

Total 2,619,708 2,482,400 5,102,108 81,583 83,438 165,021 15,313 8,947 24,260 542 105 647 861 531 1,392 1,599 925 2,524 1:30

225

Appendix V: Basic Statistics - Enrolment of Learners/Staff Strength & Teacher/Learners’ Ratio in sampled LGEA/ECD

S/N State No of LGEAs visited

ENROLMENT TEACHING STAFF NON-TEACHING

STAFF Caregivers FTS PARTICIPANTS

PTA/COMM TEACHERS TPR

M F T M F T M F T M F T M F T M F T

1 Abia 3 3506 3575 7081 38 205 243 Nil 10 10 Nil 20 20 Nil Nil Nil Nil 1:29

2 Adamawa 3 6104 6940 13044 25 73 98 - 2 2 4 20 24 - - - 9 9 1:121

3 Akwa-Ibom 3 9,630 10,760 20,390 11 258 269 Nil Nil Nil Nil Nil 12 12 Nil Nil 1:76

4 Anambra 3 6449 6396 12845 8 172 180 Nil Nil Nil Nil Nil Nil Nil 77 77 1:50

5 Bauchi 3 3486 3035 6521 34 58 92 1 - 1 1 88 89 nil nil 12 23 35 1:51

6 Bayelsa 2 682 689 1,371 4 3 7 Nil Nil Nil Nil Nil Nil Nil Nil 1:196

7 Benue NA

8 Borno NA

9 Cross River 3 5,280 5,530 10,810 65 247 312 220 104 324 105 123 228 15 12 27 10 15 25 1:3

10 Delta 3 4,600 4,562 9,162 29 260 289 Nil 2 2 Nil Nil Nil Nil Nil Nil 1:32

11 Ebonyi 3 10526 11594 22120 238 577 815 - - - - - - - - 1:27

12 Edo 3 5,594 5,119 10,713 29 208 237 - - - - - - - - 1:45

13 Ekiti 3 2,201 2,916 5,117 21 215 236 11 5 16 - - - - - - 1:24

14 Enugu 3 8200 8666 16866 347 442 789 50 40 90 - - - - 10 17 27 1:21

15 Gombe 3 2938 2636 5574 63 203 266 21 12 33 - 24 24 - - - - 1:21

16 Imo 3 6,055 5,933 11,988 2 328 330 Nil Nil Nil Nil Nil Nil Nil Nil 1:37

17 Jigawa 3 2863 2079 4942 55 35 90 - - 19 18 37 - - - - 1:55

18 Kaduna 3 5725 6219 11944 18 105 123 NIL NIL 22 20 42 NIL NIL NIL NIL 1:97

19 Kano 3 5,593 3,606 9,199 135 36 171 NIL NIL NIL 4 4 NIL NIL NIL NIL 1:54

20 Katsina 3 5031 4294 9325 57 82 139 - - 8 27 35 - - - - 1:67

21 Kebbi 3 2,056 1,274 3,330 46 35 81 0 27 27 0 13 13 0 0 0 0 0 0 1:35

22 Kogi 3 2,233 2,244 4,477 27 58 85 21 30 51 19 35 54 - - 4 6 10 1:47

23 Kwara 3 3,848 3,763 7,611 68 81 149 NIL NIL NIL 39 39 NIL NIL 33 1 34 1:42

24 Lagos 3 2,990 2,998 5,988 37 119 156 21 16 37 - - - - - - 1:38

25 Nasarawa 3 3135 2692 5827 56 199 255 12 55 67 - - - - - - 1:23

26 Niger 3 4,871 3,922 8,793 79 78 157 4 15 19 2 16 18 NIL NIL 7 4 11 1:52

27 Ogun 3 9,480 8,995 18,475 105 435 540 - - 2 6 8 - - 12 1 13 1:33

28 Ondo 3 5157 5538 10695 34 157 191 - - - 15 15 - - 6 13 19 1:56

29 Osun 3

30 Oyo 3 6507 7155 13662 94 207 301 32 Nil 32 Nil Nil Nil Nil Nil Nil 1:45

31 Plateau 3 17766 17076 34842 39 222 261 Nil 7 7 Nil 26 26 Nil Nil Nil Nil 1:33

32 Rivers 3 3117 3386 6503 3 37 40 NIL 10 10 27 85 112 8 3 11 NIL NIL 1:163

33 Sokoto 3 3379 2173 5552 37 11 48 NIL NIL 10 5 15 NIL NIL NIL NIL 1:115

34 Taraba 3 37375 36273 73648 28 119 147 Nil 17 17 Nil 7 7 Nil Nil 30 45 75 1:22

35 Yobe NA 36 Zamfara 3 1,510 791 2,301 39 65 104 NIL NIL NIL NIL NIL 30 30 2 NIL 2 1:22

37 FCT 3 4,393 4,201 8,594 18 187 205 3 39 42 Nil Nil Nil Nil Nil Nil 1:42

Total 101 202,280 197,030 399,310 1,889 5,517 7,406 396 391 787 219 591 810 23 57 80 126 211 337 1:51

226

Appendix VI: Basic Statistics - Enrolment of Learners/Staff Strength & Teacher/Learners’ Ratio in sampled LGEA/PS

S/N State No of LGEAs

visited

ENROLMENT TEACHING STAFF NON-TEACHING STAFF FTS PARTICIPANTS PTA/COMM TEACHERS TPR


1 Abia 3 14333 14903 29236 113 1277 1390 141 277 418 7 75 82 NIL NIL 1:21

2 Adamawa 3 43244 39057 82301 1985 890 2875 272 97 369 33 3 36 - - 1:28 3 Akwa-Ibom 3 45,548 49,645 95,193 363 1,091 1,454 Nil Nil 11 39 50 Nil Nil 1:65

4 Anambra 3 18639 18177 36816 61 736 797 100 37 137 Nil Nil 18 38 56 1:43 5 Bauchi 3 29514 23794 53308 419 870 1289 267 45 312 nil nil 80 37 117 1:38

6 Bayelsa 2 21,221 13,452 34,673 474 577 1,051 364 399 763 Nil Nil 3 Nil 3 1:33

7 Benue NA 8 Borno NA

9 Cross River 3 27,159 25,333 52,492 1,140 1,211 2,351 248 57 305 25 11 36 178 49 227 1:36 10 Delta 3 20,116 19,252 39,368 721 1,912 2,633 614 657 1,271 11 23 34 Nil Nil 1:15

11 Ebonyi 3 27,660 36,342 64,002 465 1,634 2,099 - - - - - - 1:30

12 Edo 3 21,978 20,754 42,732 353 1,028 1,381 131 45 176 - - - - 1:31

13 Ekiti 3 14,470 14,224 28,694 376 1,644 2,020 184 31 215 - - - - 1:15

14 Enugu 3 22210 20696 42906 496 625 1121 59 35 94 - - 19 46 65 1:38

15 Gombe 3 71,365 58,379 129,744 3160 1536 4696 189 53 242 55 39 94 26 9 35 1:28

16 Imo 3 18,193 16,803 34,996 143 1,318 1,461 30 60 90 Nil Nil Nil Nil 1:24

17 Jigawa 3 36846 27482 64328 2055 189 2244 288 11 299 33 - 33 - - 1:29

18 Kaduna 3 71,882 67883 139,765 1227 2717 3944 189 278 467 13 3 16 29 6 35 1:29

19 Kano 3 56,268 51,479 107,747 2,355 211 2,566 634 3 637 20 1 21 4 1 5 1:42

20 Katsina 3 82728 60747 143475 1622 413 2035 255 20 275 23 - 23 28 17 45 1:68

21 Kebbi 3 52,369 32,353 84,722 2,118 802 2,920 120 35 155 31 0 31 0 0 0 1:29

22 Kogi 3 20,404 17,565 37,969 796 816 1,612 123 102 225 11 19 30 35 30 65 1:22

23 Kwara 3 28,233 24,688 52,921 763 1,652 2,415 35 38 73 19 30 49 14 12 26 1:21

24 Lagos 3 27,523 29,392 56,915 857 1022 1879 937 879 1816 - - - - 1:30

25 Nasarawa 3 40036 23825 63861 1569 1798 3367 317 99 416 8 15 23 1 3 4 1:19

26 Niger 3 63,613 34,113 97,726 2,711 1,233 3,944 191 54 245 36 32 68 48 19 67 1:24

27 Ogun 3 27,457 27,559 55,016 573 1,426 1,999 - - 6 15 21 - - 1:27

28 Ondo 3 19064 22056 41120 501 1014 1515 103 199 302 17 29 46 22 71 93 1:24

29 Osun 3 15496 15329 30825 281 967 1248 - 371 371 8 18 26 1 3 4 1:25

30 Oyo 3 97515 99697 197212 483 1802 2285 4 15 19 Nil Nil Nil Nil 1:86 - - - - - -

31 Plateau 3 87214 86680 173894 2119 2075 4194 421 99 520 53 16 69 8 8 16 1:42

32 Rivers 3 15,291 15,759 31,050 550 382 932 228 173 401 9 3 12 NIL NIL 1:33

33 Sokoto 3 110,376 50,838 161,214 1,228 106 1,334 125 5 130 19 6 25 11 NIL 11 1:129

34 Taraba 3 41260 33795 75055 1965 1269 3234 148 87 235 66 74 140 114 46 160 1:22

35 Yobe NA

36 Zamfara 3 86,265 53,194 139,459 2,146 721 2,867 231 9 240 55 29 84 10 NIL 10 1:49

37 FCT 3 40,286 37,918 78,204 2,146 1,462 3,608 345 445 790 47 16 63 1 Nil 1 1:21

TOTAL 101 1,415,776 1,183,163 2,598,939 38,334 38,426 76,760 7,293 4,715 12,008 616 496 1,112 650 395 1,045 1:33

227

Appendix VII: Basic Statistics - Enrolment of Learners/Staff Strength & Teacher/Learners’ Ratio in sampled LGEA/JSS


ENROLMENT TEACHING STAFF NON-TEACHING STAFF VOCATIONAL INSTRUCTORS

FTS PARTICIPANTS PTA/COMM TEACHERS

TPR


1 Abia 3 7378 10548 17926 132 272 404 119 147 266 18 12 30 7 46 53 20 10 30 1:44

2 Adamawa 3 7940 5270 13210 214 134 348 - - - - 5 1 6 52 31 83 1:30

3 Akwa-Ibom 3 10,397 11,346 21,743 347 480 827 96 64 160 Nil Nil 1 5 6 3 2 5 1:26 4 Anambra 3 4233 5867 10100 559 2743 3302 12 24 36 7 62 69 Nil Nil 8 12 20 1:3

5 Bauchi 3 10643 7443 18086 526 93 619 19 17 36 Nil nil nil nil 32 33 65 1:26

6 Bayelsa 2 6,772 6,952 13,724 207 335 542 77 102 179 Nil Nil 1 Nil 1 Nil Nil 1:25

7 Benue NA

8 Borno NA

9 Cross River 3 6,932 7,702 14,634 369 248 617 31 10 41 35 15 50 Nil Nil 10 10 20 1:21 10 Delta 3 7631 7742 15,373 481 441 922 187 112 299 Nil Nil Nil Nil Nil Nil 1:17 11 Ebonyi 3 6049 8209 14258 398 629 1027 - - - - - - - - 1:14

