joint education needs assessment analysis

Joint Education Needs Assessment

2021 – Analysis

Education in Emergency Working Group Nigeria (EiEWGN)

Agenda

• Opening remarks – 5 mins

• Introduction to AWG, role of evidence and data in EiE planning, JENA – 30 Mins

• Overview of 2019 JENA experience, lessons learned – 30 Mins

• Tea Break – 15 Mins

• JENA 2021 process, planning and members participated – 20 Mins

• JENA Findings: KIS and FGDs – 1 hour

• Lunch – 30 Mins

• Group work – Comments, Interpretation, Forecast and Recommendations.

• Plenary and Closing

Analysis Workshop Aims and Objectives

• Process feedback: Brief overview of the JENA 2021 process, any lessons learned

from partners

• Understand: Develop a common understanding of JENA 2021 findings

• Interpret and explain: Obtain partner feedback and input on the findings

• Plan and use: Consider how JENA 2021 findings can feed into partner/cluster

response and planning

Introduction to the 2021 JENA

• Background

• The last JENA was conducted in 2019. There is a need for updated

information as well as filling specific information gaps.

• Findings will inform the 2022 Humanitarian Needs Overview.

• livery of information.

Objectives

• Provide better data for stakeholders and partners to understand gaps and needs

• Inform the prioritization of geographic response areas

• Provide recommendations on the most effective activities, approaches and delivery mechanisms

• Provides recommendations to inform decisions on resource mobilization and response planning.

• Recommends next steps for future assessments

Introduction to the 2021 JENA (cont.)

• Timeframes• Complete

• Secondary data review- finalized 30.07.2021

• Assessment design- finalized 06.08.2021

• Upcoming

• Data collection: 11.08.2021 – 31.09.2021

• Analysis and reporting: 01.09.2021 – 15.11.2021

• Coverage• 27 LGAs within Borno, Yobe and Adamawa.

• Selected based on the LGAs with the highest People in Need figures (calculated for 2021 HNO).

• Inaccessible LGAs not considered.

Assessment Methodology

1. KI Interviews and direct observation in schools (incl. schools in camps)

• KI interviews with Headteachers or School Administrators (if unavailable, teachers, members of the SMBC), in randomly selected functioning schools.

• Direct observation component to assess status of school infrastructure, facilities and materials.

• Aim to gather more granular information from functioning schools and camps.

2. Focus Group Discussions (FGDs) with Children in and out-of-school

• Focus Group Discussions (FGDs) with children in and out-of-school.

• Aim to provide more detailed information on barriers to accessing education as well as preferred responses to encourage children to return/remain to school.

Sampling

• Schools

• EMIS data gives the total number of open and closed schools in each selected LGA. In Borno, the number of schools to be assessed was determined by a sampling strategy representative at the LGA level to a confidence level of 90% and 10% margin of error. Number of schools to be assessed in Adamawa and Yobe States were determined by a sampling strategy at the State level to a 90% confidence level and 10% margin of error.

• Borno sampling strategy was agreed in order to have more samples from Borno for the fact that it is the epi-center of the crises and availability/capacity of partners to support with data collection.

• Camps

• All camps in the LGAs being sampled that have a learning center onsite according to the DTM Round 36 have been considered for this assessment. GPS coordinates and Google Maps link will be provided to support navigation.

• Host Communities

• Host Communities the LGAs being sampled that have a learning center onsite according to the DTM Round 36 have been considered for this assessment. However, the number of schools/learning centers to be assessed across all three States were determined by a sampling strategy at the State level to a 90% confidence level and 10% margin of error.

• Learning centers are typically located in a 2Km radius of the Host Community. GPS coordinates and Google Maps link will be provided to support navigation.

State LGA Number of Schools Number of Learning Centres in Camp

Number of Learning Centres in HCs

Total Locations

Borno ASKIRA/UBA 54 2 6 62Borno BAMA 23 2 0 25Borno BIU 58 1 6 65Borno DAMBOA 25 3 4 32Borno DIKWA 5 1 0 6Borno GWOZA 27 6 3 36Borno JERE 52 20 15 87Borno KAGA 14 3 2 19Borno KONDUGA 24 6 6 36Borno MAIDUGURI 66 12 21 99Borno MOBBAR 7 0 1 8Borno MONGUNO 10 8 1 19Borno NGALA 10 2 2 14Adamawa HONG 19 0 18 37Adamawa MADAGALI 11 0 14 25Adamawa MAIHA 9 0 0 9Adamawa MICHIKA 16 0 1 18Adamawa MUBI NORTH 13 0 7 20Adamawa MUBI SOUTH 11 0 9 20Adamawa NUMAN 11 0 10 21Yobe BADE 13 0 11 25Yobe DAMATURU 15 6 10 31Yobe FUNE 22 1 5 28Yobe GEIDAM 10 0 13 23Yobe GUJBA 12 4 6 21Yobe YUNUSARI 9 0 7 16

Partner Feedback

• Does anyone have any feedback on major challenges faced in the data collection process?

