EDUCATION REFORM EDUCATION REFORM

IN KWARA STATEIN KWARA STATE

IMPROVING TEACHERS’ PEDAGOGICALIMPROVING TEACHERS’ PEDAGOGICAL SKILLS AT SKILLS AT BASIC AND SENIOR SECONDARY SCHOOLSBASIC AND SENIOR SECONDARY SCHOOLS THROUGHTHROUGH

SCHOOL CLUSTER MENTORINGSCHOOL CLUSTER MENTORING

BRIEF ON THE STATEBRIEF ON THE STATE::

KWARA STATE was carved out of the former KWARA STATE was carved out of the former Northern Region as a political entity in 1967.Northern Region as a political entity in 1967.

The boundary adjustments of 1976 and 1991 The boundary adjustments of 1976 and 1991 however has recapped the land mass to 36,825 however has recapped the land mass to 36,825 sq.kilometers with just 16 LGAs.sq.kilometers with just 16 LGAs.

The population is about 2.3million.The population is about 2.3million. There are 1,351 public primary,324 Junior and There are 1,351 public primary,324 Junior and

236 senior secondary schools with 3 State-owned 236 senior secondary schools with 3 State-owned Colleges of Education and one Federal University Colleges of Education and one Federal University as major teacher suppliers.as major teacher suppliers.

There are about 17,800 Primary/ Junior school There are about 17,800 Primary/ Junior school and 7,000 Senior secondary school teachers with and 7,000 Senior secondary school teachers with about 86% having a minimum teaching about 86% having a minimum teaching qualification of NCE.qualification of NCE.

Brief on the State contBrief on the State cont..

The SUBEB supervises the Basic schools The SUBEB supervises the Basic schools teachers while the TSC supervises the Senior teachers while the TSC supervises the Senior secondary schools teachers.secondary schools teachers.

The most populous part of the state is the area The most populous part of the state is the area around the state capital,Ilorin.around the state capital,Ilorin.

Education is the major industry and the need to Education is the major industry and the need to provide quality education for job creation brings provide quality education for job creation brings about the re-vitalization programme of the sector about the re-vitalization programme of the sector since year 2003.since year 2003.

PROBLEM IDENTIFIED AND WHY:PROBLEM IDENTIFIED AND WHY:

The problem is that of production of ‘half-baked’ school graduates who are not suitable The problem is that of production of ‘half-baked’ school graduates who are not suitable for the labour market because:for the labour market because:

Little knowledge is acquired from the schools due toLittle knowledge is acquired from the schools due to Poor quality teaching by the teachers because ofPoor quality teaching by the teachers because of The faulty pre-service training received from the CoEs who are over populated with The faulty pre-service training received from the CoEs who are over populated with

inadequate facility and poor teacher: student ratio of 1:75 as against the minimum inadequate facility and poor teacher: student ratio of 1:75 as against the minimum standard of 1:25 therefore there isstandard of 1:25 therefore there is

Poor level of communication skill acquired by the teachers during training.Poor level of communication skill acquired by the teachers during training. The academic programme of the training colleges are not in line with the reality in the The academic programme of the training colleges are not in line with the reality in the

classroom.classroom.

There is also absence of mentoring of teachers because this is alien to the system.There is also absence of mentoring of teachers because this is alien to the system.

Problem identified and why cont.Problem identified and why cont.

There is low level of Community participation in There is low level of Community participation in the running and supervision of schools because the running and supervision of schools because of lack of awareness.of lack of awareness.

There is poor teacher recruitment and There is poor teacher recruitment and distribution strategy as needs are not considered distribution strategy as needs are not considered due to inconsistency in policy statement.due to inconsistency in policy statement.

The teacher morale is low due to poor or no The teacher morale is low due to poor or no incentive incentive e.g. lopsidedness in the payment of the e.g. lopsidedness in the payment of the rural teacher allowance; the science teacher rural teacher allowance; the science teacher allowance of N25.00 not reviewed for over 3 decades; allowance of N25.00 not reviewed for over 3 decades; absence of allowance for the language teachers etc.absence of allowance for the language teachers etc.

Lack of on-the-job training for teachers as given Lack of on-the-job training for teachers as given to the officers of the Ministry, SUBEB and TSC.to the officers of the Ministry, SUBEB and TSC.