12 Edo 3 6,641 6,085 12,726 89 66 155 4 1 5 - - - - - - 1:82 13 Ekiti 3 5,606 5,583 11,189 340 666 1,006 194 260 454 - - - - 1:12

14 Enugu 3 6727 7,460 14187 401 328 729 96 70 166 70 20 90 - - - - 1:19

15 Gombe 3 11,096 5,744 16,840 686 139 825 8 - 8 - - 15 12 27 44 1 45 1:20

16 Imo 3 6,419 7,345 13,764 173 509 682 57 25 82 Nil Nil Nil Nil Nil Nil 1:21 17 Jigawa 3 8208 3636 11844 519 20 539 30 5 35 - - 5 - 5 - - 1:22

18 Kaduna 3 7625 4850 12475 861 511 1372 315 79 394 5 10 15 NIL NIL 11 3 14 1:9

19 Kano 3 5,736 2,058 7,794 207 4 211 37 NIL 37 NIL NIL NIL NIL NIL NIL 1:37

20 Katsina 3 16211 11000 27211 323 44 367 55 5 60 - - 10 - 10 14 - 14 1:70

21 Kebbi 3 4,820 1,410 6,230 35 0 35 0 0 0 0 0 0 0 0 0 0 0 0 1:178

22 Kogi 3 1,816 1,622 3,438 338 320 658 12 16 28 5 20 25 5 11 16 15 10 25 1:5

23 Kwara 3 8,654 7,677 16,331 410 708 1,118 27 15 42 NIL NIL 19 26 45 7 3 10 1:14

24 Lagos 3 16,920 17,322 34,242 631 640 1271 105 116 221 2 3 5 - - - - 1:27

25 Nasarawa 3 4883 2633 7516 512 239 751 - - - - - - - -

26 Niger 3 17,276 10,975 28,251 384 107 491 52 27 79 20 10 30 1 4 5 33 8 41 1:50 27 Ogun 3 14,393 13,527 27,920 389 658 1,047 75 98 173 - - - - - - 1:27 28 Ondo 3 8939 7100 16039 950 1539 2489 183 84 267 16 8 24 7 8 15 8 1 9 1:6 29 Osun 3 7333 6993 14326 138 313 451 35 58 93 - - 3 5 8 7 8 15 1:32 30 Oyo 3 11667 11659 23326 480 405 885 51 24 75 Nil Nil Nil Nil 27 32 59 1:25

31 Plateau 3 7912 7251 15163 371 199 570 25 9 34 7 3 10 Nil Nil 188 52 240 1:27 32 Rivers 3 6,299 6,871 13,170 457 246 703 229 186 415 NIL NIL NIL NIL NIL NIL 1:19

33 Sokoto 3 12,332 3438 15,770 64 16 80 12 NIL 12 NIL 3 3 13 3 16 NIL NIL 1:164 34 Taraba 3 5731 2187 7918 68 39 107 4 5 9 Nil Nil 11 1 12 40 57 97 1:39 35 Yobe NA

36 Zamfara 3 24,219 14,190 38,409 335 283 618 366 79 445 1 NIL 1 11 3 14 6 1 7 1:62 37 FCT 3 21,225 17,569 38,794 837 808 1,645 64 33 97 9 3 12 1 nil 1 10 4 14 1:23

TOTAL 101 316,663 257,264 573,927 13,231 14,182 27,413 2,577 1,671 4,248 195 169 364 115 125 240 535 278 813 1:20

228

Appendix VIII: Basic Statistics – Enrolment of Learners/Staff Strength and Teacher/Learners’ Ratio in sampled ECD


No of ECDs visited

Enrolment Teaching staff Non-teaching staff Caregivers FTS participants PTA/Community TEACHERS

TPR

M F T M F T M F T M F T M F T M F T 1 Abia 3 10 271 251 522 NIL 19 19 NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL 1 1 1:27

2 Adamawa 3 2 45 60 105 1 1 2 - - - - - - - - - 1 - 1 1:35 3 Akwa-Ibom 3 10 589 628 1,217 Nil 17 17 Nil Nil Nil Nil 2 2 Nil Nil Nil Nil Nil Nil 1:72

4 Anambra 3 9 438 411 849 Nil 16 16 2 Nil 2 Nil 1 1 Nil Nil Nil Nil 15 15 1:27

5 Bauchi 3 5 134 116 250 3 2 5 - - - - - - - - - - - - 1:50 6 Bayelsa 2 1 10 9 19 Nil 1 1 Nil Nil Nil Nil Nil Nil Nil Nil Nil Nil Nil Nil 1:19

7 Benue 8 Borno

9 Cross River 3 10 338 310 648 1 21 22 4 4 8 - 5 5 1 2 3 - - - 1: 26

10 Delta 3 6 252 248 500 Nil 16 16 Nil Nil Nil Nil Nil Nil Nil Nil Nil Nil Nil Nil 1: 31 11 Ebonyi 3 7 299 279 578 - 10 10 - - - - - - - - - - - - 1:58 12 Edo 3 10 407 371 778 6 25 31 - - - - 5 5 - - - - 3 3 1:23 13 Ekiti 3 8 300 304 604 - 23 23 - - - - 4 4 - - - - - - 1:26 14 Enugu 3 9 219 186 416 4 13 17 - - - - - - - - - 1 5 6 1:24

15 Gombe 3 3 111 124 235 - 4 4 - - - - - - - - - 3 - 3 1:59 16 Imo 3 10 475 418 893 Nil 18 18 Nil Nil Nil Nil Nil Nil Nil Nil Nil Nil 9 9 1:39

17 Jigawa 3 5 192 231 423 3 4 7 - - - - - - - - - - - - 1:60

18 Kaduna 3 4 211 184 395 2 38 40 NIL 1 1 1 3 4 NIL NIL NIL NIL NIL NIL 1:10 19 Kano 3 10 543 372 915 14 - 14 4 - 4 - - - - - - - - - 1:65

20 Katsina 3 3 207 174 381 - 4 4 - - - - - - - - - 1 - 1 1:76 21 Kebbi 3 22 Kogi 3 5 44 43 87 Nil 5 5 Nil Nil Nil Nil 1 1 Nil Nil Nil Nil Nil Nil 1:17

23 Kwara 3 8 109 124 233 2 6 8 - - - - - - - - - - 1 1 1:25 24 Lagos 3 10 226 246 472 2 7 9 1 7 8 - - - - - - - - - 1:52 25 Nasarawa 3 1 45 45 90 1 1 2 2 - 2 - - - - - - - - - 1:45

26 Niger 3 5 156 195 351 2 2 4 1 NIL 1 NIL NIL NIL NIL NIL NIL NIL 1 1 1:70

27 Ogun 3 9 277 264 541 9 17 26 - 2 2 - 1 1 - - - - - - 1:23

28 Ondo 3 8 164 169 333 - 11 11 - 4 4 - 1 1 - - - - - - 1:30 29 Osun 3 30 Oyo 3 12 271 222 493 - 17 17 Nil NIl Nil NIl Nil NIl Nil NIl Nil 1 1 2 1:26

31 Plateau 3 9 255 243 498 - 4 4 2 - 2 - 2 2 - - - - 2 2 1:125 32 Rivers 3 9 295 245 540 NIL 13 13 NIL 14 14 2 12 14 NIL NIL NIL NIL 1 1 1:42 33 Sokoto 3 4 201 127 328 5 1 6 NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL 1:54 34 Taraba 3 4 258 273 531 3 9 12 Nil Nil Nil Nil Nil Nil Nil Nil Nil Nil 1 1 1:41 35 Yobe 36 Zamfara 3 3 48 42 90 3 NIL 3 NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL NIL 1:30 37 FCT 3 5 684 586 1,270 1 20 21 Nil Nil Nil Nil 4 4 Nil Nil Nil Nil Nil Nil 1:51 TOTAL 101 214 8,074 7,500 15,574 62 345 407 16 32 48 3 41 44 1 2 3 7 40 47 1:34

229

Appendix IX: Basic Statistics – Enrolment of Learners/Staff Strength and Teacher/Learners’ Ratio in sampled PS S/N State No of

LGEAs visited

No of PS

visited

Enrolment Teaching staff Non-teaching staff FTS PARTICIPANTS PTA/Community TEACHERS TPR


1 Abia 3 10 765 729 1,494 10 68 78 12 18 30 NIL NIL 1 NIL 1 1:19

2 Adamawa 3 15 2442 2155 4597 117 38 155 6 - 6 1 - 1 3 - 3 1:28

3 Akwa-Ibom 3 10 2,356 2,469 4,825 27 86 113 Nil Nil Nil 4 4 Nil Nil 1:41

4 Anambra 3 10 976 974 1950 6 62 68 4 Nil 4 Nil Nil 1 6 7 1:26

5 Bauchi 3 15 1431 1175 2606 45 13 58 4 - 4 - - 2 2 4 1:42 6 Bayelsa 2 10 810 699 1,509 49 34 83 42 40 82 4 2 6 Nil Nil 1:17

7 Benue

8 Borno

9 Cross River 3 10 1,360 1,027 2,387 57 72 129 17 5 22 3 3 6 1 1 2 1: 17

10 Delta 3 10 971 865 1,836 33 76 109 15 10 25 Nil Nil Nil Nil 1:17

11 Ebonyi 3 10 2107 1922 4029 38 44 82 - - - - - 1 1 1:49

12 Edo 3 10 1,617 1,507 3,124 42 47 89 5 - 5 - 1 1 - - 1:35 13 Ekiti 3 10 922 892 1,814 19 110 129 14 2 16 3 2 5 - 4 4 1:14