• What would you like to change (if anything) in any future JENA?

Key Findings

Findings Discussion

• Attendance/enrolment

• Children with Special Needs and OOSC

• School infrastructure

• Teaching and learning materials

• Language

• Teachers and other education personnel

• Protection

NOTE: For each section, partner input is needed to enrich the quality of explanation and

interpretation.

Partners are also welcome to provide separate written comments on the report up to

Friday 19th November.

Attendance/enrolment: Enrollment

• Girls marginally outnumber boys at the early childhood school level through to JSS (54% of total enrolment)

• But, this pattern reverses at SSS LevelAverage number of boys and girls enrolled in each school level per state

Early Childcare Primary JSS SSS

Girls Boys Girls Boys Girls Boys Girls Boys

Adamawa 88 69 175 174 137 135 225 218

Borno 115 98 695 619 354 284 429 581

Yobe 69 74 583 794 345 368 237 596

Total 105 91 576 586 315 267 356 508

Questions and feedback:Are we doing enough to target SSS level girls? What additional barriers do they face at this age?


• 31% of schools reported that in the 2020-2021 school year, they were unable to enroll some children.

• This was highest in Borno (33% of schools), followed by Yobe (29%) and Adamawa (27%).

Questions and feedback:• Why is the proportion of schools turning children away so much higher in Borno?• Aside from being at full capacity, why are schools turning children away?• Is there a functioning referral mechanism when schools are full, so children can go to schools elsewhere?

Attendance/enrolment: Attendance

• Only 20% and 22% of KIs reported that all or almost all boys and girls respectively, attend school everyday.

Questions and feedback:• Reported attendance is lower in Yobe: why could this be?• What incentivizes parents and children to attend school every day?

22%

20%

53%

50%

16%

22%

6%

5%

4%

2%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Girls

Boys

All or almost all Around three quarters Around Half Around a quarter None

Attendance/enrolment: Barriers

• Inability to afford educational materials was the most commonly reported barrier to attendance for both boys and girls(47% and 46%respectively). This is more prevalent in Yobe (54%) then Adamawa (45%) and Borno (44%).

• This is followed by inability to pay school fees, both link to financial constraints and resulting in children needing to work, hawk, or farm.

Questions and feedback:• Noteworthy: At least 1 KI (0,15%) Reported drug

abuse(boys), chores(girls), missing children(both) to be a barrier.

• Can we better incorporate integrated education / livelihood / protection programming to deal withthese barriers?

0

0.15%

0

42%

46%

10%

21%

26%

23%

7%

7%

0%

23%

4%

1%

0

42%

47%

11%

18%

32%

28%

8%

8%

3%

2%

4%

2%

attendance_levels/attendance_barriers_boys/other/rainfall

FALSE

99.85%

Could not pay school fees

Could not afford educational materials

Poor school structure/facility

Distance to school too far

Planting/harvest season

Looked for or found job/work or hawking

Prolonged illness

Displaced by conflict

joined or recruited by an armed group/CJTF

Marriage

Pregnancy

Lack of teaching staff

Inclusive Education

• Schools across northeast Nigeria are not typically adapted for children with disabilities, with just 19% reporting having additional provisions, despite a majority (65%) hosting at least one child with special needs.

18%

23%

40%

10%

11%

5%

13%

2%

Difficulty Seeing;

Difficulty Hearing;

Difficulty Walking;

Difficulty Remembering or concentrating;

Difficulty Communicating;

Difficulty (with self-care) washing all over or dressing;

Emotional Disturbance

Multiple Impairments

5%6%

3%

7%

4%

Ensuring transport issafe and accessible

for children withdisabilities

Ensuring buildingsare accessible for

children withdisabilities (e.g.

ramps, handrails)

Adapted curriculumfor children with

disabilities

Teachers trained tocater for needs of

children withdisabilities

Disability friendlyspace

Out-of-school children: FGD findings

In-school children: FGD findings

School Infrastructure

• Across all states, one in four schools was sharing infrastructure, typically with schools from conflict-affected communities which had moved to safer or more accessible locations. This was particularly common in Bama, Dikwa and Gwoza.

• Status of infrastructure varied across states. In Yobe, 39% of schools required significant rehabilitation or full rebuilding, compared to 31% in Adamawa and 27% in Borno.

