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WORLD BANK & NIGERIA EDUCATION SYSTEM. BASIC AND POST BASIC EDUCATION LEVEL PRESENTED BY DR. TUNDE ADEKOLA (SENIOR EDUCATION SPECIALIST , WORLD BANK OFFICE, ABUJA). THE INTERNATION BANK FOR RECONSTRUCTION AND DEVELOPMENT (THE WORLD BANK) AND EDUCATION.

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world bank nigeria education system

WORLD BANK & NIGERIA EDUCATION SYSTEM

BASIC AND POST BASIC EDUCATION LEVEL

PRESENTED BY DR. TUNDE ADEKOLA (SENIOR EDUCATION SPECIALIST , WORLD BANK OFFICE, ABUJA).

the internation bank for reconstruction and development the world bank and education
THE INTERNATION BANK FOR RECONSTRUCTION AND DEVELOPMENT (THE WORLD BANK) AND EDUCATION
  • Education is at the heart of the Bank’s mission to reduce poverty and is committed to help Nigeria accelerate progress in its education attainment.
  • The Bank’s priority is to help Nigeria–together with other development partners-achieve MDG and EFA goals. We support education in Nigeria through IDA.
  • International Development Association (IDA)- Credit i.e. interest free, 10 years moratorium and 30 year repayment period.
  • Previous World Bank assisted projects in Basic Education ( First Primary Education Project, Second Primary Education project and Universal Basic Education Project i.e. PEPI, PEPII and UBEP respectively).
  • The following constitute the World Bank Group;

International Bank for Reconstruction (IBRD) - Loan with subsidized interest to middle income countries

International Development Association (IDA)- Credit to poor and low income countries

International Finance Cooperation (IFC)- loan with subsidized interest to private sector

Multi-lateral Investment Guarantee Agency (MIGA) for example MIGA is a multilateral risk litigator, promoting foreign direct investment into developing countries.

International Centre for settlement of Investment Disputes ( ICSID)

basic education 9 years of universal free and compulsory
BASIC EDUCATION ( 9 years of universal free and compulsory )
  • NEEDS (+ SEEDS, LEEDS)
  • MDG
  • EFA
  • IMPLIMENTATION AGENCIES
    • UBEC
    • SUBEB
    • LGEA
  • School Based Development Committee ( School Development Plan)
post basic education after 9 years of basic education
POST BASIC EDUCATION( after 9 years of basic education)
  • SENIOR SECONDARY
  • VOCATIONAL AND TECHNICAL
  • UNIVERSITIES
  • POLYTHECNICS AND MONOTHECHNICS
  • COLLEGES OF EDUCATION
  • RESEARCH INSTITUTIONS
counyry partnership strategy cps
COUNYRY PARTNERSHIP STRATEGY (CPS)
  • WORLD BANK
  • DFID
  • USAID ?

SUPPORT TO GOVERNMENT

  • GOOD GOVERNANCE
  • ECONOMIC GROWTH
  • POVERTY REDUCTION

ROLE OF THE BANK

  • KNOWLEDGE AND INFORMATION BANK
  • FUNDING GAP AND PROVIDING INVESTMENT FUNDS (IDA, INTEREST FREE, TEN YEARS MORITORIUM AND THIRTY YEARS PAYMENT PERIOD)
  • ECONOMIC SECTOR WORK ( AND TECHNICAL ASSISTANCE)
the players
THE PLAYERS

BASIC EDUCATION IS THE MAIN THRUST OF WORLD BANK SUPPORT

GOVERNMENT (Federal, State and Local )

  • FEDERAL INTENVENTION AGENCIES SUCH AS ETF, UBEC, PTDF etc

DEVELOPMENT PARTNERS

  • INTERNATIONAL

BILATERAL DONORS( USAID, JICA etc ) AND MULTI-LATERAL DONORS (UNESCO, UNICEF, DFID, WORLD BANK, ADB etc)

  • NATIONAL
    • NON-GOVERNMENTAL ( non profit organizations) e.g ACTION AID, CSACEFA etc
    • PRIVATE SECTORS etc
current world bank assisted projects
CURRENT WORLD BANK ASSISTED PROJECTS
  • STATE SECTOR EDUCATION PROJECT

( ESSENTIALLY BASIC EDUCATION PROJECT IN SELECTED STATES)

  • SCIENCE AND TECHNOLOGY EDUCATION POST BASIC PROJECT

( ESSENTIALLY POST BASIC EDUCATION PROJECT AT FEDERAL LEVEL)

state education sector project
STATE EDUCATION SECTOR PROJECT
  • $65 million total credit to improve quality of teaching and learning at basic education in three participating states namely;
    • KANO
    • KADUNA
    • KWARA

PROJECT DEVELOPMENT OBJECTIVE ; is to improve the quality of basic education in targeted LGAs in participating States, focusing particularly on girls’ participation.