14 Enugu 3 10 975 907 1882 24 45 69 3 - 3 - - 4 4 8 1:27

15 Gombe 3 10 1231 1010 2241 43 27 70 4 - 4 - - 2 - 2 1:32

16 Imo 3 10 1,572 1,448 3,020 13 76 89 1 1 2 Nil Nil 2 9 11 1:34

17 Jigawa 3 9 1430 1243 2673 77 13 90 18 - 18 1 - 1 3 - 3 1:28

18 Kaduna 3 10 3,199 2,937 6,136 89 176 265 9 NIL 9 1 1 2 1 NIL 1 1:23

19 Kano 3 15 3,402 1,865 5,267 116 - 116 20 - 20 1 - 1 - - 1:45

20 Katsina 3 10 2474 2003 4477 58 22 80 6 - 6 1 - 1 2 - 2 1:54

21 Kebbi 3 10 862 391 1,253 49 7 56 6 0 6 0 0 0 0 0 0 1:22

22 Kogi 3 10 314 277 591 26 35 61 7 2 9 1 3 4 Nil 1 1 1:9

23 Kwara 3 12 634 528 1,162 40 18 58 1 1 2 2 - 2 3 2 5 1:18

24 Lagos 3 10 1,011 1,154 2,165 21 64 85 32 25 57 1:25

25 Nasarawa 3 10 1,092 857 1,949 76 32 108 6 2 8 - - 1 1 2 1:18

26 Niger 3 10 1349 1199 2548 57 32 89 1 1 3 3 1 1 1:28

27 Ogun 3 10 967 940 1,907 23 50 73 - 2 2 - - - - 1:26

28 Ondo 3 10 951 876 1827 31 42 73 5 10 15 - 2 2 1 3 4 1:23

29 Osun 3 10 2575 2602 5177 30 181 211 - 63 63 1 2 3 2 2 4 1:24

30 Oyo 3 15 1632 1589 3221 44 84 128 Nil NIl NIl Nil Nil NIl 1:25

31 Plateau 3 10 1107 1062 2169 36 42 78 11 1 12 NIL NIL NIL NIL 1:27

32 Rivers 3 10 1,313 1,286 2,599 38 70 108 27 59 86 NIL 1 1 NIL NIL 1:24

33 Sokoto 3 10 2,540 1,056 3,596 72 14 86 7 NIL 7 2 NIL 2 1 NIL 1 1

34 Taraba 3 15 2988 2293 5281 88 90 178 4 1 5 2 3 5 7 4 11 1:28

35 Yobe

36 Zamfara 3 10 1,307 374 1,681 44 NIL 44 1 NIL 1 NIL NIL NIL NIL 1:38

37 FCT 3 10 4,402 4,230 8,632 123 107 230 28 23 51 1 1 2 3 3 6 1:36

TOTAL 101 366 55,084 4,6541 101,625 1,661 1,877 3,538 316 265 581 27 25 52 41 43 84 1:27

230

Appendix X: Basic Statistics – Enrolment of Learners/Staff Strength and Teacher/Learners’ Ratio in sampled JSS S/N State No of

LGEAs visite

d

No of JSS

visited

Enrolment Teaching staff Non-teaching staff Vocational Instructors

FTS Participants PTA/Community teachers

TPR


1 Abia 3 2 81 66 147 4 9 13 NIL NIL NI

L

NIL NI

L

2 2 NIL NI

L

1:14 2 Adamawa 3 3 468 379 847 36 10 46 3 - 3 - - 1 - 1 - - 1:18 3 Akwa-Ibom 3 2 733 912 1,645 14 14 28 Nil Nil Nil Nil Nil 2 2 Nil Nil Nil 4 Anambra 3 2 247 263 510 4 15 19 2 2 4 Nil Nil Nil Nil Nil 2 2 1:24 5 Bauchi 3 3 189 92 281 9 2 11 - - - - - - - - 1:25

6 Bayelsa 2 2 188 161 349 10 6 16 4 4 8 Nil Nil Nil Nil Nil Nil 1:22

7 Benue

8 Borno

9 Cross River 3 2 246 282 528 17 7 24 8 2 10 - - - - 5 1 6 1:18 10 Delta 3 2 71 371 442 10 9 19 7 Nil 7 Nil Nil Nil Nil Nil Nil 1:23 11 Ebonyi 3 2 197 202 399 10 4 14 1 - 1 - - 1 1 2 5 2 7 1:17 12 Edo 3 2 149 130 279 6 - 6 - - - - 1 1 1 2 3 1:28 13 Ekiti 3 2 77 65 142 14 22 36 7 8 15 2 1 3 1 1 2 - - 1:4 14 Enugu 3 2 341 262 603 7 9 16 5 - 5 - - - - 3 - 3 1:34 15 Gombe 3 2 239 112 351 10 1 11 - - - - 1 - 1 - - 1:32 16 Imo 3 2 867 770 1,637 21 20 41 3 1 4 Nil Nil Nil Nil 2 6 8 1:40 17 Jigawa 3 3 454 200 654 30 1 31 2 - 2 - - - - - - 1:21 18 Kaduna 3 2 139 1,223 1,362 25 26 51 1 2 3 2 NIL 2 NI

L

NIL NIL NI

L

1:27 19 Kano 3 3 545 - 545 24 3 27 2 - 2 2 - 2 - - 3 1 4 1:17 20 Katsina 3 2 517 223 740 8 1 9 3 - 3 - - - - 3 - 3 1:62 21 Kebbi 3 2 992 124 1,116 18 0 18 4 4 8 0 0 0 0 0 0 3 0 3 1:53 22 Kogi 3 2 37 24 61 7 1 8 Nil Nil Nil Nil 2 3 5 Nil Nil 1:5 23 Kwara 3 2 785 746 1,531 25 38 63 - - - - - - - - 1:24 24 Lagos 3 2 863 833 1,696 10 22 32 3 4 7 - - - - - - 1:39 25 Nasarawa 3 2 635 555 1,190 13 14 27 - - - - - 1 1 4 1 5 1:36 26 Niger 3 2 924 497 1,421 20 3 23 2 NIL 2 3 NIL 3 NI

L

NIL 1 NI

L

1 1:53 27 Ogun 3 2 188 113 301 11 4 15 3 2 5 1 1 2 1 1 2 1:16 28 Ondo 3 2 915 946 1861 12 28 40 4 4 8 2 - 2 - 2 2 1 1 2 1:40 29 Osun 3 2 465 403 868 6 12 18 1 4 5 - - - - 3 7 10 1:48

30 Oyo 3 3 540 453 993 20 11 31 4 1 5 Nil Nil Nil Nil 7 6 13 1:23 31 Plateau 3 2 157 136 293 13 4 17 3 Nil 3 Nil Nil Nil Nil 6 NI

L

6 1:17 32 Rivers 3 2 237 236 473 47 21 68 25 15 40 NI

L

NIL NI

L

NIL NIL NI

L

1:7 33 Sokoto 3 2 322 64 386 47 17 64 4 NIL 4 NI

L

NIL 5 4 9 NIL NI

L

1:06 34 Taraba 3 3 530 434 964 26 38 64 3 26 29 1 Nil 1 3 3 6 4 Nil 4 1:14 35 Yobe

36 Zamfara 3 2 794 13 807 19 32 51 13 5 18 NI

L

NIL NI

L

NIL 1 NI

L

1 1:16 37 FCT 2 2 1,300 1,163 2,463 43 49 92 3 3 6 4 15 19 NI

L

NIL 2 4 6 1:21 TOTAL 101 74 15,432 12,453 27,885 596 453 1,049 120 87 207 16 16 32 15 21 36 55 34 89 1:23

231

Appendix XI: ECD Grading


No of ECD

Aspects/total number of ECD centre with the different grades Achievement and

standards

Personal

development and

well-being

Quality of teaching

and learning

Quality of

curriculum and

other activities

Quality of care,

guidance and

support

Learning

environment

Leadership and

Management

Overall

effectiveness of the

school 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

1 Abia 3 10 - 2 7 1 - - 2 8 - - - 2 8 - - - 10 - - - - 3 5 2 - - 1 6 3 - - 5 5 - - - 3 7 - - 2 Adamawa 3 2 2 2 2 2 2 2 2 2

3 Akwa-Ibom 3 10 7 3 8 2 8 2 7 3 7 3 1 7 2 9 1 5 5

4 Anambra 3 9 - 6 2 1 - - 6 3 - - 1 4 3 1 - - 6 3 - - - 4 4 1 - - 4 4 1 - - 5 4 - - - 5 3 1 -

5 Bauchi 3 5 - - - 5 - - - - 5 - - - - 5 - - - - 5 - - - - 5 - - - - 5 - - - - 5 - - - - 5 -

6 Bayelsa 2 1 - - 1

- -

-

-

1 -

-

-

-

1 -

-

-

-

1 -

-

-

-

1 -

-

-

-

1 -

-

-

-

1 -

-

-

-

1 -

- 7 Benue 3

8 Borno 3

9 Cross River 3 10 5 5 5 5 6 4 8 2 5 4 1 1 9 6 4 1 9

10 Delta 3 6 - 3 3 - - - 4 2 - - - 4 2 - - - 2 3 1 - - 3 3 - - - 4 2 - - - 5 - 1 - 1 3 2 - -

11 Ebonyi 3 7 3 4 5 2 3 1 3 3 4 5 2 6 1 2 4 1 5 2 12 Edo 3 10 5 5 7 3 5 5 9 1 3 7 4 6 7 3 4 6 13 Ekiti 3 8 1 4 3 1 5 2 3 5 1 7 1 4 3 1 6 1 3 5 1 7 14 Enugu 3 9 6 3 3 6 8 1 1 8 9 9 9 9 15 Gombe 3 3 2 1 - - - - 3 - - - 1 2 - - - 3 - - - 1 2 - - - - 3 - - - - 3 - - - - 1 2 - 16 Imo 3 10 - 3 5 2 - - 6 2 2 - - 2 6 2 - - 3 5 2 - - 2 6 2 - - 3 3 4 - - 3 6 1 - - 3 5 2 - 17 Jigawa 3 5

5 1 2 3 2 3 5 1 4 2 3 5 1 4

18 Kaduna 3 4 - 1 2 1 - - 1 3 - - - 1 3 - - - - 3 1 - - 1 2 1 - - 3 1 - - - - 4 - - - 2 2 - - 19 Kano 3 10 - 3 6 1 - - 3 6 1 - - 6 3 1 - - 1 8 1 - - 3 3 4 - - 1 6 2 1 - 5 4 1 - - 3 6 1 - 20 Katsina 3 3 0 1 2 0 0 0 1 1 1 0 0 1 1 1 0 0 0 0 3 0 0 1 1 1 0 0 0 2 1 0 0 2 1 0 0 0 0 2 1 0 21 Kebbi 3 22 Kogi 3 5 - - 5 - - - 1 3 1 - - 2 3 - - - 1 4 - - - - 1 4 - - 2 2 1 - - 2 3 - - - - 5 - - 23 Kwara 3 8 7 1 7 1 2 5 1 1 6 1 1 4 3 3 4 1 2 4 2 1 4 3 24 Lagos 3 10 6 3 1 5 4 1 8 1 1 5 4 1 4 5 1 3 6 1 6 4 4 5 1 25 Nasarawa 3 1 1 1 1 1 1 1 1 1 26 Niger 3 5 1 3 1 1 4 1 3 1 2 3 4 1 2 3 3 2 5 27 Ogun 3 9 2 3 4 1 6 2 3 2 4 3 4 2 2 4 3 8 1 3 3 2 1 3 2 4

