ESSPIN is a UK aid-funded project managed by Cambridge Education
ESSPIN is a UK aid-funded project managed by Cambridge Education
Is sustainable learning for all achievable?
Emerging evidence from Nigeria
ESSPIN is a UK aid-funded project managed by Cambridge Education
ESSPIN is a UK aid-funded project managed by Cambridge Education
17 September 2015
UKFIET, Oxford
Improving school quality at scale
Lilian BreakellStuart CameronLaura McInerney
Photo: SBMC Children’s Committee, Sandra Graham
Education in Nigeria and ESSPIN
Background
10.5m children out of school
Low quality schools, low teacher competence, low pupil achievement
ESSPIN - UK/Nigeria-funded programme running from 2008 – 2017
Active in six states: Enugu, Jigawa, Kaduna, Kano, Kwara and Lagos
Initial pilot in 2k schools, now working in over 16k schools with nearly 6m children
The Composite Survey
Methods
• School Survey conducted in 2012 and 2014
• Stratified sample design, schools selected based on amount of ESSPIN intervention, ASC is sampling frame.
• Survey included: interviews with head teachers, teachers, and school-based management committee chairs, lesson observations, and tests of teachers and children in English and mathematics.
• It reports on indicators of how head teachers are managing the school, how teachers behave in the classroom and how well they know basic English and mathematics, and how much children in grades 2 and 4 are learning.
ESSPIN schools are significantly better than other schools on all overall indicators in 2014
% meeting overall standard Other schools ESSPIN SIP
Competent teachers 62 73*Effective head teacher 14 34*
School development planning 3 20*
Inclusive school 8 25*Good quality school 3 27*
Average % scores in children’s tests Other schools ESSPIN SIP
Literacy grade 2 26 41*Literacy grade 4 25 40*Numeracy grade 2 34 47*Numeracy grade 4 30 39*
* means that the results are statistically significantly different in SIP schools than in other schools (p < .05).
Learning outcomes still in decline, but less so in ESSPIN schools
Learning outcomes are declining overall…
…however they are declining less in ESSPIN schools than non-ESSPIN schools
Causes: Expanding enrolment + conflict?
Conclusion: Improving school quality at scale is possible
• ESSPIN has increased access to schools and has improved school quality. Learning outcomes are better than in non-ESSPIN schools.
• States have rolled out the SIP to almost 100% of their schools- benefiting nearly 6m children.
• Indicators are showing that the SIP is improving education in ESSPIN schools across the six states, yet learning outcomes are still low.
• It is unclear how long it takes to improve learning outcomes in this kind of context where there are many challenges e.g. teachers with low levels of literacy and numeracy, conflict, post-election transition, unpredictable funding.
• CS3, to be conducted in 2016, may provide more answers to this question, yet given the lack of progress during the election cycle, big changes are not expected.
17 September 2015UKFIET, Oxford
Deepening classroom practice in low- resource, large-scale contexts
Abimbola OsuntusaSimon Thomson
ESSPIN is a UK aid-funded project managed by Cambridge Education
Photo: SBMC Children’s Committee, Sandra Graham
Within states’ limited budget envelopes.
State committed spend per pupil
State 2013/14 2014/15 2015/16Enugu £3.64 £2.02 £1.77 Jigawa £1.74 £0.98 £- Kaduna £2.70 £2.14 £- Kano £0.28 £0.27 £0.26 Kwara £- £1.12 £1.12 Lagos £- £1.13 £- Average £1.39 £1.28 £0.52
A fragile delivery model (example of Kano)
137,568 teachers benefitting
36,199 teachers directly trained
16,467 head teachers trained
474 SSOs
4,967,740 children learning in different ways
SUBEBs
285 SSITESSPIN Learning Team
Technical improvement
Changes and needs identified and shared
Rather than expecting to radically change the context, we seek to identify ways learning can happen within it.
Accepting the context we work in means giving individual teachers permission to work in their own ways…
…but teachers’ lack of understanding of effective pedagogy has required us to illustrate it through lesson plans and DVDs.
…but the crucial stage of all workshops is discussion of how materials and ideas can work in context…
An ongoing Continuous School Improvement Process
embeds improvement in state workplans and allows state
officers to determine content.
ESSPIN is a UK aid-funded project managed by Cambridge Education
ESSPIN is a UK aid-funded project managed by Cambridge Education
17 September 2015
UKFIET, Oxford
Whose learning needs to be prioritised?
Inclusive education in Nigeria
Manjola KolaFatima AbokiSourovi DeJake Ross
Photo: SBMC Children’s Committee, Sandra Graham
Promoting inclusion
• Diverse approach
• Process, not end point
• State level
• Institutionalisation
• School based management committees
• Community and children’s needs
• Most marginalised
Inclusive schools
• Training for teachers and head teachers
• In classrooms
• Diversity and differentiation
• Children supported to actively participate
Targeted, state-specific interventions
• Girls’ education promoted
• Sports for girls
• Nomadic community schools
• Islamiyya, Qur’anic and Tsangaya Education
• Support to children with albinism
Improving access and retention
School based management committees
“Through the SBMC we have achieved a lot and the school is now in good shape. Based on our understanding of our role, we succeeded in bringing 22 out-of-school children back and provided school uniform for them.”
Hayem Banke LGEA SBMC, Kaduna State
More inclusive
ESSPIN supported (SIP) schools are significantly better than other schools on inclusion indicators in 2014
% meeting overall standardOther schools ESSPIN SIP
Inclusive school 8 25*
SBMC functions 17 67*
SBMC inclusive of women 2 48*
SBMC inclusive of children 2 18*
Good quality school 3 27*
* means that the results are statistically significantly different in SIP schools than in other schools (p < .05).
More inclusive
ESSPIN supported (SIP) schools are significantly better than other schools on inclusion indicators in 2014
More inclusive
ESSPIN schools perform better than other schools on most inclusiveness indicators
Action on pupil attendance
Plan for access for disadvantaged
Multiple assessment measures
Inclusive teaching
Wealth difference in learning outcomes
richest 20% 2x better
than poorest 20%
poor children’s learning outcomes
significantly raised
Promoting inclusion
• School inclusiveness
• Head teachers’ actions to improve pupil attendance
• Spatial and gender inclusiveness in classrooms
• SBMC functionality and inclusiveness
• Gender gaps
• Learning outcomes by wealth
• Rural-urban gaps; location
• Language
• Over-age
Significant improvement of quality and equity
2012 to 2015
440,000 more children enrolled
450,000 more children learning in good quality schools
ALLmarginalised children need to regularly attend school