14%

10%

30%

16%

16%

9%

32%

36%

36%

3%

5%

4%

35%

32%

21%

Adamawa

Borno

Yobe

Needs full rebuilding - 0% Needs signficant rehabilitation - 25% Needs some minor rehabilitation - 50%

In generally good condition - 75% In perfect condition - 100%

School Infrastructure: overcrowding

• Overall, KIs reported that classroom space was sufficient in just 28% of schools. The number of students per classroom is extremely high (see below)

7

11

9

3

4

3

1

2

1

Adamawa

Borno

Yobe

Average number of functioning and non-functioning classrooms per school

Functioning Classrooms Non-functioning classrooms: reparable

Non-functioning classrooms: fully destroyed

66

122

177

Adamawa

Borno

Yobe

Average number students per functional classroom

Questions and feedback:Student-per-classroom figures seem extremely high. Is it a realistic picture?What do schools usually do in these situations- do classes usually take place outdoors or in communal spaces?

School Infrastructure: WaSH

• WASH conditions are still severe. Fewer than half of schools (46%) actually had current access to adequate and safe drinking water, with a slightly better situation in Borno (49%) compared to Yobe (43%) and Adamawa (40%).

• Overall, there was an average of 262 students per functioning latrine. As with overcrowding of classrooms, the situation is particularly extreme in Yobe, followed by Borno, with slightly less crowdy in Adamawa.

133

285

300

Adamawa

Borno

Yobe

Average number of students per functional latrine

45%

0%

9%

11%

1%

0%

4%

7%

1%

3%

0%

1%

4%

3%

10%

Borehole/tubewell

Bottled water

Handpump

Not sure

Piped into dwelling or plot

Protected spring

Protected well (Sealed well)

Public tap /standpipe

Sachet water

Surface water (river, stream, lake)

Unprotected rainwater tank

Unprotected spring

Unprotected well - (Open well)

Water trucking (Hint: Tanker trucks, not mai ruwa)

Water vendor/Mai ruwa u

Most common main source of drinking water


• The most common type of latrines in schools were traditional latrines / pits, followed by open space / no latrines. The situation in Yobe appeared worse.

• Male-female segregation of staff and student latrines was reported in more than half of schools. Again, the situation appears worse in Yobe, where about 48% of schools had segregated toilets for students, and 41% had segregated toilets for staff.

• A majority of schools typically did not have working handwashing facilities for latrines, nor water and soap available, however the case seems better in Borno 44% of schools have working handwashing facilities for latrines.

Questions and feedback:• Are we doing enough in terms of improving WASH conditions in schools?• Dikwa, Ngala, Kaga Konduga and Monguno had a generally worse WASH situation. Is

there any explanation for this ?

Teaching and learning: materials

• Most of the schools assessed indicated that Teachers had textbooks for almost all the subjects being taught or for the core subjects that they were teaching the students.

• Only 45% of schools assessed in Borno were reported to have adequate Furnitures (Chairs, Desks, Mats), while Yobe reported 30% and Adamawa 24%. Across BAY, a major number of schools were observed to have blackboards, but only 34% of schools in Borno had whiteboards, 12% in Yobe and another 12% in Adamawa.

30%

40%

33%

43%

30%

21%

20%

24%

30%

7%

7%

16%

Adamawa

Borno

Yobe

Availability of textbooks

For all or almost all subjects For core subjects only For one or two subjects No textbooks


• Generally, across the assessed schools, instructional materials were in good shape and were appropriately stored. Although in 63% of the assessed schools in Adamawa, materials were observed not to have been properly stored.

• It was observed that in 73% of the schools assessed in Borno are using Teaching and Learning materials appropriately, while Yobe was reported to be 63% and Adamawa, just above half at 52%.

• Only about 2% of the schools assessed in Borno reported that all the children have learning materials, a total of 47% of assessed schools in Borno, have reported that about half (41-60%) to almost all (81-99%) the children have learning materials

33%

61% 57%

17%

40%

74%65% 59% 58%

69% 71%

47%

67%

67%

39% 43%

83%

60%

26%35% 41% 42%

31% 29%

53%

33%

Schools with materials in good condition / storage

Yes No

0%

5%

10%

15%

20%

25%

30%

None A few (1 - 20%) Some (21 - 40%) About Half (41-60%)

Most (61-80%) Almost All (81 -99%)

All

Schools reporting children having sufficient learning materials

Adamawa Borno Yobe

Teaching and learning: language

• Although English was used to teach in 93% of schools, it was only spoken by children as a most common language in 39% of schools. Hausa was both commonly used for teaching and spoken by children.