28 Ondo 3 8 - 1 6 1 - - 1 5 2 - - 1 6 1 - - 1 4 3 - - 1 4 3 - - 1 3 4 - - 1 7 - - - 1 7 - -

29 Osun 3 30 Oyo 3 12 1 8 3 1 8 3 4 5 3 10 2 9 3 10 2 3 7 2 1 8 3

31 Plateau 3 9 2 2 4 1 6 3 5 4 1 3 5 4 4 1 4 3 2 6 3 8 1

32 Rivers 3 9 - - 3 6 - - - - 9 - - - 8 1 - - - 9 - - - 9 - - - - - 3 6 - - - 9 - - - - 6 3 -

33 Sokoto 3 4 0 0 1 3 0 0 0 2 2 0 0 1 1 2 0 0 0 3 1 0 0 0 3 1 0 0 0 1 3 0 0 0 3 1 0 0 0 3 1 0

34 Taraba 3 4 4 3 1 4 3 1 3 1 2 2 4 4

35 Yobe 3 36 Zamfara 3 3

3 1 2 1 2 1 2 1 2 1 2 1 2 1 2 1 2

37 FCT 3 5 3 2 1 3 1 1 4 3 2 3 2 2 3 1 4 1 3 1 TOTAL 101 214 0 57 111 45 1 0 56 105 52 1 1 69 105 39 0 0 57 105 52 0 0 52 107 54 1 0 33 113 66 2 0 80 115 16 3 1 42 125 46 0

232

Appendix XII: PS Grading S/N State No of

LGEAs visited

No of PS

Aspects/total number of PS centre with the different grades Achievement and

standards

Personal

development and

well-being

Quality of teaching

and learning

Quality of

curriculum and

other activities

Quality of care,

guidance and

support

Learning

environment

Leadership and

Management

Overall


school 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

1 Abia 3 10 - 2 7 1 - - 2 8 - - - 2 8 - - - 10 - - - - 3 5 2 - - 1 6 3 - - 5 5 - - - 3 7 - - 2 Adamawa 3 15 - 2 4 9 - - 2 8 5 - - 2 8 5 - - - 8 6 1 - - 7 8 - - 1 1

1 3 - - 6 7 2 - - 1 8 6 -

3 Akwa-Ibom 3 10 7 3 8 2 8 2 7 3 7 3 1 7 2 9 1 5 5

4 Anambra 3 10 - 6 3 1 - - 7 3 - - - 5 4 1 - - 7 3 - - - 4 5 1 - - 4 4 2 - - 5 5 - - 5 4 1 - 5 Bauchi 3 15 - - 5 8 2 - - 7 7 1 - - 8 6 1 - - 5 8 2 - - 6 6 3 - - 6 8 1 - - 4 9 2 - - 5 9 1 6 Bayelsa 2 10

- -

5 5 -

-

-

7 3 -

-

-

5 5 -

-

-

5 5 -

-

-

6 4 -

-

-

5 5 -

-

-

10

-

-

-

-

6 4 - 7 Benue 3 8 Borno 3

9 Cross River 3 10 5 5 5 5 6 4 8 2 5 4 1 1 8 1 6 4 1 9

10 Delta 3 10 - 3 5 2 - - 4 4 2 - - 5 4 1 - - 3 6 1 - - 3 7 - - - 4 4 1 1 - 6 3 1 - 1 3 3 3 -

11 Ebonyi 3 10 3 6 1 7 3 3 3 4 4 6 7 3 8 2 4 4 2 7 3 12 Edo 3 10 5 5 7 3 5 5 9 1 3 7 4 6 7 3 4 6 13 Ekiti 3 10 2 4 4 1 6 3 5 2 3 1 7 2 1 5 4 1 6 3 2 7 1 1 7 2 14 Enugu 3 10 1 9 2 8 3 7 4 5 1 3 7 2 6 2 5 5 1 9 15 Gombe 3 10 - 4 6 - - 1 - 9 - - 1 2 7 - - 1 8 1 - - - 3 6 1 - - 2 8 - - 1 4 5 - - - 2 7 1 16 Imo 3 10 - 2 6 2 - - 6 2 2 - - 2 6 2 - - 3 5 2 - - 2 6 2 - - 3 3 4 - - 3 6 1 - - 2 6 2 - 17 Jigawa 3 9 1 5 3 4 5 6 3 5 4 1 7 1 1 8 1 5 3 6 3 18 Kaduna 3 10 1 6 2 1 - 1 5 4 - - 1 4 5 - - 1 6 3 - - 2 4 4 - - - 5

5 - - 6 4 - - 1 5 4

19 Kano 3 15 - 4 8 2 1 - 4 7 3 1 - 7 6 1 1 - 2 9 3 1 - 4 5 5 1 - 2 9 3 1 - 5 6 2 2 - 4 8 2 1 20 Katsina 3 10 0 1 4 4 1 0 1 3 5 1 0 1 4 4 1 0 1 4 3 2 0 1 5 2 2 0 1 1 7 1 0 1 2 5 2 0 1 3 5 1 21 Kebbi 3 10 1 4 4 1 2 2 5 1 1 4 5 1 4 5 1 3 6 4 6 2 6 1 1 1 2 6 1 22 Kogi 3 10 6 2 2 1 4 3 2 2 4 2 2 - 1 5 2 2 - - 2 7 1 - 3 4 3 - - 2 4 2 2 - - 6 3 1 23 Kwara 3 12 8 3 1 1 8 1 2 2 8 2 1 8 3 1 4 6 1 6 4 2 2 8 1 1 1 6 5 24 Lagos 3 10 6 3 1 5 4 1 8 1 1 5 4 1 4 5 1 3 6 1 6 4 4 5 1 25 Nasarawa 3 10

10 2 8 - - - 4 6 - - - 1 9 - - - 3 7 - - - 3 7 - 1 9 9 1 2 8

26 Niger 3 10 1 5 4 2 6 2 2 5 3 2 7 1 8 2 1 5 4 4 5 1 9 1 27 Ogun 3 10 2 3 5 1 6 3 3 2 5 3 4 3 2 4 4 8 2 4 3 2 1 3 2 5

28 Ondo 3 10 - 1 8 1 - - 1 6 3 - - 1 8 1 - - 1 4 5 - - 1 5 4 - - 1 4 5 - - 1 9 - - - 1 8 1

29 Osun 3 10 5 4 1 5 4 1 8 1 1 3 7 1 2 6 1 8 2 5 4 1 4 5 1

30 Oyo 3 15 1 11 3 1 12 2 4 8 3 14 1 12 3 11 4 4 11 1 12 2

31 Plateau 3 10 2 3 5 8 2 7 3 2 4 4 2 4 3 1 5 3 2 7 3 9 1

32 Rivers 3 10 - 2 71

1 - - 2 7 1 - - 3 6 1 - - 7 3 - - - 4 6 - - 2 1 6 1 - - 3 7 - - - 3 6 1 -

33 Sokoto 3 10 0 0 2 6 2 0 0 3 7 0 0 0 3 6 1 0 0 5 5 0 0 0 4 5 1 0 0 3 6 1 0 0 6 4 0 0 0 4 6 0

34 Taraba 3 15 2 6 6 1 1 8 3 3 1 6 6 2 1 8 5 1 9 4 2 7 7 1 1 7 6 1 1 9 4 1

35 Yobe 3

36 Zamfara 3 10 2 8 2 8 2 8 2 8 2 8 2 8 2 8 2 8

37 FCT 3 10 4 2 4 3 6 1 1 7 2 6 3 1 6 4 2 3 5 4 6 2 5 3

TOTAL 110 366 0 72 170 112 12 0 76 179 100 11 0 92 161 105 8 0 83 175 99 9 1 56 182 114 13 2 42 186 127 9 0 111 181 62 12 1 53 198 107 7

233

Appendix XIII: JSS Grading


No of JSS

Aspects/total number of JSS centre with the different grades Achievement and

standards

Personal

development and

well-being

Quality of teaching

and learning

Quality of

curriculum and

other activities

Quality of care,

guidance and

support

Learning

environment

Leadership and

Management

Overall


school 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

1 Abia 3 2 - - 2 - - - - 2 - - - - 2 - - - 2 - - - - - 1 1 - - - 2 - - - 1 1 - - - - 2 - - 2 Adamawa 3 3 - 2 1 - - - 1 2 - - - - 3 - - - - 3 - - - - 3 - - - - 1 2 - - - 2 1 - - - 3 - - 3 Akwa-Ibom 3 2 2 2 2 2 2 2 1 1 2 4 Anambra 3 2

2 - 1 1 - - - 1 1 - - - 1 1 - - - 1 1 - - - 1 1 - - - 1 1 - - - 1 1 - - - 1 1 - -

5 Bauchi 3 3 - 2 - 1 - - - 3 - - - 2 0 1 - - - 3 - - - - 3 - - - 1 2 - - - - 3

- - - - 2

1

-

6 Bayelsa 2 2 - 1 - 1 - - 1 - 1 - - - 2 - - - - 2 - - - - 1 1 - - - 2 - - - - 1 1 - - - 1 1 - 7 Benue 3 8 Borno 3

9 Cross River 3 2 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1

10 Delta 3 2 - 1 1 - - - 1 - 1 - - 1 1 - - - 2 - - - - 1 1 - - - 2 - - - - 2 - - - - 2 - - -

11 Ebonyi 3 2 2 2 2 2 2 2 1 1 2 12 Edo 3 2 2 1 1 2 2 2 1 1 2 2 13 Ekiti 3 2 1 1 2 2 1 1 1 1 2 1 1 1 1 14 Enugu 3 2 1 1 1 1 1 1 2 1 1 1 1 1 1 1 1 15 Gombe 3 2 - 2 - - - - 2 - - - - - 2 - - - 1 1 - - - 2 - - - - 2 - - - - 2 - - - - 1 1 - 16 Imo 3 2 - 2 - 2 - 2 2 - - 2 1 1 2 - 1 1 17 Jigawa 3 3 2 1 3 1 2 2 1 3 2 1 3 2 1 18 Kaduna 3 2 1 1 - - - 1 1 - - - - 2 - - - 1 1 - - - 2 - - - - 2 - - - 1 1 - - - - 2 - 19 Kano 3 3 - 1 2 - - - 2 1 - - - 2 1 - - - 1 2 - - - 2 1 - - - 2 1 - - - 3 - - - - 2 1 - - 20 Katsina 3 2 0 0 2 0 0 0 0 2 0 0 0 0 2 0 0 0 0 2 0 0 0 0 1 1 0 0 0 2 0 0 0 0 1 1 0 0 0 1 1 0 21 Kebbi 3 2 2 2 2 2 1 1 2 2 2 22 Kogi 3 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 23 Kwara 3 2 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 24 Lagos 3 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

