4-Year Strategic Plan for the Development
of the Education Sector: 2011-2015
4-Year Strategic Plan for the Development
of the Education Sector: 2011-2015
Professor Ruqayyatu Ahmed Rufa'i, OONHonourable Minister
FEDERAL MINISTRY OF EDUCATIONFEDERAL MINISTRY OF EDUCATION
© 2012
Federal Ministry of Education
Federal Secretariat Phase 3
Abuja, Nigeria
© 2012
Federal Ministry of Education
Federal Secretariat Phase 3
Abuja, Nigeria
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Table of Contents
List of Abbreviations ......................................................................................ii
Introduction ................................ ................................ ................................ . 1
Strengthening The Institutional Management Of Education ........................ 4
Access And Equity ................................ ................................ ...................... 21
Standards And Quality Assurance ................................ .............................. 35
Teacher Education Development ................................ ............................... 44
Technical And Vocational Education & Training ................................ ......... 54
Funding, Partnerships, And Resource Mobilization & Utilization ............... 60
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LIST OF ABBREVIATIONS
ABU - Ahmadu Bello UniversityASUU - Academic Staff Union of UniversitiesATBU - Abubakar Tafawa Balewa UniversityBSE - Basic and Secondary EducationCBN - Central Bank of NigeriaCBOs - Community-Based Organisations COEs - Colleges of EducationCPN - Computer Professionals Registration Council of NigeriaCRF - Consolidated Revenue FundDFA - Department for Finance & AccountsDHRM - Director of Human Resource ManagementDTLC - Direct Teaching and Laboratory Cost GrantsDTSE - Department of Technology and Science EducationECCDE - Early Child Care Development EducationESSPIN - Education Sector Support Programme in NigeriaFCSC - Federal Civil Service CommissionFCT - Federal Capital TerritoryFEC - Federal Executive CouncilFME - Federal Ministry of EducationFSB - Federal Scholarships BoardFUCs - Federal Colleges of EducationG&C - Guidance and CounsellingICT - Information and Communication TechnologyFUC - Federal Unity CollegeHATS - Housing for All Teachers SchemeHND - Higher National DiplomaIDP - International Development PartnersIEI - Innovation Enterprise InstitutionsIGR - Internally-General RevenueITF - Industrial Training FundJCCE - Joint Consultative Council on EducationJICA - Japanese International Cooperation AgencyLGA - Local Government AreaLGEA - Local Government Education Authority
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LRCN - Librarians Registration Council of NigeriaMCPD - Mandatory Continuing Professional DevelopmentMDGs - Millennium Development GoalsMIS - Management Information SystemMLA - Monitoring Learning AchievementMOU - Memorandum of UnderstandingNABTEB - National Business and Technical Examinations BoardNALV - Nigerian Arabic Language VillageNASS - National AssemblyNBS - National Bureau of StatisticsNBTE - National Board for Technical EducationNCCE - National Commission for Colleges of EducationNCE - National Council on Education/Nigeria Certificate of
EducationNCNE - National Commission for Nomadic EducationNDU - Nigeria Defence UniversityNEMIS - Nigerian Education Management Information SystemNERDC - Nigerian Educational Research and Development CouncilNERI - National Education and Research InfrastructureNFE - Non-Formal EducationNFLV - Nigerian French Language VillageNGO - Non-Governmental OrganizationNLN - National Library of NigeriaNMC - National Mathematical CentreNMEC- National Adult, Mass Literacy and Non-Formal Education
CommissionNOS - National Occupation StandardsNOUN - National Open University of NigerianNPC - National Planning CommissionNTI - National NUC - National Universities CommissionNUT - National Union of TeachersNVQF - National Vocational Qualifications FrameworkOAU - Obafemi Awolowo UniversityOBR - Optical Braille ReaderODL - Open and Distance LearningOPS - Organised Private SectorPFI - Private Finance Initiative
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PPM&R - Policy Planning Management and ResearchPPP - Public Private PartnershipQA - Quality AssuranceSAME - State Agency for Mass Education SBMC - School-Based Management CommitteeSTEP-B - Science Technology Education Post-BasicSTUMEC - Students Tutoring Mentoring and Counselling ProgrammeSMoE - State Ministry of EducationSSE - Senior Secondary EducationTDNA - Teacher Development Needs AssessmentTETFUND - Tertiary Education Trust FundTNAE - Teacher Needs Assessment ExerciseTOR - Terms of ReferenceTRCN - Teachers Registration Council of NigeriaTSS - Teachers Salary StructureUBEC - Universal Basic Education CommissionUDU - Usman Danfodiyo UniversityUI - University of IbadanUNIPORT - University of Port-HarcourtUNN - University of Nigeria, NsukkaVEI - Vocational Enterprise Institution
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Education is critical for the long-term success of Nigeria. The country's ability to stay competitive in a knowledge-driven world is dependent on the development of the right skills at different levels of human endeavour. At the moment, the challenge of doing this is quite immense because Nigeria is decades behind in the provision of the ideal environment for the development of the required skills.The President of the Federal Republic of Nigeria, Dr Goodluck Ebele Jonathan, GCFR, recognizing the need to move our nation forward, has unveiled a holistic Transformation Agenda with priorities that include:
§ Education§ Energy§ Health and § Job Creation
Education is central to the actualization of the Transformation Agenda because of its responsible roles in developing individual skills to drive other sectors of the economy. With an estimated population of over 160 million, Nigeria has an asset that can move the nation forward. However, this large population is at the moment considered more of a liability or time bomb and can only be truly an asset if nurtured through quality education.
The 4-Year Strategic Plan for the Development of the Education Sector, 2011-2015 signifies the readiness of the Federal Ministry of Education, under the leadership of Professor Ruqayyatu Ahmed Rufa'i, OON to boldly tackle the challenges hampering the Nigerian Education System from playing its key national development role. It seeks not only to represent the Education Component of the Transformation Agenda, but also clearly articulate in the next four years, activities targeted towards addressing specific challenges. The Plan draws from the rich resource of available development-oriented documents that already exist in the sector. These include the Roadmap for the Nigerian Education Sector, the One Year Strategy for the Development of the Education Sector, May 2010-April 2011 and the Report of the Presidential Task Team on Education. In addition, view of individuals and groups within the Nigerian Education Sector are harnessed and embedded in the Plan. It is divided into six focal areas:
1. Strengthening the Institutional Management of Education2. Access and Equity 3. Standard and Quality Assurance4. Teacher Education and Development5. Technical and Vocational Education and Training6. Funding, Partnerships and Resource Mobilization
Access and Equity and Standard and Quality Assurance represent the areas of basic challenges in the Nigerian Education Sector. The other four focal areas need to be addressed in order to effectively provide solutions for these basic challenges.
The Plan, in line with the goals of the Transformation Agenda is setting the stage so that at the end of the Plan period, the Nigerian Education System is able to start to effectively support Nigeria's human
INTRODUCTION
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capacity needs and meet developmental objectives. This would mean the availability of — Highly-skilled world-class manpower and— World class institutions in Nigeria with
Ø world class infrastructure;Ø world class learning resources; andØ world class teachers.
The Plan identifies the responsibilities of departments, units, parastatals of the Federal Ministry of Education, State governments and other relevant stakeholders towards meeting the set goals. In addition, timeline for completion of activities over the four years are provided.
The Plan also defines strategies and initiatives that will strengthen the role that the Federal Ministry of Education is expected to play in maintaining standards through the establishment of effective National Systems. The outlines of the such National Systems are six. These are:
1. Nigeria Education Management Information System (NEMIS)2.Teacher Development Needs Assessment system (TDNA)3.Monitoring Learning Achievement (MLA)4.Guidance and Counseling System (G & C)5.Quality Assurance (QA)6.School-Based Management Committees (SBMC)
It is indeed a plan that attempts to implement strategies that will make “education” to be more functional beyond “schooling” where emphasis is on certification. We recognize that Education is not synonymous with schooling. What really distinguishes education from schooling is its emphasis on development. The purpose of development of individuals is to enable them to contribute to the development of society. For this reason, the Plan lays emphasis on Technical and Vocational Education & Training as the “master key” to unlocking our future. Nigeria is uniquely positioned to be able to harness and distribute its resources for sustenance of its population and to those of others. This self-reliant disposition can be nurtured in the vast number of the unemployed youth through education and training. The curricula and syllabi ought to reflect this by providing the knowledge and skills that will position citizens to actively pursue careers such as mechanised agriculture, entrepreneurship, natural resource development and processing, export-based industry and outsourcing, all to be enabled on the platform of cutting edge technology.
In line with the President's Transformation Agenda this 4-Year Strategic Plan is going to pay significant attention to actual transformation of the schools and institutions for which the Federal Ministry of Education is responsible. We are selecting a minimum of eighteen (18) Unity Schools per year, three in each geo-political zone (a boy and a girl college and a science and technical college) for complete revamping and establishment to models worthy of emulation.
Under the FME/World Bank STEP-B Project we have selected nine (9) universities, one (1) polytechnic and two (2) specialised institutions as centres of excellence in different subject areas. They have each been granted between $4.0 million to $5.7 million. Under the same project, each Unity School received $250,000 for science and technology laboratories.
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TETFund Special High Impact ProjectIn order to progressively upgrade facilities in our institutions of higher learning, the Federal Government assigned to TETFund the responsibility for progressive upgrading of programmes and improvement of teaching and leaning environment in select tertiary institutions across the six geopolitical zones with the aim of nurturing the emergence of centres of excellence.
Under Phase One in 2009, the sum of N3 billion each was allocated to six Universities (UI, UNN, ABU, Universities of Benin, Ilorin and Maiduguri). Three Polytechnics (Yaba, Kaduna and Akanu Ibiam) and three Colleges of Education (Kontagora, Gombe and Omoku) were the allocated N1 billion each.
The same amount was allocated under Phase Two in 2010 to six Universities (UNIJOS, BUK, ATBU, FUTO, OAU and UNIPORT), three Polytechnics (Lokoja, IMT Enugu and Mubi) and three Colleges of Education (Gumel, Afaha-Nsit and Adeyemi).
Under Phase Three in 2011, two Universities (UDU, Sokoto and NDU), two Polytechnics (Benue State Poly, Ugbokolo and Abia State Poly) and two Colleges of Education (Yobe State Poly Gasua and FCE Abeokuta) benefitted from the special funds.
In addition to all the above, N12.4 billion has been released to all Federal and State polytechnics for purchase laboratory equipment and facilities.
An institutional arrangement has been put in place to ensure successful implementation and enhancement of the activities identified in this Plan. Each of the focal area has a task team that works closely with implementing agencies, monitoring to ensure timely implementation of activities. The Task Teams are structured to report first to the Steering and Coordinating Committee that then reports to the Honourable Minister of Education. Stakeholders in the education sector are to be regularly briefed on the progress made and on any identified challenges encountered.
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1.0 STRENGTHENING THE INSTITUTIONAL MANAGEMENT OF EDUCATION
1.1 National Policy on EducationAny meaningful review of the National Policy on Education (NPE) is necessitated by the need to address noticeable gaps in the content and provisions that emerged in the course of implementation
th thof the 4 edition (2004) and unpublished 5 edition (2008) of the NPE. There is also the need to maintain currency, relevance and to ensure that the policy document not only remains in tune with emerging trends in education, but also that it sets the framework for positioning Nigerian education to better serve the needs of the country.
The revision of the 5th (2008) edition of the National Policy on Education is informed by the need to reflect on Mr President's Transformation Agenda with Education as a key priority area. It is also necessary to effectively address the persistent gaps in education policy provisions and implementation in Nigeria. This is to avoid making policies related to emerging issues in an ad-hoc manner. There is the need to harmonize all these policies and incorporate them with the NPE.
The revision and updating of the NPE gives us the opportunity to revisit the Nigerian Philosophy of Education. There are three broad areas of great concern and attention: the needs of young people and adults, national socioeconomic needs and aspirations and the demands of curricula content.
In re-examining the philosophy, a number of clear issues that the NPE should address include that of:
a. Relevance: The foundations of our educational philosophy were established at the first national curriculum conference held over forty years ago. This document was drafted within the context of a young, fractured nation and reflected our desire for citizenship, reintegration and unity. Whilst the broad statements outlined in the report reflect noble goals, we must ask ourselves if the realities of those days are still relevant today. Has our value system changed? Are we different in our individual and societal aspirations? More importantly, can we, by adhering to the philosophy in its totality, achieve our desired future goals? Given that a philosophy of education is dynamic and inherently contestable, it is important to revisit the philosophy of education regularly, assessing the stated vision, goals and objectives of education to ensure continued relevance.
b. Philosophy Diffusion: A clear strategy is needed to translate the lofty aims of educational growth into policy imperatives and practice. A continuous internal and external monitoring is, however, needed to ensure that the nation remains on the track of the educational vision. For philosophy to effectively inform policy decisions, there must be greater specificity to aims and objectives, and a clear methodology for diffusing these to the level of curriculum design, education management and pedagogy. It is important to ensure that a) the philosophy is translated into policy and practice without losing its essence b) policy implementation can be evaluated using a sound theoretical and practical framework and c) the discourse on the relevance of the national curriculum is a continuous, deliberate and regular occurrence.
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c. Foundational Education: Early childhood is the foundational phase of a child's moral, character and intellectual development. UNESCO states that the 'stimulation a child receives during this period determines to a large extent, the level of physical and cognitive development'. Although progress is being made in expanding pre-school access, less than 30% of children receive formal early childhood care and education and the vast majority that do, utilise private providers. This lack of attention to the early stages of a child development can be traced to the philosophy of education whereas a decision area, it was glaringly missing. The situation requires urgent review to erase the local and global evidence that may suggest a country devoid of a sound early childhood care and education policy and strategy.
d. Character Education: Over many years, the traditional Nigerian values of integrity, mutual respect, dignity of labour, hard work and professionalism have been eroded as citizens struggle to survive in a nation ridden by poverty and institutionalised corruption. Although at the first curriculum conference there were well-reasoned arguments for establishing character education as a priority of primary schooling, only vague allusions to individual and societal ethics were made in the final submission. This lack of entrenched values and character orientation within the curricula may be partly responsible for the current disregard to the afore-mentioned traditional values.
The revision and publication of the fifth (2008) edition of the National Policy on Education is overdue. This is one of the gaps we intend to fill in this 4-Year Strategic Plan.
1.2 Implementation the FME Communication Strategy Effective communication would help the Education Sector to thrive internally and externally. At the moment, the sector faces the challenge of inadequate communication between the FME, its parastatals and the stakeholders. The communication strategy of the FME seeks to enhance effective communication in the sector. Though a Committee had existed since 2009 to help in the implementation of the Strategy, it had not been able to provide a workplan towards getting this done. It is, therefore, necessary to take the issue of communication seriously through the implementation of the FME Communication Strategy.
1.3 Development of National SystemsA key function in FME's mandate is to define and maintain minimum standards across national levels. Instrumental to achieving this is the establishment of effective National Systems. There are six areas that will receive special attention in the 4-Year Strategic Plan in order to strengthen their impact on quality education delivery nationwide. These are:
i. Nigeria Education Management Information System (NEMIS)ii. Teacher Development Needs Assessment (TDNA) systemiii. Monitoring Learning Achievement (MLA)iv. Guidance and Counseling (G & C) System v. Quality Assurance (QA) Systemvi. School Based Management Committee (SBMC)
1.3.1 Implementation NEMIS Policy on Decentralization. In December 2007, the National Council on Education (NCE) approved the Nigeria Education Management Information System (NEMIS) policy. A guideline on its implementation was issued
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thereafter. The policy which decentralized the NEMIS process is meant to enhance efficiency in the collection, management and dissemination of education information in Nigeria. It provides for the collection and processing of data that are very closely linked to the source.
The NEMIS Unit of the Federal Ministry of Education in line with the decentralization process, is responsible for co-coordinating and integrating the activities of state, local, government and their agencies in the area of education data gathering. However, FME NEMIS on its part is faced with challenges of efficiency and effectiveness. As a result of this, it is, therefore, unable to carry out its basic role. To rectify this, a 2-Year Plan has been developed towards enhancing the operations of NEMIS across the country. This 2 – Year Plan will be executed within the Plan period.
1.3.2 Conducting a Teacher Development Needs Assessment (TDNA)The Honourable Minister of Education has been in the forefront of advocating the need for promoting standards and quality assurance throughout the Education system. The urgent need for Teacher Performance Development which is key to the quality of teaching and learning is also her great concern. There is the need for Teacher performance development programmes at federal/national level that are more tailored to the weak skills and competencies of many of our teachers.
To do this, it is imperative that not only the qualifications but also the skills and competencies of the teachers are known. Evidence from Teacher Development Needs Assessments (TDNA) undertaken to determine the skills and competencies of primary teachers in a few States indicate a very low educational base of the teachers. This evidence leads to a shift in our thinking regarding the way teachers should be developed and supported to raise pupil achievement levels.
We may assume that this assessment is a fair representation of the situation of teachers across the country. To further verify this assumption, there is the need to undertake a Teacher Development Needs Assessment (TDNA) in two or three States per geo-political zone. A Ministerial Committee will be set up to organise, manage and supervise the conduct of the Assessment that could produce a professional development framework for teachers.
1.3.3 Strengthening Mechanism for Monitoring Learning AchievementWhile there is a common desire by FME about government agencies and IDPs in the education sector to evaluate the Learning Achievement of children in Nigeria's Basic and Secondary Education Levels, the methodology and approaches to be used across agencies are yet to be synchronized.
In the case of Federal agencies, there is an apparent overlap in the understanding, remit and the conduct of Monitoring of Learning Achievement in Basic and Secondary Education between the Policy, Planning, Management and Research Department of the FME and the Universal Basic Education Commission.
The situation is as follows:
· The Universal Basic Education Commission, in line with the functions of the UBE Act, 2004, believes that it its right and duty to conduct assessments of pupils' learning in Basic
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Education as a means of monitoring the progressive implementation of UBE and its impact on pupils' achievement. In 2006, a type of Monitoring of Learning Achievement was carried out for Primary 6, JS1 and JS2 but its report was published until 2009. In June 2011, a “National Assessment of Learning Achievement in Basic Education” was carried out for Primaries 4, 5, 6 and JS1 pupils in English Language, Mathematicss and Life Skills, using objective and essay questions. It is expected that a report will not be ready before mid-2012
· The Department of Policy, Planning, Management and Research, in line with its remit within the Federal Ministry, believes it has the right/duty to conduct assessment of pupils' learning across primary and secondary education nationwide. Following years of planning, an exercise was to be conducted in August 2011 across schools in states. This was to be done during the school holidays for most pupils and teachers but had to be postponed to early September 2011. The exercise was to conduct tests for Primary 4 and 6 pupils in Mathematics, English Language and Lifeskills, using both objective and essay type of tests.The obvious lack of clarity, duplication and overlap among Federal agencies would have to be properly addressed and resolved once and for all at the Ministerial level. For example:
· UBEC may have to be given the remit to conduct Monitoring of Learning Achievement at Primary and Junior Secondary levels while the Ministry is given the remit for Senior Secondary.
· UBEC may be given the responsibility to conduct the Monitoring of Learning Achievement at Primary and Secondary level with the associated responsibility of costs, while drawing on the expertise available in the Ministry in their leadership team
There is the need to create a Ministerial Committee/Technical Working Group on MLA with specific ToRs and a timeframe to deliver an improved national MLA system which is best for the education sector and that is sustainable.
There are different schools of thought as to the methodology/approach to MLA to use. It is important that different views/schools of thought be harmonized by an independent minded Ministerial Committee/Technical working group on MLA for emergence of methodology/approach relevant to the Nigerian context. This we feel can produce practicable and sustainable solutions that can yield useful results and impact positively on the Nigerian education decision-making process
1.3.4 Development of Effective Guidance and Counselling System for Schools Nigerian public schools generally lack co-ordinated and effective system of guidance and Counselling of students. As a result of this, students pass through the system without the necessary guidance that might enhance their academic, personal and professional development. The result of this is the large number of school leavers going into higher education without the necessary preparation on how to approach future challenges.
It is, therefore, necessary that steps are taken to urgently integrate Guidance and Counselling Services into public education sector across levels. The Honourable Minister of Education, in recognition of this, has set up a committee to start the process of integrating Guidance and Counselling into all schools.
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1.3.5 Strengthen Quality Assurance System for EducationIn recent years, there has been a considerable international interest in establishing ways of monitoring the quality of education in schools. Much of this has focused on the need to shift emphasis of school inspection away from physical enumeration of school facilities to assessment of teaching and learning processes. This process combines critical self-assessment with independent external assessment. Quality Assurance is generally more cooperative and less inquisitorial than traditional ways of inspecting schools. It is developed as a reaction to the failure of school inspection systems to assessment of what actually goes on in the classroom and its relation to student learning.
The main objective of school inspections are to: ensure that learning takes place in schools; ensure that the required standards are being maintained; make sure schools are accountable to their proprietors (in the case of public schools, the government) and their customers (parents and students); provide guidance on how schools can improve; and build up a picture of how well schools are performing for informed policy decisions. This list could be expanded. Judged against any of the objectives on the list, school inspection in Nigeria would be found wanting.
There is still general lack of clarity of purpose for undertaking school inspection in Nigeria. The considerable amount of work done by the Federal Ministry of Education and others to establish the principles on which quality assurance should operate has really not helped matters. The National Council on Education has established a policy on Quality Assurance (2009) and issued a handbook and QA instrument, which sets out what school inspections should entail and how they should be conducted.
Much attention has been paid to the institutional arrangements for Quality Assurance, partly because these have been so confused, with a large number of different bodies at Federal, State and Local Government whose remits include inspection or supervision of schools. The efforts of these various bodies have been uncoordinated resulting in some schools being over-inspected and others either under-inspected or completely ignored. Funding constraints have always limited the number of schools that could be visited, but poor management of the available funds has been a greater challenge. Results of school visits have been poorly recorded. There is no body of information that can be used to assess school performance as the basis for determining improvement.
The confusion over organisational roles and responsibilities is compounded by the federal structure of the country. The division of responsibilities between levels of government is not so clear cut. For basic education, the onus of responsibility mostly lie with the States and this raises questions of the appropriate role for federal institutions. When basic education schools are “owned” by states and local government, Federal institutions have struggled to find a role for themselves. Since 1985, the quality of standards in education has been the responsibility of the Federal Ministry of Education. This has been executed through the Federal Inspectorate Service (FIS). However, the UBE Act of 2004, charges UBEC with a quality assurance role.
The proposed legislation to set up a National Educational Quality Assurance Agency (NEAQA) might have clarified this contradiction but has raised another key issue of the division of responsibilities
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between federal and state levels of government. The work done in preparation for the submission of the NEAQA legislation provides useful reference material for the Committee in this respect. Although the proposal to set up an independent QA body has now been shelved, the background documentation may still be useful.
To compound the uncertainty over institutional jurisdiction, there have been recurrent problems of low capacity, with inspectorate services traditionally regarded as a dumping ground for unwanted staff. Postings to the inspectorate are perceived as “punishment” or a 'waiting room' for retirees.
The proposed objectives of the Ministerial Committee include the need to:
· clarify the purpose of Quality Assurance and to establish a direction and methodology for a national approach to QA;
· propose a rationalisation of institutional roles and responsibilities for QA at the appropriate levels of government; and
· produce a clear step by step implementation plan for establishing a rational QA system for the education sector over the next four years.
1.3.5 Improving the Capacity of School-Based Management Committees In a bid to ensure the participation of local communities in the running of the affairs of schools, the FME/UBEC directed all State Universal Education Boards (SUBEB) to establish functional School Based Management Committees (SBMCs) in all public schools. Within the period under review, the stakeholders in education developed guidelines for maintaining uniformity in the structure and administration of the SBMCs. Thus, the National Council on Education (NCE) has approved that every primary and secondary School in Nigeria should have SBMCs. The existence of functional SBMCs in most schools has provided further impetus for enhancing transparency, accountability and best practices in the school administration at the grassroots level.
However, this initiative is devoid of any policy guideline. It is also not functional in about 60% of the Nigerian Public primary schools. The activities of most of the SBMCs need to be streamlined for proper coordination. From 2010, concerted effort has been made by UBEC in collaboration with ESSPIN, to make SBMCs more functional through special training and mentoring programmes involving the SBMC members, Civil Society Organisations and the relevant government agencies such as SUBEBs.
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Para
stat
als
/ID
Ps
20
12-
20
14
SOU
RC
E O
F
FUN
DIN
G
FME/
NER
DC
FME
&
Para
stat
als
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 11
1.3
Imp
lem
enta
tio
no
f
HM
E N
EMIS
Pla
n
Re
-act
ive
the
HM
E C
om
mit
tee
on
Dat
a
P
rod
uce
Imp
lem
enta
tio
n
wo
rk P
lan
.
C
on
du
ct
refr
esh
er a
nd
sen
siti
zati
on
wo
rksh
op
s o
n t
he
NEM
IS
dec
entr
aliz
atio
n
po
licy
Dat
a co
llect
ion
and
pro
cess
ing
Stre
amlin
ed
ac
ross
th
e co
un
try
S
ust
ain
able
an
d
relia
ble
nat
ion
al
dat
a co
llect
ion
and
man
agem
ent
syst
em
in p
lace
N
EMIS
Dec
entr
aliz
atio
n
Polic
y
imp
lem
ente
d
20
12-
20
14
FME/
PP
M &
R
/NEM
IS,
SMo
E,
SUB
EB, I
DP
s
Co
nd
uct
C
apac
ity
Dev
elo
pm
ent
Pro
gram
mes
fo
r Fe
der
al, S
tate
and
Lo
cal E
MIS
O
ffic
ers
(FM
E-
NEM
IS,
SUB
EBs
, SM
oE,
LG
EAs)
Pro
fess
ion
al
cap
acit
y o
f
NEM
IS p
erso
nn
el
dev
elo
ped
at
all
leve
ls.
