Round table discussion on education in Kano State

24 May 2011

Education: some uncomfortable facts.

In a 2010 test of 4,800 Kano primary school children

Grade 4 children tested on Grade 4 curriculum work

they averaged 10% in English and 13% in Maths

In a test of 1,620 Kano primary teachers competence in 2010 on Grade 4 curriculum work, lesson planning and interpreting childrens marks

not one single teacher scored 75% or above.

and in the same test,

4 out of every 5 Kano teachers scored between 0% and 25%

and there was no statistical difference between qualified and unqualified teachers.
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Only 4 out of 10 Kano children make the transition from primary to junior secondary school.
5 out of 10 boys. 3 out of 10 girls

2/3 primary classrooms have inadequate seating 4 out of every 10 primary classrooms lack a useable blackboard

1 classroom in 5 needs major repairs

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In 8 Kano LGAs, there are more than 100 children per primary classroom

1/2 primary schools and 1/4 JSS have no water supply There are 200 primary children per toilet in Kano State and 1,200 per toilet in Nassarawa LGA
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What can the government do?

Education recovery has to be a political priority. Government cannot, alone, sort out problems on this scale. But Government has a major responsibility for the quality of service delivery.

What will make a difference?

Setting realistic budgets that conform to plans and that are based on accurate data. Ensuring allocated funds are released and on time so plans can be implemented. Making better use of the funds available by:
Rationalising institutional functions and responsibilities Cutting down on the waste and inefficiencies. Accessing sources of federal funds N2b unaccessed UBE IF 2008-10.

Prioritising resource flows to schools to ensure funds flow to where they are needed
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No single solution will work

To improve access:
Build more capacity Develop more inclusive policies towards non-government education provision.

To improve quality:
Develop and publicise learning benchmarks for literacy and numeracy. Conduct more regular and rigorous quality inspections. Professionalise the workforce, providing improved and purposeful training, revising career structures Adopt an integrated approach to target resources.

To counteract the lack of accountability in the system:

Provide information, stimulate debate and raise public expectations for better quality services. Encourage local accountability through School-based Management Committees. Strengthen government responsiveness.

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