25 Nasarawa 3 2 2 2 2 2 2 2 2 2

26 Niger 3 2 1 1 2 1 1 1 1 1 1 1 1 2 2 27 Ogun 3 2 2 2 2 1 1 2 2 1 1 1 1

28 Ondo 3 2 - - 2 - - - - 2 - - - - 2 - - - - 2 - - - - 2 - - - - 1 1 - - - 1 1 - - - 2 - -

29 Osun 3 2 1 1 2 2 2 2 1 1 2 2

30 Oyo 3 3 3 1 2 3 3 1 2 3 2 1 1 2

31 Plateau 3 2 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1

32 Rivers 3 2 - - 2-

- - - 1 1 - - - 1 1 - - - 1 1 - - - 1 1 - - - - 2 - - - 1 1 - - - 1 1 - -

33 Sokoto 3 2 0 0 2 0 0 0 0 1 1 0 0 0 1 1 0 0 0 2 0 0 0 0 1 1 0 0 0 1 1 0 0 0 2 0 0 0 0 1 1 0

34 Taraba 3 3 1 2 1 2 1 2 3 2 1 2 1 1 1 1 1 2

35 Yobe 3

36 Zamfara 3 2 2 2 2 2 2 2 2 2 2

37 FCT 3 2 1 1 2 1 1 2 2 2 1 1 1 1

TOTAL 101 74 2 24 40 8 0 0 22 46 6 0 0 21 42 11 0 0 23 45 6 0 0 15 45 14 0 0 16 42 16 0 1 27 35 11 0 0 21 41 12 0

234

APPENDIX XIV: PERSONNEL FOR MARCH, 2014 QUALITY ASSURANCE

S/N STATE UBEC SUBEB LGEA TOTAL

1 ABIA i Baba Alabi ii.Emeka Ihenwokeneme

i. Elechi O. C. ii. Nwakamma C. iii. Uwaga Euchaira iv . Awa R. I v . Ekeoma E.O vi. Ariwodo, S.A

UKWA WEST ISUIKWUATO UMUAHIA NORTH

17 i Ukor O.N ii Okere A.E iii Nwosu N.C

i Ima N. C. ii John Nwachukwu iii Igbudu U.D

i Ojo L.A ii Nzechukwu C iii Abarikwu N.A

2 ADAMAWA I. A.T. Abdullahi

II. Alh. Saidu

Ahmadu

III. Lawan S. Yarima

I. Haj. Zainab

Saleh

II. Haj. Zainab U.

Tola

III. Yerima Isa

Shelleng

GANYE LGEA GUYUK LGEA SONG 24

I. Moh”d A. Nyaga

II. Salihu Ganpo

III. Buba Audu

IV. Usman Latgangsu

V. Olga A. Larumtere

VI. Sabana Yunusa

I. Thomas Markus

II. Mrs. Deborah Adiel

III. Ganira Wilson

IV. Sandason

Thanthatima

V. Aliyu Salihu

VI. Wilfred- Zafana

I. Salihu Aminu Zono

II. Musa Isa

III. Bakari Mohammed

IV. Salihu Bello

V. Solomon Manga

VI. Aminu Haruna

3 AKWA IBOM i. Mrs Beatrice E.

ii. Okei.

UnymeUmoette

i. Sarah Akinbola

ii. AmaItaEkanem

IKONO ITU MKPAT ENIN 12 I. Smart M. Silas

II. Anasthesia A

Umossoh

I. Joseph Akpan II. Daniel Udo III.UdoUbong

I. Godwin Udoh

II. Ita O.Ekaem

iii. Christopher Inag

.

4 ANAMBRA i Emeka F. Ndiribe ii Sampson Samuel

I Akudolu Nkeiruka ii Onuora Juliet iii Moneke Pricilla iv Ezewusie Comfort

AYAMELUM DUNUKOFFIA NNEWI NORTH 12 i Obiagha Martha ii Ifeonu Ekene

i Akunne Bessie ii Ndum Amaka

i Nganwuchu Fancisca ii Obiora Nonyerem

5 BAUCHI i. Umar Njidda ii. Salamatu Y.

Usman iii. Hemba Bem Paul

i. M. Bala Garba Rashi

ii. Alhaij. Isah Jajo iii. Alhaji. Ado

Abdullahi

BOGORO DAMBAM SHIRA 15

I.Salis Ali Bunu

II. Ishaku J. Balewa

III.Gasunayan Gabriel

I. B. Abdulhamid

II. Abdul Salihu

III. Garba Wakili

I. Sabo Ahmed Dango

II. Sule Sambo

III.Moh’d Shidawo

235

6 BAYELSA i. Dafiluelo

Sharon O.

ii. Akhimienmh

onan E. Lydia

i. Dambo

Munabo

ii. Omolo

Kowei

iii. Beredugo

J.S

iv. Appah W.

Ann

BRASS YENAGOA 11 i. Jessica A. Agiri

ii. Ikisa Dolubo Ikisa

iii. Loveday Sylvanus

EgeremboLazarus

Ehoma

i. Obiriwonsi J.F

ii. Forcados R.D

7 BENUE

8 BORNO

9 CROSS RIVER i. Mrs Akpan

Ben Arit

ii. Julius

Adedoja

i. Mr Barth I.

Onyi

ii. Elder Asuquo E.

Okon

iii. Elder Monday

Ankpo

iv. Elder A.E Okon

OBUBRA ODUKPANI OGOJA 9

i. Mrs B.I Onyi i. Mrs Stella Ayi i. Mrs GraceUmari

10 DELTA I. Elder Victor Madubuko

II. Mr. Omuta Obanovwe

I. Mrs. Aniemeka Rose

II. Mr. Caster Ossai

III. Mr. Emma Dikere

IV. Mr. Charles Eduiyovwiri

ETHIOPE EAST ISOKO SOUTH NDOKWA EAST 12

I. Mrs. Okoro J. U II. Mr. Ogbija S. O

I. Mr. Edo Edafe II. Mrs. Okposio E.

I. Mr. Paul .O. II. Mr. Chuks U.

11 EBONYI I. Innocent

Onyeabor

II. AboladeIbukun

I. Udu Mary

A.

II. N.A.

Nkama

AFIKPO SOUTH EBONYI OHAOZARA 10

I. Ewa Eunice

Nnenna

II. Ibe Celestine

I. Nwokpoku, S.O

II. Aja Daniel

I. Alo Charles

II. Akpa Mercy O.

236

12 EDO i. Sylvester O. Enyinnaya ii. Francis U. Etuk

I. Otokiti R.

II. Osaghae M. O.

III. Igbinedion W.

U.

IV. Osevweghae E.

OWAN EAST OVIA S. WEST ESAN CENTRAL 11

i. Oikelome Edwin

O.

ii. Oisamaye L. I.

I. Morodion

Felicia

II. E. E. Osayande

I. Eric Iyi Ewaure C.

13 EKITI I. Mr. Jimoh

Kamaldeen.

S.

II. Mrs. Alwajud

Fatimah

I. Ipede J. O.

II. Ajayi M. M.

Mrs

IKERE IKOLE IREPODUN/IFELODUN 10

I. Omolayo H. A.

II. Mrs. Fasusi C.

F.

III. Ajayi A. T.

I. Mrs. Ajayi M. T.

II. Mr. Teniola M.

A.

I. Mrs. Olashehinde Y.

R.

14 ENUGU I. Musa Nyimjir

II. Uche Victor

III. Gloria Lawani

I. Igwebuike

Ngozi

II. Uzuegbu

Ngozi

III. Nnamani

Patience

IV. Igwesi

Cordelia

V. Akano Justina

VI. Ene Caroline

ANINRI ISIUZO UZO-UWANI 15

I. Udechi

Beatrice

II. Orga Anthonia

Chioma

I. Nnamani

Godwin E.

II. Nnaji Israel

I. Ugwoke Johnson N.

II. Ezeonyia Oliver

15 GOMBE I. Sahabo Basadu

II. Amina D. Tafida

III. Hassan Njidda

I. Nuhu Usman

Rimi

II. Umar Buba

III. Hajara Ishaq

AKKO LGEA BALANGA

DUKKU LGEA 15

I. Mohd Bello II. Abubakar Boyi

III. Babayo Mohd

I. .Albert D.lafida

II. 2.John Fantami

III. 3.Audu Kayawa

I. Abubakar Adamu II. Jabbo Abubakar

III. Mohd U Hashidu

16 IMO I. Mr.

Nlewedim

Nnamdi .K

II. Mr.

Chukwuemek

I. Mrs. Njoku

Ngozi

II. Mrs Awuzie

Rose .A

III. Mr. Uzoanya

EZIZIHITTE MBAISE ISIALA MBANO OKIGWE 11 I. Nwanguma

Chioma .E

II. Chikwe Berna

.E

I. Egbugwo

Cletus .O

II. Okoro Veronica

E.