NEM
IS a
ctiv
itie
s
acro
ss N
iger
ia
pro
fess
ion
aliz
ed,
Effe
ctiv
e u
se o
f
stat
isti
cal t
oo
ls
in
exis
ten
ce.
FME/
PP
M &
R/N
EMIS
, UB
EC
SMo
E, S
UB
EB,
IDP
s
FME/
PP
M &
R
/NEM
IS,
SMo
E,
SUB
EB, I
DP
s
S/N
TUR
N A
RO
UN
D
STR
ATE
GY
AC
TIV
ITY
DEL
IVER
AB
LEIM
PLE
MEN
TI
NG
AG
ENC
Y
TIM
ELIN
E
QU
AR
TER
LY
SOU
RC
E O
F
FUN
DIN
G
· · ·
· · ·
·· · ·
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 12
Rev
iew
/ad
apt
exis
tin
g N
EMIS
SQ
L so
ftw
are
to
mee
t cu
rren
t an
d
futu
rere
qu
irem
ents
Exis
tin
g N
EMIS
soft
war
e
revi
ewed
.
Exis
tin
g so
ftw
are
adap
ted
an
d u
nd
er
the
Tech
nic
al/
Co
pyr
igh
t co
ntr
ol
of
FME
NEM
IS.
Soft
war
e
avai
lab
le a
nd
ac
cess
ible
to
dat
a co
llect
ion
ag
enci
es o
ver
the
web
for
up
load
ing
of
dat
a
FME/
PP
M&
R,
NB
S,ID
Ps
Jun
e 2
01
1 –
May
20
12
FME,
PP
M&
R,
NEM
IS, N
BS,
ID
Ps.
1.4
Dev
elo
pin
g
NEM
IS
Infr
astr
uct
ure
at
Fed
eral
an
d S
tate
leve
ls
Liai
se w
ith
OP
S an
d ID
Ps
to
sup
po
rt t
he
dev
elo
pm
ent
of
EMIS
in
fras
tru
ctu
re a
t Fe
der
al,S
tate
and
lo
cal l
evel
s
NEM
IS
infr
astr
uct
ura
l
dev
elo
pmen
t
at
Stat
e
and
loca
l le
vels
th
rou
gh t
he
sup
po
rt o
f O
PS
and
IDP
s
FME
/PP
M&
R
(NG
Os/
PP
P)
,
SMo
E, S
UB
EB
20
12-
20
15
FM
E/
PP
M&
R,
OP
S, I
DP
s.
S/N
TUR
N A
RO
UN
D
STR
ATE
GY
AC
TIV
ITY
DEL
IVER
AB
LEIM
PLE
MEN
TI
NG
AG
ENC
Y
TIM
ELIN
E
QU
AR
TER
LY
SOU
RC
E O
F
FUN
DIN
G
· · · ·
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 13
· ·
· · ·
· · ·
· ·
1.5
Mak
ing
Sch
oo
l –
Bas
ed M
anag
emen
t
Co
mm
itte
es (
SBM
Cs)
fun
ctio
nal
.
Scal
ing
up-
of
Co
mm
un
ity
Invo
lvem
ent
in S
BM
Cs
in a
ll th
e St
ate.
Dev
elo
p W
ork
Pla
n o
n
fun
ctio
nal
SBM
Cs
and
com
mu
nit
y
invo
lvem
ent;
Dev
elo
p P
olic
y
guid
elin
es
for
SBM
C o
per
atio
n.
Dev
elo
p a
stru
ctu
red
mo
nit
ori
ng
mec
han
ism
fo
r
SBM
C a
ctiv
itie
s.
Co
-ord
inat
e th
e
op
erat
ion
s o
f
IDP
s o
n S
BM
Cs
nat
ion
wid
e;
Ad
apt
of
SBM
C
Polic
y gu
idel
ines
to s
uit
Sta
te
req
uir
emen
ts.
Wo
rk P
lan
Dev
elo
ped
Polic
y G
uid
elin
e
Dev
elo
ped
an
d
adap
ted
to
su
ite
Stat
e re
qu
irem
ents
Mec
han
ism
fo
r
co-o
rdin
atin
g an
d
mo
nit
ori
ng
SUB
MC
act
ivit
ies
dev
elo
ped
FME,
SM
oE,
UB
EC, S
UB
EB,
IDP
s
20
11-
20
15
FME/
IDP
s
S/N
TUR
N A
RO
UN
D
STR
ATE
GY
AC
TIV
ITY
DEL
IVER
AB
LEIM
PLE
MEN
TI
NG
AG
ENC
Y
TIM
ELIN
E
QU
AR
TER
LY
SOU
RC
E O
F
FUN
DIN
G
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 14
1.6
De
velo
pin
ge
ffe
ctiv
e
Gu
idan
ce a
nd
Co
un
selli
ng
Fram
ew
ork
fo
r
Edu
cati
on
Pri
ori
tisi
ng
the
FM
E
po
licy
on
gu
idan
ce a
nd
cou
nse
llin
g in
th
e
sch
oo
l sys
tem
.
Cre
atin
g an
d
imp
rovi
ng
awar
en
ess
on
gu
idan
ce a
nd
cou
nse
llin
g in
sch
oo
ls
Set
up
Min
iste
rial
Co
mm
itte
e t
o
de
velo
p
Fram
ew
ork
Co
nd
uct
advo
cacy
pro
gram
me
s/
cam
pai
gns
on
th
e
imp
ort
ance
of
guid
ance
an
d
cou
nse
llin
g.
Co
nd
uct
a s
taff
aud
it e
mp
has
isin
g
on
th
e c
apac
ity
and
ne
ed
s o
f
exis
tin
g st
aff.
Bu
ild jo
b
role
spe
cifi
cati
on
s
for
all g
uid
ance
cou
nse
llin
g
pe
rso
nn
el
Re
cru
it a
nd
/or
re-t
rain
sta
ff w
ith
par
ticu
lar
atte
nti
on
on
en
suri
ng
pe
rso
n
and
job
sp
eci
fic
recr
uit
me
nt.
D
ep
loy
G &
C
pe
rso
nn
el a
cro
ss
sch
oo
ls.
Gu
idan
ce &
Co
un
selli
ng
Fram
ew
ork
Re
vie
we
d/
De
velo
pe
d
Gu
idan
ce &
Co
un
selli
ng
Serv
ice
s
intr
od
uce
d in
Sch
oo
ls
Gu
idan
ce &
Co
un
selli
ng
Pe
rso
nn
el
Re
cru
ite
d a
nd
Trai
ne
d
FME
, UB
EC,
SUB
EB
20
11-
20
15
2%
CR
F
S/N
TU
RN
AR
OU
ND
STR
AT
EGY
AC
TIV
ITY
DE
LIV
ER
AB
LEIM
PLE
ME
NT
I
NG
AG
EN
CY
T
IME
LIN
E
QU
AR
TE
RLY
SO
UR
CE
OF
FUN
DIN
G
· ·
·· ·
· ·
·
· · ·
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 15
1.7
Re
vie
win
gD
ecr
ee
33
of
19
99
on
Exa
min
atio
n
Mal
pra
ctic
es
to e
nsu
re
app
licat
ion
of
san
ctio
ns
that
are
re
alis
tic.
1
.8E
nsu
rin
g C
amp
us
Safe
ty
Co
nd
uct
st
ake
ho
lde
rs’
wo
rksh
op
s to
id
en
tify
exi
stin
g
gap
s in
th
e
De
cre
e
Ha
rmo
niz
e a
ll
inp
uts
an
d
pro
du
ce a
Dra
ft
Re
vie
w A
ct o
n
exa
min
ati
on
m
alp
ract
ice
.
En
sure
re
gu
lar
an
d e
ffe
ctiv
e
mo
nit
ori
ng
of
pu
bli
c e
xam
ina
tio
ns
An
ti-c
ult
ism
Sen
siti
zati
on
cam
pai
gn.
Re
hab
ilita
tio
n
of
Cam
pu
s C
ult
me
mb
ers
wh
o
ren
ou
nce
the
ir
me
mb
ers
hip
.
Pro
vid
e
fun
ctio
nal
G
uid
ance
&
Co
un
selli
ng
serv
ice
s fr
om
B
asic
to
Te
rtia
ry
leve
ls o
f e
du
cati
on
Stre
ngt
he
n
secu
rity
sys
tem
in
inst
itu
tio
ns
at a
ll le
vels
A R
evi
ew
ed
Act
o
n E
xam
inat
ion
M
alp
ract
ice
re
ady
for
sub
mis
sio
n t
o
the
NA
SS.
E
x-c
ult
me
mb
ers
be
cam
e u
sefu
l
me
mb
ers
of
soci
ety
Secu
rity
sys
tem
incl
ud
ing
the
pro
visi
on
of
gate
d p
eri
me
ter
fen
ces
FME
/ Le
gal U
nit
/ E
xam
inat
ion
B
od
ies.
.
FME
, SM
oE
,
Pu
blic
an
d
Pri
vate
Edu
cati
on
al
Inst
itu
tio
ns
FME
1st
-4th
Qu
arte
r
20
12
1st
–
4
th
Q
uar
ter,
2
01
2 -
2
01
4
FME
Sta
tuto
ry
Ap
pro
pri
atio
n
FM
E S
tatu
tory
A
pp
rop
riat
ion
S/N
TU
RN
AR
OU
ND
STR
AT
EGY
A
CT
IVIT
YD
ELI
VE
RA
BLE
IMP
LEM
EN
TI
NG
AG
EN
CY
TIM
ELI
NE
QU
AR
TE
RLY
SOU
RC
E O
F
FUN
DIN
G
· · · · ·
· ·
· ·
1.9
Dev
elo
pin
g
Mo
nit
ori
ng
Lear
nin
g A
chie
vem
ent
(MLA
) m
ech
anis
m a
nd
Ass
ign
ing
of
ro
les
on
the
Co
nd
uct
of
MLA
.
Set
up
Min
iste
rial
Co
mm
itte
e to
dev
elo
p
fram
ewo
rk
Org
aniz
e
Sta
keh
old
ers’
Wo
rksh
op
to
pro
du
ce d
raft
rep
ort
.
MLA
Fra
mew
ork
dev
elo
ped
wit
h
role
s as
sign
ed.
FME,
UB
EC,
IDP
s
1st
-2
nd
Q
uar
ter,
20
12
FM
E A
pp
rop
riat
ion
an
d ID
Ps
Inte
rven
tio
n
Fun
ds
1.1
0R
evie
win
g
Cu
rren
t Pre
-
NC
E Po
licy
C
on
du
ct a
Rev
iew
Stak
eho
lder
s’
Wo
rksh
op
Imp
lem
enta
tio
n
of
NC
E m
eeti
ng
dec
isio
ns
mo
nit
ore
d
Co
mm
un
iqu
é
evo
lved
an
d
dis
sem
inat
ion
of
the
leve
l of
com
plia
nce
of
NC
E d
ecis
ion
s
pu
blis
hed
FME,
SM
oE,
SUB
EB,
3
rd
Qu
arte
r,
20
13
FM
E A
pp
rop
riat
ion
S/N
TUR
N A
RO
UN
D
STR
ATE
GY
A
CTI
VIT
YD
ELIV
ERA
BLE
IMP
LEM
ENTI
NG
AG
ENC
Y
TI
MEL
INE
QU
AR
TER
LY
SO
UR
CE
OF
FUN
DIN
G
· ·
· ·
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 16
1.1
1St
ren
gth
enin
gth
e
Nat
ion
al C
ou
nci
l on
Edu
cat
ion
(N
CE)
Pro
cess
fo
r Po
licy
Form
ula
tio
n
C
on
du
ct
Wo
rksh
op
fo
r
pro
visi
on
of
imp
rove
d m
emo
tem
pla
te a
nd
ten
ure
gu
idel
ines
Pre
-Vis
it
mee
tin
gs t
o h
ost
Stat
es f
or
adeq
uat
e
pre
par
atio
n
fo
r
NC
E.
P
re-C
on
fere
nce
Mee
tin
g
Po
st M
eeti
ng
acti
viti
es t
o
har
mo
niz
e th
e
Nin
e (9
)
Ref
eren
ce
Co
mm
itte
e
Mee
tin
gs R
epo
rts
C
on
du
ct
cap
acit
y b
uild
ing
wo
rksh
op
fo
r
JCC
E St
ate
des
k
off
icer
s fo
r
qu
alit
y m
emo
pre
sen
tati
on
Sta
nd
ard
Fo
rmat
s
for
mem
o w
riti
ng
and
pre
sen
tati
on
dev
elo
ped
.
Rep
ort
of
Ref
eren
ce M
eeti
ng
mem
o f
or
pre
sen
tati
on
at
Ple
nar
y h
arm
on
ized
Ten
ure
gu
idel
ines
dev
elo
ped
.
N
ewly
ap
po
inte
d
Ch
air
men
an
d
Secr
etar
ies
trai
ned
Te
mp
late
fo
rmat
for
mem
o w
riti
ng
and
pre
sen
tati
on
d
evel
op
ed
M
inu
tes
of
mee
tin
g an
d
Sum
mar
y o
f
Rec
om
men
dat
ion
s
dev
elo
ped
C
apac
ity
of
des
k
off
icer
s d
evel
op
ed
FME,
SM
oEs
,
SUB
EB
1st
Qu
arte
r 2
01
2FM
E A
nn
ual
Ap
pro
pri
atio
n
C
om
pile
JC
CE
sum
mar
y o
f re
com
men
dat
ion
s fr
om
19
92
S/N
TUR
N A
RO
UN
D
STR
ATE
GY
A
CTI
VIT
YD
ELIV
ERA
BLE
IMP
LEM
ENTI
NG
AG
ENC
Y
TI
MEL
INE
QU
AR
TER
LY
SOU
RC
E O
F
FUN
DIN
G
· ·
· · ·
·
· · · ·
· ·
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 17
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 18
1.1
2C
on
du
ctin
gan
Ear
ly
Gra
de
Rea
din
g A
sses
smen
t (E
GR
A)
and
Ear
ly M
ath
s A
sses
smen
t (E
GM
A)
Nat
ion
wid
e
Co
nd
uct
A
war
enes
s &
Se
nsi
tiza
tio
n
Wo
rksh
op
Ad
apta
tio
n o
f th
e in
stru
men
ts
Trai
nin
g o
f A
sses
sors
Pilo
t St
ud
y
Co
nd
uct
of
EGR
A
Dat
a A
nal
ysis
&
Rep
ort
wri
tin
g
Pu
blic
atio
n o
f re
sult
s o
f EG
RA
Dis
sem
inat
ion
of
fin
din
gs a
nd
re
com
men
dat
ion
s to
re
leva
nt
stak
eho
lder
s
FME,
UB
EC,
SUB
EB,
SMO
Es, N
CC
E,
NER
DC
, ID
Ps.
2
01
2-2
01
5FM
E A
pp
rop
riat
ion
,ID
Ps
inte
rven
tio
n
1.1
3A
ctio
n R
esea
rch
on
se
cto
ral i
ssu
es:
i)
Stu
den
ts’ p
oo
r p
erfo
rman
ce in
Inte
rnal
an
d E
xter
nal
Ex
amin
atio
ns
eg:
W
AEC
an
d N
ECO
;
ii)
Tren
d o
f in
crea
se in
th
e p
ho
bia
in s
om
e sc
ho
ols
su
bje
cts:
(a)
Mat
hs
(b)
Bio
logy
, an
d
(c)
Att
itu
din
al r
esp
on
se
of
Alm
ajir
is t
o
Edu
cati
on
.
Co
nd
uct
W
ork
sho
p t
o
iden
tify
ch
alle
nge
s C
om
mis
sio
n
rese
arch
on
P
oo
r p
erfo
rman
ce in
p
ub
lic
exam
inat
ion
s in
the
follo
win
g ar
eas:
-Ph
ob
ia f
or
Scie
nce
an
d
Tech
nic
al
sub
ject
s;
-Att
itu
din
al
resp
on
se t
o
Wes
tern
Ed
uca
tio
n b
y A
lmaj
iris
Res
earc
h R
epo
rt
Pro
du
ced
6
0% Im
pro
vem
ent
in t
he
stu
den
ts’
per
form
ance
by
20
15
.
St
ud
ents
’
ph
ob
ia
for
scie
nce
an
d
tech
nic
al s
ub
ject
s re
du
ced
Att
itu
din
al
resp
on
se o
f A
lmaj
iris
imp
rove
d
FME/
NER
DC
2
nd
an
d 3
rd
Q
uar
ters
, 20
15
FME
/BSE
, N
ERD
C,
ESSP
IN
S/N
TUR
N A
RO
UN
D
STR
ATE
GY
AC
TIV
ITY
DEL
IVER
AB
LEIM
PLE
MEN
TIN
G
AG
ENC
Y
TI
MEL
INE
QU
AR
TER
LY
SOU
RC
E O
F
FUN
DIN
G
· · · · · · · · ·
· · · ·
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 19
· · ·· ·
·
· ·
1.1
4A
men
d t
he
Un
iver
siti
es
(Mis
cella
neo
us
Pro
visi
on
s) A
ct
Sub
mit
am
end
ed
Bill
to
Nat
ion
al
Ass
emb
ly
Act
Am
end
ed;
Agr
eem
ent
bet
wee
n t
he
FG a
nd
va
rio
us
Un
iver
sity
U
nio
ns
actu
aliz
ed –
e. g
, ret
irem
ent
age
for
staf
f
FME/
Lega
l U
nit
/NU
C2
01
1 -
20
12
FME
Ap
pro
pri
atio
n
1.1
5R
estr
uct
uri
ng/
Ref
ocu
sin
g
FME
Dep
artm
ents
an
d
Para
stat
als
Pro
fess
ion
aliz
e m
anag
emen
t o
f FM
E d
epar
tmen
ts
Har
mo
niz
e fu
nct
ion
s o
f d
epar
tmen
ts, u
nit
s an
d p
aras
tata
ls
FME
dep
artm
ents
, u
nit
s an
d P
aras
tata
ls
har
mo
nize
d
acco
rdin
g to
fu
nct
ion
s;
FME
Pro
fes
sio
nal
D
epar
tmen
ts h
ead
ed
by
pro
fess
ion
als;
FME/
HO
S
1st
Q
uar
ter,
2
01
2
FME
Ap
pro
pri
atio
n
1.1
6C
apac
ity
Bu
ildin
g
to
Imp
rove
th
e Se
rvic
e D
eliv
ery
of
So
cial
M
ob
iliza
tio
n P
erso
nn
el
at S
UB
EB a
nd
LG
EA
Leve
ls
Co
nd
uct
ca
pac
ity
bu
ildin
g an
d t
rain
ing
wo
rksh
op
s
Cap
acit
y b
uild
ing
and
tra
inin
g w
ork
sho
ps
con
du
cted
fo
r SU
BEB
an
d L
GEA
p
erso
nn
el
UB
EC
SUB
EBs
LG
EAs
2
01
1-2
01
5
2%
CR
F
Sett
ing
up
tec
hn
ical
M
edia
Co
mm
itte
e to
d
evel
op
UB
E C
om
mu
nic
atio
n
Stra
tegy
Co
nd
uct
stak
eho
lder
s
wo
rksh
op
to
crit
iqu
e
com
mu
nic
atio
n
stra
tegy
UB
EC
Co
mm
un
icat
ion
St
rate
gy d
evel
op
ed
an
d
dis
sem
inat
ed
UB
EC
20
12
2%
CR
F
S/N
TUR
N A
RO
UN
D
STR
ATE
GY
AC
TIV
ITY
DEL
IVER
AB
LEIM
PLE
MEN
TIN
G
AG
ENC
Y
TIM
ELIN
E
QU
AR
TER
LY
SOU
RC
E O
F
FUN
DIN
G
1.1
7
1.1
8
Pre
par
ing
Sup
po
rt-A
-
Pu
blic
Sch
oo
l In
itia
tive
C
apac
ity
bu
ildin
g, s
emin
ars
and
wo
rksh
ops
for
Sup
po
rt-A
-
Pu
blic
Sch
oo
l
des
k o
ffic
ers
in
FME,
th
irty
-six
(36)
Stat
es a
nd
FCT.
R
e-la
un
ch a
nd
pre
par
e
Sup
po
rt-
A-P
ub
lic S
cho
ol
pro
gram
me
to t
he
Oil
and
Gas
sect
or.
R
egu
late
an
d
coo
rdin
ate
the
acti
viti
es o
f
Sup
po
rt -A
-Pu
blic
Sch
oo
l des
k
off
icer
s.
Cap
acit
y o
f SA
P
des
k of
fice
rs b
uilt
.
SA
PI r
e-la
un
ched
Pri
nti
ng
of
han
d
bill
s an
d o
ther
sen
siti
zati
on
mat
eria
ls.
FME,
SM
oEs
3rd
Qu
arte
r -
20
12
Bu
dge
tary
allo
cati
on
S/N
TUR
N A
RO
UN
D
STR
ATE
GY
AC
TIV
ITY
DEL
IVER
AB
LEIM
PLE
MEN
TIN
G
AG
ENC
Y
TIM
ELIN
E
QU
AR
TER
LY
SOU
RC
E O
F
FUN
DIN
G
R
e-L
aun
chin
g an
d
· · ·
· · ·
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 20
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 21
2.0 ACCESS AND EQUITY
2.1 IntroductionThe constant population increase in the Federal Republic of Nigeria, currently projected to be over 160 million, has serious consequences and challenges for the nation's educational sector. This affects access to education for all, especially for the young, the vulnerable and children with special needs.
In recognition of the importance of education as a veritable tool for national development, a fundamental right of all school-age children, avenue for acquisition of relevant skills and competences for the full development of their potentials, government policies have been directed towards adequate educational opportunities. This is reflected in the high level commitment and concern to the course of the Universal Basic Education, the Millennium Development Goals (MDGs) and Vision 20:2020, through the instrumentality of education. Unfortunately, these efforts and commitments have suffered setbacks and failed to yield the desired results. The prevailing socio-economic, cultural, political and institutional hurdles must have indeed hindered considerable access to education from the early childhood care to the tertiary level.
2.1 Basic Education In spite of the pronouncements by the Federal Government to incorporate Early Child Care Development Education (ECCDE) into primary school system, only 39% of primary schools have ECCDE section thereby excluding other Nigerian children the opportunity for a head start in life. Out of the expected enrolment figure of 22 million in ECCDE, only 2.02 million are currently enrolled, thus excluding 19.98 million from school. Coupled with this is the non-availability of copies of the approved (ECCDE) Curriculum and other documents already developed in collaboration with UNICEF. There is also lack of professionally-trained specialist ECCDE teachers, leaving the most important and critical period of development in the hands of uninformed and unqualified personnel.
The situation is not anything different at the basic education level where one out of three children of school age is out of school. It is estimated that there are about 10.1 million children are out of school at this level presently, with a high prevalence of excluded girls in the northern part of Nigeria and boys in the south-eastern part.
In order to address this anomaly, a national campaign on access to the girl-child education has been launched in the North-East and plans are on the way to do the same thing for the boy–child education in the South-East. The trickle-down effect of the gains for the launching at the national level to state and grass root levels is yet to take place.
There is also the perennial challenge of effective integration of the vulnerable, the poor and the totally excluded into the Nigerian education mainstream. The totally excluded groups such as the almajiri, children with special needs, the nomadic, the migrant fisher-folks and the adult illiterate population whose contributions to national socio-economic development remains untapped, are part of our great concern.
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 22
Presently, there is a lack of Sector Plans at the state education levels. This is occasioned by a weak policy-backing to the use of the Plans which constitutes a critical problem that tends to negatively impact on the continuity of projects and invariably on the end users.
Extant evidence suggests that the Organised Private Sector (OPS), Non-Government Organisations (NGOs), Civil Society (CO), Faith-Based Organisations (FBO), among others, are contributing their own input to access to education. In Lagos state, for example, private enrolment at the early childhood and basic education levels has soared to over 50% of total enrolment. The poor monitoring of private schools across the country poses the risk of abuse by profiteering private providers. It is, therefore, important to revisit the policy on private education provision and review the nature of state collaboration with these non-state providers to strengthen and streamline educational provision across the country
2.3 Tertiary Education The problem of access and equity also extends to the tertiary level. This is as a result of their extremely low carrying capacity due to inadequate infrastructural provisions. The student intake is limited to only about 10% of the prospective students who apply for admission. In addition the existing alternative routes to higher education, particularly vocational and technical education are not embraced because they are considered unpopular. The challenges and under-development experienced in the use of Open and Distance Learning (ODL) in Nigeria remain an issue that affects access to higher education by distance learning.
Lack of access to schools at all levels, therefore, remains a critical issue of concern that causes distortions and disparities in the nation. This challenge has to be surmounted to achieve success in actualizing the Transformation Agenda, Millennium Development Goals and Vision 20:2020.
Therefore, it is imperative that the following turn-around strategies, specific activities, achievable deliverables and time lines be implemented in order to give the future generations of Nigerian children the deserved access to quality education.
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 23
S/N
TUR
N A
RO
UN
D S
TRA
TEG
YA
CTI
VIT
YD
ELIV
ERA
BLE
IMP
LEM
ENTI
NG
AG
ENC
YTI
MEL
INE
(QU
AR
TER
LY)
SOU
RC
E(S)
OF
FUN
DIN
G
2.1
Lau
nch
ing
of
Nat
ion
al
Cam
pai
gn o
n A
cces
s to
Bo
ost
En
rolm
ent
Lau
nch
Nat
ion
al
Cam
pai
gn in
Sta
tes
and
Lo
cal
Go
vern
men
ts
Acc
ess
cam
pai
gn
lau
nch
ed a
cro
ss
stat
es
and
loca
l
gove
rnm
ents
En
rolm
ent
in
Bas
ic E
du
cati
on
enh
ance
d
FME,
Sta
tes,
Loca
l
Go
vern
men
ts
20
12
-20
15
FME,
Sta
tes,
Loca
l
Go
vern
men
ts
2.2
Stre
ngt
hen
ing
the
Inst
itu
tio
nal
izat
ion
of
ECC
DE
esp
ecia
lly in
P
rim
ary
Sch
oo
ls
·
Iden
tify
an
d
det
erm
ine
the
nu
mb
er o
f EC
CD
E Se
ctio
ns
in P
rim
ary
Sch
oo
ls in
th
e co
un
try.