Four components namely ; (1) School Development Scheme in targeted LGAs ( school grants) (2) Quality improvement in Basic Education in targeted LGAs; (3) Institutional Development for Key functions of SMOEs and LGEAs; and (4) Project Management, Monitoring and Evaluation.

    • The project PPF is now effective in Kwara State and Kaduna state while Kano has just established the PFMU. As a follow up project and based on their request, the bank has started to hold discussions with Lagos State authorities on possible Bank financing for its education sector ( and other states as their request is being received).
    • After the signing of the financing agreement by the FMOF and the subsidiary agreement between the FMOF and their state counterparts , the project launch will follow and possibly by early November.
science and technology education post basic project step b
SCIENCE AND TECHNOLOGY EDUCATION POST BASIC PROJECT (STEP-B)

$180 MILLION CREDIT TO PRODUCE MORE , BETTER AND RELEVANT QUALIFIED GRADUATES, AND RESEARCH OUTPUT.

  • FEDERALLY DRIVEN ( FMOE and FMOS&T)
  • POST BASIC INSTITUTIONS AND AGENCIES
  • SCIENCE AND TECHNOLOGY EDUCATION
  • PROPOSAL BASED

BUT NOT

  • WORLD BANK PROJECT
  • SCIENCE AND TECHNOLGY PROJECT
  • INSTITUTIONAL PROJECT
  • FMOE, FMOS&T, NUC, NBTE, NCCE OR STEP-B SECRETARIAT PROJECT BUT THEY ARE ALL MAIN STAKEHOLDERS AND AGENCIES , AND ALSO REPRESENTING THE PARTICIPATING INSTITUTIONS ( i.e. federal government colleges, research institutes, universities, polytechnics, colleges of education and project respectively )
step project focus
STEP-PROJECT FOCUS
  • Based on STEP-B study and main synthesis report available ( from the six studies i.e. on policy and planning, curricula, teaching and learning, cost and financing, ICT and response to labor markets.

THRUST OF THE PROJECT

  • PARTNERSHIP
  • COLLABORATION
  • COOPERATION

Between and within post basic institutions, with education agencies and parastatals, and non government agencies and private sectors.

WHAT CAN THE INVESTMENT FUNDS BE USED FOR ?

  • CATALYSE
  • INCENTIVE
  • INNOVATION ( AND RISK)
project components
PROJECT COMPONENTS

COMPONENT 1

  • QUALITY ENHANCEMENT AND INNOVATION FUND (QEIF)
  • Sub-component A ( competitive awards for research and technology);
    • WINDOW A- INSTITUTIONAL AWARDS UP TO US$250,000( about 140 awards)
    • WINDOW B- PARTNERSHIP AWARDS UP TO US$800,000( about 22 awards)
    • WINDOW C- “ INNOVATORS OF TOMORROW “ GRANT AWARDS UP TO US$20,000 ( about 360 to 400 awards)

Sub-component B ; for teaching and learning grants up to US$ 3MILLION (about 9 to 12 awards)

component 2 and 3
COMPONENT 2 AND 3

COMPONENT 2; Supporting the emergence of centers of excellence with grants up to US$7million ( about 7-9 selected CoEs). This will required linkages with international institutions and professional bodies.

COMPONENT 3;

  • Supporting national policy and planning and institutional strengthening. Proposals from professional organizations ( such as STAN, COREN/NSE, MAN , NAS etc) as part of the education agencies implementation plan will be entertained ( NUC, NBTE, NCCE, NITDA,NASENI, ARICT etc ).
  • Supporting project management and administration
performance indicators
PERFORMANCE INDICATORS
  • Increase in number of post-graduates in S&T disciplines ( especially female graduates)
  • Increase in number on S&T publications in peered review journals
  • Increase in number of collaborations with ( and partnerships and institutional links) with international institutions
  • Increase in fully accredited S&T programs in federal post basic education institutions.
  • Increased in number of refurbished and re-equipped S&T laboratories and workshops operational.
current sector work and studies completed and ongoing
CURRENT SECTOR WORK AND STUDIES ( COMPLETED AND ONGOING)
  • Language, Literacy, and Learning in Primary schools; Implications for Teachers Professional Development Programs in Nigeria.
  • Nigeria: Science and Technology Education at Post Basic Level (STEP_B)- Review of S&T Education in Federally Funded Institutions.
  • Public Expenditure Review ( On-going)
  • Secondary Education In Nigeria Study (On going- including Curriculum and Assessment etc)
main findings of teaching and learning study in schools
Main findings of teaching and learning study in schools

Teachers for primary schools and teachers for secondary schools need very different kinds of training.