• Students were most commonly expected to transition to learning fully in English in Primary 1 (26%), Primary 4 (28%) or Primary 6 (16%). This varied slightly between states, with the majority in Yobe transitioning in Primary 4, and in Adamawa and Borno in mostly Primary 1, Primary 4 or 6, in that order.

• Around a quarter of schools (26%) reported that about half their teachers face difficulties communicating with children due to language issues.

Hausa

Kanuri

English

Fulfide

Common languages used for teaching and spoken by children

Commonly Spoken by Children Used for Teaching

27%

30%

17%

5%

10%

2%

22%

16%

15%

25%

21%

47%

7%

6%

6%

14%

17%

13%

Adamawa

Borno

Yobe

Learners Transition to English by Class

Primary 1 Primary 2 Primary 3 Primary 4 Primary 5 Primary 6

Teachers: Registered & volunteer

• Average 24 teachers per school, with Borno having a much higher average (27) than Yobe (20) and Adamawa (15)

• 14% of the teaching staff is comprised of volunteers

Questions and feedback:• Avg. teachers/school seems very high. Does 24/school seem correct? Why would Borno be so much higher?• Does 14% volunteer teachers seem correct? In 2019, it was 27%. Why is the reduction in number of volunteer

teachers? Where the new recruitment of teachers?• What tasks do volunteers typically perform (i.e. do they teach in classrooms like normal teachers)?

Teachers: student-to-teacher ratio

31

52

65

49

41

66

92

66

0 10 20 30 40 50 60 70 80 90 100

Adamawa

Borno

Yobe

Total

Students per 1 Teacher (registered only) Students per 1 Teacher (registered only and volunteer)

Questions and feedback:• Do the numbers appear correct?• Notice the significant drop when volunteers are considered in the calculation (1:66 drops to 1:49). Does

this seem correct?

Teachers: Absenteeism

• 19% of schools report that 50-100% of their teacher workforce do not come to school regularly.• The most cited reasons why teachers are not regularly coming to work is due to non-conflict related reasons:

StateLow or

poor Salary

Non

payment of

Salary

Lack of

food

Long

distance to

school

Found

other work

Prolonged

illness

Supporting

family/child

ren

Pregnancy/

maternity

leave

Injured/hurt

in attack on

the school

displaced

by conflict

attack/occu

pation of

school

Insecurity

in the area

or at the

school

(real or

perceived)

Attending

training

Working at

another

school

Adamawa 38% 10% 11% 32% 3% 9% 7% 21% 0% 4% 0% 2% 8% 6%

Borno 44% 20% 9% 16% 4% 14% 3% 17% 0% 7% 1% 4% 11% 2%

Yobe 24% 13% 18% 18% 3% 11% 6% 12% 1% 1% 0% 11% 13% 3%

Total 35% 14% 13% 22% 3% 11% 5% 17% 0% 4% 0% 5% 11% 4%

Questions and feedback:• Do these numbers seem correct? Any other main issue to flag for teacher absenteeism?• As the reasons for absenteeism appear to be primarily non-conflict related, it may be important to explore

education interventions pertaining to salaries, healthcare and transportation rather than strict ‘education in emergencies’ interventions. Would you agree? Any thoughts?

Teachers: Incentives

61%

85%

59%

63%

24%

0%

60%

86%

60%

45%

22%

1%

72%

65%

50%

37%

18%

1%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Timely payment of salary

Increase in the salary

Provision of teaching and learning aids.

Provision of other incentives like housing, health insurance,etc.

Provision of security

Not sure

Yobe Borno Adamawa

Questions and feedback:• Delayed, insufficient or unpaid salaries are most impacting teacher presence and performance. In other words, the

primary challenge facing teachers in performing their duties appears to be an economic one. Do you agree?• Findings suggest that the issue has less to do with the regularity (or irregularity) of payment and more to do with the

inadequacy of payment (too low). Do you agree?

Teachers: Qualifications

3%

4%

17%

8%

14%

11%

28%

18%

15%

16%

11%

14%

40%

35%

31%

35%

28%

35%

13%

25%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Adamawa

Borno

Yobe

Total

Teachers in school that have at least the minimum teaching qualification

None Around a quarter (25%) Around half (50%) Around three quarters (75%) All or almost all (100%)

Questions and feedback:• Do these numbers look correct? Very high levels of teachers without minimum qualification?• Other comments/thoughts?