I. Ukwuoma N. C

II. Nwuke Babara .O

237

a Obi Luke .O

17 JIGAWA I. Mohammed

Song

II. Mohammed

Mustafa

I. ShehuLadan

II. HadiHabu

III. Mal.Ishiyaku

IV.Mal.Mohammed

GWARAM M.MADORI YANKWASHE 8

I. Mohammed

Muktar

I. Isa Mohammed I. Mal. Gambo

18 KADUNA i. Mustapha Abubakar

ii. Zahara'u Junnaidu

i. Tanko S. M Aliyu ii. Atiku Sani

KADUNA SOUTH KAURU IKARA 16

i. Rose Ibrahim ii. Deborah Michael

iii. Isiaka Aliyu Kassim iv. Hauwa Salisu

i. Francis Yau ii. Solomon Dutse

iii. Saratu Umar iv. Habila Sadali

i. Muhammad Rayyanu Salisu

ii. Ramatu Ja'afar iii. Inmah Ja'afar iv. Yusuf Yahaya

19 KANO I. Bartholomew F.

Saleh

II. Ahmed Umar

III. Najat Omolola

Abdulhameed

I. Ado Adamu

Abdu

II. Mansur M.

Imam

III. Dahiru

Sulaiman

Abubakar

IV. Abdulkarim

Aliyu

V. Rufa’i M.

Danmaje

VI. Tijjani Bello Yks

VII. Halima Umar

Gambo

VIII. Sadiqa Isah

IX. Yusif Musa

Galadanci

X. Umar Ibrahim

Sharif

XI. Mohd Abdu

GARKO SHANONO WARAWA 12 2

6 I. Aisha Ibrahim

II. Umar Yunusa J

III. Usman Isa

IV. Nadabo Umar

V. Shehu Adamu

I. Haruna

Abubakar

II. Ibrahim

Abdulkadir

III. Haruna Sule

IV. Ashiru Mato

V. Sa’ada

Maikano

I. Suleiman Issa

II. Idris Usman

238

20 KATSINA I.Maryam A Kankara

II.Ibrahim Jika

i. HauwaSanusi

ii. Muhammad

Lawal

iii. AttahiruLawal

INGAWA MALUMFASHI MUSAWA 23

i. Danjuma Ibrahim

ii. Abbah Sale

iii. DahiruYunusa

iv. Abu-SufyanYahaya

v. Bara’atuAbubakar

vi. AbdulazizUsman

i. GarbaAdda’u

ii. Huzainatu A Labo

iii. Abdulmalik Bello

iv. GarbaYaro

v. Rabi’u Gide

vi. Tukur Yusuf

i. MuharazuSaniYuguda

ii. Muhammad Sule Y

iii. Lawal .I. Ahmad

iv. Sama’ila Ibrahim Ayuba

v. DanlamiShu’aibu

vi. Lawal .J. Haruna

21 KEBBI I. Mary Zakka

II. Naheem

Hameed

Alaya

I. Islamiyat F.

Okedeji

AREWA KOKO/ BESSE SAKABA 9

I. Garba Hamidu

II. Mohammed B.

Sala

I. Rilwanu Hakimi

II. Manu Umar

I. Danjuma Wada

II. Mohammed Damo

22 KOGI I. Ada .V. Ogwuche II. Lawal Sherifat E.

I. Alh. M. H. Alabi II. (Mrs) Obaje .S. III. Farunac. (Mrs) IV. Omadibi Abdulmumin V.Lanase G.B (Mrs) VI.Daniels V.(Mrs)

BASSA KABBA/BUNU MAPAMURO 14

I. Haruna Kashim II. Guma Isaac

I. Akobe S.A(Mr) II. Alemayo Kuti (Mr)

I. Bello A.O (Mr) II. Benjamin M.A (Mrs)

23 KWARA I. Dr. Mrs. Ene

Adiku

II. Alabi Brown

Ajayi

I. Mr Shola

Kuteyi

II. Mrs Isiaka

J. I

IFELODUN OFFA PATEGI 16

I. Atolgbe D.D

II. Adesina M.A

III. Alhaji G.I Yusuf

IV. Rasaq Salami

I. Lawal

Suraudeen

II. Salako G.A

III. Tejumola

Nurat I

IV. Jamiua Jumoke

I. Aliyu Muhammed

Noma

II. Miku Mohhammed

III. Usman Joseph

IV. Liman Mohammed

24 LAGOS I. Gbagi, Lydia

II. Olajubu T.S.

I. Fadipe, R. R ,

ogunsanya o.o

II. Aina F.O. and

Tijani O.L.

APAPA EPE MUSHIN 10

I. Kamalu, Grace

II. George A.O.,

I. Abobade, J.O

II. Anifowose S.O.

I. Oreofero, J.O

II. Adeniji F.O.

25 NASARAWA I. Haj. Mairo

Ismail

I. Alh. Hassan

Moh’dChata

KEFFI NASARAWA LAFIA 10

I. Abdullahi Saidu I. Umaru I. Obadiah A. Agum

239

II. Mrs Veronica

Timbir

II. Haj. Khadijat

M. Suleiman

II. Salamatu

Abubakar

YahayaMoham

med

II. Abichere

Adanu Godwin

II. Muhammed

HaliluDawaki

26 NIGER I. Okoro, Ego

Helen (Mrs)

II. Deborah

Dajep

I. HajiyaTalatu

Baba

II. SaniKusharki

ASA BARUTEN ISIN 10

I. Adamu

Mohammed

II. Abbas Ali

I. GarbaAbdullahi

II. Rabiu Wada

I. ShehuLadan

II. Amaimuna Musa

27 OGUN I. Mrs. Esther

Tella

II. Mr. Ajulo

M.T

I. Mr. Odebumi

II. Mr.

Oluwayinka

III. Mr. Mulero

IV. Miss. Oshin

ABEOKUTA NORTH. REMO NORTH YEWA SOUTH 14

I. Mr. I.A

Fakorede

II. Mrs. Ogundare

III. Mrs. Adetunji

O.R

I. Mr. Adeboye

B.O

II. Mr. Mustapha

I. Mr. Dickson

II. Mr. Adealao

III. Okunleye A.A

28 ONDO I. Sunday

Arema

Joshua

II. Kehinde Dada

I. Mrs.

Olorunyomim,

S.I

II. Mr. Olupono,

J.S

IFEDORE ODIGBO OSE 7

I. Mrs. Adegoke,

D.O

I. Mr. Adefuwa,

S.A

I. Mrs. Owagbamila,

S.O

29 OSUN I. Mrs. B. A.

Oyedokun

II. Mr. Chris Nwauju

I. Mrs.Ajibise

II. Mr.Salau A. A.

BOLUWADURO IWO LGEA ILESHA WEST 8

I. Mr. Adebayo L. A.

I. Mrs.Adisa B. A. I. Mr.Ajayi O. O.

II. Mr.Ajewole

30 OYO I. Mrs. Roseline

Medubi

II. Mrs. Olanike

B. Adams

III. Miss.

Temitope M.

Adamu

I. Mr. OY.

Ibrahim

II. Mr. OJ.

Oladokun

III. Mr. L.K

Okesade

IV. Mrs. D.B.

IBADAN SOUTH WEST OGO-OLUWA ORIIRE 18

I. Mrs B.O.

Adedeji

II. Mr. T.G.

Aderoju

III. Mrs.E.O.

I. Mr Z.A.

Oyerinde

II. Mr. A.A.Afon

III. Mr. M.O.

Oyelude

I. Mr. O.O. Olaewe

II. Mr. Saliu Akanni

III. Mr. M.A. Oyelade

240

Adeola

V. Mrs. M.A.

Junaid

VI. Mr. A.A.

Mojoyinola

Bamigboye

31 PLATEAU I. Dr (Mrs) Aisha

Abdul

II. Mrs Wukari

I. Shom

Benjamin

Davou

II. Mrs. Comfort

Nanjul

Kumzwam

JOS SOUTH LANGTANG SOUTH MANGU 12

I. Roseline.K.

Chuwang

II. Vou.j.Audu Joseph

I. Nanchak.N.

Domtur

II. Mrs. Selbyen

Yaute

III. Nandul N. Miri

IV. Fadip G. Wuyep

I. Ali Zjwanse

II. Simon Kyenba

32 RIVERS I. Mr Vincent

Egwuzoro

II. Mr Willing

Timbiri

I. Mr.Jamabo

D.L.

II. Mrs Jonah

Gift

AKUKU-TORU OGU/BOLO KHANA 16

I. Dawari Francis

Briggs

II. Ikiriko Uncle B.

I. NiperitiariIbiwalter

II. Tamuno Nemi E.

III. Paul Tarde

IV. Davids Caleb

V. Kate Big-Alabo

VI. KulumaIbitenbo-

Ofori

VII. Justus Opuwubo

I. Kinanee Lucky B.

II. Dickson Gagbi

III. Government

Doonwa

33 SOKOTO I. AbdulkadirB.

Ibrahim

II. Dauda Umar

I. Muhd. Dadi

Gobir

II. Bello Liman

III. Bashir Tanko

IV. Muktar M.

Aliyu

V. Abubakar Sajo

VI. Ya’u Idris

VII. Muhammad

Kabir

GWADABAWA KWARE KEBBE 15

I. Aliyu Labbo

Ahmad

II. Bashar

Muhammad

I. Umar Isah

II. Dahiru Adduka

I. Muhammad Kabir

II. Bashar Muhd.

D/Daji

34 TARABA I.AlhassanMusa I.Mr. Cletus Yakubu GASSOL JALINGO TAKUM 15

241

Yin

II.Rahina Maina

III.Aliyu M. Tukur

II.Mr.Irmiya

Mathew

III.

BabangidaAdamu

Sule

I. Danjuma Murtala

II. Jonathan B. Sa’adu

III. Salisu Manu

I.Muhammad Inuwa

Ubandoma (ES)

