Organising teachers for sustainable futures in northern Nigeria

Learning and teaching outcomes in northern Nigeria Presenter: Sourovi De When you were in grade-2, could you name the first letter of your name? Almost half the pupils tested in a recent large-scale survey of public primary... [ view full abstract ]

Learning and teaching outcomes in northern Nigeria
Presenter: Sourovi De

When you were in grade-2, could you name the first letter of your name? Almost half the pupils tested in a recent large-scale survey of public primary schools in northern Nigeria could not. How about counting from 100-110? Only one in four pupils could answer this correctly in English or Hausa. The vast majority of pupils failed to demonstrate basic English literacy and numeracy expected at grade-2 level, had fallen atleast one full grade behind, and thus were highly unlikely to achieve more advanced learning in upper primary grades. Girls and poorer children were performing worse.
The quality of teaching, which is of central importance to learning, was also found to be of serious concern. A small fraction of teachers demonstrated sufficient subject knowledge of primary level English literacy and numeracy. Fewer showed ability to monitor pupils’ progress. It appears that proficiency in subject knowledge did not imply improved pedagogy. Teachers across the board spent a quarter of lesson-time on what might be deemed child-centred learning, with considerable instructional-time loss and absenteeism.
International evidence suggests teacher effectiveness has a significant impact on learning outcomes. Without good teachers, other interventions are unlikely to work. The specific challenges facing teachers in Nigeria mean that learning what works to improve teacher effectiveness here will be critical to lasting improvements to educational outcomes. In this paper, De and Pettersson present relationships between teacher effectiveness, pedagogy and pupil learning in the context of northern Nigeria.

Recruiting and training teachers for sustainable futures in Katsina Presenter: Paul Bennell Rapidly growing populations present a challenge for maintaining the supply of qualified teachers. In Katsina State, the number of... [ view full abstract ]

Recruiting and training teachers for sustainable futures in Katsina
Presenter: Paul Bennell

Rapidly growing populations present a challenge for maintaining the supply of qualified teachers. In Katsina State, the number of qualified teachers already falls well below that which is required to educate the current population of students; teacher recruitment and education systems are under pressure. Four in ten teachers in primary schools are not qualified. In this scenario, it is unsurprising that learning outcomes are poor.

But by 2025, if progress towards universal enrolment continues and population growth remains substantial, the in-school population will be far larger, requiring the number of trained teachers to treble. How can the teacher recruitment and education system respond?

Bennell and MacAuslan demonstrate how simulations and qualitative research with teacher educators and other officials can be used to inform the discussion of options for governments and colleges of education as they try to respond this challenge. In Katsina, radical improvements to teacher education quality, supply, and organisation will be required, and this will need to come at some public cost. Creative engagement of universities will almost certainly be necessary to support the colleges of education constrained by funding and physical shortages. At the same time, the status of teachers needs improvement so that high calibre candidates are attracted and retained. Finally, curricula need adapting to the rapidly changing environment of northern Nigeria. These three processes are relevant not only in the context of Katsina, but across Nigeria and other low resource contexts more broadly.

How are Nigerian primary teachers managed? Presenter: Terry Allsop An EDOREN literature analysis, stakeholder consultations and recognition of DFID’s education sector programme priorities, all pointed to the importance of... [ view full abstract ]

How are Nigerian primary teachers managed?
Presenter: Terry Allsop

An EDOREN literature analysis, stakeholder consultations and recognition of DFID’s education sector programme priorities, all pointed to the importance of further research on the management of school teachers as a contribution to improving the quality of primary education. However, there is limited information on the circumstances, personal and professional needs, career expectations and aspirations, and other concerns of teachers if sensible and workable improvements in teacher management are to be introduced and sustained.
In this paper, Akogun, Allsop and Watts examine management of primary teachers in two Nigerian States, Kaduna and Katsina, in order to provide evidence for any necessary changes in policy and practice. Four aspects of teacher management are studied: Recruitment/Deployment; Remuneration/Allowances; Teacher Professional Development; Career Aspirations, Expectations and Progression.
An interview approach was adopted, with teams of six trained researchers operating in each State. Fifteen schools were selected in each State for interviews with teachers, head teachers and school management committees. Interviews were also conducted with relevant State officials. What are the experiences of teachers in being trained, recruited and deployed, what support do they receive, and how do they see their own careers? To what extent do teachers, head teachers, and state officials say the same things? These questions will be addressed based on qualitative analysis and implications considered for sustainably improving learning outcomes.
The presentation will also reflect on the learning experience of a cadre of Nigerian researchers trained in qualitative research for the programme.

Papers in this symposium discuss how teachers should be recruited, deployed, managed and educated to contribute to sustainably improved learning. It is based on quantitative and qualitative research conducted as part of the... [ view full abstract ]

Papers in this symposium discuss how teachers should be recruited, deployed, managed and educated to contribute to sustainably improved learning. It is based on quantitative and qualitative research conducted as part of the Education Data, Research and Evaluation in Nigeria (EDOREN) programme in northern Nigeria. Northern Nigeria has some of the poorest teaching and learning outcomes in the world, in a context of conflict, poverty, and marginalisation. Reforming the teaching and learning system in this context is of vital importance for sustainable futures in Nigeria, and this requires sustained teacher commitment and professionalism. The papers (i) examine relationships between teacher effectiveness, classroom practice and student learning outcomes; (ii) demonstrate how population and enrolment projections can be used to model changing teacher requirements over time, and (iii) explore how teachers are deployed and managed. These three papers paint a detailed picture of the role of teachers in supporting learning values and curricula for sustainable futures in northern Nigeria. Together, they offer explanations and suggestions for improving teacher education, but also the overall teacher management system that allows better educated teachers to contribute to better learning. Lessons on how teachers are organised around curricula in northern Nigeria are applicable to many other contexts where education is critical.

Chaired by Steve Packer