  • Secondary school teachers need to be prepared to teach at least two main subjects. They need in depth subject content knowledge of the subjects they will teach and they need to understand how adolescents learn. They need to know how to use English as the medium of instruction and to know how to teach their subjects to students who (like themselves) are using English as a Second Language (ESL or ESOL). Secondary teachers should have a degree in their two main teaching subjects and in addition some teacher training based on experiences in secondary schools.
  • Primary school teachers need to be trained as generalist, grade teachers and skills in use of language (s) across the whole curriculum. They need to know how to teach initial literacy in early grades in the main community/Nigerian language, they needs to know how to transit in upper primary to English medium and English across the curriculum. They need to know how to link language concepts, mathematics concepts and science concepts across all subjects in the curriculum.They need to know how to organize learning in different ways - children doing individual learning tasks, children working in groups, children being instructed effectively by the teacher using a variety of techniques. They need to know how to prepare additional instructional materials to support the textbook. They need to know how to monitor each child's learning progress and be able to plan individual, group and class work around children's progress. They need to know how young children learn and acquire literacy skills in more than one language. They need to know how to organize and manage teaching in multi-grade teaching situations in small schools as well as how to manage children of different abilities in a large class.

NCE teacher training programs for new teachers and NCE programs for practicing teachers who are upgrading their qualification need to be structured differently and have different content emphasis

NCE initial training programs for primary school teachers need to be more flexible in their structure

main findings of step b study
Main findings of STEP-B study
  • Almost all the post basic institutions are offering S&T courses but there are now more state and private funded universities (also colleges of education and polytechnics) than those that are federally funded.
  • The current National S&T strategy is without education and ICT policy while the National Education strategy is also without S&T and ICT policy .
  • When S&T , Education and ICT policy exist at State level, there are gaps and needs for greater coordination and harmonization ( within and with federal level).
  • Disconnect between SSS curricula and post secondary life activities especially for non-formal/informal sector. There are paucity of students in S&T courses.
  • Disconnect between pre-service S&T teacher training and teacher requirements in post-basic institutions.
  • Disconnect between post basic S&T education curricula and labour market requirements.
  • Disconnect between formal and non-formal/informal education, and lack of synergy for acceptable and qualification framework.
  • Lack of adequate data and comprehensive EMIS.
  • Under-representation of female and aging S&T faculty members.
  • Need for more national public investment for S&T education and in particular, for research and development which is currently is inadequate and inequitable.
status to date and next steps
STATUS TO DATE AND NEXT STEPS
  • The project steering committee has been constituted which comprises of the representative of all the main stakeholders and to be chaired by the Minister of Education.
  • PROJECT PREPARATION FACILITY ( US$2MILLION) EFFECTIVE ( for pre-effectiveness activities such as training ( in Bank’s procurement and financial management , workshop (e.g proposal writing, sensitization activities , procurement of consultants if required , project launch etc )
  • PPF AND ANNUAL WORKPLAN APPROVED
  • FINANCING AGREEMENT AWAITING SIGNING ? ( for SESP and STEP-B).
  • APPOINTMENT OF STEP-B NATIONAL SECRETARIAT STAFF TO BE FIRMED UP.( In particular, the outcome of the NPS staff recruitment process and selection especially for the project coordinator and other staff are still being awaited by the Bank )
  • TECHINCAL REVIEW COMMITTEE (TRC) AND INTERNATIONAL ADVISORY BOORD (IAB) MEMBERS TO BE CONSITUTED.
  • FIRST AND INITIAL ROUND OF 50 TO 100 PROJECT PROPOSALS FOR DISBURSEMENT OF FIRST TRANCHE OF FUNDS EXPECTED FOR BANK’S NO OBJECTION.
  • STRATEGIC PLAN FOR SELECTION OF CENTRE OF EXECELLENCE (EMERGENCE AND IMPLIMENTATION)
  • PROJECT EFFECTIVENESS AND LAUNCH NOW SCHEDULED FOR MID NOVEMBER, 2007.
summary
SUMMARY
  • THERE IS NO WORLD BANK PROJECT IN NIGERIA BUT WORLD BANK ASSISTED PROJECT.
  • THE WORLD BANK IS NOT THE PLAYER BUT ONE OF THE PLAYERS.
  • THE GOVERNMENT IS THE MAIN LAYER ( The IDPs role is to support the government to achieve its goals as reflected in NEEDS).
  • THE BANK WILL CONTINUE TO WORK WITH ALL OTHER INTERNATIONAL DEVELOPMENT PARTNERS , SUPPORT THE GOVERNMENT THROUGH THE CURRENT PROJECTS (i.e. SESP AND STEP-B PROJECT ACTIVITIES) AND SECTOR WORK.
thank you
THANK YOU

PRESENTED BY DR. TUNDE ADEKOLA (SENIOR EDUCATION SPECIALIST , WORLD BANK OFFICE, ABUJA).

Email address: [email protected]

Telephone: 09-3145269-75

Fax: 09-3145267

Cell phone: 08034080951

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