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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. Thank you http://www. nigeria-education