·
Esta
blis
h m
ore
EC
CD
E C
entr
es in
P
rim
ary
Sch
oo
ls
·
Fun
ctio
nal
an
d
qu
alit
y EC
CD
E Se
ctio
ns
avai
lab
le in
all
Pri
mar
y Sc
ho
ols
FME,
UB
EC,
NER
DC
, SU
BEB
s,
LGEA
s.
1st
-4th
Qu
arte
r
20
12
-20
15
2%
CR
F an
d
Bu
dge
tary
A
lloca
tio
n
2.3
Pro
vid
ing
adeq
uat
e n
um
ber
of
app
rove
d
ECC
DE
Cu
rric
ula
and
oth
er
Lear
nin
g M
ater
ials
·
Ver
ify
the
typ
e an
d n
um
ber
ofc
urr
icu
laav
aila
ble
in
th
e EC
CD
ESe
ctio
ns.
·
Pro
cure
and
dis
trib
ute
app
rove
d
Ad
equ
ate
and
re
leva
nt
curr
icu
la
avai
lab
le in
all
ECC
DE
Sect
ion
s
pro
vid
ed.
FME,
UB
EC,
NER
DC
, SU
BEB
s,
LGEA
s.
1st
–
4th
Qu
arte
r
20
12
-20
12
2%
CR
F an
d
Bu
dge
tary
al
loca
tio
n
curr
icu
laan
d o
ther
lear
nin
g m
ater
ials
on
EC
CD
E in
sch
oo
ls
AC
CES
S A
ND
EQ
UIT
Y
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 24
2.4
·R
ecru
itin
g
Pro
fess
ion
al
EC
CD
E T
ea
ch
ers
. ·
Re
-tra
inin
g o
f
EC
CD
E
Te
ach
ers
·
Co
nd
uct
a s
urv
ey
to
asc
ert
ain
th
e
ad
eq
ua
cy
an
d
qu
ali
fica
tio
n o
f te
ach
ers
in
all
E
CC
DE
se
cti
on
s.
a
cro
ss t
he
co
un
try
·
Org
an
ize
tra
inin
g
sess
ion
s fo
r E
CC
DE
tea
ch
ers
.
Ad
eq
ua
te a
nd
q
ua
lifi
ed
te
ach
ers
o
f E
CC
DE
re
cru
ite
d
UB
EC
, N
ER
DC
, N
CC
E,
NT
I S
UB
EB
s,
LGE
As
20
11
-20
15
2%
CR
F a
nd
B
ud
ge
tary
a l
loca
tio
n
2.5
·R
ed
ucin
g t
he
nu
mb
er
of
Ou
t-o
f-S
ch
oo
l C
hil
dre
n
·M
ain
-str
ea
min
g t
he
Ou
t-o
f-S
ch
oo
l C
hil
dre
n i
nto
th
e
Fo
rma
l S
ch
oo
l S
yst
em
.
·
Asc
ert
ain
p
up
ils/
stu
de
nts
e
nro
lme
nt
fro
m
20
05
to
da
te.
·
De
term
ine
the
A
tte
nd
an
ce
/Re
ten
tio
n/C
om
ple
tio
n r
ate
s o
f p
up
ils/
stu
de
nts
in
B
asi
c E
du
cati
on
S
ch
oo
ls.
·
Mo
nit
or
the
in
terv
en
tio
n o
f th
e
Alm
aji
ri
Imp
lem
en
tati
on
C
om
mit
tee
·
Co
nd
uct
en
rolm
en
t d
rive
se
)Org
an
ize
en
lig
hte
nm
en
t ca
mp
aig
ns.
f)P
rod
uce
an
d a
ir
do
cu
me
nta
rie
s,
jin
gle
s a
nd
ho
ld
rou
nd
tab
le
dis
cu
ssio
ns
on
Ba
sic
Ed
uca
tio
·
Incre
ase
d
En
rolm
en
t/
Att
en
da
nce
/Re
te
nti
on
/Co
mp
let
ion
in
Ba
sic
Ed
uca
tio
n
Sch
oo
ls
inclu
din
g
Alm
aji
ri
sch
oo
ls;
Re
du
cti
on
of
ou
t-o
f-sc
ho
ol
ch
ild
ren
by
60
%
·
Pro
pe
rly
in
form
ed
UB
E
Sta
keh
old
ers
on
th
e k
ey
re
spo
nsi
bil
itie
s,
fea
ture
s,
ach
ieve
me
nts
a
nd
ch
all
en
ge
s o
f U
BE
FM
E,
UB
EC
, S
UB
EB
s,
LGE
As,
NM
EC
UB
EC
20
11
-20
15
2%
CR
F a
nd
B
ud
ge
tary
A
llo
cati
on
S/N
TU
RN
AR
OU
ND
ST
RA
TE
GY
AC
TIV
ITY
DE
LIV
ER
AB
LE
IMP
LE
ME
NT
ING
AG
EN
CY
TIM
ELIN
E
(QU
AR
TE
RLY
)
SO
UR
CE
(S)
OF
FU
ND
ING
Alm
ajir
i Ed
uca
tio
n in
N
iger
ia
2.6
·Mo
bili
zin
g an
d S
ensi
tizi
ng
A
ffec
ted
Co
mm
un
itie
s o
n
the
nee
d t
o E
mb
race
th
e A
lmaj
iri E
du
cati
on
.
·
Mai
n-s
trea
min
g
Alm
ajir
i p
up
ils in
to t
he
form
al
sch
oo
l sys
tem
.
Mo
nit
or
the
imp
lem
enta
tio
n o
f
Gu
idel
ines
on
A
lmaj
iri
Edu
cati
on
im
ple
men
ted
.
Alm
ajir
i pu
pils
m
ain
-str
eam
ed
in
to t
he
form
al
sch
oo
l sys
tem
FME/
UB
EC/
Stak
eho
lder
s
20
12
-20
13
.2
% C
RF
and
B
ud
geta
ry
allo
cati
on
2.7
Imp
lem
enti
ng
the
Alm
ajir
i Ed
uca
tio
n P
rogr
amm
e
Exec
ute
th
e w
ork
pla
n o
f th
e A
lmaj
iri
Imp
lem
enta
tio
n
Co
mm
itte
e
4
00
Day
an
d
bo
ard
ing
sch
oo
ls
con
stru
cted
fo
r A
lmaj
iris
acr
oss
N
iger
ia
A
lmaj
iri
Edu
cati
on
in
tegr
ated
into
B
asic
Ed
uca
tio
n
Pro
gram
mes
FME,
UB
EC,
TE
TFu
nd
,
N
MEC
, SA
ME,
N
CN
E, S
UB
EB,
LGEA
s,
IDP
s,
20
11
-20
15
2%
CR
F
Bu
dge
tary
al
loca
tio
n,
MD
G
Spec
ial
Inte
rven
tio
n
Fun
ds
2.8
Esta
blis
hin
g
add
itio
nal
Sc
ho
ols
fo
r ch
ildre
n w
ith
Sp
ecia
l Nee
ds
and
eq
uip
pin
g th
em
adeq
uat
ely
w
ith
trai
ned
per
son
nel
an
d
rele
van
t eq
uip
men
t.
·
Co
nd
uct
a n
atio
nal
su
rvey
on
spec
ial
nee
ds
edu
cati
on
·
Mo
nit
or
the
esta
blis
hm
ent
of
mo
re s
cho
ols
fo
r ch
ildre
n w
ith
sp
ecia
l nee
ds
in
Stat
es
·
Ad
dit
ion
al
Sch
oo
ls f
or
Ch
ildre
n w
ith
Sp
ecia
l Nee
ds
esta
blis
hed
.
·
Incr
ease
d
acce
ss t
o s
cho
ols
b
y ch
ildre
n w
ith
sp
ecia
l nee
ds
FME,
SM
oE,
U
BEC
, SU
BEB
s,
NG
Os,
CB
Os,
1st
–
4th
qu
arte
r 2
01
1-
20
15
2%
CR
F an
d
Bu
dge
tary
A
lloca
tio
n
S/N
TUR
N A
RO
UN
D S
TRA
TEG
YA
CTI
VIT
YD
ELIV
ERA
BLE
IMP
LEM
ENTI
NG
AG
ENC
Y
TIM
ELIN
E
(Q
UA
RTE
RLY
)
SOU
RC
E(S)
OF
FUN
DIN
G
· ·· ·
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 1 4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 25
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 26
2.9
Dev
elo
pin
g
guid
elin
es o
n
edu
cati
on
po
licie
s fo
r th
e b
oys
an
d g
irls
ch
ild
edu
cati
on
as
wel
l as
se
con
d
chan
ce e
du
cati
on
·
Dev
elo
p d
raft
·
C
on
ven
e
·
P
rin
t an
d
guid
elin
es o
n
edu
cati
on
po
licie
s fo
r th
e b
oys
an
d
child
ed
uca
tio
n
stak
eho
lder
s m
eeti
ngs
dis
sem
inat
e gu
idel
ines
Gu
idel
ines
on
ed
uca
tio
n p
olic
ies
dev
elo
ped
and
d
isse
min
ated
FME,
UB
EC,
NM
EC, S
AM
E,
NC
NE,
SU
BEB
, LG
EAs,
IDP
s
2n
d -4
th
Qu
arte
ras,
20
12
2%
CR
F
Bu
dge
tary
A
lloca
tio
n,
MD
G
2.1
0
Car
ryin
g
ou
t m
ob
iliza
tio
n
and
sen
siti
zati
on
cam
pai
gns
on
Gir
l-,
Bo
y-C
hild
Ed
uca
tio
n
E
nsu
rin
g th
e p
rovi
sio
n o
f ed
uca
tio
n o
pp
ort
un
itie
s to
al
l ch
ildre
n o
f sc
ho
ol a
ge.
·
Esta
blis
h m
ore
-
ipro
gram
mes
fo
r th
e gi
rl-,
bo
ych
ild f
or
acce
ss a
nd
ret
enti
on
n
aff
ecte
d S
tate
san
d m
on
ito
r to
as
cert
ain
fu
ll im
ple
men
tati
on
·
Co
llate
an
d
anal
yse
stat
isti
cs o
n
enro
lmen
t, a
ttri
tio
n,
and
ret
enti
on
·
Incr
ease
d
nu
mb
er o
f gi
rl-
child
an
d b
oy-
child
co
mp
leti
ng
com
pu
lso
ry B
asic
ed
uca
tio
n in
af
fect
ed s
tate
s.
·
Do
cum
ente
d
rep
ort
s o
n t
he
stat
us
of
bo
y-ch
ild a
nd
gir
l-ch
ild e
du
cati
on
in
affe
cted
sta
tes
FME,
SM
oE,
SU
BEB
, LG
EA,
NG
Os,
CB
Os,
U
BEC
1st
–
4th
q
uar
ters
, 2
01
1-2
01
2
2%
CR
F,
A
nn
ual
bu
dge
t an
d
the
MD
G
S/N
TUR
N A
RO
UN
D S
TRA
TEG
YA
CTI
VIT
YD
ELIV
ERA
BLE
IMP
LEM
ENTI
NG
AG
ENC
Y
TIM
ELIN
E
(QU
AR
TER
LY)
SO
UR
CE(
S) O
F
FUN
DIN
G
· ·
lear
nin
g en
viro
nm
ent
p
rovi
ded
goo
d q
ual
ity
clas
sro
om
s an
d
inst
ruct
ion
al
mat
eria
ls
pro
vid
ed
2.1
1
Im
pro
vin
g A
du
lt a
nd
Yo
uth
Lit
erac
y En
rolm
ent
and
Ret
enti
on
by
50
% b
y 2
01
5.
M
akin
g TV
ET
Pro
gram
mes
mo
re
attr
acti
ve t
o A
du
lt a
nd
Yo
uth
·B
uild
ad
dit
ion
al
·
Mo
nit
or
the
Cen
tres
imp
lem
enta
tio
n o
f th
e ap
pro
ved
p
rogr
amm
es
·
Trai
n a
nd
re
-tra
in
teac
her
s fo
r A
du
lt
and
Vo
cati
on
al
Cen
tres
·
Sen
siti
ze t
he
pu
blic
o
n T
VET
pro
gram
mes
·
Dis
sem
inat
e
UN
ESC
O g
uid
elin
es
on
Ad
ult
an
d Y
ou
th
liter
acy
pro
gram
mes
·
Dev
elo
p T
VET
St
rate
gy &
Fr
amew
ork
fo
r N
FE
·Fu
nct
ion
al A
du
lt
Edu
cati
on
an
d
Vo
cati
on
al C
entr
es
wit
h in
crea
sed
en
rolm
ent o
f 50
%
· You
th a
nd
Ad
ult
Li
tera
cy
pro
gram
mes
im
ple
men
ted
in
line
wit
h U
NES
CO
’s
guid
elin
es.
UB
EC, N
MEC
, SU
BEB
, M
inis
try
of
Wo
men
A
ffai
rs, Y
ou
th
Dev
elo
pm
ent,
N
GO
s
20
11
-20
15
2%
CR
F an
d
Bu
dge
tary
al
loca
tio
n
2.1
2·
P
rovi
din
g
adeq
uat
e in
fras
tru
ctu
re
and
in
stru
ctio
nal
mat
eria
ls
in
B
asic
Ed
uca
tio
n S
cho
ols
to
en
han
ce a
cces
s to
qu
alit
y ed
uca
tio
n
·
Mo
nit
or
the
nu
mb
er
of
clas
sro
om
s in
th
e co
un
try,
asce
rtai
n
thei
r co
nd
itio
ns
and
p
roff
er a
pp
rop
riat
e so
luti
on
s. ·
Pro
vid
e
adeq
uat
e in
stru
ctio
nal
mat
eria
ls
· Ad
equ
ate
and
· C
hild
fri
end
ly
FME,
UB
EC,
SUB
EB,
LGEA
s,
OP
S
2n
d-
4
th
Q
uar
ters
, 2
01
1-2
01
4 2
% C
RF
S/N
TUR
N A
RO
UN
D S
TRA
TEG
YA
CTI
VIT
YD
ELIV
ERA
BLE
IMP
LEM
ENTI
NG
AG
ENC
Y
TI
MEL
INE
(Q
UA
RTE
RLY
)
SOU
RC
E(S)
OF
FUN
DIN
G
· ·
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 27
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 28
2.1
3D
evel
op
ing
Dig
ital
Bas
ic
Edu
cati
on
Sch
oo
l Map
s
·C
on
du
ct n
atio
nw
ide
sch
oo
l map
pin
g
-Dig
itiz
e sc
ho
ol
map
s
Dig
itiz
ed B
asic
Edu
cati
on
map
s
pro
du
ced
.
FM
E, U
BEC
and
SUB
EBs.
1st
-3rd
Qu
arte
rs,
20
12
2
% C
RF
2.1
4
Dev
elo
pin
g
Stat
e
Edu
cati
on
Sec
tor
Pla
ns
b
y
SUB
EBs
·
Car
ry o
ut
situ
atio
n
anal
ysis
by
Stat
es
·
Org
anis
e ca
pac
ity
bu
ildin
g w
ork
sho
ps
for
SMo
E, S
UB
EB,
and
LG
EA o
ffic
ials
·
Dev
elo
p S
ecto
r P
lan
by
Stat
es
·
Dev
elo
p
Op
erat
ion
al P
lan
5-Y
ear
SUB
EBs
Sect
or
Pla
ns
pro
du
ced
SUB
EBs,
SMo
E, U
BEC
,
IDP
s
1st
-4th
Qu
arte
rs,
20
12
2%
CR
F an
d
Bu
dge
tary
A
lloca
tio
n
2.1
5
D
evel
op
ing
Edu
cati
on
Po
licy
Gu
idel
ines
fo
r C
hild
ren
Orp
han
ed b
y H
IV/A
IDS
·
Co
nve
ne
Stak
eho
lder
s m
eeti
ng
on
de
velo
pm
ent
of
the
guid
elin
es
·
Pro
du
ce a
nd
d
isse
min
ate
the
guid
elin
es
Gu
idel
ines
P
rod
uce
d
FME,
UB
EC,
NM
EC, S
AM
E,
NC
NE,
SU
BEB
, LG
EAs,
IDP
s,
NA
CA
,SA
CA
,
LA
CA
1n
d
-4
th
2
01
2-
20
15
Qu
arte
rs
2%
CR
F
Bu
dge
tary
A
lloca
tio
n,
MD
G
S/N
TUR
N A
RO
UN
D S
TRA
TEG
YA
CTI
VIT
YD
ELIV
ERA
BLE
IMP
LEM
ENTI
NG
AG
ENC
Y
TIM
ELIN
E
(QU
AR
TER
LY)
SO
UR
CE(
S) O
F
FUN
DIN
G
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 29
2.1
6Es
tab
lish
ing
No
mad
ic
Edu
cati
on
Mo
del
Cen
tres
in
Gra
zin
g R
eser
ves
Co
nst
ruct
an
d e
qu
ip
No
mad
ic E
du
cati
on
M
od
el C
entr
es in
G
razi
ng
Res
erve
s
Twel
ve (
12
)N
om
adic
mo
del
ed
uca
tio
n c
entr
es
con
stru
cted
an
d
equ
ipp
ed in
G
razi
ng
Res
erve
s
NC
NE
4th
Qu
arte
r 2
01
1-2
nd
Q
uar
ter,
20
15
Cap
ital
an
d
MD
Gs
app
rop
riat
ion
2.1
7Es
tab
lish
ing
Fi
sher
folk
Ed
uca
tio
n M
od
el C
entr
es in
fi
shin
g p
ort
s
Co
nst
ruct
an
d e
qu
ip
Fish
erfo
lk Ed
uca
tio
n
Mo
del
Cen
tres
in
fish
ing
po
rts
Twel
ve (
12
) Fi
sher
folk
mo
del
ed
uca
tio
n c
entr
es
con
stru
cted
an
d
equ
ipp
ed in
Fi
shin
g Po
rts
N
CN
E
4th
Qu
arte
r 2
01
1-2
nd
Q
uar
ter,
20
15
Cap
ital
an
d
MD
Gs
app
rop
riat
ion
2.1
8Es
tab
lish
ing
N
om
adic
Ed
uca
tio
n M
od
el C
entr
es in
Fa
rm C
entr
es
(Set
telm
ents
)
Co
nst
ruct
an
d e
qu
ip
No
mad
ic E
du
cati
on
M
od
el C
entr
es in
Fa
rm C
entr
es (S
ette
lmen
ts)
6 N
o.s
of
No
mad
ic m
od
el
edu
cati
on
cen
tre
s
con
stru
cted
an
d
equ
ipp
ed in
Far
m
Cen
tres
N
CN
E
4th
Qu
arte
r 2
01
1-2
nd
Q
uar
ter,
20
15
Cap
ital
an
d
MD
Gs
app
rop
riat
ion
2
.19
Des
ign
ing,
dev
elo
pin
g
and
p
rovi
din
g
mo
bile
co
llap
sib
le
ten
ts
Pro
du
ce m
ob
ile
colla
psi
ble
ten
ts
20
0 N
o.s
of
Co
llap
sib
le s
cho
ol
stru
ctu
res
pro
cure
d
NC
NE
4th
Qu
arte
r 2
01
1-2
nd
Q
uar
ter,
20
15
Cap
ital
an
d
MD
Gs
app
rop
riat
ion
2
.20
Pro
vid
ing
sch
oo
ls b
oat
s
an
d d
ug
ou
t ca
no
es
Pro
du
ce b
oat
s an
d
du
g o
ut
can
oes
15
Sch
oo
l Bo
ats
an
d s
ix (
6)
du
g o
ut
can
oes
p
rovi
ded
N
CN
E
4th
Qu
arte
r 2
01
1-2
nd
Q
uar
ter,
20
15
Cap
ital
an
d
MD
Gs
app
rop
riat
ion
S/N
TUR
N A
RO
UN
D S
TRA
TEG
YA
CTI
VIT
YD
ELIV
ERA
BLE
IMP
LEM
ENTI
NG
AG
ENC
Y
TI
MEL
INE
(QU
AR
TER
LY)
SO
UR
CE(
S) O
F
FUN
DIN
G
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 30
2.2
1St
ren
gth
enin
g
Ad
voca
cy,
Mo
blis
atio
n a
nd
Se
nsi
tiza
tio
n
of
No
mad
ic
Co
mm
un
itie
s
thro
ugh
R
adio
pro
gram
mes
Car
ry o
ut
ad
voca
cy,
mo
blis
atio
n a
nd
se
nsi
tiza
tio
n
pro
gram
mes
in
no
mad
ic
com
mu
nit
ies
15
0 N
om
adic
C
om
mu
nit
ies
sen
siti
zed
NC
NE
4th
Qu
arte
r 2
01
1-4
th
Qu
arte
r,2
01
5
Cap
ital
an
d
MD
Gs
app
rop
riat
ion
2
.22
Dev
elo
pin
g
Inte
ract
ive
Rad
io In
stru
ctio
n
Pro
gram
mes
fro
m L
evel
s 1
-6
Dev
elo
p a
nd
im
ple
men
t
Inte
ract
ive
rad
io
Inst
ruct
ion
P
rogr
amm
es
fro
m
Leve
ls 1
-6
Inte
ract
ive
Rad
io
Inst
ruct
ion
(IR
I)
Pro
gram
mes
fr
om
leve
ls 1
-6
imp
lem
ente
d
NC
NE
4th
Qu
arte
r 2
01
1-2
nd
Q
uar
ter,
20
15
Cap
ital
an
d
MD
Gs
app
rop
riat
ion
2.2
3
Reh
abili
tin
g
Co
mm
un
ity-
Bas
ed N
om
adic
Sch
oo
ls
incl
ud
ing
Pro
vid
ing
of
Pota
ble
Wat
er
Reh
abili
tate
co
mm
un
ity-
bas
ed
no
mad
ic s
cho
ols
·
Thir
ty-f
ive
(35
)
co
mm
un
ity-
bas
ed
no
mad
ic s
cho
ols
re
hab
ilita
ted
·
Fort
y-fi
ve (
45
) n
o
han
d p
um
p
bo
reh
ole
s co
nst
ruct
edN
CN
E
4th
Qu
arte
r 2
01
1-2
nd
Q
uar
ter,
20
15
Cap
ital
an
d
MD
Gs
app
rop
riat
ion
S/N
TUR
N A
RO
UN
D S
TRA
TEG
YA
CTI
VIT
YD
ELIV
ERA
BLE
IMP
LEM
ENTI
NG
AG
ENC
Y
TIM
ELIN
E
(QU
AR
TER
LY)
SO
UR
CE(
S) O
F
FUN
DIN
G
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 31
S/N
TUR
N A
RO
UN
D S
TRA
TEG
YA
CTI
VIT
YD
ELIV
ERA
BLE
IMP
LEM
ENTI
NG
AG
ENC
Y
TIM
ELIN
E
(QU
AR
TER
LY)
SO
UR
CE(
S) O
F
FUN
DIN
G
2.2
4P
rovi
din
g A
deq
uat
eR
epro
du
ctiv
eH
ealt
h
Info
rmat
ion
, Ed
uca
tio
n a
nd
C
om
mu
nic
atio
n i
n
No
mad
ic C
om
mu
nit
ies
Pro
du
ce
rep
rod
uct
ive
hea
lth
m
ater
ials
on
m
ater
nal
hea
lth
an
d
child
care
fo
r n
om
adic
mo
ther
s
25
,00
0
Rep
rod
uct
ive
hea
lth
mat
eria
ls
pro
du
ced
an
d
5,0
00
no
mad
ic
mo
ther
s tr
ain
ed
on
mat
ern
al
hea
lth
and
ch
ildca
re
NC
NE
4th
Qu
arte
r 2
01
1-1
st
Qu
arte
r,2
01
4
Cap
ital
an
d
MD
Gs
app
rop
riat
ion
2.2
5C
arry
ing
ou
t A
dvo
cacy
on
En
rolm
ent,
Ret
enti
on
an
d
Co
mp
leti
on
of
No
mad
ic
Gir
l-C
hild
Co
nd
uct
ad
voca
cy
on
en
rolm
ent,
re
ten
tio
n a
nd
m
ob
iliza
tio
n o
f gi
rl-
child
No
mad
ic G
irl
Ch
ild E
du
cati
on
en
rolm
ent
incr
ease
d b
y 5
00
,00
0
NC
NE
4th
Qu
arte
r
20
11
-3rd
Q
uar
ter,
20
14
Cap
ital
an
d
MD
Gs
Ap
pro
pri
atio
n
2.2
6D
eev
elo
pin
g IC
T-B
ased
P
rogr
amm
es f
or
NFE
·
Dev
elo
p e
-lea
rnin
g s
Pack
age
for
NFE
P
rogr
amm
mes
·
D
isse
min
ate
pac
kage
s to
en
d
use
rs
N
FE e
-lea
rnin
g p
acka
ges
dev
elo
ped
an
d
dis
sem
inat
ed
NM
EC, 3
6
Stat
es S
AM
E
and
FC
T
Ab
uja
1st
-3
rd
Qu
arte
r,
20
15
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 32
S/N
TUR
N A
RO
UN
D S
TRA
TEG
YA
CTI
VIT
YD
ELIV
ERA
BLE
IMP
LEM
ENTI
NG
AG
ENC
Y
TIM
ELIN
E
(QU
AR
TER
LY)
SO
UR
CE(
S) O
F
FUN
DIN
G
2.2
7P
rod
uci
ng
inst
ruct
ion
al
mat
eria
ls f
or
No
n-F
orm
al
Edu
cati
on
Lea
rner
s at
all
Leve
ls in
sel
ecte
d N
iger
ian
la
ngu
ages
Pri
nt
50
0,0
00
co
pie
s o
f D
raw
ing
Bo
ok
Size
d 2
A, 2
B,
2D
exer
cise
bo
oks
, p
rim
ers
in m
ajo
r N
iger
ian
Lan
guag
es
Inst
ruct
ion
al
mat
eria
ls
avai
lab
le t
o a
ll le
arn
ers
on
NFE
p
rogr
amm
es
in
sele
cted
Nig
eria
n
lan
guag
es
NM
EC, 3
6
Stat
es,
SAM
E
and
FC
T
Ab
uja
1st
-3
rd
Qu
arte
r,
20
11
-20
15
2.2
8·
In
crea
sin
g En
rolm
ent
in
Pro
gram
mes
th
at h
ave
Co
nsi
sten
tly
Ea
rned
Fu
ll A
ccre
dit
atio
n S
tatu
s St
ren
gth
enin
g/ex
pan
din
g
Op
en a
nd
Dis
tan
ce L
earn
ing
(OD
L) S
yste
ms
in S
elec
ted
Po
lyte
chn
ic.