Protection: Safety risks

• 91% of schools reported that children feel safe coming to school• When asked about specific risks facing children coming to school, the main responses were NOT conflict-related

(“Heavy traffic/Crossing roads” (27%), “Crossing rivers/flooding” (20%) and etc)

Questions and feedback:• Some LGAs stood out with elevated percentages of children NOT feeling safe coming to school: Damboa

(17%), Mobbar (14%) and Gwoza (10%). Why these three?• Does it make sense that the conflict-related security risks appear to be less of an issue than non-conflict-

related risks? Why?

Protection: Presence of armed actors

StateArmed guards at the school

gate for protection

armed

groups/militia/military

In the school or at

the school gate

armed

groups/militia/military in

close proximity to the

school

None of the

above

Adamawa 6% 0% 12% 82%

Borno 19% 4% 15% 63%

Yobe 7% 0% 9% 84%

Total 11% 1% 12% 76%

Questions and feedback:• Why are there armed actors close to schools? Why are there armed actors in school or close to gate? What are

they doing there and why? What could be done to encourage armed actors to be far away from schools?• Why are armed guards at school more common in Borno and Adamawa? Is this typically seen as a good thing

(provides protection) or a bad thing (makes the school more of a target)?

Protection: Attacks on education

69%

91%

91%

87%

94%

79%

74%

87%

95%

92%

89%

17%

6%

6%

8%

3%

14%

10%

8%

3%

4%6%

14%

3%

4%

5%

7%

16%

5%

2%

4%

6%

Hit by bullets, shells or shrapnel

School robbed/looted

School deliberately set on fire

Children/staff killed or injured in attack

School occupied by armed actors

Children/staff threatened verbally or by letter

Targeted by suicide bombing

Children/staff physcially attacked by armed actors while carrying out educationactivities

Attacked by planes/helicopters

Children abducted while attending school or participating in school activities

Child recruitment armed actors

Never Once Multiple times


Questions and feedback:• Any initial thoughts or reactions to these figures? Do they seem accurate?• Is there a general feeling that attacks on education are increasing, decreasing or remaining constant? • Which type of attack is currently occurring the most frequently? Which is having the biggest negative impact on

education?• Any recommendations on what can be done to help reduce attacks on education and respond to the impact of

the attacks that have taken place?

Thank you for your time


2021 – Adamawa StateAnalysis


Agenda












from partners






• Background





Objectives










• Upcoming

• Data collection: 11.08.2021 – 31.09.2021





Sampling

• Schools



• Camps





Geographical Coverage



Total Locations


Partner Feedback



Key Findings

Findings Discussion





• Language


• Protection


interpretation.




• Across the LGAs Girls marginally outnumber Boys at all-school levels. ECCD and SSS school levels have higher gaps.

Questions and feedback:In there a reason that there are significantly more boys than girls enrolled in Maiha? Also the Boys outnumber the boys in Mubi South JSS and SSS-level.

Average number of boys and girls enrolled in each school level per LGA



HONG 81 55 184 192 157 158 156 146

MADAGALI 80 50 177 151 193 159 284 301

MAIHA 67 115 70 138

MICHIKA 32 44 165 168 91 108 191 148

MUBI NORTH 115 100 209 197 111 41 206 200

MUBI SOUTH 71 37 146 137 79 97 165 325

NUMAN 150 100 231 193 721 586

Grand Total 88 69 175 174 137 135 225 218


• 27% of schools in Adamawa State reported that in the 2020-2021 school year, they were unable to enroll some children.

• This was highest in Madagali (50% of schools), followed by Mubi North (29%) and Mubi South (28%).

Questions and feedback:• Why is the proportion of schools turning children away so much higher in Madagali?• Aside from being at full capacity, why are schools turning children away?• Is there a functioning referral mechanism when schools are full, so children can go to schools elsewhere?


• Across the 3 States, only 20% and 22% of KIs reported that all or almost all boys and girls respectively, attend school everyday.

Questions and feedback:• What incentivizes parents and children to attend school every day?

22%

20%

53%

50%

16%

22%

6%

5%

4%

2%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Girls

Boys








0

0.15%

0

42%

46%

10%

21%

26%

23%

7%

7%

0%

23%

4%

1%

0

42%

47%

11%

18%

32%

28%

8%

8%

3%

2%

4%

2%


FALSE

99.85%







Prolonged illness



Marriage

Pregnancy


Inclusive Education


18%

23%

40%

10%

11%

5%

13%

2%

Difficulty Seeing;

Difficulty Hearing;

Difficulty Walking;






5%6%

3%

7%

4%





ramps, handrails)


disabilities





• A majority of the OOSC reported that financial constraints and parents lack of value for education as the main reasons they are out-of-school.

• Children identified Children living with special needs, almajirai and girls as groups of children less likely to attend schools.