Problem identified and why cont.Problem identified and why cont.

There is no baseline data for planning purpose There is no baseline data for planning purpose due to lack of functional EMIS.due to lack of functional EMIS.

There is poor performance assessment There is poor performance assessment instrument as evident by the outdated instrument as evident by the outdated instrument.instrument.

There is a lot of irregularity in school attendance There is a lot of irregularity in school attendance by both teachers and students. by both teachers and students. In rural areas for In rural areas for example, teachers rotate the days of the week for example, teachers rotate the days of the week for attendance and students on market days may not attendance and students on market days may not even attend.even attend.

PLANNED IMPACT AND POSSIBLE PLANNED IMPACT AND POSSIBLE RISKS:RISKS:

225 225 Basic and Basic and 4040 Senior school clusters Senior school clusters established.established.

1,2251,225 Basic and Basic and 280 280 Senior school teachers Senior school teachers trained for the cluster trainings and meetings to trained for the cluster trainings and meetings to build the capacity of others.build the capacity of others.

7575 and and 2020 mentors engaged for Basic and Senior mentors engaged for Basic and Senior schs.schs.

A new brand of CoE . A new brand of CoE . Possible Risks include:Possible Risks include: Availability and Sustainable funding.Availability and Sustainable funding. Consistent political willConsistent political will Distribution of teachers for family stabilityDistribution of teachers for family stability Natural Resistance to any form of reformNatural Resistance to any form of reform Acceptance and accountabilityAcceptance and accountability

IMPLEMENTATION SCHEDULE:IMPLEMENTATION SCHEDULE:

Carry out baseline study to identify area of emphasis.Carry out baseline study to identify area of emphasis. Cluster schools into 6 schools per cluster.Cluster schools into 6 schools per cluster. Identify the needs of the CoEs and increase funding Identify the needs of the CoEs and increase funding

accordingly.accordingly. Re-organization of academic programme of the CoEsRe-organization of academic programme of the CoEs Identify 5 teachers from each cluster for ToT by the Identify 5 teachers from each cluster for ToT by the

Colleges of Education.Colleges of Education. Training and meetings at cluster level by the ToT Training and meetings at cluster level by the ToT

teachers.teachers. Appointment and briefing by the Ministry of the Appointment and briefing by the Ministry of the

Mentors.Mentors. Increasing existing allowances and introduce rural Increasing existing allowances and introduce rural

Implementation Schedule cont.Implementation Schedule cont.

and language teacher allowancesand language teacher allowances Government shall empower teachers through the Government shall empower teachers through the

purchase of shares in blue chip companies.purchase of shares in blue chip companies. Upgrading the existing Teacher Assessment Upgrading the existing Teacher Assessment

Instrument to include the Mentor’s assessment Instrument to include the Mentor’s assessment of the teacher.of the teacher.

Monitoring of the reform programme by the Monitoring of the reform programme by the reformed Inspectorate Service.reformed Inspectorate Service.

COST:COST:

The sources of funding shall be:The sources of funding shall be: Yearly Budgetary Allocation about Yearly Budgetary Allocation about 25%25% of the year’s of the year’s

capital allocation shall be dedicated to this reform at the capital allocation shall be dedicated to this reform at the first instance.first instance.

Donor Agencies using our ESP/ESOP to attract the Donor Agencies using our ESP/ESOP to attract the agencies.agencies.

The use of NGOs in the area of mentoring.The use of NGOs in the area of mentoring.Areas to attract funding:Areas to attract funding: Increase in subvention to the CoEsIncrease in subvention to the CoEs Payment for re-training programme Payment for re-training programme Supply of training materials Supply of training materials Logistics for Cluster training and meetingsLogistics for Cluster training and meetings Payments to MentorsPayments to Mentors Logistics for inspections and monitoringLogistics for inspections and monitoring

MONITORING AND EVALUATION:MONITORING AND EVALUATION:

Tracking of School leavers for the period of 4 years Tracking of School leavers for the period of 4 years to increase transition to the University/Polytechnic to increase transition to the University/Polytechnic from the present 25% to 40%from the present 25% to 40%

Sources of information:Sources of information:

Kwara ESP/ESOP;KWASEEDS;Reports on ESA;Social Kwara ESP/ESOP;KWASEEDS;Reports on ESA;Social Analysis; PER.Analysis; PER.