·
In
crea
sin
g A
war
enes
s an
d S
up
po
rt f
or
Alt
ern
ativ
e R
ou
te t
o H
igh
er T
ech
nic
al
Edu
cati
on
th
rou
gh IE
Is
·
Enco
ura
gin
g th
e
ado
pti
on
an
d
entr
ench
men
t o
f e
-lea
rnin
g
·
Ensu
rin
g O
DL
inst
itu
tio
ns
com
ply
wit
h
NU
C a
pp
rop
riat
e st
and
ard
·
Pro
vid
e ad
dit
ion
al
faci
litie
s an
d s
taff
·
Enco
ura
ge p
riva
te
sect
or
par
tici
pat
ion
in p
rovi
sio
n o
f fa
cilit
ies
·
Imp
lem
ent
po
licy
on
aw
ard
of
Deg
ree
s b
y C
olle
ges
of
Edu
cati
on
an
d
Poly
tech
nic
s th
at
mee
t
the
m
inim
um
re
qu
irem
ents
·
Ensu
re t
hat
O
DL
pro
vid
ers
com
ply
wit
h N
UC
st
and
ard
· C
arry
ing
cap
acit
y in
crea
sed
by
25
%
in s
elec
ted
co
urs
es
· In
crea
sed
OP
S p
arti
cip
atio
n in
ed
uca
tio
n
thro
ugh
PP
P o
r d
irec
t fu
nd
ing
·
Polic
y o
n
awar
d o
f D
egre
es
by
Poly
tech
nic
s an
d C
OEs
im
ple
men
ted
·
Stan
dar
ds
for
OD
L co
mp
lied
w
ith
FME,
NB
TE,
NU
C, N
OU
N,
NM
C
1-4
th
qu
arte
rs
20
12
-20
15
FME,
NB
TE,
NU
C, N
OU
N,
NM
C
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 1 4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 33
2.3
0In
tegr
atin
g A
lbin
ism
Ed
uca
tio
n in
to t
he
sch
oo
l sy
stem
·O
rgan
ise
St
akeh
old
ers
Foru
m
on
Alb
inis
m
·D
evel
op
B
luep
rin
t fo
r A
lbin
ism
Ed
uca
tio
n
·D
evel
op
ad
voca
cy
mat
eria
ls f
or
alb
inis
m e
du
cati
on
·O
rgan
ise
advo
cacy
an
d
sen
siti
zati
on
w
ork
sho
ps
on
A
lbin
ism
·B
luep
rin
t o
n
Alb
inis
m
edu
cati
on
d
evel
op
ed
·St
akeh
old
ers
’ fo
rum
on
A
lbin
ism
o
rgan
ized
·A
dvo
cacy
m
ater
ials
fo
r A
lbin
ism
e
du
cati
on
d
evel
op
ed
FME/
BSE
, N
ERD
C1
st-4
th
qu
arte
r 2
01
2-
20
14
Bu
dge
tary
al
loca
tio
ns
for
20
11
·A
dvo
cacy
an
d
Sen
siti
zati
on
W
ork
sho
ps
on
A
lbin
ism
o
rgan
ized
in 6
ge
o-p
olit
ical
zo
nes
2.3
1
Esta
blis
hin
go
f N
atio
nal
D
iagn
ost
ic a
nd
Ass
essm
ent
Cen
tres
fo
r Sp
ecia
l Nee
ds
Ch
ildre
n
Set
up
ad
iagn
ost
ic
cen
tre
for
pro
per
d
iagn
osi
s o
f Sp
ecia
l ch
ildre
n’s
ed
uca
tion
al
ne
ed
s
Cen
tres
fo
r sc
reen
ing,
as
sess
men
t an
d
pla
cem
ent
of
child
ren
wit
h
spec
ial n
eed
s es
tab
lish
ed
FME/
BSE
1st
qu
arte
r -4
th
Qu
arte
r 2
01
2 –
20
14
An
nu
al b
ud
get
pro
visi
on
S/N
TUR
N A
RO
UN
D S
TRA
TEG
YA
CTI
VIT
YD
ELIV
ERA
BLE
IMP
LEM
ENTI
NG
AG
ENC
Y
TIM
ELIN
E
(QU
AR
TER
LY)
SOU
RC
E(S)
OF
FUN
DIN
G
Co
nd
uct
cap
acit
y b
uild
ing
wo
rksh
op
s fo
r fa
cilit
ato
rs t
o a
chie
ve
qu
alit
y in
mas
s lit
erac
y
Co
nd
uct
Zo
nal
an
d
Stat
e w
ork
sho
ps
to
bu
ild c
apac
ity
of
stak
eho
lder
s, o
n
STU
MEC
pri
nci
ple
s
Dev
elo
p S
ensi
tiza
tio
n
and
mo
bili
zati
on
of
Polic
yfo
r
Mak
ers/
Emir
s/C
hie
fs/
Rel
igio
us/
Trad
itio
nal
Le
ader
s
Edit
an
d p
rin
t
stan
dar
diz
ed
inst
rum
ent
to
det
erm
ine
adu
lt
lite
racy
lea
rne
rs’
cert
ific
ate
equ
ival
ent
Co
nd
uct
nee
ds
asse
ssm
ent
of
two
h
un
dre
d a
nd
fif
ty-
seve
n (
25
7)
liter
acy
cen
tres
acr
oss
th
e co
un
try.
2.3
2H
igh
Lev
el A
dvo
cacy
Vis
its
to
Stat
es w
ith
Hig
h G
end
er
Dis
par
ity
En
rolm
ent,
re
ten
tio
n a
nd
co
mp
leti
on
in
sch
oo
ls e
nh
ance
d
FME,
UN
ICEF
, N
GO
s an
d
Stat
es
Ma
rch
, 2
01
2
–
Au
g.
20
15
An
nu
al b
ud
get
pro
visi
on
2.3
3R
olli
ng
ou
t o
f St
ud
ents
’ Tu
tori
ng,
Men
tori
ng
and
C
ou
nse
ling
(STU
MEC
) in
all
the
Stat
es a
nd
Mo
nit
ori
ng
to
ensu
re S
ust
ain
abili
ty
Pro
visi
on
of
fun
ctio
nal
an
d
qu
alit
y ed
uca
tio
n
for
all c
hild
ren
enh
ance
d
FM
E, U
NIC
EF,
NG
Os
and
St
ates
Mar
ch, 2
01
2 –
Au
g. 2
01
5
An
nu
al b
ud
get
pro
visi
on
2.3
4D
evel
op
ing
the ca
pac
ity
of
Ad
ult
an
d N
on
-Fo
rmal
Ed
uca
tio
n Faci
litat
ors
A
du
lt e
du
cati
on
trai
ner
s’ c
apac
ity
bu
ilt
FME/
NM
EC,
NG
Os
20
12
-20
15
An
nu
al
bu
dge
tin
g p
rovi
sio
n
2.3
5D
evel
op
ing st
and
ard
ized
an
d
qu
alit
y as
sura
nce
inst
rum
ent
for
NFE
Stan
dar
diz
ed
inst
rum
ent
pro
vid
ed a
nd
pu
blis
hed
FM
E, N
GO
an
d
NM
EC
May
20
12
An
nu
al
bu
dge
tin
g p
rovi
sio
n
2.3
6R
esu
scit
atin
g lit
erac
y ce
ntr
es
acro
ss N
iger
ia
Two
hu
nd
red
an
d
fift
y-se
ven
(2
75
)
liter
acy
cen
tres
resu
scit
ated
FM
E/N
MEC
20
12
-20
15
An
nu
al b
ud
get
pro
visi
on
S/N
TUR
N A
RO
UN
D S
TRA
TEG
YA
CTI
VIT
YD
ELIV
ERA
BLE
IMP
LEM
ENTI
NG
AG
ENC
Y
TIM
ELIN
E
(QU
AR
TER
LY)
SOU
RC
E(S)
OF
FUN
DIN
G
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 34
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 35
3.0 STANDARD AND QUALITY ASSURANCEQuality Assurance is a major challenge of Nigeria's education system. A critical look at the educational institutions reveals low standard and quality of schools and their products. Infrastructural decay, obsolete facilities, poor teacher quality, mass failure in public examinations, cultism, examination malpractice and maladministration, are indicators of the poor state of education in Nigeria. Most primary and secondary schools lack the essential infrastructure to enable them function. They lack adequate support services that enhance teaching and learning. For meaningful national development, academic excellence should be complemented with sound character, emotional stability, good health and respect for fellow citizens.
The situation in our schools is further compounded by weak and inadequate quality assurance mechanisms. The result is ineffective school supervision and inspection by the Federal, the State and Local government operatives. For example, at the Federal level, only 4.9% of primary and 4.7% of Secondary Schools were inspected by the Federal Inspectorate Service in 2004 and 2005. The Federal Ministry of Education (FME) has produced and distributed Quality Assurance (QA) Handbooks and Instruments to all States, the Federal Capital Territory inclusive and trained teachers in the use of such materials. A lot still need to be done to improve the capacity of school inspectors and supervisors. The Inspectorate Services (at the three tiers of government) also need to deliver better school supervision and monitoring results for remarkable educational growth.
At the tertiary level, the concern is related to instability of the academic calendar, infrastructural decay and obsolescence of equipment among others. All these culminate in the lowering of the quality of graduates from tertiary institutions. In addition, existing tertiary education curricula are out-dated and, therefore, largely irrelevant to our national needs and global competitive demands.
Other challenges to education quality include:
· non professionalization of Education Quality Assurance practice;
· absence of a comprehensive Standard and Quality Assurance Standards Policy document;
· lack of synergy among relevant stakeholders in Quality Assurance, resulting in institutional constraints and role conflict ;
· weak support structure for Students Industrial Work Experience Scheme (SIWES);
· low learning outcomes in literacy, numeracy and life skills;
· inadequate deployment of ICT for teaching and learning purposes;
· inadequate capacity of educational institutions to undertake internal/comparative quality assessment; and
· Inadequate mechanisms for identifying learners with special needs and the gifted children.
Educational projects and programmes in the next four years, will have to address these key challenges in order to improve education quality and bring about the desired transformation of
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 36
Nigeria. The Turn Around Strategies proposed for the Focal Area of Standard and Quality Assurance are clustered around five critical education issues, namely:
i policy coordination;ii educational input (infrastructure, instructional materials, ICT, etc.);iii process issues arising from implementation of educational programmes and services;iv benchmarking and setting of educational standards; and v assessment, monitoring, and evaluation issues.
Specific actions to perform in order to address these challenges include:· reviewing and strengthening legal framework for educational institutions and regulatory
agencies· undertaking capacity building of school inspectors and supervisors;· professionalization of education standard and quality assurance practice; · strengthening partnerships/collaboration among relevant stakeholders;· establish a Quality Assurance Management Information System that links with NEMIS;· reviewing and enriching the existing school curricular;· development of instructional materials (such as textbooks, syllabi, etc);· establishment of a standardized assessment system for monitoring and reporting learning
achievement;· provision and monitoring of Direct Teaching and Laboratory Cost Grant (DTLC);· provision and monitoring of Teaching and Research Equipment Grant;· establishing and equipping of Guidance and Counseling Units in all schools;· provision of ICT infrastructure and equipment in all schools;· introduction of e-learning to expand access to quality education;· implementation of the provisions of the National Information Technology Education
Framework; and· rehabilitation and development of infrastructural facilities across sectors of education.
Ass
ura
nce
do
cum
ent
STA
ND
AR
D A
ND
QU
ALI
TY A
SSU
RA
NC
E
S/N
TUR
N A
RO
UN
D
STR
ATE
GY
AC
TIV
ITIE
SD
ELIV
ERA
BLE
SIM
PLE
MEN
TIN
G
AG
ENC
Y
TIM
E-LI
NE
QU
AR
TER
LYSO
UR
CE(
S) O
F FU
ND
ING
3.1
Dev
elo
pin
g
Nat
ion
al
Polic
y
and
Str
ateg
y
on
Edu
cati
on
Qu
alit
y
Ass
ura
nce
fo
r
Stre
ngt
hen
ing
Rel
atio
nsh
ip
bet
wee
n F
eder
al a
nd
Stat
e In
spec
tors
an
d
Loca
l Go
vern
men
t
Edu
cati
on
Su
per
viso
rs
·
Inau
gura
te M
inis
teri
al
Co
mm
itte
e o
n Q
ual
ity
Ass
ura
nce
·
Org
anis
e st
akeh
old
ers
’
wo
rksh
op
to
rev
iew
th
e
Nat
ion
al
Polic
y o
n
·
Edu
cati
on
Qu
alit
y A
ssu
ran
ce
an
d S
trat
egy
·
Org
aniz
e w
ork
sho
p t
o c
riti
qu
e
th
e d
ocu
men
ts o
n N
atio
nal
Polic
y o
n E
du
cati
on
Qu
alit
y A
ssu
ran
ce a
nd
Str
ateg
y
·
Pro
du
ce
and
dis
sem
inat
e
·
of
the
fin
al p
olic
y an
d s
trat
egy
do
cum
ent
·
A R
evis
ed N
atio
nal
Po
licy/
·
Stra
tegy
on
Ed
uca
tio
n Q
ual
ity
·
pro
du
ced
an
d im
ple
men
ted
·
Res
po
nsi
bili
ties
fo
r
·
Co
llab
ora
tive
insp
ecto
rate
· se
rvic
es a
t fe
der
al/s
tate
/lo
cal
· le
vels
ass
ign
ed
· B
ette
r re
lati
on
ship
an
d
sy
ner
gy
· am
on
g Fe
der
al, S
tate
an
d
LGA
s
· Q
ual
ity
Ass
ura
nce
Age
nts
·
esta
blis
hed
FME/
FIS
FME/
FIS,
SMo
Es
and
LG
As
1
st a
nd
2n
d
Qu
arte
r o
f 2
01
2
FME
bu
dge
t
3.2
Bu
ildin
g C
apac
ity
of
Fe
der
al, S
tate
an
d
LGEA
Su
per
viso
rs a
nd
Sc
ho
ol M
ange
rs
o
n
Q
ual
ity
Ass
ura
nce
·
Org
aniz
e
six
(6)
Zo
nal
Tra
inin
g
W
ork
sho
ps
·
O
rgan
ize
sho
rt t
rain
ing
in
re
leva
nt
in
stit
uti
on
s ac
ross
the
cou
ntr
y
Fed
eral
, St
ate
, LGEA
su
per
viso
rs a
nd
sch
oo
l
man
ager
s tr
ain
ed o
n
Qu
alit
y A
ssu
ran
ce
FME/
FIS,
SM
oEs
, FC
T an
d
LGEA
s
2n
d t
o
4
th
Q
uar
ter
20
12
-20
14
FME
bu
dge
tary
al
loca
tio
n a
nd
aid
fro
m
dev
elo
pm
ent
par
tner
s an
dM
DG
off
ice
3.3
Pro
du
cin
g
Nat
ion
al
Ass
essm
ent
Kit
s fo
r
Ea
rly
Child
hood
Car
e fo
r D
evel
op
men
t Ed
ucat
ion
(EC
CD
E) in
Nig
eria
·
Iden
tify
ap
pro
pri
ate
ECC
DE
asse
ssm
ent
kits
·
Pro
du
ce E
CC
DE
asse
ssm
ent
kits
Nat
ion
al A
sses
smen
t ki
t fo
r
EC
CD
E
pro
du
ced
FME/
FIS,
SM
OEs
,
U
NIC
EF
2n
d t
o 4
th
Q
uar
ter
20
12
FME
Bu
dge
tary
A
lloca
tio
n
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 37
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 38
3.4
Dev
elo
pin
g
Ach
ieve
men
t in
dic
ato
rs f
or
Tech
nic
al a
nd
Vo
cati
on
al C
entr
es
·
Org
anis
e te
chn
ical
an
d c
riti
qu
e w
ork
sho
ps
·P
rod
uce
and
dis
sem
inat
e
ach
ieve
men
t in
dic
ato
rs
A
chie
vem
ent
ind
icat
ors
fo
rte
chn
ical
an
d v
oca
tio
nal
ce
ntr
es p
rod
uce
d a
nd
d
isse
min
ated
.
FM
E/FI
S3
rd t
o 4
th
qu
arte
r 2
01
2
FME
Bu
dge
t ap
pro
pri
atio
n
3.5
Rev
iew
ing
Gu
idan
ce
and
Co
un
selli
ng
Fram
ewo
rk in
Sch
oo
lsN
atio
nw
ide.
·
Set
up
Min
iste
rial
Co
mm
itte
e to
·
revi
ew
Gu
idan
ce a
nd
Co
un
selli
ng
Fram
ewo
rk
·
Org
aniz
e W
ork
sho
ps
to r
evie
w
the
Fram
ewo
rk
·
Pro
du
ce t
he
revi
ewed
Fra
mew
ork
Gu
idan
ce a
nd
Co
un
selli
ng
Fram
ewo
rk R
evie
wed
an
d
Pro
du
ced
FM
E, U
BEC
,
Stat
es
2n
d
Qu
arte
r,
20
12
FM
E, U
BEC
Fu
nd
ing
3.6
Cre
atin
g D
irec
t D
ata
C
aptu
re P
ort
al f
or
sc
ho
ols
and
usi
ng
Bio
met
ric
dat
a to
C
aptu
re/V
alid
ate
Can
did
ates
’
Reg
istr
atio
n
·
Des
ign
an
d d
evel
op
on
-lin
e
re
gist
rati
on
po
rtal
fo
r sc
ho
ols
.
·
Org
anis
e se
nsi
tisa
tio
n
w
ork
sho
ps
fo
r p
rin
cip
als
and
exam
inat
ion
off
icer
s.
·
Sen
siti
ze s
take
ho
lder
s th
rou
gh
wo
rksh
op
s an
d s
emin
ars
·
Dir
ect
dat
a ca
ptu
re w
ebsi
te
des
ign
ed, d
evel
op
ed a
nd
acti
vate
d.
·
Sen
siti
sati
on
wo
rksh
op
s
org
anis
ed.
WA
EC,
NEC
O
1st
, 2nan
d
3rd
Qu
arte
rs
20
12
FME
Bu
dge
tap
pro
pri
atio
n
3.7
Usi
ng
Op
tica
l Bra
ille
R
ead
er (
OB
R)
fo
r So
urc
ing
Vis
ual
ly
Chal
len
ged
C
and
idat
es’
Scri
pts
Inst
all O
BR
equ
ipm
ent
and
so
ftw
are
Two
Pai
rs O
BR
mac
hin
es
acq
uir
ed a
nd
inst
alle
d b
y ex
amin
atio
n b
od
ies
NEC
O, W
AEC
,
JAM
B a
nd
NA
BTE
B
1st
, 2n
d, 3
rd
an
d 4
th
q
uar
ters
2
01
2-2
01
4
Ap
pro
pri
atio
n
S/N
TUR
N A
RO
UN
D
STR
ATE
GY
AC
TIV
ITIE
SD
ELIV
ERA
BLE
SIM
PLE
MEN
TIN
G
AG
ENC
YTI
ME-
LIN
E Q
UA
RTE
RLY
SOU
RC
E(S)
OF
FUN
DIN
G
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 39
3.8
Rev
iew
ing
and
En
rich
ing
Cu
rric
ulu
m
at B
asic
an
d P
ost
-
B
asic
Ed
uca
tio
n
Le
vels
·O
rgan
ize
crit
iqu
e w
ork
sho
ps
·R
evie
w U
BE
curr
icu
lum
in
acco
rdan
ce w
ith
nat
ion
al n
eed
s
·
Pro
du
ce
and
dis
sem
inat
e
re
view
ed
curr
icu
lum
fo
r B
asic
an
d
Po
st-B
asic
Edu
cati
on
Bas
ic a
nd
Po
st-B
asic
Edu
cati
on
curr
icu
lum
pro
du
ced
an
d
dis
sem
inat
ed
FME/
NER
DC
/U
BEC
1
st-2
nd
Qu
arte
rs
20
12
MD
G a
nd
ETF
CR
F
3.9
Enri
chin
g N
iger
ian
Edu
cati
on
by
Dev
elo
pin
g
Ort
ho
grap
hie
s fo
r
Twen
ty (
20
)
Ad
dit
ion
al
Nig
eria
n
Lan
guag
es
·
Dev
elo
p o
rth
ogr
aph
ies
for
twen
ty
·
(20
)
Nig
eria
n L
angu
ages
·
Dev
elo
p B
asic
Ed
uca
tio
n
Cu
rric
ulu
m f
or
3 N
iger
ian
Lan
guag
es
(Kan
uri
, Tiv
an
d F
ulf
uld
e)
·
Dev
elo
p S
SE C
urr
icu
lum
fo
r
Five
(5
)
Nig
eria
n L
angu
ages
(K
anu
ri,
Tiv
and
Fu
lfu
lde)
·
Dev
elo
p B
ilin
gual
Dic
tio
nar
ies
in
Six
·
(6)
net
wo
rk N
iger
ian
Lan
guag
es
·
Ort
ho
grap
hie
s fo
r Tw
enty
(20
)
Nig
eria
n L
angu
ages
dev
elo
ped
·
Bas
ic E
du
cati
on
Cu
rric
ulu
m
for
Five
(5)
Nig
eria
n L
angu
ages
(Kan
uri
, Tiv
an
d F
ulf
uld
e)
dev
elo
ped
·
SSE
Cu
rric
ulu
m f
or
Thre
e (3
)
Nig
eria
n L
angu
ages
(K
anu
ri,
Tiv
and
Fu
lfu
lde)
dev
elo
ped
·
Bili
ngu
al D
icti
on
arie
s in
Six
(6
)
net
wo
rk N
iger
ian
Lan
guag
es
dev
elo
ped
FME/
NER
DC
FME/
NER
DC
20
12
-20
13
MD
G a
nd
B
ud
geta
ry
Allo
cati
on
3.1
0D
evel
op
ing
Ben
chm
arks
fo
r
Min
imu
m A
cad
emic
St
and
ard
s in
Ter
tiar
y In
stit
uti
on
s
·
Dev
elo
p b
ench
mar
ks f
or
min
imu
m
Aca
dem
ic S
tan
dar
ds
for
Pro
gram
mes
wit
ho
ut
Ben
chm
arks
an
d M
inim
um
Aca
dem
ic S
tan
dar
ds
in N
iger
ian
Un
iver
siti
es
Dev
elo
p b
ench
mar
ks a
nd
m
inim
um
aca
dem
ic s
tan
dar
ds
for
pro
gram
mes
wit
ho
ut
Ben
chm
arks
an
d M
inim
um
Aca
dem
ic S
tan
dar
ds
in
Nig
eria
n P
oly
tech
nic
s a
nd
C
olle
ges
of
Edu
cati
on
Ben
chm
arks
an
d M
inim
um
Stan
dar
ds
dev
elo
ped
fo
r
tert
iary
inst
itu
tio
ns
–
Un
iver
siti
es, P
oly
tech
nic
s an
d
Co
llege
s o
f Ed
uca
tio
n
NU
C,N
BTE
,
NC
CE
20
12
-20
14
Ap
pro
pri
atio
n
·
S/N
TUR
N A
RO
UN
D
STR
ATE
GY
AC
TIV
ITIE
SD
ELIV
ERA
BLE
SIM
PLE
MEN
TIN
G
AG
ENC
YTI
ME-
LIN
E Q
UA
RTE
RLY
SOU
RC
E(S)
OF
FUN
DIN
G
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 40
3.1
1B
uild
cap
acit
y o
f U
niv
ersi
ty,
Poly
tech
nic
an
d
Co
llege
of
Edu
cati
on
Li
bra
rian
s.
Org
aniz
e w
ork
sho
ps
on
op
en
acce
ss t
o li
bra
ry a
nd
info
rmat
ion
re
sou
rces
an
d s
ervi
ces
Un
iver
siti
es, P
oly
tech
nic
san
d
Co
llege
of
Edu
cati
on
Lib
rari
ans
trai
ned
.