• A majority of OOSC reported that they do receive some informal learning by attending a Tsangaya, an Islamiyyah in the early evenings.

• During the day children reported that they hawk, roam the streets, go to the farm, or help out with chores at home.


• Most children reported that ‘playing and recreation activities’ is what excites them most about going to school, some children identified ‘learning’, while others reported ‘school meals’ and the ‘support received from teachers.’

• When asked for suggestions to improve and continue learning in the school, children identified; provision of learning materials, improvement of school infrastructure (including WaSH facilities) and availability of ‘competent’ teachers.

• In-school children reiterated that their OOSC counterparts are hindered by financial constraints and parental negligence

School Infrastructure: Status

• Across all states, one in four schools was sharing infrastructure, typically with schools from conflict-affected communities which had moved to safer or more accessible locations. For Adamawa State, this was highest in Madagali LGA (31%).

• Status of infrastructure varied across states. In Yobe, 51% of schools required significant rehabilitation or full rebuilding, compared to 49% in Adamawa and 42% in Borno.

14%

10%

30%

35%

32%

21%

32%

36%

36%

16%

16%

9%

3%

5%

4%

Adamawa

Borno

Yobe

Needs full rebuilding - 0% Needs signficant rehabilitation - 25%

Needs some minor rehabilitation - 50% In generally good condition - 75%

In perfect condition - 100%



7

11

9

3

4

3

1

2

1

Adamawa

Borno

Yobe




66

122

177

Adamawa

Borno

Yobe


Questions and feedback:• Numan is 112, Madagali is 105. Student-per-classroom figures seem extremely high. Is it a realistic picture?• What do schools usually do in these situations- do classes usually take place outdoors or in communal spaces?




• KIs reports that Madagali has an average of 201 students per functioning latrine, Michika 173 and Mubi North 139.

133

285

300

Adamawa

Borno

Yobe


Questions and feedback:• Are we doing enough in terms of improving

WASH conditions in schools?




30%

40%

33%

43%

30%

21%

20%

24%

30%

7%

7%

16%

Adamawa

Borno

Yobe




• Generally, across the assessed schools, instructional materials were in good shape and were appropriately stored. It was observed that in 73% of the schools assessed in Borno are using Teaching and Learning materials appropriately, while Yobe was reported to be 63% and Adamawa, just above half at 52%.

• Only about 2% of the schools assessed in Adamawa reported that all the children have learning materials, a total of 55% of assessed schools in Yobe, have reported that about half (41-60%) to almost all (81-99%) the children have learning materials

0%

5%

10%

15%

20%

25%

30%


Most (61-80%) Almost All (81 -99%)

All


Adamawa Borno Yobe

57%

13%25%

35% 35%21%

50%

43%

88%75%

65% 65%79%

50%

HONG MADAGALI MAIHA MICHIKA MUBI NORTH MUBI SOUTH NUMAN


Yes No


• Although English was used to teach in 93% of schools, it was only spoken by children as a most common language in 39% of schools. Hausa was commonly spoken by children.



Hausa

Kanuri

English

Fulfide



27%

30%

17%

5%

10%

2%

22%

16%

15%

25%

21%

47%

7%

6%

6%

14%

17%

13%

Adamawa

Borno

Yobe






Questions and feedback:• Avg. teachers/school seems very high. Does 24/school seem correct? • Does 14% volunteer teachers seem correct? In 2019, it was 27%. Why is the reduction in number of volunteer



31

52

65

49

41

66

92

66

0 10 20 30 40 50 60 70 80 90 100

Adamawa

Borno

Yobe

Total



this seem correct?



StateLow or

poor Salary

Non

payment of

Salary

Lack of

food

Long

distance to

school

Found

other work

Prolonged

illness

Supporting

family/child

ren

Pregnancy/

maternity

leave

Injured/hurt

in attack on

the school

displaced

by conflict

attack/occu

pation of

school

Insecurity

in the area

or at the

school

(real or

perceived)

Attending

training

Working at

another

school

Adamawa 38% 10% 11% 32% 3% 9% 7% 21% 0% 4% 0% 2% 8% 6%

Borno 44% 20% 9% 16% 4% 14% 3% 17% 0% 7% 1% 4% 11% 2%

Yobe 24% 13% 18% 18% 3% 11% 6% 12% 1% 1% 0% 11% 13% 3%

Total 35% 14% 13% 22% 3% 11% 5% 17% 0% 4% 0% 5% 11% 4%




61%

85%

59%

63%

24%

0%

60%

86%

60%

45%

22%

1%

72%

65%

50%

37%

18%

1%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%






Not sure

Yobe Borno Adamawa





3%

4%

17%

8%

14%

11%

28%

18%

15%

16%

11%

14%

40%

35%

31%

35%

28%

35%

13%

25%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Adamawa

Borno

Yobe

Total







Questions and feedback:• Some LGAs stood out with elevated percentages of children NOT feeling safe coming to school: Hong (31%),