II. Numtai Titus

III. John Navivi

I. Dalladi Akafa

II. Hassan J. Waziri

III. Adamu Tanko

35 YOBE

36 ZAMFARA I. Hasiya Asabe Dallatu

II. Iliyasu Hussaini Shehu

I.Maryam Ibrahim II.Isah Adamu Bilbis

GUMMI GUSAU T/MAFARA 16

I. Haruna Muhammad II.Aliyu Muhammad

III. Suleiman Umar IV. Usman Dogo M

I.Aminu Muhammad II.Hussaini Aliyu III.Yunusa Mainasara IV.Salisu G Nadama

I. Aliyu Jafaru II.Garba Ibrahim III.Aminu NA’Ali IV.Aliyu Mukhtar

37 FCT I. Sanchi,

Augustina

Basham

II. Bhadmus

Shola

I. Adebanjo, A.S

II. Akpofu,M.U

III. Aliyu,B

IV. Haruna, Auna

V. Mohammed

Adamu

Danmusai

GWAGWALADA KUJE KWALI 15

I. Gadzama,

Apagu

II. Mrs Rose Mary

I. Patrick U.

Umoriya

II. Abdu D. Amali

III. Magaji Isaiah

IV. Cletus O. Uwa

I. Mrs Okeke V.O

II. Sani A. Aminu

TOTAL 75 119 266

242

APPENDIX XV: LIST OF SCHOOLS VISITED BY LGEAs

S/N STATE ECD VISITED PS VISITED JSS VISITED TOTAL

1. ABIA i. CS Ogwe ii. Okwuta CPS

iii. Migrant FPS iv. Ugwati CP v. Amiyi Uhu

vi. Ndundu CS vii. Umuasua CS

viii. Okwuji CPS ix. Amafor I x. Okwuta CS

i. CS Ogwe ii. Okwuta CPS

iii. Migrant FPS iv. Ugwati CP v. Amiyi Uhu

vi. Ndundu CS vii. Umuasua CS

viii. Okwuji CPS ix. Amafor I x. Okwuta CS

i. Achara Uturu JSS ii. Mbom CHS

12

2. ADAMAWA i. Chikila PS

ii. Bongo PS

i. Buwangal Pr. Sch

ii. Dobora Pri Sch

iii. Dirdiu PS

iv. Nalomi PS

v. Sabon Layi Yelwa

vi. Chikila PS

vii. Dangir Ps

viii. Dango PS

ix. Gudenye PS

x. Falu II PS

xi. Bongo

xii. Bundu PS

xiii. Gudu PS

xiv. Humbo PS

xv. Kuma PS

i. Ganye Jss Yebbi

ii. Guyuk Lss Chikila

iii. Song Jss Salasa

18

3. AKWA IBOM I. GovtSchObio, Ediene

II. LutSch, IkotAkpaEdok

III. St. Joseph’s Sch, Uyo Obio/Ikok

I. GovtSchObio, Ediene

II. LutSch, IkotAkpaEdok

III. St. Joseph’s Sch, Uyo Obio/Ikok

I. ArchibongMem.Sec. Sch. Nil

II. Commercial Sec. Sch. ,MkpatEnin

12

243

5. BAUCHI i. Yelwa Dutsen PS

ii. Kagadaman Gyara PS

iii. Baru PS

iv. Lai Lai PS

v. Bage PS

i. Yelwa Dutsen PS

ii. Bunguru PS

iii. Galadimawa PS

iv. Gizaki PS

v. Kagadaman Gyara PS

vi. Ali Makama Islamiya PS

vii. Wuro Sale PS

viii. Baru PS

ix. Dorawa PS

x. Lai Lai PS

i. GDJSS Gwarangah

ii. GDJSS Durawari

iii. GDJSS Zubo

18

IV. GovtSchAfaha I, Itam

V. GovtSch, IkotAndemItam

VI. Pry SchIkotEbomItam

VII. Pry SchIkotUsoAkpan

VIII. Methodist Sch, EfefiaUkam

IX. St. Paul’s Group Sch, Ekim

X. St. Patrick’s sch, IkotAkpabong

IV. GovtSchAfaha I, Itam

V. GovtSch, IkotAndemItam

VI. Pry SchIkotEbomItam

VII. Pry SchIkotUsoAkpan

VIII. Methodist Sch, EfefiaUkam

IX. St. Paul’s Group Sch, Ekim

X. St. Patrick’s sch, IkotAkpabong

4. ANAMBRA I. CS Omasi - Uno II. CPS Anaku

III. Udoka P/S Ifite -Ogwari IV. Aboh P/S Umudioka V. Aguoji P/S Ifitadunu

VI. CPS Umunachi5 VII. Akaboezem CS Uruagu

Nnewi VIII. Akwudo CS Otolo Nnewi

IX. Inyiba CS Umudim Nnewi

I. CS Omasi - Uno II. CPS Anaku

III. Udoka P/S Ifite -Ogwari IV. Aboh P/S Umudioka V. Aguoji P/S Ifitadunu

VI. CPS Umunachi5 VII. Akaboezem CS Uruagu

Nnewi VIII. Akwudo CS Otolo Nnewi

IX. Inyiba CS Umudim Nnewi X. Migrant Famers School

Akamili

I. Ogbe High School II. Community Secondary

School (JSS) Umunachi

12

244

xi. Bage PS

xii. Dago Dutsi PS

xiii. Jama’a PS

xiv. Buno PS

xv. Zubo PS

6. BAYELSA i. Comm. PS, Nyambiri i. Comm. PS Egweama-Amaogbo

ii. Comm. P/S Ereweikongho

iii. St. Mark’s Sch. I Liama

iv. St. Mark’s Sch. II Liama

v. State School, Liama-Ogbo

vi. Comm. PS, Akaba vii. Comm. PS, Ikarama

viii. Comm. PS, Nedugo/Agbia ix. Comm. PS, Nyambiri

x. Comm. PS, II Zarama

i. BJSS, Egweama

ii. BJSS, Okordia North

12

7. BENUE

8. BORNO

9. CROSS RIVER i. Government primary school I, Ababene

ii. Government primary school II, Ababene

iii. Community primary school Ebo

iv. Holy child covenant primary school

v. Government primary school Akim, Akim

vi. Government primary school Ndom-Nwang

vii. St. Mary primary school Ebine Ufot

viii. Primary Sch. Ogoja–

i. Government primary school I, Ababene

ii. Government primary school II, Ababene

iii. Community primary school Ebo

iv. Holy child covenant primary school

v. Government primary school Akim, Akim

vi. Government primary school Ndom-Nwang

vii. St. Mary primary school Ebine Ufot

i. OdotEdiong Secondary Community School, ObioAsim.

ii. Community Sec Sch. Nwan, Ogoja

12

245

Ndim

ix. St. Paul’s Pry Sch. Benkpe

x. St. Francis’s Pry Sch., Egbung.

viii. Primary Sch. Ogoja–Ndim

ix. St. Paul’s Pry Sch. Benkpe

x. St. Francis’s Pry Sch., Egbung.

10. DELTA I. Ejiafe PS Okpara

II. Abawae PS Aberuo

III. Abriku PS Ada- Irri

IV. Aka PS, Ukpude

V. Atanaru PS, Uro-Irri

VI. Adofi PS Ossissa

I. Egbo PS Okuruvo

II. Ejiafe PS Okpara

III. Eregbe PS Okuedafe

IV. Abawae PS Aberuo

V. Abriku PS Ada- Irri

VI. Aka PS, Ukpude

VII. Atanaru PS, Uro-Irri

VIII. Abarra PS, Abarra Uno

IX. Abuator PS Abuator

X. Adofi PS Ossissa

I. Kokori Girls Sec sch

II. Onuaboh Sec School

12

11. EBONYI I. Amaechi PS, Amaechi

II. Asaga P/S Asaga

III. Ekula PS Ekula

IV. Aguenu PS isu

V. Amakporo Comm PS

VI. Eziga PS Onicha

VII. IsuacharaPri. Sch.

I. Amaechi PS, Amaechi

II. Asaga P/S Asaga

III. Ekula PS Ekula

IV. Izenyi PS Izenyi

V. Ndioke Township PS Ndioke Township

VI. NdiugoIshiekeCentr School.

VII. Aguenu PS isu

VIII. Amakporo Comm PS

IX. Eziga PS Onicha

X. IsuacharaPri. Sch.

I. Comm Junior Sec SchEkejeEdda

II. Comm High Junior Sec SchOnuenyimAgalegu

12

12. EDO I. Ake P/S Ake

II. Akugbe P/S Arokho

III. Anamah P/S

IV. Atemonokhai P/S

I. Ake P/S Ake

II. Akugbe P/S Arokho

III. Anamah P/S

IV. Atemonokhai P/S

I.Ugbegun G. Sch. Ii.Umaza Sec. Sch.