LRC
N1
st-4
thQ
uar
ter
20
12
-20
14
Bu
dge
tary
A
lloca
tio
n
3.1
2D
evel
op
ing
Stan
dar
ds
for
Lib
rari
es in
Nig
eria
-Org
aniz
e W
ork
sho
p t
o d
evel
op
stan
dar
d g
uid
elin
es f
or
qu
alit
y as
sura
nce
fo
r
libra
ries
in
Nig
eria
Lib
rary
sta
nd
ard
s an
d q
ual
ity
assu
ran
ce g
uid
elin
es p
rod
uce
d,
and
dis
trib
ute
d
LRC
N,N
LA
1st
–
4th
Qu
arte
r 2
01
2
Bu
dge
tary
A
lloca
tio
n
3.1
3
Stre
ngt
hen
ing
and
Exp
and
ing
e-le
arn
ing
in t
he
Edu
cati
on
Sect
or
thro
ugh
th
e Im
ple
men
tati
on
of
the
e-l
earn
ing
Fram
ewo
rk
·
Co
nd
uct
bas
elin
e su
rvey
·
Car
ry o
ut
com
mu
nic
atio
n &
advo
cacy
cam
pai
gn
·
Co
mm
ence
Co
nn
ecti
vity
Net
wo
rk
·
Co
-ord
inat
e IC
T in
terv
enti
on
in E
du
cati
on
·
Bas
elin
e st
ud
y co
nd
uct
ed
·
Dat
abas
e o
f ex
isti
ng
inte
rven
tio
ns
crea
ted
·
Inte
rven
tio
ns
har
mo
niz
ed b
y
MD
As
·
Aw
aren
ess
crea
ted
·
Inst
itu
tio
ns
uti
lize
e-l
earn
ing
infr
astr
uct
ure
FME/
ICeL
/IC
T2
01
2-1
5
Bu
dge
tary
A
lloca
tio
n
3.1
4
Reh
abili
tati
ng
Twen
ty
(26
)Fe
der
al U
nit
y
Co
llege
sp
er y
ear
·
Co
nd
uct
bas
elin
e su
rvey
to
det
erm
ine
area
s o
f n
eed
·
Iden
tify
ch
alle
nge
s in
eac
h F
UC
·C
om
men
ce R
ehab
ilita
tio
n
of
FUC
On
e h
un
dre
d a
nd
fo
ur
(10
4)
Fed
eral
Un
ity
Co
llege
s fu
lly
reh
abili
tate
d t
o s
tan
dar
d
FME/
BSE
/
UB
EC
20
12
-20
15
Bu
dge
tary
Allo
cati
on
S/N
TUR
N A
RO
UN
D
STR
ATE
GY
AC
TIV
ITIE
SD
ELIV
ERA
BLE
SIM
PLEM
ENTI
NG
AGEN
CYTI
ME-
LIN
E Q
UA
RTE
RLY
SOU
RC
E(S)
OF
FUN
DIN
G
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 1 4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 41
3.1
5
Reh
abili
tati
ng
infr
astr
uct
ure
acr
oss
Tert
iary
Inst
itu
tio
ns
·
Inau
gura
te M
inis
teri
al C
om
mit
tee
on
Nee
ds
Ass
essm
ent
·
Pro
du
ce p
lan
fo
r re
hab
ilita
tio
n o
f
infr
astr
uct
ura
l fac
iliti
es
in t
erti
ary
inst
itu
tio
ns
·
Co
mm
ence
reh
abili
tati
on
of
infr
astr
uct
ura
l fac
iliti
es in
tert
iary
inst
itu
tio
ns
Reh
abili
tati
on
of
infr
astr
uct
ure
(b
uild
ings
, cla
ssro
om
s, w
ater
, el
ectr
ical
, lab
ora
tori
es, e
tc)
com
men
ced
FME/
NU
C/
NB
TE/N
CC
E/
TETF
un
d/S
tate
go
vern
men
ts
2
01
1-2
01
5B
ud
geta
ry
Allo
cati
on
3.1
6
Reh
abili
tati
ng
/
Dev
elo
pin
g Te
ach
ing
-Lea
rnin
g
Su
pp
ort
Res
ou
rces
ac
ross
ter
tiar
y
in
stit
uti
on
s
·
Dev
elo
p
pla
n f
or
reh
abili
tati
on
/
dev
elo
pm
ent
of
Teac
hin
g-L
earn
ing
su
pp
ort
res
ou
rces
acr
oss
ter
tiar
y in
stit
uti
on
s
·
Co
mm
ence
pro
visi
on
of
teac
hin
g- le
arn
ing
sup
po
rt r
eso
urc
es a
cro
ss
tert
iary
inst
itu
tio
ns
Reh
abili
tati
on
/dev
elo
pm
ent
of
Te
ach
ing
-Lea
rnin
g
sup
po
rt
re
sou
rces
co
mm
ence
d
FME/
NU
C/
N
BTE
/NC
CE/
TETF
un
d/
Stat
e
gove
rnm
ents
20
11
-20
15
B
ud
geta
ry
Allo
cati
on
3.1
7Tr
ain
ing
fou
r h
un
dre
d a
nd
six
teen
(4
16
) Sc
ien
ce
Teac
her
s in
th
e Fe
der
al U
nit
y C
olle
ges
to Q
ual
ify
as IC
T Te
ach
ers
·
Ad
op
tth
ecu
rric
ulu
m f
or
con
vers
ion
in li
aiso
n w
ith
CP
N.
·N
atio
nal
lau
nch
of
trai
nin
g
pro
gram
mes
.
·Tr
ain
fou
r h
un
dre
d a
nd
six
teen
(41
6)
scie
nce
tea
cher
s at
id
enti
fied
tra
inin
g ce
ntr
es
nat
ion
wid
e
4 IC
T te
ach
ers
per
Fed
eral
U
nit
y C
olle
ge t
rain
ed IC
T D
epar
tmen
t,
FME,
CP
N,N
UC
, N
BTE
, NC
CE,
N
TI, F
CSC
Mar
ch 2
01
2
to
20
15
A
nn
ual
B
ud
geta
ry
pro
visi
on
TUR
N A
RO
UN
D
STR
ATE
GY
AC
TIV
ITIE
SD
ELIV
ERA
BLE
SIM
PLE
MEN
TIN
G
AG
ENC
IES
TIM
ELIN
E (Q
UA
RTE
RLY
)
SO
UR
CES
(S)
OF
FUN
DIN
G
3.1
8·
Dev
elo
pin
gSt
and
ard
s an
d
Gu
idel
ines
fo
r C
on
ten
t an
d
Inst
ruct
ion
al
Mat
eria
lsin
A
pp
rop
riat
e M
edia
·En
cou
rag
ing
the
Dev
elo
pm
ent
of
e-
Co
nte
nt
in
Ap
pro
pri
ate
Med
ia
·
Dev
elo
p s
tan
dar
ds
and
gu
idel
ines
fo
r co
nte
nt
and
in
stru
ctio
nal
mat
eria
ls in
ap
pro
pri
ate
med
ia u
sin
g a
mu
lti-
sect
ora
l ap
pro
ach
.
·
Leve
rage
on
div
erse
med
ia f
or
the
life
cycl
e o
f co
nte
nt
and
in
stru
ctio
nal
mat
eria
ls.
·
Dig
itiz
e
of
con
ten
t fo
r o
ne
hu
nd
red
an
d f
ou
r (1
04
)FU
Cs
·D
eplo
ymen
t o
f e
-lea
rnin
g fa
cilit
ies
to F
UC
s
·
Stan
dar
ds
and
guid
elin
es
dev
elo
ped
·
E-co
nte
nt
in a
pp
rop
riat
e m
edia
pro
du
ced
and
in u
se
FME/
ICT/
ICeL
Mar
ch 2
01
2-
A
pri
l 20
15
An
nu
al
Bu
dge
tary
p
rovi
sio
n
3.1
9·E
stab
lish
ing
and
Su
stai
nin
ga
com
mo
n
ICT
Infr
astr
uct
ure
p
latf
orm
fo
r Ed
uca
tio
n
·Dev
elo
pin
g th
eN
atio
nal
Ed
uca
tio
n
and
Res
earc
h
Infr
astr
uct
ure
(N
ERI)
·In
terc
on
nec
t al
l o
ne
and
ho
ur
(10
4)
FUC
s, f
ort
y-th
ree
(43
)
FIS
and
six
(6
)
FS
B o
ffic
es w
ith
eac
h
oth
er a
nd
wit
h F
ME
HQ
·
Cre
ate
a
com
mo
n p
latf
orm
fo
r sh
arin
g re
sou
rces
, sec
uri
ty o
f ad
min
istr
atio
n a
nd
acc
ess
to t
he
Inte
rnet
·
Dev
elo
p f
un
ctio
nal
cam
pu
s
Net
wo
rk
·N
atio
nal
Ed
uca
tio
n a
nd
R
esea
rch
Infr
astr
uct
ure
in
pla
ce
FM
E/IC
TA
pri
l 20
12
-Ju
ne
20
15
A
nn
ual
b
ud
geta
ry
pro
visi
on
3.2
0En
cou
ragi
ng
Pri
vate
se
cto
r Pa
rtic
ipat
ion
in
Ed
uca
tio
n a
nd
Tr
ain
ing
on
ICT
Esta
blis
h a
fo
rum
fo
r co
ord
inat
ion
an
d s
yner
gy o
f co
rpo
rate
so
cial
re
spo
nsi
bili
ty in
itia
tive
s
·
Pu
blic
Pri
vate
Par
tner
ship
in
ICT
ed
uca
tio
n a
nd
tr
ain
ing
esta
blis
hed
FME/
ICT/
NG
O
& P
PP
May
20
12
an
d M
arch
2
01
5
An
nu
al
Bu
dge
tary
p
rovi
sio
n
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 42
S/N
TUR
N A
RO
UN
D
STR
ATE
GY
AC
TIV
ITIE
SD
ELIV
ERA
BLE
SIM
PLE
MEN
TIN
G
AG
ENC
YTI
ME
-LIN
E Q
UA
RTE
RLY
SOU
RC
E(S)
OF
FUN
DIN
G
3.2
1C
on
stru
ctin
g th
e H
ead
qu
arte
rs a
nd
B
ran
ches
of
the
Nat
ion
al L
ibra
ry
·
Co
nst
ruct
hea
dq
uar
ters
b
uild
ing
·
Co
nst
ruct
pro
toty
pe
bu
ildin
gs
at B
auch
i, Y
ola
, Kat
sin
a, G
om
be,
C
alab
ar,
Osh
ogb
o a
nd
Yo
la
·
Co
nst
ruct
fou
r (4
)
new
b
ran
ches
in B
orn
o, J
igaw
a,
Bay
elsa
an
d E
bo
nyi
·H
ead
qu
arte
rs b
uild
ing
com
ple
ted
.
·
Fou
r (4
) p
roto
typ
e b
uild
ings
co
mp
lete
d a
t K
atsi
na,
Go
mb
e, C
alab
ar a
nd
O
sogb
o.
·
Two
(2
)
pro
toty
pe
com
mis
sio
ned
in
B
auch
i &
Yola
an
d f
ou
r (4
)
new
Sta
te
Bra
nch
es a
t B
orn
o, J
igaw
a,
Bay
elsa
an
d E
bo
nyi
co
mm
issi
on
ed
FME/
NLN
2011
2015
NLN
B
ud
get
3.2
2Tr
ain
ing
of
Pro
fess
ion
al
Lib
rari
ans
in N
ew
Tren
ds
on
In
form
atio
n a
nd
C
om
mu
nic
atio
n
Tech
no
logi
es (
ICT)
Org
aniz
e
wo
rksh
op
s an
d
sem
inar
s o
n c
urr
ent
tren
ds
in
libra
rian
ship
.
Li
bra
ry s
ervi
ce d
eliv
ery
in
the
use
of
ICT
imp
rove
d
FME/
NLN
20
11
–
20
15
An
nu
al
Bu
dge
t
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 43
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 44
4.0 TEACHER EDUCATION AND DEVELOPMENT
4.1 Introduction
The quality of any educational system is determined by the quality of the teaching-learning process. Teachers interpret and communicate the curriculum to learners. They ensure the efficient and effective use the country's investment in education, act as role models to the learners and transmit societal values from generation to generation. Thus, the education and development of the teacher is paramount to the country. The educational system is only as good as the quality of its teachers.
The poor quality of educational outcomes recorded in recent years is attributable to the poor quality of teachers, among others. The challenges of poor teacher quality become more pronounced in the following of teacher education development areas:
i. pre-Service teacher education;ii. orientation and induction of new teachers;iii. continuing professional development for teachers;iv. school leadership recruitment, appointment and training;v. framework for teaching standards; andvi. incentives to attract and retain quality teachers.
4.2 Initial Teacher Education The initial teacher education component is characterised by poor training at various educational levels. Teachers mostly teach using obsolete theory-based curriculum and limited range of instructional methods and materials. Integration of Information and Communications Technology (ICT), understanding of how the brain works and engaging diverse learners in different classroom situations are rarely taught. Where this takes place, it is in a very rudimentary fashion. The result is that of limited repertoire of skills, worsened by the low quality of the curriculum. Another situation that exacerbated all the issues raised above is the poor quality of student intake most of whom take to teacher education as a last resort and will readily abandon it as soon as better opportunities are available.
The quality of the lecturers is, to a large extent poor. Most of them lack adequate research-based qualifications. They are also faced with the problem of inadequate teaching resources, access to modern library and information resources and exposure to other educational systems. The result of all these, is that most teachers' skills are too basic and limited to be able to communicate the curriculum effectively.
The society is therefore faced with large number of teachers unable to manage the classroom of the st21 century. This state of affairs is not only antithetical to growth and development; it is also
counterproductive.
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 45
4.3 Orientation and Induction of New TeachersFormal orientation of new teachers is virtually non-existent in the country. New graduates are employed and deployed to classrooms without adequate preparation and induction. For new teachers to be effective, they must undergo proper orientation, induction, mentoring, and support programmes in the classroom.
4.4 Continuing Professional Development for TeachersWhere continuing professional development exists, it is often of very poor. In addition to poor quality, there are also not enough channels for effective teacher professional development. Low level ICT integration makes on-line training almost impossible. There are also no exchange programmes for sharing best practices. Many teachers have been teaching for years without opportunities to improve their competences through continuous professional development. One of the major issues affecting teacher professional development is the mismatch between teaching qualifications and teacher skills and competences. Post initial training professional development should primarily update knowledge and skills and not focused entirely on acquisition of certificates. However, in many instances teachers have had to go back to the formal tertiary institutions for higher qualification programmes from the same institutions that did not prepare them adequately well during the initial teacher training programme.
4.5 School Leadership Recruitment, Appointment and TrainingSchool leadership appointment is often subjective and not dependent on clear cut performance indices. The ability of school administrators to function effectively is also reduced due to inadequate funding, faulty teacher recruitment and indiscipline. Furthermore, the framework for head teacher expectations is not implemented by authorities.
4.6 Recruitment and Retention of Good TeachersLow public esteem and remuneration have adversely affected the recruitment and retention of quality teachers. As a result, availability of quality teachers in Nigeria is extremely low especially in subjects such as Mathematics, the Sciences and Languages
Assessment for career advancement of teachers is unsatisfactory mainly because promotions are based on years of service rather than quality of output. This brings about laziness, lack of creativity and commitment and general inefficiency in the system. The impact of the low remuneration and delayed salary payment, include high attrition rate, low morale and motivation to teach, endless struggle to make ends meet; sometimes toiling as 'okada' riders. Such teachers can neither inspire confidence nor command respect of those they teach. Consequently, teachers are no longer regarded as role models. The cumulative effects of poor teaching-learning conditions and teaching incentives are low performance and poor teacher retention rate. Teachers work in very poor physical environments with limited professional support and tools. They also contend with overcrowded classrooms of an average teacher:student ratio as high as 1:75 compared to the UNESCO recommended 1:35. To address the challenge of education in Nigeria, professional development and incentives for teachers is the most important action that must be taken to ensure instructional quality. This is expected to translate to higher student achievement and overall educational growth.
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 46
S/N
TUR
N
AR
OU
ND
ST
RA
TEG
Y
A
CTI
VIT
Y
DEL
IVER
AB
LE
IM
PLE
MEN
TIN
G
AG
ENC
Y
TI
MEL
INE
(Qu
arte
rly)
SOU
RC
E(S)
OF
FUN
DIN
G
4.1
Exp
and
ing
and
Im
pro
vin
g IC
T,
Faci
litie
s In
stru
ctio
nal
Fa
cilit
ies
in
Teac
her
Ed
uca
tio
n
Inst
itu
tio
ns
to
Mak
e th
em
Glo
bal
ly
Co
mp
etit
ive
·
Imp
lem
ent
Go
vern
men
t d
irec
tive
on
IC
T in
itia
tive
s fo
r Te
rtia
ry
Inst
itu
tio
ns
·
Imp
lem
ent
the
Fed
eral
G
ove
rnm
ent
e-
lear
nin
g fr
amew
ork
·
ICT
infr
astr
uct
ure
p
rovi
ded
acr
oss
in
stit
uti
on
s
·
ICT
inte
grat
ed in
to
the
del
iver
y o
f te
ach
er
edu
cati
on
cu
rric
ulu
m
NTI
, NC
CE,
TR
CN
, N
MC
, NU
C
1st
Q
uar
ter
20
12
-
4th
Qu
arte
r
20
13
Bu
dge
tary
p
rovi
sio
ns.
4.2
Enh
anci
ng
and
Fa
st-T
rack
ing
Exam
inat
ion
an
d r
esu
lt
pro
cess
ing
in
Teac
her
ed
uca
tio
n O
DL
inst
itu
tio
n.
Imp
rove
th
e q
ual
ity
of
exam
inat
ion
s an
d r
esu
lts
by
intr
od
uci
ng
e-
pro
cess
ing
of
exam
inat
ion
re
sult
s.
NTI
exa
min
ati
on
res
ult
s p
roce
ssin
g en
han
ced
p
NTI
Bu
dge
tary
ro
visi
on
s
TEA
CH
ER E
DU
CA
TIO
N A
ND
DEV
ELO
PM
ENT
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 47
4.3
Stre
ngt
hen
ing
of
Ph
ysic
al
Faci
litie
s in
Te
ach
er
Edu
cati
on
OD
L in
stit
uti
on
.
·P
rod
uce
wo
rk
pla
n o
n t
he
bu
ildin
g o
f M
od
el
Stu
dy
Cen
tres
·B
uild
Mo
del
St
ud
y C
entr
es i
n
each
Sta
te a
nd
th
e FC
T fo
r N
TI
Mo
del
Stu
dy
Cen
tres
bu
ilt N
TI
20
12
-20
15
Bu
dge
tary
p
rovi
sio
ns
4.4
Rev
iew
ing
and
U
p-d
atin
g N
CE
Cu
rric
ulu
m in
Te
ach
er
Edu
cati
on
In
stit
uti
on
s in
clu
din
g O
DL
in li
ne
wit
h
spec
ialis
t te
ach
er
edu
cati
on
cu
rric
ulu
m
des
ign
ed b
y N
CC
E
Rev
iew
NC
E (D
LS)
pro
gram
me
in
lin
e w
ith
th
e Sp
ecia
list
Teac
her
s P
rogr
amm
e d
esig
ned
by
NC
CE.
NC
E (D
LS)
pro
gram
me
re
view
ed in
lin
e w
ith
th
e 5
th
edit
ion
of
th
e N
CC
E M
inim
um
Sta
nd
ard
s
FME,
NTI
, N
CC
E,
TRC
N, N
UC
Bu
dge
tary
P
rovi
sio
ns
S/N
TUR
N
AR
OU
ND
ST
RA
TEG
Y
A
CTI
VIT
Y
DEL
IVER
AB
LE
IM
PLE
MEN
TIN
G
AG
ENC
Y
TI
MEL
INE
(Qu
arte
rly)
SO
UR
CE(
S) O
F FU
ND
ING
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 48
4.5
·R
eto
olin
g o
f R
eg
ula
r C
lass
roo
m
Tea
ch
ers
to
a
chie
ve
Imp
lem
en
tati
on
of
Incl
usi
ve
Ed
uca
tio
n f
or
the
Sp
eci
al
Ne
ed
s C
hild
ren
.
·
De
velo
pin
g
the
Ca
pa
city
of
Gif
ted
an
d
Tale
nte
d
Tea
che
rs o
n
Skill
s
an
d
Me
tho
ds
of
Ha
nd
ling
G
ifte
d
Ch
ildre
n.
Tra
in I
n-s
erv
ice
te
ach
ers
to
a
chie
ve in
clu
sive
e
du
cati
on
T
he
ca
pa
city
of
reg
ula
r cl
ass
roo
m t
ea
che
rs b
uilt
fo
r in
clu
sive
ed
uca
tio
n
FME
2012 –
2015
An
nu
al
bu
dge
tp
rovi
sio
n
4.6
Inst
itu
tio
na
lizi
ng
Ma
nd
ato
ry
Co
nti
nu
ing
P
rofe
ssio
na
l D
eve
lop
me
nt
of
Tea
che
rs
(MC
PD
) in
lin
e
wit
h
Nat
ion
al
Fra
me
wo
rk f
or
Co
nti
nu
ing
P
rofe
ssio
na
l D
eve
lop
me
nt
the
·
Co
nd
uct
p
rofi
cie
ncy
te
st
to d
ete
rmin
e
skill
ga
p
·
Tra
inin
g a
nd
re
tra
inin
g o
f te
ach
ers
20
00
te
ach
ers
tra
ine
d a
nd
re
tra
ine
d in
lin
e w
ith
th
e
Nat
ion
al F
ram
ew
ork
fo
r C
on
tin
uin
g P
rofe
ssio
na
l D
eve
lop
me
nt
FME
, N
TI,
NU
C,
NC
CE
, T
RC
N
2
01
1-2
01
5
Bu
dge
tary
p
rovi
sio
n
S/N
TUR
N
AR
OU
ND
ST
RA
TEG
Y
A
CTI
VIT
Y
DEL
IVER
AB
LE
IMP
LEM
ENTI
NG
AG
ENC
Y
TI
MEL
INE
(Qu
arte
rly)
SO
UR
CE(
S) O
F FU
ND
ING
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 49
4.7
Co
nd
uct
ing
a N
atio
nal
Te
ach
er
Dev
elo
pm
ent
N
eed
s A
sses
smen
t Ex
erci
se
(TD
NA
)
·
Set
up
M
inis
teri
al
Co
mm
itte
e o
n
TDN
A
·
Dev
elo
p T
DN
A
Inst
rum
ent
and
N
atio
nal
as
sess
men
t o
f te
ach
ers
to
cap
ture
q
ual
ific
atio
ns,
co
mp
eten
cies
an
d s
kills
gap
·
TDN
A In
stru
men
t d
evel
op
ed
·
TDN
A c
on
du
cted
·
Skill
s an
d g
aps
of
teac
her
s d
eter
min
ed
FME,
UB
EC, N
TI,
NC
CE,
TRC
N, N
UC
2n
d
Qu
arte
r,
20
12
FME
Bu
dge
t
S/N
TUR
N
AR
OU
ND
ST
RA
TEG
Y
A
CTI
VIT
Y
DEL
IVER
AB
LE
IM
PLE
MEN
TIN
G
AG
ENC
Y
TI
MEL
INE
(Qu
arte
rly)
SOU
RC
E(S)
OF
FUN
DIN
G
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 50
7D
evel
op
ing
Car
eer
Stru
ctu
re a
nd
·
Inst
itu
tio
nal
ize
care
er
dev
elo
pm
ent
for
teac
her
s b
y in
tro
du
cin
g a
new
car
eer
Stru
ctu
re t
hat
ad
dre
sses
an
d
mee
ts c
urr
ent
req
uir
emen
ts
Rev
iew
an
d
evel
op
p
rogr
am
mes
th
at r
eco
gniz
e an
d r
ewar
d
each
ers
thro
ugh
in
cen
tive
s su
ch
as H
ou
sin
g fo
r A
ll Te
ach
ers
Sch
eme
(HAT
S),
TSS
Teac
her
s M
erit
Aw
ard
, an
d P
rom
oti
on
s es
pec
ially
fo
r te
ach
ers
in r
ura
l ar
eas.
New
ince
nti
ve b
ased
ca
reer
str
uct
ure
in
tro
du
ced
.
FME,
TR
CN
, NC
CE,
SM
OEs
, NU
C,
SUB
EBs,
NU
T,
CO
AES
U, A
SUU
, N
CN
E, N
MEC
, ES
SPIN
.
20
11
-20
15
Bu
dge
tary
p
rovi
sio
ns
Mo
tiva
tin
g Te
ach
ers
Inst
itu
tio
nal
ize
Car
eer
Teac
her
s b
y in
tro
du
cin
ga
new
Car
eer
Stru
ctu
re
that
ad
dre
sses
Cu
rren
t
thro
ugh
ince
nti
ves
such
Teac
her
s Sc
hem
e (H
ATS)
rom
oti
on
s
· d t
dev
elo
pm
ent
for
issu
es a
nd
mee
ts
curr
ent
req
uir
emen
t
(b)
Rev
iew
ed a
nd
D
evel
op
pro
gram
mes
th
at r
eco
gniz
ed a
nd
re
war
d T
each
ers
as H
ou
sin
g fo
r A
ll
TSS
Teac
her
s M
erit
A
war
d, a
nd
Pet
c sp
ecia
lly f
or
teac
her
s in
th
e ru
ral
area
s.
S/N
TUR
N
AR
OU
ND
ST
RA
TEG
Y
D
ELIV
ERA
BLE
IM
PLE
MEN
TIN
G
AG
ENC
YTI
MEL
INE
(Qu
arte
rly)
SO
UR
CE(
S) O
F FU
ND
ING
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 51
S/N
TUR
N
AR
OU
ND
ST
RA
TEG
Y
D
ELIV
ERA
BLE
IM
PLE
MEN
TIN
G
AG
ENC
YTI
MEL
INE
(Qu
arte
rly)
SO
UR
CE(
S) O
F FU
ND
ING
8En
han
cin
g th
e te
ach
ing
and
Lea
rnin
g o
f M
ath
emat
ics,
En
glis
h,
Fren
ch ,
Ara
bic
, an
d
Nig
eria
n L
angu
ages
.
·In
tro
du
ce
cap
acit
y b
uild
ing
pro
gram
me
s
for
teac
her
s o
f M
ath
emat
ics,
En
glis
h, F
ren
ch,
Ara
bic
, an
d
Nig
eria
n
Lan
guag
es a
t al
l le
vels
of
edu
cati
on
.
·
Intr
od
uce
an
an
nu
al
com
pet
itio
n f
or
seco
nd
ary
sch
oo
ls t
o
iden
tify
gif
ted
an
d h
igh
p
erfo
rmin
g st
ud
ents
in
Mat
hem
atic
s N
atio
nw
ide
and
gr
oo
m t
hem
fo
r In
tern
atio
nal
O
lym
pia
d
com
pet
itio
n
·En
han
ced
tea
chin
g an
d le
arn
ing
of
Mat
hem
atic
s, E
ngl
ish
, Fr
ench
an
d A
rab
ic
Lan
guag
es a
t al
l lev
els
of
edu
cati
on
.
