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Nigeria - Second Primary Education Project (English)

The Second Primary Education Project for Nigeria had the following ratings: the outcome was satisfactory, the sustainability was likely, the institutional development impact was modest, and the Bank and borrower performance were both satisfactory. Lessons learned: The project was designed during aftermath of the military government and implemented during a transition time by the democratically elected government. This placed restrictions on what the project could realistically achieve. The sub-projects were scaled-up from 740 Focus Schools (FS), this scale-up helped to build momentum within the community and also led to increased interest by the local communities. The project supported community schools with funds for non-personnel expenditure to be used directly by the head teachers to carryout projects identified by the communities. The self-help approach seemed to be potent in improving retention of pupils as well as parents and community involvement in school activities. Improving quality of instruction in the classroom requires concerted and long term efforts. While having the right political environment is necessary, it is not sufficient to transform the structures, attitudes and values that are at the root of social inequalities and injustices. It is important to have the appropriate capacity building activities before project is declared effective.

Details

  • Document Date

    2005/06/21

  • Document Type

    Implementation Completion and Results Report

  • Report Number

    32304

  • Volume No

    1

  • Total Volume(s)

    1

  • Country

    Nigeria,

  • Region

    Africa,

  • Disclosure Date

    2005/07/07

  • Disclosure Status

    Disclosed

  • Doc Name

    Nigeria - Second Primary Education Project

  • Keywords

    strengthening human resources;primary school age child;distance education for teacher;Participation and Civic Engagement;participation of civil society;education management information system;quality at entry;HIV and AIDS;quality of education;bank procurement procedure;institutional development impact;human resource capacity;basic social service;principal performance ratings;radio and television;delivery of education;local government authority;reallocation of fund;compulsory basic education;act of parliament;School Based Management;cost effective way;junior secondary school;universal basic education;international development partner;arts and craft;gap in information;provision of teacher;procurement of computer;complete primary school;paucity of data;primary school enrolment;regular school attendance;ratings of bank;supply of good;institutional capacity building;acquisition of equipment;primary school curriculum;primary school system;community self help;supplementary reading material;interactive radio instruction;reallocation of resource;release of fund;improving primary education;financial management procedure;primary school teacher;local government area;community and school;lack of space;small rural school;quality of learning;rate of output;outputs by components;primary school level;teacher attendance rate;long term outcomes;improving resource allocation;lack of infrastructure;availability of school;supplementary reader;self-help approach;self help approach;instructional material;counterpart fund;borrower performance;teacher support;school census;political environment;tracer study;community level;legal entity;legal entities;core subject;curriculum material;matching grant;record keeping;political change;community interest;school retention;enrolment increase;supply of computers;democratic government;transition period;information base;toilet facility;Exchange Rates;rural area;political transition;procurement activities;listening habit;federal level;oversight function;school environment;continuous assessment;counterpart funding;teacher salary;education delivery;learning environment;educational delivery;baseline data;education data;staff turnover;reference book;teaching aid;military government;National Institutions;long-term sustainability;central library;school enrollment;direct communication;policy study;project costing;library development;sustainability rating;school supervisor;community representative;transition arrangement;book supply;learning process;accurate baseline;government commitment;government recognition;education information;financial rate;cultural sensitivities;baseline information;bureaucratic bottlenecks;professional knowledge;pupil participation;classroom teaching;school cluster;classroom level;quality education;fishing community;state agency;teaching material;military regime;educational system;innovative way;educational need;library book;poor community;governance conditions;community involvement;management tool;court ruling;curriculum delivery;insufficient funding;inequitable access;political commitment;sustainable capacity;regular operations;planning capacity;external factor;Fiscal Federalism;Early childhood;democratic process;aids education;hiv education;consultative council;average score;competitive bidding;cultural bias;poor road;primary schooling;decentralization reform;education personnel;demand-side factor;secure storage;school administration;administrative support;teaching environment;state planning;staff capacity;school data;family cost;school lunch;compulsory education;state education;social analysis;primary author;effective teaching;democratic governance;government control;external condition;government's objectives;impact indicator;cultural value;instructional purpose;long-term impact;administrative responsibility;donor activities;nomadic education;counterpart contribution;excise duty;primary curriculum;federal agency;Early Education;school community;text book;participating community

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Citation

Nigeria - Second Primary Education Project (English). Washington, D.C. : World Bank Group. http://documents.worldbank.org/curated/en/455001468290437071/Nigeria-Second-Primary-Education-Project