Presentation for the EDOREN closure event Our recommendations Presentation for the EDOREN closure event 26th June 2018

After five years, we have a series of recommendations for government, DFID, DFID programmes and other partners We have presented a range of different recommendations for these different groups in several different reports, on a range of topics. This presentation groups them together. It is necessarily fairly summary, but more detail is contained in the reports. 17/02/2019 EDOREN

Recommendations for government Build on the foundations of using evidence and data and collaborating with a range of different stakeholders Continue the Nigeria Annual Education Conference Sustain the Fellowship programme Follow up on the current policy on transparent teacher recruitment and deployment in collaboration with the State teams We have presented a range of different recommendations for these different groups of stakeholders in several different reports, and at various events and on a range of topics. This presentation groups them together. It is necessarily fairly summary, but more detail is contained in the reports. 17/02/2019 EDOREN

Recommendations to DFID (and partners) on the design of education programmes Build reform partnerships, starting with leaders in government but extending beyond. Do not ignore the complexities and inter-relations between different parts of the education system. Unpack problems that must be addressed to improve learning outcomes. Work within partnerships to define contextually relevant solutions and appropriate ambitions. Support governments to test a range of solutions, see what works, and adapt. See the synthesis note on Designing education programmes in Nigeria. This note sets in far more detail how to approach each of these recommendations. 17/02/2019 EDOREN

Further recommendations for DFID Consider the circumstances in which the benefits of an ‘EDOREN-style’ project would be feasible (large programme, need for better data and evidence) 17/02/2019 EDOREN

Improving teacher knowledge Teacher training and teaching materials need to be designed taking into account the low competency levels of the teachers and teachers’ subject specialisations. Policies around language of instruction (particularly in early grades) should account for very low levels of literacy in English and Hausa in Northern Nigeria, The quality of new teacher intakes can be improved through reform to teacher recruitment and deployment policies. See synthesis note on teacher knowledge 17/02/2019 EDOREN

Improving teacher recruitment and deployment Commitment by state and local government Commitment by teachers An annual census of vacant posts, specifying schools’ needs, will be carried out by District Support Officers, SSOs and head teachers. It will form the basis for all recruitment and posting decisions. All applicants will submit a written application in a standard format. This will clearly state their qualifications and experience. All identified vacancies will be advertised. Applicants will be invited at interview to identify any particular posting requests (but these will not necessarily be met). All qualified applicants will be interviewed using appropriate instruments. The applicant will accept the posting which is offered or will not be permitted to join the teaching profession. 17/02/2019 EDOREN

Teacher motivation State authorities will describe acceptable routes for upgrading qualifications State authorities will check that courses leading to a qualifications are pertinent to the curriculum needs of primary schools. State authorities will consider, from time to time, the possibility of providing subsidy for such courses. 17/02/2019 EDOREN

Improving teacher pay and remuneration All posts will be advertised with published levels of remuneration. Salaries will be paid electronically on time. Payslips will be issued, detailing any allowances and deductions. 17/02/2019 EDOREN

Improving teacher promotion All teachers will be entitled to regular, high-quality in-service training that is relevant given the context they work in and their levels of knowledge and skills. Training opportunities will always be advertised and appropriate application processes put in place. The performance of all teachers will be subject to a review by relevant officials over a stated time period. Promotion will be directly linked to teachers’ performance. 17/02/2019 EDOREN

Teachers 1 Focus on teacher literacy and subject knowledge – this seems to be the main constraint More use of Hausa – policy is to use Hausa in Primary 1-3 but materials often not there. Improve school management with a focus on ensuring teachers spend enough time teaching 17/02/2019 EDOREN

Teachers 2 4. Assisting teachers to transition from Subject teachers to class teachers The Curriculum and materials should not be ahead of the pupils Teacher motivation: ensuring paid on time and sufficient; fairer system of promotions Teachers’ ability to monitor progress: offer specific training on this? 17/02/2019 EDOREN

Teachers 3 Attention to to low performing teachers, as they represent the great majority of teachers attending the training Access to and use of teaching and learning materials need to be promoted further, including training teachers on how to use the materials properly Resources specifically directed to early learning need to be sustained 17/02/2019 EDOREN

IQS Facilitator capacity building process and any distribution of teaching and learning materials need to be further adapted to the extremely low competency levels of the facilitators. The project needs to address challenges related to Hausa not being the language of the immediate environment in all communities. Facilitator support needs to be consistent and continuous. Use the publication of 2017 GEP3 gender strategy as an opportunity to further debate how to operationalise a continued focus on girls in the classroom. 17/02/2019 EDOREN

Effective Private Education Recommendations Consider exploring this approach in other states where the political economy is favourable Be realistic about the speed with which learning outcomes will change Pay close attention to impacts on the poorest students Do not expect this approach can replace public expenditure on education 17/02/2019 EDOREN

Data improvement Extending workshops to more states and providing refresher training Developing more state to state cooperation Providing more training in time series and mapping Getting state and LGA planners to look at current policy issues and explore opportunities for data based decision making; and Exploring training for the media on data. 17/02/2019 EDOREN

Partners to support policy reform Decide where to focus based on political opportunities, and be flexible and prepared Get policy-makers on your side and involved, including in planning and carrying out research Work with policy-makers to solutions Review the synthesis notes on participatory research models and influencing policy 17/02/2019 EDOREN

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