· B
ette
r st
ud
ents
’
per
form
ance
in
Nat
ion
al E
xam
inat
ion
s (W
AEC
, NEC
O,N
AB
TEB
et
c)
· M
ore
qu
alit
y en
tran
ts
to t
erti
ary
inst
itu
tio
ns
and
glo
bal
qu
alit
ativ
e
and
co
mp
etit
ive
grad
uat
es.
· H
igh
er p
erfo
rman
ce
of
Nig
eria
in
Inte
rnat
ion
al
Mat
hem
atic
s O
lym
pia
d
com
pet
itio
n
FME,
NU
C, N
CC
E,
NM
C, N
TI, N
ALV
an
d N
FLV.
2
01
1-2
01
5B
ud
geta
ry
allo
cati
on
s a
nd
d
on
or
con
trib
uti
on
s
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 52
S/N
TUR
N
AR
OU
ND
ST
RA
TEG
Y
D
ELIV
ERA
BLE
IM
PLE
MEN
TIN
G
AG
ENC
YTI
MEL
INE
(Qu
arte
rly)
SO
UR
CE(
S) O
F FU
ND
ING
4.7
Rev
iew
ing
the
Stru
ctu
re
of
Teac
her
Ed
uca
tio
n
Pro
gram
me
s
in t
he
Un
iver
siti
es a
nd
CO
Es
Rev
iew
,
pro
du
ce a
nd
d
isse
min
ate
curr
icu
la
pro
gram
me
wit
h S
SS
Cu
rric
ulu
m.
Cu
rric
ulu
m r
evie
wed
an
d
N
CC
E, N
UC
,TR
CN
1ST
and
2n
d
Qu
arte
rs
20
12
B
ud
geta
ry p
rovi
sio
nd
isse
min
ated
4.8
Dev
elo
pin
g Fr
amew
ork
fo
r M
on
ito
rin
g o
f
Imp
lem
enta
tio
n o
f Te
ach
er S
tan
dar
ds.
Dev
elo
p
fram
ewo
rk f
or
the
mo
nit
ori
ng
and
Im
ple
men
tati
on
o
f te
ach
er
stan
dar
ds.
Fram
ewo
rk f
or
mo
nit
ori
ng
of
Im
ple
men
tati
on
of
teac
her
sta
nd
ard
s d
evel
op
ed.
NC
CE,
NU
C, T
RC
N,
NER
DC
, NTI
, NB
TE
1ST
and
2n
d
Qu
arte
r
20
12
Bu
dge
tary
pro
visi
on
4.9
Dev
elo
pin
g st
and
ard
s o
f as
sess
men
t o
f te
ach
er
per
form
ance
.
Dev
elo
p
stan
dar
ds
of
asse
ssm
ent
of
teac
her
Pe
rfo
rman
ce
Man
ual
.
Stan
dar
ds
of
asse
ssm
ent
of
teac
her
p
erfo
rman
ce
dev
elo
ped
NC
CE,
NU
C, T
RC
N,
NER
DC
, NTI
, NB
TE
1ST
and
2n
d
Q
uar
ter
2
01
2
Bu
dge
tary
pro
visi
on
4.1
0
Dev
elo
pin
g M
ech
anis
m
for
Men
tori
ng
in
Nig
eria
n S
cho
ols
·Dev
elo
p
mec
han
ism
fo
r m
ento
rin
g.
·
Pro
du
ce
man
ual
s
for
teac
her
m
ento
rin
g
Men
tori
ng
mec
han
ism
d
eve
lop
ed a
nd
in
stit
uti
on
aliz
ed
NC
CE,
NU
C, T
RC
N,
NER
DC
, NTI
, NB
TE
1ST
and
2n
d
Qu
arte
rs
20
12
Bu
dge
tary
pro
visi
on
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 53
4.1
1D
evel
op
ing
INSE
T Po
licy
and
its
Imp
lem
enta
tio
n
Fram
ewo
rk
Dev
elo
p IN
SET
Polic
y an
d
imp
lem
enta
tio
n
fram
ewo
rk.
INSE
T p
olic
y an
d
imp
lem
enta
tio
n
fram
ewo
rk d
evel
op
ed
FME/
PP
MR
, NC
CE,
JI
CA
, TR
CN
,NTI
, N
MC
20
12
B
ud
geta
ry p
rovi
sio
n
4.1
2In
tro
du
cin
g a
5ye
ar
NC
E/B
.Ed
str
aigh
t st
ream
pro
gram
me
Co
llege
s o
f Ed
uca
tio
n
Res
tru
ctu
re
NC
E cu
rric
ulu
m
to e
nco
mp
ass
a 5
yea
r N
CE/
B.E
d
stra
igh
t st
ream
p
rogr
amm
es
in
C
olle
ges
of
Edu
cati
on
.
Incr
ease
d entr
ance
to
te
ach
ers’
edu
cati
on
p
rogr
amm
es to
en
han
ce q
ual
ity
trai
nin
g o
f te
ach
ers
of
the
CO
Es
NU
C, N
CC
E,C
OES
2
01
1-2
01
5
B
ud
geta
ry
Ap
pro
pri
atio
n
S/N
TUR
N
AR
OU
ND
ST
RA
TEG
Y
D
ELIV
ERA
BLE
IM
PLE
MEN
TIN
G
AG
ENC
YTI
MEL
INE
(Qu
arte
rly)
SO
UR
CE(
S) O
F FU
ND
ING
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 54
5.0 TECHNICAL AND VOCATIONAL EDUCATION & TRAINING (TVET)
5.1 Introduction
The ability of Nigeria to realize the vision of becoming one of the twenty largest economies in the world by the year 2020 is largely dependent on the capacity to transform its youth into highly skilled and competent citizens capable of competing globally. A major part of the responsibility for preparing such a workforce rests on the nation's education sector. It is for this reason that commitment to TVET must be strengthened. To be competitive in the current global economy, Nigeria needs to develop the appropriate knowledge and skill sets.
Technical and Vocational Education and Training (TVET) is currently not given the attention it deserves in Nigeria. If well developed, TVET could be an avenue for addressing a number of social and economic problems facing the country. For example, the large number of out of school children, unemployed youths and adults with limited or no skills is an indicator of underdeveloped TVET.
Globally, it is estimated that about eighty per cent (80%) of the jobs undertaken by people require technical and vocational skills. Labour supply in Nigeria is characterized by an abundance of unemployed and under employed workers, mostly in the agriculture and informal sectors. Low productivity serious shortage of skilled workers and technicians are rampant in the industrial and service sectors. Over sixty per cent (60%) of the labour force is classified as unskilled and untrained.
5.2 Challenges Faced by the Technical, Vocational Education and Training The shortage of appropriately skilled labour across many industries is a big challenge to Nigeria's economic growth and future development. Government policy in the past had not accorded TVET its rightful place within the education sub-sector of the country. This can be seen in the placement of ceiling on career progression of polytechnic staff and graduates. The relative low level funding of the programmes, despite the expensive nature of TVET, and poor conditions of service for staff among others are strong barriers to the growth of the sector.
TVET in Nigeria is facing many challenges some of which are low enrolment, infrastructural decay, inadequate equipment and training materials. Other challenges are:
i. lack of standardisation and development of non-formal technical and vocational education and training;
ii. dearth of qualified and competent teachers; iii. low remuneration for skilled vocational workers; iv. low societal estimation of technical and vocational education and training; v. poor private sector participation in the implementation of TVET programmes;vi. low level of entrepreneurship and ICT literacy and utilization;vii. poor learning outcomes due to poor learning environment;viii. use of outdated curriculum, which results in a mismatch between what is taught and the
needs of the labour market; andix. poor management of funds
As a result, there is overwhelming preference for general secondary education. For example, in 2009, of the 1.5 million candidates that applied for admission into higher institutions in Nigeria, only 300,000 chose polytechnics and colleges of education as first choice.
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 55
S/N
TUR
NA
RO
UN
D
STR
ATE
GY
(PO
LIC
Y O
BJE
CTI
VES
)
A
CTI
VIT
YD
ELIV
ERA
BLE
IMP
LEM
ENTI
NG
A
GEN
CY
TI
MEL
INE
BU
DG
ET
5.1
Esta
blis
hin
g t
he
Nat
ion
al V
oca
tio
nal
Q
ual
ific
atio
n
Fram
ewo
rk (
NV
QF)
·
Fin
aliz
e th
e N
VQ
F fo
r FE
C a
pp
rova
l
·
Dev
elo
p t
he
Nat
ion
al
Occ
up
atio
nal
Sta
nd
ard
s (N
OS)
in s
ix (
6)
p
rio
rity
ar
eas
·
Sign
Mo
U w
ith
re
leva
nt
ind
ust
ries
an
d
org
aniz
atio
ns
·
A
dd
NO
S in
ei
ght
(8)
n
ew a
reas
·
Es
tab
lish
a f
ull
Dep
artm
ent
for
NV
QF
and
rel
ated
q
ual
ific
atio
ns
at
the
N
BTE
·
C
om
men
ce f
ull
imp
lem
enta
tio
n o
f N
VQ
s in
NV
QF
by
app
rovi
ng
accr
edit
ors
, tr
ain
ing
pro
vid
ers/
cen
tres
, etc
.
·
NV
QF
fin
alize
d
and
ap
pro
ved
·
NO
S in
6 a
reas
d
evel
op
ed
·
Mo
U s
ign
ed
·
Ad
dit
ion
al N
OS
esta
blis
hed
·
NV
QF
Dep
artm
ent
esta
blis
hed
·
Im
ple
men
tati
on
co
mm
en
ced
NB
TE
and
Par
tner
s
20
12
-2
01
3
NB
TE
bu
dge
t an
d
gran
ts
TEC
HN
ICA
L A
ND
VO
CA
TIO
NA
L ED
UC
ATI
ON
& T
RA
ININ
G
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 56
5.2
Incr
eas
ing
Aw
are
ne
ss
for
VE
Is/I
EIs
·Org
anis
e w
ork
sho
p t
o
de
velo
p t
en
(1
0)
VE
Is/I
EIs
Cu
rric
ula
an
d
dis
sem
inat
e t
he
m
·Co
mm
en
ce a
war
en
ess
ca
mp
aign
·Pro
vid
e c
ou
nte
rpar
t gr
ant
to a
pp
rove
d
VE
Is/I
EIs
·Te
n (
10
)ad
dit
ion
al
curr
icu
la d
eve
lop
ed
A
war
en
ess
cam
pai
gn
com
me
nce
d
· C
ou
nte
rpar
t gr
ant
pro
vid
ed
FME
, NB
TE
, N
AB
TE
B
&
Pro
pri
eto
rs o
f V
EIs
& IE
Is,
20
12
FME
/NB
TE
B
ud
get,
O
PS
5.3
Est
ablis
hin
g T
VE
T
Co
nso
lidat
ion
Fu
nd
·
De
velo
p p
rop
osa
l fo
r
Fun
d ·
So
urc
e a
nd
est
ablis
h
the
fu
nd
s
and
de
term
ine
its
mo
du
s o
pe
ran
di
·
Incr
eas
e b
ud
geta
ry
allo
cati
on
to
TV
ET
in
stit
uti
on
s
· P
rop
osa
l pre
sen
ted
to
FEC
· T
VE
T C
on
solid
atio
n
Fun
d e
stab
lish
ed
FME
/NB
TE
& T
VE
T
inst
itu
tio
ns
20
12
-2
01
3
FME
/NB
TE
5.4
Up
gra
din
g P
hys
ical
In
fras
tru
ctu
re in
TV
ET
In
stit
uti
on
s
C
on
du
ct C
on
dit
ion
Su
rve
y o
f p
hys
ical
fa
cilit
ies
in T
VE
T
Inst
itu
tio
ns
·
De
velo
p p
lan
fo
r u
pgr
adin
g p
hys
ical
in
fras
tru
ctu
re in
TV
ET
in
stit
uti
on
s (P
oly
tech
nic
s, IE
Is, V
EIs
)
·
Incr
eas
e b
ud
geta
ry
allo
cati
on
to
T
VE
T
·
Sou
rce
fo
r fu
nd
s fr
om
go
vern
me
nts
, IG
R,
do
no
r ag
en
cie
s,
etc
·V
isit
s u
nd
ert
ake
n
and
Re
po
rt s
ub
mit
ted
fo
r im
ple
me
nta
tio
n
·
Th
e P
lan
de
velo
pe
d
Ph
ysic
al f
acili
tie
s an
d
infr
astr
uct
ure
u
pgr
ade
d
·
Fun
ds
so
urc
ed
·
Up
grad
ing
com
me
nce
d
FME
/NB
TE
/T
ET
Fun
d
de
velo
pm
en
t p
artn
ers
&
stat
es
2n
d
Qu
arte
r 2
01
2
S/N
TU
RN
A
RO
UN
D
STR
AT
EGY
D
ELI
VE
RA
BLE
IM
PLE
ME
NT
ING
AG
EN
CY
TIM
ELI
NE
(Qu
art
erl
y)
SO
UR
CE
(S)
OF
FUN
DIN
G
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 57
5.5
Poly
tech
nic
s A
war
din
g B
.Tec
h D
egre
es b
y Po
lyte
chn
ics
·C
om
men
ces
imp
lem
enta
tio
n o
f P
resi
den
tial
dir
ecti
ves
·
on
aw
ard
of
B.T
ech
d
egre
es ·
R
evie
w P
oly
tech
nic
s A
ct t
o a
war
d B
.Tec
h
·
Co
mm
ence
p
roce
du
res
for
the
take
-off
of
B. T
ech
in
po
lyte
chn
ics
·
d
)Est
ablis
h B
. Tec
h. i
n
six
(6)
sele
cted
p
oly
tech
nic
s(o
ne
in
each
geo
po
litic
al z
on
es)
·A
ctio
n o
n t
he
imp
lem
enta
tio
n o
f P
resi
den
tial
dir
ecti
ves
com
men
ced
·
Poly
tech
nic
Act
re
view
ed ·
P
roce
du
res
com
men
ced
·
B
. Tec
h r
un
in s
ix (
6)
sele
cted
po
lyte
chn
ics
FME,
NB
TE &
NA
SS
2n
d
Qu
arte
r
20
12
-2
01
3
FME/
NB
TE
Bu
dge
tary
p
rovi
sio
n
5.6
Pro
mo
tin
gp
arit
y b
etw
een
Deg
ree
and
H
ND
Ho
lder
s
·I
mp
lem
ent
pre
sid
enti
al d
irec
tive
s o
n p
arit
y b
y re
view
ing
sch
emes
of
serv
ice
to
refl
ect
rem
ova
l of
bar
rier
s
·
Fin
alis
e th
e p
rop
osa
l an
d s
end
it t
o N
atio
nal
C
ou
nci
l on
Es
tab
lish
men
t
for
app
rova
l.
·
Imp
lem
ent
par
ity
in
all F
G m
inis
trie
s an
d
esta
blis
hm
ent
so a
s to
no
tify
Sta
tes
for
com
plia
nce
Act
ion
on
th
e im
ple
men
tati
on
of
pre
sid
enti
al d
irec
tive
s in
itia
ted
, Sch
eme
of
Serv
ice
Rev
iew
ed
Pro
po
sal s
ent
to N
at.
Co
un
cil o
n
Esta
blis
hm
ent
for
app
rova
l.
Pari
ty im
ple
men
ted
&
Stat
es n
oti
fied
a) F
ME,
HO
San
d
NB
TE a
nd
Sta
tes
20
12
-2
01
3FM
E b
ud
geta
ry
allo
cati
on
S/N
TU
RN
A
RO
UN
D
STR
AT
EGY
D
ELI
VE
RA
BLE
IM
PLE
ME
NT
ING
AG
EN
CY
TIM
ELI
NE
(Qu
art
erl
y)
SO
URC
E(S)
OF
FUN
DIN
G
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 58
5.7
2
Imp
lem
enti
ng
the
Nat
ion
al P
olic
y o
n
Tech
nic
al a
nd
V
oca
tio
nal
Ed
uca
tio
n
and
Tra
inin
g (T
VET
)
·C
arry
ou
t co
nti
nu
ou
s aw
aren
ess
and
se
nsi
tiza
tio
n
pro
gram
mes
·
A S C
1In
crea
sin
g w
aren
ess
and
en
siti
zati
on
am
pai
gns
for
TVET
.
D
evel
op
evi
den
ce-
b
ased
Nat
ion
al P
olic
y o
n T
ech
nic
al a
nd
V
oca
tio
nal
Ed
uca
tio
n
and
Tra
inin
g (T
VET
)
·
Aw
aren
ess
and
se
nsi
tiza
tio
n
cam
pai
gns
carr
ied
ou
t
·
Nat
ion
al
Po
licy
on
TV
ET D
evel
op
ed
NB
TE,
FME,
D
evel
op
men
t Pa
rtn
ers,
NER
DC
, N
UC
, NC
CE.
etc
1st
qu
arte
r 2
01
2
Bu
dge
tary
al
loca
tio
n
5
.8Es
tab
lish
ing
Trac
er
Stu
dy
of
TVET
G
rad
uat
es
·
Esta
blis
h t
race
r st
ud
y ce
ntr
e in
NB
TE, I
TF a
nd
o
ther
TV
ET In
stit
uti
on
s
·
Co
nd
uct
Tra
cer
Stu
dy
for
feed
bac
k p
urp
ose
s
·C
entr
e es
tab
lish
ed
·
Feed
bac
k o
n t
he
rele
van
ce o
f th
e cu
rric
ulu
m t
o n
eed
s o
f th
e in
du
stry
an
d
the
soci
ety
ob
tain
ed
NB
TE, I
TF, T
VET
In
stit
uti
on
s &
In
du
stri
es
2
01
2N
BTE
5.9
·
Emp
ow
erin
g a
nd
Tr
ain
ing
of
Ou
t o
f Sc
ho
ol Y
ou
ths
th
rou
gh T
VET
·
Es
tab
lish
ing
mo
re
fun
ctio
nal
Vo
cati
on
al
Trai
nin
g In
stit
uti
on
s
·
Trai
n O
ut-
of-
Sch
oo
l Yo
uth
s fr
om
all
the
six
(6)
ge
o-p
olit
ical
zo
nes
·
Esta
blis
h m
ore
fu
nct
ion
al v
oca
tio
nal
tr
ain
ing
inst
itu
tio
ns
· O
ut
of
Sch
oo
l Yo
uth
s
trai
ned
in s
kills
an
d
entr
epre
neu
rsh
ip
trad
es.
· V
oca
tio
nal
tra
inin
g in
stit
uti
on
s es
tab
lish
ed
FME/
NER
DC
/FM
E/
NC
NE/
NM
EC/
SSTE
BS&
OP
S
20
11
-2
01
5 N
ERD
C
5.1
0R
evie
win
g th
e 2
00
1
Blu
epri
nt
on
TV
ET
·
Set
up
Min
iste
rial
C
om
mit
tee
to
revi
ew/r
evis
e th
e B
luep
rin
t ta
kin
g in
to
acco
un
t cu
rren
t ch
alle
nge
s
·
Pro
du
ce u
pd
ated
B
luep
rin
t o
n T
VE
Up
dat
ed B
luep
rin
t p
rod
uce
d
FME/
NB
TE
20
12
FME
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 595
.11
Bu
ildin
g th
e ca
pac
ity
of
Pri
son
ers’
Tra
iner
s
B
uild
th
e ca
pac
ity
of
pri
son
ers’
tra
iner
s in
fi
ve (
5)
geo
–
po
litic
al
zon
es o
f N
iger
ia
Pri
son
ers’
tra
iner
s ca
pac
ity
bu
ilt FM
E, N
MEC
, N
GO
s R
eso
urc
e Pe
rso
ns
Feb
–A
pri
l 2
01
2
An
nu
al
bu
dge
tin
g p
rovi
sio
n
5.1
2P
rod
uci
ng
Scie
nce
Eq
uip
men
t fo
r La
bo
rato
ry T
ech
nic
ian
s (a
s p
art
of
Inst
rum
enta
tio
n a
nd
Fa
bri
cati
on
Pro
cess
).
Org
anis
e se
min
ars
on
th
e th
eory
of
fab
rica
tio
n a
nd
in
stru
men
tati
on
Pro
vid
e p
ract
ical
ex
po
sure
to
det
erm
ine
the
des
ired
co
mp
eten
cy.
Mea
sure
an
d e
valu
ate
the
acq
uir
ed s
kills
.
Pro
vid
e fe
edb
ack
mec
han
ism
s
10
00
tec
hn
icia
ns
trai
ned
.
(2)T
ech
nic
ian
s co
mp
eten
cy in
fa
bri
cati
on
an
d
inst
rum
enta
tio
n
ensu
red
Scie
nce
Eq
uip
men
t an
d In
stru
men
ts
fab
rica
ted
an
d
dis
trib
ute
d t
o o
ne
hu
nd
red
an
d f
ou
r (1
04
) U
nit
y Sc
ho
ols
FME/
DTS
E, FS
EMC
2
01
2-2
01
5
FME
Bu
dge
t
5.1
3Fa
bri
cati
ng
Scie
nce
an
d T
ech
nic
al
inst
ruct
ion
al M
ater
ials
fo
r Sc
ien
ce a
nd
Te
chn
ical
Co
llege
s
Fab
rica
te s
cien
ce a
nd
te
chn
ical
inst
ruct
ion
al
mat
eria
ls.
10
0,0
00
sci
ence
an
d
tech
nic
al in
stru
ctio
nal
m
ater
ials
fab
rica
ted
an
d d
istr
ibu
ted
to
o
ne
hu
nd
red
an
d f
ou
r (1
04
) FU
Cs.
FME/
DTS
E,
FSEM
C
1st
-4th
Q
uar
ters
(2
01
2-
20
15
)
FME
Bu
dge
t
5.1
4En
han
cin
g ca
pac
ity
bu
ildin
g o
n t
he
pro
du
ctio
n, r
epai
rs
and
mai
nte
nan
ce o
f Sc
ien
ce a
nd
Tec
hn
ical
eq
uip
men
t in
10
4
FUC
s
·
No
min
ate
par
tici
pan
ts b
y sc
ho
ol
hea
ds
·
Trai
n, r
etra
in, T
oo
l an
d r
eto
ol p
arti
cip
ants
5,0
00
Sci
ence
, Te
chn
ical
an
d
Mat
hem
atic
s te
ach
ers
trai
ned
, ret
rain
ed,
too
led
an
d r
eto
ole
d.
FME/
DTS
E, FS
EMC
1st
-4th
Qu
arte
r,
20
12
-20
15
FME
Bu
dge
t
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 60
6.0 FUNDING, PARTNERSHIPS, RESOURCE MOBILIZATION AND UTILIZATION
6.1 IntroductionCapital is the life blood of every enterprise and the Nigerian educational system is not an exception. The sources of funding education in Nigeria broadly include government, private sector, non-government organisations, International Development Partners and faith-based organisations. All tiers of government in Nigeria are involved in the funding of education. Constitutionally, local government authorities are responsible for funding primary education, while the states fund secondary education with, the exception of the Federal Unity Colleges, which are owned by the Federal Government. Tertiary institutions are funded by their proprietors including the federal, state and private owners
For the past years, the education budget, as a proportion of total Federal spending, is approximately less than 10%. Even when state and local governments' spending is included (an estimated 12% of total government expenditure), government spending across all tiers fall, lies far below the UNESCO guideline of 26%.
6.2 Resource Mobilization and UtilizationEven at an estimated 12% of government expenditure, there is a perceived gap between the 'apparent budget' and 'real budget'. The apparent budget is that which is published and publicised, while the real budget is effectively cash-backed. and released for projects/programme implementation.
There has been a progressive lowering of the real budget in relation to the apparent budget. What is timely released is such a mismatch with what is budgeted and required. Implementation is compromised as a result of this mismatch.
There is an on-going challenge as regards some states accessing the UBEC Intervention Fund. All these are impediments towards Nigeria's ability to achieve the Education For All (EFA) in 2015. Recurrent expenditure approximated to be 70% is the main consumer of education budgets at the Federal level. This leaves barely 30% for capital investment projects such as classrooms, laboratories, sporting facilities, ICT facilities, well-equipped technical and vocational centres principal staff accommodation.
6.3 Project Monitoring and Impact Assessment
Even where funds are released for capital and non-capital projects, supervision and quality assurance procedures are usually weak. Expected periodic project reviews and financial monitoring are rarely undertaken. If done at all, they are hurriedly executed.
6.4 PartnershipsThe resources required to transform Nigeria's education sector cannot be provided by government alone. Public Private Partnerships (PPP) and well-coordinated activities of the International
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 61
Development Partners (IDPs) are critical to strategic investment in education. However, poor planning, management and the necessary enabling environment for private sector participation are generally lacking. There is the need for the FME to partner and collaborate with the National Planning Commission (NPC) in the coordination of the interventions programmes of IDPs as far as the education sector is concerned.
Potential private sector partners who would like to enter into Private Finance Initiative (PFI) activities with the education sector require concrete assurances on the part of government. Greater private sector participation in the education sector would be further encouraged through streamlining the bureaucratic process.
The present Strategic Plan is interested in exploring new ways of expanding education revenue base, creating conducive environment for greater private sector participation in education funding, accessing intervention funds, and partnering with international donors for greater educational funding opportunities.
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 62FU
ND
ING
, PA
RTN
ERSH
IPS
RES
OU
RC
E M
OB
ILIZ
ATI
ON
AN
D U
TILI
ZATI
ON
S/N
TUR
NA
RO
UN
D
STR
ATE
GY
AC
TIV
ITIE
SD
ELIV
ERA
BLE
SFU
ND
ING
SO
UR
CE
6.1
Sett
ing
up
of
Min
iste
rial
C
om
mit
tee
on
Ex
plo
rin
g n
ew
and
exp
and
ing
exis
tin
g o
pp
ort
un
itie
s to
incr
ease
ed
uca
tio
n
fun
din
g
Co
mm
issi
on
in
dep
end
ent
rese
arch
on
th
e va
lue
of
edu
cati
on
in
ach
ievi
ng
Vis
ion
2
0:2
02
0.