Madagali (25%) and Maiha (12%). Why these three?• Does it make sense that the conflict-related security risks appear to be less of an issue than non-conflict-

related risks? Why?



gate for protection

armed


In the school or at

the school gate

armed



school

None of the

above

Adamawa 6% 0% 12% 82%

Borno 19% 4% 15% 63%

Yobe 7% 0% 9% 84%

Total 11% 1% 12% 76%





69%

91%

91%

87%

94%

79%

74%

87%

95%

92%

89%

17%

6%

6%

8%

3%

14%

10%

8%

3%

4%6%

14%

3%

4%

5%

7%

16%

5%

2%

4%

6%














2021 – Yobe StateAnalysis


Agenda












from partners






• Background





Objectives










• Upcoming

• Data collection: 11.08.2021 – 31.09.2021





Sampling

• Schools



• Camps





Geographical Coverage



Total Locations


Partner Feedback



Key Findings

Findings Discussion





• Language


• Protection


interpretation.




• Boys outnumber girls at the all-school levels. Primary and SSS school levels have higher gaps.

Questions and feedback:Are we doing enough to target Primary and SSS level girls? What additional barriers do they face at this age?

Average number of boys and girls enrolled in each school level per LGA



BADE 70 43 492 490 77 93 151 1303

DAMATURU 59 68 784 771 117 112 260 400

FUNE 193 319 0 180 450 475

GEIDAM 132 164

GUJBA 94 75 678 494 377 394 400 700

POTISKUM 67 89 936 1894 730 778 160 67

YUNUSARI 223 246

Yobe 69 74 583 794 345 368 237 596


• 29% of schools in Yobe State reported that in the 2020-2021 school year, they were unable to enroll some children.

• This was highest in Geidam (90% of schools), followed by Bade (29%) and Potiskum (28%).

Questions and feedback:• Why is the proportion of schools turning children away so much higher in Geidam?• Aside from being at full capacity, why are schools turning children away?• Is there a functioning referral mechanism when schools are full, so children can go to schools elsewhere?


• Across the 3 States, only 20% and 22% of KIs reported that all or almost all boys and girls respectively, attend school everyday.

Questions and feedback:• Reported attendance is lower in Yobe: why could this be?• What incentivizes parents and children to attend school every day?

22%

20%

53%

50%

16%

22%

6%

5%

4%

2%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Girls

Boys








0

0.15%

0

42%

46%

10%

21%

26%

23%

7%

7%

0%

23%

4%

1%

0

42%

47%

11%

18%

32%

28%

8%

8%

3%

2%

4%

2%


FALSE

99.85%







Prolonged illness



Marriage

Pregnancy


Inclusive Education


18%

23%

40%

10%

11%

5%

13%

2%

Difficulty Seeing;

Difficulty Hearing;

Difficulty Walking;






5%6%

3%

7%

4%





ramps, handrails)


disabilities





• A majority of the OOSC reported that financial constraints and parents lack of value for education as the main reasons they are out-of-school.

• Children identified Children living with special needs, almajirai and girls as groups of children less likely to attend schools.

• A majority of OOSC reported that they do receive some informal learning by attending a Tsangaya, an Islamiyyah in the early evenings.

• During the day children reported that they hawk, roam the streets, go to the farm, or help out with chores at home.


• Most children reported that ‘playing and recreation activities’ is what excites them most about going to school, some children identified ‘learning’, while others reported ‘school meals’ and the ‘support received from teachers.’

• When asked for suggestions to improve and continue learning in the school, children identified; provision of learning materials, improvement of school infrastructure (including WaSH facilities) and availability of ‘competent’ teachers.

• In-school children reiterated that their OOSC counterparts are hindered by financial constraints and parental negligence

School Infrastructure: Status

• Across all states, one in four schools was sharing infrastructure, typically with schools from conflict-affected communities which had moved to safer or more accessible locations. For Yobe State, this was highest in Bade LGA (35%).

• Status of infrastructure varied across states. In Yobe, 51% of schools required significant rehabilitation or full rebuilding, compared to 49% in Adamawa and 42% in Borno. Damaturu and Geidam have the highest number of schools requiring rebuilding or in need of significant rehabilitation with Kis reporting 70% and 60% respectively.