12

246

V. Abolele P/S

VI. Ebudin P/S

VII. Eguare P/S

VIII. Abesi P/S Igbogor

IX. Aden P/S Aden

X. Adolor P/S

V. Abolele P/S

VI. Ebudin P/S

VII. Eguare P/S

VIII. Abesi P/S Igbogor

IX. Aden P/S Aden

X. Adolor P/S

13. EKITI I. Community Primary School, Agbado-Oyo

II. Ikere SUBEB Model Primary School, Ikere

III. CAC Primary School, Isaba, Ikole Ekiti

IV. St. Stephen Primary School, Ayebode Ekiti

V. Babamuboni Memorial PS, Iyin Ekiti

VI. Baptist Primary School Igede Ekiti

VII. Omodewa Primary School, Iworoko

VIII. St. Andrews Primary School, Are-Ekiti

I. Community Primary School, Agbado-Oyo

II. Ikere SUBEB Model Primary School, Ikere

III. Sapetu Ibariba Comm Primary School, Ikere

IV. CAC Primary School, Isaba, Ikole Ekiti

V. Community Primary School, Iwetin

VI. St. Stephen Primary School, Ayebode Ekiti

VII. Babamuboni Memorial PS, Iyin Ekiti

VIII. Baptist Primary School Igede Ekiti

IX. Omodewa Primary School, Iworoko

X. St. Andrews Primary School, Are-Ekiti

I. Ajolagun High School, Ikoyi-Ikere

II. Community High School, Iyemero

12

247

14. ENUGU I. Community Pry Sch Amabo Amoji Nenwe

II. Community sch II Oduma Achara

III. Town School Amachalla Mpu

IV. Central Sch Ikem Nkwo

V. Community Pry Sch Umuhu Eha Amufu

VI. Isi-Edem Pry School

VII. Ugwuakparata Pry Neke

VIII. Central Sch Adani

IX. Community pry sch Ogurugu

I. Community Pry Sch Amabo Amoji Nenwe

II. Community sch II Oduma Achara

III. Town School Amachalla Mpu

IV. Central Sch Ikem Nkwo

V. Community Pry Sch Umuhu Eha Amufu

VI. Isi-Edem Pry School

VII. Ugwuakparata Pry Neke

VIII. Central Sch Adani

IX. Community pry sch Ogurugu

X. Premier School Nimbo

I. Community Sch Ohafia Oduma

II. Community Sch Ugbene Ajima

12

15. GOMBE I. Bangu Ps

II. Kwarge Ps

III. Lofiyo Ps

I. Bangu Ps

II. Boltongoyel

III. Dondoriya Ps

IV. Garin Waziri Ps

V. Kwarge Ps

VI. Lofiyo Ps

VII. Yelwa Ps

VIII. Dokoro

IX. Jalingo

X. Nappe

I. Jss Putoki

II. Jss Malala

12

16. IMO I. Town School Eziudo

II. Town School Obizi

III. Unity Pry Sch Ihitte

IV. Central Sch Eziama V. Comm. Sch Amaraku

VI. Dev. Pry Sch Ibeme

VII. Aboh Pry Sch Ihitte Owerri

I. Town School Eziudo

II. Town School Obizi

III. Unity Pry Sch Ihitte

IV. Central Sch Eziama V. Comm. Sch Amaraku

VI. Dev. Pry Sch Ibeme

VII. Aboh Pry Sch Ihitte Owerri

VIII. Cent. Sch Umuowa

I. Eziudo Girls High Sch

II. Comm. Sec Sch Ogbor

Isiala Mbano

12

248

VIII. Cent. Sch Umuowa

IX. Comm. Cent Sch Mgbee

X. Premier Pry Sch Amaifeke

IX. Comm. Cent Sch Mgbee

X. Premier Pry Sch Amaifeke

17. JIGAWA I. BODINGA PS

II. ALIYA PS

III. BANDAWA

IV. DANKAMA

V. DAN KARI

I. Budinga P/S

II. Chediya P/S

III. Dalai P/S

IV. Aliya P/S

V. Arki P/S

Vi Akurki P/S Vii Bandawa P/S Viii Dankari P/S Ix Dankama P/S

I. JSS Tsangarwa

II. JSS Arki III. JSS Firji

13

18. KADUNA I. Dan maikogi I PS

II. Demonstration PS

III. LGEA Kagoro road

IV. Badiko PS

I. BADIKO PS

II. Kagoro Road

III. DPS Kaukuri Hausa

IV. Marbakaki

V. Ung. Makama

VI. Dan Maikogi

VII. Ung Tsamiya

VIII. Mahuta PS

IX. Jobe Jibis PS

X. UBE Ahmadu Ali

I. Jss Ung. Muazu

II. Jss Danlawal

12

19. KANO I. Bankanon Fulani PS II. Dakare PS

III. Alajawa PS

I. Auduga PS

II. Bankanon Fulani PS

III. Barya PS

I. Gjss Kafin Malamai II. Gjss Kokiya

III. Gjss Garindau

18

249

IV. Bakaji PS

V. Gabari PS

VI. Janburji PS

VII. Danfari PS

VIII. Ganakakun PS

IX. Giwaran PS

X. Gogel PS

IV. Butun PS

V. Dakare PS

VI. Alajawa PS

VII. Bakaji PS

VIII. Bakwami PS

IX. Gabari PS

X. Janburji PS

XI. Amarawa PS

XII. Danfari PS

XIII. Ganakakun PS

XIV. Giwaran PS

XV. Gogel PS

20. KATSINA I. Adamawa

II. Danbilago

III. Tunau

I. Adamawa II. Bardawa

III. Dangwola IV. Danbilago V. Allah Madogara

VI. Yarkwakware VII. Tunau

VIII. A’awa IX. Bachirawa Nomadic X. Bakam

I. GJSS Ladan

II. GJSS Dangani

12

21. KEBBI I. Gumudai PS

II. Tugar/ Sule PS

III. Unguwan/ Kolo

IV. Buma PS

V. Nasarawa PS

VI. Dutsin/ mari PS

VII. Laraba PS

VIII. Pampama PS

IX. Tungan/ Shibo

X. Wangachi PS

I. GSS Rafin - Taska

II. JSS Karamar Damba

12

250

22. KOGI I. United No. 1 PS Ayede II. KBLGEA PS Illah

III. MLGEA PS Otafun

IV. MLGEA PS Ilemo

V. MLGEA PS Ijagbe

I. LGEA(ANG) PS Effin

II. LGEA PS Atsagba

III. LGEA (Ang) PS Kpata

IV. United No. 1 PS Ayede V. KBLGEA PS Illah

VI. KLGEA PS Odae

VII. MLGEA PS Otafun

VIII. MLGEA PS Aiyedero

IX. MLGEA PS Ilemo

X. MLGEA PS Ijagbe

I. UBE JSS Effin

II. UBE JSS Ike-Bunu

12

23. KWARA I. LGEA PS AGUNJIN

II. ECWA LGEA PS PATAKO

III. LGEA PS YARU IFELODUN

IV. FATIMOH CATHOLIC PS IGBOIDUN

V. LGEA COMM PS GBOSUN/OGBONDOKO

VI. LGEA PS KANANU ALAYIN

VII. LGEA PS Sakpefu

VIII. LGEA PS Wodata

I. LGEA PS AGUNJIN

II. ECWA LGEA PS PATAKO

III. LGEA WESLEY PS OKANLE/FAFEROMI

IV. LGEA PS YARU IFELODUN

V. FATIMOH CATHOLIC PS IGBOIDUN

VI. LGEA COMM PS GBOSUN/OGBONDOKO

VII. LGEA PS KANANU ALAYIN

VIII. LGEA PS Ella Edozhigi

IX. LGEA PS Fey

X. LGEA PS Sakpefu

XI. LGEA PS Sunkuso

XII. LGEA PS Wodata

I. Okenle/ Fejeromi

II. UBE JSS Gramma school Offa

14

24. LAGOS I. Orile N/P school

II. Ajeromi N/P schl

III. Ladi Lak N/P schl

IV. Govt. Dem. N/PS

V. U.P.E PS, Ajegbende

I. Orile N/P school

II. Ajeromi N/P schl

III. Ladi Lak N/P schl

IV. Govt. Dem. N/PS

V. U.P.E PS, Ajegbende

I. Iganmu JNR high school, Sari-Iganmu

II. OKEMAGBA JUNIOR HIGH SCHOOL MOJODA EPE

12

251

VI. Ang. N/P Museju

VII. Special child schl

VIII. Olisa N/PS

IX. Shyllon N/Ps

X. Muslim Mission PS

VI. Ang. N/P Museju

VII. Special child schl

VIII. Olisa N/PS

IX. Shyllon N/Ps

X. Muslim Mission PS

25. NASARAWA I. P.S. P.S KWANDARE I. AngwanJaba P.S

II. Salamu PS

III. Yarkadde PS

IV. Aridi P.S.

V. BukanAllu P.S.

VI. Kwandare Pilot P.S.

VII. TudunAboshon P.S VIII. Bidda-Sabo PS

IX. GudugeTsoho P.S.

X. Kyereku P.S.

I. GJSS Loko

II. GJSS Kofar Hausa

12

26. NIGER I. Chatafi PS II. Etsu-wuro PS

III. Manyisa PS

IV. FarinDoki PS

V. Tatiko PS

I. Chatafi PS

II. Etsu-wuro PS

III. Manyisa PS

IV. Danu PS

V. Farindoki PS

VI. Tatiko PS VII. Kaliko PS

VIII. New Kutunku PS

IX. Old Kutunku PS

X. Zaregi PS

I. DSS Kutigi

II. JDSS Taitiko

12

27. OGUN I. Abeokuta North LG Primary Schl. Sangote.

II. African Church Primary Schl. Kurere

III. A.U.D Pry schl. Ijale papa.

I. Abeokuta North LG Primary Schl. Sangote.

II. African Church Primary Schl. Kurere

III. A.U.D Pry schl. Ijale papa.

IV. L G PRY SCHL. ELUJU –ISARA

I. Idi-Emi Junior High School

II. Iyankan High School Isara- Remo

12

252

IV. L G PRY SCHL IMAGBON – ISARA

V. L G PRY SCHL SOFIDIPE

VI. A.U.D pry Ajilete

VII. Community Pry Elekute,

Owode

VIII. St. Aug. African Church Schl. Idogo

IX. Yewa South Local Govt. Pry. Schl. Irogun - Akere

V. L G PRY SCHL IMAGBON – ISARA

VI. L G PRY SCHL SOFIDIPE

VII. A.U.D pry Ajilete

VIII. Community Pry Elekute,Owode

IX. St. Aug. African Church Schl. Idogo

X. Yewa South Local Govt. Pry. Schl. Irogun – Akere

28. ONDO I. Muslim PS Ipogun

II. Sirajudeen Muslim PS Ifedore

III. St’ Michael’s Mega PS Ilara

IV. AUD PS Kajola

V. LA PS Rubber Estate, Araromi

VI. St’ Thomas Ps Odigbo

VII. AUD PS Idogun

VIII. St’ Peter’s Anglican Ps Okeluse

I. Muslim PS Ipogun

II. Sirajudeen Muslim PS Ifedore

III. St’ Michael’s Mega PS Ilara

IV. AUD PS Kajola

V. LA PS Rubber Estate, Araromi

VI. St’ Thomas Ps Odigbo

VII. AUD PS Idogun

VIII. Community PS Elerinla

IX. St’ David’s Anglican PS Ifirin-Afo

X. St’ Peter’s Anglican Ps Okeluse

I. Community Comp. High Ilara-mokin

II. Muslim High School Ore

12

29. OSUN I. Normedic P/S

II. NUD P/S Iresi

III. NUD P/S Otan

IV. Aipafe Baptist

V. vAUD P/S Okinfenwa

VI. vi.Gaa Academy normadic

i.Community S/S Eripa ii.Iwo Gramm Sch

12

253

VII. vii Holy Trinity P/S”A”

VIII. viiiNUD Moroko

IX. ixNUD Odo-ro

X. x. Temidire Model P/S

30. OYO I. AUD 1, Foko

II. AUD ii Oke-Ado

III. CPS, Oke-Ayo Odo Ona

IV. SDA II, Foko

V. AUD Iwo-Ate VI. Bapatist II Ajaawa

VII. Baaptist Idewure

VIII. D.C Opete

IX. FOMWAN Ajaawa

X. LA Ipekun

XI. LA Oloru

XII. NUD kAJOLA

I. AUD 1, Foko

II. AUD ii Oke-Ado

III. CPS, Oke-Ayo Odo Ona

IV. IMG(3) Apata

V. SDA II, Foko

VI. AUD Iwo-Ate VII. Bapatist II Ajaawa

VIII. Baaptist Idewure

IX. D.C Opete

X. FOMWAN Ajaawa

XI. CAC Idi-Iroko

XII. CPS Igbo-Ologun

XIII. LA Ipekun

XIV. LA Oloru

XV. NUD Kajola

I. AUD Sec. Sch Oke-Ado

II. Baptist Grammar School Ajaawa

III. Comm.. Gram. Sch. Oolo

18

31. PLATEAU I. LGEA primary school Area1 Mabudi

II. LGEA primary school Gamakai

III. LGEA Pilot PS Sabongida

IV. LFGEA PS Wubang

V. LGEA PS Gwakshesh

VI. LGEA PS Fwangkwak

VII. LGEA PS Larpiya

I. LGEA primary school Dabwak kuru

II. LGEA primary school Dakyen Kuru

III. LGEA primary school Fwapwa

IV. LGEA primary school Area1 Mabudi

V. LGEA primary school Gamaki

VI. LGEA Pilot PS Sabongida

VII. LFGEA PS Wubang

I. GJSS Sot Vwang

II. GJSS Chakpem

12

254

VIII. LGEA PS Gwakshesh

IX. LGEA PS Fwangkwak

X. LGEA PS Larpiya

32. RIVERS I. Upe S.S. Abonnema

II. S.S. Abonnema

III. Bishop Crowther M.S. Ogu

IV. S.S. Chuku-Ama

V. S.S. Ikpo-Ama

VI. St. Martins S.S. Ogu

VII. Cps 1 Gwara

VIII. S. Model Ps Luawii

IX. Cps Ii Baen

I. Upe S.S. Abonnema

II. S.S. Abonnema

III. Bishop Crowther M.S Abonnema

IV. S.S. Chuku-Ama

V. S.S. Ikpo-Ama

VI. St. Martins S.S. Ogu

VII. S.S. Waka-Ama

VIII. Cps I Gwara

IX. S. Model Ps Luawii

X. Cps Ii Baen

I. Gss Luawii (Ube)

II. Css Ogu (Ube)

12

33. SOKOTO I. Asara Ps

II. Kuchi Ps

III. Kebbe Ps

IV. Balkore Ps

I. Abdalo Ps

II. Asara Ps

III. Bamana Ps

IV. Kuchi Ps

V. Kebbe Ps

VI. Margai Ps

VII. Nasagudu

VIII. Balkore Ps

IX. Cimmawa Ps

X. Gidan Gero Ps

I. Jss Asara

II. Gdss More

12

34. TARABA I. Ecd Jauro Gbadi

II. Ecd Barkam

III. Ecd Chan-Chanji

IV. Ecd Kasuwan Haske

I. Bada Koshi Pry School

II. Bembal Pry School

III. Chul Pry School

IV. Nurul Ulum Pry School

V. Tutare Pry School

I. Gdjss Tella

II. Gdjss Nukkai

III. Gdjss Kufai Ahmadu

18

255

VI. Garin Nanka Pry Sch.

VII. Jauro Gbadi Pry School

VIII. JAURO NSIKKAI PRI. SCH.

IX. Murbai Pry School

X. Murtai Pry School

XI. Lufu Pry School

XII. Chanchangi Pry School

XIII. Kufai AhmaduPri. School

XIV. Kasuwan Haske Pry School

XV. Mbarikam Pry School

35. YOBE

36. ZAMFARA I. Bargaja P.S

II. Batanwarka Ps

III. Mirkidi P.S

I. Dan Awo P.S

II. Dandi Ps

III. Leshi Ps

IV. Masama Ps

V. Baguda Ps

VI. Bakin Dutse Ps

VII. Bargaja Ps

VIII. Batanwarka Ps

IX. Dumaye Ps

X. Mirkidi Ps

I. Gdjss Janyau

II. Jss Matusgi

12

37. FCT I. Angwan dodo Pry. Sch.

II. LEA PS Zuba

III. Gudun-kary Pry Sch.

IV. Pai pry school

V. Kigbe pry school

I. Angwan dodo Pry. Sch.

II. LEA PS Zuba

III. UBE Nomadic Gwako Pry. Sch.

IV. Atako Pry sch.

V. Gudun-kary Pry Sch.

I. GJSS Tunga maje

II. GJSS Gudun-karya

12

256

VI. UBE Gofe Pry Sch.

VII. Farakuti pry sch.

VIII. Pai pry school

IX. Kigbe pry school

X. Gomani pry school

TOTAL 214 366 74

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