Ind
epen
den
t re
po
rt o
n t
he
valu
e o
f
edu
cati
on
in a
chie
vin
g V
isio
n
20
:20
20
pro
du
ced
20
12
-20
15
FME/
PP
M&
R/
TETF
un
d/
U
BEC
, NC
CE,
NB
TE
FME,
N
UC
, N
BTE
, N
CC
E,
TETF
Co
mm
issi
on
in
dep
end
ent
revi
ew o
f al
tern
ativ
e fu
nd
ing
mo
del
s.
Ind
epen
den
t re
po
rt o
n a
lter
nat
ive
fun
din
g m
od
els
wit
h k
ey
imp
lem
enta
ble
rec
om
men
dat
ion
s
FMEP
PM
&R
D
evel
op
a b
usi
nes
s ca
se
for
inve
stin
g in
Nig
eria
's
edu
cati
on
sec
tor.
20
20
Tra
nsf
orm
atio
n A
gen
da:
Ed
uca
tio
n B
usi
nes
s C
ase
FME/
PP
M&
R, D
FA
W
ork
wit
h t
he
Fed
eral
In
lan
d R
even
ue
Serv
ice
to c
on
stan
tly
revi
ew a
nd
ex
plo
re h
ow
to
gro
w t
he
edu
cati
on
tax
bas
e.
Polic
y p
aper
on
str
ateg
ies
to g
row
th
e ed
uca
tio
n t
ax b
ase
FME/
DFA
/TET
Fun
d
Ex
plo
re a
nd
pilo
t th
e d
evel
op
men
t o
f a
Dia
spo
ra F
un
d f
or
Edu
cati
on
.
Feas
ibili
ty S
tud
y &
R
eco
mm
end
atio
ns
FME/
PP
M&
R
Lau
nch
Pilo
t p
rogr
amm
e
FME/
PP
M&
R
Rel
aun
ch a
nd
re
hab
ilita
te t
he
Sup
po
rt-
A-P
ub
lic S
cho
ol I
nit
iati
ve
List
of
sch
oo
ls t
o b
e su
pp
ort
ed
FME/
PP
M&
R
Co
sted
Pro
ject
Pla
n
FME/
PP
M&
R
Co
nd
uct
reg
ula
r im
pac
t as
sess
men
ts a
nd
sh
ow
case
go
od
new
s st
ori
es in
th
e p
ress
, o
nlin
e an
d v
ia
stak
eho
lder
eve
nts
.
Edu
cati
on
Bu
sin
ess
case
FME,
UB
EC, T
ETF
Stak
eho
lder
eve
nts
FME,
UB
EC, T
ETF
TIM
ELIN
E
(Qu
arte
rly)
IMP
LEM
ENTI
NG
AG
ENC
Y
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 63
Esta
blis
h o
utr
each
ad
voca
cy c
amp
aign
in
pri
nt,
on
line,
an
d
stak
eho
lder
eve
nts
to
d
rum
up
pu
blic
su
pp
ort
fo
r ad
dit
ion
al
inve
stm
ent
in e
du
cati
on
.
Imp
rove
d p
ub
lic p
erce
pti
on
of
the
valu
e o
f ed
uca
tio
nFM
E, U
BEC
, TET
F, N
UC
, N
BTE
, NC
CE
P
ub
lish
ed d
ocu
men
t o
n in
cen
tive
s fo
r o
rgan
ised
pri
vate
sec
tor
par
tici
pat
ion
in e
du
cati
on
Stak
eho
lder
eve
nts
Dev
elo
pm
ent
of
po
licy
fram
ewo
rk f
or
the
imp
rove
men
t o
f In
tern
ally
Gen
erat
ed
Rev
enu
e
Wo
rksh
op
on
th
e d
evel
op
men
t o
f Po
licy
Co
llege
s o
f Ed
uca
tio
n
con
du
cted
.
FM
E
TETF
UN
D
Inte
rven
tio
n,
FME
6.2
Cre
atin
g a
Co
nd
uci
ve
Envi
ron
men
t fo
r G
reat
er
Pri
vate
Sec
tor
Par
tici
pat
ion
a. R
evie
w a
nd
imp
rov
e ke
y p
roce
sses
an
d
pro
ced
ure
s (u
sin
g IC
T w
her
e p
oss
ible
) to
re
du
ce t
he
bu
reau
crat
ic
bu
rden
, im
pro
ve f
rau
d
det
ecti
on
, an
d e
nga
ge
wit
h k
ey s
take
ho
lder
s
New
TET
FUN
D f
inan
cial
ac
cou
nti
ng
/ER
P s
yste
m 2
01
2-2
01
3
TETF
UN
D
FME,
TE
TFU
ND
, U
BEC
Dir
ect
dis
bu
rsem
ent
to
ben
efic
iari
es
thro
ugh
e-p
aym
ent.
TE
TFU
ND
FM
E,
TETF
UN
D,
UB
EC
Mo
nit
ori
ng
and
eva
luat
ion
of
dis
bu
rsem
ent
to b
enef
icia
ries
co
nd
uct
ed a
nd
mai
nst
ream
ed.
TETF
UN
D
FME,
TE
TFU
ND
, U
BEC
Pro
mp
t re
nd
itio
n o
f fi
nan
cial
ret
urn
an
d p
rovi
sio
n o
f ti
mel
y in
form
atio
n
for
ma
nag
emen
t an
d b
oar
d
mai
nst
ream
ed
TETF
UN
D
FME,
TE
TFU
ND
, U
BEC
S/N
TUR
NA
RO
UN
D
STR
ATE
GY
AC
TIV
ITIE
SD
ELIV
ERA
BLE
SFU
ND
ING
SO
UR
CE
IMP
LEM
ENTI
NG
AG
ENC
Y
TIM
ELIN
E
(Qu
arte
rly)
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 64
Rev
iew
str
ateg
ic
org
anis
atio
nal
co
mp
eten
cies
, est
ablis
h
the
staf
f tr
ain
ing
nee
ds,
an
d e
stab
lish
a H
R
Dev
elo
pm
ent
Pro
gram
me
Ap
pro
ved
sta
ff t
rain
ing
pro
gram
me
DH
RM
FME
Rev
iew
, p
ub
lish
an
d
imp
lem
ent
NC
E Po
licy
on
P
artn
ersh
ips
in
Edu
cati
on
Pu
blis
hed
Po
licy
P
PM
&R
FM
E
Up
grad
e th
e FM
E W
ebsi
te a
s p
art
of
a re
view
of
inte
rnal
an
d
exte
rnal
co
mm
un
icat
ion
s.
Up
grad
ed w
ebsi
te
FM
E
FM
E
6.3
Sup
po
rtin
g St
ate
Go
vern
men
ts
and
Rel
evan
t In
stit
uti
on
s in
Fa
st T
rack
ing
the
Pro
cess
of
Acc
essi
ng
UB
EC a
nd
TE
TFU
ND
Esta
blis
h r
egu
lar
bri
efin
g sl
ots
wit
h G
ove
rno
rs v
ia
the
Go
vern
ors
Fo
rum
UB
EC a
nd
TET
FUN
D b
rief
ing
slo
ts o
n
NG
F an
nu
al p
rogr
amm
e
20
12
- 20
15
UB
EC, T
ETF
FME,
UB
EC,
TETF
Esta
blis
h r
egu
lar
bri
efin
g sl
ots
wit
h
Co
mm
issi
on
ers
of
Edu
cati
on
via
th
e C
om
mis
sio
ner
s Fo
rum
UB
EC a
nd
TET
FUN
D b
rief
ing
slo
ts o
n
NG
F an
nu
al p
rogr
amm
e
20
12
- 20
15
UB
EC, T
ETFU
ND
FME,
UB
EC,
TETF
Stre
ngt
hen
th
e ca
pac
ity
of
stat
e in
stit
uti
on
s to
p
lan
an
d e
xecu
te
pro
ject
s
Co
mp
lete
d s
kills
nee
ds
anal
ysis
.2
01
2 -
20
15
FME,
UB
EC, T
ETF,
D
HR
MFM
E, U
BEC
, TE
TF
S/N
TUR
NA
RO
UN
D
STR
ATE
GY
AC
TIV
ITIE
SD
ELIV
ERA
BLE
SFU
ND
ING
SO
UR
CE
TIM
ELIN
E
(Qu
arte
rly)
IMP
LEM
ENTI
NG
AG
ENC
Y
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 65
Co
nd
uct
rel
evan
t tr
ain
ing
in p
roje
ct
man
agem
ent,
fin
anci
al m
on
ito
ry a
nd
re
view
. 2
01
2 -
20
15
FME,
UB
EC, T
ETF,
D
HR
MFM
E, U
BEC
, TE
TF
Issu
e P
rop
osa
l dev
elo
pm
ent,
Pro
ject
M
anag
emen
t an
d D
eliv
ery
guid
elin
es.
Dec
-
20
12
FME,
UB
EC, T
ETF
FME,
UB
EC,
TETF
Rev
iew
UB
EC a
nd
TE
TFU
ND
gu
idel
ines
to
im
pro
ve a
cces
s to
fu
nd
s.
Stre
ngt
hen
an
d c
om
ple
te
con
sult
atio
n p
roce
ss.
Au
g-2
01
2
FME,
UB
EC, T
ETF
UB
EC, T
ETF
"Acc
essi
ng
UB
EC F
un
ds"
- u
pd
ated
G
uid
elin
es D
ec-2
01
2
FME,
UB
EC
UB
EC
"Acc
essi
ng
TETF
un
ds"
- u
pd
ated
gu
idel
ines
Dec
-20
12
FM
E, T
ETF
TE
TF
Pro
vid
e in
cen
tive
s to
p
erfo
rmin
g b
enef
icia
ries
Is
sue
Bes
t P
ract
ice
Aw
ard
s
20
12
-2
01
5
UB
EC
UB
EC
Co
nd
uct
nam
e an
d n
ame
exer
cise
2
01
2 -
2
01
5
TETF
TE
TF
6.4
Dev
elo
pin
g a
Stra
tegi
c En
gage
men
t Fr
amew
ork
fo
r In
tern
atio
nal
D
evel
op
men
t Pa
rtn
ers
(ID
P)
Cre
ate
a cl
earl
y d
efin
ed
pro
cess
/pro
ced
ure
fo
r en
gage
men
t
Co
mp
lete
d ID
P E
nga
gem
ent
Fram
ewo
rk
Dec
-20
12
P
PM
&R
FM
E
Pu
blic
ly c
om
mu
nic
ate
the
def
ine
d
pro
cess
es/p
roce
du
res
for
enga
gem
ent
to a
ll re
leva
nt
stak
eho
lder
s
Pu
blic
ly c
om
mu
nic
ated
IDP
En
gage
men
t Fr
amew
ork
in p
rin
t,
on
line,
an
d v
ia s
take
ho
lder
eve
nts
.
20
12
-
20
15
P
PM
&R
FM
E
Cre
ate
an o
utr
each
p
rogr
amm
e to
en
gage
ID
Ps
and
OP
S,
enco
ura
gin
g th
em t
o
par
tici
pat
e in
ed
uca
tio
n
del
iver
y.
Pro
gram
me
of
Stak
eho
lder
s
even
ts
dev
elo
ped
an
d e
xecu
ted
to
en
gage
ID
Ps
and
OP
S.
20
12
-
20
15
PP
M&
R
FME
S/N
TUR
NA
RO
UN
D
STR
ATE
GY
AC
TIV
ITIE
SD
ELIV
ERA
BLE
SFU
ND
ING
SO
UR
CE
TIM
ELIN
E
(Qu
arte
rly)
IMP
LEM
ENTI
NG
AG
ENC
Y
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 66
6.6
Inte
nsi
fyin
g an
d
Sust
ain
ing
Edu
cati
on
Tax
Co
llect
ion
Co
llect
ion
of
Edu
cati
on
Tax
Fun
d in
ten
sifi
ed
TETF
UN
D/F
IRS
20
11
-20
15
TETF
UN
D
6.5
Esta
blis
hin
g a
Pro
ject
M
ana
gem
ent
Cen
tre
of
Exce
llen
ce t
o
Imp
rove
P
rogr
amm
e
Go
vern
ance
, an
d
Stre
ngt
hen
P
roje
ct
Del
iver
y an
d
Ben
efit
s R
ealis
atio
n
Esta
blis
h a
Pro
ject
M
anag
emen
t O
ffic
e (P
MO
) re
spo
nsi
ble
fo
r p
roje
ct o
vers
igh
t
Pro
ject
Man
agem
ent
Off
ice
esta
blis
hed
wit
h t
he
man
dat
e to
p
rovi
de
ove
rsig
ht,
str
engt
hen
ing
pro
ject
go
vern
ance
, an
d p
rovi
din
g tr
ain
ing
and
su
pp
ort
.
20
12
-2
01
5U
BEC
, TET
F, F
ME
FME,
UB
EC,
TETF
Imp
lem
ent
a P
roje
ct
Man
agem
ent
IT s
yste
m
to e
nab
le s
eam
less
o
per
atio
ns.
Bes
t p
ract
ice
pro
ject
man
agem
ent
too
ls, t
emp
late
s an
d p
roce
du
res
dep
loye
d f
or
use
acr
oss
th
e m
inis
try
and
Sta
te In
stit
uti
on
s
20
12
-
20
15
U
BEC
, TET
F, F
ME
FM
E, U
BEC
, TE
TF
Car
ry o
ut
rob
ust
Pro
ject
M
anag
emen
t Tr
ain
ing
for
all r
elev
ant
per
son
nel
at
bo
th t
he
Fed
eral
an
d
Stat
e G
ove
rnm
ent
leve
ls.
Pro
gram
me
of
pro
ject
man
agem
ent
trai
nin
g av
aila
ble
fo
r re
leva
nt
per
son
nel
at
all l
evel
s
20
12
-
20
15
U
BEC
, TET
F, D
HR
M,
FME
FM
E, U
BEC
, TE
TF
Enh
ance
an
d m
and
ate
the
imp
lem
enta
tio
n o
f p
erio
dic
fin
anci
al
mo
nit
ori
ng
exer
cise
.
UB
EC q
uar
terl
y fi
nan
cial
mo
nit
ori
ng
exer
cise
inst
itu
ted
. Fi
nan
cial
mo
nit
ori
ng
of
edu
cati
on
fi
nan
cin
g in
all
sch
oo
ls, H
CEs
and
FC
Es
20
12
-
20
15
FM
E, U
BEC
, NC
CE,
N
UC
, TET
F
FME,
UB
EC,
TETF
Car
ry o
ut
asse
ssm
en
ts o
f
com
pan
ies
by
TETF
un
d in
liais
on
wit
h F
IRS
issu
e o
ut
· asse
ssm
en
t n
oti
ces
to t
ax p
aye
rs
· con
firm
accu
rate
rem
itta
nce
of
ed
uca
tio
n t
ax c
olle
ctio
ns
b
y
de
sign
ate
d b
anks
to
FIR
S
· tran
sfe
r o
f e
du
cati
on
tax
to t
he
TETF
un
d C
BN
Acc
ou
nts
S/N
TUR
NA
RO
UN
D
STR
ATE
GY
AC
TIV
ITIE
SD
ELIV
ERA
BLE
SFU
ND
ING
SO
UR
CE
TIM
ELIN
E
(Qu
arte
rly)
IMP
LEM
ENTI
NG
AG
ENC
Y
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 67
S/N
TUR
NA
RO
UN
D
STR
ATE
GY
AC
TIV
ITIE
SD
ELIV
ERA
BLE
SFU
ND
ING
SO
UR
CE
6.7
Inve
stin
g Fu
nd
s to
Enh
ance
th
e In
tern
al
Re
ven
ue
Ge
ne
rati
ng
Cap
abili
ty o
f th
e
Fun
d
Pla
ce f
un
ds
and
de
po
sits
in
the
ban
ks b
y e
nsu
rin
g th
e
follo
win
g:·i
ncr
eas
ed
mar
gin
on
fu
nd
s p
lace
me
nt
·min
imiz
ing
inci
de
nce
s o
f d
efau
lt w
hic
h u
sual
ly a
ffe
ct
ear
nin
gs if
fu
nd
s p
lace
d
rem
ain
un
colle
cte
d·r
evie
win
g o
f p
lace
me
nts
lim
it s
et f
or
fin
anci
al
inst
itu
tio
ns,
(h
alf
or
year
ly)
so a
s to
det
ect
ear
ly
det
eri
ora
tio
n in
fin
anci
al
inst
itu
tio
ns
that
th
e
TETF
un
d is
de
alin
g w
ith
.·i
ntr
od
uct
ion
of
a sy
ste
m
that
will
min
imiz
e a
pp
are
nt
loss
es
app
licab
le t
o w
he
n
pla
cin
g n
ew f
un
ds
vid
e
ado
pti
on
of
exis
tin
g cl
ear
ing
ho
use
ru
le·e
nh
anci
ng
the
yie
ld t
hro
ugh
d
ive
rsif
icat
ion
of
inve
stm
en
t p
ort
folio
wh
ile
pla
cin
g e
mp
has
is o
n t
he
se
curi
ty o
f th
e f
un
ds
i.e.
bal
anci
ng
the
ris
k b
etw
ee
n
pro
fita
bili
ty a
nd
saf
ety
·pru
de
nt
inve
stm
en
t in
st
ock
s
Fun
ds
re-i
nve
ste
dIn
com
e e
arn
ed
on
inve
ste
d
fun
ds
TETF
UN
D2
01
1-2
01
5TE
TFU
ND
TIM
ELIN
E
(Qu
arte
rly)
IMP
LEM
ENTI
NG
AG
ENC
Y
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 68
··· · · · ·
S/N
TUR
NA
RO
UN
D
STR
ATE
GY
AC
TIV
ITIE
SD
ELIV
ERA
BLE
SFU
ND
ING
SO
UR
CE
6.8
M
anag
ing
Ava
ilab
le F
un
ds
Effe
ctiv
ely
O
per
ate
of
a fu
lly
com
pu
teri
zed
info
rmat
ion
sys
tem
s
for
all a
cco
un
tin
g
tran
sact
ion
s
Dir
ect
dis
bu
rsem
ent
to b
enef
icia
ries
thro
ugh
e-p
aym
ent
Mo
nit
or
and
eva
luat
e
of
dis
bu
rsem
ent
to
ben
efic
iari
es
Ensu
re p
rom
pt
ren
dit
ion
of
fin
anci
al
retu
rns
and
pro
visi
on
of
tim
ely
info
rmat
ion
for
man
agem
ent
and
bo
ard
Ap
pro
pri
ate
and
eff
ecti
ve
use
of
the
pro
po
sed
dis
bu
rsem
ent
met
ho
d
Org
aniz
atio
n o
f aw
aren
ess
and
en
ligh
ten
men
t fo
rum
for
all a
cco
un
tin
g o
ffic
ers
of
the
ben
efic
iary
inst
itu
tio
ns
to e
nlig
hte
n t
hem
on
th
e
nee
d im
ple
men
t TE
TFu
nd
fin
anci
al r
equ
irem
ents
jud
icio
usl
y
Join
t q
uar
terl
y fi
nan
cial
mo
nit
ori
ng
exer
cise
of
all
ben
efic
iari
es t
o e
nsu
re
effe
ctiv
e u
tiliz
atio
n o
f fu
nd
s
and
val
ue
for
mo
ney
All
op
erat
ion
s, e
ven
ts a
nd
acti
viti
es s
ho
uld
aim
ed a
t
min
imiz
atio
n o
f er
rors
in
tran
sact
ion
pro
cess
ing.
Stri
ct a
dh
eren
ce t
o
dea
dlin
e fo
r su
bm
issi
on
of
stat
uto
ry r
etu
rns
and
info
rmat
ion
to
man
agem
ent
and
bo
ard
TETF
un
d2
01
1-2
01
5
TETF
UN
D
TIM
ELIN
E
(Qu
arte
rly)
IMP
LEM
ENTI
NG
AG
ENC
Y
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 69
6.1
0
Dis
bu
rsin
g an
d
Trac
kin
g o
f Fu
nd
s in
St
ages
to
En
sure
Ef
fici
ent
and
Ju
dic
iou
s U
tiliz
atio
n.
·R
eco
nci
lead
mis
sib
le
pro
ject
s w
ith
the
ben
efic
iari
es
·
Dis
bu
rse
fun
ds
·
Trac
k b
enef
icia
ry
pro
ject
s im
ple
men
tati
on
sta
tus
regu
larl
y
Effi
cien
t an
d ju
dic
iou
s u
tiliz
atio
n o
f fu
nd
str
acke
dTE
TFu
nd
20
12
20
11
-20
13
TETF
UN
D
Co
mp
ute
rizi
ng
Acc
ou
nti
ng
Info
rmat
ion
Syst
em
C
om
pu
teri
zeo
f th
e
enti
re f
inan
cial
tran
sact
ion
s
Ad
op
t o
f cu
rren
t
acco
un
tin
g so
ftw
are
pac
kage
Org
aniz
e m
anp
ow
er
trai
nin
g an
d r
etra
inin
g
for
al
l th
e st
aff
in t
he
Fin
ance
Dep
artm
ent
on
th
e u
sage
of
the
acco
un
tin
g p
acka
ges
En
sure
eff
icie
nt
and
effe
ctiv
e u
sage
of
elec
tro
nic
pay
men
t
po
licy
for
exec
uti
ng
all
acco
un
tin
g an
d
fin
anci
al t
ran
sact
ion
s
Acc
ou
nti
ng
syst
em e
nh
ance
d
acro
ss t
he
org
aniz
atio
n a
nd
ben
efic
iary
inst
itu
tio
ns
TETF
un
d
20
12
M
arch
20
11
–
Jun
e 2
01
3
TETF
UN
D
6.9
S/N
TUR
NA
RO
UN
D
STR
ATE
GY
AC
TIV
ITIE
SD
ELIV
ERA
BLE
SFU
ND
ING
SO
UR
CE
TIM
ELIN
E
(Qu
arte
rly)
IMP
LEM
ENTI
NG
AG
ENC
Y
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 70
2
01
1-2
01
5Fu
nd
s P
rovi
ded
for
Spec
ial
Edu
cati
on
Pro
ject
s
6.1
2
Org
aniz
ing
Cap
acit
y B
uild
ing
Pro
gram
mes
fo
r TE
TFu
nd
an
d B
enef
icia
ry
Inst
itu
tio
ns
·Li
aise
wit
h r
egu
lato
ry
bo
die
s an
d in
stit
uti
on
s to
id
enti
fy a
reas
of
trai
nin
g n
eed
s
·
Dra
w u
p a
pro
po
sal o
n
cap
acit
y b
uild
ing
pro
gram
me
·
Pro
du
ctio
n o
f w
ork
pla
n
·
Exec
ute
o
f ac
tual
w
ork
sho
p ·
W
rite
a r
epo
rt o
f th
e
wo
rksh
op
an
d p
rese
nt
th
e
rep
ort
to
man
agem
ent
·
O
rgan
ize
cap
acit
y b
uild
ing
for
Des
k O
ffic
ers
han
dlin
g TE
TFu
nd
Pro
ject
s
·
Enh
ance
the
·
op
po
rtu
nit
ies
for
TETF
un
d s
taff
d
evel
op
men
t an
d t
rain
ing
thro
ugh
exc
han
ge
inte
rnsh
ip p
rogr
amm
e in
si
mila
r Fu
nd
ing
/Tru
st F
un
d
Age
nci
es/O
rgan
izat
ion
s O
vers
eas
Cap
acit
y o
f st
aff
dev
elo
ped
ac
ross
TET
Fun
d a
nd
b
enef
icia
ry in
stit
uti
on
sC
apac
ity
of
TETF
un
d D
esk
Off
icer
s en
han
ced
acr
oss
in
stit
uti
on
s
TETF
un
d2
01
1-2
01
5TE
TFU
ND
S/N
TUR
NA
RO
UN
D
STR
ATE
GY
AC
TIV
ITIE
SD
ELIV
ERA
BLE
SFU
ND
ING
SO
UR
CE
6.1
1Fu
nd
ing
Spec
ial
Edu
cati
on
Pro
ject
s
·
Org
an
ize
Nat
ion
wid
e Sp
ecia
l Ed
uca
tio
n S
urv
ey
for
the
han
dic
app
ed
·
Iden
tify
spec
ial n
eed
s o
f th
e h
and
icap
ped
.
·
Sele
ct in
stit
uti
on
s to
be
fun
ded
·
Mee
t w
ith
re
pre
sen
tati
ves
of
the
inst
itu
tio
ns
sele
cted
.
·U
nd
erta
ke t
he
actu
al
imp
lem
enta
tio
n o
f p
roje
cts
TETF
un
d
TETF
UN
D
TIM
ELIN
E
(Qu
arte
rly)
IM
PLE
MEN
TIN
G
AG
ENC
Y
6.1
3
Dev
elo
pin
g Po
licy
Fram
ewo
rk f
or
the
Imp
rove
men
t o
f In
tern
ally
G
ener
ated
Rev
enu
e B
ase
of
CO
Es
Org
aniz
e w
ork
sho
ps
on
th
e d
evel
op
men
t o
f Po
licy
Fram
ewo
rk f
or
the
imp
lem
enta
tio
n o
f IG
R in
o
ne
hu
nd
red
an
d t
wel
ve
(11
2)
Co
llege
s o
f Ed
uca
tio
n
nat
ion
wid
e
Wo
rksh
op
so
n t
he
dev
elo
pm
ent
of
Polic
y Fr
amew
ork
on
IGR
in t
he
on
e h
un
dre
d a
nd
tw
elve
(1
12)
CO
Es c
on
du
cted
N
CC
E2
01
2=2
01
5N
CC
E
6.1
4Tr
acki
ng
the
Imp
lem
enta
tio
n o
f Fi
scal
A
lloca
tio
ns
in t
he
FCE
U
nd
erta
ke f
inan
cial
m
on
ito
rin
g o
f
ed
uca
tio
n f
inan
ces
of
all F
CE
s.