14%

10%

30%

35%

32%

21%

32%

36%

36%

16%

16%

9%

3%

5%

4%

Adamawa

Borno

Yobe

Needs full rebuilding - 0% Needs signficant rehabilitation - 25%

Needs some minor rehabilitation - 50% In generally good condition - 75%

In perfect condition - 100%



7

11

9

3

4

3

1

2

1

Adamawa

Borno

Yobe




66

122

177

Adamawa

Borno

Yobe


Questions and feedback:• Potiskum is 350, Fune is 214 and Gujba is 126. Student-per-classroom figures seem extremely high. Is it a realistic

picture?• What do schools usually do in these situations- do classes usually take place outdoors or in communal spaces?




• KIs reports that Potiskum has an average of 540 students per functioning latrine, Bade 353 and Yunusari 333.

133

285

300

Adamawa

Borno

Yobe


Questions and feedback:• Are we doing enough in terms of improving

WASH conditions in schools? • Are there really so many students sharing

limited latrines in Yobe?




30%

40%

33%

43%

30%

21%

20%

24%

30%

7%

7%

16%

Adamawa

Borno

Yobe




• Generally, across the assessed schools, instructional materials were in good shape and were appropriately stored. It was observed that in 73% of the schools assessed in Borno are using Teaching and Learning materials appropriately, while Yobe was reported to be 63% and Adamawa, just above half at 52%.

• Only about 4% of the schools assessed in Yobe reported that all the children have learning materials, a total of 40% of assessed schools in Yobe, have reported that about half (41-60%) to almost all (81-99%) the children have learning materials

0%

5%

10%

15%

20%

25%

30%


Most (61-80%) Almost All (81 -99%)

All


Adamawa Borno Yobe

41%

65%

32%20%

53%

83%

10%

59%

35%

68%80%

47%

17%

90%

BADE DAMATURU FUNE GEIDAM GUJBA POTISKUM YUNUSARI


Yes No


• Although English was used to teach in 93% of schools, it was only spoken by children as a most common language in 39% of schools. Hausa was commonly spoken by children.



Hausa

Kanuri

English

Fulfide



27%

30%

17%

5%

10%

2%

22%

16%

15%

25%

21%

47%

7%

6%

6%

14%

17%

13%

Adamawa

Borno

Yobe






Questions and feedback:• Avg. teachers/school seems very high. Does 24/school seem correct? • Does 14% volunteer teachers seem correct? In 2019, it was 27%. Why is the reduction in number of volunteer



31

52

65

49

41

66

92

66

0 10 20 30 40 50 60 70 80 90 100

Adamawa

Borno

Yobe

Total



this seem correct?



StateLow or

poor Salary

Non

payment of

Salary

Lack of

food

Long

distance to

school

Found

other work

Prolonged

illness

Supporting

family/child

ren

Pregnancy/

maternity

leave

Injured/hurt

in attack on

the school

displaced

by conflict

attack/occu

pation of

school

Insecurity

in the area

or at the

school

(real or

perceived)

Attending

training

Working at

another

school

Adamawa 38% 10% 11% 32% 3% 9% 7% 21% 0% 4% 0% 2% 8% 6%

Borno 44% 20% 9% 16% 4% 14% 3% 17% 0% 7% 1% 4% 11% 2%

Yobe 24% 13% 18% 18% 3% 11% 6% 12% 1% 1% 0% 11% 13% 3%

Total 35% 14% 13% 22% 3% 11% 5% 17% 0% 4% 0% 5% 11% 4%




61%

85%

59%

63%

24%

0%

60%

86%

60%

45%

22%

1%

72%

65%

50%

37%

18%

1%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%






Not sure

Yobe Borno Adamawa





3%

4%

17%

8%

14%

11%

28%

18%

15%

16%

11%

14%

40%

35%

31%

35%

28%

35%

13%

25%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Adamawa

Borno

Yobe

Total







Questions and feedback:• Some LGAs stood out with elevated percentages of children NOT feeling safe coming to school: Gujba (26%),

Yunusari (20%) and Potiskum (6%). Why these three?• Does it make sense that the conflict-related security risks appear to be less of an issue than non-conflict-

related risks? Why?



gate for protection

armed


In the school or at

the school gate

armed



school

None of the

above

Adamawa 6% 0% 12% 82%

Borno 19% 4% 15% 63%

Yobe 7% 0% 9% 84%

Total 11% 1% 12% 76%





69%

91%

91%

87%

94%

79%

74%

87%

95%

92%

89%

17%

6%

6%

8%

3%

14%

10%

8%

3%

4%6%

14%

3%

4%

5%

7%

16%

5%

2%

4%

6%













joint education needs assessment analysis

Documents