Effi
cien
t in
tern
al c
on
tro
l in
p
lace
N
CC
E
20
12
-2
10
15
N
CC
E
6.1
5
Stre
ngt
hen
ing
the
Fin
anci
al P
olic
ies
and
In
tern
al F
on
tro
l of
NC
CE
and
FC
Es
·
Co
nd
uct
wo
rksh
op
s
on
im
pro
vin
g
effi
cien
cy in
th
e u
se o
f fi
scal
allo
cati
on
s
·
Pro
du
ce p
rogr
ess
rep
ort
s o
n t
he
imp
lem
enta
tio
n o
f fi
scal
al
loca
tio
n.
Effi
cien
t in
tern
al c
on
tro
l an
d
tran
spar
ency
in f
isca
l m
anag
emen
t u
red
NC
CE
2
01
2-2
01
5N
CC
E
6.1
6
Enh
anci
ng
Dat
a C
olle
ctio
n a
nd
P
rese
nta
tio
n A
bili
ties
o
f FC
E m
anag
emen
tin
all
FCE
.
Org
aniz
e fo
llow
-up
ac
tivi
ties
an
d p
rovi
de
te
chn
ical
ass
ista
nce
to
all
FCE
on
fin
anci
al r
epo
rtin
g.
Har
mo
niz
atio
n/
stan
dar
diz
atio
n o
f fi
nan
cial
d
ocu
men
tati
on
ach
ieve
d.
NC
CE
20
12
-20
15
NC
CE
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 71
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 72
20
12
-20
15
20
12
-20
15
20
12
-20
15
·Qu
arte
rly
com
plia
nce/
eval
uati
on r
epor
tsac
hie
ved
·An
nu
al f
inan
cial
eff
icie
ncy
an
d e
ffec
tive
nes
s re
po
rts
imp
rove
d
Co
nd
uct
mee
tin
gs,
wo
rksh
op
s an
d
enlig
hte
nm
ent
cam
pai
gns
that
fo
ster
self
-rel
ian
ce in
fu
nd
ing
of
tert
iary
in
stit
uti
on
s
Org
aniz
e m
and
ato
ryq
uar
terl
y fi
nan
cial
m
on
ito
rin
g ex
erci
se o
f p
roce
du
res
invo
lved
inth
e re
ceip
t an
d d
isb
urs
emen
t o
f p
ub
lic f
un
ds.
6.1
9D
iver
sify
ing
and
Im
pro
vin
g o
ther
so
ur
of
Fun
din
g th
rou
gh
Co
st-S
har
ing,
Pri
vate
Se
cto
r In
volv
emen
t,
Alu
mn
i, En
do
wm
ents
, ID
Ps,
Co
nsu
ltan
cy
Serv
ices
, etc
ces
.
·C
on
du
ct e
nlig
hte
nm
ent
wo
rksh
op
so
n c
ost
-sh
arin
g m
od
alit
ies
in h
igh
er
edu
cati
on
in h
igh
er
edu
cati
on
·
Sup
po
rt f
or
the
init
iati
ve
on
su
stai
nab
le f
inan
cin
g o
f
hig
her
ed
uca
tio
n in
Nig
eria
·
Des
ign
cap
acit
y b
uild
ing
pro
gram
mes
fo
r p
rin
cip
al
off
icer
s in
fu
nd
s m
ob
iliza
tio
n, a
lloca
tio
n a
nd
m
anag
emen
t
·
Org
aniz
e ca
pac
ity
bu
ildin
g p
rogr
amm
es f
or
un
iver
siti
es o
n w
riti
ng
gran
t-w
inn
ing
pro
po
sals
to
d
on
or
agen
cies
.
·
Org
aniz
e
an
nu
al
fo
rum
fo
r in
tera
ctio
n
bet
wee
n f
un
din
g ag
enci
es,
d
on
or
par
tner
s an
d
N
iger
ian
un
iver
siti
es
·
Un
der
take
an
nu
al r
evie
w
and
mo
nit
ori
ng
of
the
stat
e o
f
fun
din
g, p
artn
ersh
ip a
nd
·re
sou
rce
uti
lizat
ion
fo
r so
un
d c
orp
ora
te
gove
rnan
ce.
·Gre
ater
pri
vate
sec
tor
invo
lvem
ent
in f
un
din
g o
f ed
uca
tio
nac
hie
ved
·
Inte
rnal
ly g
ener
ated
rev
enu
e th
rou
gh c
on
sult
ancy
an
d
com
mu
nit
y se
rvic
es a
nd
in
du
stri
al
linka
ges im
pro
ved
·
IGR
co
mp
on
ent
of
Un
iver
sity
b
ud
get
imp
rove
d
·
Dat
abas
e o
f al
l par
tner
ship
s in
th
e u
niv
ersi
ties
esta
blis
hed
·
IT b
ased
syst
em t
o c
aptu
re
·
reso
urc
e fl
ow
an
d
·
uti
lizat
ion
dev
elo
ped
FME/
NG
O &
P
PP/
NU
C/N
BTE
/NC
CE
FME/
NU
C/
NB
TE/N
CC
E
6.1
7 S
tren
gth
enin
g R
egu
lato
ry
Co
mp
lian
ce in
NC
CE
and
FC
E.
NC
CE
NC
CE
6.1
8 E
nsu
rin
g Te
rtia
ry
Inst
itu
tio
nsD
evel
op
Sel
f-R
elia
nce
th
rou
gh In
tern
al
Sou
rcin
g o
f Fu
nd
s
Ap
pre
ciab
le in
crea
se in
IGR
ach
ieve
d
FME/
NU
C/
NB
TE/N
CC
E
FME/
NU
C/
NB
TE/N
CC
E
S/N
TUR
NA
RO
UN
D
STR
ATE
GY
AC
TIV
ITIE
SD
ELIV
ERA
BLE
SFU
ND
ING
SO
UR
CE
IMP
LEM
ENTI
NG
AG
ENC
Y
TIM
ELIN
E
(Qu
arte
rly)
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 73
6.2
0 R
estr
uct
uri
ng
and
St
ren
gth
enin
g th
e Ex
isti
ng
Sch
ola
rsh
ip a
nd
Stu
den
t Lo
an B
oar
ds
to T
arge
t TV
ET t
ud
ents
Pro
vid
e 2
5%
of
fun
ds
for
spec
ific
sch
ola
rsh
ip f
or
TVET
stu
den
ts.
Sc
ho
lars
hip
bo
ard
re
stru
ctu
red
TO P
RO
VID
E FU
ND
S
FM
E, N
BTE
an
d
Poly
tech
nic
s
2
01
2-2
01
5FM
E/N
BTE
bu
dge
t
6.2
1 U
pgr
adin
g Fa
cilit
ies
in
Sele
cted
Po
lyte
chn
ics
to
mak
e th
em C
entr
es o
f Ex
celle
nce
Pro
visi
on
of
off
ice
Equ
ipm
ent
(co
mp
ute
rs,
soft
war
e, f
urn
itu
re, e
tc)
and
tra
inin
g m
ater
ials
fo
r p
oly
tech
nic
s.
Up
grad
ing
of
faci
litie
s51
Po
lyte
chn
ics
and
M
on
ote
chn
ics
co
mp
lete
d .
FME,
NB
TE a
nd
TET
F
20
12
-20
15
FME/
NB
TE/
TETF
UN
D
bu
dge
t
6.2
2 U
pgr
adin
g o
f Fa
cilit
ies
in
Sele
cted
Tec
hn
ical
C
olle
ges
to m
ake
them
C
entr
e o
f Ex
celle
nce
Sou
rce
fun
ds
fro
m t
he
Wo
rld
Ban
k/
STEP
-B,
AD
B
and
oth
er f
un
din
g ag
enci
es
P
rocu
re a
nd
eq
uip
twel
ve
(1
2)
tech
nic
al c
olle
ges
in
the
six
(6)
geo
-po
litic
al
zon
es.
Fun
din
g so
urc
ed/c
om
mit
men
t fo
r fu
nd
ing
ob
tain
ed.
Eq
uip
men
t p
rocu
red
fo
r tw
elve
(1
2)
tech
nic
al c
olle
ges
in t
he
six
(6)
geo
-po
litic
al
zon
es
FME/
NB
TE/A
DB
2
01
2-2
01
5
FM
E, W
orl
d
Ban
k/ST
EP-B
,A
DB
S/N
TUR
NA
RO
UN
D
STR
ATE
GY
AC
TIV
ITIE
SD
ELIV
ERA
BLE
SFU
ND
ING
SO
UR
CE
TIM
ELIN
E
(Qu
arte
rly)
IMP
LEM
ENTI
NG
AG
ENC
Y
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 74
atte
nd
ance
of
sho
rt-t
erm
co
urs
es/
wo
rksh
op
an
d t
rain
ing
in
rese
arch
an
d o
the
r
rele
van
t te
chn
ical
fie
lds
·P
rod
uce
po
licy
guid
elin
es
for
TETF
un
d m
on
ito
rin
gan
d e
valu
atio
n o
f re
sear
ch
fun
d
6.2
3
Re
susc
itat
ing
and
In
ten
sify
ing
Re
sear
ch
Act
ivit
ies
wit
hin
th
e F
un
d
·Es
tab
lish
an
d c
reat
e g
ran
t fo
r TE
TFu
nd
org
aniz
atio
nal
ac
tio
n r
ese
arch
·In
ten
sify
info
rmat
ion
so
urc
ing
·C
on
du
ct r
egu
lar
dat
a co
llect
ion
exe
rcis
es
and
vi
sita
tio
ns
·C
arry
ing
ou
t re
leva
nt
acti
on
re
sear
che
s in
ne
ed
y ar
eas
.
·C
oo
rdin
ate
qu
arte
rly
coo
rdin
atio
n o
f
·ac
tio
n r
ese
arch
in v
ario
us
·d
ep
artm
en
ts h
ou
sin
g th
e
fun
ds
·Fa
cilit
ate
re
gula
r
Re
sear
ch a
ctiv
itie
s in
te
rtia
ry
inst
itu
tio
ns
resu
scit
ate
d a
nd
in
ten
sifi
ed
th
rou
gh in
cre
ase
d
rese
arch
fu
nd
ing
TE
TFu
nd
20
12
-20
15
TETF
UN
D
6.2
4 A
uto
mat
ion
of
TETF
un
d
Lib
rary
·C
on
du
ct f
eas
ibili
ty
stu
die
s
·
Un
de
rtak
e s
yste
m
anal
ysis
·
Pro
cure
an
d d
ep
loy
soft
war
e
and
eq
uip
me
nt
Lib
rary
Au
tom
ate
dTE
TFu
nd
20
12
TETF
UN
D
6.2
5 T
ETFu
nd
Ele
ctro
nic
s D
ocu
me
nt
Syst
em
De
plo
y e
lect
ron
ic
do
cum
en
t
man
age
me
nt
syst
em
·Ele
ctro
nic
s d
ocu
me
nt
syst
em
d
ep
loye
d
·Do
cum
en
ts b
ette
r o
rgan
ize
d TE
TFu
nd
2
01
2
TETF
UN
D
6.2
6 T
ETFu
nd
Man
age
me
nt
Info
rmat
ion
Sys
tem
(M
IS)
Pro
cure
an
d d
ep
loy
MIS
M
IS d
ep
loye
d TE
TFu
nd
Ju
ne
20
11
- J
un
e 2
01
3 TE
TFU
ND
6.2
7 T
rain
ing
and
Cap
acit
y D
eve
lop
me
nt
on
ICT
in
Tert
iary
Inst
itu
tio
ns
·Id
en
tify
tra
inin
g n
ee
ds
·Id
en
tify
tra
inin
g fi
rm
·D
eve
lop
wo
rk p
lan
·Ex
ecu
teo
f tr
ain
ing
of
the
re
leva
nt
pe
rso
nn
el
Trai
nin
g co
nd
uct
ed
TETF
un
d
Mar
.20
11
- A
ug.
20
13
TETF
UN
D
S/N
TUR
NA
RO
UN
D
STR
ATE
GY
AC
TIV
ITIE
SD
ELIV
ERA
BLE
SFU
ND
ING
SO
UR
CE
TIM
ELIN
E
(Qu
arte
rly)
IMP
LEM
ENTI
NG
AG
ENC
Y
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 75
S/N
TUR
NA
RO
UN
D
STR
ATE
GY
AC
TIV
ITIE
SD
ELIV
ERA
BLE
SFU
ND
ING
SO
UR
CE
6.2
8 E
ffec
tive
Mo
nit
ori
ng
of
Imp
lem
enta
tio
n o
f th
e H
igh
Imp
act
Pro
ject
s
the
·C
hec
k p
re-q
ual
ific
atio
n
·p
roce
ss
·C
hec
k M
inu
tes
of
Ten
der
s B
oar
d a
nd
P
rocu
rem
ent
·
Pla
nn
ing
Co
mm
itte
e
·
Scru
tin
ize
Ap
pro
val/
·
Au
tho
riza
tio
n (
Mgt
. B
oar
d, M
inis
ter
and
FEC
)
·
Ch
eck
Cer
tifi
cate
of
no
·
ob
ject
ion
fro
m B
PP
fo
r
pro
ject
ed f
un
d u
p t
o
·
N1
00
m/N
25
0m
an
d
abo
ve
·
Au
dit
Ver
ific
atio
n o
f th
e
·
HIS
Ps
in e
ach
of
the
six(
6)
geo
po
litic
al
·
Pre
sen
t p
erio
dic
rep
ort
s to
th
e re
leva
nt
man
agem
ent/
BO
Ts
All
Hig
h Im
pac
t P
roje
cts
adeq
uat
ely
mo
nit
ore
dTE
TFu
nd
20
12
-20
15
TETF
UN
D
6.2
9 E
ffec
tive
Mo
nit
ori
ng
of
TETF
un
d N
orm
al
Inte
rven
tio
n
·
Un
der
take
qu
arte
rly
aud
it v
erif
icat
ion
wit
h u
se
of
fin
anci
al c
on
sult
ants
O
rgan
ize
follo
w u
p v
isit
s u
sin
g
the
aud
it s
taff
in
inst
itu
tio
ns
and
get
th
em
to r
epo
rt a
no
mal
ies
No
rmal
inte
rven
tio
ns
mo
nit
ore
d
and
rep
ort
s
gen
erat
ed
TETF
un
d
20
11
-20
13
TETF
UN
D
6.3
0 P
hys
ical
Ver
ific
atio
n o
f TE
TFu
nd
Sp
ecia
l Pro
ject
s·
Au
dit
insp
ecti
on
at
the
va
rio
us
inst
itu
tio
ns
·R
epo
rt t
o a
no
mal
ies
to
the
Man
agem
ent/
Bo
ard
·P
hys
ical
ver
ific
atio
n o
f TE
TFu
nd
sp
ecia
l pro
ject
s co
nd
uct
ed
TETF
un
d2
01
1-
20
13
TETU
ND
Rep
ort
gen
erat
ed·
TIM
ELIN
E
(Qu
arte
rly)
IMP
LEM
ENTI
NG
AG
ENC
Y
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 76
6.3
3En
sure
SU
BEB
s ca
pac
ity
to
acce
ss g
ran
ts.
·Pla
nn
ers
trai
ned
in
wo
rk-p
lan
pre
par
atio
n
·Mee
tin
gs w
ith
po
litic
al
lead
ers
·33
.89
bill
ion
nai
ra 5
0%
o
f 2
% C
RF
mat
chin
g gr
ant
d
isb
urs
ed
UB
EC
20
12
-20
13
2%
CR
F
6.3
1
Ob
tain
ing
Cu
sto
mer
Fe
edb
ack
on
Ser
vice
s P
rovi
ded
an
d
Ide
ntif
yin
g C
ust
om
ers
’ E
Ne
ed
s a
nd
exp
ect
atio
ns
Cu
sto
mer
s’fe
edb
ack
ob
tain
edN
eed
s an
d e
xpec
tati
on
s id
enti
fied
TE
TFu
nd
2n
d-3
rd
Qu
arte
r 2
01
2
TETF
UN
D
6.3
2
Rev
iew
ing
TETF
un
d
Serv
ice
Ch
arte
r in
ac
cord
ance
wit
h t
he
new
Man
dat
e
TETF
un
d C
har
ter
revi
ewed
and
pro
du
ced
.
TE
TFu
nd
20
12
TETF
UN
D
S/N
TUR
NA
RO
UN
D
STR
ATE
GY
·Tra
in S
UB
EBs
on
ho
w t
o
pre
par
e w
ork
-pla
ns
·Car
ryo
ut
po
litic
al
enga
gem
ent
wit
h s
tate
s to
en
sure
·Dis
bu
rse
mat
chin
g gr
ant
to S
UB
EBs
·D
esig
n t
he
inst
rum
ent
for
d
ata
colle
ctio
n
·C
arry
ou
t th
e su
rvey
·C
olle
ct a
nd
an
alys
e th
e d
ata
·P
ub
lish
th
e fi
nd
ings
of
the
surv
ey
·O
bta
in in
pu
ts f
rom
th
e
vari
ou
s d
epts
/un
its
on
th
eir
loca
l ch
arte
r
·C
olle
ct in
form
atio
n o
n
lo
cal c
har
ter
·C
on
sid
eran
d c
om
pile
d
ata
fro
m
the
dep
ts/u
nit
s to ·
dev
elo
p t
he
TETF
un
d
·
Ch
arte
r
·Su
bm
itth
ed
raft
ch
arte
r to
th
e Se
rvic
om
Off
ice
via
·th
e FM
E
AC
TIV
ITIE
SD
ELIV
ERA
BLE
SFU
ND
ING
SO
UR
CE
TIM
ELIN
E
(Qu
arte
rly)
IMP
LEM
ENTI
NG
AG
ENC
Y
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 77
6.3
4·E
nsu
re S
UB
EBs
hav
e th
e ca
pac
ity
for
bu
dge
t im
ple
men
tati
on
·
Faci
litat
e A
ud
it o
f in
terv
enti
on
fu
nd
acc
ou
nts
in a
ll SU
BEB
s
·Tra
in S
UB
EBs
in b
ud
get
pre
par
atio
n
·
Trai
n S
UB
EBs
on
th
e p
rep
arat
ion
of
Dep
artm
enta
l Wo
rk P
lan
s
(DW
P)
bas
ed o
n b
ud
get
allo
cati
on
·
Trai
n S
UB
EBs
to s
up
po
rt
the
LGEA
s in
bu
dge
t p
rop
osa
l dev
elo
pm
ent
·
Trai
n S
UB
EBs
to c
on
du
ct
inte
rnal
mo
nit
ori
ng
of
bu
dge
t im
ple
men
tati
on
C
arry
ou
t 1
st-4
th q
trs,
20
12
fi
nan
cial
mo
nit
ori
ng.
·
Bu
ild c
apac
ity
of
SUB
EBs
for
inte
rnal
Au
dit
of
inte
rven
tio
n f
un
d
acco
un
ts ·
C
arry
-ou
t au
dit
for
20
10
an
d 2
01
1 b
y ex
tern
al
aud
ito
rs.
·Bu
dge
t o
ffic
ers
trai
ned
· Cap
acit
y to
pre
par
e D
WP
s
· Cap
acit
y o
f SU
BEB
s to
su
pp
ort
LG
EAs
imp
rove
d
20
12
fin
anci
al m
on
ito
rin
g re
po
rts
pro
du
ced
an
d
forw
ard
ed t
o a
ll re
leva
nt
stak
eho
lder
s.
· Incr
ease
d c
apac
ity
for
SUB
EBs
to c
on
du
ct in
tern
al a
ud
it
· 20
10
an
d 2
01
1 a
ud
ited
fi
nan
cial
sta
tem
ents
fo
r U
BEC
an
d S
UB
EBS
acco
un
ts p
rod
uce
d
and
fo
rwar
ded
to
rel
evan
t st
akeh
old
ers.
UB
ECU
BEC
/ext
ern
al
aud
ito
rs
2
01
2-2
01
32
% C
RF
6.3
5Im
pro
ve t
he
cap
acit
y o
f SU
BEB
s to
do
cum
ent
and
p
rod
uce
rep
ort
s
·
Bu
ild c
apac
ity
for
dat
a co
llect
ion
an
d a
nal
ysis
·
Bu
ild c
apac
ity
for
rep
ort
w
riti
ng
·
Follo
w-u
p v
isit
to
SU
BEB
w
ith
maj
or
ob
serv
atio
ns
· Imp
rove
d c
apac
ity
for
dat
a co
llect
ion
an
d a
nal
ysis
· In
crea
sed
cap
acit
y fo
r re
po
rt
wri
tin
g
· R
atif
icat
ion
of
ano
mal
ies/
lap
ses
ob
serv
ed in
p
revi
ou
s f
inan
cial
mo
nit
ori
ng
rep
ort
s.
UB
EC
20
12
-20
13
2%
CR
F
S/N
TUR
NA
RO
UN
D
STR
ATE
GY
AC
TIV
ITIE
SD
ELIV
ERA
BLE
SFU
ND
ING
SO
UR
CE
TIM
ELIN
E
(Qu
arte
rly)
IMP
LEM
ENTI
NG
AG
ENC
Y
4 - Ye a r S t r a t e g y P l a n f o r t h e D e v e l o p m e n t o f t h e E d u c a t i o n S e c t o r 78
6.3
6En
han
ce t
he
cap
acit
y o
f SU
BEB
s an
d L
GEA
s to
ap
ply
fo
r th
e
14
%
edu
cati
on
al im
bal
ance
fu
nd
s fo
r 2
01
1
·Tra
in S
UB
EBs
to s
up
po
rt
LGEA
s to
wo
rk w
ith
SB
MC
to
iden
tify
loca
l nee
ds
·
Trai
n S
UB
EBs
to p
rep
are
pro
po
sals
·
Dis
bu
rse
20
11
ed
uca
tio
nal
imb
alan
ce
fun
ds
·In
crea
sed
cap
acit
y fo
r LG
EAs
and
SB
MC
s to
iden
tify
loca
l n
eed
s
· Imp
rove
d c
apac
ity
for
pro
po
sal d
evel
op
men
t
· 9 b
illio
n n
aira
14
% o
f 2
% C
RF
ed
uca
tio
n im
bal
ance
dis
bu
rsed
UB
EC2
01
22
% C
RF
6.3
7En
han
ce t
he
cap
acit
y b
uild
ing
for
fin
ance
sta
ff
Inte
ract
ive
sess
ion
s/gr
ou
p b
uild
ing
tech
niq
ues
an
d
wo
rksh
op
s
Equ
ipp
ed p
erso
nn
el (
fin
ance
) fo
r b
asic
ed
uca
tio
n d
eliv
ery.
U
BEC
2
01
2
2%
CR
F
6.3
8En
han
ce t
he
cap
acit
y o
f SU
BEB
s to
acc
ess
U
BE
Co
mm
un
ity
Init
iate
d S
elf
Hel
p P
roje
cts
Mo
nit
ori
ng
of
Pro
ject
Im
ple
men
tati
on
at
Stat
e,
LGEA
an
d S
cho
ol l
evel
·
Trai
n S
UB
EBs
to b
uild
th
e ca
pac
ity
of
LGEA
s to
w
ork
wit
h S
BM
C t
o
iden
tify
·
Dev
elo
p s
yste
ms
for
UB
E C
om
mu
nit
y In
itia
ted
Se
lf H
elp
Pro
ject
Im
ple
men
tati
on
·
Bu
ild c
apac
ity
of
loca
l ar
tisa
ns
· Imp
rove
d c
apac
ity
for
pro
ject
id
enti
fica
tio
n
· Imp
rove
d s
yste
ms
for
trac
kin
g P
roje
ct e
xecu
tio
n (
Co
nst
ruct
ion
o
f cl
assr
oo
ms,
Ren
ova
tio
ns,
B
ore
ho
les
etc
· I
mp
rove
d c
apac
ity
for
pro
ject
d
eliv
ery
and
mo
nit
ori
ng
UB
EC
SUB
EBs
LGEA
s
Sch
oo
ls &
Co
mm
un
ity
Mem
ber
s
20
11
-20
15
2%
CR
F
6.3
9D
evel
op
ing
Cap
acit
y fo
r fu
nct
ion
al S
BM
Cs
Tr
ain
ing
of
Trai
ner
s
-Tra
inin
g o
f m
aste
r Tr
ain
ers
-S
BM
C T
rain
ing
·
Trai
nin
g o
f Tr
ain
ers
on
SB
MC
s
· Cap
acit
y o
f Tr
ain
ers
on
SB
MC
s d
evel
op
ed
· Co
mm
un
ity
par
tici
pat
ion
in
bas
ic e
du
cati
on
enh
ance
d
FME
U
BEC
ES
SPIN
ST
Ts
SU
BEB
s
LG
EAs
SB
MC
m
emb
ers
2
01
1-2
01
5 2%
CR
F
6.4
0C
apac
ity
bu
ildin
g w
ork
sho
p f
or
Mo
bili
zati
on
p
erso
nn
el a
t SU
BEB
an
d
LGEA
leve
ls
Bu
ild C
apac
ity
of
SUB
EB
and
LG
EA S
taff
fo
r im
pro
ved
ser
vice
d
eliv
ery
of
Soci
al
Mo
bili
zati
on
Effe
ctiv
e se
rvic
e d
eliv
ery
for
Soci
al M
ob
iliza
tio
n a
ctiv
itie
s
UB
EC
SU
BEB
s
LG
EAs
2
01
1-2
01
5
2%
CR
F
FUN
DIN
G
S/N
TUR
NA
RO
UN
D
STR
ATE
GY
AC
TIV
ITIE
SD
ELIV
ERA
BLE
SSO
UR
CE
TIM
ELIN
E
(Qu
arte
rly)
IMP
LEM
ENTI
NG
AG
ENC
Y